Welcome to Lythe Church of England Voluntary Controlled Primary School

Welcome to Lythe Church of England V oluntary Con trolled Pr imary School

Lythe C E V C Primary School is situated on the North East Coast, in the North Yorkshire National Park near the historic town of Whitby.

Lythe C.E.V.C. Primary School

Dear Parents,

This brochure contains information concerning the curriculum and the day-to-day running of Lythe C E V C School.

If you wish to visit the school before applying for admission, please telephone Whitby 01947 893373 to arrange an appointment as the Headteacher does have a teaching commitment.

We hope that your child/children will enjoy being part of our village school community. Should problems arise, whatever their nature, we hope you will contact the school at the earliest opportunity, so that we can attempt to resolve them as quickly as possible.

Yours sincerely,

Sarah Alsop Headteacher

Our Values and Aims Mission Statement

The School Trust Deed Lythe School aims to serve its community by providing an education of the highest quality within the context of Christian belief and practice. It encourages an understanding of the meaning and significance of faith, and promotes Christian values through the experience it offers to all pupils.

Vision Lythe Church of England Voluntary Controlled Primary School is one of the family of Church Schools in the York Diocese. We are a caring Church School, with an ethos that is committed to a high quality of education for all pupils, nurtured within an inclusive, distinctive Christian environment. Our vision is that all our children will leave us with the confidence that they are, and will continue to be confident, able learners, with positive memories and a value of their “ time at Lythe Church of England Primary School. Values The values we hold for our school arise from the teachings and life of Christ who embodies them. Everyone in the school community will ensure that our school is a … A peaceful place to…learn, pray, care, laugh, talk, think, play and grow together.

Lythe C E V C Primary School was opened in May 1977, having previously moved from the Victorian building further down the village.

The present site, to the west of the village, consists of the main building, an all weather multi sports area, a hard surface playground, grassed areas with adventure play equipment, a wildlife garden and a driveway.

There are 4 classes in the mainstream school with mixed year groups.

Our Hall was extended in 2004 to provide a larger area for multi-games use, not just for the children of the school but also for use by all the Local Community. The school meals are served here and a new library area/music room was created at the side of this Hall.

In 2010, a major building work was commissioned to provide a Hygiene Room, new Reception area and disabled access ramp, and a replacement Nursery classroom. We are now able to have a combined Early Years Foundation Stage teaching area, complete with a wonderful outdoor classroom facility which extends to provide provision for Y1 children.

We have a 13 place mornings only Nursery at the moment providing 15 hours provision per week for children from 3 years old.

The school day starts at 8.50 a.m. and ends at 3.15 p.m. The Nursery session is from 8.45 a.m. to 11.45 a.m. At the moment, all full time children stay at school during the lunch hour, mostly eating a school lunch cooked on the premises, although some prefer a packed lunch. If any children do go home for dinner they should return by 12.55 p.m. in time for the afternoon session.

The Friends of Lythe have developed different areas of the school grounds to provide a much enriched play environment for all the children. We now have a stage area, with a boat, surrounded by a safety surface, with an inter-active sundial providing an outdoor classroom. This is enhanced by a well cared for garden area. There is also an all weather sports surface with a basketball wall for the children to use all year. We are indebted to the Friends of Lythe for their hard work and commitment. We have also recently had an Adventure play area constructed for the children to use.

ADMISSIONS POLICY FOR NURSERY SCHOOLS AND CLASSES The school has adopted the NY Admission policy which is available from the School Office or on our website. If the number of applications exceeds the Published Admission Number (PAN), after the admission of children where the school is named in the statement of special educational needs (SEN) the following oversubscription criteria will apply:

O rder of Priority:

Priority Group 1: Children and young people in Public Care for whom the school has been expressed as a preference.

This applies to all looked-after children, including those who are in the care of another local authority.

Priority Group 2: Children the Authority believes have special social or medical reasons for admission.

We will only consider applications on social or medical grounds if they are supported by a professional recommendation from a doctor, social worker, or other appropriate professional. The supporting evidence should set out the particular social or medical reason(s) why the school in question is the most suitable school and the difficulties that would be caused if the child had to attend another school. Panels of professionally qualified people will consider all applications made under priority group 2.

Priority Group 3: Children living within the normal area of the school.

Priority Group 4: Children living outside the normal area of the school.

School Information

Headteacher – Mrs. Sarah Alsop

The School address is: Lythe C E V C Primary School, High Street, Lythe, Whitby, North Yorkshire. YO21 3RT Telephone - 01947 893373 Fax - 01947 893097 Email - [email protected] website - www.lythe.n-yorks.sch.uk

The Local Education Authority a ddress i s: North Yorkshire County Council, County Hall, Northallerton, North Yorkshire. DL7 8AE Telephone – 01609 780780

Lythe Church of England School is classified as a Voluntary Controlled Primary School. It is a state school for boys and girls between the ages of 3 and 11 years. The total number of children at the moment in the school is 99 full time, with 13 children part time in the Nursery. The school serves the following villages and their surrounding areas: - Sandsend, East Barnby, Lythe, West Barnby, Kettleness, Mickleby, Goldsborough, Ugthorpe, Tranmire and Ellerby.

