Prospectus 2016-2017

Tylorstown Primary School

Prospectus

2016-2017

Tylorstown Primary School Edmund Street Tylorstown Ferndale Rhondda Cynon Taff CF43 3HH

Tel. No: 01443 730396 Fax. No: 01443 732966

Email: [email protected] Website address : www.tylorstownprimaryschool.ik.org

Headteacher: Mrs. J. Edwards

Chair of Governors: Councillor. D. R .Bevan

Introduction

Welcome to Tylorstown Primary School. Our prospectus will provide you with practical information about the school, its organisation and the values, skills and knowledge we in school are trying to develop in your child.

We aim to provide a broad, balanced and full education at both Foundation Phase and Key Stage 2, in an atmosphere of friendliness and co-operation.

The education of a child is a partnership between home and school. We are concerned at all times to work in partnership with you as parents as we teach and help to encourage your child towards achieving the highest standards he or she is capable of.

We value our pupils and we believe that their time in school should be rewarding and fulfilling.

Together we can make learning fun

Mrs Judith Edwards Headteacher

Mrs C Owens – School Secretary Mr H Allen – Caretaker.

The school is a County Primary Co-educational day school for children from 3 – 11 years of age. The school building was opened for staff on April 15th 2002 and for pupils on April 17th 2002, following the destruction, by fire , of the one hundred and twenty year school buildings on the night of 29th June 2000.

The school was officially opened by Mrs. Pauline Jarman, Leader of the Council on 24th May 2002.

Staff 2016 – 2017

Staff Teaching Curriculum Responsibility Responsibility Judith Edwards Headteacher Child protection, Performance management, A.R.R. Claire Sweet Acting Deputy Literacy Headteacher Foundation Phase leader Class 2- Reception MAT EAL Performance management- non- teaching staff Laura Kelland Class 5 – Year 4/5 P.E. History ECO Schools Caryl Davies Class 6-Year 6 Music R.E. School Council Huw Barrett Class 4 – Year 3/4 Numeracy Science Geography ESDGC Laura Thomas Class 3 – Year 1/2 SENCo ICT PSE Welsh Healthy Schools

Non-teaching staff:

Louise Lloyd Nursery teacher HLTA & Lunchtime supervisor Julie Moulds PPA cover HLTA & Lunchtime supervisor Joanne Hughes Level 3, Breakfast Club Supervisor & Lunchtime supervisor Cari Davies Level 3, Tiffany Davies SSA Amy Edwards Level 1 & lunchtime Supervisor Rebecca Williams Level 3, Breakfast Club Supervisor & Lunchtime supervisor Louise Crew Level 3

Theresa Miles Level 1, Breakfast Club Supervisor & Lunchtime supervisor Katie Evans Level 3, Breakfast Club Supervisor & Lunchtime supervisor Liz Breeze SSA Jackie Ailing SSA Carolyn Owens Secretary Howard Allen Caretaker

General Aims

We aim:

 To develop a friendly, ordered environment where children feel happy, secure and valued.  To develop pupils commitment to the school.  To encourage children to co-operate with each other and with adults.  To instil in pupils a respect for religious and moral values and encourage positive attitudes towards tolerance of other races, religions, disabilities and way of life.  To develop lively minds with a spirit of enquiry about the world around them.  To help pupils to understand the world in which we live, to value their local community and acquire knowledge and skills relevant to adult life and employment in an ever-changing world.  To promote high standards of behaviour, including politeness, respect, care and consideration for others.  To promote high standards of achievement.

Mission Statement

Together we can make learning fun

School Term and Holiday Dates for Academic Year 2016-2017

2016 / 2017 First day of term Last day of term Autumn Term Thursday 01 September 2016 Friday 21 October 2016 Autumn Term Monday 31 October 2016 Friday 16 December 2016 Spring Term Tuesday 03 January 2017 Friday 17 February 2017 Spring Term Monday 27 February 2017 Friday 07 April 2017 Summer Term Monday 24 April 2017 Friday 26 May 2017 Summer Term Monday 05 June 2017 Friday 21 July 2017

School Session Times: We provide a free breakfast club for all pupils which is funded by the Welsh Assembly Government. This opens between 8:05a.m and 8:30a.m. Foundation Phase pupils need to be signed in by an adult. Pupils are required to be present in school by 9.00 am for the morning sessions and by 1.00pm (KS2) and 1:15 (FP) for the afternoon session. The times set aside for teaching during the day are as follows:

Phase Morning Session Afternoon Session Nursery 9:00-12:15 1:30-3:15 Foundation 9:00-12:30 1:30-3:15 KS2 9:00 – 12:30 1:15-3:15

The time spent on teaching excluding breaks, lunch, collective worship and registration is for Foundation Phase pupils – 21 hours and Key Stage 2 pupils -23.5 hours. Parents are requested to help the working of the school and the training of the children by ensuring that whenever possible, children arrive in plenty of time for school. Late arrival causes loss of school time and is classified as a late mark which is unauthorised. Punctuality is considered good training for children. All outside doors to classrooms are closed at 9:00a.m. – any arrivals after this time are asked to report to office where parents will be asked sign the late book. Persistent late comers will be referred to the EWO. Please note that all, pupils in the Foundation Phase department have to be brought to school and collected by an adult (18 and over).

