HAKIN COMMUNITY SCHOOL PROSPECTUS School Year 2016-17
INTRODUCTION
Welcome to Hakin Community School. We hope that you find the information contained in this prospectus useful and helpful. If your child joins our school, we trust that he/she will be happy here and will make good progress. Our school staff and governors work hard to achieve this goal.
We believe children learn best in a friendly, caring and positive environment where everyone is given the chance to succeed. This means having the confidence and courage to ‘have a go’ and be just as prepared to fail as to succeed, as we all learn from both outcomes. We strive towards “partnership” in the fullest sense involving staff, children, parents and governors in the educational process. By the age of 11 we want our pupils to be confident, self-assured and responsible young people ready to take on the challenge of their secondary school.
Community values are at the heart of all we do. Personal, moral, social and emotional development supports learning across the whole curriculum, as well as learning for life. We are also at the heart of Hakin as a community and see ourselves as a hub for learning and fulfilment in the local area. Many parents use the school daily, learning alongside or supporting their children in class, or through daytime and evening learning activities.
At Hakin Community School we aim to:
provide a warm and caring school with a happy, secure, healthy and purposeful learning environment.
secure stimulating and challenging learning that develops lively, enquiring and aspiring minds so that children can reach their full potential in all aspects of life.
provide enthusiastic, skilful and effective teaching to encourage all pupils to learn in a variety of styles and achieve high standards across the full range of learning.
provide a curriculum which is comprehensive and robust, but also relevant and flexible within a changing world.
provide conditions for all staff to develop professional skills, knowledge and expertise, ensuring that standards of teaching and learning are consistently high.
develop spiritual and moral awareness, including an understanding and tolerance of other people, cultures and societies.
help children to develop confidence, high self-esteem and a positive and enthusiastic attitude to their work and life in general, without fear of failure.
empower children to make decisions, respond to choices, overcome problems and take an active part in their own development and learning.
foster close links with parents by being welcoming and open, and by involving parents so that they can play their part in the life of the school, including supporting children’s learning.
promote effective associations with our local community to both support children’s learning and establish the school as a focus for learning for the community.
ensure that all voices are listened to, and that teamwork is promoted.
be honest, sensitive, courteous and supportive.
Hakin Community School Prospectus 2016-17 1 BASIC INFORMATION
Hakin Community School e-mail: head.hakin@pembrokeshire.gov.uk [email protected] Years 2-6: Nursery – year 1: Waterloo Road Picton Road Hakin Hakin Milford Haven SA73 3ES Pembrokeshire SA73 3PB Tel: 01646 692894 Tel: 01646 694852 Headteacher: Mr Nicholas Dyer Number on Roll: 350 (January 2017 FTE)
Deputy Headteacher: Mrs Delyth Evans Chair of Governors: Cllr Mrs Yvonne Southwell Assistant Headteacher: Mrs Andrea Reynolds
Facebook Page: Search for Hakin Community School on Facebook PCC School Page: http://www.pembrokeshire.gov.uk/content.asp?Language=&id=7495&nav=647,690&parent_directory_id=646
Type of School The school is a co-educational Community Primary School administered by Pembrokeshire Education Authority. As such it provides education for children between the ages of three and eleven living in the district of Hakin and its environs. The school is an English language medium school. Children normally leave to attend Milford Haven School in the September following their eleventh birthday. The junior site building was built in three stages in 1913, 1938 and 1974. The infant site building was built in 1959. The modernisation of the school has provided excellent facilities which include multi-purpose Halls, Kitchens, Art and Science Areas, Nurture Room, Music Practice Room and a large field on the junior site for outdoor games. The infant site has well developed outdoor areas for Foundation Phase learning.
Admissions The school adopts the PCC admissions policy which can be obtained from the school on request, or from the admissions office at County Hall 01437 764551 www.pembrokeshire.gov.uk. Parents of new entrants are asked to complete an admissions form giving details of addresses, telephone numbers of parents and other family contacts for emergencies. Two members of our Early Years staff make home visits to all new entrants to the nursery. Prior arrangements for these visits are made with parents the term before the child is due to start school, and parents of all new entrants are invited to an initial meeting prior to entry. This is an opportunity to visit the classrooms and observe the pupils at work. The new entrant nursery children are invited to spend a short session in their classrooms with their teachers prior to entry.
Home School Agreement Since September 1999 all maintained schools have been required to produce a home/school agreement, signed by pupil, parent and teacher. At Hakin Community School this agreement is designed to help your child to develop in supportive surroundings, both at school and at home, so that he/she can make the most of the opportunities available during his/her time at school. It is a way in which we can all commit ourselves to work in partnership, and to forge an effective link between the home and school. The agreement is a set of commitments that the school, parents and children will make based on ‘I will …’. The intention is that this strong triangular partnership will lead to a good understanding of all our responsibilities, and that your child will feel the benefits of our joint pledge in the future. Hakin Community School Prospectus 2016-17 2
The School Day
Picton Road Site Part Time Nursery Pupils Full time Nursery Pupils Mornings: 9.15 am to 11.40 am Mornings: 9.15 am to 12.00 noon Afternoons: 12.45 pm to 3.10 pm Afternoons: 1.00 pm to 3.10 pm
Pupils in Years Reception & yr 1 Picton Road site Breakfast Club opens at Mornings 9.15 am to 12.00 noon 8.00 a.m. Afternoons 1.00 pm to 3:15 pm
School starts for infant pupils at 9.15 am but pupils are welcome in their classrooms from 9.00 am onwards; this gives pupils an opportunity to experience a relaxed start to the day reading books or completing jigsaws. On a Thursday morning parents are encouraged to come in and read with their child during this time. Parents are asked to escort pupils to the exterior classroom doors, and to arrive punctually in order for registration to take place promptly at 9.15 am. Parents are asked to collect children at 3.15 pm at exterior classroom doors. If parents are unable to meet their children at the end of the day, please inform the class teacher of the alternative arrangements.
Waterloo Road Site - Yrs 2, 3, 4, 5 & 6 8.00 am Breakfast Club 9:00 am School Starts 10:45 am - 11:05 am Morning Break 12:20 pm Lunchtime 1:15 pm Afternoon session begins (year 2 have an afternoon break) 3:20 pm School ends
Parents are asked to note that there is no supervision before 8.50 a.m. and are asked not to send children to school before this time, unless they are registered for breakfast club. There is also supervision for ten minutes after the end of the school day. The registration periods end at 9.30 a.m. and 1.20 p.m. Any child arriving after these times will be deemed absent for the session. The school office is normally open from 8.45 a.m. to 4.00 p.m.
Breakfast Club The school runs a free breakfast club which starts at 8.00 a.m. each morning – please ask at the school office for details of how to register. Breakfast club closes for entry at 8.30 am and then finishes in time for the beginning of the school day.
Attendance The school is required by law to account for every child during the school day. The registration period closes at 9.30 a.m. Pupils who arrive after this time will be deemed officially late and an unauthorized absence will be recorded. Junior children who go home at lunchtime should not arrive back before 1.05 p.m., but should be in class at 1.15 p.m. Infant children should be back in school at 1.00 p.m.
