Great Hollands Primary School

Great Hollands Primary School Wordsworth Bracknell RG12 8YR

Telephone: 01344 424911 E-mail: [email protected] Website: www.greathollandsprimary.co.uk

Head teacher Mr. Mike Purdy Chair of Governors Mrs. Mary Temperton Local Authority Bracknell Forest Welcome from the Headteacher many opportunities for learning out of and Chair of Governors doors. The school is extremely well resourced, with a purpose-built gymnasium, excellent ICT facilities, and Dear Parents and Carers ample learning space throughout a bright, airy building. Welcome to Great Hollands Primary School. We hope that this is the We hope that this prospectus, together beginning of a strong home-school with the Parents' and Carers' Handbook partnership that will enhance all and the website, will answer many of aspects of your child’s learning. your questions but please do not hesitate to contact us if you require Great Hollands Primary School is proud further information. We try to avoid of its many strengths. It offers jargon but please let us know if there is excellence within a happy, caring, anything that you do not understand. supportive environment, in which Once your child joins us, you will have parents, carers, staff and governors access to our virtual learning play a full and active role in promoting environment, which will provide more the school and striving for each child to information, display children's work and achieve his or her very best. show pictures of learning in action.

We are an inclusive school, committed It is our firm belief that education is a to providing an education that partnership among home, school and promotes equality of opportunity for all the community, working together to children in an environment in which ensure that all children achieve both they feel valued, respected and academic and personal success. treated fairly. We hope that you will We look forward to meeting and share in making this a happy, welcoming you and your family. successful time in your child’s life. Mr Mike Purdy, BEd (Hons) We are very lucky to have a large, Headteacher green site within the centre of Great Hollands, which is easily accessible to Mrs Mary Temperton the community and provides us with Chair of Governors

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Our Vision Statement To provide a broad, balanced, creative Working together as a community to curriculum in line with the National provide a happy, caring, secure and Curriculum. stimulating environment in which children are valued as individuals, To develop children’s skills, knowledge motivated to learn, and encouraged to and understanding of English, including reach their full potential. speaking, listening, reading and writing.

Our School Values To enable children to understand the concepts of number, measurement, We are committed to safeguarding the shape and size in order to apply them welfare of all children. We recognise in everyday life. our responsibility to take all reasonable steps to promote safe practices and to To create an awareness of basic protect children from harm, abuse and scientific ideas through investigation exploitation. and interpretation; to encourage children to analyse and to solve Staff, governors and volunteers work problems. together to encourage the development of an ethos that embraces To develop children’s self awareness, difference and diversity and respects understanding and respect of others, the rights of all children and adults. We their school environment and the wider celebrate individuality and the community. contribution that each individual can make. To develop children’s understanding of how places, people and beliefs have Our School Aims changed and developed over time.

To create an environment in which all To nurture in our children a sense of children and adults feel valued, community and of being responsible respected and treated fairly, and to citizens, making a difference locally, ensure that all members of the school nationally and globally. community enjoy learning and experience success. To encourage moral development through discussion, sharing and an To provide a happy, caring, secure and appreciation of other people’s beliefs stimulating environment, in which all and values within a diverse community. children able to develop self- motivation and independence. To provide a learning environment in which every child is treated with fairness, honesty and respect and is given every opportunity to succeed and view himself or herself as a lifelong learner.

To promote the importance of a healthy lifestyle.

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Our School Our Nursery

Great Hollands is a Local Authority The Nursery has 52 places, 26 in the community primary school with a morning and 26 in the afternoon, Nursery, accommodating 60 children in staffed by a teacher, a nursery nurse each year group: and learning support assistants.

Foundation Stage 1: Age 3 to 4* You are encouraged to put your child’s (Nursery) name on the waiting list after his or her 2nd birthday. Children usually start Foundation Stage 2: Age 4 to 5 Nursery before their 4th birthday, and (Reception) are admitted at the start of each term. We hope to offer all children at least Key Stage One: three terms in Nursery. Year 1 Age 5 to 6 Year 2 Age 6 to 7

Key Stage Two: Year 3 Age 7 to 8 Year 4 Age 8 to 9 Year 5 Age 9 to 10 Year 6 Age 10 to 11

Our school consists of two main buildings joined by a Learning Corridor. Our Rainbow Resource Silver Wing has children in Reception, Year 1 and Year 2, taught in mixed- We are fortunate to have a class for ability classes of no more than children in the Foundation Stage who 30 children. Gold Wing has mixed-age, have social and communication mixed-ability classes for Years 3 and 4, difficulties. The and Years 5 and 6. Resource takes up to six full-time or 10 Each wing has additional classrooms for part-time children, small-group work and a hall for whole- and is staffed by a class and whole-school activities. A teacher, a nursery well-stocked library and a computer nurse, a learning suite are located in Gold Wing. The support assistant whole school comes together for some and a speech and assemblies and other gatherings. language therapist.

*Reaching this age by 31 August of the Children join in relevant year. Nursery and Reception classes with support when they are ready to do so, and return to their home schools when they are ready.