Children living in the surrounding villages may attend if the parents so wish, subject to the availability of places, but transport must arranged by the parents.

ADMISSIONS Children are admitted as full time pupils into Reception class in the September prior to their fifth birthday.

Parents of children about to start full time school are invited to bring their children to the school to join the Early Years class on two half days prior to entry, (one to include lunch). Older children transferring to this district can, of course, be admitted on arrival to the area.

Travel Arrangements Children, other than those from the immediate neighbourhood, travel to school in private cars arranged by parents, or on transport supplied by the Local Education Authority.

The arrangements for each area are: Children from Sandsend Road, and Sandsend travel by Harrison’s Taxis. Children from Ellerby, Goldsborough, Runswick Bay, Hutton Mulgrave, Staithes, Hinderwell and Whitby travel by private car or public transport. Children from East Barnby, West Barnby, Mickleby, Ugthorpe and Barnby Becks travel by Chandos Minibus.

Cycling to school is not an option because of the dangerous road conditions in the area.

For the safety of all concerned, parents are asked to park in the Mulgrave Coummunity Sports Associations Car Park. Parking in the school grounds or immediately outside the school gates poses a real and serious threat to both the children and to other road users

Staff and Governors Headteacher – Mrs S Alsop

Chair of Governors & Parent Governor Mrs C Unger-Bloor

Vice Chair of Governors & Foundation Reverend. J. Evetts-Secker Governor LEA Governor Mr. A. Wood Teaching Staff Governor Mrs. N Summers Non Teac Mrs. J Wheatcroft Brown Fhionugnd Sattaionff GGoovveerrnnoorr Mrs. W. Norman Community Governor Mr M Bagshaw Community Governor Vacancy Foundation Governor Reverend. J. Evetts-Secker Parent Governor Mrs. K. Cornforth Parent Governor Mrs J. Stonehouse Clerk to Governors Mr. A. Medd, Staff Headteacher Mrs. S Alsop Teacher Mr. J Stansfield Teacher Mr. T Morrison Teacher Mr. P Armstrong Teacher Mrs. L. Armstrong Teacher Mrs. N. Summers Nursery Teacher Mrs. K. Brown Secretary Mrs. E. Welford General Teaching Assistants/Advanced Mrs. S. Mason (ATA), Mrs. L. Firth (HLTA), Ms. J. Teaching Assistants Wheatcroft-Brown (HLTA), Mrs P Corner (HLTA), Mrs. J. Trowsdale (HLTA) Mrs D Bugby

Cook in Charge Mrs. Heidi Nixon Midday Supervisory Assistants Mrs. P. Corner Mrs Wheatcroft Brown. Miss C Thompson Mrs L Firth, Mrs K Cornforth Occupational Therapist/Physiotherapist Mrs E Jones/Judith Baigent Speech and Language Therapist Ms. H Brett Peripatetic Music Staff eMr. T. Cross Ms S. Hydes (Violin) Mrs S Smith School Nurse Mrs. P. McAuley

ORGANISATION The children within the school at the moment are organised into five classes each with their own class teacher. Nursery/Foundation Stage 3 – 4 years Mrs. K. Brown

Foundation Stage & Year 1 4 – 6 years Mrs. N. Summers Years 2 & 3 6 – 8 years Mr T Morrison Year 4 & 5 7 – 9 years Mr J Stansfield Years 5 & 6 9 – 11 years Mrs. L. Armstrong

This arrangement does, however, vary from one academic year to the next depending on the numbers of children in each year group.

Teaching Times School starts at 8.55 a.m. and ends at 3.15 p.m.

Each morning the children have a break from 10.45 a.m. to 11.00 a.m. Afternoon school lasts from 1 p.m. to 3.15 p.m. There is a 10-minute break, for the KS1 children only. KS2 children do not have an afternoon break, as their statutory hours are longer.

The hours spent on teaching in a normal school week are: - KS1 - 22.5 hours KS2: - 23.75 hours. This excludes the time spent on Collective Worship each week.

NURSERY The school has a full-time 13 place, Nursery Class which is now part of the newly built Foundation Stage and Class 1 unit. It is held each morning between 8.45 a.m. and 11.45 a.m. (5 x 3 hour sessions per week). Our Nursery Teacher, Mrs. Kim Brown, runs the Nursery. Children are eligible to attend after their third birthday providing that there is a place available. Children with special educational needs and children within the school catchment area are given priority.

As we have only thirteen places in our Nursery and a considerable waiting list, parents are advised to complete an admission form as soon as possible (available from the school office or nursery). Children are usually admitted to the Nursery as soon after their third birthday as possible, when a place becomes available, often when the older children move into the main school. Occasionally,

where a vacancy suddenly occurs, a child on the waiting list may be admitted at other times.

The Nursery follow Early Years Foundation Stage Curriculum, which leads towards the Early Learning Goals.

