School Prospectus 2017-18
A friendly caring village school
Welcometo St John’s CE Primary School
Dear Parents & Carers,
Welcome to St John’s CE Primary School. We are a small Church of England school based on the edge of the Pennine Moors in the village of Rishworth. We have a dedicated and talented team of staff, governors and volunteers who all work together to provide St John’s children with an enjoyable and successful education. The school is well supported by the parents in a range of ways from helping their child with homework to cheering the school teams on at sporting events. Most importantly, we are very lucky to have delightful pupils who give their best in all they do at school. Our prospectus aims to give you a glimpse of what our school has to offer your child and hope you find all the information you need. If you have further questions please don’t hesitate to contact us and you are very welcome to arrange a visit to the school. Yours sincerely
J Wasyliw Mrs Joanna Wasyliw, Headteacher
2 Our School
Our School was originally opened by the National Society in January 1874 and remains a Church School to this day. St John’s CE Primary School, Rishworth is a co-educational Church of England Academy for day pupils aged from 4 to 11.
Since its opening, the building has been extended several times and now provides six spacious classrooms, an extra infant teaching area/library, two meeting rooms, a large hall and school kitchen. All our classrooms are warm and welcoming; they are carpeted and well furnished and resourced. We are fortunate that our school is set in such a beautiful landscape and the children have lots of access to outdoor provision including: the large school field, 2 covered decked areas, a playground with trim trail and our school garden where we grow our own fruit and vegetables.
Teachers use display boards to show children’s work and to provide a reference for children during lessons.
Interactive whiteboards are installed in each classroom. We also have a full class set of chrome books and tablet devices for use throughout school.
3 Our Vision, Aims and Values
Our vision: We believe that children learn best when they are happy and have the confidence to respond to the challenges that result in learning. At St John’s we endeavour to set learning challenges within a caring, Christian environment where adults lead by example. We value the role of parents, families and the community in the education of our children and we endeavour to keep our practices under systematic review with the aim of continuing improvement.
The School’s Aims are : To maximise the academic attainment of each child To maximise the personal, social, spiritual and physical development of each child
The pupils, staff, parents and governors of St John’s have worked together to create our core values:
Success. We aim to provide excellent learning opportunities to ensure the best possible progress and attainment for all children whatever their needs and abilities. Honesty. We aim to develop children’s understanding of the importance of honesty in all relationships and as part of self– reflection in a Christian environment. Independence. We aim to develop the self- confidence in all our children that enables them to think and work independently, so striving for excellence in all areas of the curriculum. Neighbourliness. We aim to ensure that every child becomes a compassionate and respectful member of the school, local, national and global communities. Enjoyment. We aim to be a friendly, safe and welcoming environment where children have exciting and creative learning experiences that help develop an enjoyment and love of learning.
4 The Curriculum
You may already know that every state school in Britain follows the same guidelines as to what children should learn. This is the National Curriculum. Our school follows this statutory framework to plan its curriculum.
The curriculum for each age group is organised in different ways.
In Reception children cover the Early Years Foundation Stage framework. This is organised under 3 prime headings, together with English and Maths:
1. Personal, social and emotional development 2. Physical development 3. Communication and language
In key stage 1 and key stage 2 children study the core subjects:
And the foundation subjects: English Religious Education Mathematics Music Science History Geography Art and Design Computing Design Technology Physical Education Personal, Health, Social Education and Citizenship Modern Foreign Languages
5 Reception & Key Stage 1
RECEPTION: In reception much of the curriculum is delivered through focused and structured play. The teacher sets up activities arising from ongoing observations to further the physical, emotional and academic development of the children. KEY STAGE 1: Because our classes contain children of different age groups, class 1 and class 2 teachers plan together and follow a programme of work over 3 years. We teach certain aspects of Maths and English to our Y1children as a cohort, which means that infant children can be taught in groups of 20. In both classes subjects are themed, e.g. seaside holidays is used to teach children history and geography. Themes are chosen which reflect the way that children’s experience of the world grows. However, some areas of the curriculum; PE, music and some aspects of language and maths are delivered discretely where the teacher considers this a more effective approach.
READING: As soon as your child starts school s/he will begin to follow our reading programme. The school uses a synthetic phonics scheme to teach children to identify the spoken sounds of the English language, to blend the sounds into words for reading and to break words into sounds for writing. The scheme currently used is Read Write Inc: Oxford University Press.