Admission to school

Our Admission Policy follows the policy outlined by R.C.T. Local Education Authority.

Admission Arrangements 2016 -2017. a) Admission limits : The planned admission limits for Foundation Phase and KS2 year groups will be 29. b) Admission Criteria : Children living within the catchment area are admitted to the Nursery class in strict chronological order. Requests for admission for children who live outside our catchment area will be granted if there are places available. c) Admission Procedures : Parents will be asked to accept in writing, the initial offer of a place in the Nursery class, or state a preference for an alternative placement. Requests for admission will be granted provided there are places available. Where requests for admission exceed the number of places available, applications will be allocated by applying the L.E.A‟s admission criteria.

Not all new entrants are admitted on the same day and a phased intake is arranged. Nursery pupils follow a programme of phased attendance for four weeks, gradually building up to a full day (programme is available when parent is notified of child‟s admittance).

Information about The School

Parents are requested to ensure all pupils are in school by 9.00am and 1.15pm. (KS2) and 1:30 (FP) All main doors will be locked at 9.00am .Any child arriving after these times will be given a late mark unless they have attended a medical appointment and prior notice has been given.

Visits by Parents

The school welcomes parents, and the Headteacher will see them any time during the school day, if available. However, it would be helpful if parents would telephone to make an appointment. Appointments may be made upon request from a parent wishing to speak to his/her child‟s teacher. Please inform the school by telephone or in writing the reason for absence if a child is away from school due to illness, dentist, holiday etc. (Education Act). Parents will be invited regularly throughout the year to learn alongside their child both in class and workshops.

Safeguarding and Child Protection

The arrangements for the Safeguarding of pupils are that teachers are responsible for the welfare of the pupils in their class. Any concerns should be made to the Safeguarding Designated teacher Mrs Edwards or Mrs Sweet in her absence immediately. School staff complete the Take care book and parents should ask to speak to the designated Safeguarding Teacher available. The Headteacher has overall responsibility for Safeguarding for all pupils along with Mr Robert Bevan the designated Safeguarding Governor. Matters that the designated teachers think that are a concern are reported to Social Services or referred to agencies that they think maybe to help the child. Safeguarding policies are available on request.

School Discipline

A copy of the school‟s disciplinary rules is attached. Any changes in these rules will be notified to parents.

School Meals and Milk

School meals are booked and paid for in advance. Dinner money is payable and collected on a Monday morning – or the first day of the week. Credits for meals paid for but not taken (absence owing to illness, etc.) may be carried over. Milk is available for Foundation Phase pupils.

Packed Lunches

Provision is made for pupils who bring packed lunch. We are apart of the healthy schools scheme so please could you ensure that your child‟s packed entails a healthy balance. Only one treat per day. Please note: no glass bottles are to be brought to school.

Free School Meals and Distinctive Clothing

Applications for free meals and distinctive clothing grants are made on Free Meals Application Forms. Distinctive Clothing Grants are made in the last term prior to the pupil entering the comprehensive school; the forms can be obtained from school.

Charging Policy

The Education Reform Act 1988 introduced new provisions on charging for school activities. The main objectives of the provisions required :  To maintain the right to free school education.  To establish that activities offered wholly or mainly during normal teaching time should be available to all pupils regardless of their parents ability to help meet the cost.  To emphasise that there is no statutory requirement to charge for any form of education or related activity, but to give L.E.A‟s and school the discretion to charge for optional courses provided wholly or mainly out of school hours, e.g. residential courses.  To confirm the right of L.E.A‟s and school to invite voluntary contributions for the benefit of the school, or in support of any activity organised by the school, whether during or outside school hours.

The Governing Body will charge parents in the following circumstances:

For breakages to windows, doors or fittings as a result of pupil‟s behaviour then a nominal charge will be made to an individual‟s parents or a proportional cost if more than one pupil is involved. These charges will be included in the school‟s disciplinary code. Parents are allowed a right of appeal to the Governing Body Sub- 11

Committee which deals with staff disciplinary matters. The Governing Body has agreed that the Headteacher may seek voluntary contributions from parents so that activities during school hours for which charges may no longer be made can continue.

