Leighton Middle School

We aim to create a happy school where every member feels valued and able to achieve personal excellence

Prospectus

2010-2011 Contents ______

Welcome to our School 1

Aiming for Excellence 2

Excellence in Behaviour 3

Encouraging ‘Personal Excellence’ 4

Who’s Who 5

Excellence in Organisation 6

Excellence in the Curriculum 7

The Subjects we Teach 9

Special Educational Needs 15

Enrichment Provision 16

Excellent Clubs and Activities 17

Excellent Buildings and Grounds 19

Uniform 20

General Information  Visiting the School; Information to parents 21  Complaints Procedure; Personal Accident Insurance; 22 Education Welfare Service; Legal Child employment  Child protection; Child in need; Absence 23  School and Personal Property 24  Your child’s health 25  Lunchtime arrangements; Litter 26  Policy for charging and remission 26  Statement from Admissions Policy for Bedfordshire 27  Bedfordshire Education Service; Attendance data for 2009-2010 29  School Results 2010 30  National Results 2009 31  Our school day; School term dates 2010-2011 32

School Contact Details 33 Please keep this booklet safe while your child is at Leighton Middle School. It contains important information that you will need to refer to from time to time.

This information was correct at the time of printing but please note that changes may take place during the school year. We will notify parents of any changes.

Welcome to our School

It is a great pleasure for me, as Headteacher, to welcome you to our school.

The pursuit of ‘personal excellence’ is at the centre of our aims and ethos at Leighton Middle School. As staff, we aim for the highest standards in teaching and care and we encourage our children to strive for the satisfaction of always being able to say ‘I did my best’. Teaching and learning are central to our purpose and our greatest strength. Our pupils’ attitude to work is good and all of us on the staff are proud of what the school has achieved.

We have the benefit of buildings and grounds that are unequalled in Leighton/Linslade for historic interest and natural beauty. They provide a pleasant environment for the children’s learning. Within this setting we foster an orderly community with high expectations of behaviour.

Over 460 children attend the school. They come from a wide area, including the town and several villages. They may transfer to us from one of a number of Bedfordshire Lower Schools. In addition, pupils also come to us from across the border in Buckinghamshire.

We offer a wide curriculum which extends the most able pupils and supports the least. Our numerous extra-curricular activities provide even further opportunities for children to develop their skills, knowledge and creativity.

Above all else, we recognise that a child’s progress and happiness are more likely to be achieved when parents and teachers share common aims. Working together, we help your child to gain the self-esteem that comes from achieving ‘personal excellence’. We hope to make your child’s years at Leighton Middle School ones to be remembered.

Mrs A Thompson, Headteacher

From the Chair of Governors

Leighton Middle School has a strong and committed governing body. It brings together men and women from many different backgrounds and experiences who contribute their expertise to the continuing development of the school. We are proud of our school, in particular the happy environment, which we work hard to preserve so that every child has the opportunity to learn and excel. Governors work with staff and parents to create and support the school’s aims. Any of our governors will be pleased to meet you. Should you wish to know more do not hesitate to get in touch with me via the school office. Dr F Dry, Chair of Governors Page 2 Aiming for Excellence ______

Our school community is more than just the teachers and pupils; it includes governors, parents and support staff. The community asks all its members to support and contribute to these school aims.

Leighton Middle School is a caring community that respects the beliefs and cultures of others and recognises the needs, the rights and the responsibilities of all.

We aim to encourage and nurture the very best in creative expression and academic achievement. We believe in providing challenge through the rigorous pursuit of knowledge and understanding within the National Curriculum and beyond.

We will use the unique opportunities provided by the school’s situation, grounds and buildings, recognising that we have exceptional resources that add to the experience of all the members of our community.

We will employ our strengths and work with determination and perseverance to overcome difficulties. We will encourage and develop self-discipline and self-esteem.

We aim to develop awareness of the wide-ranging attitudes and values in both local and distant communities and to encourage a sensitive response to those attitudes and values.

In this way we hope to prepare children for all that life may offer.

Staff, pupils, governors and parents have all helped to shape these aims and we review them regularly. They all contribute to the school’s central aim, written on the front cover of this prospectus. We expect all members of the community of Leighton Middle School to pursue these aims in practice. Page 3 Excellence in Behaviour ______

Our Code of Behaviour

 Value the fact that you have, and everyone else has, a particular contribution to make and that everyone’s contribution is worthwhile;  Take responsibility for your own organisation and behaviour;  Respect everyone’s right to learn;  Work hard to achieve your highest standard in all lessons;  Recognise and make the most of the opportunities that are offered to you;  Treat others as you would wish to be treated;  Show consideration for all members of the school community;  Respect and value differences between people. Recognise that there are different cultures and beliefs and be tolerant of them;  Value your own and other people’s property and care for the school environment;  Behave at all times, both in and out of school, in a way which brings credit to our community.

This code of behaviour rules out bullying, unkindness, stealing or damage to property in our school. All of us – pupils, parents, teachers and governors – will show our disapproval of such acts and will work together to stop them happening.

Statement on Bullying

This school considers that bullying is a serious threat to the happiness of the school community. We recognise that bullying can take many forms such as ‘name calling’, physical force, ‘ganging up’ and ‘sending to Coventry’.

Such actions are against our Code of Behaviour. We will, therefore:

 take all reports about bullying seriously;  discuss the incident with everyone involved, saying why it is unacceptable to us and involve Form Tutors, Heads of Year, Deputy Headteacher and Headteacher as appropriate;  follow the disciplinary procedures for anti-social behaviour if discussion does not work and involve parents at the appropriate time.

Each term, a discussion with pupils takes place to help them understand this Code of Behaviour.

Our Personal, Social and Health Education Programme contains modules of work which allow pupils to discuss topics connected with bullying.

Other discussions also reflect and support this statement. Page 4 Encouraging ‘Personal Excellence’ ______

All children need to feel valued in order to be happy and enjoy their learning. One way to bring this about is to give each child the opportunity of success by congratulating his/her achievement of ‘personal excellence’.

To show the school’s commitment to our aim in action, we have taken the following steps:

 We will issue a formal report or hold a consultation evening for parents each term so as to encourage a high level of communication between home and school so that, working together, we can ensure each child reaches their full potential.

 When a child produces work that demonstrates ‘Personal Excellence’ we will display this work. Obviously the standard of the work varies greatly but it has in common the fact that it represents the best achievements of those particular pupils.

 In assembly, we publicly congratulate pupils who have demonstrated ‘personal excellence’ through their work or behaviour. The excellence may have been shown within the school community or the community outside school.

 We issue all pupils with ‘Personal Excellence’ pages within their Homework Diary and we may award ‘PX’ stamps on these pages for achieving their very best. Full pages lead to the awarding of ‘Personal Excellence’ certificates.

 We send ‘Praise Postcards’ home when a pupil is commended by the Head of Year for ‘Personal Excellence.’

 We issue pupils with Head Teacher awards when pupils are sent to the Head Teacher to show personally excellent work.

 We hold a weekly praise briefing where pupils are discussed – following this briefing pupils are commended by their Form Tutor and parents receive a praise text.