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Our School Day Admissions to the Nursery

Nursery times (Foundation Stage 1) The school is responsible for admissions to the Nursery. You are encouraged to Morning session 8.40-11.40 am complete an application form as soon Afternoon session 12.30-3.30 pm as possible after your child’s 2nd birthday. Children must be accompanied to Nursery by an adult and collected by Admission will not normally be before an adult promptly at the end of the age three and depends on availability. session. Careful consideration is given to recommendations from professionals Reception times (Foundation Stage 2) such as health visitors for a priority admission, for reasons of educational Morning session: 8.50 am-12.15 pm need. Afternoon session: 1.15-3.15 pm We will contact you when a place is Years 1 and 2 (Key Stage 1) available. Once a place has been accepted, you will be invited to visit Morning session: 8.50 am-12.15 pm with your child to meet the staff and Afternoon session: 1.15-3.15 pm learn more about the Foundation Stage curriculum. Years 3-6 (Key Stage 2) Starting dates for Nursery are staggered Morning session: 8.50 am-12.30 pm so that only a few new children start at Afternoon session: 1.30-3.15 pm the same time. It is strongly recommended that children do not Children may not come on to the attend pre-schools or other nurseries school site before 8.40 a.m. At 8.50 am while attending our Nursery, as they a bell is rung to indicate that they can get confused by different routines. should line up in their class groups before being brought indoors by a Please contact us if you have any member of staff. concerns about admissions to Nursery.

If children arrive late for registration, Please note that a place in Nursery they must go to the school office to be does not guarantee a place in the main signed in. Arrival after 9.30 am will incur school. a late mark in the register.

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Admissions to the Primary School

Admissions to the primary school and the Rainbow Resource are managed by the Local Authority. Successful applicants for places will be offered up to three terms in Reception starting in

September. The youngest children will be offered a staggered start. There is a full induction programme for both parents and children.

Appeals

If your child is not offered a place, you have the right to appeal. Details of the process are given in the refusal letter. Full details of the admission procedure are available on the Bracknell Forest Council website, www.bracknell- forest.gov.uk [follow the A-Z link to Admissions (Primary Schools)] or telephone the admissions team on 01344 354023.

Induction

An induction programme is organised in the summer and autumn terms for children starting Nursery or Reception in September.

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Keeping your Child Safe and Parents’ and carers’ details Healthy Please keep us up to date with contact Your child’s safety is of the greatest details, including address and priority to us. The Health and Safety telephone numbers, children’s medical Policy clearly outlines all procedures details, emergency contacts and any linked to the welfare of children and other relevant information. It is very adults. It is reviewed regularly. helpful for us to have a phone number for text messages, as this is provides a General health and safety rules way of sending information quickly if, for example, a coach is held up and Children must take responsibility for their children are likely to arrive back later own safety and that of their fellow than expected. pupils. Security in school Children must not be on the school site before 8.40 am and should leave by The security of the school is a priority. 3.25 pm, or 10 minutes after the end of During the day all gates that access a school activity. the playgrounds and rear of the school site are locked. Children must wear appropriate dress, including sensible black shoes. Rings The internal Reception doors are and necklaces may not be worn. We controlled electronically and cannot prefer children not to wear earrings but be opened by anyone who is not they may wear plain studs with safety entitled to enter. backs. Watches are the responsibility of the owner and must be removed for Visitors sign in at Reception and wear a P.E. so we suggest that very basic, badge. Staff understand the need to cheap watches are worn to school. check the identity of anyone on school The governing body accepts no premises who is not wearing a badge. responsibility for loss or accidents to jewellery or watches. There is an action plan in case of any emergency. We hope never to use use Children cycling to school are the plan but you will appreciate the encouraged to wear cycle helmets. importance of having procedures in place. Emergency procedures are Children may not bring sweets, practised regularly. chewing gum, glass bottles or cans onto the school site. Fizzy drinks and We rely on the nuts and food containing nuts are also local community to not permitted. support us in keeping our school Children must not misuse, neglect or safe. Please let us interfere with safety equipment. They know if you see should not plug in or unplug electrical any unusual or equipment unless asked to do so by a suspicious activity member of staff. around the building.

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Child Protection Family Support Adviser

The school has a clear policy on child The Family Support Partner is in school protection and safeguarding in line on Thursday and Friday from 8.30 am to with that of Bracknell Forest Council. 4.30 pm, to help with family issues that The Headteacher is the designated may affect children’s welfare and Child Protection Officer. We have progress in school. Please visit her if you close working relationships with a have any problems. number of professionals, such as members of the health and social Criminal Records Bureau (CRB) checks services. The school follows rigorous procedures If an issue is raised about a child who when employing staff. All members of appears to be neglected, ill treated or the school staff, adults who help not thriving, we have a duty to clarify regularly in school, governors, and the situation. We will contact parents/ adults from outside organisations, for carers to find out whether there are example sports coaches, are CRB any problems that can be dealt with, checked. however in certain circumstances the law requires us to take action to The Internet and Use of Photographs protect a child from abuse or neglect by contacting social services without We have a policy about use of the first informing parents or carers. Internet. Please let us know if you do not want your child’s photograph to be We recognise that all families have used in publications that go out of times of difficulty and might need some school. The use of cameras and video support. We encourage you to let us equipment is not banned but please know if you need help, and we will do be sensitive when taking photographs our best to put you in contact with the during school events. right people. Children are photographed or filmed We believe that an open, honest as part of their lessons to aid evaluation partnership with families is vital. and discussion. These films and Problems at home often show them- photographs are used only within the selves in school and vice versa. school. Communication is essential so that we can support you and your children. Bullying Please let us know if events at home might affect your child’s behaviour and Bullying is unacceptable and will be emotional well-being in school. challenged rigorously in order to ensure children's well-being. Bullying is not a major issue in school but there is a process in place to deal with it when it does occur, and parents/carers are involved very early in the process. Please ask in the school office if you would like a copy of the behaviour management and anti-bullying policies.