The staff in the Nursery and Class 1 work in close liaison to ensure continuity and progression throughout the Early Years. This is now facilitated by the lovely new areas, which include an extensive and well equipped outdoor learning area.

After their education at this school, the children are normally transferred to Caedmon School, Whitby, or occasionally, by choice, to Eskdale School, Whitby.

SCHOOL AIMS Our school aims: - • To create a secure, happy, working environment within the school. • To help our children to be caring and well mannered, showing respect for all adults and children involved in our school and the wider community. • To create well motivated, independent, learners. • To ensure high standards of teaching and quality learning through achievable goals. • To strive for continual school improvement in the quality of teaching and learning. • To offer a broad and balanced curriculum. • To ensure good progress in literacy, numeracy and science.

These are set down in and encompassed by the Home School Agreement which is signed by the child, the parents and the school and the start of the child’s school career.

THE SCHOOL CURRICULUM To ensure progress in all subject areas, and to ensure that work is based on what has gone before, we follow the programmes of study as laid down in the National Curriculum. Documents and regulations relating to the National Curriculum can be seen in the School Office by prior arrangements with the Headteacher. The curriculum is wide and varied and is that of a modern, state Church of England primary school. Children work according to their age and ability in whole class situations, in small groups or on an 9

individual basis. Some activities such as P.E., Music and aspects of History and Geography are mainly whole class based. However, in these lessons work is differentiated according to the needs and ability of the children. Modern foreign languages, at the moment French, are taught from Year 2 to Year 6 children weekly.

The curriculum covers all aspects of English - speaking, listening, reading, writing and handwriting. The study of mathematics emphasises using and applying numbers, mental arithmetic skills, problem solving and investigational work. Other curriculum areas include, Science, Design & Technology, Physical Education, Humanities (History & Geography), Art, Music and Religious Education and Personal, Social, Health and Citizenship Education. Many areas of the curriculum are covered through carefully planned topic work. These integrated studies are based upon the National Curriculum programmes of study, the L.E.A. guidelines and the QCA units of work.

Our curriculum is planned to be broad and balanced, so as to enable each child to realise his/her maximum potential while at the school.

ENGLISH The National Curriculum for teaching English is followed, and teachers plan around the aims and objectives laid down in this document. Work is differentiated and children, at different times, may work as part as a class group, in smaller groups or individually.

Reading is the gateway to all learning and consequently has a high priority in our curriculum. The teaching of reading encompasses comprehension, grammar, spelling and phonics work.

When teaching reading, we have adopted the Read, Write, Inc scheme which is underpinned by the principles of the Government Guidance – Letters and Sounds. In the early stages, a reading scheme book will be sent home. As your child becomes a more competent reader, books will be read at school and children will usually take home an extension reading book.

A range of books with wide ranging genres is also available to supplement these schemes. In addition, children are encouraged to use the class and school libraries as well as the Public Library. The approach to reading covers a broad spectrum of skills with a great emphasis on the enjoyment of books. Books are always accessible to the children and we hope that through reading and discussing them, they will develop a real love of literature.

We hold regular school “Book Fairs” and book clubs.

Writing is the second basic skill that the children need to acquire. In KS1 the first step focuses on letter formation and recognition. This is followed by writing words, and then sentences. We foster emergent writing, so that children actually start by writing sounds they can hear within words. From here they are taught how to construct and write sentences. Children throughout KS1 and KS2 10

are encouraged to write for a variety of audiences and reasons. In this way writing becomes more meaningful.

A regular and systematic approach to handwriting skills is essential. The school policy for Handwriting aims to develop a legible, neatly formed and consistent style of joined-up cursive style from Class 1.

MATHEMATICS The school follows the National Curriculum for Mathematics. The effective teaching of mathematics is firmly based in practical experience. New skills and topics are often introduced through appropriate practical activities and using a variety of suitable apparatus and equipment.

The mathematics scheme of work provides opportunity to learn the formal computation skills, the learning of number bonds and tables, to develop logical thinking and to be aware of some of the fascinating aspects of number. There is a great emphasis on using and applying maths in different situations.

The number work in Foundation Stage is firmly rooted in play activities, leading to more formalized recording and work in Year 1. Mathematical study is divided into a series of different areas. New mathematical concepts are introduced through practical tasks, which are followed by consolidation and reinforcement work. Great importance is placed on practical work so that the child understands the basis concepts of addition, subtraction, multiplication and division. Mathematical activities are set in purposeful situations, so that children can solve problems and use their mathematical skills in a meaningful way. Such activities will include, weighing, measuring, time, capacity work including sand and water activities.

Mathematical links are identified in and developed across the curriculum. This is enriched and enlivened by relating it, wherever possible, to real life situations and children’s own experiences.

With the Upper KS2 children, children carry out independent investigations; textbooks are used with extension work and assessment worksheets. The core work of Years 4, 5 and 6 is supplemented and extended by various topics and activities.