Regular attendance is very important. It is still the responsibility of parents to inform the school before 9.00 a.m. if your child will be absent. However, when a child is fit to return to school, a note is required, unless a parent personally comes into school to explain the absence. If your child is registered absent, and we have not received notification, this automatically triggers a text from the school to your mobile phone with the message ‘Hakin School. Your child did not register at school today. Please phone the school asap. Jun: 692894 Inf: 694852’. We ask that you then phone the school to provide a reason. This should also double as a safety mechanism to pick up if your child has not arrived in school, even though you assume they have come in. Hakin Community School Prospectus 2016-17 3 Where permission is being sought in advance, e.g. for a music examination, the one note is sufficient. Only the Headteacher can authorise absences. All requests for authorised absence must be made in advance of the absence. If there is a long absence through illness please ask the child’s teacher for work to be taken home.
We understand at Hakin, that occasionally there are no alternatives to taking a family holiday during term time, and if a child’s attendance is otherwise good, this may not be a significant issue. However, we also believe that family holiday is a not a reason to authorise absence, and such absences will be recorded as unauthorised. Where absence for this reason is absolutely unavoidable, it is important that you contact us and work with us to minimise any lost learning.
Attendance records are monitored every half term, and the school will contact parents whose children’s attendance falls below 90%. The school’s attendance policy is available on request. The policy’s main objective is to promote good attendance as this is vital to educational achievement. We continue to look for ways to help parents and learners improve attendance. This currently includes Providing parents with weekly updates on Facebook about whole school attendance Working with parents to reduce the number of holidays taken during term time Improvement in the attendance of pupils whose absence is below 90% through intensive monitoring and support.
Year School Target Actual Attendance Authorised Absence Unauthorised Absence 2015-16 94.4% 94.0% 4.2% 1.8%
The target for this academic year is 94.4%.
Complaints
This school has a clear policy for dealing with complaints, and this is available on request. When a person raises a concern or complaint with us, we will look into it and deal with it in a fair and suitable way. When the person making the complaint is a pupil, we have extra procedures to help them with the complaints process. Our complaints process has 3 stages:
Stage 1 – Informal: Raise your concern with a staff member, either verbally or in writing Stage 2 - Formal Complaint to Headteacher: Raise your concern to the headteacher in writing Stage 3 - Formal Complaint to Governing Body: in writing to the chair of governors via the school
You should normally start at stage 1 – we hope to resolve the majority of concerns or complaints in this informal way. But if your complaint is more serious then you can go straight to stages 2 or 3.
Charges and Remissions Educational visits are used to enhance the learning experience of Hakin pupils. A letter will be sent to parents outlining the details of any visit your child will be undertaking. It will also ask for written consent. No child will be permitted to go on a visit without parental consent having been given first. For short local visits the permission slip completed at the beginning of the year will be used. Our school aims to provide a rich curriculum for our pupils using the finance provided through the Local Education Authority. Where possible all activities are provided free of any charges. However, governors recognize that some educational visits that take place off the school site are only possible if parents make a voluntary financial contribution towards the cost. Under the 1988 Education Act, a school can no longer make charges for educational visits. Therefore, all contributions must be voluntary. Insufficient voluntary contributions may mean we shall be unable to make the trip, as school funding cannot afford to subsidise pupils.
Hakin Community School Prospectus 2016-17 4 Governing Body
Governor Type Governor Name Start Date End Date Additional Community Cllr Mrs Yvonne Southwell 23/03/2015 22/03/2019 Community Mrs Irene Council 23/03/2015 22/03/2019 Community Mrs Irene Farrow 16/11/2011 15/11/2015 Headteacher Mr Nicholas Dyer 23/03/2011 Local Authority Ms Sue Davenport 02/07/2015 01/07/2019 Local Authority Mrs Jacqueline Davies 13/07/2016 12/07/2020 Local Authority Rev Joshua Maynard 21/11/2014 20/11/2018 Local Authority Cllr Mrs Vivien Stoddart 15/09/2015 14/09/2019 Parent Mrs Rachel Turner 18/06/2014 17/06/2018 Parent Mrs Lisa Wheeler 05/03/2015 04/03/2019 Staff Mrs Donna Robertson 24/06/2015 23/06/2019 Teacher Mr Ross Williams 06/11/2013 05/11/2017 Teacher Ms Catherine Council 23/06/2016 22/06/2020
Staff at Hakin Community School
Class Yr Grp Teacher LSA Puffins Nursery Mrs Elizabeth Vaughan Mrs Leigh Thompson, Mrs Debra Maloney Mrs Delyth Evans (DHT), Mrs Mrs Tracy Clarke, Mrs Rachel Griffiths, Mrs Dolphins Rec Dawn Williams HLTA Jaclyn Hadley Penguins Rec, 1 Mrs Rebecca Candler Mrs Menna Ormond, Mrs Julie James Miss Kelly-Ann Philpin (0.6), Mrs Susi Picton- Turtles 1 Mrs Sarah Evans Evans (0.4), Mrs Leanne Thomas N2, Rec, Mrs Helen Phillips, Mrs Seals Mrs Vicky Kirkhouse, Mrs Becky Tomlin 1, 2 Nicola Davies Starfish Rec,1 Mrs Pascale Worrall (LSA) Miss Caroline Mackay Ramsey 2 Miss Kate Blayney Mrs Caroline Cristofaro, Miss Kelly Williams St Margarets 2 / 3 Mrs Christina Littlejohns Mrs Hayley Davies, Mrs Wendy Marchant Gateholm 3 / 4 Mrs Marion Goodridge Mrs Zoe Morgan Skomer 3 / 4 Miss Gemma McKnight Miss Emma Davies Stack Rocks 3 / 4 Mrs Julianne Williams (HLTA) Mrs Louisa Moir Grassholm 5 / 6 Miss Jodi Ralph Miss Joanna Marvelly Middleholm 5 / 6 Mr Ross Williams Miss Victoria Hardwick St Catherines 5 / 6 Mr Chris Butcher Mrs Kate Davidson Mrs Louise Oxley, Mrs Kerry Phillips, Miss Sarah Caldey 3,4,5,6 Miss Catherine Council Havard Mrs Linda Greenish, Miss Danielle Miller, Miss Hen & Chicks 2,3,4 Mrs Andrea Reynolds (AHT) Leanne Morris Release Mr Peter Lloyd; Miss Joan Wilks FAST/ELSA Ms Kathy South Breakfast Anne Rudd in addition to other LSAs already listed FLO Mrs Tracey McKee Admin Office Donna Robertson, Tracey Gardner, Debbie Williams (0.6), Jane Summonds (0.4) Lunchtime Janet Fletcher, Sally Crout, Rachel Watts and other LSAs listed above Caretaker Alan Dickinson Headteacher Nick Dyer
Hakin Community School Prospectus 2016-17 5 CURRICULUM AND TEACHING ORGANISATION
Hakin’s curriculum is designed to give children the opportunity to learn skills, knowledge and understanding. The curriculum is the vehicle for children to experiment, reflect, achieve and learn. The curriculum enriches the strategies and approaches to teaching and learning that the school uses to create confident and happy learners.
Children are grouped in mixed ability classes. Infant classes are usually of the same year group, but there are times when a mixed year group is needed to cater for varying numbers in each year group. In these cases only children from two consecutive year groups would learn together. Each class teacher develops centres of interest, Maths, English, creative areas and quiet reading corners etc, within their classrooms. In the juniors, years 3 and 4, and years 5 and 6 learn alongside each other. This is to avoid repetition in our curriculum. Children in years 5 and 6 learn Maths and English in matched ability groups, with additional staff support, where necessary or appropriate.
