Newington Community Primary School Princess Margaret Avenue, , . CT12 6HX Ambition, Achievement, Aspiration Tel: (01843) 593412 Fax: (01843) 850323 Headteacher: Mr. C. Stokes. M.A. B.Ed E-mail [email protected]

OFSTED - March 2017

Overall effectiveness Outstanding

Effectiveness of leadership and management Outstanding

Quality of teaching, learning and assessment Outstanding

Personal development, behaviour and welfare Outstanding

Outcomes for pupils Outstanding

Early years provision Outstanding

 Newington Community Primary is an exceptional school. Every member of the community, regardless of age or role, articulates the vision for themselves and the school to do and be the best they can possibly be.

Dear Parent/Guardian

Welcome to Newington Community Primary School in Ramsgate. I have been the Headteacher of the school since it opened in 2007 and we have seen the most incredible changes in my time at the school. I am so proud to be leading a school that is full of hard working, polite and friendly children who are supported by an incredibly committed staff team who will go the extra mile because Newington children deserve the best!

In the last 10 years the school has more than doubled in size, we have upgraded our facilities so that we are now graced with buildings and grounds that are suited to the needs of a twenty first century education. Whilst we serve the immediate community of Newington we also take children from across Ramsgate and also from Manston and beyond.

Our primary aim in school life is to ensure that the children are happy, safe and secure, but equally we need to ensure that our children are confident readers, articulate writers and quick and accurate mathematicians. Put this alongside our aim of nurturing Newington children who are socially responsible, who can work as part of a team and who are able to understand the needs of others, and we pride ourselves in developing very special young people.

Newington children are Ambitious for themselves, they Achieve highly and have great Aspirations for their futures; what more could you want as a parent. We believe that children can forge their own futures, with the right support from their families, and can achieve anything that they put their minds to.

We believe that Newington is the place that every child can achieve their potential; don’t take my word for it, come and see for yourself!

OFSTED in March 2017 found that we are a caring and successful school, providing a friendly and secure environment which, as parents know, is so important for the development and growth of their child. They also found that:  The headteacher, expertly supported by other  Pupils are happy and feel safe in school. They work leaders, has strengthened the quality of teaching and hard and are proud of what they achieve. They learning so that all is interesting and much is display exemplary behaviour and understand how inspirational. Pupils learn very well. positive attitudes affect learning.  Most pupils make remarkable progress across a wide  Children get off to an excellent start in the early range of subjects including English and mathematics. years. Exciting activities inside and out are Outcomes are outstanding. However, in 2016 pupils did carefully planned to stimulate children’s curiosity. not achieve the higher standards, particularly in From the earliest days in school, children find joy mathematics. in learning, are well supported by adults and make  Close working between support and teaching staff, has rapid progress. ensured that the needs of disadvantaged pupils and  The school’s work to promote pupils’ welfare is those who have special educational needs and/or remarkable. No stone is left unturned in the quest disabilities are sensitively and effectively met. These to ensure that pupils and families receive the help pupils achieve very well and make more progress than they need. Safeguarding procedures are effective. their peers nationally in reading and mathematics.

However, don’t just take their word for it, come and have a look for yourself! My staff and I are committed to providing a secure place in which your children can grow and develop and I hope that the website gives you an insight into what lies ahead at Newington, should you decide to entrust your child into our care. We are a Community school. I hope you will feel encouraged to feel part of our school and to work with us in creating the strongest of partnerships. Together we can achieve great things!

Cliff Stokes Headteacher

Please note that throughout this document we have referred to the term parent, however this term can also take in a significant number of other people: People who raise children are not only birth mothers and fathers, Adoptive parents, foster carers, Step-parents, members of the extended family and grandparents may all be involved in raising children. Therefore, when we use the term “parent(s)/carer(s)” we are referring to the significant caring adult(s) for the children in any type of family.

Newington Community Primary School, Statement of Aims and Values Mission Statement: At Newington Community Primary School we aim to unlock aspirations, confidence and resilience in a kind and compassionate environment

The aims of our school: At Newington Community Primary School, we provide a broad, balanced education for all the children in our care. We aim to create a happy, caring and stimulating learning environment in which all children can grow in self-esteem and fulfil their full potential as human beings. In particular we aim by learning together to:

 Ensure that all pupils have full access to the National Curriculum and Foundation Stage Curriculum  Ensure children reach their full potential in all aspects of the school‟ s curriculum including the National Curriculum and Foundation Stage Curriculum, and in particular in acquiring effective skills in literacy and Numeracy  Provide children with an education appropriate to the world outside the classroom  Develop a love of learning and a desire to continue to expand their knowledge and skills throughout their life  Help children to learn to live together in a community and to show sensitivity to the differences between one another  Encourage them to become responsible, independent people, who are able to look at and think deeply about the world around them  Develop a positive sense of moral responsibility and self-discipline  Develop spiritual awareness and an awe of the universe.

Newington Community Primary School is a Community School catering for boys and girls between the ages of three and eleven years. Transfer normally takes place at the beginning of the autumn term, immediately following the child's third birthday. If places are available during the school year, the child could start in the term after their third birthday.

The school stands on a large open site, adjacent to Manston Road, Ramsgate, and opens onto Princess Margaret Avenue. The main building comprises: The assembly hall, dining hall, administrative wing, Staff Room, Headteacher's Office, Deputy Headteacher's Office, library, medical room, thirty classrooms and a Nursery with places for 60 children. Two rooms are used as Learning Resource Centres and two rooms are used for our Computer Centres. We also have a Family Liaison Officer's Room.

The school welcomes visitors and it is usually possible for anyone to have a guided walk round the school whilst it is in session. WE ARE PARTICULARLY KEEN THAT PARENTS OF PROSPECTIVE PUPILS SHOULD HAVE THE OPPORTUNITY TO SEE WORK IN PROGRESS AND TO FEEL SOMETHING OF THE ATMOSPHERE OF THE SCHOOL BEFORE ENTERING THEIR CHILD'S NAME FOR ADMISSION. This can be arranged at short notice if a telephone call is made beforehand. Pupils who wish to join us at the start of a key stage will have the opportunity to get used to the school through a planned series of transition events. The same opportunity may be given to individual pupils moving into the area, if prior arrangement is made.

It is our policy to introduce children to creative, stimulating and thought provoking educational experiences which are likely to make a lasting impression and events are frequently arranged with this in mind. In the past we have had visits from Theatre Companies, musicians, actors, the Kent Circus School, Authors, Poets and various visiting experts who have all contributed to the rich and varied life of the school.

ADMISSION CRITERIA Over-Subscription: The over-subscription criteria for Newington Community Primary School are:  Children in Local Authority Care – a child under the age of 18 years for whom the local authority provides accommodation by agreement with their parents/carers (Section 20 of the Children Act 1989) or who is the subject of a care order under Part IV of the Act. Current Family Association - a brother or sister in the same school at the time of entry and the family continues to live at the same address as when the sibling was admitted or has moved to a new property nearer to the school as defined by the ‘Nearness Criterion’ (below).

