SCHOOL PROSPECTUS
2010/2011
DORCHESTER ST BIRINUS CHURCH OF ENGLAND PRIMARY SCHOOL
QUEEN STREET DORCHESTER ON THAMES WALLINGFORD OXON OX10 7HR
TEL & FAX: 01865 340081 EMAIL office.3186@st birinus pri.oxon.sch.uk
HEADTEACHER : Mr RUSSELL LEIGH CHAIR OF GOVERNORS : MR DAVID HERLIHY
OUR LOCATION
Road map showing the location of Dorchester on Thames between Oxford and Wallingford
Street plan of Dorchester-on-Thames showing Queen Street
LIST OF STAFF
HEADTEACHER Mr Russell Leigh
TEACHERS Class 1 Mrs Sue Kitson Class 2 Miss Denise Williams Class 3 Mrs Gabrielle McEvoy Class 4 Mrs Julie Clarke PPA Cover Victoria Wheele
TEACHING ASSISTANTS Mrs Pamela Chappell Mrs Karen Johnstone Mrs Linda Burns Mrs Vicky Wheele Ms Sally-Ann Hilton Mrs Sara Brower
RECEPTIONIST/ ADMINISTRATIVE ASSISTANT Mrs Teresa Flinders
SNAST Kathy McMullin
LUNCHTIME SUPERVISORS Mrs Debbie Field Miss Kelly Anne Ray Mrs Sally-Anne Townsend
CANTEEN ASSISTANT Mrs Debbie Field
CARETAKER Mrs Debbie Field
List of St Birinus Primary School Governors & Committee Membership @ January 2011
Name Governor Type Finance Resources Staffing Pupils and (eg Parent/ Committee Committee Committee Curriculum Community/LA) Committee Russell Leigh Staff Headteacher David Parent √ √ Herlihy Becky Waller Parent √ √ CHAIR Aiden Parent √ O’Sullivan Mark Community √ √ CHAIR Bristow Mark Community √ √ Stevenson Sue Kitson Staff √ √ Sue Lucas Foundation √ √ Sue Booys Foundation √ √ CHAIR Helen Russell LA √ √ Tim Talbot Associate √ Duncan Associate √ Lochhead
INTRODUCTION
We hope this prospectus will provide you with all the information you need about our school. Any further information may be obtained from Teresa, our school secretary, or from Mr Leigh, our Headteacher.
Visits You are very welcome to visit. We would encourage you to visit during the working day as this will help you to get a better feel for our school. If you would like to visit, please phone, e-mail or call in to make an appointment.
Catchment area of the school The villages of Dorchester-on-Thames and Drayton St. Leonard constitute the catchment area for our school. Children living outside the catchment area may also be admitted, provided our standard number of 15 places per year group is not exceeded.
St. Birinus is a feeder primary school for Fitzharrys, John Mason and Larkmead Secondary Schools in Abingdon. Parents may also apply for places in other secondary schools. Our geographical location means that we regularly send children on to six or more secondary schools.
Abingdon Partnership St. Birinus is part of the Abingdon Partnership of Schools. We are actively involved with our local cluster of schools within the Abingdon Partnership: Clifton Hampden, Culham, Milton, Sutton Courtenay, Drayton and St. Michaels, Steventon.
Our ethos and aims Recognising its historic foundation, we aim to preserve and develop the religious character of our school in accordance with the Church of England and in particular with the Abbey and the church at parish and diocesan level. As a Church of England School we are monitored and inspected by advisers from the Oxford Diocese.
We aim to establish a happy and caring environment where children feel safe and secure. We regard each child as an individual and treat them as such. We promote an ethos based on mutual respect and Christian values. We work hard to maintain and develop a sense of the school as a community where everyone is valued. We aim to create an environment of trust and openness in which children, parents, staff and governors work effectively together. We set and maintain high standards of behaviour and discipline and encourage children to be responsible for their own actions and their environment. We promote a positive attitude towards learning and encourage children to develop good working habits. Through the curriculum and other activities, we help children to develop confidence in themselves and their abilities so enabling them to reach their full potential in their academic, spiritual, moral, cultural and social development. Our aim is to establish these principles firmly so that they underpin children’s attitudes as they move from here to their secondary schools and on into the wider community outside school. The Village of Dorchester on Thames Dorchester-on-Thames is a small village, 9 miles south of Oxford. The village sits at the confluence of the rivers Thames and Thame. It is actually the River Thame that runs through the village.
There is evidence of human settlement in Dorchester from Neolithic times. To the south, Iron Age people occupied a hill fort on Castle Hill; later the Celtic people protected their settlement by building the Dyke Hills, a rare example of a pre-Roman town, about half a mile from the present village.
Dorchester today lies over the old Romano-British walled town, of which the southern and western boundaries can still be traced. This town became the centre of a Saxon settlement. The present day allotments were once the Hempcroft. Cynegils the king of the West Saxons was baptised in the River Thame by St Birinus in 635 and Dorchester became the episcopal centre for Wessex. Later it came under the control of Offa, King of Mercia, which led to the See of Dorchester stretching from the Thames to the Humber, in 1075 Remegius removed the See to Lincoln.
In 1140 Dorchester’s Augustinian monastery was founded and the Abbey was built on the old Saxon foundations. At the time of the dissolution of the monasteries by Henry VIII in the 1530s, the church building was saved for posterity through its purchase for £140 by local wealthy man Richard Beauforest who left it to the village in his will.