In these ways we show all our pupils that we value their achievements and expect ‘personal excellence’. We hope you will feel able to support us in this and help us to achieve our aim for your child. Page 5 Who’s Who ______

HEADTEACHER Mrs A Thompson, BEd

DEPUTY HEAD TEACHER Mr I Evason, BEd

Teachers Miss R Archer, BA Mrs U Meadows, BSc Miss H Bloomfield, BA Mr B Neville, MA Mrs C Boardman, BEd Miss N Noikovitch, BEd Miss K Bould, BA Miss Osborne, BA Mr C Dobson, BEd Mrs N Parsons, BEd Miss C Earnshaw, BA Mme V Perez-Rae, ‘Licence Anglaise’ Mrs S Ellaway, GTP Miss T Short, BEd Mrs G Fitton, BEd Mrs C Simpson, BA Mr N Green, BA Mr R M Simpson, BA Miss G Grossman, BA Miss E Smith, BA Mrs R Harrison, BA Miss A Stewart, BSc Mr R Herbert, BA Mrs C Vallance, BSc Mrs L Jones, BEd Dr H Wilkinson, BSc Ms C McElhone, BA Mrs A Wood, BEd

Support Staff Mrs M Hazelden, MInstAM Office & Business Manager Mrs J Farren Finance Officer Ms S O’Connor ICT Technician / Cover Supervisor Mrs A Hughes Receptionist Mrs S Hale Receptionist / Clerical Assistant Mrs J Cleak Administrative Assistant Ms B Ware Art & DT Technician Ms D Quinn Assessment Technician Mrs H Wilson Librarian Mrs P Heywood Laboratory Technician Ms C Tolman Behaviour & Pastoral Support Worker Mr M Meneghello Cover Supervisor Mr R Anderson Site Agent Mr B Forsythe Assistant Site Agent Classroom Assistants: Mrs J Boniface, Mrs L Clark, Miss C Dyos, Mrs D Fitzgerald, Mrs S Gawkowska, Mr I Grant, Mrs C Ireland, Mrs L McLeod, Mrs B Payne, Miss N Pitcher, Mrs P Rowlands, Ms J Smith, Mrs S Stokes, Mrs F Wilcock,

The Governing Body Dr F Dry, Chair – Community Mrs S Collings , Vice Chair - Community LEA appointed: Mr M Blackman, Mr B Cookson, Mr B Sadler Parent:: Mr J Cridland, Mr A Jones, Mrs M Ferrari, Mrs A Fiske, Mr P Gale, Mr A Moore, Community: Mrs K Grant, Mr C Hines, Staff Associate: Mrs A Thompson, Mr I Evason, Mrs M Hazelden Associates: Mrs P Busvine, Mr E Dunning, Mrs E Horrocks, Ms Meekums The Governors may be contacted through the school. They meet at least once a term and publish an annual school profile on the website http:\\schoolsfinder.direct.gov.uk

Excellence in Organisation ______

How we care for our pupils

Every child has a Form Tutor and a teacher in charge of the year group; these people will assume responsibility for your child’s welfare at Leighton Middle School. Our Year system is very strong. The Heads of Year work together and meet regularly to maintain the behaviour we expect of our pupils and to monitor pupil progress across the various subjects of the curriculum.

All staff at Leighton Middle School take the pastoral care of our pupils very seriously. They support their Heads of Year in maintaining contact with parents, sorting out problems speedily and fairly and praising children’s success. In this way the school has earned its reputation not only for high academic standards but also for sympathetic care and high expectations of behaviour. We are a well-disciplined community.

We all believe that the best way to achieve success is by working together with parents. We meet parents at consultation evenings and we report on children’s progress and performance at regular intervals. We are always happy to meet parents whenever they need to discuss a child on a more personal basis.

When a pupil’s behaviour or attitude to work clearly indicates that they are not willing to follow our Code of Behaviour, the Form Tutor and Head of Year will decide on appropriate action. This might be an informal detention with the class teacher, a formal detention at lunch time, or a formal one after school. When we feel that behaviour has offended against the community of the school we may withdraw the pupil from any social activity at break or lunch for a suitable period of time. We always inform parents and, as always, it is far more effective when parents and school agree on action to take together. In severe cases of misbehaviour we may have no alternative to excluding a pupil from the society of the school, either ‘internally’ within the building or ‘externally’ at home, under the parents’ supervision.

We are keen to reward the successes of our pupils and we have listed the ways we seek to do this on page 4 of this prospectus.

At a special Leavers’ Evening in July each year, all Year 8 pupils receive a certificate that records their personal successes at Leighton Middle School.

The House system plays a large part in the structure of the school and gives the children an important sense of identity. Every member of the staff and each pupil is a member of one of four Houses BEECH, CEDAR, LINDEN or MAPLE. Page 7

Excellence in the Curriculum ______

Our curriculum organisation reflects as much as possible our belief that each child should feel valued. Frequently, we arrange subjects so that at least two teachers with two classes are teaching the same subject at the same time. This allows the flexibility for children to be regrouped as necessary according to the needs of the pupils and the curriculum.

By the time your child enters Leighton Middle School he or she will have completed two of these Key Stage 2 years. Clearly it is important that we continue to develop your child’s abilities in order to finish this important stage of his or her education, which culminates in the Key Stage 2 tests. To achieve the secure and happy learning environment that the children need, we place them in classes when they enter the school in Year 5. Each class contains the full range of abilities. Initially the children will benefit from working with a small team of teachers whom they will get to know well. This team will be complemented by specialist teaching in some areas, such as French, Art, Music, Technology, Physical Education and some Science. Pupils’ learning needs will become more specialised as they progress into Year 6, the final year of the Key Stage. At this stage, they will meet more teachers while continuing to maintain a secure base with their Form Tutor.

In Key Stage 3, specialist teaching increases. In this way we are able to move children slowly but surely from the security of working with one teacher to the expectation of a variety of subject teachers in Years 7 and 8. In agreement with other local schools our pupils complete an accelerated Key Stage 3 programme, which allows the Upper schools to move pupils rapidly into the Key Stage 4.

All aspects of our school life benefit from the close liaison which takes place between Leighton Middle School teachers and colleagues from Upper, Lower and other Middle schools. This liaison work provides continuity in both the pastoral and academic curriculum.

Assessment

Social as well as academic well-being is crucial in order to create a happy school where pupils feel they can achieve their best. To this end we arrange for you to have an early consultation evening with your child’s Form Tutor. We encourage further informal contacts as and when necessary to maintain this important link with parents.

Each subject department has a system of assessments that provides evidence for each pupil’s achievements in the National Curriculum. We summarise these assessments in reports to parents in January and July. You will have an opportunity to meet your child’s mentor to discuss progress and ways to support your child’s learning. During May there will be a period of one week, when all children are involved in Assessment Tests. It is most important that your child is in school during that week. This week is 9th – 13th May in 2011. Page 8

Homework

Children will improve their prospects of academic success if they work as hard as they can at all times throughout their years in school. Teachers will set appropriate homework for pupils. In Year 5, there will only be a small amount of homework. In Year 6, it will be about half an hour each evening. It will gradually increase to one hour each evening in Year 8. All children have a homework diary. Please keep a regular check on the homework your child is doing and sign the diary each week. There is also a space for you to make comments. Form Tutors will check the diaries once a week.

The School Library

Our School Library is a welcoming and busy environment which aims to support the whole school community in all aspects of learning, teaching and reading for pleasure. Pupils are encouraged to develop as independent learners using a range of resources catering for all ages and abilities.