SCIENCE Children have a natural spirit of enquiry and our science teaching aims to foster this through our emphasis on learning through investigations. The curriculum is planned to allow progression in life, material and physical processes as well as in skills essential for scientific enquiry, such as questioning, predicting, deciding on a method of enquiry and drawing conclusions. Lessons are planned to allow time for discussion of personal, social, cultural and moral issues and topics are closely linked with learning in Mathematics, English, ICT and Geography etc.

Our local area provides great opportunities to work with “real life” scientists and we enjoy visits to places such as the Danby Moors Centre and science fairs in Whitby. Science is an exciting and challenging subject throughout the school and actively contributes to children’s understanding and enjoyment of the world. ICT

ICT is a high priority in the school and we recently expanded of our facilities, including new PCs, iPads and more interactive whiteboards. Computers are in daily use in all classrooms for both whole- class teaching and personalised independent work and we take ICT learning outside the classroom with digital cameras and data logging equipment. Children receive a weekly ICT lesson as part of their curriculum but the most important learning takes place as they use ICT across the curriculum to support and enhance learning in all their lessons. Children enjoy using resources such as word processing, desk top publishing and presentation software to edit and publish their work, the internet, and spreadsheets to present and analyse information as well as special equipment to learn simple programming and control skills; to provide a firm foundation for them to take their place in our rapidly-developing technological society. Children are encouraged to consider where ICT will be useful to them in any task and to be aware of how to keep themselves safe while using ICT.

RELIGIOUS EDUCATION AND COLLECTIVE W ORSHIP Lythe Church of England Primary School has voluntary controlled status. Religious Education at Lythe School follows the Agreed Syllabus and is non-denominational. Because the School has Voluntary Controlled status, the Governors are required to consider making provision for Church of England denominational teaching under the trust deed, for any pupils whose parents request such an arrangement. At the present time no such requests have been received, and the Governors hope that the existing good education practice whereby all the pupils learn together in normal teaching groups will be able to continue.

Religious Education is taught throughout the school, where possible, as part of the term or half- term topic work. Based largely on the North Yorkshire Agreed Syllabus for Religious Education it contains themes such as homes, caring for others, friendship, love, religions, festivals and knowledge about the major religions. In KS1, much of the work follows from the reading or telling of stories. As the children develop, the religious teaching is integrated with many other areas of school work. Through this teaching we hope to encourage the children to show consideration for others and for the world about them, and to be sympathetic towards other religions and cultures. Collective Worship follows the teaching of the Church of England, as appropriate, bearing in mind the age, aptitude and ability of the pupils. A broad approach is taken, in keeping with the inclusive character of the Anglican traditions.

All Staff are involved in delivering the Collective Worship in school and through this we hope to foster a caring family atmosphere based on the Anglican tradition. 12

Visits to the local Parish Church of St Oswald’s, Lythe, are made and religious festivals are celebrated there such as the Harvest Festival, Christingle, Carol Service, Ash Wednesday and Ascension Day Services to which all parents are invited and are encouraged to support their children. In addition, each term a Parish Service is held in the school hall, taken by the Vicar, and a welcome is extended to all parishioners and parents. Parents do have the right to withdraw their children from RE or Collective Worship, but the Staff at Lythe School feel that pupils so excluded would miss much of the corporate life of the School. However, if any parents wish to exercise their right, they should first discuss the matter with the Headteacher.

History History is a continuous process concerned with the present as well as the past. Its central concept is change and its effects upon the lives of people throughout the ages. The curriculum we use offers appropriate experiences for children to be taught:- - chronology - acquire a range and depth of historical knowledge and understanding - make interpretations of history - develop historical enquiry skills using a range of sources of information - organise and communicate historical information. - Geography Through practical experiences our children are encouraged to think geographically and acquire the necessary skills and knowledge of their immediate locality and of people and places in the wider world. They develop a range of geographical skills including the use of maps, through outdoor studies, visits and other relevant experiences.

They study a locality in the UK, and in a country less economically developed and the themes of water, settlements and environmental change.

Our Creative Curriculum The way we cover the Curriculum has recently been reviewed and revised to encourage a more thematic and schematic approach, encompassing all the key skills and areas. This enables us to teach the schemes of work through topics, ensuring a more relevant and exciting curriculum whilst using our time more innovatively and economically. Our district has a wealth of material, which we try to use in developing an awareness and knowledge of the world. The children’s topic work combines many areas of investigation as well as combining subjects such as History, Geography, the natural and physical Science, Art and Crafts and Information and Communication Technology work. The school policy documents and schemes of work are planned to follow the National Curriculum requirements for Key Stage 1 and 2 in Science, 13

Technology, History and Geography incorporated in “Topic Webs” planned to cover several weeks, a term or a half term’s work. Topics and projects have been arranged through whole school planning to give progression and continuity from Foundation Stage to Year 6.