As Wallingford and Oxford grew, Dorchester’s importance as a centre decreased. However, its location on the main roads from Gloucester and from Oxford to London ensured its role as a focal point for travellers, with several inns as well as two stagecoach inns. The road was one of the earliest to become a toll road. The building of the bypass (the present A4074) in the 20 th century brought further changes.
Please visit www.dorchester-on-thames.co.uk for further information.
Drayton St Leonard Drayton St. Leonard is our neighbouring village. The River Thame passes by the south east corner of the village and is near the end of its journey, as two miles downstream it joins with the River Thames at Dorchester.
The village can be traced back several hundred years in its present form and can actually be traced back to medieval settlements. Of the present 100 houses about half have been built this century with the rest being older. There are several interesting old thatched cottages which nestle next to more modern ones.
The village church, St Catherine and St Leonard, is an interesting building built mainly of stone, though now pebbledashed with most of it being several hundred years old. The village hall was formerly the original two roomed school and is used for many local functions. There are two working farms in the village.
Please visit www.dsl.iofm.net for further information.
ST. BIRINUS ADMISSIONS POLICY FOR FOUNDATION STAGE CHILDREN STARTING SCHOOL
The basis on which children may start school is dependent on their age. Our current Admissions Policy allows for the following options:
Children born between 1 September 31 August • Children may start school from September 2011 on a full time basis . • School will advise parents at a meeting in the Summer Term as to arrangements for children settling in to school.
School Admissions Form
If your child is due to start school in September 2011 and you want to apply for a place at Dorchester St Birinus, we need you to complete a school Pupil Enrolment Form for us to keep on file. Please note that this form is purely for the school’s administrative use. It is not the official application form. These forms provide us with your child’s name, age and address details so that we can send out any relevant information and booklets to you. The school Pupil Enrolment form can be collected from Teresa in the office. Making a formal application for a place in school
The official Common Application Form (CAF Primary) is to be found in the ‘Starting School’ booklet. Your completed Common Application Form has to be returned to the school office in 17 January 2011. We will keep a record of all the CAF forms we receive and will then forward them to the Admissions Team.
For additional information regarding admission to Primary Schools in Oxfordshire, contact:
The Admissions Team Children’s Services Macclesfield House New Road Oxford OX1 1NA
Tel: 01865 815175 Fax: 01865 783198 E-mail: [email protected] MEETINGS AND VISITS PRIOR TO THE FOUNDATION STAGE CHILDREN STARTING SCHOOL
In May 2011, once the Admissions Team have allocated places, we will invite the parents of all those children due to start school with us in 2011/12 to an informal information evening so that we can tell you more about our provision for the Foundation Stage children and discuss with you the various options for when your child could start school. We also invite parents to a further meeting, in the term before school entry. This meeting is an opportunity for us to talk to parents about our home/school partnership and, for parents to ask any questions or share any concerns they might have about their child starting school. The children are also invited to spend a morning with Mrs Kitson in Class 1. Children attending Dorchester Pre-School also visit Class 1 for story sessions in the term before they start school. Children who do not attend Dorchester Pre-school may also visit for story sessions if parents so wish but parents will need to make arrangements with Mrs. Kitson.
REQUESTS FOR PLACES IN KS1 & KS2
Parents moving in to our catchment area should address queries about a KS1 or KS2 place/s for their child/children in school to the Headteacher Mr Russell Leigh or to Teresa, our Secretary. We will be able to advise you about the availability of a place or places in a particular year group. Please note that the Education Office require official confirmation of an address within our catchment area before they will allocate a place in school.
Families living outside of our catchment area may also enquire about the availability of a place/places in school.
CLASS ORGANISATION
Class 1 Foundation Stage and Year 1 Mrs Sue Kitson Class 2 Year 2 Miss Denise Williams Class 3 Years 3 and 4 Mrs Gabrielle McEvoy Class 4 Years 5 and 6 Mrs Julie Clarke
Each of our teachers is released from class for ‘PPA Time’ (Planning, Preparation and Assessment Time) every week. In the absence of the teacher, the class will be taught by Mrs Victoria Wheele.
ATTENDANCE AND ABSENCE FROM SCHOOL
Timings for the school day Morning Session : 8.50am to 12.00pm Afternoon Session : 1.10pm to 3.15pm Morning break is 10.40am-11.00am. Lunchtime break is 12.00-1.10pm.
Children should arrive in school by 8.50am, but not before 8.50am. We do not accept responsibility for children left unsupervised in the playground before 8.50am.
Predicted Numbers on Roll for the academic year 2010/2011
86 statutory school aged children + 12 full time Foundation Stage children
Attendance figures The school has a computerised attendance system.
Our Absence Return for 2009/2010 shows the following: Number of pupil sessions (half days) 39036 Number of authorised absences 1561 3.9% Number of unauthorised absences 329 0.9%
Absence from school Parents are asked to contact the school by telephone before 9.15am on the first day of a child’s absence due to illness. Staff are usually available to take phone calls from 8.15am; earlier than this, a message can be left on the answer machine. If a child is absent and we have no indication why, we will follow up with a telephone call home. If no telephone contact is made informing us that a child is ill, a written note is required when the child returns to school. All absences must be explained. Unexplained absences are followed up by letter.