Organisation

The school is organised into five mainstream classes and a nursery class. All classes are of mixed ability which means that the children are at different stages of development. The speed at which they pass through each stage depends upon the maturation of the individual. As a result of the school‟s staffing arrangements more than one age group may be placed in a class.

Nursery Mrs L Lloyd –Teacher/Miss L Crew–Classroom assistant/Miss C Davies – Classroom Assistant/

Class 2- Reception & Year 1 Mrs C Sweet-DeputyHeadteacher/ Mrs J Hughes – Classroom assistant/ Miss Davies SNSA

Class 3 - Year 1 & 2 Miss Thomas - Teacher/ Miss A Edwards – Classroom assistant

Class 4 - Year 3 & 4 Mr H Barrett – Teacher Mrs J Ailing SSA

Class 5 - Year 4 & 5 Mrs Davies – Teacher

Class 6 - Year 6 Miss L Kelland - Teacher

PPA Cover Interventions KS2 Support Mrs J Moulds – HLTA Miss K Evans /Miss R Williams Mrs T Miles – Classroom support

The School Curriculum including the National Curriculum.

The curriculum which is taught in Tylorstown Primary School includes, in the Foundation Phase (Nursery to Year 2)-The Foundation Phase 7 outcomes and the National Curriculum/Skills programme for Years 3-6 –Key Stage 2, alongside the Literacy and Numeracy Framework. The Foundation Phase are taught through Language, Literacy and communication; Numeracy; Creative; Knowledge and Understanding; P.S.E and cultural diversity; Welsh language development; Physical. Religious Education is also a statuary requirement and forms part of the Basic Curriculum, using the Successful For All programme. All statutory and foundation subjects of the National Curriculum (NC) are taught within Key Stage 2. These are: Literacy (English), Numeracy (Mathematics), Science, Physical Education, Information

Communication Technology, Design and Technology, History, Geography, Art, Music and Personal and Social Education. Religious Education is also a statuary requirement and forms part of the Basic Curriculum. All pupils in Year 3, 4, 5 and 6 receive swimming instruction throughout the academic year. Book clubs are run throughout the year for all pupils. Homework is set at the discretion of the class teacher and might include such tasks as reading (regularly), words, spelling, maths and tables. Parents should ensure that reading books are returned on time and all other tasks completed. There are also Home Tasks activities determined by the current theme/topic in the class.

Extra- Curricular Activities.

Alongside the formal programme of lessons of the National Curriculum subjects there is an informal programme: The after school clubs, extra- curricular activities and those features which define the school ethos and values – promoting the education of the “whole” child. Extra Curricular school clubs throughout the academic year include: Rugby Football Film Club Gardening Club Athletics Club Glee Club Welsh Club Cookery Club

Religious Education and Collective Worship.

An assembly is held every day for either a short religious service or collective worship. Religious Education is provided for every pupil in the school. The teaching of Religious Education is subject to the statutory regulations of the 1944 and 1988 Acts, which provide that all pupils should receive Religious Education and take part in collective worship except where withdrawn by parental request. The teaching will take place in a variety of forms which will reflect the ethos of the whole application to cross-curricular themes as well as to work specifically in Religious Education.

In this context the teaching of Religious Education should:  Develop from pupils‟ own perceptions and experiences.  Place religion in contexts which pupils can relate to their own experience.  Promote links with other areas of the curriculum.  Have specific objectives when taught within integrated topic work.

Collective Worship Collective Worship in our school is the bringing together of everyone. It is a time to listen, talk and sing together. Collective Worship is often linked with school work and themes often arise out of children‟s conversations, school environment, themselves as growing people, family life and children‟s interests. Collective Worship is Christian in character but we do study other religions from time to time in class and bear in mind the moral education of children. At times assemblies, again Christian in character, are held by visitors to our school, such as the Open Door Ministry.

Parents have the right to withdraw children wholly or in part from religious education. Any requests will be dealt with sensitively, and where possible, alternative arrangements will be made for pupils.

Provision for Children with Special Educational Needs

The school provides a full curriculum for all of its children. All children are different and at some stage during your child‟s school life, he or she may need extra support. We aim to identify children with difficulties, as early as possible, so that we can provide the necessary support. We aim to give each child any special help they may require across the curriculum, reviewing progress frequently with parents and professionals. The 1993 Education Act stated that all schools were required to have regard to a Code of Practice on Special Educational Needs, updated January 2002, when managing their SEN provision available for all parents to see in school. Parents can also inspect our Special Educational Needs Policy in which we aim :  To provide a broad and balanced curriculum for all children.  To take into account each child‟s educational needs and provide for them.  To enable all children to have equal access to the National Curriculum.  To provide a flexible use of resources- human and material. An individual Education Plan is formulated for each child with needs that require specific action, and in the event that extra support is necessary, this follows a planned, staged approach. In the majority of cases the needs of each child are met in the normal classroom situation with work differentiated at their own level. If a child‟s needs cannot be met internally, the school seeks outside help. Sometimes a Statement of Special Needs is drawn up in which case the level of support necessary is indicated in the statement document itself. Our Special Needs Co-ordinator is Miss L Thomas. We seek to work in partnership with parents whose views and concerns will be sought and the school will keep them well informed at all stages of the school‟s SEN procedure.