 Health and Special Access Reasons - children whose health or physical impairment means they have to attend a particular school. Health reasons must be strong and must be supported with evidence in writing by a medical practitioner. The evidence must demonstrate a special connection between the child's needs and the particular school. A physical impairment must be such that it requires the child to attend a particular school because its buildings do not inhibit his/her mobility.

 Nearness of children's homes to school - we use the distance between the child’s permanent home address and the school, measured in a straight line using ordnance survey address point data. Distances are measured from a defined point within the child’s home to the main entrance of the school as specified by Ordnance Survey.

 Where new build housing development requires a new school or the significant enlargement of an existing school the ‘Nearness’ of schools criterion will allow for a catchment area (defined by a map) to be created for the relevant school. This must be included in the Statutory Public Notice and admissions determination and will be valid for a period not exceeding three rounds of admissions”.

Teaching Staffing Headteacher Mr. C Stokes Deputy Headteacher – Ms. Becca Heaton Deputy Headteacher – Mrs. Becky Andrews Assistant Headteacher – Mrs. T Kennedy Assistant Headteacher - Mrs. L Long

Nursery - Mrs. C Reavill Reception Miss. O Wheatley Mrs. J Hessey Miss. N Musselwhite Ms. E Kirkland Year 1 Mrs. G Clements Mr. J Bennett Mrs. D Mursell Miss. C Berryman Year 2 Mr. T Knight Ms. S Groves Mrs. J Ward Mr. C Searle Year 3 Ms. H Goode Miss. C Smith Miss. S Holmes Miss. E Allen Year 4 Ms. J Bowman Mrs. D Jamieson Ms. P Tatham Mr. J Green Year 5 Miss. R Pitt Mrs. J Jarman Mr. T Broughton SL/TLK Year 6 Miss. F Coleman Mr. A Ford Mr. M Rigden Miss. H Pullman PE – Miss. K Bowyer Mr. R Moore Mr. W Schulz Music – Mr. W Eldred Computing – Mr. C Bing Spanish – Miss. M Davies

Maternity Leave – Miss. S Sholl Miss. R Rowden

Nursery Assistants - Mrs. A Chinn Mrs. A Jarvis Mrs. J Read

Teaching Assistants – Mrs. T Keeler Mrs. S Robb Mrs. S Huelin Mrs. E Williams Mrs. K Darwish Mrs. C Jones Mrs. L Drysdale Mr. R Eteen Mrs. J Penny Miss. H Peters Mrs. S Morris Mrs. K Wright Mrs. D Thomas Mrs. V Anderson Mrs. S Dyer Mrs. D Pelling Mrs. A Collins Miss. G Gunn Mrs S Moore Mrs. N Morgan Mrs. S Gunn Mrs. L Stevens Miss. R Hawkins Mrs. G Powell Mrs. D Stevens Miss. E Goldsmith Mrs. S Sandwell Mrs. N Watters Miss. M Davies Miss. S Morris Mrs. E Allen Mrs. J Willson Miss. H Hughes Mrs. A Coe

Behaviour Mentor - Mrs. T Stillman Mrs H Dube IT Support - Mr. C Bing FLO - Mrs. J Marks Office Manager - Mrs. J Wells Office Assistants - Mrs. S Gunn Mrs L Waters Mrs. E Manning Resource Assistants - Mrs. D Mack Mrs. J Irving Attendance Officer – Mrs. E Manning

Ancillary staff Cook Mrs. H Moore

Kitchen Assistants Mrs. J Mendez Mrs. T Adams Mrs. D Snook Mrs. T Willis

Midday Meals Supervisors Mrs. K Norton Mrs. K Harris Mrs. D Stevens Mrs. K Ellender Mrs. G Carmen Mrs. J Sellwood Mrs. S Drury Mrs. K Duffy Mrs. S Morris Mrs. D Pelling Ms. A Collins Miss D Baines Mr. R Eteen Mrs. J Penny Mrs. S Morris Mrs. K Wright Mrs. S Dyer Mrs. D Pelling Mrs. A Collins Mrs. S Moore Miss R Hawkins Mr. W Schulz Mrs. N Watters Ms. A Collins Miss S Morris Miss M Davies Mrs. S Sandwell

Site Manager Mr. L Staples Assistant Caretaker Mr. K Stevens Mr. P Kelly Cleaning Staff Mrs. M Matthews Mrs J Watson Mrs. K Harrison Mrs. K Norton Mrs. Z Clegg Mrs. K Ellender Mrs S Cornish Mrs. L Kaye

The Governing Board Governors usually serve a four-year term on the governing body. During our first term in existence we have recruited an entirely new team of Governors. The role of governors is now far reaching with wide ranging responsibilities. In order to carry out these responsibilities effectively, we have formed a Strategic Group and six 'Governor Pairs' The Governor Pairs are responsible for the following areas of school life: Health and Safety Finance and Personnel Core Curriculum Foundation Subjects Foundation Stage Assessment Special Educational Needs

The newly constituted governing body will consist of: LEA Governor Chair of Governors Mr J Smith Vice Chair of Governors Community Mrs M Bishop

LEA Governor Mr M Lomax

Teacher Governor Mrs H Goode Staff Governor Mr M Rigden Parent Governors Mrs K McCarthy-Sadd Ms L Alcock Mrs N Luddington Mrs M Bishop Headteacher Mr C Stokes

In order to be effective, the governors, both corporately and individually, participate in training sessions. They have also met with staff and visited the school regularly, sitting in on lessons and working with the children.

TIMES OF OPENING Morning School: 8.50 a.m. – 12.15 p.m. (Key Stage 1 - 12.00) Afternoon School: 1.10 p.m. - 3.15 p.m. Morning Nursery: 8.45 a.m. - 11.45 a.m. Afternoon Nursery: 12.20 p.m. - 3.20 p.m.

It is important that children are not late for school. Late arrival in the classroom can be upsetting for your child and can affect the smooth running of the school. Equally consistent and regular attendance is essential for children to be able to achieve their full potential. Therefore we will be working with the Education and Welfare Service, to issue a Penalty Notice where a pupil has attendance or punctuality that is a cause for concern. Although we are aware that such measures may appear to be harsh, attendance is not only a parental responsibility but also a pupil’s right.

Absences - If a child is absent and we have not been informed, our Attendance Officer will 'phone' home to enquire why the child is not at school. Therefore, if for any reason your child is not at school, please telephone the school office as early as possible, stating the reason why. Absences from school must be reported in the first instance to the school office, but must be confirmed by a note from the parent, when the child returns to school. This should be addressed to the class teacher.

Lateness - All children arriving after the start of the school session MUST report to the school office to be recorded on the school’s register. Any child arriving more than 10 minutes after the school session has started will be recorded as taking unauthorised absence unless a suitable reason for the lateness is given. (i.e. doctors or dental appointment).