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Personal, Sex and Health Education School Lunches

In Years 1 to 6, studies include health Each day there is a choice of three hot and hygiene, the body’s systems and meals, an open salad bar and a senses, smoking and drugs education, variety of puddings. Sandwich lunches with an emphasis on taking care of are available on request. Copies of the oneself and others. Sex education is three-week rota of menus cooked on approached in the general context of site are available on request. PSHE, appropriate to the child’s age and maturity. We aim to: School meals may be paid for on the day or in advance. We recommend  Help children to understand that that your child has a purse, preferably positive, caring environments are on a cord or belt, to prevent money essential for the development of a from being lost or money in a named good self-image, and that they are envelope which can be handed to the responsible for their own bodies class teacher during registration at the start of the day.  Provide knowledge about the processes of reproduction and the Parents of children who are entitled to nature of sexuality and relationships a free school meal must show proof of their entitlement by bringing the  Encourage the development of skills book/letter to the school office at the and attitudes that allow children to beginning of each term. manage relationships in a responsible, Applications for free school meals can healthy way, respecting themselves be made through the local authority. and others

 Help children to form responsible attitudes and caring relationships.

Year 6 parents are invited to view the sex education curriculum, which the school nurse helps to teach. You have the right to withdraw your child from sex education but not from other parts of the PSHE curriculum. Medicines Head Lice Only medicines prescribed by a doctor may be administered in school. Please When an outbreak of head lice is pick up a medical form from the school noticed, the affected child is not sent office and return it to school with the home but is kept away from contact medicine. All medicines are stored in a with other children as much as possible. locked cupboard. Asthma inhalers are The child’s parents/carers are informed kept in the classroom and are readily as are all other families in the child’s available for all named pupils. class. The child may return to school If your child has a long-term need for once the outbreak has been treated. medication, please speak to the Headteacher before the medicine is brought into school so that a care plan can be put in place.

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Parents in Partnership Keeping you Informed

Education is a partnership among We send out regular newsletters with home, school and community. Parents, information about school dates and staff and governors work together to events, so please ask your children ensure that all children achieve both whether they have been given any academic and personal success. We letters to bring home, and please let us encourage you to visit before your child know if you need more information. joins us, to be part of the community by Newsletters are posted on the website. helping in school or joining the Friends of Great Hollands School, to support You will be given information about your children’s learning and to send what your children are learning through your children to us every day in uniform, termly 'Areas of Study' letters. fit, and ready to learn. Throughout the year there are formal Visits to School opportunities for you to discuss your children’s learning: You are always welcome to visit school. Please telephone beforehand to make Autumn Term: consultation afternoon/ sure that someone is available to speak evening to discuss how your children to you. We particularly welcome visits have settled into their new classes. by the whole family. Spring Term: consultation afternoon/ Helping in School evening to discuss how your children are progressing. There are many ways in which you can help in school. You might like to listen Summer term: an opportunity to discuss to readers, help in art, science or your child’s report which. In Year 2 and technology lessons, accompany off-site Year 6 the report will include teacher visits, cover books, make displays, read assessments and SATs results. with children first thing in the morning, run a club. You do not need to have All parents/carers and members of the any special skill; your time will be community are welcome to join us for appreciated. the summer term Open Evening, which gives an opportunity to tour the whole If you would like to volunteer, please school. You will also be welcome at speak to your child’s class teacher. All class assemblies, drama productions volunteers who come into school and sports fixtures.

If you need to see your child’s teacher or the Headteacher at any other time, to discuss your child’s progress or any other issue, please make an appointment for a mutually agreeable time.

regularly will be CRB checked.

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Home-School Agreement Homework

When your child starts school, you will Homework is set throughout the school be asked to sign a home-school to complement the work undertaken agreement, which states clear during lessons. From Reception to expectations that the school has of Year 2, home learning is linked to itself, of parents/carers and children. reading, spelling and mathematics. From Year 3, we have an exciting 'Work Friends of Great Hollands School after School Programme' comprising (FRoGS) regular work in literacy and mathematics together with extended Parents/carers are automatically tasks or projects related to other areas members of the FRoGS parent-teacher of the curriculum. association. FRoGS support children's Supporting your child with home learning by fundraising to purchase learning is invaluable. Please help by: extra equipment, organising social events, and providing refreshments for  developing a home-learning routine school activities. Your help would be and setting aside a quiet place for very much appreciated. your child to do homework  allocating time at home to read to or with your child every day  encouraging your child to learn times tables and spellings  following up ideas in the termly ‘Areas of Study’  encouraging your child to use a dictionary and if possible access the internet to develop independent learning  involving your child in practical The Governing Body maths activities  taking your child to places of interest Governors oversee the direction of the  taking time to discuss your child's school and meet at least twice a term learning with him or her. as a full governing body and more often in committees. One committee Please access the school website for oversees all aspects of the curriculum help with homework via our own and partnerships with parents and the learning platform-FRONTER. To gain wider community; the other oversees access each child will require a finance, premises and personnel. username and password.

Governors represent parents and carers, staff, the Local Authority and the community. Associate governors bring specific expertise to the governing body. If you are interested in being a governor, please contact the Chair, Mary Temperton, via the school office.