Sex Education.

The Governors have decided Sex Education should be included in the school curriculum within a carefully planned Health Education Programme as part of a broader spectrum of Personal and Social Education, which takes account of the needs of pupils as they develop and mature through the years of compulsory schooling.

The Teaching of Welsh

The current policy of the school on the teaching of Welsh language is that it is taught as a second language throughout the school within the resources of the school.

Sporting Aims

 Our schemes of work for Physical Education cover all areas of activity of the National Curriculum. In each year of Foundation Phase, pupils are taught three areas of activity: games, gymnastic activity and dance. In addition, pupils of Key Stage 2 are taught swimming, athletic activities and outdoor and adventurous activities.  Indoor and outdoor environments are used where appropriate.  Group activities are used to encourage collaboration and team work. After school clubs include rugby, netball and tennis, incorporated as part of Dragon Sport initiative in which we are actively involved.  Children are encouraged to participate in sporting activities outside school and any achievements are acknowledged and praised during assembly time.

 In addition all Class 6 pupils receive basketball coaching skills from Sporting Marvels. Class 5 receive rugby coaching skills from Chris Jones.  We are a PESS school  Shorts and T-Shirt must be worn during PE lessons and strictly no jewellery is permitted to be worn during the lesson.

Equal Opportunities.

It is our policy to ensure equality of opportunity for all pupils irrespective of sex, religion, social class or disability. “All pupils are of equal worth and it therefore insisted that equal value is placed on their abilities, achievements and talents, whatever form these abilities may take”. At Tylorstown Primary School we aim to establish a school community, which works together positively, and in which every individual is valued, and can contribute effectively. 1. No child should be refused admission on the grounds of disability alone, and every effort should be made to overcome any difficulties. 2. Displays throughout the school will reflect the ethos of the Equal Opportunities Policy and should be free of stereotypes of gender, race, disability etc. 3. Provision in playgrounds should be for all pupils. No one group should be allowed to dominate. 4. School publications will be free of gender or cultural bias and should reflect the Equal Opportunities Policy. 5. Racial, sexist, cultural or religious harassment is not acceptable nor any form of bullying (physical, verbal or emotional). 6. Positive use of language will be encouraged throughout the school community. Discriminatory language and derogatory comments about any kind of disability are not acceptable.

Pupils with Disabilities Our present school was completed in April 2002 incorporating facilities for disabled pupils including disabled lift, ramps from the outdoors into the indoors and toilet facilities. Please request a copy of the Accessibility plan from the office if you require further information.

Toilet Facilities The school has adequate toilet facilities for all age groups. Foundation Phase classrooms also have access to toilets with the classroom. Toilets are cleaned on a daily basis by an outside contractor and caretaker.

School Security

Our school building provides us with not only a stable environment, but also a secure one. All main doors are locked at 9.00 am . Any late pupils have to enter through the main door and are admitted by the Headteacher, school clerk or caretaker. Any parent wishing to leave a message for, or make an appointment to see a teacher does so at reception. No parents are allowed upstairs. The building has seven exterior security cameras which monitor all entrance areas and the car park.

Health and Safety. Our policy is to provide and maintain safe and healthy working conditions, equipment and systems of work for all our pupils and staff.

Where any member of staff notices a Health and Safety problem which they cannot rectify immediately, they must remove pupils from the area and report to the Health and Safety Representative, or in the event of a likely delay advice should be sought from the Headteacher. Emergency services, fire, ambulance, may be called out without reference to a higher authority. The only criticism which can be made is if the necessary service is not called out.

Ethos

We aim to provide a caring community in which all individuals matter and a place which involves children learning to live in the community as a member of a social group. This obviously involves general behaviour, moral teaching and a respect for property, which encourages children to learn to think of others, to speak courteously and politely to peers, parents, teachers and all other adults. Good and polite manners are always emphasised as well as obedience to the instructions and direction of home and school for the benefit of all. N.B. Parents are expected to make children clearly aware of these rules and to co-operate in their enforcement. The school‟s ethos is shaped by working towards care, consideration and respect being shown between pupils, staff and the wider community. The school operates an open approach where parents and children feel at ease and share in the learning process. Throughout early years and Key Stage 1 education children are encouraged to develop self- discipline. They are also encouraged to reach their full potential and enjoy success. In doing so they form a good positive self-image. The social and emotional development of the child is regarded as highly

20 important in the early years as this helps the development of positive attitudes to learning. A copy of the Home School Agreement is included at the end of the prospectus.