Equal Opportunities Our school aims to give ALL pupils the same curricular and extra-curricular opportunities whenever possible. The school’s guidelines are clearly laid down in our Disability Equality Scheme and Access Plan. We have an Equal Opportunities and Inclusions policy and ensure that all our procedures follow the guidance in these policies. All pupils are enabled to access all relevant areas of the school. Incidents of a racist nature are extremely rare in Pembrokeshire. Any issue of racial harassment would be dealt with in the school’s general discipline policy and reported to the Governing Body.
Foundation Phase Curriculum details (Infants)
Children are admitted to the Nursery on a part time basis the term after their third birthday starting with afternoon sessions. Children start full time education the term following their fourth birthday. Parents and children are encouraged to visit the school beforehand.
Our Foundation Phase Curriculum encompasses the developmental needs of all children; it builds on their previous learning with a view to enhancing both their knowledge and their skills. Pupils learn through a range of planned activities and those that are child initiated. Our Foundation Phase Curriculum is set out into seven areas of learning: -
1. Personal and Social Development Wellbeing and Cultural Diversity 2. Language Literacy and Communication 3. Mathematical Development 4. Welsh Language Development 5. Physical Development 6. Creative Development 7. Knowledge and Understanding of the World
Teachers use the most effective teaching method to suit each learning situation. Children are encouraged to work as individuals, in pairs, groups and as a whole class when appropriate. Class groups are usually of matched ability. There is an emphasis on developing children’s knowledge, skills and understanding through play, experiential learning (learning by doing) and by solving real life problems in both the indoor and outdoor environments through these areas of learning. The hours spent on teaching during a normal week excluding assembly is 21¼ hours.
We follow very broad themes across the Foundation Phase in a two year cycle.
Hakin Community School Prospectus 2016-17 6 Areas of Learning
Personal and Social Well-Being and Cultural Diversity It is vitally important that children learn the life skills needed to prepare them for the opportunities, responsibilities and experiences of adult life. This area of learning encourages children to work, play and co-operate with others and develops self esteem and a positive attitude. They develop an understanding that others have differing needs abilities, beliefs and views. Children will also become increasingly aware of, and appreciate the value of, the diversity of cultures and languages that exist in a multicultural Wales. They increasingly become aware of the traditions and celebrations that are important aspects of the cultures within Wales. Children are given activities and experiences that help them to become confident, competent and independent thinkers and learners.
Language Literacy and Communication All full time pupils have a daily literacy session where pupils have opportunities to be taught phonics, reading and spelling skills.
Oracy From the day children start school they are encouraged to use spoken language in a variety of situations in order to develop their vocabulary and to help them express themselves fluently. Listening skills are developed through stories, poems, music and games. All of these activities also prove invaluable in helping your child learn to read.
Reading Children are introduced to a wide range of books in order to encourage an interest in a love of books. Hakin follows the Read Write Inc programme, which is a cohesive approach including phonics and comprehension. Children are taught to use a range of reading strategies in order to become fluent readers through Guided Reading sessions. Children are encouraged to see reading as an enjoyable activity at which they will succeed.
Writing The development of children’s writing is linked to reading. Children’s early attempts at writing are valued and, with the teachers guidance children are helped to develop an understanding of sentence structure and of correct spelling. As their knowledge and understanding of language develops, children are encouraged to extend their writing and use these skills across the curriculum. From the outset children are encouraged to write letter shapes using the correct formation. They are encouraged to write in different ways and use ICT.
Mathematical Development Mathematical Development consists of children’s development of concepts, skills, knowledge and understanding in: solving mathematical problems communicating mathematically reasoning mathematically.
We encourage the children to think logically and to become aware of Mathematics all around them. They will develop their skills, knowledge and understanding of mathematics through oral, practical and play activities. They use mathematical language to talk about the methods they use in order to solve real-life problems in both the indoor and outdoor environment. Practical activities will help them to understand how to measure, investigate shapes and develop early ideas of position and movement. They will sort, match, sequence and compare objects and events and present their work in a variety of ways. All full time pupils have a daily Numeracy session. Years 1 and 2 follow Abacus Evolve Maths Programme. Numicon is also used to support teaching and learning in the Foundation Phase. Hakin Community School Prospectus 2016-17 7 Welsh Language Development
Hakin is an English Medium category school, meaning all all pupils learn Welsh as a second language except in rare cases some statemented pupils may be exempted. Children are encouraged to use and communicate in Welsh to the best of their ability. They are given opportunities to listen to Welsh being spoken and respond appropriately in familiar situations. They are encouraged to communicate their needs in Welsh. They learn in a range of enjoyable, practical, planned activities using the indoor and outdoor learning environments. They are also encouraged to develop their reading skills and are given a range of opportunities to enjoy mark-making and develop their writing skills in Welsh.
Physical Education Development
We encourage children to enjoy physical activity and support children’s physical development through helping them to use their bodies effectively. Children are taught spatial awareness, balance, control and coordination. They develop their gross and fine motor skills using large and small equipment, across all Areas of Learning, indoors and outdoors. They learn importance of diet, rest, sleep and exercise through our activities on health, hygiene and safety.
We encourage a positive attitude based on fair play and good sporting behaviour. Children are encouraged to take part in dance, gymnastics, games and the annual School Sports. Lessons are held in the school hall and on the school playing field when appropriate. For these lessons we like the children to wear appropriate clothing which does not restrict movement. Early Years pupils can come to school dressed appropriately e.g. Jogging trousers, T-shirt and training shoes on days when they have P.E. The class teacher will inform you of which day of the week this will be. All year 1 and 2 pupils are expected to change into shorts, T-shirt and training shoes.
Please could all parents ensure that all items of clothing be clearly marked with the child’s name, it is extremely difficult to identify the owners of twenty almost identical sweatshirts! We keep a lost property box which is emptied regularly, but we ask parents help to identify and claim lost property.
A school sports is held during the Summer Term when all pupils take part in various races and “medals” are awarded for first, second and third places. All pupils taking part in the sports are awarded with special stickers for good effort.
Children who participate in community sports are encouraged to share their success at Merit assembly.
Creative Development
Children can develop their imagination and creativity across the curriculum through this area of learning. Through everyday experiences, both indoors and outdoors children learn and take part in creative, imaginative and expressive activities in art, craft, design, music, dance and movement. Children explore a wide range of stimuli and are given opportunities to express their creative ideas. Children are taught to look at and talk about their work and that of others. They experience art, craft, design, music and dance from Wales and other cultures.
Music Express Programme is used throughout the school. Musical experiences are incorporated with many lessons. All pupils have opportunities to use a variety of percussion instruments as well as interactive ICT programmes.
Hakin Community School Prospectus 2016-17 8 Knowledge and Understanding of the World
Using their senses we help children ask questions and explore the familiar world in the indoor and outdoor environment in a safe way. There are opportunities to build on their awareness of the local area and the wider world. Children are given experiences that help them to begin to understand past events, people and places, living things, and the work people do. They learn to show care, responsibility, concern and respect for all living things and the environment. They learn to express their own ideas, opinions and feelings with imagination, creativity and sensitivity. The children’s skills develop further through the use of sources such as stories, photographs, maps, models and ICT.
Collective Worship
Each day pupils and staff meet together for school or class assembly; this will be mainly of a broad Christian character. The worship is led by a member of the teaching staff and is held during the morning. This is a most important part of the school day when the whole school is united in order to reflect on the wonders of the world, Christian beliefs, values and moral issues. On some occasions we have visiting ministers/vicars who conduct morning assemblies. In the event of a parent not wishing their child to participate in religious education or collective worship they may request that their child is withdrawn.