Family holidays during term-time – The school strongly discourages the removal of a child from school during term-time for any reason including family holidays. Should you, however, wish to apply to the school governors for permission to withdraw your child from school during term-time you must complete a leave of absence request form (available from the school office) at least two weeks prior to the start of your holiday. The governors have the power to agree or refuse any request. Legally absence can only be authorised for ‘exceptional reasons’ The Governors have decided that no absences will be authorised during the month of May due to the Statutory testing that takes place at this time of the year

Teaching Time Teaching time excluding collective worship, play times, lunch breaks and registration time is as follows: Key Stage One - 21 hours a week Key Stage Two - 23 hours 30 minutes a week.

Attending Our Nursery To help the Nursery staffs ensure that your child feels happy and secure in our setting, would you please take a note of the following:  Arrive on time for the start and end of each session – 8.45 a.m. – 11:45 a.m. or 12:10 – 3:10 p.m.  Ensure that your child attends every session.  Notify any absence to the Nursery by phoning before 9:15 a.m. for morning children and 12:45 p.m. for afternoon children, on the first day of absence.  If your child is absent for a period of time without notification, you may lose your child’s placement.  Collect your child promptly at the end of each session – children can become very distressed if they are left waiting when their friends have gone.  Please let the Nursery staff know in advance if someone different will be collecting your child – even if it is the parent of another child at Nursery. Please introduce other adults to Nursery staff so that we can recognise faces!  In an emergency, we ask that a signed letter, explaining the change in the collecting adult, be sent with that person.  If your child has been absent due to sickness/vomiting, we ask that 48 hours of recovery are allowed before returning to Nursery.  Please inform staff of any changes that may affect your child at Nursery e.g. medical, social or emotional problems – if we are aware of any difficulties, we may be more able to support your child fully.

Supporting Your Child In our Nursery we are proud of the relationships that are developed between staff and children. To aid the Children’s feeling of well-being, we operate a Key Worker system. This means that although all the staffs work with the children, one member of staff is allocated to a group of children and as a result, a strong relationship is formed with both the child and family. This has proved very effective in developing the children’s sense of security and personal development. The Key Worker is also there to support you, as a parent, with any issues you may wish to discuss and share. During the session, the Key Worker continually assesses the children, and this informs staff of what your Child’s next steps will be and therefore enables your child to reach their full potential. The children do not realise that they are being assessed and enjoy the interaction between staff and themselves.

The assessments are achieved in a number of ways such as:  Observation: making brief notes of what your child is doing and recognising what they need to do next, providing open ended questions and ideas to stimulate their thinking skills.  Photographs: to capture the moment of action and learning.  Records of Transfer: these are Kent documents that transfer notes on your child‟ s achievements and, with your permission, are passed on to future Reception staff.  Well Being and Involvement: this is a format in which the staffs record the levels of well-being and involvement shown by the individual child in their play. This aids the recognition of any extra support a child may need.

As with all the records kept on the individual child, you have a right as parents to see the information at a time convenient to both yourselves and staff.

Working Together It is vital that we all share information and keep each other informed of any changes. In so doing we are working together for the best interests of your child. As a Nursery we do this by:  Inviting you and your child to an Open Session where you can visit the Nursery before your child starts.  Sharing information about the topics we cover through the information board and newsletters.  Giving ideas of things you could do with your child at home to develop their learning and have fun together.  Displaying reminders on the information board and front door.  Being sensitive to your needs as a parent.  Sharing information about your child’s achievements at the end of the sessions, as appropriate.  Discussing with you and asking for your permission for any extra support considered supportive to your child‟ s education.  Parent Consultations each term.  Providing a written Record of Transfer for your child moving on to a Reception class.

As parents we ask that you do this by:  Giving clear and honest information on admission forms.  Allowing us to book Home Visits where your child can meet nursery staff in the security of their own home. During these Home Visits, admission forms are completed and the visit takes approximately 15 minutes. We do appreciate your privacy and try to keep the visit as friendly and informal as possible.  Keeping us up to date with correct contact addresses / telephone and mobile numbers as soon as they change.  Sharing information about any special or additional educational needs that your child may have.  Giving information about other services / agencies involved with your child / family.  Sharing reports from other professionals that will help to inform your child’s education.  Providing written information about medical needs or request for Nursery staff to administer medication.  Telling us about your child’s likes / dislikes, favourite activities etc. Informing us in advance if anyone different will be collecting your child from Nursery.  Arriving punctually at the start of sessions and collecting promptly at the end.  Letting us know if you have any interest or talents that could be shared with the children at the Nursery.  Letting us know about any worries or concerns that you may have.  If children are sleepy, they become irritable and will not be able to enjoy Nursery so try not to let your child stay up late.

Working together, your child will see that we all value and encourage them to become happy, sociable and excited about the world around them. In Nursery, we look at life through the eyes of a child and revisit the awe of understanding our world.

Starting School in Reception Before your child is due to start the school, please visit us and place your child‟ s name on the list of future entrants. At this point you can take a preliminary look at the school. All infants are invited to spend two half days in school in the term before they start. These two half days are held in June and July and they are also a time in which parents can meet the teaching staff. During June parents have Parent Discussion meetings with their child‟ s prospective Reception teacher and these meetings are offered as opportunities to complete the necessary forms, to discuss any concerns or queries that parents may have and to pass on information regarding their child’s starting dates.

Pupils are admitted to school in accordance with the County admissions policy. Form PRI, which is available from the School Office, should be completed. This should be returned to school by the deadline indicated on the form.

 Places will be allocated according to the published criteria in priority order:  Parental wishes  Current family association (an older brother or sister in the school at the time of entry)  Health reasons (for which a medical certificate may be needed), parental health is not a criterion  Nearness of children’s homes and ease of access to schools.

The children start school over a period of time and are grouped according to age. The first group to start are the oldest children and have two part time day sessions followed by starting full time on the third day. The next group start on the fourth day and have three part time session days followed by starting full time on the next day. This continues until all of the children have started. This procedure ensures a calm and relaxed start with the children becoming confident in their new surroundings and feeling increasingly secure as new children join them. When the youngest group start the others are established and enjoy helping the new ones to settle.

Moving Towards Full-time Education It is our policy to admit all of the children in the autumn term of the academic year during which they reach the age of five years. However, we do believe that it is important that all children attend school on a part- time basis for the first few days as school demands a great deal of the young child. All Reception children starting in September are full time by the end of the second week. Starting school for the first time brings with it new routines, social situations and experiences which can be very exhausting. It is a great help, particularly to the children‟ s confidence, if, by the time they start school, they are able to:  Go to the toilet without assistance  Use a knife, fork and spoon  Dress and undress themselves  Understand and obey simple verbal instructions. On the first day of school it would be useful for you to bring your child into school and for them to have: PE kit (named) Book Bag (named) A lunchbox, if they are having packed lunches, with favourite packed lunch items so that there is nothing new for them to cope with at lunchtime. Again, names clearly displayed on the outside of the lunch box.

Lunchtime Arrangements School meals are cooked on the premises. Dinner money is collected on Monday morning. If your child is absent on Monday please send amount owing on the next day your child is in school. Free School Meals If you feel that your child is eligible for free meals, please ask us for a form. All enquiries are treated in confidence.