The Library is open at morning break and lunchtime, during this time pupils are supported by a qualified librarian. Year 8 pupils also help with general library maintenance and assisting younger pupils in information searching.

The Library has a wide selection of curriculum linked and general interest non-fiction books. We also have an excellent variety of fiction, including a recently introduced ‘teen reads’ section available to older readers, which has proved to be extremely popular.

The Library has twelve networked computers that pupils may use for searching the library catalogue, homework related activities and exploring the World Wide Web. The catalogue is also available on the Internet and provides regularly updated links to selected educational websites. Page 9 The Subjects We Teach ______

English

By offering challenging tasks, the English Department encourages all pupils to achieve Personal Excellence, building on their strengths and increasing their confidence. We enable pupils to read and explore texts written in a range of styles for a range of purposes and analyse the structure and organisation of such texts before introducing opportunities to write. Speaking and listening activities, which enable pupils to articulate and explore their ideas and vocabulary, are seen as an essential forerunner to writing at Leighton Middle School.

At Key Stage 2 pupils have an hour of Literacy each school day and a further one hour lesson which is usually devoted to spelling and guided reading. We cover a variety of fiction, non-fiction, poetry and drama and teach pupils to write for different purposes and audiences.

Pupil progress is assessed throughout the year, culminating in the Key Stage 2 SATs in Year 6.

At Key Stage 3 pupils follow the Renewed Framework for English, having four one hour lessons of English per week. We reinforce and build upon pupils’ achievements at Key Stage 2.

Pupils work both individually and in groups. They have opportunities to use computers and interactive resources. Film and interactive multi-media programs are used to encourage discussion and stimulate writing. Pupils also use multi-media authoring software, particularly in Year 8 for the study of a Shakespeare play.

Pupil progress is assessed throughout the year and personalised next step targets are set for each pupil at regular intervals. At the end of Year 7 pupils take QCA Tests, whilst Year 8 pupils sit the Key Stage 3 SATs which help us to monitor their progress. Our close relationship and frequent liaison with Upper School colleagues ensures that, at the end of Year 8, pupils transfer confidently to continue their studies at their new schools.

Mathematics

At Leighton Middle School we believe that mathematics is a creative discipline. It can stimulate moments of pleasure and wonder when a pupil solves a problem for the first time, discovers a more elegant solution to that problem, or suddenly sees hidden connections.

We teach mathematics with the intention of enabling each pupil to develop an enthusiasm and fascination about the subject as well as the mathematical skills and understanding required for later life. We aim to increase pupil confidence in maths so they are able to express themselves and their ideas using mathematical language confidently.

Lessons generally follow the National Numeracy Stategy format with a mental and oral starter, a main activity and a plenary session. Lessons are one hour long and all pupils in Years 5 and 6 receive 5 lessons a week; pupils in Years 7 and 8 receive 4 lessons a week. Page 10

We have two dedicated maths classrooms, both of which are equipped with interactive whiteboards and Internet access.

During lessons pupils will engage in:  The development of mental strategies  Written methods  Practical work  Investigational work  Problem-solving  Mathematical discussion  Consolidation of basic skills and routines

Pupils in all year groups are set according to their ability for all maths lessons. These groups are flexible and children are moved between sets following consultation within the department.

Pupils in all years sit a formal examination once each year, usually in May. These will consist of two written papers, one non-calculator and one where calculators are allowed and a mental arithmetic paper. Pupils in Year 6 sit their Key Stage 2 SAT exams.

The school also encourages pupils to represent our school in local and national competitions. Science The Science Department possesses two large, well-equipped laboratories. This means that every child can learn and enjoy Science in a laboratory. In Key Stage 2, some teaching is classroom-based. In all year groups, the children are taught in form groups and have three one-hour lessons. At all levels we incorporate cross-curricular themes, but place special emphasis on applying literacy, numeracy, ICT skills and personal learning and thinking skills. The department is well resourced allowing practical investigation at least once or twice every week in all year groups.

Science at Key Stage 2 (Years 5 and 6) The work at Key Stage 2 continues and expands on the work done in lower schools. We aim to:  present the subject in a lively, imaginative way;  draw on, and foster, children’s natural sense of awe and wonder;  develop their enquiring minds; and  encourage them to think creatively.

Science at Key Stage 3 (Years 7 and 8) The study of science fires pupils’ curiosity about phenomena in the world around them and offers opportunities to find explanations. It engages learners at many levels, linking direct practical experience with scientific ideas. Experimentation and modelling are used to develop and evaluate explanations, encouraging critical and creative thought. Pupils learn how knowledge and understanding in science are rooted in evidence. They discover how scientific ideas contribute to technological change – affecting industry, business and medicine and improving quality of life. They trace the development of science worldwide and recognise its cultural significance. They learn to question and discuss issues that may affect their own lives, the directions of societies and the future of the world. We liaise with Upper Schools to ensure a smooth transfer at the end of Year 8. All pupils have a sound foundation on which to base their Key Stage 4/ GCSE work. Page 11

Design Technology

We teach Design Technology throughout the school in specialist rooms. Pupils have the opportunity to develop their design and making skills through assignments. They will use a diverse range of materials such as food, textiles, wood and plastic, including mechanical and electrical components. We see appropriate use of ICT as an additional resource to enhance and support the work. The current Design Technology workshop has a fully networked suite of PCs to enable pupils to explore computer-aided design technology and control in the manufacture and design of their work. With the current concern over children’s diets we think it very important that we continue to offer practical cookery lessons to all years. In Years 7 and 8 we fully participate in the National ‘Licence to Cook’ programme which is part of the Government’s measure to offer children an entitlement to cook.

Information and Communication Technology

ICT is an integral part of the curriculum at our school. All pupils study ICT, both as a discrete subject and to support their studies in different subject areas.

Discrete ICT courses are practical sessions held in a suite of 32 PCs with additional use of digital projector, interactive whiteboard, scanners, digital cameras and control interfaces.

Each element of the ICT curriculum addresses the safe use of computer operations where children develop a safe and independent practice along side learning key ICT skills.

The school addresses the importance for children to understand the need to use the Internet safely; teaching is given by a trained individual using the CEOP resources.

Our ICT facilities are excellent:

 Each room has access to the school intranet, which is managed by 3 Windows 2003/8 servers, to ensure consistency in teaching and learning.  The computers have access to the Internet via a well maintained filter system to ensure children are unable to access inappropriate sites.  All teaching rooms have multimedia facilities to encourage the different learning and teaching styles.  Two sets of laptops, a class set of digital cameras as well as a set of Digi-Blue cameras are available for cross-curricular use.  SAM learning, Espresso and other applications are available to support individual’s learning.

With parental permission, pupils are given access to the Internet and Virtual Learning Environments, in which they can create and share their work online and exchange electronic messages with teachers and other children throughout the world. Page 12

Humanities

Geography The study of geography stimulates an interest in and a sense of wonder about places. It helps young people make sense of a complex and dynamically changing world. It explains where places are, how places and landscapes are formed, how people and their environment interact, and how a diverse range of economies, societies and environments are interconnected. It builds on pupils’ own experiences to investigate places at all scales, from the personal to the global.

Our location is ideal for the study of geography and our students study local, national and global geography. No longer is the subject just about rocks and rivers, it is about cultural diversity, how the rest of the world impacts on our lives. We look at life in an Indian village, how chocolate is made and what impact technology has on our world. Some of the big questions we ask are ‘Does Money Make the World go Round?’ and ‘What does our local area need?’ making sure that our students have awareness of issues at all levels.