Milk Milk is provided free of charge to all infants pupils - please inform us if your child does not like milk or if he/she suffers from a milk allergy.
Water Fresh water is available for children to drink throughout the day. This helps their levels of concentration. Water bottles are available for purchase at school. It is important that all water bottles are washed properly, so they are sent home with children daily.
Sex and Relationship Education For the young child sex and relationship education is an integral part of the PSHE curriculum it will be included in topic work and stories on Ourselves, New Life, Growing feelings and relationships. Under the Education Act 1993, pupils can be withdrawn by their parents from parts of the sex and relationships education programme not part of the National Curriculum.
Homework – please see homework information at the end of the next section about the junior curriculum
Junior Curriculum details (Key Stage 2)
The school has lower juniors (years 3 & 4) and upper juniors (years 5 & 6). The curriculum and teaching groups are organised in this way. The school follows the National Curriculum for all subjects at Key Stage 2. Our current curriculum takes account of the National Curriculum Programmes of Study and the Skills Framework.
Subjects included are English, Mathematics, Science, Information and Communications Technology (ICT), Welsh, Design Technology, Geography, History, Art, Music, P.E. and Personal, Social and Health Education (Citizenship). We are also required to teach Religious Education according to the Pembrokeshire Agreed Syllabus.
For most mornings the pupils learn English and Maths. On a Thursday morning, classes have Science and swimming. Generally the foundation subjects are taught in the afternoon.
Hakin Community School Prospectus 2016-17 9 Cross-curricular topics Much of our work is included in cross-curricular topics. They are very carefully planned to ensure that, in the course of their time at this school, children are taught all the relevant parts of the National Curriculum Programmes of Study. We follow a two year cycle, so that all pupils will cover all topics in the course of their time as juniors.
English The National Curriculum requires us to teach your child the skills of reading, speaking, listening, writing, handwriting and spelling. These elements are taught in a very structured way to develop your child’s literacy skills. Following on from Foundation Phase learning, as pupils graduate off the Read Write Inc programme, this is replaced with guided reading sessions where the children know what they need to do to improve their reading. Extended writing skills and stamina are also learnt and developed as the children grow. Besides the five hours spent in English lessons, further work is done in classes where English is integral to or supports work in other subjects. This may include oracy work, writing longer pieces, storytelling by the teacher and also children reading for pleasure and sharing their reading experiences with others. We monitor very closely your child’s reading and the progress made. We may involve other professionals if we feel there may be a specific difficulty. You will be fully involved in this process. Reading books will be sent home on a daily basis with your children. Parents are asked to listen regularly to their children reading at home
Mathematics
At Hakin School we are committed to continually improve the standards of teaching and learning of Mathematics. We aim for all children to become numerate and to understand and enjoy using numbers. We want them to be mathematical ‘thinkers’, to have the confidence with problem solving and generalising, to have a positive attitude to maths and essentially to gain enjoyment from exploring mathematics and to be able to use mathematical knowledge in all areas of the curriculum with confidence. We use Numicon as a mathematical resource to teach about number.
In every Maths lesson there is an initial emphasis on mental and oral work, where children are encouraged to use a variety of strategies to perform calculations quickly and accurately.
Numeracy skills are developed across the whole curriculum.
Science Science is about children developing a sense of enquiry and extending their knowledge and understanding of the world around them. It includes knowledge about living things, materials and physical processes. Lessons are driven by the use of investigations, and there will be one morning lesson each week specifically for developing scientific thinking skills. Throughout the school children develop their scientific skills of observing, predicting, hypothesising, recording and drawing conclusions. ICT ICT is taught discretely and as a fundamental support to learning in other subjects. All pupils have immediate access to a personal laptop or iPad as necessary or appropriate to their learning. The school has wireless internet connection throughout. Every classroom is now equipped with an interactive whiteboard. The school has an extensive library of software and applications and these programs are used to support all areas of the curriculum. The children also learn how to use other electronic aids such as flip cameras.
Using ICT is a key skill and is developed across the whole curriculum.
Hakin Community School Prospectus 2016-17 10 Welsh A bilingual culture is very evident at the school. It is our aim that on leaving Hakin School pupils will have greatly developed their Welsh speaking, reading and writing skills. Incidental Welsh is regularly used in many of the everyday instructions and commands by the staff. We aim to use Welsh throughout the day in all areas of the curriculum where possible. There is also a strong emphasis on the ‘Curriculum Cymraeg’ syllabus in the school where subjects such as Art, Geography and History are taught with a particular focus on Wales and the Welsh dimension and that Welsh culture and pride is fostered. Older children may have an opportunity to attend a Welsh residential visit to Llangrannog.
Design Technology These lessons tend to be linked to the cross curricular topics. Children have opportunities to design, make, evaluate and improve a range of models and constructions. We use a wide range of practical equipment including simple tools such as junior hacksaws, hammers and mirrors to more complex electrical and electronic devices.
History Work in this subject helps pupils understand the development of mankind through the ages and is covered in the cross-curricular topics. Children’s work will focus on the elements of: chronology, knowledge and understanding of events, people and changes in the past. There is an emphasis on historical interpretation and enquiry, with pupils being taught to organise and communicate their understanding of history in a variety of ways.
Geography Work in geography is also covered in the topics and helps pupils appreciate and make sense of their surroundings. Children’s work will focus on knowledge and understanding of places, patterns and processes, environmental change and sustainable development.
Art & Design The school presents a positive approach to creativity by using as many art forms and materials as possible. Children are encouraged to be both imaginative and original in their art work. At the same time certain skills have to be demonstrated, taught and then practised. There are many examples of good work on display, as well as original work by Local artists.
Music In music lessons, all children have a chance to compose and to appreciate music. They will play an active part in music making, using a wide range of instruments, as well as having the opportunity to understand and listen to examples of a wide range of music. Peripatetic teachers of violin, guitar, drums, brass and woodwind visit school for a number of hours each week and those children with interest and aptitude are encouraged to take up an instrument. Children from all junior year groups are welcome to be part of the joint Hakin and Hubberston choir.
P.E. and Games Every week, each class is timetabled for one gymnastics or dance lesson and one games or athletics lesson or outdoor activities lesson. In addition all pupils undertake swimming lessons throughout the year. Outdoor activities such as canoeing, sailing and dry-slope skiing are undertaken in Years 5 & 6 (at Residential visits). The whole P.E. programme is geared to enjoyment and to the development of physical skills. The lower juniors have one lesson each week taught by specialist PE staff from the PCC PE service. There is a wide range of sporting activities undertaken during the year. P.E. is compulsory for all children. Children suffering from minor ailments may be excused when parents request it, but we would appreciate a brief explanation in writing. Parents will be contacted when children do not bring kit repeatedly. Hakin Community School Prospectus 2016-17 11 Religious Education R.E. is part of the school’s curriculum, provided in accordance with the agreed RE Syllabus introduced by Pembrokeshire County Council in 2008. The aims of the syllabus are: - To help promote pupils’ spiritual, moral, cultural and social development. To develop pupils’ knowledge, understanding and awareness of Christianity as the predominant religion of Wales To develop pupils’ knowledge, understanding and awareness of other major religions in Wales and around the world To encourage respect and empathy for the beliefs and practices of other people. Hubberston is a community school and children of all denominations attend. RE is taught as a discrete subject to all classes throughout the school. Class lessons include a study of people, past and present, who practise Christian principles as well as providing knowledge of Biblical characters and situations.