ASSEMBLY- Assembly for the whole school takes place at approximately 9.55am on most mornings. The pattern for assemblies will be as follows: Monday – Whole school assembly Tuesday – Phase Assembly Wednesday – Singing Practice Thursday – Classroom Assembly Friday – Celebration Assembly Twice a year, parents are invited to attend a special assembly, prepared and presented by their child's class. After the assembly there is the chance to have a cup of tea or coffee and visit the classroom.

Parents have the right to withdraw their children from religious education and collective worship should they so wish. If parents do not wish their child to be taught the agreed syllabus or take part in short acts of collective worship then they should inform us in writing. Their child can then be excused and suitable alternative arrangements made.

LUNCH HOUR - 12.15noon - 1.10pm (KS1 12 noon – 1.10pm) Children who stay on the premises at lunch time remain in the care of the supervisory assistants until the school re- assembles at 1.10pm. Parents can also come to school on any day and have lunch with their children if they wish.

AFTER SCHOOL- Children will not be allowed to leave before 3.15pm without special permission, obtained by the parent contacting the school. Children will be expected to clear the school quickly at the end of the day, unless they are remaining behind for one of the many after-school activities, when they should be collected by a responsible adult. The school telephone will be manned until 4.30pm in order to deal with any urgent enquiries. We have had an answer phone installed so that parents can leave messages outside normal school hours.

It is helpful for us to know in advance of any change in a child's normal travelling arrangements, as this will greatly simplify our task of making sure that everyone has left for home at the proper time.

VOLUNTARY CONTRIBUTIONS TO COVER COST OF ACTIVITIES HELD IN SCHOOL TIME. Where activities take place in school time, which are an extension or supplement to the school curriculum, no charge is made, but these events cannot be financed directly from the school budget. On these occasions no child will be excluded, but we rely upon the willingness of parents to make a suitable voluntary contribution towards the cost. Such activities include local journeys to places of historic and geographical significance, visits to museums and science and natural history centres. We also arrange for travelling theatre companies and groups of musicians etc. to visit the school from time to time. Continuation of these activities will depend very much upon the generosity of parents in making such contributions. Unfortunately, there have been occasions where we have had to cancel visits because insufficient funds have been received to cover the cost. We do understand, however, that there are times when parents find it impossible to pay for an expensive school visit. In cases of genuine hardship, a telephone call to the head teacher or one of our FLOs will be treated in the strictest confidence and it is sometimes possible for the school fund to offer help with the cost.

The Curriculum

The Foundation Stage Curriculum Your child’s Early Years education is the foundation upon which he/she will build, continuing through school and life. Although it is a preparation for the next stage, it is a vital time for your child‟ s overall development. Our Nursery is part of our Early Years Foundation Stage that also incorporates the Reception classes. We follow the Foundation Stage curriculum that has been developed nationally for all children and it prepares children to move on into the National Curriculum that begins within Year 1 (Key Stage 1).

The Foundation Stage curriculum covers six area of learning and all have equal importance. The areas are: Personal, Social and Emotional Development – this area of learning is about emotional well-being, knowing who you are and where you fit it in and feeling good about yourself. It is also about developing respect for others, social competence and a positive disposition to learn.

Communication, Language and Literacy – this area of learning includes communication, speaking and listening in different situations and for different purposes, being read a wide range of books and enjoying simple texts and at this level enjoying mark making.

Problem Solving, Reasoning and Numeracy – this area of learning includes counting, sorting, matching, seeking patterns, making connections, recognising relationships and working with numbers, shapes, space and measures. Mathematical understanding is developed through stories, songs, games and imaginative play, so that the children enjoy using and experimenting with numbers, including numbers larger than 10.

Creative Development – creativity is fundamental to successful learning. Being creative enables children to make connections between one area of learning and another and so extend their understanding. This are of learning also includes art, music, dance, role play and imaginative play.

Knowledge and Understanding of the World – in this area of learning the children are developing the crucial knowledge, skills and understanding to help them make sense of the world. This forms the foundation for later work in Science, Design and Technology, History, Geography and Information Technology. Activities are based on first- hand experiences and encourages exploration, observation, problem solving, prediction, critical thinking, decision making and discussion. Opportunities are also provided to help children become aware of, explore and question issues of differences in gender, ethnicity, language, religion and culture and of special education needs and disability issues.

During each session in Nursery, your child will be offered a range of activities and play equipment that develop these skills. Details of planning will be displayed in the Nursery and we would be delighted to talk to you about it. Clear routines are followed in Nursery and this ensures a stability that encourages confidence and independency within the children.

The curriculum enables all children to experience a range of activities and play equipment that develop these skills. Details of planning will be displayed in the Reception classrooms and staff would be delighted to talk to you about it. Clear routines are followed in both Nursery and Reception which ensures stability that encourages confidence and independency within the children.

During the Reception year, as part of the learning and teaching process, the staff will assess each child‟ s development in relation to the grading procedures within the Foundation Stage Curriculum. These assessments are made on the basis of staff accumulating observations and knowledge of the whole child. These observations are structured following an initiative called Foundation Stage Profile.

By the end of the Reception year, the final year of the Foundation Stage, the Profile provides a way of summing up that detailed knowledge of each child. It also provides a record of the child’s development across all six Areas of Learning, mentioned within the Foundation Stage Curriculum and offers a picture of the whole child at the end of the Foundation Stage. The information is collated and the progress gained by the children is shared with parents during the year at Parent Consultations and at other times when requested.

School Curriculum Newington Community Primary School delivers a coherent, imaginative curriculum which extends knowledge, skills and understanding, develops personal attributes whilst also developing an international perspective. Our Approach As a school, we use the International Primary Curriculum (IPC) to teach the subjects: Art, Geography, History, Science, Society, and Technology in Years 1 to 6. In our delivery of the IPC, we also develop International mindedness and personal attributes through specific International Learning Goals and our whole school Core Values. IPC is an engaging, learning focused curriculum that has a unique balance of appeal and rigour, designed to help our children learn and apply acquired knowledge, skills and understanding in a purposeful and concrete way. Each unit focuses on a theme, which is explored through integrated but yet separate subjects, fostering an understanding within our children, that curriculum subjects are connected in a number of important ways. The distinct learning goals for each curriculum subject, enables broad coverage and progression, delivered through a range of enquiry based activities, which are tailored towards meeting the needs and interests of our children. All subjects taught within IPC are underpinned by the National Curriculum.

International Learning Goals In addition to subject specific learning goals, International learning goals also form part of the delivery of each of our IPC themes. This provides our children with an increased understanding of cultural awareness and the global perspective linked to each of the themes studied.