History History fires pupils’ curiosity and imagination, moving and inspiring them with the dilemmas, choices and beliefs of people in the past. It helps pupils develop their own identities through an understanding of history at personal, local, national and international levels. It helps them to ask and answer questions of the present by engaging with the past. It encourages mutual understanding of the historic origins of our ethnic and cultural diversity, and helps pupils become confident and questioning individuals.

Our unique buildings and grounds are ideal for studying history as our students have historical features to study on hand! We look at different ages, events and people throughout history, from the Indus Valley to the Victorians, from 1066 to 1750, culture and beliefs throughout the ages. History is fascinating, so many struggles, so many developments and much of what we study gives our students the ability to understand and appreciate where we are today and what has happened to get us here.

“Geography has made us neighbours. History has made us friends.” John F Kennedy.

French

All children continue to learn French from Year 5. Specialist staff teach pupils throughout their school life. Initially the emphasis is on communicating in the spoken language, and we use a variety of teaching methods to achieve this. The courses we use are called ‘Actif’ and 'Expo'. They have been adapted to a more skills-driven approach to match the ethos of the new curriculum that takes effect in September 2008. Work is divided into units and pupils are assessed at the end of each unit. We supplement the course with a range of exciting, enjoyable, active and interactive materials in order to expose the pupils to as wide a variety of stimuli as possible. We try to create a French atmosphere in the classroom. Above all, we aim to foster enjoyment of the subject. Pupils achieve well above the national expectation across the ability range and teaching and learning is excellent overall in all years. Vive le Français à Leighton Middle! Page 13 Art

We aim to provide a stimulating and creative environment within the Art Room where all our pupils can develop their artistic capabilities. We structure our projects to allow pupils to achieve success and enjoy art irrespective of their natural ability, working in a variety of artistic media. The conceptual and historical basis of the project work allows pupils to appreciate art and to approach it at many levels. We make full use of our beautiful school environment and the resources available to us, including those shared with other subject areas.

Music is a ‘Universal language’ and it is much “spoken” at Leighton Middle School! All children receive specialist music teaching throughout all four years and develop skills in singing, performing, composing, listening and appraising. As the work is essentially practically based, it enables children to listen carefully to each other, to become confident in performance, to use critical skills sensitively and well and to co-operate with, and support one another. One of the main aims is that pupils become well-motivated and realise that making music is fun!

We have a very strong tradition of extra-curricular activities, including choir, orchestra, string orchestra, wind band, guitar group and recorder ensemble. Our regular concerts and productions, in school and out in the community are a great strength of the school.

Large numbers of pupils receive instrumental lessons from our peripatetic tutors. This is provided by Bedfordshire County Music Service and this year we have thirteen specialist staff visiting our school each week. Lessons are available for all orchestral and band instruments and also for singing, and children have equal opportunity to apply. There is a charge but it is subsidised by the County. Children are entered regularly for Associated Board exams; the exam centre is only a few metres away. We are also able to offer specialist tuition for music theory lessons. Our school is the official centre for the Associated Board theory exams which, like the practical exams, are held three times a year.

We participate in all the activities offered by County and children who learn in school or privately are invited to attend the annual Fiddle Fiestas, Wind Band Spectacular, Percussion Day, Guitar Festival and Singing Festival. Also we are taking advantage of the County's "Music Standards Fund Whole Class Projects" and their "Sound Works" workshops.

The PE Department offers a broad curriculum to include Games activities, Dance, Gymnastics, Athletics and Swimming (Year 5 only). Leighton holds the prestigious Sportsmark Award, awarded by Sport England. PE specialists teach the vast majority of lessons and our pupils are highly motivated. We offer a wide variety of PE extra curricular activities throughout the year and we are fortunate to have a number of enthusiastic members of staff helping with these. Pupils of all abilities are encouraged to attend clubs and practices and many go on to represent the school in teams. Leighton Middle is involved in regular weekly matches with local schools as well as district and county competitions in rugby, football, dodgeball, basketball, swimming, table tennis, rounders, netball, cricket and athletics. We also run regular inter-house competitions in many sporting activities. Leighton Middle has a purpose built gymnasium which incorporates large gymnastics apparatus and facilities for basketball, volleyball and badminton. We also have use of the Page 14 school hall for dance lessons and wet weather activities when necessary. Outside there are two netball courts, rugby and football pitches and two outdoor basketball hoops. We are fortunate to have a large floodlit, secure all weather multi use games area, which has greatly increased the quality of sports that Leighton Middle School offers.

Religious Education

Religious Education follows the Bedfordshire Agreed Syllabus. We enable pupils to learn about Religion and learn from Religion. Pupils gain understanding from studying various practices and beliefs and places of worship from different World Religions. These include a particular emphasis on Christianity but also include others such as Judaism, Islam, Hinduism, Sikhism and Buddhism. We encourage all pupils to be thoughtful and respectful towards the views of others and provide opportunity to share and develop their own points of view.

Citizenship and PSHE

Citizenship and PSHE is taught by Form Tutors in Key Stage 2 and by specialist teachers in Key Stage 3. This enables pupils to obtain a good relationship with their form tutor in Key Stage 2 and allows pupils in Key Stage 3 to have specific knowledge based teaching enabling all topics to be covered thoroughly.

Citizenship aims to give children the knowledge, skills and understanding they need to lead confident, healthy and independent lives, and to become informed, active and responsible citizens. Citizenship helps children to develop as members of their school, neighbourhood and wider communities. It is concerned with issues of rights and responsibilities, fairness, rules and laws, power and authority, equality and diversity, communities and identities, democracy, conflict and co-operation. Citizenship is assessed in every topic allowing pupils to develop and improve their citizenship skills with set achievable targets. PSHE helps pupils to be considerate and enterprising; it prepares them for an informed and active involvement in family, social and civic life.

Years 7 and 8 receive careers education and guidance to help pupils to begin their thoughts about future possible careers.

As part of the Personal, Social and Health Education, each year contains a unit on sexual relationships and drug education. This usually takes place in the Summer Term when there has been an opportunity for trust to build up between pupils and Form Tutors. Thus all work on sex education takes place in a supportive environment, offering the opportunity for children to discuss not only new information received but also related attitudes and values, relationships and changing emotions. Teachers answer all questions sensitively with due consideration for any particular religious or cultural factors bearing on the discussion of sexual or drug related matters.

Parents will receive a letter before the sex education unit is taught. This letter will outline the topics being covered in your child’s year group. Copies of materials used are available for parents’ inspection on request.

Throughout the work we encourage pupils to have due regard to moral considerations, attitudes and values. You have a right to withdraw your children from any or all parts of the school’s sex education programme within PSHE, but not from the aspects of sex education dealt with in the Science National Curriculum. You may also withdraw your hildren from Religious Education and from Collective Acts of Worship. Please contact the Headteacher should you wish to do so. Page 15 Special Educational Needs

______It is our policy to welcome to the school all children whose parents wish them to attend, and we aim to meet the needs of every child. Our curriculum offers children educational experience appropriate to their individual abilities, interests and learning styles. The term ‘special educational needs’ refers equally to children with additional learning needs. We have a “Whole School” policy to support children with special educational needs, both with and without statements. A Special Educational Needs Department, led by the Special Educational Needs Co-ordinator and Administrator, assists staff in this policy. We organise staffing to provide as many opportunities as possible to allow pupils to regroup or withdraw according to individual or curriculum needs, so that we can meet the needs of all our pupils. On some occasions funding is provided to make an extra teacher or non-teaching assistant available to give in-class support to pupils with particular difficulties. The Special Educational Needs Co-ordinator also offers advice to staff on resources, materials and teaching strategies.