School Assemblies/Collective Worship It is a statutory duty to hold an assembly on each school day. We offer broadly Christian Acts of Worship, in line with Pembrokeshire County Council policy. The Assemblies combine Bible stories and issues relating to moral development and to our community. They take place in the School Hall and are led by the Head Teacher and staff on a rota. Where appropriate the children lead assemblies connected to: School Council; “Criw Cymraeg”; JRSOs and Healthy Schools. Whenever possible we invite visitors to speak at our assemblies. This encourages our community links and gives our children a wider range of experiences.. A special ‘Merit Assembly’ is held every Friday morning to celebrate the special achievements of our pupils. The parent of a pupil may request that he/she is wholly or partly excused from Religious Education (and Worship); in such a case the pupil shall be excused until the request is withdrawn.
Personal, Social and Health Education including Sex Education We have a comprehensive programme relating to personal, social and health education. This includes work on: personal safety, substance use and misuse, social education, citizenship, health and personal fitness and sex and relationship education and family life. For part of this work we work with a specially trained Police Officer. Sex and relationship education is an integral part of the PSHE curriculum. The governing body has approved our policy for sex education and is available for parents on request. The aim of the programme is not to take over the role of parents but to help children understand how their bodies work and the changes which will happen at the time of puberty. Under the Education Act 1993, pupils can be withdrawn by their parents from parts of the sex and relationships education programme not part of the National Curriculum.
Homework
The School considers Homework to be an important and valuable part of the educational development of the child. At its best, homework can do a number of things: it can consolidate or build on what children learn at school it can motivate children to see themselves as learners, and help them to feel good about what they are learning it can involve you in talking to your child about their learning it can build good habits for later life in secondary school and beyond
We have identified a few principles to ensure that homework can be positive:
Hakin Community School Prospectus 2016-17 12 What Where Who The work needs to be achievable Somewhere quiet where your child It should be the child’s work, but we The work shouldn’t add pressure to can concentrate, and talk to you if think it is important for parents and a child need be children to be able to talk about the If they have writing to do, then a learning, and obviously when chair and table are important reading it’s great to share the book.
When Children shouldn’t spend a long time on homework. Parents and children need to discuss and agree when a good time is – straight after school may suit some, but not others; children always work better when they are not hungry or thirsty; Sunday evenings can create stress. We will not set homework during holidays; this is a time for children to rest and be refreshed for the next term. We will not ask for homework to be handed in on a Monday (we don’t want tears on a Sunday evening), and we will always try to ensure there are at least two days between setting and handing in, so that children have time to ask their teacher if they’ve got stuck at the first attempt.
Homework Schedule
Year group Reading Spelling Writing or Topic Maths Before year 2 A few minutes each day Year 2 About 5 minutes each day 10 minutes per week 15 minutes per week from the Reading Scheme A game, or practice A Maths game or book or another that has activity for the words challenge or practise been chosen and rules learnt in activities related to class class learning Year 3 & 4 About 10 minutes each 10 minutes per week A termly challenge: 15 minutes per week day from the Reading A game, or practice possibly related to A Maths game or Scheme book or another activity for the words Topic work – should challenge or practise that has been chosen and rules learnt in be about 30 minutes activities related to class work. class learning
Year 5 & 6* A least 15 minutes per 10 minutes per week Fortnightly 30 30 mins per week day from a chosen book, A game, or practice minute tasks: A Maths game or or a Reading Scheme activity for the words possibly related to challenge or practise book if appropriate and rules learnt in Topic work activities related to class class learning
Drama and concerts are an important part of the curriculum, and give great confidence to youngsters. All pupils have an opportunity to be involved in the Christmas concert. Many pupils are involved in concerts at the Comprehensive School with other Milford schools.
Occasionally through the year, enrichment days or weeks are provided. E,g, Children learn in their Houses during St David’s day, Healthy Schools week.
There are many educational visits and visitors. Often these are with community partners such as the Milford Haven Port Authority or the National Park.
Residential visits for pupils in years 5 and 6 are integral to the learning experiences we offer pupils.
Hakin Community School Prospectus 2016-17 13 WELFARE AND DISCIPLINE
We take children's welfare very seriously. We aim to provide a caring purposeful atmosphere. We expect all children to show respect for themselves, others and property. Our behaviour policy states that the values which underpin the life of our school:
Respect And that the school rejects the following: Good manners Kindness and compassion Violence Courtesy Disrespect Tolerance Bad manners Taking responsibility Vandalism Honesty Swearing Empathy Bullying Patience Threatening Listening Dishonesty Cooperation Name calling Non-violence Racism Hard work Prejudice Motivation (attendance) Discrimination
Safeguarding Children
Safeguarding is taken very seriously at Hakin Community School. How we listen and respond to children is what drives this. Pupil voice, pupil participation in their learning, and always having time for children are features of the school. We follow the all Wales Child Protection Procedures, and DBS checks are carried out on all staff, volunteers and governors. Regular training ensures that all adults are aware of their responsibilities to safeguard our children and to report any concerns following strict procedures. A detailed and up to date “Child Protection Policy” is available on request, as well as other policies which relate to safeguarding issues. Mr Dyer is the Designated Safeguarding Officer. Mrs D Evans, Mrs A Reynolds and Mrs Tracey McKee, our Family Liaison Officer also manage systems and support.
Safety
We respond to requirements placed on us by safety regulations issued by the County Council, which we observe. If a child suffers from a minor injury during school hours, the school has a number of qualified staff to deal with the situation. If a child suffers a serious injury then the Headteacher follows this procedure
a. Emergency services called, ambulance if necessary. Child removed to hospital. b. Parents informed. With this in mind it is important for our records to have a direct telephone, or emergency number to contact.
Security It is our intention to make the learning environment of Hakin Community School as welcoming as possible. Despite these aspirations, we also pay due regard to the security of all who use the school. Both sites have secure fencing and gates. Signs around the building help direct visitors to the main entrance and all visitors to school are asked to report to the School Admin Office on entry to the school, so that all visitors may be screened. Fire drills and evacuations are held termly and recorded for Governors and Fire Officer approval.
Hakin Community School Prospectus 2016-17 14 Water in School In line with good practice we encourage pupils to drink water regularly. This is to avoid dehydration and to encourage concentration. Named sports-type plastic water bottles are recommended and pupils are able to keep these in the class. Bottles are also available to purchase from the school office.
Active Travel We encourage pupils to walk, scooter or cycle to school. This reduces congestion, makes the area around the school site safer, and promotes the health and wellbeing of those being active. It also assist in being ready for learning.
No Smoking Policy In brief, smoking is not allowed anywhere on the school site at any time. Parents visiting the school are requested to adhere to this policy which has been agreed for the comfort and well- being of all using the school.
Dogs on school sites Pembrokeshire County Council does not permit dogs to be brought into school grounds. Exceptions are, of course, made for registered blind persons in charge of dogs. The County Council seeks the co-operation of dog owners in this matter.