Children’s reading is supported by the use of a graded reading scheme. The school bases the scheme on the Oxford Reading Tree publications. Other graded materials are added to provide a rich experience of stories, poetry and non-fiction texts. We rely on parents reading with their child at home each evening in order for children to progress re- ally well.
WRITING: The school adopts a policy of emergent writing. Children are encouraged to record their experiences and ideas using the letters and sounds that they know. Systematic teaching of synthetic phonics gradually develops the child’s knowledge of how to represent sounds in writing. Tricky words must be learned by rote. Spellings are often made phonically by the children as they gradually acquire conventional spelling. Confidence to write expressively and creatively is the school’s priority in teaching writing in the early years.
Parents are invited to a presentation early in the school year where they can talk to teachers about the methods used to teach reading and writing.
MATHEMATICS: Mathematics is taught in a variety of ways. Very young children benefit from interactive, hands on approaches to developing the basic concepts. The school caters for this at all levels providing access to high quality resources; work books, text books, computers, interactive white boards and games. The school uses various publications to support its maths curriculum. Teachers also use a written calculations policy to support this.
6 Key Stage 2
Our KS2 children currently receive their maths and English teaching in year groups as opposed to classes. This means that the children are in groups of 20 or less each morning.
READING: In key stage 2 we divide our reading scheme into 2 sections; learning to read and reading to learn. Where children are still acquiring skills in decoding words, they are supported by a graded reading scheme which is suited to the needs of their age group. Children using this learning to read material, read individually to an adult in school as regularly as possible. Once Children have acquired decoding skills they are provided with a range of books to help them read to learn. These books are chosen by the children themselves and cover stories, poems, non-fiction materials of different levels of challenge. We rely on parents reading with their children at home on a daily basis. In key stage 2 children take part in guided reading; small groups of children read, discuss and analyse their reading under the direction of the teacher.
WRITING: Children are taught to write in KS2 by establishing links with their reading. Teachers use examples of different kinds of stories, poems and non-fiction texts to help pupils analyse the way pieces of writing are organised, what kind of vocabulary and language structures are used. Pupils are then assisted in systematically developing their own written work.
MATHEMATICS: The National Curriculum Document provides the basis for planning mathematics work. Teachers continue to use practical teaching strategies to promote pupils’ understanding. Interactive white boards (IWB), games, problems and challenges are used to provide exciting opportunities to learn to apply mathematical skills and knowledge. The school uses a variety of published schemes when a more theoretical approach is required.
SCIENCE: We promote an enquiry-based approach to science, with children raising questions and devising experiments. Science is organised on a two year cycle so that pupils cover each Science topic twice in KS2 (at a different level). This is considered important in assisting pupils to develop their scientific thinking.
FOUNDATION SUBJECTS: The school seeks to make its curriculum broad and balanced. In order to avoid repetition of content the school has organised a four year topic cycle for other subjects. Key Stage 2 teachers plan work together to ensure that work provides suitable challenge for pupils of different ages. Detailed programmes of work have been written and are constantly evaluated and improved. The school invests generously in resources to enhance children’s enjoyment of each topic and special days and events are often organised to provide a more in depth experience. The school provides the opportunity for instrumental tuition; all KS2 pupils are taught guitar by a guitar tutor.
As part of the Personal, Social and Health Education Programme pupils receive Sex and Relationships Education (SRE). Parents have supported the school in developing its SRE policy and programme of work. The school uses a Channel 4 primary education programme to support its work. Parents can view the SRE policy on the web site and the teaching materials by request from school.
7 Inclusion
The school seeks to provide for all its pupils, no matter what their need. It has a Special Educational Needs Policy which follows the correct Code of Practice.
A register is maintained of those pupils who have some form of special educational need. The number of pupils as identified by the revised categories is as follows:
Stage Broad Criteria No of Pupils
Differentiated work based on Individual Action plan and also SEN register 10 involving outside agencies when necessary e.g. psychologists
EHCP Pupil is in receipt of an Education, Health and Care plan 0
Pupils with special needs are taught within the mainstream class environment but with the appropriate teaching/curriculum materials/support geared to their individual needs. The school has made sure that the SENCo, teachers and support staff have training and expertise in supporting pupils with a range of difficulties; including literacy, dyslexia, maths and behavioural needs.