Core Values It is our belief as a school that we are not only responsible for helping children to learn academically, but we also have a duty to help children learn socially, spiritually and emotionally. Therefore, as a school, we have identified a comprehensive set of positive learning dispositions which we refer to as our ‘Core Values’. These link to the IPC learning goals and underpin all aspects of school life. Our Core Values are:  Morality  Curiosity  Grit  Zest  Collaboration  Versatility  Respect

The school curriculum is based on the National Curriculum. However, we will endeavour to offer the children a curriculum based on practical, relevant and inspiring activities. Children will learn to their maximum potential if they are enthused and enjoy what they are doing. It is our role to motivate and inspire the children to achieve all that they are capable of.

Literacy Newington Community Primary School aims to provide an environment where children can learn to communicate efficiently, effectively and with enjoyment through spoken, printed and written English. The school is responding to the requirements of the renewed Primary Strategy for Literacy.

Children are taught to read independently using Read, Write, Inc and Language and Literacy. They are introduced to a wide range of attractive and stimulating books in class book corners, and the school library, including classical and modern literature from other cultures. Regular visits are made to local library

Children are encouraged to write for many purposes and audiences. They regularly compose stories, poems and descriptive passages; write letters, invitations and reports. The conventions of spelling, punctuation and grammar are taught systematically through their written work and specialised schemes. Written work is revised and redrafted, paying attention to meaning and clarity. Well-presented work is expected using a cursive style of handwriting. Children have opportunities within school to discuss, debate and relate events in order to become confident speakers and listeners.

Mathematics Newington Community Primary School aims to ensure that all pupils follow a balanced mathematics programme which will enable them to cope effectively and confidently with tasks at their own level of ability. A variety of opportunities are provided for children to use their mathematical skills and concepts learned in tackling genuine problems and investigations, both through the core curriculum scheme and topic based work.

The broad range of mathematical topics include number, gathering and interpreting information, algebra, shape and space and the five aspects of measurement - length, area, capacity, weight and time. Children are taught addition, subtraction, multiplication and division, combined with a quick recall of number bonds and tables, through the development of their mental agility, recording skills and use of both the calculator and the computer. The school will use the Maths strategy as the basis for the teaching in this area of work.

Science Newington Community Primary School aims to ensure that through science pupils will develop their knowledge and understanding of the natural and physical world in which they live.

Scientific knowledge will be taught through schemes of work, including electricity, magnetism, forces (gravity, friction, air and water pressure, pushes and pulls), fuels, heating and cooling, light, sound, weather, the earth in space, health, decay, genetics and pollution.

Scientific skills are taught through varied practical activities which build on everyday experiences and existing knowledge. Children predict what they think will happen, attempt to test their ideas fairly, record their results and describe what they have discovered.

Investigations, in which children design and carry out their own experiments, encourage original thinking and develop leadership qualities. The scheme of work emphasises progression in content, concept and intellectual demand appropriate to the ability of the child. In science we aim to encourage children to develop enquiring minds coupled with a concern and respect for resources, the environment, fauna and flora.

Art Newington Community Primary School aims to draw children’s attention to the purpose, challenge and enjoyment of art, craft and design, whilst fostering an appreciation and awareness of art history and art from other cultures. We provide a broad learning environment in which art can be explored in a personal creative and expressive way to develop individual potential.

In line with the National Curriculum, art is to be interpreted as art, craft and design. Pupils will be taught to use materials, tools and techniques in accordance with health and safety requirements.

Pupils are encouraged to develop their creative, imaginative and practical skills through a range of media including ICT and will experience a variety of artists and styles during art appreciation lessons.

Work from both key stages is displayed in classrooms, halls and often in the local community

Geography Newington Community Primary School aims to provide pupils with the knowledge and understanding of geographical processes, structures, places and peoples whilst developing the skills required for geographical investigations.

The study of places begins with the immediate school locality and is later extended to a comparison of an economically developing country and an area in the UK. There are also four thematic topics based on rivers, weather, settlements and environmental change.

Children will develop and acquire a variety of skills to investigate places and themes including map-reading, the use of simple instruments, observation and identification. At Newington Community Primary School our resources include our excellent school grounds and buildings, up-to-date text books, atlases and maps.

The geography scheme of work at Newington Community Primary School ensures that all children develop the knowledge, understanding and skills required at a level appropriate to their ability.

History Newington Community Primary School aims to develop the children’s knowledge and understanding of the past. Pupils are encouraged to be aware of varying interpretations of history. Through the use of a range of resources and experiences the children are given the opportunity to compile evidence, question reliability and make deductions.

At Key Stage 1 we aim to help the pupils develop an awareness of the past through the story-telling of well-known myths, legends, historical events, eyewitness accounts and fictional stories set in the past. Children are encouraged to develop a sense of their personal history and are given opportunities to sequence photographs, pictures and artefacts. They are taught about the lives of famous people and of important local, national and international events.

In Key Stage 2 the children’s historical awareness is extended through eight study visits. These include episodes in Britain‟ s past, such as invasions and settlements by Romans, Anglo-Saxons and Vikings, life in Tudor times and Britain since 1930. Similarly they will study the ancient civilisations of Greeks and Egyptians. One of the visits explores local history in and around Ramsgate. The children are encouraged to develop a sense of chronology and to understand that the past can be divided into different periods, recognising similarities and differences between them.

Information Communication Technology Newington Community Primary School recognises the importance of Information Communication Technology and aims to develop all pupils' confidence and competence.

We have two ICT rooms that are adapted for the age of the children who will use them. One of the rooms is used primarily by the younger children from Nursery, Reception and Key Stage 1, whilst the second room is used by the children in years 3-6, in total we have over 70 computers available to the children.

Foundation Stage children are given opportunities to experience ICT activities that will support their learning. This will take place in the ICT suite and in the classroom.

Key Stage 1 pupils are taught to use ICT equipment and software to communicate and handle information, support their problem solving, recording and expressive work. This is often cross-curricular.

Key Stage 2 pupils are encouraged to extend their range of ICT tools for communication, investigation and control and are taught to use software to monitor external events. Children are helped to become more discerning in their use of ICT and asses its value. Other subject areas are supported by ICT.

Music Newington Community Primary School aims to extend and deepen children‟ s responses to music through the related activities of listening, performing and composing. This is achieved through television and radio programmes and teacher directed class lessons. All children are encouraged to compose their own music according to their age and ability. From Year 1 the children are encouraged to represent graphically the sounds they are making.

Performance is an important part of the music curriculum and singing is fundamental to class music making. All children are encouraged to perform their compositions, and opportunities are given for school and public performance through membership of the choir and orchestra.

Listening skills are consistently developed throughout the key stages, children are encouraged to listen attentively to all musical contributions.

Throughout the school there are „listening sessions‟ where the children are introduced to the music of a variety of composers.

The school is well resourced with visiting instrumental teachers from the Kent Music School with opportunities to learn the piano, guitar, cello, violin or trumpet.

Design & Technology Newington Community Primary School aims to develop the process of designing and making a model for a particular function within a topic. Technology is a part of everyday life, and children are taught to recognise this fact by looking at designs in the home and in the world around them.

In Key Stage 1 children will be planning, designing and making models using recycled materials and construction toys. All children will be taught skills of cutting, sticking and will form an understanding of the properties of materials. They will begin to evaluate their models and suggest changes.