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Building Learning Power Lifelong Learning

To help children to become better We never stop learning and we learners, we use a scheme called encourage our parents/carers and staff Building Learning Power. Children learn to be learners too. We sometimes invite many life skills through this initiative and, you into school to learn more about as they progress through the skills, they what your children are learning and become more familiar with the how we are teaching them. We following ‘learning muscles’ to avoid encourage you to take advantage of distractions. the excellent courses held at Bracknell Open Learning Centre, where you can You can help us by using some of these learn with your Nursery/Reception child, terms at home. or on your own if your children are older. Many useful workshops are also  Absorption • Managing held at The Oaks Children's Centre.  Noticing • Perseverance Please ask in the office for more  Questioning • Making Links information .  Imagining • Reasoning  Capitalising • Planning When Things Go Wrong  Revising • Distilling  Imitation • Collaboration We are open and clear about what the  Meta-Learning • Interdependence school offers, how it operates and the  Empathy and Listening expectations on staff, children and parents/careers but we understand that sometimes things can go wrong. If they do, we need to know so that we can put them right and learn from them.

We make every effort to promote good communication between home and school and ask you to phone or call in if a problem arises so that it can be resolved as quickly as possible. Most issues can be resolved by discussion. Please talk first to your child’s teacher Helping You or, if this is not appropriate, to the Headteacher. If you feel that your We also like to think that we are here to problem has not been resolved support you should the need arise. A satisfactorily, please speak to the Chair brief chat with the Headteacher, class of Governors, whose contact details teacher or Family Support Partner may are available in the school office. If the help to alleviate a concern or, if situation still cannot be resolved, you appropriate, we can put you in touch should write to the Local Authority: with a support organisation. Our school nurse can help health matters. Director for Children, Young People and Learning Seymour House, 38 Broadway Bracknell RG12 1AU.

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Encouraging High Standards of Serious breaches of discipline will be Behaviour dealt with by the Headteacher, who will meet parents/careers to find a way We aim to establish a positive ethos forward. Exclusions are very rare but and strong relationships as the basis for will be imposed in cases of persistent or all children to be successful and to very serious breaches of discipline. build self-esteem. To enable effective teaching and learning, there must be At lunchtime, children are supervised an orderly atmosphere so sensible by lunchtime controllers and a play behaviour is expected at all times. supervisor, who will inform a senior member of staff if there is misbehaviour. The school is a community in which all Problems can usually be resolved by children are expected to play their separating the children involved, clear part. There is a whole-school approach explanation, discussion or firm to promoting positive behaviour. Every guidance. Parents/carers will be effort is made to teach children to informed if children are given a respect the well-being of others and to lunchtime detention. behave in a socially acceptable We have trained peer mediators who manner. can often resolve small-scale disagreements. All of a lunchtime Outside the school premises, we expect support the children to deal positively children to continue to act as good with problems that may occur. ambassadors. Rewards Discipline A system of reward ‘Good Day Ticks’ We strive to instill self discipline in focuses on attendance, completing children. They are encouraged to homework, bringing in PE kit, good behave reasonably, particularly by behaviour, personal effort, academic making appropriate choices in their achievement, and community service. behaviour, to concentrate on their work, and to be considerate of others Stickers and certificates are used to at all times. celebrate achievement and are presented in whole-school celebration Sanctions will be applied to those who assemblies. Pen licences are awarded do not comply with the standard of for neat handwriting. behaviour required. We hope that the partnership developed between home All Key Stages 1 and 2, children receive and school will help us to deal with house points for good behaviour, children who have problems in manners and social skills. The house adapting to school expectations. point totals are announced weekly, and the overall winning house receives We keep close contact with parents/ the House Cup at the end of each carers and assume parental term. co-operation in matters of behaviour. If Children from each class will be given a children fail to meet expectations, their Building Learning Power 'Star of the teacher will ask to meet parents/carers Week' certificate for particularly good to discuss a co-ordinated approach to use of a learning muscle during the discipline. week.

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School Rules School Uniform

Children have rights under the UNICEF We like our children to be neat, clean 'Rights of the Child' Charter and we and dressed appropriately for school, respect that charter but with rights and encourage them to take pride in come responsibilities, which all our their appearance. Long hair must be children are taught throughout the tied back for reasons of hygiene and school. Children have a right to learn safety. and a responsibility to allow learning to take place. Safety is also a consideration in what is worn. The school uniform is a white School rules follow basic common shirt/blouse, black skirt/trousers, and a sense, but on specific points the blue school sweatshirt or cardigan, following must be observed: which you can buy from the office. Children may not wear tracksuit Children must show courtesy and good bottoms or jeans. Sturdy black shoes manners in speech and action to other must be worn. children and adults at all times.

Children must listen when other people are talking

Children must walk quietly in the building at all times, even if when are in a hurry.

Children must keep the school clean, tidy and attractive. PE Kit When the bell sounds for the beginning of school or the end of a break, All children must have a change of children must stop playing and talking, clothes for physical activities stored in a line up in class groups and wait for the small bag. PE kit is a white t-shirt, blue teacher to bring them into school. or black shorts, socks and black trainers. A tracksuit is advisable in colder At break times, children may only play weather. All kit should be named. on the playground. If conditions are suitable, the duty teacher will allow the field to be used.

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Attendance

Good, consistent attendance is vital for children's achievement. We urge you to ensure that your child attends school on all possible occasions. If your child is unwell, please phone on the first day of his/her absence and follow this up with a note of explanation when your child returns to school. Without explanation, your child is marked as an unauthorised absence.

If your child needs a routine medical or dental check-up or treatment, please try to arrange this after school or in the holidays. If this is impossible, please let us know that your child is going to be absent. Children leaving school during the day must be collected by a parent/carer known to the school.

Odd days off for treats or to help out at home are particularly disruptive to children’s learning.

If a child is absent frequently, we will discuss with parents/carers how we can work together to improve attendance.