Behaviour

A high standard of behaviour is expected of every child. Parents will appreciate that disruptive behaviour not only affects the development of the individual child, but all members of the class. The school procedures for dealing with this are set out below.  These are initially dealt with by the class teacher who will try to identify the cause.  Persistent behaviour problems will be reported to the Headteacher.  Usually the problem will be resolved by the Headteacher. When necessary, the parents will be contacted and a meeting will be arranged. The aim of the meeting will be to inform the parents of the problem and to work out the best form of procedure for the child.  If, in the unusual event of the problem still occurring, then professional educational help and advice will be sought after consultation with the parents.

Good Behaviour and Work Children will be referred to the Headteacher not only for bad behaviour, but also for praise and encouragement as a result of good behaviour and work. Praise will be given in both formal and informal ways and should act as the basis for the development of respect between the child and the teacher. Praise can be earned for the maintenance of good standards as well as for notable achievements. Members of staff are responsible for maintaining good behaviour

21 patterns of children throughout the morning and afternoon sessions. Special attention is paid to pupils‟ behaviour : In the classroom In the corridors On the stairs In the playground In the dinning room And especially during movement between places. A copy of the school‟s disciplinary rules is attached – as approved by the Governing body.

Complaints Procedure

 Please come in and see us. No matter is too small and we welcome all contact with our parents.  Have a word sooner rather than later so that things can be sorted out before problems escalate.  Have a word with the class teacher or the Headteacher.  If, having done this, you are satisfied that the problem has not been dealt with in a satisfactory way, please contact a Governor. One of the parent representatives would be a good first contact.  The Chair of Governors can also be contacted.  In the unlikely event that the school has still not dealt with the problem, please contact Rhondda Cynon Taff L..E..A.

The document setting out the arrangements for Rhondda Cynon Taff in respect of the above summarising the complaints procedure is as follows :  Informal complaint to Headteacher and staff of the school;

 Formal complaint via District Manager to Governing Body;  Further formal complaint via District Manager ( Clerk to the Governors) to Director of Education and Children‟s Services;  Formal complaint via Director of Education and Children‟s Services to County members‟ panel;  Only after all stages of approved local arrangements have been exhausted can the Secretary of State entertain any such complaint.

Inspecting and Obtaining Copies of Documents. The following documents are available in the school for perusal by Governors and parents.  Statutory instruments , circulars and memoranda sent to the school by the Department of Education;  Any H.M.I. reports which refer to the school;  The Governing Body‟s most recent annual report to parents;  Documents relating to the National Curriculum. Where a copy of any of these documents is requested, a charge will be made.

General Information

School Governing Body

The Governing Body has an important role within the school and is responsible for :  The general conduct of the school;  Money spent on books and equipment;  Helping to ensure that the National Curriculum is implemented;  The principles underlying the school‟s policy on discipline;

 School policy on sex, health and safety education. Governors are also involved in the selection of school staff. The Governing Body consists of Parent Governors (elected by the parents), local council representatives and people from the local community. There will also be a Teacher Governor, elected by the staff of this school.

Reporting to Parents

All parents receive a written report on their child‟s/children‟s progress at the end of each school year when a Parents‟ Evening is held. Parents are invited to attend to talk to the teachers. An informal evening is held at the beginning of the school year when parents have the opportunity to meet their child‟s/children‟s new teacher. Parents are invited in each term to discuss their child‟s/ children‟s Individual Education Plan where applicable.

Attendance and Punctuality

Parents are advised that the regular attendance of their children at school, apart from being a legal requirement, is essential to their educational development. When a child is regularly absent it can seriously affect his/her grasp of important aspects of the school‟s curriculum and impair his/her progress in later years. It is not always possible for a class teacher to repeat lessons which have been missed. For similar reasons, it is important that children are punctual in their attendance at school. Authorised and Unauthorised Absences: Absence through illness, medical and dental appointments, family bereavement or trauma are categorised as authorised absences and will be marked as such on the register. However, absences for other reasons, such as shopping and undertaking private visits are not

24 accepted as valid excuses for being absent. In these instances an unauthorised absence will be recorded in the register and the A.W.O, Educational Welfare Officer, will be informed. Holidays will be unauthorised unless  The parent is serving in the armed services  There is a life reducing illness  There is a traumatic family circumstance.