In Key Stage 2 children will begin to draw out and think about their designs in more detail before making their models. They will be taught how to use a variety of tools correctly and with safety. They will focus on how improvements could be made and revise their models in the light of experiences learned.

Physical Education Newington Community Primary School aims to teach pupils, through experience, to know and value the benefits of participation in physical activities. They will be taught to plan, to improve and to evaluate their performance and that of others. Children will be given the opportunity to learn safely how to develop strength, endurance and control of their bodies through carefully structured challenges.

All children follow a balanced programme of study for gymnastics, dance, games and swimming in all years with the addition of athletics and outdoor and adventurous activities in Key Stage 2. Children in Years 5 and 6 have the opportunity to represent the school in inter-house and school football, rugby, cricket and netball matches, and tournaments and athletic events.

Sporting Aims To provide an opportunity to take part in enjoyable activities To help develop physical competence and skills To develop the concept of fair play, honest competition and good sporting behaviour To provide opportunities to work co-operatively with others To develop the ability to cope with success and failure To promote through direct experience the benefits of exercise.

Provision The school field for winter and summer sporting activities Halls for gymnastics and dance activities Years 2, 4 and 6 pupils receive 10 swimming sessions at the local swimming pool.

Modern Foreign Languages Spanish is taught in a cross-curricular way in both key stages. We make it fun and not a chore. Wherever possible, we link activities with other subject work. Children learn and practise simple words, phrases and numbers, and study ways of Spanish living to compare with their own. We aim to develop their curiosity in different languages and cultures. Occasionally, they may come home with some simple Spanish homework, and parents could help by encouraging them to practise conversation and numbers. Your child‟ s teacher would be happy to suggest suitable practise activities and games.

Sex and Relationships Education Sex education is taught formally to Year 5 and 6 pupils and is part of a whole-school health education policy. Our sex education input is based around the BBC sex education programme. Parents may view the resources we use to present the programme.

Parents have the right to withdraw their children from SRE should they so wish. If parents do not wish their child to be taught the programme of work then they should inform us in writing. Their child can then be excused and suitable alternative arrangements made.

Environmental Education Newington Community Primary School aims to develop our pupils‟ interest in the environment. Through various curriculum areas we introduce pupils to plants and animals and their habitats, and a range of buildings, both within the school and in the copse, and also through visits to other sites and areas. Pupils learn about the difficult decisions behind the development of land and are encouraged to think carefully about the problems of pollution and the use of resources.

Personal Health & Social Education In all aspects of school life we aim to promote the personal and social development of children. We aim to develop an understanding of how to look after ourselves, basic life skills and interpersonal skills. We help children to understand and come to terms with growing up. Sex education is taught in school as an aspect of personal and social education and is taught in a way appropriate to the age of the children. Copies of the Sex and Relationship Education policy are available for parents to read. We also incorporate an appropriate programme on drugs education.

Extra-curricular Activities A range of extra-curricular activities, including recorders, football, netball, hockey and rugby, are organised at lunchtimes and after school. The school choir practises within normal school hours.

The children also support a number of charities. In recent years the Goodwill Children‟ s Village in India, Water Aid, Health Projects Abroad, Comic Relief and the NSPCC have all been a focus of fundraising. We usually have a special charity week at some point in the year, during which children themselves organise events to raise money.

Living Together in a School Community We always try to treat children with consideration and respect. As a result we hope they will learn to respect other people and have a responsible attitude to the general care of the school. We believe the development of self-control and an acceptance of responsibility for their actions are essential if children are to live happily in a community.

We also have a number of school rules of which children will be reminded from time to time. These are designed to ensure a safe and orderly school environment.

If a child's behaviour is spoiling the happy school atmosphere, discussions will be held with the child’s parents in order to find the best way to improve the child’s behaviour.

Special Educational Needs Consideration is given to all children with special educational needs, including the most able children, children with learning difficulties, children with physical disabilities and children with emotional problems. Class teacher‟ s work closely with a special educational needs support teacher who is able to offer advice and additional support to ensure that all children have access to the National Curriculum.

SPECIAL NEEDS POLICY STATEMENT At Newington Community Primary School the staff and Governors are committed to providing a curriculum accessible and applicable to all children at the School, regardless of their level of ability or disability. We are a mainstream Primary school which annually audits around 40% Special Needs on our Special Needs Register. Our aim is to provide a "whole school" approach to the recognition, assessment and provision for pupils with additional educational needs; and to foster awareness and a sympathetic response among all staff to the educational, emotional and sometimes physical needs of our special needs pupils.

We strive to enable all pupils to realise and work to their potential. This means an emphasis on early identification and assessment of problems that might hinder a child's educational progress. A yearly Special Needs Audit each October gives a clear and precise overall picture of pupils' needs and provides information for the School's SEN Register, which is then regularly updated during the school year.

The school aims to provide a high level of special needs teaching and non-teaching support and special needs resources. We try to allocate these human and material resources as fairly and effectively as possible throughout the school and keep our organisation and allocation of staffing and methods as flexible as possible to deal with constantly changing needs.

We wish to prevent any child suffering a period of frustration and failure or under-achievement and want all pupils to sample success and feel valued at our school in some area of the curriculum. Parents are warmly welcomed as partners in the learning process and encouraged to visit the school regularly and help their child/children at home.

Our SEN co-ordinator is Mr W Beech. He is able to see parents by prior appointment after school most School days about SEN matters.

Arrangements for Pupils with Physical or Sensory Impairment Parents of children with physical or sensory impairment are asked to give the head teacher details of the situation as soon as they are offered a place at the school. The head teacher will arrange a meeting at a mutually convenient time to discuss the ways in which the child‟ s impairment might hinder her/him from taking a full part in the life of the school and the ways in which such difficulties will be overcome.

The headteacher will then make any arrangements necessary to enable the child to participate fully in all lessons and activities. These arrangements may include briefing staff, obtaining special equipment, making minor adaptations to the building, rearranging classroom furniture and/or employing support staff. These may take time to put into place and may require advice and assistance from the education office or specialist agencies, so parents are urged to see the headteacher as soon as possible so that everything can be ready for the child‟ s first day at school.

Multi-cultural Education We believe it is essential that children should develop an understanding of a variety of cultures. We aim to help children grow into people who respect and care for all people.

Equal Opportunities The governors and staff at Newington Community Primary School, are committed to providing the full range of opportunities for all pupils regardless of gender, disability, and ethnicity, social, cultural or religious background. All pupils have equal access to the curriculum, and the right to a learning environment which dispels ignorance, prejudice and stereotyping. The entire school community has the right to protection from insult, abuse and bullying of any kind. Discrimination on the basis of colour, culture, origin, gender or ability is unacceptable in our school.

School Library All pupils belong to the school library and are able to use the facilities for their project work. Each class hasone library period a week and children are allowed to take their library books home.