If it does not improve, we will involve the Education Welfare Officer.

If you must take a holiday during term time, please ask at the office for a Holiday form, which should be returned to your child’s teacher. A maximum of 10 school days is permitted in any academic year.

Target Setting

Children are given individual targets to support their learning. These are recorded in their day to day books for literacy and numeracy. Please support your children in their efforts to achieve these targets.

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The Foundation Stage Curriculum Problem solving, reasoning and numeracy You are the first and most important educator of your child, and you are The concepts of same and different are vital in the partnership between home basic to early mathematics so you can and school as we begin to teach your help your child by providing child. Throughout the Foundation opportunities to sort and match, for Stage your child will be working on six example: areas to achieve the Early Learning Goals. Under each area we have  Matching - clean socks or family added some suggested activities for shoes into pairs, finding the right lids you to do at home. for your saucepans.  Sorting - buttons by size, shape, Personal, Social and Emotional colour, number of holes, etc. Development  Ask your child to lay the table with one knife, fork and spoon for each You can help your children by showing person. them that other people are entitled to  Play simple number games and card respect although they may hold beliefs games such as Snap and Happy and opinions different from our own; by Families. helping them to be independent -  Count stairs together as you go up letting them do things for themselves, and down, or vehicles as you walk to even though it may take a little longer; school (how many red cars, how by helping them to learn to make many buses, etc.). choices and to reject when  Talk about the shape and size of appropriate; by teaching them to put windows, doors and road signs as toys and games away when they have you walk to school, and cartons and finished playing with them. bottles as you put away the shopping. Communication, Language and  Point out the time on digital and Literacy analogue clocks (clocks with hands).  Talk about the different coins in your In the areas of speaking and listening, change. reading and writing, you can help by You can also help your child by using listening to your children when they mathematical words such as large and speak; by finding time to talk - let them small, few and many, more than and ask questions and find the answers; by less than, longer and shorter. You don't talking about things that you see when need to turn these activities into a you are out and about; by modelling 'lesson'; they can all be done clear speech; by looking at books incidentally every day. together - showing how to turn pages, looking at the pictures, talking about what is happening and the people in the stories, asking questions, reading stories at every opportunity; by letting your child see you enjoying books and magazines; by sharing nursery rhymes and songs; by providing opportunities and materials for your child to write.

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Knowledge and Understanding of the Music is also part of Creative World Development, and you do not have to be a musician to help your child with In this area you can help by music. There are lots of activities that encouraging your children to observe you can enjoy together. For example, their surroundings and to describe what introduce your child to different kinds of they see; ask what they think about an music, such as pop, classical, jazz and object, animal or activity; encourage dance; sing favourite songs including your child to look for objects that are nursery rhymes; make a drum from an similar or different; ask them to help to old box or tin, or a stringed instrument make things like models or cakes and from a piece of stiff card with elastic show that you value their efforts; teach bands wound round it; help your your children to use equipment safely; children to clap a rhythm and keep a encourage them to ask questions and steady beat. seek answers; talk about your extended family; read stories from other countries; Physical Development visit and talk about local amenities such as shops, parks and the library; talk Help your children to develop physical about the weather, climate and control, from large to small, for seasons and what they mean to your example: child, for example 'in hot weather we wear' … 'in cold weather we …'. Let them run around or ride a bike in the park; play football, cricket or Creative Development catching games together; help your children to learn to sew and use scissors In this area you can encourage your safely; provide pencils, crayons, felt tips child to have a go at any creative and paper for your child to draw and activity, such as drawing, painting, junk start to write. Please speak to your modelling, using Duplo, Lego or K'nex. child's teacher if you are not sure how Praise their efforts, help with their he or she should hold a pencil. creations, display their work around the house, and show them examples of art Time is very precious and it is difficult to from our own and other cultures. find time to do all these things but the time that you invest in your children in You could also take your child to look these early years will never be wasted. at a piece of art or sculpture - at South Hill Park or in town (look in some of the underpasses near the station) or visit Reading Museum, just a few minutes' walk from Reading railway station.

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Key Stage 1 and Key Stage 2 Your child will enjoy the following Curriculum subject areas: English, mathematics, science, information communication We aim for all children to develop to technology, design technology, music, their full potential, and provide a history, geography, modern foreign curriculum that is broad, balanced and languages, art, physical education, follows the national guidance, in order citizenship, and religious education. to develop an intellectually and socially mature child. At the start of each term, you will receive a programme of study for each Teaching is matched to children’s skills, curriculum area. We hope that this will is challenging, and seeks to be both encourage you to support your child’s relevant and meaningful so that every learning at home. Our Learning child is equipped with the knowledge, Platform, Fronter, also provides links to skills and understanding needed for life websites that will complement work in in the 21st Century. school.

We teach using a multi-sensory and English stimulating integrated approach, so that children look, listen and speak, Every possible opportunity throughout touch, smell, and sometimes taste as the curriculum is used to develop part of their learning. Children learn children's language and literacy skills. best when they are fully engaged and we encourage them to develop as Speaking and Listening individual learners and problem solvers. Our aim is to develop children's ability to listen attentively and with under- Each team of teachers works closely standing, and to encourage together to ensure continuity and confidence and competence in progression, both in classes in the same speaking in a wide range of situations age group and across the school. and activities. Every class presents at Curriculum planning takes place at a least two class assemblies during the whole-school level, team level and year, to which parents are invited. individually at class level. There is also a range of concerts and performance opportunities that give Teaching is organised so that the children a chance to develop self- majority of subjects are taught primarily esteem and confidence and to share through themes and in mixed ability their many talents. groups; mathematics is taught as a separate subject. On any day, your child will experience a variety of teaching styles according to the nature of the work: whole-class teaching, ability and mixed-ability group work, and individual tuition where appropriate.