The school also uses the support of outside agencies e.g. the Local Authority's Psychological Service , Educational Support Services and District Health Authority personnel.
The school has appointed a Governor to have particular responsibility for Special Needs provision in the school.
8 Religious Education
As a Church Academy, the religious education of the children is central to the life of the school. It permeates all that is taught inside and outside the classroom. Work in religious education begins with the simplest of beliefs; trust in Jesus and in God. It gradually progresses to a deeper knowledge and understanding of the Christian Faith, the life and teachings of Jesus, a reverence for truth, a respect for others, knowledge of other faiths, and an acceptance of responsibility which all underpin the child’s knowledge of God.
The RE Scheme of Work is based upon the Calderdale agreed syllabus for Religious Ed- ucation (supported by the Diocese of Leeds). Within that Syllabus, Christianity forms the broad core of the work undertaken, however children also learn about a range of other world religions.
An act of Collective Worship of a Christian character is undertaken daily at school. Teachers and the clergy from the local churches lead the worship. Holy Communion is celebrated in school at Easter and during the leavers’ service in July.
St. John’s School has strong links with the local village church, with the children participating in services several times a year.
Children of all ages and their parents are warmly invited to attend the church services that involve the children, as well as the regular Sunday morning worship in church.
Parents wishing to do so, can exercise their right to withdraw their children from RE and worship under section 237 (2) of the 1988 Education Act. If parents are considering such a decision, they are asked to consult with the Head Teacher.
9 Homework
St John’s values the work that parents do in providing experiences at home that enrich and add context to the work done in school. The school sets tasks for children to share with their parents at home that support the work being done in school.
Types of homework In upper Key Stage 2: We set a variety of homework activities Children should read each evening In the Foundation Stage and at In lower Key Stage 2: Key Stage 1: We set spelling work Children should read for ten Children should read for a minutes each evening Children do one book few minutes each evening review / topic activity We set spelling work each half term We set sound or spelling work Children do one book We set weekly maths review / topic activity homework We ask that parents help each half term We suggest practical their children with letter for- numeracy games and activities mation We set weekly maths homework for parents and children to We suggest practical share We suggest practical numeracy numeracy games and activities games and activities for parents Y6 children are asked to do for parents and children to and children to share science revision work in the share autumn and spring
We send a curriculum newsletter home at the beginning of each term, requesting that parents promote school based learning by taking their children on outings, talking to their children and choosing books from the library that support the work being covered. We suggest ICT based activities for History and Geography for parents and children to share. We also suggest PHSCE activities for the family to take part in.
Reception Approximately 1 15 minutes per Reading / sounds or spellings / handwriting / hour per week evening maths activities Years 1 & 2
Years 3 & 4 Approximately 20 minutes per Reading / spellings / handwriting /book re- 1.5 hours evening views / maths activities per week
Years 5 & 6 30 minutes per 30 minutes per Reading / spellings / handwriting /book re- day evening views / maths activities / science
10 Parent Partnership
The role of parents Parents have a vital role to play in their child’s education, and homework is an important part of this process. We ask parents to encourage their child to complete the homework tasks that are set. We invite them to help their children as they feel necessary and provide them with the sort of environment that allows children to do their best. Parents can support their child by providing a good working space at home, by enabling their child to visit the library regularly and by discussing the work that their child is doing. If parents have any concerns or questions about their child at school, they should, in the first instance, contact the child’s class teacher. Teachers are always happy to support parents with any homework issues or general queries. We provide many practical opportunities for partnership with parents which include termly parents’ evenings, information evenings, parents’ discussion forum, special assemblies, PTA fundraising events, Church services and school plays and performances.
The Home / School Agreement While the school undertakes to play its part in setting suitable homework tasks for pupils, we expect that parents will support us by ensuring that homework is carefully undertaken and handed in on time. The school asks parents to sign a home / school agreement, recognising their responsibilities to the home / school partnership.
Attendance St John’s aims to keep attendance at 96% or above; we rely on parents to support us in this aim. It is parents’ statutory duty to bring their child to school for 190 days per year. Parents should inform the school office as soon as possible if their child is too ill to attend school so that the absence can be authorised. In order to ensure our pupils’ safety, the school office staff always follows up any unexplained absences.