Term time absence from school We expect children to attend school every day, unless they are ill. It is our policy to actively discourage parents from taking their children out of school during term time, unless it is unavoidable due to exceptional family circumstances. All holiday absences from school must be agreed in advance by the Headteacher. Leave of absence forms are available from the school office. Where leave of absence has not been agreed by the Headteacher, absences are recorded as ‘unauthorised’.
ARRANGEMENTS FOR TRAVEL TO AND FROM SCHOOL
Parents collecting children from school are asked to arrive as promptly as possible. If parents are unavoidably delayed or detained, children are, of course, supervised by staff in school. In such a case, it is helpful if parents make telephone contact with school so that we can reassure the child and explain the delay or the alternative arrangements for going home.
Parents are asked to notify school in advance if the child is to be taken home by a different person on a regular or one-off basis.
Parents allowing their Year 6 children to walk or cycle home unaccompanied, must discuss arrangements with the Headteacher and give written permission.
Arrangements for children going home to play at a friend’s house must be confirmed with both sets of parents and the arrangements made clear to the child. New arrangements should be put in writing to your child’s class teacher. Staff cannot be expected to take on the role of social secretary to the children! Please note that Pearces Coaches’ insurance does not allow for children travelling home with a friend on the school bus.
Cycling We have cycle storage facilities. Children may cycle to school, if accompanied by an adult, but we cannot accept responsibility for bikes parked in school during the day time or left in school over night. Children with cycles should enter and leave the school grounds via the side gate onto the playground. Children may not bring scooters into school.
School bus Many of the children from Drayton St. Leonard travel to and from school on free bus transport arranged by Oxfordshire County Council. Children from Berinsfield may also apply to use this transport, but parents are charged. Foundation Stage children of non- compulsory school age have to pay for the transport even if they live in Drayton St. Leonard. We suggest that the Foundation Stage children do not travel on the school bus until they have had a chance to settle into school. Transport arrangements are made by parents not by school.
One of the teachers is on bus duty each day, and she checks that all the children’s seatbelts are correctly fastened before the bus departs.
The Transport Department telephone number is 01865-323993
MORNING SNACK Our school is part of the School Fruit and Vegetable Scheme. This scheme provides each of the children in the Foundation Stage and Key Stage 1 with a free piece of fruit or vegetable each day. The Foundation Stage children sit together to eat their snack, under the supervision of Mrs Kitson or Mrs Chappell/ Mrs Johnstone. The KS1 children collect their fruit or vegetable snack and take it out into the playground to eat it.
Children in Key Stage 2 may also bring in a piece of fruit or a vegetable for their morning snack. No other kind of snack is allowed. Their snack is eaten out in the playground.
PROVISION OF DRINKING WATER The children have access to the indoor and the outdoor water fountain during playtimes and to the indoor fountain during lesson times. During times of hot weather, we also lay on additional jugs of water and cups in the kitchen area. The children may also bring in a bottle of water, in addition to their lunchtime drink. This is kept in their school bag in the cloakroom and can be accessed by them there. These bottles can be refilled by the children from the drinking water tap in the kitchen area, for example, to take with them for an after school club.
PLAYTIMES
Morning Play
The Foundation Stage children have an outdoor play session in the back playground each morning, supervised by Mrs Kitson and/or Mrs Chappell/Mrs Johnstone. This is usually between 10.15 –11.00, although times may vary dependent on the weather. The children have other opportunities for outdoor learning activities throughout the school day. The veranda area is covered and so children can work and play out there, whatever the weather.
The KS1 and KS2 children have a 20 minute playtime each morning, between 10.40- 11.00am. They go out to play straight after assembly. They are supervised in the playground by a teacher or teaching assistant. The children have access to all of the outdoor play areas, except the back playground which is specifically for the Foundation Stage children. The children have a weekly rota of activities for the main tarmac area of playground.
Lunchtime play
Lunchtime play is from approximately 12.30 – 1.10pm. The children are supervised by two lunchtime supervisors. The teacher on lunch duty is also on call.
LUNCH ARRANGEMENTS
All the children, from the Foundation Stage up to Year 6, eat their lunch in the Dining Hall. They are supervised by a three lunchtime supervisors. Lunch begins with a grace. All the children enjoy an occasional ‘picnic’ outside in Term 6 when the weather is especially nice!
Packed lunches The majority of children have packed lunches brought from home. Children who bring packed lunches should have a secure lunch box, clearly marked with their own name and a non-breakable drink container. Parents are asked not to include fizzy drinks or sweets in the lunchboxes. The children are encouraged, but not made, to eat what is provided for them in their packed lunch. Any uneaten food is left in their lunchbox so that parents are aware of how much their child is eating and leaving. If we have any concerns about a child’s eating we will make contact with parents.
Food Allergies It is important that school is made aware of any food allergies your child may have.
We currently have a child in school with a severe nut allergy. We would ask for parent and child support in not including nuts or peanut butter sandwiches in your child’s lunchbox.
Cooked School Dinners Cooked school dinners are available to all children. The dinners are cooked in the kitchen at Benson Junior School and brought across to us in ‘hot boxes’. There are currently 26-36 children having a cooked school dinner. From September 2010, each school dinner will cost £2.05. All dinner money is payable in advance. Payment can be made weekly or termly. Payment can be made in cash or by cheque. Cheques should be made payable to Oxfordshire County Council.