It is the responsibility of the Special Educational Needs Co-ordinator to assess, identify and diagnose individual needs. To do this, the Co-ordinator uses standardised testing, consultation with Form Tutors and subject teachers, and information received from Lower and other schools.

Children at School Action Plus and statemented levels have Individual Education Plans. We discuss and review these with children and parents as the year progresses. Where necessary the school works with outside agencies to meet the needs of children, for example with Educational Psychologists, Learning Support Provision, Medical Services and Social Services.

The Special Educational Needs Co-ordinator is happy to meet parents by appointment to discuss the individual needs of their children. The school’s policy on Special Educational Needs meets the requirements of legislation and the Code of Practice. If you would like a copy of the school’s policy, please apply to the Headteacher.

Special Educational Needs Co-ordinator – Mrs G Fitton

Special Educational Needs Governor – Mrs K Grant

You may contact Mrs Fitton through the School Office. Page 16

Enrichment provision at Leighton Middle School

The ‘gifted and talented’ identification programme at Leighton Middle School aims to support, challenge and motivate pupils of high ability. A ‘gifted’ or a ‘talented’ pupil is a child who displays exceptional ability in a particular subject area of the curriculum and is within the top 5-10% of attainment for their year group.

Within lessons the more able pupils are challenged and extended by a range of strategies used by class teachers, detailed in our Gifted and Talented policy. Teachers use 'Star Challenges' within lessons to identify tasks, questions and extension work that will provide additional challenge.

After school workshops are run which improves extra-curricular provision for pupils. ‘The workshops are intended to extend and inspire pupils and many of them will be appropriate for the more able pupils. Activities carried out in workshops will be in areas that pupils do not normally study during the school day as part of the National Curriculum. We are currently offering drama, cooking and fabric workshops. A small charge is made for participation in the programme. We have a policy of providing financial support for those parents in need of assistance. We consider all requests for remission in complete confidence.

There are also enrichment clubs after school and activities within school time organised by Heads of Department and these have recently included ICT based workshops and Maths enrichment classes; visits by Authors/creative writing workshops and Shakespearian based acting workshops.

The school regularly participates in events intended for more able pupils run by Bedford Children’s University and our local learning community. Page 17 Excellent Clubs and Activities ______

We offer a wide range of clubs and activities, which take place at lunchtime or after school. These activities encourage children to broaden their interests, stretch their abilities and learn how to use their leisure time in a constructive way.

The following are some of the activities that may take place during the year:

Athletics Homework Club (after school) Rounders Badminton ICT Club Rugby Basketball Let’s Get Cooking Soccer Choir Maths Club Skiphop Cricket Netball String Orchestra Cheerleading Orchestra Table Tennis Drama Pottery Wind Band Guitar Group Recorder Gymnastics Rounders

During the course of the year the school produces music, drama, dance and sports events. These occasions are always popular and well-supported, reflecting the parents’ appreciation of the high standards achieved through the combined efforts of staff and pupils.

Visits

Each year group has four special days each year: ‘Memorable Days’ give pupils opportunities to experience activities outside of the school curriculum, whether on an internal visit or through a visiting educational provider. Recent experiences have included Circus Skills, a visit to the National History Museum and a visiting drama group.

Some non-hazardous activities will take place during the normal school day, which only require escorted walking in the locality of the school.

All charging for visits is subject to the Governors’ Charging and Remission Policy (see page 26). We will write to parents to give them full information about each visit. We expect our children to be a credit to the school and to their parents when on an educational visit. If a pupil has demonstrated consistently that they are unwilling or unable to act sensibly then we may chose to withdraw their place on the visit.

School Association

All parents, teachers and governors are automatically members of the Leighton Middle School Association. A hard-working committee, which always welcomes new recruits, helps to plan and organise a varied programme of events to bring parents, staff and pupils together in a social context. The Association supports the school in many traditional events such as the Leavers’ Evening and the Evening on the Lawns, but its main aim is to organise much valued fund-raising activities. As a result, in recent years, the school has benefited from much financial support. The Association is pleased to enhance the school environment and has recently raised money for benches, outdoor games tables and our gazebo.

Homework Support

For some pupils extra support is needed for them to establish a homework routine. A home work support group is run once or twice a week according to numbers. Form Tutors and Heads of Year identify pupils who we feel will benefit from this provision.

After School Club

Bluebell Childcare runs an after school care provision on site at our school. Sessions run from 3.30pm – 6.00pm Monday to Friday. This is a term time provision that provides a safe and supported environment for pupils at the end of the school day. A wide range of play activities are provided. Bookings and registration can be made by contacting 077 4813 9572.

Breakfast Provision

As more children need to arrive on the site early a Breakfast Provision has been developed. From 8.10am pupils may arrive at school and go to the school canteen to purchase breakfast. A range of hot and cold drinks and healthy breakfast options are available. Pupils who do not attend the breakfast provision should not arrive at school until 8.30am. Page 19 Excellent Buildings and Grounds ______

Since 1974 Leighton Middle School has occupied a beautiful site; our grounds and buildings have a unique history. The grounds are those of a fourteenth-century mansion house. The Exhibition Room of the school is, in fact, a Garden Temple designed by the eighteenth-century architect, James Gibbs, who also designed St Martins-in-the-Field in London and The Radcliffe Camera in Oxford. The roof of this building was restored in the summer of 2004.

The Assembly Hall is a late seventeenth-century banqueting hall, below which were stables for 40 hunters. This is now the Underhall. At the other end of the school, near the Judges Lane entrance, is a further block of former stables.

The Old House, facing Church Square, was built as the home of John Dollin Bassett, who landscaped the grounds between c1855 and 1878. The house was called “The Cedars”, and gave its name to the Grammar School established here in 1921. For several years the Old House was the home of Mary Norton, the author, and it features as the setting for her “Borrowers” books. The conservatory became first a gymnasium, and later a music room.

The development of The Cedars Grammar School saw the 1928 West Wing buildings linking the Assembly Hall and Garden Temple. A new Gymnasium and a Dining Hall block was built, which now contains rooms for Art and Mathematics. In the 1950s more accommodation was built for Science and a Craft Room was added. Over the past few years there have been regular developments to the buildings.

We are very fortunate to have such an up-to-date educational environment in an historical setting. There is a full history of our site and its buildings on our website.

Tree Trail and Woodland Walk

Children at Leighton Middle School work in an environment which is unequalled in Leighton Buzzard and Linslade.

Our grounds contain a collection of trees and shrubs unique to Bedfordshire and remarkable for the premises of a school. Some of these trees are exceedingly rare; others are some of the most important of their species in the whole of Britain.

Following the hurricane in January 1990, which felled one of the last remaining great Cedars of Lebanon growing in the grounds, a full survey of the trees was undertaken. As a consequence of this, we created the Tree Trail. Pupils use the Trail in Science, Geography and Religious Education.