Strategic Equality Plan and Access Plan
The school’s equal opportunities policies are contained within the Equalities Strategic Plan which ensures equality and protects under Race, Sex, Disability, Age, Religion or Belief, Sexual orientation, Gender Reassignment, Marriage and Civil Partnership, Pregnancy and Maternity.The school has a disability access plan which will be implemented over a three year period. This is to ensure improvements in the following areas: Increased access to the curriculum. All school activities for disabled pupils. Improve the physical environment of the school for disabled people. Improve the delivery of written information for disabled people.
Behaviour and the school rules
The school teaches good behaviour through positive behaviour management.
The school also uses a restorative approach for responding to challenging Behaviour. This is called Restorative Practice and is designed to help build relationships when addressing challenging behaviour. It relies on pupils being able to explain what happened, how they feel, who and how people have been affected, and what needs to happen next.
The school rules were written by the pupils in Spring 2012 and were organised into the existing format by the school council:
1. Let’s be kind with our hands and words.
2. Let’s always try to work as a team.
3. Let’s respect school and other people’s property.
4. Let’s keep ourselves clean and tidy, and remember our manners.
5. Let’s make sure our school is a welcoming and friendly place for all.
Hakin Community School Prospectus 2016-17 15 These rules encompass the schools’ aim to develop self-discipline, co-operation and respect for other people. We have high expectations of the children’s behaviour and encourage politeness, good manners, caring, sharing and trust.
The School positively encourages and praises good attitudes and behaviour by awarding stars and merits to the pupils. In the juniors, after ten stars, the children are given a gold star by the Headteacher and suitably praised for their efforts. After four gold stars the headteacher will write to the child’s parents.
A merit award is presented each week in merit assembly to one pupil from each class. In addition each class has its own merit and reward scheme. Lunchtime stickers can also be won by pupils for their class.
Pupils can win points for their House (St Anne’s, St Bride’s, St David’s, St Govan’s) in the juniors. Points can be gained for attitude, hard work and achievement, as well as at sports days, art competitions and eisteddfods.
The vast majority of our pupils are extremely well behaved. To help support those pupils who transgress our school rules we apply the following consequences:
Lunchtime detention - children have to spend part of the lunchtime working in a classroom with our Deputy Headteacher. Children can be given lunchtime detention for misbehaviour or failure to complete work.
Classroom exclusion - this is used when a teacher considers that the planned lesson cannot continue because of an individual child's behaviour. The child will previously have been given a warning by the teacher. If this warning is ignored then the child concerned is taken to the Deputy Headteacher with whom he/she spends the rest of the lesson. The child's parents are informed of the incident and invited to discuss the matter with the teacher concerned. If a child persistently misbehaves at lunchtime his/her parents will be warned of the possibility that he/she may be excluded from staying at school during the lunchtime. This may result in a formal, fixed term exclusion.
In extreme cases it may be necessary to consider excluding a child from school. This may be for a fixed term, up to forty five days in one school year, or permanently. Normally parents will have received clear warning if an individual child's behaviour is leading to this course of action being considered. The decision to exclude a child, whether for a fixed term or permanently is taken by the Headteacher. Parents will be notified in writing in such cases. Exclusions for more than five consecutive days are subject to confirmation by the discipline committee of the governing body.
Additional Learning Needs
For a variety of reasons some children find learning more difficult than other children of a similar age. The school has regard for the Code of Practice (amended April 2002 & 1996 Educational Act Section 157) and follows the guidelines of the Code and the Local Education Authority. Our continuous assessment and monitoring systems ensure that we are aware of children’s needs. We aim to identify children with special educational needs at the earliest opportunity through a process of monitoring and assessment.
Children with additional needs have full access to the whole curriculum, including those pupils in our nurture groups which provide additional security and nurturing for some pupils to ensure good learning and progress.
An Additional Learning Needs Co-ordinator (ALNCo) works closely with teaching and support staff to assess and monitor children who may have special educational needs. A yearly audit is carried out and the Special Needs Register is continually updated to ensure that the needs Hakin Community School Prospectus 2016-17 16 of individual children can be accommodated, e.g. in the form of extra support in small groups situations or other appropriate intervention.
We use a number of techniques to identify and monitor those children who experience learning difficulties. In a small number of cases we may find it helpful to seek advice from outside the school, e.g. from Health or Educational Psychology. If such a course of action is being considered, it will be discussed with the child's parents and their permission obtained.
Partnership with parents is actively encouraged in order to ensure that children receive the maximum support possible. Parents who have any concerns in this respect are welcome to discuss these with either our Special Needs Co-ordinator or with the Headteacher from whom further details are available.
Pupils who have medical needs will have a medical care plan, agreed and signed by the school, parents and health professionals.
The schools system of monitoring and assessing the progress of individual children will provide information about areas where a child is not progressing satisfactorily. The classteacher will consult with the SENCO and Special Needs Teacher and this may lead to the conclusion that the pupil requires additional help over and above that which is normally available within the class. The child will then be placed at School Action:
School Action
The class teacher and Special Needs Teacher will plan a programme to help the child to progress and will record these in an Individual Education Plan (IEP). This extra intervention is often enough for the child to overcome their difficulties. However some children may need further help and will be placed at School Action Plus:
School Action Plus At this stage following consultation with parents the school is able to seek the help of external support services eg Educational Psychologist who can advise on new targets/strategies to include in the child’s I.E.P.
Statutory Assessment of Special Educational Needs Statutory Assessment involves consideration by the LEA, working cooperatively with parents, the school and other agencies to decide whether a statutory assessment of the child’s special educational needs is necessary. A request for statutory assessment may be made by the child’s school, parent or outside agency. Following assessment the LEA may decide that the child’s needs are best met through a Statement of Special Educational Needs. All children with Statements will have targets set out in their Statement in addition to short term targets set out in their Individual Education Plans and their progress will be reviewed regularly. A Statement is reviewed annually.
Resources for Special Educational Needs The resources are allocated according to the amount received annually as a result of the SEN Audit and Banded Funding. Most of this is used to fund the employment of the Special Needs Teacher and Learning Support Assistants, while the remainder is used for training purposes. The success of the policy is achieved through an effective system for identifying and assessing pupils, monitoring progress, producing well planned Individual Education Plans and creating a school atmosphere in which pupils are valued. The role of parents is of vital importance - parents need to be involved at all stages of the process so that their views and our expertise can be used for the good of the child. Some of the commonly used provision and resources include speech therapy (in-house), motor skills, emotional literacy, anger management, counseling. Copies of the school’s SEN Policy are available for parents. Hakin Community School Prospectus 2016-17 17 More Able and Talented Children Pupils who are more able or talented also have additional learning needs to meet appropriate challenge. These pupils are also identified. Opportunities for extension or specific learning are provided in lessons and sometimes through activities such as buzz club, buzzlings or Master Classes.
Learning Resource Centres The Junior and Infant Learning Resource Centres provide education for pupils with complex needs from across the Milford area for have been in operation for several years. The local authority places pupils in the LRC thus providing a ready opportunity for social and functional integration if and when appropriate.
The overall responsibility for the LRCs, in conjunction with the school’s governors and Headteacher, rests with the L.A. This includes monitoring the efficiency and effectiveness of the unit (in accordance with the Code of Practice). Day to day arrangements within the unit rests with the LRC teacher.
Looked After Children (LAC) Mrs Nicola Davies is the LAC Coordinator for the school. She attends all meetings for LAC children and works closely with all agencies involved. Policies and procedures are in place to ensure that all “Looked After Children” are supported and that their achievement promoted.