Free School Meals As from April 2010, the threshold figure which forms part of the ‘Child Tax Credit’ free school meal eligibility category is £16,190 Children whose parents receive the following support payments are entitled to free school meals: Income Support (IS), Income Based Jobseekers Allowance (IBJSA), Child Tax Credit, State Pension Credit and support under part VI of the Immigration and Asylum Act 1999. Forms for applying for free school meals are available from the school office. New forms must be completed every six months.
ARRANGEMENTS FOR PASTORAL CARE OF PUPILS
If children become ill during the day, we will make arrangements to keep them comfortable and reassured, either in school or by arranging for them to go home as soon as possible. For this purpose, we keep a record of home and emergency contact numbers. Parents are asked to notify us of any changes to telephone numbers (particularly mobile numbers) and emergency contact details. It is important that we are given all relevant health information concerning your child.
In January 2010 the majority of our teachers and teaching assistants undertook emergency first aid training .If a child injures him/herself in school, first aid will be given according to LEA regulations. We keep a record of all minor injuries in a school book and complete official LEA forms for more serious injuries.
In the event of more serious injuries or health concerns, we will seek medical advice and, if necessary, act in loco parentis in taking your child to the local surgery or John Radcliffe Hospital. In such cases, we make every effort to contact parents as soon as possible.
Under normal circumstances, children should not be taking medicine while in school. Occasionally, it may be necessary to administer a dose of antibiotics during the school day. Should this be the case, please fill in permission form in the office and give only 1 measured dose in a named container to the office.
Children with asthma keep their inhalers in a recognised place within the classroom and carry them on their person during Outdoor Games lessons, fieldwork visits and trips. Inhalers should be clearly labelled with the child’s name and class. Medicines for children with, e.g. allergies and diabetes, are also kept in a recognised place in the classroom. Other first aid equipment is kept in the first aid cupboard. We have several portable first aid kits that staff carry with them when the children are off site.
Please note that it is our policy not to allow children to have ‘throat sweets’ in school.
SCHOOL UNIFORM
Parents are asked to support our School Uniform Policy by ensuring that their children wear appropriate items of clothing. School and Governors reserve the right to approach parents if it is felt that the Uniform Policy is not being supported.
We ask that all items of school uniform are clearly named.
Items in bold below can be purchased from Teresa in the School Office. Other items are readily available from local shops.
Girls: • Grey skirts, pinafore dresses or smart grey school trousers, white blouses or white or red polo shirts, grey school sweatshirts with school logo or red cardigans, white socks, red or grey tights (not blue or black). • In 2009 we introduced a red cardigan with the school logo -this is optional. • Red and white checked dresses or grey school shorts may be worn in the summer. • Sensible low-heeled black shoes or closed-toe summer sandals. • Hair accessories should be minimal and discrete. Decorative hair braids with beads are not allowed for health and safety reasons.
Boys: • Smart grey school trousers, white shirts or white or red polo shirts, grey school sweatshirts with school logo , or red or grey sweaters, grey socks. • Grey school shorts may be worn in the summer. • Black shoes.
Reversible fleeces with the school logo for boys and girls are now available to order from the office.
P.E. Clothing for girls and boys: • White t shirts with a red logo , black or navy shorts, black plimsolls, trainers for outdoor games. Trainers are not worn for indoor P.E. lessons. Trainers are also worn by children playing ballgames at playtimes.
Jewellery With the exception of discrete stud earrings, jewellery is not permitted for health and safety reasons. Watches should be appropriate for school wear.
PE Bags P.E. bags in an assortment of colours can be purchased from school. We suggest that the children bring their P.E. kits into school on a Monday morning and leave them hanging in the cloakroom all week. P.E. bags should be taken home regularly so that items of P.E. clothing can be washed.
Book bags We ask that all the children have a book bag. Red book bags or document holders with the school logo can be purchased from school. Children should bring their book bag to school every day.
Painting Overalls Parents are asked to provide their child with an appropriate painting overall that should be left in school during term time.
Swimming Kit Children in Years 2-6 have 5 swimming lessons each term at the Abbey Sports Centre in Berinsfield. Swimming kit should be brought in to school on the relevant day.
Lost Property There is a lost property bin in each cloakroom. Items of lost or unnamed property are regularly displayed in the school corridor.
School Equipment All the necessary writing, colouring, cutting equipment etc. is made available for the children to use and share in school. Children in Classes 1, 2 & 3 are asked not to bring pencil cases into school. Children in Class 4 may bring in their own pencil cases provided they are small enough to fit into their tidy tray and provided they do not cause the child to become distracted from his/her work. Certain items, e.g. gel pens may be disallowed at the discretion of individual teachers.
Parents will be asked to contribute towards the cost of repairing or replacing school equipment and books damaged, broken or lost as a result of misbehaviour or lack of care.
Toys Children may bring in small toys to play with at playtimes. The toys should be small enough to fit into the child’s school bag or tidy tray. Children are discouraged from bringing in precious or fragile toys. Toys should be appropriate for playing with in school. Children may not have the toys out during lesson time.
Show and Tell Teachers make arrangements for ‘Show and Tell’ sessions clear to the children in their class. Children may bring things in from home to share with their class but we ask that they do this on an occasional rather than a regular basis. Children are encouraged to bring in items and resources from home to support on-going work in the classroom. We ask that parents use their discretion in deciding whether an item is appropriate for the child to bring into school. We do our best to look after such personal belongings in school but unfortunately accidents do happen and items are very occasionally broken or lost.