At Tylorstown Primary we work closely with the AWS service and involve them in home visits when felt necessary. Staff follow these procedures in monitoring absences:  If any child is absent for 1 week and no contact has been received from parents the head teacher is informed and a wellbeing referral is made to the AWS.  Children with attendance problems will be monitored very closely. If they are away for 2 days the head teacher should be informed on 3rd day for enquiries to be made. The A.W.O is involved if felt necessary (shorter timescales may be used for individual children). Staff inform the head teacher if any patterns of absence are evident and the head teacher will then contact the parent for an explanation. The A.W.O is involved if necessary.  Every half term a letter is sent to parents of children whose attendance falls below 90% or who have more than five late marks reminding them of the importance of punctuality and attendance. A second letter inviting parents to speak to the head teacher/deputy is sent if the attendance and punctuality do not improve.

Fixed Penalty Notices: “To comply with The Education (Penalty Notices) (Wales) Regulations 2013, the school will operate in accordance with the local authority‟s Code of Conduct for fixed penalty notices for regular non-attendance at school. It remains the discretion of the head teacher to authorise absences in line with The Education (Pupil Registration) (Wales) Regulations 2010 attendance codes and supplementary guidance provided by the local authority. ”

School Meals

The standard of behaviour expected in school also applies to the lunch period. Supervisory Assistants, working under the direction of the Headteacher, are responsible for the maintenance of good standards of behaviour in the lunch period. They will report on incidents of misbehaviour to the Headteacher who will take action as is considered appropriate. In cases of extreme or persistent misbehaviour, the Headteacher may consider suspending a pupil from school meals for a temporary period or sending the child home immediately after the meal has been consumed. Parents will be given notice if such alternative arrangements have to be made at lunch periods.

School Uniform

Pupils at the school often have similar clothing or other property and it is advisable for all such items to be clearly marked with the pupil‟s name. Grey skirt / trousers Red cardigan/v-neck sweater/sweatshirt Whitepolo shirt Wellingtons and waterproof clothing (FP pupils to

be left in school) Sun hat, sun glasses & sun cream (all children to be left in school)

Hair Styles and Jewellery

Children are expected to have reasonable and acceptable hair styles and not extreme styles. Teaching staff are responsible for the safety of pupils whilst at school and parents are advised that the wearing of earrings for pierced ears can be dangerous, especially during P.E. lessons or play periods- therefore only one pair of stud earrings are allowed (no more than one ear-ring in each ear) and please note they have to be removed by the pupil for P.E. lessons. Parents may wish to send their children to school wearing a watch and one pair of small earring studs, but it is not advisable as such items may be lost or stolen, and ensuing investigations are often upsetting. Such articles are not covered by the school insurance policy.

Pupils Leaving the School Premises.

During the time that pupils are in school, the teaching staff are responsible for them. No pupils should leave the school premises without the permission of the Headteacher or a member of the teaching staff.

Absences of Children Through Illness.

Parents are requested to phone or send a written explanation of all pupils‟ absences through sickness to the class teacher/school on the first day of absence.

Exclusion from P.E. Lessons.

Parents are advised to indicate in writing whether they wish their child to be temporarily excluded from P.E. lessons, swimming and games on medical grounds. If pupils regularly miss P.E. on medical

27 grounds a medical note will be needed form their G.P. Physical Education is now part of the National Curriculum. No jewellery is allowed on any child whilst they are taking part ion physical activity.

In Addition : Pupils must not bring to school:  Any instruments, e.g. penknives, scissors, compasses, etc. that could endanger other children;  Snacks or drinks;  Chewing gum;  Valuable items, personal stereos, computer games, mobile phones. Conclusion

These rules are designed to promote socially acceptable behaviour amongst all pupils and instil respect for themselves, staff and fellow pupils. Parents will be notified of any amendments to these rules.

Tylorstown Primary School Parent / Carer Code of Conduct and Home School Agreement

Mission Statement “Together we can make learning fun”

Code of Conduct

At Tylorstown Primary School we value the strong relationship with parents and carers. Together, this helps us achieve the very best for the children in a mutually supportive partnership between parents, class teachers and the school community.

As a partnership, parents understand the importance of a good working relationship with the school. We continually welcome and encourage parent and carers to participate in the life of the school. Parents and carers are always encouraged to contact the school with any concerns and/or issues. The school would appreciate the opportunity to resolve any matter with parents and carers.

Parents , carers and visitors are reminded:

 To respect the caring ethos and values of the school;  That both teachers and parents need to work together for the benefit of their children;  Approaching school staff for help to resolve an issue is done in an appropriate manner; and  All members of the school community are treated with respect using appropriate language and behaviour.