Learning Outside the Classroom At Lythe, we believe that every young person should experience the world beyond the classroom as an essential part of learning and personal development, whatever their age, ability or circumstances. Learning outside the classroom can have a profound impact in raising the confidence of those young people who do not perform well in the classroom environment. Taking learning out of the classroom context gives young people with different strengths and learning styles the chance to shine, improving relationships between peers and strengthening student-teacher relationships. We believe that these impacts have a lasting effect both back inside the classroom and in later life. We aim to use all areas of our school grounds, our local environment and opportunities to work further afield (such as school visits, Peat Rigg outdoor Education Centre, East Barnby Outdoor Centre etc) to ensure that all learners have the chance to shine .

MUSIC All the children have opportunities to enjoy musical experiences through singing, performing, listening to music and enjoying selected records. Children are encouraged to learn to play simple percussion instruments and older children are given the opportunity to learn to play other instruments. Practical music occurs in Christmas and other seasonal productions. Woodwind music lessons are available with our peripatetic teachers Mr. Bob Butterfield and Mr. Tony Cross. Tuition in stringed instruments is given by Ms. Sarah Hydes. We have also been encouraged by the performances and successes of our own orchestra.

PE/GAMES/SWIMMING In KS1 and Nursery children learn skills such as ‘throwing’, ‘catching’, ‘striking’ and ‘kicking’ which leads on to more formal games, such as football, rounders, cricket and netball in KS2. The children take part in inter-school football and netball matches during the autumn and spring terms as well as competitions and 7-a-side matches. An ex-pupil who holds football-coaching qualifications takes after-school training sessions throughout the year. Mr. Alan Price’s Ultimate Soccer School works with Classes 1, 2, 3 & 4 each week and he also holds an after school club each Friday. Our children are also successful in the Cross Country Trials held throughout the winter. In the summer term the children take part in area sports activities and athletics linked with nearby primary schools, as well as a school sports day towards the end of term. Opportunities are also given to play many sports including rugby, dance, netball, cricket, football, rounders and tennis and to take part in various athletics activities and sporting competitions during the summer term.

In the interests of Health & Safety, appropriate kit should be worn and all jewellery and other personal effects should be removed before a PE lesson. Acceptable kit is that which presents no risk of injury to the wearer, or to other pupils. For the safety of all children, earrings or studs must not be worn in PE or games activities. 14

SWIMMING Children from classes 2, 3 and 4 visit Whitby Swimming Pool for a set of lessons each year. These visits take place fortnightly on Thursday afternoons. Class 4 visits the swimming pool in the Autumn term, Class 2 for the Spring term and Class 3 for the Summer term. Most children learn to swim quite quickly, but our aim is to ensure that all children swim with confidence before moving to secondary school. We follow the Kia-Ora/ASA awards scheme. Offers of parental help are always greatly appreciated.

ART AND CRAFT Children are encouraged to experiment in a wide range of media. They respond to their experiences and emotions through painting and drawing, printing, working with fabric and thread and by modeling with natural and man made materials. At all times children are encouraged to look, to see, to question and to develop their manipulative skills. In keeping with the National Curriculum, children are also introduced to the life and works of famous artists and painters. Our pupils have also worked closely with some local artists.

TEACHING TECHNIQUES Teachers work from the documentation drawn up by the Qualifications and Curriculum Control Agency (QCA) They plan in the long, medium and short term. Children can be, but are not always, differentiated by ability. Teachers’ techniques will be varied and they will sometimes teach a class group. At other times a small group or individual teaching is more appropriate and the teacher will plan accordingly.

ASSESSMENT AND RECORDING “Assessment is central to effective teaching and learning, its prime purpose being the improvement of pupil performance. Assessment assists teachers to diagnose pupils’ strengths and weaknesses and identify any special educational needs, to match class work to pupil capabilities, to guide them to choose appropriate courses, and to inform pupils and parents of progress.”

We use planning, assessment and recording to show what we intend teaching and how we aim to achieve this across each age level. Our record system shows the attainment levels reached by a class and individual members of that class. Children are regularly tested in Reading, Spelling and knowledge of Tables. In-school assessment papers and the Government’s Assessment of Pupil Progress are used to support teaching judgments in Mathematics, Science and English. 15

A copy of our Assessment Policy is available to view in the school office.

OFSTED REPORT

In May 2012 Lythe C.E.V.C. School was inspected by Ofsted. We were found to be a good and improving school. You can find the report on the Ofsted Website: www.ofsted.gov.uk

Our SIAS Inspection (Statutory Inspection of Anglican Schools) took place shortly afterwards in July 2012. The Inspector found that the school was ‘Outstanding’ in all areas.

CHILDREN WITH SPECIAL EDUCATIONAL NEEDS Of course all children are special. Like all of us there are things they can do really well and other things they don’t find so easy. “Children with special educational needs have learning difficulties or disabilities that make it harder for them to learn than most children of the same age”

These children may need extra or different help from that given to other children of the same age. Children with special educational needs may need extra help because of a range of needs, such as in thinking and understanding, physical and sensory difficulties, emotional and behavioural difficulties, or difficulties with speech and language or how they relate to and behave with other people.