The Woodland Walk is a development to enhance further the beautiful grounds of our school. It is planted as a band of woodland alongside the Clipstone Brook as it flows past our playing field to join the River Ouzel. Within this area a variety of native English broad- leaved trees has been planted to create a haven for wildlife of all kinds. Pupils use this as part of their cross country course.

A continuing programme of weeding, pruning and replanting maintains our school grounds to benefit not only the present pupils and the local community, but also generations to come. Page 20 Uniform

Our pupils all wear the school’s uniform. This is smart and practical and gives the children a sense of belonging and of being important members of the school community.

The only jewellery pupils may wear is a named watch and a plain stud if ears are pierced. Studs must be removed during PE. We would prefer for pupils not to wear studs as we consider them dangerous. If a nose stud is worn it must be covered with either a plaster or micropore tape at all times, which parents must provide. If a child’s hairstyle is such that it is unsafe for particular activities it must be tied back. No pupil may wear make-up.

Uniform Requirements

Girls White blouse (suitable for a tie) School tie Unpatterned grey pullover or cardigan (v-neck) (LMS jumpers with stitching available from Wear 2 School) Black (not grey) skirt (no shorter than 10 cm above knee) or tailored black trousers Black, white or grey socks (ankle or knee length) Sensible flat shoes (black) (this is an important safety consideration on a site with many sets of stairs and steps) Plain coat for winter months Summer term only: Polo shirt with green stripe on collar & cuffs or white shirt (long or short sleeved) and tie Sports Wear: Swimming Costume (one piece) Green Polo Shirt Black Shorts Emerald Socks Football Boots and Trainers A pair of shin pads Gum Shield for use in Hockey and Rugby (recommended) Black Tracksuit/black fleece and jogging trousers may be worn in colder weather

Boys School white shirt School tie Unpatterned grey pullover (v-neck) (LMS jumpers with stitching available from Wear 2 School) Tailored black (not grey) trousers Black, white or grey socks Sensible shoes (black) Plain coat for winter months Summer term only: Polo shirt with green stripe on collar & cuffs or white shirt (long or short sleeved) and tie Sports Wear: Swimming Trunks Green Polo Shirt Black Shorts Page 21

Emerald Socks Football/Rugby Boots with safety studs Trainers School Rugby Jersey (School green) A pair of Shin Pads Gum Shield for use in hockey and rugby (recommended) Black fleece and black jogging trousers may be worn in colder weather

Earrings must be removed for PE in line with Central Bedfordshire Council Policy.

“Wear 2 School” of North Street is the official supplier of all our school uniform, but you can purchase clothes elsewhere. We will supply a comprehensive uniform list to all our new pupils and their parents. It is essential that all items of clothing and equipment are clearly marked. Nametapes are available from “Wear 2 School” and other suppliers.

General Information ______

Visiting the School

There are many occasions during the school year when we invite parents to visit us both formally and informally. Apart from these times the Headteacher is always pleased to see parents, prospective parents and other visitors by appointment. Please telephone the Office and Business Manager to make suitable arrangements on (01525) 374907. In November, there is an “Open Morning” for prospective parents. We ask those unable to attend to telephone the school to arrange a visit during the following week. Each year the local Lower Schools circulate the information concerning these arrangements. Parents from outside the area may request details direct from the school. Admissions to Year 5 are dealt with exclusively by the School Admissions Office at Borough Hall in Bedford, although the Headteacher is always pleased to advise parents about procedures. For admission into other Years, please contact the school direct for advice.

For security purposes, all visitors to the school should enter the Old House from Church Square and report to the reception office as soon as they arrive.

Information to Parents

From time to time we send letters home with the children giving general up-to-date information as necessary. A newsletter goes out to parents every half term; this contains a list of other letters that have been sent home since the previous newsletter. Parents may contact the school office for copies of any letters they have missed. Page 22

In accordance with the 1980 Education Act, minutes of the meetings of the Governors are available for inspection at the school, together with information and circulars from the School, the Local Education Authority and the DfE. Please make an appointment in advance if you would like to see any of these. The school office can also provide you with a copy of the report on the OFSTED inspection of the school, which took place during the second half of the Summer Term in 2008 and details of how to purchase National Curriculum documents.

Complaints Procedure

A formal complaints procedure exists in line with the Education Reform Act, under arrangements set up by the Local Education Authority. Copies of the procedure are available in the Reception Office. Any parent with a concern is advised always to contact the Headteacher or the Chair of Governors at the school, in the first instance.

Personal Accident Insurance

If you would like your child to have Personal Accident Insurance against injuries sustained during sporting or other activities, please arrange this privately. The school does not take out individual accident insurance but all activities are adequately supervised and first aid is always available should injury occur.

Education Welfare Service

If a child’s attendance at school gives cause for concern (typically this will be below 90%) we may refer this to the Education Welfare Service who may investigate the reasons for the child's absence and work with the child and parents to enable the child to attend school regularly.

The Education Welfare Service is part of the Local Education Authority and works on behalf of Central Bedfordshire Council to protect children from exploitation and to make sure that all children in the County receive the education they are required to have by law.

The Education Welfare service produces a series of leaflets about the law regarding school attendance, family holidays in term time and child employment. You can obtain copies of these on request through the school office.

Legal Child Employment

The Education Welfare Service has asked us to place the following statement in our prospectus:

‘Children of compulsory school age who are in part-time employment are required by law to register with the Local Education Authority. There are laws which prohibit children from working below a certain age, working more than a certain number of hours, or doing certain jobs. For more information and to obtain an application form for a work permit, please contact the Education Welfare Service, telephone number 0300 300 4953. Page 23 Child Protection and Child in Need Procedures ______

The following sections have been included at the request of the Education Welfare Department.

Child Protection

Section 47[1] of the Children Act 1989 gives the local authority a duty to investigate when it is suspected or found that a child is suffering or likely to suffer significant harm. The local authority will then make enquiries from other agencies to enable them to decide whether they should take any action to safeguard or promote the child's welfare.

As a school we have a statutory duty to assist Social Services departments acting on behalf of children in need or enquiring into allegations of child abuse. As well as this statutory duty we have a pastoral responsibility towards our pupils and we recognise that pupils have a fundamental right to be protected from harm. Children cannot learn effectively unless they feel safe and secure. We therefore have a child protection policy, which reflects both our statutory duty and our pastoral responsibilities.

If we have a concern that a child has been abused or is at risk of being abused, we have a duty to refer this to Social Services. In making any referral, the school is not making any judgement, for example about individual parents or carers. It is for Social Services to decide whether there should be an investigation.

Child in Need

There may be other circumstances (which are not to do with child protection but more related to meeting children’s needs) when we feel that you and your family may benefit from some support from other agencies, for example, Social Services. Before we can do this we will need to seek your permission. We will then complete a CAFF (common assessment framework form). In most cases this will be done with you.

Absence

Please telephone the school at the beginning of the day that your child is absent.

When returning after a short absence a pupil should bring a note from the parent on the day of return. For an absence lasting more than three days, we ask parents to send a note or telephone again as soon as possible. Except in unusual circumstances, the school does not provide work for children who are absent for medical reasons, but prefers to give extra support to pupils upon their return. All absences other than for medical reasons are, by law, to be reported as unauthorised unless approved by the Deputy Headteacher. Please send requests for absence, other than for medical reasons, to the Deputy Head Teacher well in advance. National guidance requests six weeks notice of any intended absence from school. Page 24

We ask parents, where at all possible, to arrange their holidays to coincide with those of the school. Whilst applications for leave of absence will be considered, authorization will only be given to those which relate to exceptional circumstance.