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Reading  develop an appreciation and We promote every opportunity to share enjoyment of mathematics and enjoy books at home and at  use a range of mathematical school. We aim to teach children to apparatus, including calculators. read fluently, with understanding and enjoyment, and we use a variety of From time to time, parents and carers approaches. We encourage children are invited to observe lessons and to use the school library independently become involved in their children’s and hope that you will take them to the learning through fun activities. public library regularly. Science Each year we hold a focus week to celebrate and promote children’s love Our aim is for children to develop of books and learning in literacy. intellectual and practical skills that allow them to explore the world of Writing science. We encourage them to Our aim is to teach children to write observe, to plan and predict, to design, confidently, enthusiastically and to experiment, to interpret results, to imaginatively for a variety of purposes communicate their findings, and to and audiences and in different draw inferences from them. contexts. Each week we build up to a 'big write' on Fridays, giving children the There is an emphasis on collaborative opportunity to write an extended piece learning with children discussing ideas of work. in small, mixed ability groups.

Mathematics Information and Communication The National Numeracy Strategy Technology (ICT) provides a framework through which children will: We have invested in computer technology to enhance children’s  develop understanding of basic learning in this important subject. A mathematical concepts newly refurbished ICT suite has  develop the use of correct 16 networked computers with Internet mathematical language access, which all classes use weekly. A  acquire mathematical knowledge, technician supports the teaching staff skills and understanding through to ensure that children's learning practical work and tackling real-life opportunities in this excellent resource problems are maximised.

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All classrooms have an interactive Music whiteboard and at least two computers, enabling children to use There is a strong commitment to music the Internet for research. involving children in a variety of enjoyable experiences, including The development of ICT skills is singing, performing, playing a musical promoted in all areas of the curriculum instrument and composing, while where its use is appropriate. The developing the ability to listen and be website is used to host a learning able to appraise a variety of musical platform (Fronter), which supports styles. We also aim to develop home learning. children's self-confidence and social skills through music.

The music curriculum is supported by excellent extra-curricular opportunities with the school choir, and concerts that celebrate various festivals. Recorder teaching is offered to all children in Years 3 and Year 4. Teaching of brass, wind or string instruments, such as Design Technology cornet, clarinet and violin, can be arranged through Berkshire Maestros on Programmes of study promote the request. design process: identifying needs and opportunities, generating a design Modern Foreign Languges proposal, planning and making to a desired outcome, testing and French and German are taught in Key reviewing. Stage 2. The aim is for children to acquire basic A high priority is given to the develop- language skills and ment of problem–solving and thinking to develop some skills. Children work with a wide range understanding of of materials and components, tools the cultures of and techniques, which they learn to France and use correctly and safely. Germany in a fun way that will spark their interest in these languages.

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History Geography

History is studied so that children can Geography helps children to make learn to understand the past, fostering sense of their surroundings and the a sense of time and place. In order for wider world. They will study places, the it to be meaningful, we start with human and physical processes that ourselves and our own experiences, shape them, and the people who live considering questions such as ‘Who am in them. I?' and ‘Where am I?' We aim to help children to develop We aim to help children to understand their geographical knowledge and the present in the context of the past; understanding, to introduce them to to encourage them to enjoy history by geographical enquiry, and to help making it interesting, relevant and them to develop a sense of identity challenging; to introduce children to a through learning about the United wide range of evidence, for example Kingdom and its relationship with other tape recordings, photographs and countries. films, and to teach a progression of study skills; to provide opportunities for Children undertake fieldwork, use different interpretations and to raise maps, plans and globes, and sources questions about society in the past. such as photographs, videos and non- fiction books. Children are encouraged to make use of a wide range of historical sources to to form judgements about reliability and value.

A trip to Ufton Court, near Reading, enables children to experience life in an Elizabethan manor house.

Art and Design

We aim to develop an appreciation and enthusiasm in our children for art, craft and design. They will be involved in both investigation and making, developing observational, practical and imaginative skills, and working with a variety of materials and methods.

Children will study examples of art from different periods in history and from different parts of the world, knowledge that they will use to enhance the quality of their own work.

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Physical Education Religious Education

We provide a broad movement-based Religious education is taught in curriculum, promoting and supporting accordance with the Local Authority's the development of more activity- agreed syllabus. The aim is to enable related skills and concepts. Within children to understand the nature of carefully planned individual and team religion and fundamental questions of pursuits, children experience athletics, human existence, in order to form their dance, team games, gymnastics, own beliefs, opinions, allegiances and swimming (in Year 4) and outdoor, commitments. adventurous activities such as orienteering. The PE curriculum is Through learning about the beliefs and supported by outstanding resources, a practices of the major faiths, we aim to purpose-built gym and an excellent foster respect for, and sensitivity extra-curricular programme. towards, different faith communities.

Children are given the opportunity to understand the influence that religion has in shaping history, laws, institutions, the arts and people’s everyday lives. They are offered time to reflect on, and share, their own thoughts and feelings about the deeper questions and dilemmas of life.