As many as 1 in 5 children will have special educational needs of some kind at some time during their education. Schools and other organizations can help most children overcome the barriers their difficulties present quickly and easily. But a few children will need extra help for some or all of their time in school.

Help for children with special educational needs will usually be in the child’s ordinary, mainstream school.

As we plan for our special needs children we consider our school policy and its aims and objectives.

These state that: All children should: Be happy and feel secure, be included, achieve the very best of which they are capable, have access to a broad balanced and relevant curriculum, demonstrate personal development and growth, make good progress, experience wider activities leading to greater independence and make effective independent decisions. All staff are to: Be well equipped to identify and meet needs; identify children’s needs early. Plan effective interventions and evaluate and revise interventions regularly. All parents/carers to: Be kept informed at all times and to have the opportunity to be fully involved.

A copy of this policy i s a vailable t o a ll par ents w ho r equest one fr om th e sc hool off ice Your views are very important at a ll t imes

Talking through any worries or concerns you might have with staff at school, the class teacher, the SENCO/headteacher, should sort out any concerns or misunderstandings.

If the school feels that a child is not making appropriate progress the child’s parents are consulted and a number of options are considered. • The schools Special Educational Needs Coordinator is Mrs. Alsop. • The designated SEN Governors are Mrs. C. Unger-Bloor, Mrs W Norman and Mrs. K. Cornforth.

Mrs. Alsop will be pleased to talk to you if you have any concerns regarding your child/children.

The SEN Governors meet with the SENCO at least once every term to discuss current issues and monitor progress on the SEN development plan.

GIFTED AND TALENTED CHILDREN We believe that all children have abilities, talents and qualities that need to be identified, nurtured and developed both at home and at school. 17

At school the term “very able” is intended to refer to the upper end of the ability range in any of these area: general intellectual abilities, specific aptitude in one or more subjects, leadership, visual or performing arts, physical, creative and productive thinking and mechanical ingenuity.

Over recent years we have been able to accommodate such children by providing access to work at a higher level. In such cases the two teachers concerned liaise very closely. Some of our gifted and talented youngsters have also had the opportunity to attend local summer schools.

SPECIAL NEEDS AND EQUAL O PPORTUNITIES It is important that children with Special Needs have access to the same curriculum as other children. However, it is recognized that pupils at both ends of the ability range may have special needs requiring differentiation in teaching methods. It is similarly important that religious, cultural and gender differences should not significantly limit pupil’s access to the curriculum.

EXTRA CURRICULAR ACTIVITIES Our children have had the opportunity to take part in workshops for Drumming and Percussion, tile making, banner making, drama, Crucial Crew and many others.

After school activities have also included chess, football, gardening, netball, ICT, photography, French, dance, hockey and gymnastics that are run by teachers, parents and friends of our school. We are always pleased to welcome any new helpers, or to consider ideas for new clubs.

RESIDENTIAL VISITS It is our aim to enable all children during their Key stage 2 years to have the opportunity to take part in a residential experience. This has recently been a visit to Peat Rigg Oudoor Education Centre near Cropton Forest. It is hoped that we are able to continue to give each KS2 child a residential opportunity.

School visits to local places of interest, such as York, Danby Moors Centre and Eden Camp are arranged each term.

VISITORS We pride ourselves on giving our children the opportunity to enjoy a wide range of artistic workshops. Over the past two years we have been visited by mny and various groups and individuals, including Zoolab Exotic Animals, West Midlands Theatre Company and World War 2 Re-enactment group.

CHARGING FOR SCHOOL ACTIVITIES The Local Education Authority policy for charging for specific activities by the school has been adopted. Prior to an educational outing by any of the children, in which admission or transport costs are involved, the parents of such children will receive a letter asking for a voluntary contribution. If there are insufficient voluntary contributions, the outing may not go ahead. Charges are made each term for instrumental tuition given in school by our peripatetic music staff.

HEALTH Children in the first year of school will be offered a Health Interview with our School Nurse, Mrs. Philippa McAuley, to which you will be invited.

The School Nurse supports the Teaching staff in the Health Education part of the Curriculum and also works closely with the school doctor, GP’s and other health professionals. The school doctor, no longer examines all children on entry to school, but may, at the request of the Parent, teacher or School Nurse be asked to see selective children.

The school doctor has a special concern in supporting children with Special Needs. She provides medical advice to the Education Authority when the Statementing Procedure is carried out.

EYESIGHT AND HEARING Regular vision and hearing tests take place for all children. You will be informed if any problems are found.

SEX EDUCATION Sex Education is a legal requirement and is a compulsory part of the National Curriculum. It is the responsibility of the Governing Body to formulate a policy. When questions are asked such as ‘where do babies come from?’ they will be answered in a straightforward but sensitive manner. The responses will usually be in general terms, but always in the context of a Christian approach to family life.

Arrangements are made for our school nurse to come into school and talk to the older boys and girls on personal hygiene, menstruation etc. Parents may join their children for this talk if they wish. The School’s Policy for Sex and Relationships is available from the office.