11 Inspections
The school had its latest Ofsted inspection in March 2015. St John’s was judged to be good with some outstanding features. St John’s School where… “Academic excellence goes hand in hand with the development of kindness, respect and tolerance.” (Ofsted 2015)
St John’s School where… “The behaviour of pupils is outstanding because the school puts children at the heart of everything it does.” (Ofsted 2015) A full copy of the report can be viewed on Ofsted’s website, http://www.ofsted.gov.uk/reports/ and on the school’s own website; www.stjohnsrishworth.org.uk
The church school inspection (SIAMS) was in January 2015. The school was judged to be good. “St John’s Primary is a very welcoming and caring school where children are proud of their learning, their friends and their teachers.” (SIAMS inspection 2015)
“The exemplary relationships and behaviour are supported by implicit Christian values. This results in children who are happy, confident and enjoy coming to school.” (SIAMS inspection 2015)
Copies of the church school inspection can be found on the school website and on Leeds Diocese website
12 Our Standards
Teachers carry out assessments to evaluate children’s progress. Each term we set aside time to assess children’s reading, writing and maths; sometimes using published materials which help us to judge progress against nationally established norms.
Teachers also assess how well children are progressing on a day to day basis as they mark work and question pupils in class.
Every year we hold 3 parents’ evenings when we report on children’s academic, social and personal progress. We also write a detailed annual report, which is sent home to parents so that they can keep their own record of how well their child is progressing at school. We keep records for each child in school. These records include examples of work, school reports and assessment information.
In YR the teacher uses the Foundation Stage Profile (FSP) and Development Matters as ways of recording the progress that children are making. This is an ongoing record and is used as a basis for discussions with parents throughout the year on the progress of their children. 2017 % achieving GLD YR 75%
(National 2016 : 69%)
Y1 children are tested in their knowledge of phonics.
2017 Pass rate
Y1 85% (National 2016: 81%)
13 Our Standards
In Y2, KS1 (age 6/7) and Y6, KS2 (age 10/11) children are assessed formally by way of SATs tests. Attainment at St John’s remains strong. The tables below show how our children performed in May 2017 in comparison to children nationally. (St John’s figures are in bold and national figures are provisional)
Year 2 2017 SATs Has not met the At the expected standard Working at greater expected standard or above depth (100& of pupils took their SAT tests) Reading, writing and maths 65% (National : 64%) 10% combined (National : 11%)
Reading 20% 80% (National: 76%) 30%
(National : 25%) Writing 30% 70% (National : 68%) 25% (National : 16%) Maths 20% 80% (National: 75%) 25% (National : 21%)
Year 6 2017 SATs At the expected standard or Has achieved Average scaled above high standard score
Reading writing and maths 95% (National:61%) 19% N/A combined (National: 9%) Reading 100% (National:71%) 48% 109
(National:25%) (National: 104) Writing 95% (National:76%) 19% N/A (teacher assessment) (National:17%) Maths 100% (National:75%) 71% 113 (National:23%) (National: 104) SPaG 100% (National:77%) 62% 111 (National:31%) (National: 106)
KS1 to KS2 progress
Reading Writing Maths
Whole cohort (20 ch) +1.62 -0.74 5.93
14 School Roll
We have 5 classes in school; 2 key stage 1 classes and 3 key stage 2 classes. Currently we have 60 children in key stage 1 and 78 in key stage 2; 138 children on roll.
Class lists are prepared at the end of the summer term.
The number of children on roll in each year group as at September 2017 was:
NUMBER OF NUMBER OF AGE GROUP CLASSES CHILDREN CHILDREN Reception YR 20 Class 1 20 YR + 10 Y1 30 Middle Infants Y1 20 Class 2 10 Y1 + 20 Y2 30 Top Infants Y2 20 Class 3 20 Y3 + 7 Y4 27 Junior 1 Y3 20 Class 4 14 Y4 + 12 Y5 26 Junior 2 Y4 21 Class 5 6 Y5 + 19 Y6 25 Junior 3 Y5 18 TOTAL 138 Junior 4 Y6 19 TOTAL 138
15 School Routines
School Day 8:45 Playground is supervised 8:55 Beginning of the school day 9:05 Close of registration 10:25 Assembly (9.05am Friday) 10:45 - 11:00 Playtime 12:00 /12:15 1:00 / 1:15 Lunchtime EYFS & KS1 / KS2 2:05 - 2:15 EYFS and Key Stage 1 playtime 3:00 End of the school day EYFS and Key Stage 1 3:15 End of the school day Key Stage 2
School terms: Children must be in school for 190 days each year. There are 3 academic terms: September to Christmas – Autumn term January to Easter – Spring term April to July – Summer term
Each term is split into two by a half term holiday. Teachers are in school for a further 5 training days. Term dates for the academic year 2018/19 are at the end of this prospectus.