The school will not tolerate:

 Disruptive behaviour which interferes or threatens to interfere with any of the schools operation or activities anywhere on the school premises;  Any inappropriate behaviour on the school premises;

 Use of loud or offensive language or displaying temper;  Threatening, in any way, a member of staff, visitor, fellow parent/carer or pupil;  Damaging or destroying school property;  Wearing of night wear (eg pyjamas, dressing gown, slippers) to be worn on school property. We want to show pupils how important it is to get up early and get washed and dressed so they are ready to start the day.  Sending abusive or threatening e-mails or text/voicemail/phone messages or other written communications to anyone within the school community;  Defamatory, offensive or derogatory comment regarding the school or any of the pupils/parents/staff at the school on Facebook or other social sites (see appendix 1)

Should any of the above occur on school premises, the school may feel it necessary to take action by contacting the appropriate authorities and / or consider banning the offender from entering the school premises.

Home School agreement

The school will make every effort to :

 Encourage children to do their best at all times.

 Encourage children to take care of their surroundings and others around them.

 Inform parents of the children’s progress at regular meetings.

 Encourage good attendance and punctuality.

 Keep parents informed about school matters.

 Encourage the wearing of suitable attire and P.E. dress.

The parents will make every effort to :

 Make sure that their child arrives in school regularly and on time.

 Provide a note explaining any absence.

 Attend open evenings to discuss children’s progress.

 Support children in homework.

 Encourage children to have high standards of behaviour and support school’s behaviour policy.

Children must make every effort to :  Abide by school rules.

 To act with courtesy, consideration and be friendly at all times.

 Take good care of the school building and equipment.

 Treat others with respect.

 Work to the best of their ability and be helpful.

 Produce homework.

 Move around the school quietly and without running.

 Be punctual.

Appendix 1 „Social media‟ is the term commonly given to web-based tools which allow users to interact with each other in some way – by providing information, signposting to services, sharing opinions, knowledge and interests online. As the name implies, social media involves the building of online communities or networks to encourage participation, engagement, pass information and services over a wide network of people. This could include blogs, message boards, social networking websites (such as Facebook, Twitter, LinkedIn, My Space) and content sharing websites (such as Flickr, Youtube) and many other similar online channels.

Definitions of misuse or inappropriate behaviour

The following actions may constitute misuse of social media or inappropriate behaviour; it is however by no means exhaustive:

 Publishing materials that might be considered inappropriate, offensive or libellous  Publishing materials considered to be defamatory or to the detriment of the School and its community

In the event that any pupil/parent/carer of the school is found to be posting libellous or defamatory comments on Facebook or other social media network sites, they will be reported to the appropriate “report abuse” section of the network site. The school will also expect the pupil/parent/carer to remove such comments immediately. The school will consider its legal options to deal with any such misuse or inappropriate behaviour. ------Signed:(School)______

Signed:(Parent)______

You will be praised

House points (class 2- class 6)

Star of the Week

Stickers or stamps

Certificates

Texts or letters home to say how proud we are of you

Comments in your books

Your work will go on display.

Opportunities for greater responsibility. 33 Top table Headteacher's Award -Global Citizen

Step 1. Warning

Step 2. Thinking Time in your classroom to reflect on how you can make things better. · Nursery - 2 minutes · Foundation Phase & Key Stage 2 - 5 minutes Once step 2 has been reached you can go back to step 1. But you can only reach step 2 up to 2 times in one session.

Step 3. Miss playtime . · outside standing against the wall. · wet playtime, in our school hall Each session will start afresh. However, if you miss one playtime and you reach step 3 again on the same day you will go straight to step 4.

Step 4. Sent to Mrs Edwards

Step 5. Possible fixed term exclusion from school.

Safeguarding /Child Protection Section for School Prospectus

 Tylorstown Primary School has as its priority, the protection and well being of all pupils in the school.

 In our school the Headteacher Mrs Edwards has overall responsibility for child protection matters and acts as a source of advice and support to other school staff.

 Our school also has a nominated child protection policy in place which is consistent with the All Wales Child Protection Procedures (2002), that all staff in the school must follow where there are concerns or suspicions of child abuse.

 If we receive information about a child which suggests that he/she has been abused or at risk of being abused, we have a duty to refer these concerns to the social services dept. or the police without delay. We have no discretion in this matter.

 Our first concern as a school is your child‟s welfare and where we have general concerns these will be raised with you and we would want to work with you to remedy the situation. However, there may be concerns, as listed above, where we have to talk to other agencies before we contact you. Should this be necessary, we want to reassure you that any concerns we have about your child will then be fully discussed with you in a way which is consistent with your child‟s best interests.

Foundation Phase Outcomes 2016

SCHOOL & NATIONAL

The following table shows the percentage of pupils attaining each outcome.