BEHAVIOUR AND DISCIPLINE
We make our expectations of attitude, behaviour and discipline clear to the children and to parents.
The children are expected to show the same high level of politeness and respect to all children and adults in school. They are expected to work and play co-operatively and amicably with each other and not to cause each other deliberate upset or harm. All reports of alleged bullying and racial harassment are taken seriously and are followed up according to agreed procedures. The children are expected to take care of their own personal property and that of the school and other children.
Incidents of unacceptable behaviour in the classroom and school generally are dealt with by whichever member of staff is to hand. Incidents of unacceptable behaviour at playtime and lunchtime are dealt with by the teacher, teaching assistant or lunchtime supervisor on duty and may also be reported to the child’s class teacher. More serious incidents are brought to the notice of the Headteacher. Where it is felt appropriate, parents are informed and invited into school to discuss the incident and action to be taken.
When children’s behaviour does not meet our expectations, we try to speak to them quietly and we encourage them to reflect on their behaviour and to suggest ways in which their behaviour could be modified or improved. Withdrawal of approval and certain privileges are the main form of punishment employed in school.
In the unlikely event of a child’s behaviour being totally unacceptable, the Governors have agreed that a child may, at the discretion of the Headteacher, be sent home for a short “cooling off” period. Naturally, there would be discussion with parents before such action were taken. The Governing Body follows LEA procedures for all exclusions from school.
Other school rules deal mostly with aspects of health and safety, for example: • We do not allow shouting or running in the school, or unruly behaviour in the classroom or playground. • Children are not allowed to leave the school grounds during the day unless permission has been requested by the parent, either personally or by letter. Parents collecting or returning children must report to a member of staff. • Children are only allowed to use the outdoor climbing apparatus during fine weather and when the playground is supervised by a member of staff. They, and their younger siblings, are not allowed to play on the climbing apparatus at the beginning or end of the school day. • Physical Education activities, including swimming, are part of the National Curriculum and all children must take part. Our policy is, that if children are fit enough to be in school, they are fit enough to do PE and to swim. Exceptions are physical injuries, eye and ear infections.
SCHOOL COUNCIL
We have a School Council made up of representatives from each year group in school. New representatives are elected by the children each term. The School Council meets with the Headteacher once a week. Class Meetings take place on a regular basis.
Through our School Council we aim: • To develop ‘pupil voice’ by creating an atmosphere in which children are encouraged and feel confident to share their ideas, suggestions, views and concerns. • To encourage children in all key stages to contribute more fully to the life of the school. • To give the children opportunity to take on more responsibility for what happens in school now and for changing and developing the school in the future.
RESPONSIBILITIES
Year 6 children have additional responsibilities as monitors in school. For example: they set up the hall for assembly, give out the hymn books and organise the music; they get out and put away the playtime equipment; and they manage and promote the school library. Children in Years 5 & 6 also help to show visitors around the school.
Children in Class 2 are responsible for feeding the school fish.
Children throughout the school have responsibilities within their class, for example: being teacher’s ‘helper’ for the day, taking the register to the office, giving out books, watering plants and supporting their younger peers with a range of activities.
Each class has a designated area of the school grounds that we ask them to help maintain with the support of their parents. The areas are as follows: Class 1 The planters in the back playground; the barrel tub at the front of school; Class 2 The garden in the back playground; Class 3 The Wild Area Garden and the round walled garden at the front of school; Class 4 The main playground area.
EXTRA CURRICULAR ACTIVITIES
School Clubs Children are given the opportunity to take part in a range of after-school clubs run jointly by staff and parents. During this year, the children will have the opportunity to join: KS2 Football Club, Y2 Maths Club, Y6 Club, Y2 and KS2 Summer Sports Clubs. Some clubs run throughout the year, others are more seasonal. The clubs are mainly open to the older children in school who cope better with the additional hour at the end of the school day. However, occasional workshops and activities are also planned for the younger children in KS1. Choir, recorder and Y3 & 4 French Clubs are held during the lunch hour.
Workshops We also organise a range of workshops for the children run by LEA advisory teachers, specialists and visiting professionals. For example, in recent years, we have held a Clay Workshop, Tag Rugby workshops, Poetry workshops, Creative Maths workshops and a Tudor Workshop.
Fieldwork trips, Day and Residential Visits We make good use of the local environment to support the children’s learning. Parents are asked to sign a general consent form giving permission for children to take part in fieldwork visits within the local area of Dorchester-on-Thames.
We also arrange a variety of half and full day visits for the children to enhance and extend their work in areas across the curriculum. For example children have visited: The Oxford Synagogue, Warwick Castle, The Natural History Museum, The Botanical Gardens, Oxford Fire Station and Cogges Farm. Parental permission is sought for each of these visits.
We also hold a variety of ‘theme days’ such as a ‘Pirates Day’, a ‘Viking Day’, an ‘Evacuation Day’ and a ‘Victorian Day’ as part of cross-curricular topic work.
Residential Visit It is currently our policy to arrange, in alternate years, a week-long residential visit for children in Years 5 and 6. In the school year 2010-2011 we hope to secure a booking for a week-long course at the Woodlands Outdoor Education Centre in Glasebury-on-Wye, Powys, which is an Oxfordshire LEA run centre. We last went to Woodlands in March 2009. Arrangements for residential visits are reviewed annually by staff and governors.