Home Reading Scheme In order to develop reading skills the school operates a home reading programme. All children will bring home books which are at an appropriate reading level with a reading record book for you to add comments on what and how they have read. Also included will be a separate leaflet which provides advice and guidance on reading with your child. The reading books should be returned each day.

WEARING OF JEWELLERY- The only jewellery that is permitted in school is stud earrings. The wearing of facial jewellery or multiple piercing is not acceptable is school. In order to minimise the possible danger of injury during PE/Games lessons by children wearing jewellery (earrings), children will not be allowed to wear any form of jewellery during these sessions. All forms of jewellery must be removed for PE but obviously can be replaced after the lesson.

SCHOOL AFFAIRS School Council At Newington Community Primary School the children are encouraged to take an active role in what happens in the school. This is achieved by a boy and girl in each class, being elected by the members of that class, to stand on the school council. The council then meets on a weekly basis with the PSHE coordinator to discuss matters of interest or concerns which the children feel are important.

Consultation with Parents A comprehensive report is issued twice a year and parents' meetings and open evenings are held during the Autumn, Spring and Summer terms when parents can discuss progress with their child's teacher. Within the Foundation Stage these reports follow the six areas of learning and in Reception are supported by information reflecting progress within the Foundation Stage Profile. The Headteacher is willing to see parents at any time, by appointment. Routine enquiries should be made in the first instance to the school office.

Family Liaison Officer The school also employs a Family Liaison Officer ('FLO') who acts as a link between families, school and different agencies. The 'FLO' can be approached any time, and can provide practical and emotional support to families and children alike. The 'FLO' can be found in the playground at the beginning and end of the school day, or can be contacted via her direct line on 01843 589236

Home Learning It is generally agreed that some form of work at home is desirable for all primary age children. Home Learning should not be an unpleasant experience and, in general, should be used to reinforce children‟ s school work. For the older children, it helps prepare them for life at secondary school. Homework also gives parents an opportunity to discuss school work with their children, providing some understanding of, and insight into, the national curriculum. The aims and approach described below are both realistic and sensible. As in all areas of school life, it is essential that parents and school are clear about what is to be achieved, and are mutually supportive. Aims:  To encourage and enhance the work ethic  To reinforce work done at school  To enable parents to share in the life of the school.  To encourage a feeling of self-worth and help develop a sense of pride and achievement in an activity completed  To help prepare older children, particularly those in years 5 and 6, for life at secondary school

Parents are fully informed of homework requirements and each child receives homework each week. However, amounts vary according to the age of the child.

Role of the Parent The parent is expected to support and encourage the child by giving time and a home environment in which homework can be done. The class teacher will, as far as possible, ensure that details of a task to be done at home will be noted in the child’s homework book, together with any other messages about class activities. The parent should consult the book on a daily basis. Information may be fed back to the class teacher through notes in the book. Any comments should always be couched in moderate and responsible language, bearing in mind that the child may read the message. Children benefit enormously from being able to discuss what they have done with their parents. This is not to suggest that the parent should spend time altering or correcting the child‟ s work but rather discuss it and suggest how it might be done differently or improved. Constructive comments enable the child to develop a better understanding of the work and reinforce what is taught in school. Above all other subjects, reading is a crucial aspect of school work and needs to be encouraged at all times. A child’s written skills reflect the attitude to reading; a child who reads widely and with enthusiasm is often able to translate this into written work. It is not always possible for an adult to hear a child read at school every day, although that is the aim. It is most important, therefore, for a parent to try and hear their child read every day.

It is a parent‟ s legal responsibility to send their child to school and it is a child‟ s right to be able to attend. Therefore regular and punctual attendance is essential if a child is to achieve their full potential. Therefore we will be working with the Education and Welfare Service, to issue a Penalty Notice where a pupil has attendance or punctuality that is a cause for concern.

The following circumstances will be considered as appropriate reasons for the Kent Local Authority issuing of Penalty Notices. The trigger will be ten sessions (five days) unauthorised absence in a current term.  Truancy including truancy sweeps  Parentally-condoned absences  Excessive holidays in term time, including taking unauthorised holidays  Persistent lateness to school

On receipt of the Notice, the penalty will be £50 if paid within 28 days, rising to £100 if paid after 28 days but within 42 days. Failure to pay the penalty in full by the end of the 42 day period may result in prosecution by the Local Authority.

Welfare – Medical

Accidents & Illness If your child is unwell we will make every effort to contact you. It is very important that we have up-to-date home/work telephone numbers or other contact numbers. Until we have contacted you, we will take any action required in the interests of the child. If your child is ill before school begins, please do not send them to school on that day.

Although we will always care for children who become ill at school, any necessary medical treatment or administering of medicines will be carried out in accordance with our School Medication Policy, which has been drawn up with reference to DfES Circular 14/96 “Supporting Pupils with Medical Needs in School”, and KCC Supplementary Guidance 1998. Parents naturally have responsibility for the care of their children, and from time to time may need to discuss medical matters with the head teacher.

Whilst at school, school medical services give all children routine medical screening on a regular basis, including vision, height and weight. We have trained first aiders on our school staff and in the event of an accident, appropriate first aid will be given. In the case of more serious accidents we will contact you as soon as possible. Every parent will be asked to sign an agreement form giving permission for appropriate medical emergency treatment to be arranged in the event of an extreme emergency or parents not available or contactable.

If your child suffers a blow to the head, you will always be notified.

Head lice From time to time the school suffers an outbreak of head lice. If your child shows symptoms of head lice infestation, please contact the school for guidance in line with advice which the school will have received from the health authority.

Severe Weather Conditions If worsening weather conditions indicate that by 3.15 p.m. children and staff may have difficulty getting home, every attempt will be made to contact you to ask you to come and collect children from school. If you anticipate difficulties collecting your children later in the day due to weather conditions, please come early and collect children from school or telephone us to let us know what arrangement to make. Needless to say, the head, deputy or other authorised people will remain at school until all children have been safely collected by their parents.

In the event of an unavoidable closure local radio will be notified and information will be broadcast on: Radio Kent - 96.7 and 104.2 FM Kent - 102.8 and 103.1 FM

Your Child’s Next School: Transfer to Secondary Education At the age of eleven all children transfer to secondary school. The local authority will send parent‟ s particulars of all the options open to them in the autumn before they move. A Year 6 parents evening is held in the autumn term to provide helpful information to parents about the transfer process. Parents will also be invited to discuss issues with the school if they wish.

In order to ease the transfer to secondary school each child‟ s abilities and progress are discussed with the school concerned. Secondary teachers visit Newington Community Primary School and the children before they transfer. All pupils spend a day in their secondary school before they start in the September.

Mobile Phones in School Children ARE ALLOWED Mobile Phones in school but they must be handed in to the School Office at the start of the day, switched off, and collected at the end of the day. The phone must have the child’s name on it to enable it to be easily identified. If a child wishes to use the phone at playtime or at lunchtime then they need to get permission from Mrs Wells, Mrs Bailey, Mrs Jones or Mrs Gunn.