Medical Matters including Administration of Medicines Medical Inspections of Children are carried out on a regular basis. Parents are notified when these occur. The School Nurse visits regularly for individual check ups and review procedures. If you wish to contact her please enquire at the school office in the first instance. In some circumstances we can undertake the administration of medicine in school. We cannot, however, undertake treatment e.g. cleaning of infected ears, etc. Please be sure to contact the school office in advance and do not send medicine into school without this contact. We may require notification, in writing, in certain cases. Under no circumstances must children carry tablets or medicines around with them in school. We have a number of children who use inhalers for asthma. These medicines are kept in the medical room children are free to ask for them whenever they need to use them. If medicines are sent in to school, by arrangement, it is vital that they are clearly marked with the child's name and instructions for administration. Please check with your GP about when your child should return to school if he/she has had a contagious or infectious medical condition.
Illness at School and Emergencies
The school keeps a record of addresses and telephone numbers (home and work) of parents and if your child becomes ill at school we contact you as soon as possible and ask for the child to be taken home. In the case of accidents should a child require medical treatment every effort is made to contact the parents first - depending on the seriousness of the case. Minor accidents will be dealt with by members of staff - but in the case of a more serious accident the pupil will be taken to the casualty department at Withybush Hospital, Haverfordwest. It is vital that school is kept informed on changes in contact telephone numbers etc.
School Uniform
Parents are strongly encouraged to adopt the recognised school uniform. This is important so that your child is dressed for school and so dressed for learning. In all cases clothing should be appropriate for school use and children presentable for school. It is particularly important that footwear should be safe, smart and appropriate. We have some very good second hand uniform available so you don’t have to waste money when replacing the uniform. Hakin Community School Prospectus 2016-17 18
Children should wear: Jade Green Sweatshirt Jade or White Polo Shirt Girls – Dark skirt or trousers Boys – Dark trousers Footwear - children should wear sensible shoes
You are also asked to provide your child with some form of protective clothing for art and craft activities. An adult’s shirt, suitably adapted, would be appropriate. During the summer term and/or during hot weather shorts can be worn. They should be dark in colour, and not beach style. Jeans are not appropriate and should not be worn. All clothing should be clearly marked with the owner's name.
Pupils’ Property
Lost Property: All unnamed property is placed in a container and is open for parents’ perusal at the end of school. Parents are asked to ensure that all items of clothing are clearly marked with the child's name in a way that will not rub off or wash out. Whilst every effort will be made to find any item lost, the County Council and its employees accept no responsibility for personal property left on school premises. I am sure parents will appreciate that it is most unwise for children to bring or wear expensive possessions to school or those of sentimental value. If it is necessary to bring a large sum of money to school for a special reason, e.g. a school visit, arrangements will be made to collect such money soon after the start of the school day.
Clothing for P.E. and games lessons For indoor lessons pupils should wear T shirts, and shorts. However, there is no objection to additional clothing or tracksuits being worn for outdoor activities on a cold day. Children should not wear clothing which is very baggy. If children wear socks for these lessons, then they should bring a different pair to change into to wear for the rest of the day.
Footwear Barefoot working is recommended for gymnastics and dance lessons, which are held in the school hall. Plimsolls are the recommended kind of footwear allowed to be worn indoors; training shoes, which have been worn outdoors e.g. for games lessons, must not be worn for indoor P.E. lessons. Football boots, with plastic studs, may be worn for games lessons on the playing field, although training shoes should be worn on the playground and when the ground is hard.
Jewellery All jewellery and personal effects such as watches, necklaces, bracelets etc. must be removed for P.E. activities. Teachers will arrange for the storage of these items during such lessons. Children will therefore be expected to remove all jewellery, including earrings for P.E., games and swimming lessons. If they are unable to do so themselves, then such items should not be worn on days when lessons involving physical activities are timetabled. It is also a sensible precaution for any child with long hair to wear a hair band during these lessons. It would greatly assist teachers if parents intending to have their children's ears pierced could have this done at the start of the summer holidays. This would mean that the child's ears could have healed fully before the start of term and that the earrings could then be removed without difficulty. If a child's ears have been pierced and have not healed fully so that earrings cannot be removed, then it is necessary for them to have their studs covered by surgical or masking tape. In these circumstances care must be taken to cover the spike at the back of the ear lobe effectively. It is the responsibility of parents to provide such tape and for them or their child to apply it.
Hakin Community School Prospectus 2016-17 19
Monitoring of Progress A careful check is kept on your child’s progress throughout their time at Hakin Community School. It begins with the information you give us on entry, then Teacher Assessment is ongoing. As in all schools, Early Years pupils have a Baseline Assessment at four, following which parents are invited into school to discuss the outcome with their child’s classteacher. In Years One and Two we carry out Standardised Reading and Spelling tests, we also make Teacher Assessments of National Curriculum Subjects providing us with a record of what children have learned as a result of our teaching. In Year Two and Six children are assessed against set criteria in the National Curriculum Core Subjects in Maths, Reading, Writing and PSE in year 2, and in Maths, English, Science and Welsh 2nd language in year 6 Progress is measured by teacher assessment.
Assessment Assessment is a continuous process throughout a child’s time at school. Records of progress are kept and used to plan the next steps in your child’s learning.
Reporting to Parents There will be an opportunity for parents to meet their child's class teacher early in October. Another Parents' Evening is arranged for the middle of the Spring Term, during which detailed progress is reported. Towards the end of the Summer Term parents will receive an annual written report on their child. There will be an opportunity, for those parents who wish, to discuss this written report with the class teacher during the summer term. If parents have any concerns about their child's learning or welfare they are welcome to contact the class teacher at other times.
Performance Information Percentage of pupils achieving at least the expected outcome/level (FP Outcome 5 or KS2 Level 4)
2016 Foundation Phase (end of year 2) 2016 Key Stage 2 (end of year 6) Area of School School School Pembs Wales Subject School Pembs Wales learning (not LRC) (not LRC) LLC O5+ 74.4 76.2 88 88 English L4+ 85.3 90.6 90 90 Maths O5+ 81.4 85.4 90 90 Maths L4+ 85.3 90.6 90 91 PSD O5+ 86.0 88.1 94 94 Science L4+ 88.2 93.8 91 92 FPI 72.1 73.8 86 87 CSI 79.4 84.4 87 89
Percentage of pupils achieving the above expected outcome/level (FP Outcome 6 or KS2 Level 5)
2016 Foundation Phase (end of year 2) 2016 Key Stage 2 (end of year 6) Area of School School School Pembs Wales Subject School Pembs Wales learning (not LRC) (not LRC) LLC O6 30.2 30.9 36 36 English L5 35.3 37.5 40 42 Maths O6 41.9 42.9 34 36 Maths L5 32.4 34.4 40 43 PSD O6 46.5 47.6 56 59 Science L5 29.4 31.3 39 43
PSD = Personal and Social Development; LLC = Language, Literacy and Communication; FPI – Foundation Phase Indicator; CSI = Core Subject Indicator; FPI and CSI is the % of pupils who achieve at least expected outcome (i.e. O5 or L4) in all three subjects
Standards at Hakin are good. Most pupils make good progress based on their starting points, and pupils learn a full range of skills and knowledge.
The tables above provide comparative data with the Local Authority and Wales. However, comparisons with schools across Wales that serve similar communities to ours are more relevant.
Hakin Community School Prospectus 2016-17 20 Using those benchmarks and ‘family groups’ Hakin is consistently above average.