Christmas Production Each Christmas we put on a whole school production which is performed for Dorchester pre-school children, parents and local people. Every child has a part to play with children from Year 2 upwards having a speaking part. These productions demand a great deal of effort from children, staff and parents but when we see the children performing up on stage we know they are worth all the effort.
Music Children in KS2 learn to play the recorder as part of their curriculum music lessons. Children in KS1 take part in a Singing Concert with our local partnership schools and children in KS2 regularly take part in the Oxfordshire Schools Festival of Voices.
PARENTAL INVOLVEMENT
We expect parents to become as involved as possible in supporting their children’s learning at home and to take an active interest in everything they do at school.
Class teachers are happy to speak informally with parents in person or by telephone, especially at the end of the school day. Parents are asked to make an appointment if they wish to discuss matters more formally or at length with the class teacher or Headteacher, as this is difficult to do in a busy corridor or classroom. The governors have promoted a clear protocol for relationships and communication between staff and parents.
During the year, parents are invited to come into school for special assemblies, performances, concerts, workshops, book exhibitions, theme days, fund-raising events etc. These various events are wonderful opportunities to find out more about the children’s life and learning in school and to talk informally to other parents and the school staff – they’re good fun too!
We very much appreciate the support of parents who stay and read with children in the mornings. We also have parents and governors who help in class on either a regular or occasional basis. Helping in class provides parents with a good opportunity to find out more about aspects of the curriculum and the teaching methods we use. This additional adult support is of great benefit to the children’s learning and enables us to offer a wider range of activities.
PARENT TEACHER ASSOCIATION
We have a very supportive Parent Teacher Association. The P.T.A. holds an Annual General Meeting in October/November when a new committee is elected. P.T.A. Committee Meetings are held each term. There are presently 13 members on the committee and we have a P.T.A. Representative for each class. Teachers take turns to attend P.T.A. meetings. The P.T.A committee are actively seeking to increase the level of parental involvement in school life.
One of the main roles of the P.T.A. is to assist with the raising of funds for the school. To date, the P.T.A. has made many generous donations to the school, for various items of equipment, large and small. There is usually at least one P.T.A. fund-raising event per term and these are very well supported by parents. The P.T.A also plays a vital role in our home/school partnership, serving as an additional channel of communication for parents’ views, ideas, suggestions and concerns.
GOVERNORS
We have a very supportive Governing Body, consisting of 12 members. Our governors are actively involved in the work and life of the school. Some of our governors help in class on a weekly basis, others spend time in school on an occasional basis, as well as joining us for special assemblies and events through the year. The full Governing Body meets six times a year but our Staffing Sub-committee, Resources Sub-committee, Pupils & Curriculum Sub-committee and Finance Sub-committee meet more frequently. The Governors are required to publish an Annual Report to Parents online each year .
THE NATIONAL CURRICULUM
The National Curriculum is organised into three key stages: • Foundation Stage for children aged 3 to 5 • Key Stage 1 for children aged 5-7, i.e. children in Years 1 and 2. • Key Stage 2 for children aged 7-11, i.e. children in Years 3-6.
Foundation Stage Curriculum The Foundation Stage is the first stage of the National Curriculum focusing on the distinct needs of children aged 3 to 5. The Foundation Stage curriculum is delivered in a range of early years settings, including pre-schools, nurseries and primary schools like ours.
The Foundation Stage has six learning areas : Personal, Social and Emotional Development; Communication, Language and Literacy; Mathematical Development; Knowledge and Understanding of the World; Physical Development; and Creative Development.
Each learning area has early learning goals which set out the skills, understanding, knowledge and attitudes which it is hoped children will reach or exceed by the end of the Foundation Stage.
When they start school, children will be at different stages of progress towards these goals depending on their age and stage of development. Stepping stones describe children’s typical progress towards these goals from age three to the end of the Foundation Stage. Of course children are individual and will not necessarily fit into this typical pattern of progress. Staff in school understand this and take this into account when planning activities and experiences for the children. The teacher’s observations and records of a child’s progress are recorded on a Foundation Stage Profile which is shared with parents.
In the Foundation Stage ‘topic’ themes may integrate work in several learning areas. Mrs Kitson and Mrs Chappell plan a wide range of opportunities for the children to learn both indoors and outdoors. Sometimes they plan activities to do with particular individuals, pairs and small groups of children based on their particular learning needs and interests. Sometimes they plan time and resources for children to initiate and develop their own learning.
Key Stage 1 and Key Stage 2 Curriculum
The 2000 National Curriculum for KS1 and KS2 children consists of ten subjects. The four core subjects are Mathematics, English, Science and Information Technology. The foundation subjects are Design Technology, Geography, History, Art and Design, Music, Physical Education. The school follows the Oxfordshire framework for the teaching of Religious Education. We incorporate some elements of Citizenship and PSHE (Personal, Social and Health Education) into our teaching across the curriculum and some elements we teach as discrete units. We also teach a MFL (Modern Foreign Languages) programme in school. Children in Years 5 & 6 have a lesson of curriculum French each week, children in Years 3 & 4 have ‘Language Taster’ lessons, and some ‘Early Start French’ and children in Years 1 & 2 have some ‘Early Language Taster’ lessons which involve different languages and cultural experiences.
In Key Stage 1 ‘topic’ themes may integrate work in several areas of the curriculum, although one subject may be given greater emphasis. Miss Williams and Mrs Burns work closely with Mrs Kitson and Mrs Chappell to plan work for the Foundation Stage, Year 1 and Year 2 children in their mixed-age classes.