Valuables and Lost Property Every effort is made to return clearly marked clothing and property to the rightful owner. We would discourage the wearing of valuables which are not essential to the school day and rather difficult to trace if lost. Watches may be worn at the discretion of parents. For health and safety reasons, children with pierced ears should only wear studs to school and these must be removed for PE, games and swimming lessons.

Uniform We like all children to take pride in all that they do and one way they can demonstrate this is in their appearance. A simple uniform has been devised and children are expected to wear it at all times to school. We run a school shop in which we sell new clothing. This is open throughout the school day. We are also able to offer the following new garments, of good quality, all of which have the school badge embossed on the front. These are becoming increasingly popular and may be purchased from the school office.

Fleeces - Ages 3-4, 5-6, 7-8, 9-10, 11-12, 13, £9.50 £ 7.90 Sweatshirts – ages 2, 3-4, 5-6, 7-8, 9-10, 11-12 £ 5.90 £ 4.00 £ 4.50 £ 3.50 £ 4.70 £ 3.00 £ 7.70

Printed polo shirts – in above sizes PE T-Shirts - in above sizes Book Bags – PE bags - Caps - Woolly Hats - Cagoules-

SCHOOL UNIFORM IS COMPULSORY AS LAID DOWN BY THE GOVERNING BODY.

Boys’ Uniform Black or grey trousers/shorts Pale blue shirt or pale blue polo top (available from school with logo) School sweatshirt Sensible, black footwear

Boys P.E Black/navy or white shorts Pale Blue /White T-shirt Football top Suitable footwear for Games/Football Tracksuit (optional)

Girls’ Uniform Navy/black or grey skirt/pinafore dress Navy/white dress during summer (optional) Trousers/shorts Pale blue blouse or pale blue polo top School sweatshirt Sensible black footwear

Girls P.E Black/navy or white shorts Pale blue/White T-shirt Navy/black or grey Black/navy pleated netball skirt (optional) Tracksuit (optional)

Hair Styles Guidelines from the School's Governing Body regarding children's hairstyles are as follows:- “Hair should be in a style acceptable to the School, whole head braiding, brightly coloured hair, Mohican styles etc. are not allowed". If, in the opinion of the Headteacher, hair is unacceptable parents will be informed and the child may be sent home.

REWARDS Good behaviour is the emphasis of the whole school rather than failure. Rewards can help motivate children to see that good behaviour is valued. The most common reward is praise -informal, formal, public, and private – to individuals and groups. This praise is earned through the maintenance of good standards as well as noteworthy achievements. Praise should be used for behaviour, effort and work. Praise should be consistent. Examples of rewards include –

Reward Tokens Certificates. Newington Winner of the Week / Term. Reward Charts. Golden Time. Visiting the Headteacher for praise. A letter home and a certificate. The use of stickers. Newington Winner assemblies. Table points etc. Raffle tickets. Marble jar.

The whole school reward scheme will be based on the issuing of tokens. Tokens can be awarded for good work, good behaviour, good manners or any other behaviour that would be deemed to set the right example to others. Every day, if a child has followed our Golden Rules; hasn’t had their name on the board, then they will be awarded a token. Tokens are recorded within the classroom. The tokens can be cashed in on a monthly basis (last Friday of every month) or they can be accumulated and cashed in for a bigger prize. The top prize is 100 tokens that equates to a £5 gift voucher.

Sanctions It is far more effective to reduce or remove the cause than to repeatedly deal with the result. Every effort will be made to defuse potentially difficult situations. At all times the school will seek to work with parents to resolve any problems. There is a need for sanctions to register the disapproval of unacceptable behaviour. This is needed to maintain the security and stability of the school community. In the school environment children will learn that the loss of respect, or disapproval, is a powerful punishment.

Children will need to know - • Why the sanction is being applied. • That their viewpoint is being listened to. • What changes in behaviour are needed to avoid punishment in the future? • Group punishments should be avoided - the innocent are punished with the guilty and breed resentment (i.e. keeping the whole class in for the misdemeanours of a few). • There should be a clear distinction between minor (low level disruption) and major offences (physical and verbal abuse towards pupils or staff).

Most instances of poor behaviour are relatively minor and can be dealt with through minor sanctions such as expressions of disapproval, withdrawal of privileges, calls to parents etc. The hierarchy of sanctions will be:

Name on board – followed by two other warnings as crosses next to name. On the second cross the child will be sent to a Senior Leader where the child will work for a period of 1 hour. This incident will be logged by the Senior Leader. The child will then return to the class with a „clean slate‟

If a child exits the class on four occasions then the parents will be contacted by letter

End of stage 2 - Parents contacted and in school exclusion for one day, move to stage 3

End of stage 3 – In school exclusion for two days, meet with parents, child put on report that is sent home daily End of stage 4 – letter home and in school exclusion for three days. PSP plan will be written.

Alternative Hours will be the next sanction for inappropriate behaviour. Behaviour Mentors will be working with the most difficult children. The following rules will be followed as part of normal classroom procedure.

Unacceptable behaviour, as outlined below, will result in a child being immediately sent to a senior member of staff. Unacceptable behaviour (major offences) • Bullying by physical aggression - biting, kicking, fighting, scratching, spitting or threatening to use a weapon. • Bullying by verbal abuse - racism, sexual innuendo, swearing, name-calling, verbal threats. • Damage or abuse of property - stealing, deliberately damaging someone's belongings, graffiti, wrongly setting off the fire alarm. • Defiance - repeatedly refusing to work, being uncooperative, ignoring adults, leaving class without permission, surly attitude/body language, answering back. Parents will be contacted and the issues discussed. A decision will be made by senior staff as to what is an appropriate sanction.

In accordance with LEA guidelines the Headteacher may decide that a child's behaviour, over a period of time, or after a particular isolated incident represents an unacceptable threat to health and safety standards within the school, or to the educational progress of others in the school. The child may be excluded from school for a temporary period, or permanently.

Encouragement and praise will be given to motivate children to behave. Sanctions will be applied as a consequence of unacceptable behaviour. We encourage a strong link between home and school in order to support and provide the best education for our children.

Complaints Procedure If you have any concerns about your child‟ s education, whether it relates to the curriculum or not, please talk it over with the Headteacher, Family Liaison Officer or class teacher. Arrangements can be made from 8.30am or at the end of afternoon school. If you have a concern or complaint about the curriculum or religious worship in a school you should talk it over first with the Headteacher or other staff. If you are not satisfied that your complaint has been settled by informal discussion, you can ask to have it considered by the governing body. Complaints may be made under arrangements pursuant to Section 23 of the Education Reform Act 1988. Details are available from the school office or the education office. We would very much hope that any problem could be resolved through discussion with the staff at school. The following information is given in accordance with the 1988 Education Reform Act. The minutes of governors‟ meetings, National Curriculum documents and school curriculum guidelines may be viewed by appointment in school.

If you wish your child to start school in September, you need to visit www.kent.gov.uk/ola, or ask at the School Office for more information

Visitors to the school are always welcome. If after reading this booklet you would like to visit the school to find out more, please contact the headteacher to make an appointment.