LUNCH Children living close to school may, of course, go home to lunch, but it is the parents’ responsibility to make arrangements for their safety in walking between school and home. Children should return by 12.55 p.m. ready for the afternoon session.

Children bringing a packed lunch leave their lunch boxes on arrival in the allocated space. For safety reasons we ask that drinks are not brought to school in glassware. We have been awarded the Healthy Schools Standard Mark twice and we our school meals contribute to this healthy 19

approach. Therefore we discourage children from bringing sweets, chocolate and flavoured drinks into school and we hope that parents will consider this when they are packing their child’s lunchbox. Children having a packed lunch sit with children having a cooked school lunch.

Children may have a school meal at a cost of £2.10 per day (£1.90 per day per second child at the school). Please send the total for the week £10.50 / £9.50) each Monday morning. Children in Reception, Year 1 or Year 2 are universally entitled to a free school meal, but we still encourage families who would have been eligible for Free school meals to complete the appropriate forms available at the office. This ensures the school receives the correct amount of Pupil Premium funding. Parents may also pay for school meals on a half termly basis. In the event of a child being absent, credit for any missed meals will be carried forward to the next attendance. Meals are served ‘cafeteria’ style with a healthy main course and dessert. Salads as well as ‘hot’ meals are provided in addition to fruit and yogurt. Children are asked to take a portion of vegetable, fruit or salad at lunchtime to encourage a healthy approach to their diet in future life.

The school participates in the North Yorkshire Healthy Schools Scheme and the Healthy Schools Fruit & Vegetable Scheme whereby all children in Classes 1, 2 and Nursery are offered a free piece of fruit daily. Our Governing Body is committed to all our children having this opportunity and have therefore fund this scheme for the Key Stage 2 children. The school also operates a ‘tuck shop’ daily. The school cook prepares homemade biscuits, bagels and Toast at a very low cost for the children to purchase if they wish. Should you wish to have details regarding free meals, please contact the Headteacher who will inform the Education Welfare Officer, or you can write direct to:- The Area Education Officer, Education Offices, Valley Bridge Parade, Scarborough, North Yorkshire. YO11 2EQ.

SCHOOL RULES Children are not allowed (unless there are medical reasons) to bring sweets to school. If they would like to bring a piece of fruit or a drink (only water) for break time, this is quite acceptable. Staff must be informed where a child requires a special diet for medical reasons. Cold water is available for all children at all times – the school has installed a water cooler in the shared area.

Toys, games, expensive watches, jewellery (necklaces, bracelets, earrings etc) are not allowed in school. For safety reasons, we ask that children with pierced ears leave out sleepers during the school day. Studs are acceptable but not encouraged. The use of nail varnish is discouraged. Children are not allowed on the car park or the school drive at any time other than when arriving or leaving school.

DISCIPLINE If any child does not achieve an acceptable standard of behaviour and co-operation, teachers will deal with any issues, in accordance with the policy on discipline. In issues of a more serious nature, the Headteacher is informed and parents will be consulted. Our Behavioiur Policy is available from the office or on the School Website

Parents are invited to attend Parents Consultation Evening each term. They may of course, discuss their child’s progress, or problems, with the class teacher or Headteacher at any time by prior appointment, preferably not at the start of the school day.

A written summary of your child’s attainment and progress against national expectations will be shared at parents evening alongside an indication of your child’s behavior and engagement with their learning.

A written School Report will be issued, for all pupils, in July each year. At the end of each Key Stage (i.e. at 7 KS1 and at 11 for KS2) details of levels achieved in the core subjects (Maths, English, Science) will also be given.

The day to day social needs and emotional needs of each child are catered for throughout by the class teacher and we ask you to let us know of any situation, at home or school, that is causing your child a temporary upset. Please report any cases (or suspected cases) of bullying immediately.

UNIFORM Our school uniform consists of a pale blue or white blouse, shirt or aertex top; royal blue sweatshirt with the school badge printed on it; grey or black trousers or grey skirt. Fleeces and hats with the school logo on are also available. Sensible black school shoes must be worn and children are only allowed to wear trainers for P/E or Games sessions.

The ‘Lythe C E V C School’ sweatshirt, fleece, hat, PE shirt and book bag can only be purchased through the school office. We hope that all parents will do their best to ensure that the school uniform is adhered to at all times. All children must have a school PE ki t contained in a named bag that can be hung on the child’s peg in the cloakroom in readiness for their PE lesson. This kit consists of a white tee shirt or a school PE shirt, navy blue shorts and a pair of black gym shoes. Football Kits to be w orn o nly at after school’s clubs.

We ask that all items of clothing and PE Kit be clearly marked with the child’s name. This also includes Wellingtons. When the children need to come to school in Wellingtons, they should bring suitable footwear for use inside the school. We encourage all children to have a separate pair of shoes for indoor use in wet weather. It is useful if children could bring an old shirt to school to wear when painting.