We do not seek to promote religious Personal, Social, Health and Citizenship belief in general or any particular faith; Education (PSHCE) however, in accordance with statutory regulations, studies will reflect the fact The aim of all policies, schemes of work, that the religious traditions in Great cross-curricular themes, and teaching Britain are mainly Christian, while taking in PSHCE is to promote children's social, account of the teaching and practices moral, cultural and spiritual of other main religions. development. Visits are arranged to a Christian PSHCE encompasses: Qualities and church (St Michaels, Easthampstead) attitudes - children's approaches to and places of worship of other faiths, learning, self-confidence, respect and including a Hindu Mandir, a Jewish sense of fairness; knowledge and synagogue and a Sikh temple. understanding about themselves and others - similarities and differences between people, and procedures, for example knowing how to react to bullying; abilities and skills in relation to oneself and others - reasons for rules and moral codes; social responsibilities and morality - consideration for others and preparation for an informed and active involvement in family, social, economic and civic life.

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Collective Worship Special Educational Needs

School assemblies have a unique place The policy for meeting special in the life of a school, providing an educational needs seeks to provide a opportunity for members of the school continuum of provision for children, community to gather together, pause whatever their needs. A curriculum from activity, and reflect on the beliefs matched to children’s abilities is offered and values that bind us together. It to all children, and every child will have gives those with a religious commitment equality of opportunity and be given the possibility of entering into worship, access to a broad, balanced and those with no religious curriculum. The Special Educational commitment to sense what worship Needs Policy is on the website or means to others. Themes throughout available from the school office. the year are broadly Christian in character but reflect other major world Each child is valued and his or her faiths. achievements are recognised and celebrated. Friends of the school from different organisations and faiths are invited to The school’s Special Educational Needs talk to the children and/or to take Coordinator (SENCO) is responsible for assemblies. overseeing the day-to-day operation of the Special Needs Policy and Praising and sharing assemblies are co-ordinating teaching. held regularly and you will invited to enjoy the many activities that your child Children who need extra help are has been enjoying. Certificates are identified through an assessment when awarded in assemblies to those who they start full-time school, and on-going have worked hard or performed well in assessments in the classroom. Once a various areas of school life. child's needs have been identified, extra resources can be allocated. Religious education is a compulsory subject but parents/carers have the There is a range of provision for children right to withdraw children from with special needs: additional support collective worship or from any part of by a Learning Support Assistant (LSA) in the teaching programme that may be the classroom; an intensive programme incompatible with personal beliefs or of support delivered by a LSA, under cultures. If you wish to withdraw your the direction of the class teacher; child, please speak to the additional lessons with the SENCO or a Headteacher. Learning Support Teacher.

Individual Educational Plans are made for children who need a significant amount of extra help. Children who are fostered or 'looked after' in some other way have a Personal Education Plan drawn up by all the people working with that child, for example the school, social services and health services.

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Information about other organisations Children with Disabilities that may be helpful is provided, wherever possible. Regular meetings Except for the Nursery, arrangements are held with the Principal Educational for admission of children with disabilities Psychologist, to discuss children's will be made by the Local Authority. needs, and we have strong links with Great Hollands is an inclusive school other professionals such as the and we will make all reasonable Educational Welfare Officer, School adjustments to ensure that children with Health Sister, and Speech and disabilities have the maximum access Language Therapist, who support us in possible to our facilities and learning providing additional help. opportunities. Every effort is made to ensure that disabled children have The Parent Partnership Service can offer equality of opportunity to progress in confidential and impartial advice to their learning and social development. parents and carers of children with Should the need arise, short-term special educational needs. Please ask alterations or changes in teaching in the school office for contact details. bases would be made.

All school staff undertake training to Each child is valued and his or her help them to meet children's needs, achievements are recognised and and we are increasing small-group celebrated. teaching to support children who have difficulty with literacy and numeracy. The school building has appropriate There may be times when the school is access for children in wheelchairs, and unable to meet a child’s needs without has toilet facilities and internal signage additional staffing, in which case the to meet the needs of some disabled Local Authority can help. Parents are children. All classrooms and corridors always consulted and involved in the are carpeted to assist children with whole process. hearing impairments. Please ask in the school office if you would like to see the Regular monitoring and evaluation of the Disability Equality Policy or the the arrangements for children with Accessibility Plan. special needs is part of the cycle of reviewing our provision. Parents are We have good links with Kennel Lane consulted and kept involved through, Special School to train support staff on at least, termly meetings, at which the meeting the needs of autistic children. child’s Individual Education Plan will be reviewed. The Rainbow Resource

Children come to the Resource with various social and communication difficulties. Each child has an appropriate learning programme so that he or she can participate as fully and confidently as possible in the life of the school and, where appropriate, return to his or her home school.

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Gifted and Talented Children Music and the arts: Children can develop their interests in dance and Some children are particularly talented drama, music with the school choir, in an area of the curriculum. The and creative skills through art and craft school has an able-pupil programme clubs. From the age of eight, small- that provides children with special group music tuition can be arranged talents with curriculum enrichment through Berkshire Maestros. activities and extension sessions. The environment: There are successful Staff identify children who show high Eco and Gardening clubs that use the ability, a register of these children is school grounds to enhance learning kept, and individual progress plans are and enjoyment. The school has used so that they can be tracked achieved Eco-Bronze status for through the school. We have recently highlighting recycling issues. purchased additional resources to meet the needs of our more able children.

Parents and carers are given as much information as possible to ensure that children who have particular talents in, for example, music or sport, receive the assistance to make the most of their talent.