In 2016, the KS2 assessments are good, and progress in the higher levels has been very good over the last three years. FP assessments in 2016 are lower for Outcome 5, although pupils within the cohort have made good progress. FP standards are very good for Outcome 6. Hakin has a good track record of pupils’ progress between nursery and year 2, and between year 2 and year 6.
Placements for pupils in the Learning Resource Centres (LRC) are made by the Local Authority. All LRC pupils are making good progress in line with expectations.
Performance Targets for Academic Year 2016-17
The figure in italics = including LRC; The figure in bold = not including LRC
Target as a % of pupils in Foundation Phase (yr 2) Target as a % of pupils in Key Stage 2 (year 6) Area of learning Outcome 5+ Outcome 6 Subject Level 4+ Level 5 LLC 83 89 34 36 English 88 94 33 35 Maths 87 93 45 48 Maths 90 96 35 38 PSD 87 93 57 61 Science 92 98 35 38 FPI 81 86 CSI 82 88
Record Keeping As well as the annual curriculum record for each child we also record other information. Most of this is related to the child's work and some of these recordings will be related to the assessments made in relation to the National Curriculum. Once a year we normally ask parents to check the accuracy of the information we hold on their child(ren). Our use of computer systems for holding information on pupils is registered under the Data Protection Act, with all the safeguards this implies.
Transfer to Secondary School Hakin Community School is a partner school in the Milford Haven Cluster. The cluster works very closely together to ensure consistency of policy (e.g. attendance) and of learning experiences for children. Transition to secondary school is very thorough and a number of events and activities are arranged throughout a child’s time at Primary School to make the experience as smooth as possible. For example there are PE festivals for years 2 and 5, and a Welsh concert for a range of year groups. Arrangements are made for our Year six pupils to spend time at the Secondary School of their choice in their final term. Year six pupils and parents are invited to meet the Head teacher at an evening meeting at the end of June at the Secondary Schools and are given a tour of the school.
School Meals School Meals are cooked on the premises in the school kitchen and served in the school hall at a cost determined by the Local Education Authority. Every effort is made to give children a choice of food, but this is limited because of financial restraints.
The cost of a school dinner from September 2011 is £1.90. Dinner money is collected on Monday. Parents are asked to send along sufficient money on that day for a week’s dinners. The school is not allowed to giver dinners on credit.
Application forms for free dinners are available on request. Children in receipt of free school meals are not identified to other children. Children whose parents are in receipt of Income Support, an Income-based Jobseekers’ Allowance, or Child Tax Credits are eligible, although
Hakin Community School Prospectus 2016-17 21 those with parents receiving the Contribution-Based Jobseekers’ Allowance, which replaces Unemployment Benefit, or those entitled to Working Tax Credits are not.
During the lunch hour children are supervised by our Lunchtime Supervisors. The Headteacher and Deputy Headteacher are also available. Children are expected to behave properly throughout the lunch hour, whether in the dining hall or on the yard. Where a child's behaviour falls significantly below acceptable standards he/she may be excluded from staying at lunchtimes. This would mean that the child would be required to leave the premises for the lunchtime period and the parent(s) would have to make alternative arrangements. Parents will normally receive prior written warning if this course of action is being considered. This period would be recorded as a formal, fixed term exclusion.
Sports The children at Hakin certainly achieve and succeed through sporting endeavour. Individual performance and teamwork are essential ingredients in the whole ethos of the school. We have a highly competitive range of in-school events on an Inter-House basis including Netball, Rounders, Rugby, Cricket; whilst the Swimming Gala and Sports Day are recognised as being the highlights. There are also opportunities to be involved in extra-curricular sport. The aims of all our sports provision is detailed here:
To enable each child to experience enjoyment and achievement through physical activity. To recognise the entitlement of the National Curriculum to provide P.E. for all children in the school. To promote positive attitudes towards active and healthy lifestyles. To develop positive attitudes among the children towards themselves and the children they work with. To recognise the need for safe practice during P.E. lessons At Key Stage 2 to cover games, athletics, dance, gymnastics and swimming Where appropriate, to give children the opportunity to take part in competitive sporting activities including events involving other schools. To teach children how to be part of a team?
Clubs and After School Activities A wide variety of activities are undertaken by Staff which are open to children at various ages in the school. These have included recently:-
Football; Rugby; Cricket; Hockey; Choir; Cookery club; Maths club; Lego Club; Craft Club; French Club; Street dancing etc.
Children should ask their teacher how to get involved in any of these clubs. In addition we welcome children to tell the school about their own out of school activities and explain how others can get involved too.
Community Focussed School The school is proud of its place in the community as a focus for all types of learning and activity. Some of our links are detailed here:
A number of classrooms are used weekly for evening adult learning classes. In partnership with Springboard Community Learning we offer free courses and learning activities for parents in school, usually during session times. Examples include English, Maths, Back to Work, DIY, Motor mechanics, carpentry, mosaic design, card and craft. The school also has a very active and highly successful Community Gardening Club which meets every month in the school hall. Any parent wishing to join please enquire. Hakin Community School Prospectus 2016-17 22 We have a number of links to the local church, including a Christmas carol concert at St Mary’s. Every year we develop partnerships with local businesses during our Enterprise project. This can take the form of investment or mentoring for the pupils.
The Hakin Community School Council is elected every September. 2 pupils from each class are elected by their class to serve on the council. Usually the infant and junior councils meet separately on each site. However, from time to time the whole council meets together. The council meets regularly to discuss and plan activities and improvement ideas such as: They will usually decide on a charity to support They attend anti-bullying conferences and arrange learning and teaching activities in this important area. They consider and suggest improvements for the school They report to the governing body They receive reports from the Headteacher about the progress they are making, and the feedback pupils give teachers. They arrange class council meetings
Pupil Voice is also promoted through Sports Ambassadors, Criw Cymraeg, the Active Travel group, and the Digital Leaders.
EXPECTATIONS
What you should expect from the School What does the school expect from you?
Your child should be safe Your child should attend school regularly and Your child should be educated according to his/her punctually needs and ability Your child should be ready for school each day i.e. We should tell you what we are doing and why clean, tidy and well-rested We should listen to your concerns and respond You should oversee homework and look after books constructively and equipment sent home We should tell you if we have any concerns You should attend Parent Meetings You should make sure we can contact you in case of emergency
A copy of the school term and holiday dates will be sent to parents at the beginning of each school year. School term dates 2016-17:
Half Term No. of School 2016-2017 Begin End Begin End Days Autumn 2016 Mon 5 Sept 2016 Mon 24 Oct 2016 Fri 28 Oct 2016 Fri 16 Dec 2016 70 Spring 2017 Tue 3 Jan 2017 Mon 20 Feb 2017 Fri 24 Feb 2017 Fri 7 April 2017 64 Summer 2017 Tue 25 Apr 2017 Mon 29 May2017 Fri 2 June 2017 Fri 21 July 2017 58 Directed Teachers’ Closure Days: 1.9.2016, 2.9.2016 & 24.4.2017 (There will be 2 further INSET days during 3 the school year in addition to those directed by the LA) TOTAL 195
N.B. There will be three further INSET Closure Days during the academic year. Parents will receive notification of these, at least one month in advance.
The information contained in this prospectus is intended for the parents of all Hakin Community School children. It was correct at the time of publication but government legislation, local authority changes, school policy changes and the particular circumstances of the school may create the need for future revision of content.
Hakin Community School Prospectus 2016-17 23