Madley Brook C.P School Prospectus & Parent Handbook
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C Madley Brook C.P School Prospectus & Parent Handbook HELLO AND WELCOME HELLO AND WELCOME Welcome to our school Hello and welcome to Madley Brook The school works Community Primary school. Our school alongside Springfield opened in September 2003 to provide Special School. Both mainstream education for pupils on the Madley schools are based on the site Park estate. known as The Bronze Barrow chosen to reflect We can accommodate 315 pupils and also the historical nature of the area. The schools have a nursery, with 48 part time places. are built around the site of a Bronze Age burial The nursery runs for morning and afternoon ground, hence, the horseshoe shape of the sessions for children aged 3+. building. The two schools co-exist yet maintain their own individual identities, staff, governing Sections It’s a great Our school has a very clear vision at its heart: bodies and pupils. school, everyone ‘Achieving excellence by challenging 1. Hello and welcome We hope that this booklet gives you all the just gets on ... boundaries’ 2. Our vision and aims initial information that you need, but to get a 3. The Curriculum Our aim is to value each pupil. To provide first-hand impression of the school I would like 4. Supporting Children learning opportunities that will develop the to invite you to come along and take a look 5. Parent information and the school/parent whole child. We will encourage them to have around and meet the staff. Please give the partnership limitless aspirations, to have a passion for school a ring to arrange an appointment. 6. The school day learning and to enjoy life and above all, have a Hold on to this prospectus, it has also been 7. Management of the school sense of fun. designed as a handbook. Should your child 8. Creating a safe and inspiring learning join our school, it contains all the finer detail environment Our vision and aims are intricately thread you will need to get settled in. 9. Starting school…and moving on to through the lifeblood of the school – through secondary school the lessons that we teach, the activities we 10. Index undertake and the additional opportunities that Katherine Spencer we offer to each child. Headteacher Appendices Madley Brook CP School 2 3 ORGANISATION OUR VISIONVISION ANDAND AIMSAIMS The school is organised in to three Key Stages: Visions and aims The Early Years Key Stage 1 Key Stage 2 Foundation Stage as a alities learn Qu er Nursery (F3 and F2) Year 1 Year 3 We will value each pupil Children will be encouraged to develop their: 3 to 4 year olds 5 to 6 year olds 7 to 8 year olds and seek to provide • Academic potential learning opportunities • Creativity Reception Class (F1) Year 2 Year 4 that will develop the 4 to 5 year olds 6 to 7 year olds 8 to 9 year olds • Tenacity whole child. • Physical ability Year 5 • Spiritual and moral conscience 9 to 10 year olds • Understanding of their social role and responsibilities • Independence as a learner Year 6 And to have a passion for learning! 10 to 11 year olds Children will be encouraged to develop: Children will be encouraged to develop: • A sense of success • Empathy • An ability to recognise and • Respect for everyone s e A celebrate their own achievements • Respect for the environment t c • An ability to recognise and • Self-belief u b h celebrate the achievements of • Initiative i i r e others • Pride in themselves t v t e • A sense of awe and wonder • Courage A m l • Ambition Self-reliance a e • Enthusiasm n n And to enjoy life o t rs s And to have limitless and have a sense of fun! e aspirations! P 4 THE CURRICULUM THE CURRICULUM Curriculum Our curriculum aims to provide children with a so that the needs of the most able, as well broad, balanced and wide range of experience as the less able and those pupils with special and opportunities. educational needs are adequately met. The curriculum and the overall effectiveness The Early Years Foundation Stage of teaching and learning at Madley Brook are constantly being monitored and evaluated by Both the Nursery and the Reception Classes the headteacher, teaching staff and governors. follow a planned curriculum which is based on the guidance recommended by the DfE. It promotes Teaching Methods Lessons are fun. activities that lay secure foundations for future Teachers set hard Children are taught in various ways and learning, and is delivered through a combination of challenges that make us grouped accordingly. There is a mixture of whole class activities, adult-led focussed activities, feel motivated when we whole class, group and individual teaching. and child-initiated activities. This is referred to as the Early Years Foundation Stage and provides the achieve them Where group work is planned children are either taught in ability groups or mixed ability framework for children’s learning from birth until the groups depending on the teaching and end of their Reception class year. learning planned for that