Please support your child’s education by keeping absence to an absolute minimum. There is a very strong link between pupils who have high attendance and pupils who are happy at school and make good progress.

Parents of children in Year 6 are asked to ensure that they attend school during the week of National Curriculum Tests. This is 9th-13th May in 2011.

School and Personal Property

The school will issue pupils with necessary textbooks and other equipment on loan. Pupils are responsible for caring for these items and using them properly. The cost of books and equipment is increasing rapidly and is a heavy but necessary strain on our limited finances so, when school property is damaged or lost through irresponsibility, we may ask parents to pay for it to be replaced or repaired.

Our school currently provides lockers for storage for all pupils. Pupils pay a small returnable deposit at the start of each year for their locker key.

Pupils must take responsibility for their own and other peoples property. Pupils must not leave about the school items such as money, named watches and valuable pens, when necessary pupils should hand these to reception for safekeeping. Money brought into school at the school’s request is always collected during morning registration. It must be in a sealed envelope with your child’s name, form, amount and what it is for written on the outside. We ask parents to talk to their children about the importance of not leaving money or valuables in bags. Because a large number of children and adults use the premises we cannot accept responsibility for the loss of valuables, though we will take reasonable precautions to safeguard personal property.

Pupils must not bring iPods, mobile telephones, computer games, designer clothes and other expensive items to school. If it is essential for your child to have a mobile phone on a certain day, it must be named and handed to reception at the beginning of the school day and collected at the end.

We do what we can to help children find lost clothing. We are more likely to be successful in this if clothing is marked with the owner’s name. Please keep a check on games clothing to see that your child brings the correct items into school when required. Please report lost PE clothing as soon as possible to the PE staff. Much unnecessary anxiety and false accusation of theft arises simply from children’s careless use of property and lack of name labelling.

Please name your child’s clothing and property. Page 25

Your Child’s Health

During the school life of your child the School Health Team can be contacted, via the school, for any emotional or health concerns your child may have.

The school will only administer medicines in exceptional circumstances. For legal, health and safety reasons, should you wish your child to have medicine administered in school, you must follow the following procedures.

 On the first day bring the medicine, with a completed consent form, to reception;  The medicine must be clearly named and labelled with instructions;  Children must not carry any medicine around with them during the day, except an inhaler for asthmatics. The type of inhaler must be registered with the office and the inhaler must show the child’s name and class.

If your child is obviously ill, please keep him or her at home. When children are taken ill during the day we will take whatever measures we can to contact parents. For this reason, please keep us informed of changes of address and of employment, with telephone numbers, so we can get in touch with you quickly.

On entry to Leighton Middle, parents complete a confidential sheet which gives us valuable information that enables us to have a more complete understanding of their child. This sheet also gives us emergency contacts, should the need arise.

Pupils follow a health education programme in each year group.

Lunchtime arrangements ______

School Meals and Packed Lunches

All lunch money is payable directly to the Canteen, usually daily or weekly, by cash or cheque. If you wish, you can make payment in advance for longer periods. (Cheques to “Eden Foodservice”.) The school publishes half termly costs in each Newsletter. The school cannot give credit.

There is a choice of healthy first course and desserts. The Canteen provides salads daily and caters for special diets. The school is working closely with our lunchtime service provider to ensure school dinners are healthy, freshly cooked and appetising. Once a week ‘Fruit Friday’ is held, where children are encouraged to bring only pieces of fruit as a snack.

If your child brings a packed lunch, please send it in a clearly labelled container for which your child has to be responsible. Children eat under supervision in the Canteen. No child may bring hot drinks, fizzy drinks or sweets to school. If your child goes home to lunch she/he must sign out and in again at the reception office.

The Kitchen Manager is always happy to discuss the meals with you. You can contact her on (01525) 851739. Page 26

Behaviour at Lunchtime

Lunchtime is a happy social occasion for children and, of course, we expect all our pupils to maintain the School’s Code of Behaviour during the lunch break. When they fail to do this alternative supervision will be organised, which may, in extreme cases, include exclusion.

We accept responsibility for all children eating at school, so we do not give permission for them to leave the premises during the mid-day break except in exceptional circumstances supported by a note from parents.

We ask that pupils who need to leave during the lunch break for acceptable reasons are collected by parents. Pupils leaving in this way sign the Exit and Entrance Book in reception so that we know of their whereabouts.

Litter

At Leighton Middle School we all take great pride in caring for our beautiful grounds. For this reason the school does not allow wrappings of snacks or sweets to be brought into school. Please unwrap any such food at home and bring it in a plastic container which is taken home each day. In this way, we reduce litter in our unique environment.

Policy for Charging and Remission

The Governors have adopted a policy on charging for extra activities during the school day. You may inspect a copy of this at the school. Many of these activities can only take place because the parents of pupils wishing to take part are prepared to contribute voluntarily. The school cannot insist on a charge for these activities, but we will invite parents to make voluntary contributions. We have a policy of providing financial support for those parents in need of assistance. If you have difficulty making any of these voluntary contributions, please contact the school personally. We will consider all requests for remission in complete confidence.

In Design Technology we ask for voluntary contributions towards the high cost of the materials used in children's work, which the children will eventually bring home for you to enjoy.

We will charge in full for trips and activities which take place entirely out of school hours or in the holidays.

The school reserves the right to decide which pupils may participate in additional activities. Page 27

Admissions Policy

September 2011

______

The local authority will apply the following criteria (in the rank order shown) to decide the order in which places will be allocated when there are more requests from parents / carers than the number of places available:

1. All ‘looked after’ children

2. Pupils living in the catchment area with siblings at the school

3. Other pupils living in the catchment area

4. ‘Very exceptional’ medical grounds

5. Other siblings

6. Children who have spent a significant time (3 years or more) in a Leighton Buzzard/Linslade/Hockliffe Lower School i.e. Beaudesert, Clipstone Brook, Dovery Down, Greenleas, Heathwood, Leedon, Linslade, Mary Bassett, Pulfords, Southcott, St Georges, St Leonards, Stanbridge and Hockliffe Lower Schools

7. Any other children

1. If applying these criteria results in there being more children with an equal right to admission to the school than the number of available places, the tie break will be the distance the pupil lives from the school, measured in a straight line, using the Local Authority’s computerised measuring system, with those living closer to the school receiving the higher priority. The Local Authority will measure the distance from the address point of the pupil’s home to a point on the school site agreed with the governing body of the school. The Local Authority will not give priority within each criterion to children who meet other criteria.

2. The local authority will normally offer a place at the catchment area school if parents apply for a place at that school during the normal admissions round. However, a place at the catchment area school cannot be guaranteed. If a pupil moves into the catchment area outside the normal admissions round (or after the allocation process has begun) it may be more difficult to offer a place at the catchment area school if this would mean exceeding the admission number at the school. In this case, a place will normally be offered at the next nearest maintained school which caters for pupils of the same age and has places available.