GENERAL INFORMATION Insurance The Local Education Authority does NOT insure the children for compensation should they suffer a disabling injury at school. However, the Governing Body and Headteacher have taken out an insurance, which will provide some cover for all pupils and adults working in the school. Insurance can be taken out by parents via the LEA. If you are interested in this please contact the school.

Absence Parents are asked to inform the school on the first day if their child is absent through illness, by telephoning the school before 9.00 a.m. Where children have German measles, the school must be informed so that proper precautions can be taken at school. If a child becomes ill or has an accident requiring professional treatment while at school, we will endeavour to contact the parents so that arrangements can be made to transport the child home or to hospital. Children not taking part in games or swimming because of illness must bring a note from parents to their teacher.

All absences must be explained by a note from parents or carers, sent to the child’s class teacher or the Headteacher when a pupil returns to school.

Holidays in term time are actively discouraged, both by the school and Local Authority and the Government, as children can miss new work and can find it very difficult to catch up. However, in exceptional circumstances, a leave of absence may be granted at the school’s discretion. In this case parents should complete a holiday form, which is available from the office.

Absence for medical appointments is permissible but absence for birthdays and shopping trips etc is not permissible The school is now required to report absence figures to the LA and to Ofsted each year, and we have target figures to reach. Under section 36 of the Education Act 1944, responsibility for ensuring school attendance rests with the parents.

SCHOOL FUND The Local Authority does not supply all the school’s needs and other sources of school finance are required. In order to provide the ‘extras’ for our children we hold fundraising events throughout the year. This finance helps to pay for miscellaneous items required during term time, but donations will of course, be gratefully accepted at any time.

In the summer a sponsored walk is held in Mulgrave Woods, the proceeds of which are used to buy extra resources for school. Other sponsored events are held in school each year to raise funds for national and local charities. Examples of recent charities are Saint Catherine’s Silver Day, Save the Children, Children in Need, Red Nose Day Marie Curie Nurses, The British Legion, N.C.H. Action for children, Guide Dogs for the Blind and the Macmillan Nurses.

PARENTS’ INVOLVEMENT Parent helpers in school are most welcome, on a regular basis, to help with reading activities, library work, swimming, games, craft activities, mounting and displaying work, school visits, cooking and general help with the younger children.

Parents’ interest and assistance in their children’s studies is of great value. As soon as children start school they are encouraged to take books home. It is hoped that parents will devote some time to sharing and enjoying these books with their children. In this way a real love of books is fostered, which is so important when learning to read. It is of the utmost importance that a wide interest in books of all kinds is encouraged. As the child progresses through the school, the pupil’s topic work will necessitate the use of reference books and the child should be encouraged to research the topic in books at home or in the public library. Parents’ assistance and support in strengthening the skills of writing, reading, spelling and the learning of multiplication tables will prove valuable to each child’s progress. All helpers in school must have DBS Enhanced Clearance. Please ask the Headteacher or the Administration staff if you wish to know more about this. Appropriate forms are available from the school office.

PLEASE NOTE Any parent offering to help transporting children must supply the Headteacher with a written statement from their insurers, informing the school that they are fully insured to transport children. (Normal Comprehensive Cover is not sufficient).

THE FRIENDS OF LYTHE SC HOOL All parents automatically become members of this association when their child starts school. The Chairperson, Secretary and Treasurer are elected annually at an open meeting held in the Autumn Term. Parents’ support is valued at social functions and also in assisting the school in various ways with fund raising activities for the benefit of the children. The FOL organizes Domino Drives, Beetle Drives, Quiz Nights and Children’s Discos for fund raising purposes. There is also an Annual Easter Fair and 100 club, Treasure Hunts and Barbeques, which are arranged in the Summer Term.

PUBLIC ACCESS TO DOCUMENTS The following documents are available at the school on request: • L.E.A. curriculum statements and documents • QCA documentation • School’s Prospectus • Statutory instruments on D.E.S. Circulars. • School’s current schemes of work and school policy documents, including RE, sex education, racial equality, equal opportunities and inclusion • L.E.A. agreed R.E. Syllabus. • Governor’s Annual Report to Parents. 23

• D.F.E.S. and H.M.S.O. National Curriculum Documents for English, Maths, Science, Technology, Geography, History, Art, Music and P.E. • Special Educational Needs Policy and Guidelines. • National Literacy Strategy • National Numeracy Strategy • OFSTED and HMI Reports • Complaint Procedures • School policies and guidelines

COMPLAINTS PROCEDURES (See LEA’s approved arrangements Section 23 complaints). The Head and Staff will deal with any complaints concerning the curriculum or organization of the school through meetings with all those concerned, usually after school hours.

KS2 Test Results 2014 Subject Level 3+ Level 4+ Level5+ Percentage of pupils who have improved, (progressed) by two or more levels Maths 100% 75% 31% 81% Reading 100% 94% 31% 94% Writing 100% 100% 13% 100% Percentage of pupils who achieved 81% Level 4 in Reading Writing & Maths Percentage of pupils who achieved 75% (Floor standard for this year is 65%)

Level 4 in Reading Writing & Maths