lesson. Occasionally a class will be taught by a different teacher - The Early Years Foundation Stage guidelines are for example, for a subject specialism such as based around seven broad areas of Learning and music or PE. Development: Assessment • Communication and Language • Physical Development Ongoing assessments of pupils’ achievements, • Personal, Social and Emotional Development both teacher assessments and statutory • Literacy assessments, are used to inform future planning • Mathematics and to check pupils’ progress. As a result of daily • Expressive Arts and Design assessment techniques, work is differentiated • Knowledge and Understanding of the World 6 7 THE CURRICULUM THE CURRICULUM Once children reach Key Stage 1 they follow Every child has a reading diary to record materials, the human body and minibeasts and netbooks, ipads, most of which are fully the National Curriculum which continues their daily reading at home and school. The their habitats and are given the opportunity networked with full Internet access. Each through into secondary school (Key Stages 3 school runs a Reading Challenge to encourage to ask questions and raise issues along classroom is equipped with an interactive and 4) children to read at home and certificates are their path of discovery. The children are white board which is used to help children awarded for their efforts. expected to carry out practical experiments learn in all subject areas. Literacy and investigations, record their results and Mathematics History Literacy lessons are aimed at developing draw logical conclusions from them, as well children’s reading, writing and speaking and All children are taught daily according to as use computer programmes to display and The study of history is conducted through listening skills. In all areas of writing children the National Framework for Mathematics. analyse their results. They will be encouraged a series of topics ranging from ancient are encouraged to be involved in the Children have the opportunity to practise to respect the natural environment both in civilisations up to the present day taking into evaluation of their work so they understand mental arithmetic, solve problems and carry our locality and further afield. We believe that account the effect of explorers, invaders and what they have done well and what the next out mathematical investigations. Sometimes a questioning nature will allow all children to settlers and major historical events. Children steps will be in their learning. children will have a mathematical homework appreciate the wonders of the modern world are encouraged to discover for themselves task. throughout their lives. Science may be taught as a discrete subject or as part of a topic or Science theme. In an increasingly scientific world we believe ICT it is important that our children develop an understanding and interest in the science The ICT curriculum is constantly changing that they encounter in everyday life. They will as technology develops. The school is well explore such topics as electricity, space, light, equipped for IT including an ICT suite, laptops, 8 9 THE CURRICULUM THE CURRICULUM through the use of artefacts, photographs, environments, and to find out how people Music Physical Education (PE) visits and analysis of evidence from affect, and are affected by, their environment. All children have the opportunity to listen to, Each class has two lessons per week which appropriate stimuli to understand what life was Children are taught to use appropriate respond to, compose and perform a wide include gymnastics, dance or outdoor games like in the past and how it has influenced our geographical vocabulary, collect and record range of music. Class assemblies, productions depending on the season. The curriculum society today. evidence, analyse data and use geographical and concerts allow children to share in for PE offers a variety of activities aiming at resources such as maps and photographs. Geography their music making. There are additional developing each child’s physical fitness and Art and Design opportunities for children to learn a musical social skills through team work, co-operation Children will learn geographical enquiry THE CURRICULUM instrument through the peripatetic music and good sportsmanship. Children represent techniques and skills by studying their local Throughout our artwork children are given the service. the school on a number of tournaments and area and by contrasting localities in their own opportunity to develop their creativity and inter-school matches in a wide range of sports. country and in the wider world. They learn to imagination through visual, tactile and sensory Design and Technology (D&T) ask questions about people, places and experiences. The work of other artists, We encourage children to investigate and craftspeople and designers help them to learn understand the technology around them and about the functions of art in past times, other to use their knowledge, resourcefulness and cultures and their own lives.