Extra-curricular Activities After-School and Holiday Club An impressive variety of clubs and activities is available before and after The after-school club is available for school and at lunchtime. These are children aged 4-11 years and is open usually free though a small contribution from 3.30 to 5.30 pm each school day. towards costs may be invited. A holiday club runs if there is sufficient demand. Sports: We aim to maximise every child's sporting potential. The school has impressive sports facilities that are used to the full. Extra-curricular clubs include football, tag rugby, netball, dance, basketball, volleyball, cross- country, rounders, athletics, hockey and kwik cricket. Links with the Local Authority enable us to benefit from specialist coaching and to participate in competitive festivals. We are lucky to have the use of a community minibus to enable children to participate in away games and competitions.

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Educational Visits and Residential Trips Charges for Acitivities

We are proud of our tradition of You may be asked to pay for some offering off-site visits and trips. Visits are ingredients used in cooking and planned in conjunction with topic work materials used in practical lessons to enrich the learning experience for where the resulting item is taken home, the children and to stimulate further for example sewing. study. Parents/carers will be asked to make voluntary contributions towards Governors also have the right to ask the cost of these trips. No child will be parents/carers to contribute towards excluded however we will cancel a trip the cost of replacement items incurred if we do not receive sufficient voluntary as a result of breakage, loss or damage contributions. to books, equipment and material other than normal wear and tear. Year 6 children are offered a residential trip, usually to a PGL activity centre in Transfer to Secondary School Surrey. The purpose of these extended visits is to broaden the children’s Admissions to secondary school are horizons in a safe and secure managed by the Local Authority. environment. They give children the Children transfer to secondary school in opportunity to mature socially and to the September following their 11th participate in challenging outdoor birthday. There are six secondary activities such as abseiling and quad schools in Bracknell Forest but biking. Easthampstead Park Community School (EPCS) is the designated school If children go on a residential visit a for Great Hollands and the one to charge is made for board and lodging. which the majority of pupils transfer. Payment may be spread over several months. Any reduction in charges will There are regular meetings between be at the discretion of the governing staff at Great Hollands and EPCS to body. If you need financial assistance, discuss areas of the curriculum and to please contact the Headteacher. ensure a smooth transfer for the children. Year 6 are given opportunities to visit EPCS prior to transfer and to participate in an exciting transition project during the summer term. Every effort is made to plan for a successful transition if your child goes on to a different secondary school.

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Website Every effort has been made to ensure that this prospectus is up to date We hope that you have found this however unforeseen changes may prospectus useful and informative. need to be made in organisation and/ More importantly, we hope that the or curriculum. We will do our best to education and social experiences that keep you informed of any changes. we provide will enable your child to leave us well equipped to deal with the You will find more information on the challenges and opportunities of website: secondary education. www.gthollands.bracknell-forest.school.uk If you have any questions, please speak to your child's teacher or the Headteacher.

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School Staff Headteacher Other lunchtime staff Mr Mike Purdy Support Staff Dawn Weston Deputy Head Mrs Anita Wheeler Rachel Johnson Mr Richard Ferris Mrs Nikky Heaton Jo Gater Mrs Pat Kidd Hazel Sparshott Foundation Stage Mrs Rachel Oakley Chantelle Picton Teachers Mrs Lynne Parry Doreen Radford Mrs Penny Wallace Miss E.M. Whitehurst Theresa Brewster Mrs Caroline March Mrs Shaleen Woodley Sandra Cope Mrs Karen Fifield Mrs Paula Rankin Mrs Jenny Mussett Mrs Karen Dower Parent Governors Miss Clare Bunn Mr Matt Boxsey Key Stage 1 Teachers Mrs Sam Gadsby Mrs Nikki Harrison Miss Viv Estcourt Mrs Marina Ruette Mrs Cath Thompson Miss Emma Smith Miss Saskia Fletcher Mrs Lea-Anne Bray Mrs Sue Mcleod Mrs Anna Johnson Mrs Veronica Andrew Mrs Sue Botley Local Authority Mrs Marie Castle Mrs Maxine Bryant Governors Mrs Sheila Fallon Mrs Mary Temperton Key Stage 2 Teachers Mrs Anne Durbridge Mrs Penny Tomlin Mrs Candy Thomas Mrs Carol Ann Couzens Mr Richard Ferris Staff Governors Mrs Jackie Underwood Statemented pupils Mr Mike Purdy Mrs Keda Horn support Mr Richard Ferris Miss Rebecca Peatfield Mrs Michelle James Mrs Caroline March Miss Andrea Flight Mr David Lloyd Miss Natalie Minihane Miss Louise Black Learning Support Mrs Debbie Rudkin Community Governors PPA time Mrs Laura Southwall Mr Keith Stapylton Mrs Liz Goss Mrs Debbie Andrews Mrs Gillian Leather Mr Jim Roberts Mrs Lindsay Rhoades Mrs Jan Hinchcliffe Miss Jo Brown Clerk to the Governors The Rainbow Resource Mrs Lynne Phipps Mrs Louise La Cumbre Mrs Angela Broadbent Miss Rachel Taylor Associate Governors Mrs Belinda Murray Ms Kate Smith Mr Jim Roberts Mrs Johanne Dunn Miss Kelly Fazakerley Mr Malvern Baker Miss Natalie Minihane Mrs Sandra Woodward ICT Technician Mr Michael Bentley Administration Staff Ms Kate Smith Mrs Janet Morgan Contact the Chair of Mrs Theresa King Family Support Advisor Governors, Mrs Mary Mrs Anne Cohen Temperton, via the Bursar school or directly on Mrs Jacinda Revill Lunchtime Supervisors 01344 426191. Mrs Lyn Phipps Other governors can Site controller Mrs Pat Kidd be contacted via the Mr Malvern Baker school office.