Z S G N D W 1 2 3 4 5 6+ 5+

Language, School - - - 0 0 0 0 0 0 0 86 14 100 Literacy, and Communication Skills in English National - - - 0 0 0 0 1 2 9 54 34 88 (LCE)

Language, School - - - 0 0 0 0 0 0 0 0 0 0 Literacy, and Communication Skills in Welsh National - - - * 0 * * 0 1 7 55 37 91 (LCW)

School - - - 0 0 0 0 0 0 0 71 29 100 Mathematical Development (MDT) National - - - 0 0 0 0 0 1 8 55 34 90

Personal and Social School 0 0 0 0 0 0 0 0 0 0 50 50 100 Development, Well-being and Cultural Diversity National - - - 0 0 0 0 0 1 3 39 56 95 (PSD)

There were 14 pupils in the group.

School 100 Foundation Phase Outcome Indicator National 87

Foundation Phase Outcomes 2016

SCHOOL & NATIONAL

The following table shows the percentage of boys attaining each outcome.

Boys Z S G N D W 1 2 3 4 5 6+ 5+

Language, School - - - 0 0 0 0 0 0 0 100 0 100 Literacy, and Communication Skills in English National ------84 (LCE)

Language, School - - - 0 0 0 0 0 0 0 0 0 0 Literacy, and Communication Skills in Welsh National ------88 (LCW)

School - - - 0 0 0 0 0 0 0 75 25 100 Mathematical Development (MDT) National ------88

Personal and Social School 0 0 0 0 0 0 0 0 0 0 50 50 100 Development, Well-being and Cultural Diversity National ------93 (PSD)

There were 4 boys in the group.

School 100 Foundation Phase Outcome Indicator National 83

Foundation Phase Outcomes 2016

SCHOOL & NATIONAL

The following table shows the percentage of girls attaining each outcome.

Girls Z S G N D W 1 2 3 4 5 6+ 5+

Language, School - - - 0 0 0 0 0 0 0 80 20 100 Literacy, and Communication Skills in English National ------92 (LCE)

Language, School - - - 0 0 0 0 0 0 0 0 0 0 Literacy, and Communication Skills in Welsh National ------95 (LCW)

School - - - 0 0 0 0 0 0 0 70 30 100 Mathematical Development (MDT) National ------92

Personal and Social School 0 0 0 0 0 0 0 0 0 0 50 50 100 Development, Well-being and Cultural Diversity National ------97 (PSD)

There were 10 girls in the group.

School 100 Foundation Phase Outcome Indicator National 91

Summary of National Curriculum Assessment results of pupils in the school (2016) and nationally (2015) at the end of Key Stage 2 as a percentage of those eligible for assessment.

NCO N D 1 2 3 4 5 6+ 4+ 1, 2, & 3

English School 0 0 0 0 0 15 40 45 0 85 National 0 0 0 1 2 7 49 39 1 90 School 0 0 0 0 0 15 45 40 0 85 Oracy National 0 0 0 0 2 7 48 41 2 90 School 0 0 0 0 0 15 40 45 0 85 Reading National 0 0 0 1 2 8 47 40 2 89 School 0 0 0 0 0 30 30 40 0 70 Writing National 0 0 0 1 2 12 51 32 1 84

Cymraeg School 0 0 0 0 0 0 0 0 0 0 National * 0 0 0 2 7 53 37 1 90 School 0 0 0 0 0 0 0 0 0 0 Oracy National * 0 0 0 1 7 51 40 1 92 School 0 0 0 0 0 0 0 0 0 0 Reading National * 0 0 0 2 8 50 38 1 90 School 0 0 0 0 0 0 0 0 0 0 Writing National * 0 0 0 2 13 56 28 1 85

School 0 0 0 0 0 15 55 30 0 85 Mathematics National 0 0 0 0 2 7 49 40 1 90

School 0 0 0 0 0 10 55 35 0 90 Science National 0 0 0 1 1 6 50 41 0 91

Core School 85 Subject National 88 Indicator

% boys at each level

NCO N D 1 2 3 4 5 6+ 4+ 1, 2, & 3

English School 0 0 0 0 0 21 36 43 0 79 National ------87 Cymraeg School 0 0 0 0 0 0 0 0 0 0 National ------88 School 0 0 0 0 0 21 57 21 0 79 Mathematics National ------88 School 0 0 0 0 0 14 57 29 0 86 Science National ------90

Core School 79 Subject Indicator National 85

% girls at each level

NCO N D 1 2 3 4 5 6+ 4+ 1, 2, & 3

English School 0 0 0 0 0 0 50 50 0 100 National ------93 Cymraeg School 0 0 0 0 0 0 0 0 0 0 National ------94 School 0 0 0 0 0 0 50 50 0 100 Mathematics National ------92 School 0 0 0 0 0 0 50 50 0 100 Science National ------93

Core School 100

Subject Indicator National 91