3. Pupils who have a statement of Special Educational Needs are required to be admitted to the school which is named on the statement, even if the school is full. Pupils identified for admission through the Fair Access Protocol will also be admitted even if the school is full. Page 28

Definitions ‘Looked After’ Children The Children Act 1989 defines a child who is ‘looked after’ as a child or young person who is accommodated by the local authority (Section 20) or a child or young person who is the subject of a full care order (Section 31) or interim care order (Section 38). Sibling A sibling is defined as a brother or sister, half brother or sister, adopted brother or sister, step brother or sister or the child of the parent / carer’s partner, and in every case, the child should be living at the same address. The sibling must be in the school at the time of application and be likely to remain in the school at the proposed date of admission. ‘Very Exceptional’ Medical Grounds ‘Very exceptional’ medical grounds refers to cases where there are exceptional medical reasons which make it essential that a child should attend a particular school and where the preferred school is the only school locally that could meet the child’s needs. A medical report from the child’s doctor or consultant must be submitted with the application form, setting out valid medical reasons why it is essential for the child to be admitted to the school in question and the difficulties that would be caused if the child had to attend another school. The comments of the Authority’s medical officer may be sought to decide whether it is essential for a child to be admitted to the preferred school on medical grounds. Admission on medical grounds cannot be considered where the medical condition relates to that of a parent / carer, brother or sister or other relative / childminder. Home Address A pupil’s home address will be regarded as the address of the parent / carer with parental responsibility with whom the child normally lives. This will not usually include grandparents, aunts or uncles. Where a child spends time with parents / carers at more than one address, the address used to allocate a school place will be the one at which the pupil is ordinarily resident and where the child spends the majority of the school week (Mondays to Fridays) including nights. If there is any query on the home address this will be checked against original official documentation e.g. council tax bill, a recent utility bill (gas, electricity or water), a rental agreement, child benefit annual statement or family tax credit information.

Admission Limit (the number of pupil places available 120 in the intake year for the school) Total number of requests for places 119 Total number of places allocated 119 Number of pupils not allocated a place 0 Summary of Allocations: Pupils living within the School’s Catchment Area 52 Pupils living outside the School’s Catchment Area 67

NOTES The outcome of the previous year’s admissions is not a perfect guide to the next year’s decisions, but the information is intended to help parents decide whether or not to apply to, or express a preference for, the school and will enable parents to assess their child’s chance of admission to the school. Page 29 The Bedfordshire Education Service ______

The Director of Childrens Services is The officer dealing with transfers at 9+ Edwina Grant. Her address is: and 13+ and general enquiries about schools in this area of the County is: Director of Childrens Services Central Bedfordshire Council Mr K Lakin Priory House School Admissions Service Monks Walk Borough Hall Chicksands Cauldwell Street Shefford Bedford MK42 9AP Bedfordshire SG17 5TQ Telephone 01234 718120

Telephone 0300 300 4229

The Education Welfare Service deals with enquiries regarding the provision of free school meals, attendance matters, child employment and other welfare matters. They can be contacted at: Education Welfare Service Borough Hall PO Box 1395 Bedford MK42 5AN Telephone: 0300 300 8000

You can also obtain application forms for free school meals from the school office.

Attendance Data for the School Year 2009–2010 The percentages of attendance for each term are as follows: Autumn 93.6 Spring 93.6 (half term) Summer 92.8

The percentages of unauthorised absences for each term are as follows:

Autumn 0.6 Spring 1.1 Summer 0.7

Permanent Exclusion: 1 Pupils’ Destinations: Cedars Upper School 102 Vandyke Upper School 17 Other 2 Page 30 School Results 2010 ______

These tables show the percentage of children at the end of key stage 2 achieving each level in the school in 2010.

The number of children at the end of key stage 2: 120 eligible for Teacher Assessment 120 eligible for KS2 Test

Figures may not total 100 per cent because of rounding.

Pupils Pupils W 1 2 3 4 5 disapplied absent English 0.9 0 2.8 11 51.4 33.9 0 0

Reading 0.9 0 1.8 11 33 53.2 0 0

Writing 0.9 0 3.7 10.1 61.5 23.9 0 0

Mathematics 0.9 0 4.6 10.1 41.3 43.1 0 0

Science 0 0 0.9 8.3 43.1 47.7 0 0

TEST RESULTS

Percentage at each level Below Pupils Pupils 3 4 5 level 3* disapplied absent English 4.3 7.0 35.7 47.8 2.6 2.6

Reading 3.5 7.8 28.7 54.8 2.6 2.6

Writing 2.6 13.9 43.5 34.8 2.6 2.6

Mathematics 4.3 5.2 50.5 38.3 0.0 1.7

Science 0.0 5.3 43.9 45.6

W represents children who are working towards level 1, but have not yet achieved the standards needed for level 1.

* represents children who were not entered for the tests because they were working below level 3 in english, mathematics or science; pupils awarded a compensatory level from the tests; and pupils entered for but not achieving a level from the tests. # pupils working at the levels of the tests, but unable to access them. Page 31 National Results 2009 ______

NATIONAL RESULTS These tables show the percentage of year 6 pupils achieving each level nationally in 2009 Figures may not total 100 per cent because of rounding.

Pupils Pupils W 1 2 3 4 5 disapplied absent English 1 1 4 15 49 30 0 0

Mathematics 0 1 3 15 46 33 0 0

Science 1 1 2 11 48 38 0 0

TEST RESULTS

Percentage at each level Below Pupils 3 4 5 Pupils absent level 3* disapplied English 6 14 51 29 0 1

Reading 7 7 38 47 0 1

Writing 5 27 48 19 0 0

Mathematics 5 15 44 33 0 1

W represents pupils who are working towards level 1, but have not yet achieved the standards needed for level 1.

* represents pupils who were not entered for the tests because they were working below level 3 in english, mathematics or science; pupils awarded a compensatory level from the tests; and pupils entered for but not achieving a level from the tests.

# pupils working at the levels of the tests, but unable to access them.

Our School Day ______

Pupils should arrive at school at 8:40am. They will not be allowed on the premises before 8:30am unless they are attending Breakfast Club. Transport is provided for those living in Stanbridge, Eggington, Tilsworth and Billington.

Registration 08:45 Break 11:05–11:20 Lunch 12:20–13:15 Registration 13:20 Home Time 15:25

School Term Dates 2010 - 2011 ______

Autumn Term 2010

Friday 3 September 2010 – Friday 17 December 2010 Half Term: Monday 25 October 2010– Friday 29 October 2010

Spring Term 2011

Thursday 6 January 2011 – Friday 8 April 2011 Half Term: Monday 21 February 2011 – Friday 25 February 2011

Summer Term 2011

Tuesday 27 April 2011 – Thursday 21 July 2011 May Day: Monday 2 May 2011 May Bank Holiday Monday 30 May 2011 Half Term: Tuesday 31 May 2011 – Friday 3 June 2011

Autumn Term 2011

Wednesday 7th September 2011 – Friday 16 December 2011 Half Term Monday 24 October 2011 – Friday 28 October 2011

There will be additional closure days for staff training; we will notify you of these days in advance. Page 33

Please contact the school if you need the information in this prospectus in a language other than English or in another format, for example Braille, large print or audio cassette.

Church Square Leighton Buzzard LU7 1EX

Tel: 01525 374907 Fax: 01525 854370 email: [email protected] website: www.leighton.beds.sch.uk

Type of School: Community Headteacher: Mrs Anne Thompson Chair of Governors: Dr Fiona Dry