In Key Stage 2 subjects are mainly taught separately but cross-curricular links between programmes of study are made wherever possible.
CLASS ORGANISATION AND TEACHING STRATEGIES
In order for us to cater as effectively as possible for the varying ages and needs of cohorts and individuals within each mixed-age class, children are usually grouped by ability. The ability groupings vary from one area of learning/subject to another and may vary from one aspect of a subject to another. Work is matched to the different abilities of children within each year group and/or within each class. We feel it important that there are also many opportunities for the children to be grouped other than by ability, e.g. in age groups, mixed groups, interest groups or friendship groups.
Class teachers and teaching assistants employ a range of organisational strategies and teaching techniques. Many lessons have an element of whole class teaching but group, paired and individual work are also regularly used.
SEX EDUCATION
The Governors endorse the teaching of Sex Education throughout the school and the fact that it should be an integral part of the Science curriculum and Personal, Social and Health Education of every child. The teaching of Sex Education in the school encourages pupils to have due regard to moral considerations and responsibilities and the value of family life. Teaching is sensitive to different backgrounds and religions, but it also helps children to cope with the physical and emotional challenges of growing up and making relationships and give them an elementary understanding of human reproduction, which is incorporated in the Science National Curriculum. It reflects the school’s ethos of caring for one another and being responsible for our own actions.
RELIGIOUS EDUCATION AND COLLECTIVE WORSHIP
Our collective worship is of a broadly Christian character but also draws on the stories, teachings and festivals of other religions. We have whole school assemblies on Mondays, Tuesdays, Thursdays and Fridays. We have class assemblies on Wednesdays. Thursday’s assembly is led by the Revd. Sue Booys or Revd. David Cleugh from Dorchester Abbey, or a representative from another church. The end of term is marked by a service in Dorchester Abbey. Parents are warmly invited to join us for the Dorchester Abbey end of term service and for other special school assemblies during the year.
Parents can withdraw their children from all or part of the religious education and collective worship provided. Alternative provision for these children would need to be made. At present, no parents choose to do so.
ASSESSMENT
Children’s work and progress, in subjects across the curriculum, is continually being assessed by class teachers and teaching assistants. These on-going teacher assessments inform our planning. More formal assessment activities are undertaken each term in English, Mathematics, Science and Information Technology. Work in other curriculum subjects is assessed at the end of units of work.
Assessment information and samples of annotated work are kept in individual assessment books and child profiles.
We regularly update individual target sheets for Reading, Writing, Maths and Science. We also complete Oxfordshire tracking sheets for each child, to track their progress towards set targets.
For the children in the Foundation Stage, we complete a Foundation Stage Profile . The profile is built up across the year and helps to give us a clear picture of what a child has achieved, knows and can do. There are no tests involved. The completed profiles are shared with parents in Term 6.
In Terms 4 & 5, the work and progress of Year 2 children in English, Mathematics and Science is assessed, primarily through the use of teacher assessment. In May the children also undertake a range of national Key Stage 1 Tests and Tasks in English and Mathematics. The results of both the teacher assessment and national tests and tasks enable us to gauge children’s achievement against national criteria and levels. Children at the end of Key Stage 1 are expected to achieve level 2. It is the results of teacher assessment which are shared with parents and reported to the LEA rather than the children’s test results. In Terms 4 & 5, the work and progress of children in Years 3, 4 & 5 in English, Mathematics and Science is assessed, primarily through the use of teacher assessment. In Term 5, Years 3, 4 and 5 children also undertake Optional Tests in English and Mathematics. The results of both the teacher assessment and optional tests enable us to gauge children’s achievement against national criteria and levels. The children’s teacher assessment and optional test results are shared with parents.
In Terms 4 & 5, the work and progress of Year 6 children in English, Mathematics and Science is assessed, primarily through the use of teacher assessment. In May, the Year 6 children undertake national Key Stage 2 Tests from which their levels within the National Curriculum subjects of English, Mathematics and Science are calculated. Children at the end of Key Stage 2 are expected to achieve level 4. The children’s teacher assessment and national test results are shared with parents, reported to the LEA and transferred to the appropriate secondary schools.
COMPARATIVE REPORT
This table shows a summary of the National Curriculum assessment results of pupils in the school (2010) and nationally (2009) at the end of Key Stage 1, as a percentage of those eligible for assessment.
The number of eligible children is: 11
Figures may not total 100 per cent because of rounding.
RESULTS OF TEACHER ASSESSMENT
Percentage at each level 3 or Disapplied Absent W 1 2 2C 2B 2A above Children Children Boys 0 0 50 50 0 0
Speaking and Girls 0 0 78 22 0 0 listening Whole 0 0 73 27 0 0 School National 2 11 65 21 0 0 Boys 0 0 0 0 50 50 0 0 Girls 0 0 0 44 33 22 0 0 Reading Whole 0 0 0 36 36 27 0 0 School National 3 13 12 22 24 26 0 0 Boys 0 0 0 0 50 50 0 0 Girls 0 0 0 67 11 22 0 0 Writing Whole 0 0 0 55 18 27 0 0 School National 4 15 21 28 20 12 0 0 Boys 0 0 0 0 0 100 0 0 Girls 0 0 11 44 22 22 0 0 Mathematics Whole 0 0 9 36 18 36 0 0 School National 2 8 16 26 27 21 0 0 3 or W 1 2 2C 2B 2A U above Boys 0 0 50 50 0 Girls 0 0 78 22 0 Science Whole 0 0 73 27 0 School National 2 9 67 22
W represents children who are working towards level 1, but have not yet achieved the standards needed for level 1 . U represents children for whom it is not possible to determine a level.
COMPARATIVE REPORT
These tables show the percentage of year 6 pupils achieving each level in 2010, compared to national end of key stage 2 teacher assessment levels and test results for 2009.
The number of eligible children is: 15
Figures may not total 100 per cent because of rounding.
TEACHER ASSESSMENTS
Percentage at each level Pupils Pupils W 1 2 3 4 5 6 disapplied absent School 0 0 7 13 73 7 0 0 0 English National 1 1 4 15 49 30 0 0 0 School 0 0 7 20 53 20 0 0 0 Mathematics National 0 1 3 15 46 33 0 0 0 School 0 0 7 13 73 7 0 0 0 Science National 1 1 2 11 48 38 0 0 0
TEST RESULTS
Percentage at each level Below Pupils 3 4 5 Pupils absent level 3* not entered # School 13 7 40 40 0 0 English National 6 14 51 29 0 1 School 13 0 33 53 0 0 Reading National 7 7 38 47 0 1 School 13 27 33 27 0 0 Writing National 5 27 48 19 0 0 School 13 13 27 47 0 0 Mathematics National 5 15 44 35 0 1
REPORTING TO PARENTS
Parents receive an annual written report at the end of each school year. Our current arrangements for meeting with parents during the year are as follows:
• Early in the year, late in Term 1, we hold informal ‘Meet the Teacher’ parent/teacher meetings, to which all parents are invited. • In Term 3 we hold more formal parent/teacher meetings that all parents will be expected to attend. We send out provisional appointment times and ask for parent’s support in keeping to these times, if at all possible. These meetings give us an opportunity to review a child’s work and progress at the mid-year point. • In Term 6 we hold parent/teacher surgeries, on request. These surgeries give parents the opportunity to follow up any queries they might have having read their child’s Annual Report.
A parent with any concerns or queries, may request a meeting with their child’s class teacher at any point in the year. Class teachers may also request a meeting with parents at any point in the year. Staff in school will endeavour to find the earliest possible appointment time to offer parents. We appreciate that this can require flexibility on the part of staff and parents to find a mutually convenient time.
HOME SCHOOL AGREEMENT
At St. Birinus, we believe that there is no clear line to show where the input of parents stops and where our input, as teachers, begins. For children to fulfil their potential at school, they need not only a good learning environment, but also committed parental involvement. Children achieve more when school and parents work together, and where parents are actively involved both in the life of the school and in support of their child at home and at school. Parents can support their child more effectively if they know what the school is trying to achieve and how they can help. The purpose of our Home-School Agreement is to provide guidelines for what is expected from each of us within this partnership. Parents are asked to sign our Home/School Agreement once their child has settled into school.
HOMEWORK
We expect parents to help their child establish and maintain good homework routines by ensuring that he/she has a quiet time set aside for homework, that the work is completed properly and that it is handed in on time. Teachers set a weekly homework task each Thursday to be handed in on Monday. Children in Years 5 & 6 are also set homework projects to be undertaken over a longer period of time. Many of the homework activities, particularly for the younger children, are designed as shared activities. The older children also need parental support and supervision with homework.
In addition to this weekly homework task, children are expected to read at home almost every day. They are also expected to practise and learn spellings and number facts on a regular basis.
SPECIAL EDUCATIONAL NEEDS
We consider that a child has special educational needs if he or she has a physical disability or a learning difficulty that requires special provision to be made for him or her in school. Our admission arrangements for children with disabilities and special educational needs do not differ from those for other children. Admission is according to Local Education Authority policy and is based on the principles of equality of opportunity and access. This applies equally to all children with disabilities and special educational needs provided that it is agreed by the LEA that their needs can be met in a mainstream school.
There is wheelchair access to the school via the front door and there is also a disabled toilet facility.
The school also keeps a register of children identified as being significantly more able than their year group peers.
Mrs McEvoy is our Special Needs Liaison and we also have Kathy McMullin (SNAST) who supports our SEN provision and a link governor with responsibility for Special Needs. Our teaching assistants run a range of special needs support programmes on a daily basis, mostly first thing in the morning. They support small groups, pairs and individual children. The teaching assistants work under the supervision of our Headteacher/SEN Liaison/SNAST. They assist with the assessment and record-keeping for the children following these support programmes, and they report back to the regular Special Needs Review Meetings we hold as a whole staff.
OUR POLICY ON CHARGING AND VOLUNTARY CONTRIBUTIONS
Every year we ask each family in school to contribute £5 towards an Amenities Fund. This is a voluntary contribution but it is one we very much hope each family will make. We buy all sorts of additional items with these funds that the school budget will not easily stretch to. For example, we buy tissues for the classroom, first aid kit items, restock the fish tank, stickers, biscuits for visits, plants for the school grounds, some cooking ingredients etc.
The 1988 Education Act requires that all activities held in school time be free of charge, but does allow schools to ask for voluntary contributions. Provided that enough funding is raised from voluntary contributions, then an activity or visit will go ahead for all pupils. However, if there are not enough voluntary contributions made, then the activity or visit may have to be cancelled. The school Charging Policy is available from the school office.