School Lunches The school has a very successful school meals service. Fresh meals are cooked on the premises daily and children can choose from a wide, varied menu. The school cook works closely with the gardening club to use ensure produce from the garden is used in school dinners. Children are also welcome to bring a packed lunch from home. Parents are encouraged to include only healthy and nutritious food within lunchboxes. As a ‘Healthy School’ we do not encourage chocolate bars, sweets, crisps and foods with excessive fat and salt content. In all cases, children are supervised during the lunch break by a team of mid-day supervisors. School lunches cost £2.30 per day. Schools meals must be paid for before they are taken. Children in EYFS & KS1 are currently entitled to Universal Free School Meals.
16 School Staff
Headteacher: Mrs Joanna Wasyliw
Class Teachers: Class 1: Mrs Helen Kowal & Mrs Rebecca Gorrill (EYP) Class 2: Mrs Diane Haigh (EYFS & KS1 Manager) Class 3: Mr Daniel Dewick Class 4: Mr Edward Jones Year 4: Mrs Colette Verry Class 5: Miss Rebecca Bell (Assistant Headteacher & KS2 Manager)
School Office Manager Support Assistants Lunchtime Supervisors Mrs Hazel Green Mrs Paula Fraser (HLTA) Mrs Paula Fraser Mrs Julia Gallagher Mrs Lorraine Lumb Mrs Lorraine Lumb Administrative Assistant Miss Andrea Jackson Miss Andrea Jackson Mrs Vicky Worthington Mrs Rachael Horner Mrs Tyra Dunn Caretaker Mrs Tyra Dunn Mrs Vicky Worthington Mr M Denton Mrs Nichola Hulme Miss Nicola Wilby Kitchen Staff Mrs Nichola Hulme Mrs Lynn Taylor Mrs Jane McPartling
17 Governors
What do the Governors do?
Governors are one of the largest volunteer forces in the country and have an important part to play in raising school standards. Governors appoint the head teacher and deputy head teacher.
School governors provide strategic leadership and accountability in schools. The role of the governing board is a strategic one, its key functions are to:
set the aims and objectives for the school
set the policies for achieving those aims and objectives
set the targets for achieving those aims and objectives
monitor and evaluate the progress the school is making towards achievement of its aims and objectives
be a source of challenge and support to the head teacher (a critical friend)
The head teacher is responsible for the internal organisation, management and control of the school and the implementation of the strategic framework established by the governing body.
Chair of Governors: Stephen Byrne Vice Chair: Dan Needham
Staff Governors: Joanna Wasyliw, Rebecca Bell, Diane Haigh
Parent Governors: Dan Needham, Jonny Steel Foundation Governors:
Pat Bassano, Stephen Byrne, Leah Boyd, Tom Green, Clare Douglas, Richard Neville, Jenny Stead, Rev Chris Ball, Inspection of Documents
St John’s Governing Body makes every effort to comply with its legal obligations with regard to Freedom of Information. Most policy documents can be viewed readily on the web site or in school on request.
18 School Uniform
Our school colours are red and grey. Pupils can choose to wear: School sweat shirt with embroidered school badge, red jumper or cardigan. Grey trousers, tailored shorts, skirt or pinafore Polo top with embroidered school badge, white blouse or shirt Red gingham dress in summer months Sensible black shoes Optional: Red school coat School baseball cap For PE children are asked to wear: School PE T - shirt Black shorts Pumps/ trainers for outdoor sessions
For swimming children are asked to wear: swimming trunks (not baggy shorts) or swimming costume (not bikinis) swimming hats (available from school). Uniform can be ordered via the school office, or online by visiting: www.yourschooluniform.com or www.tesco.com/ues
Children are expected to come to school looking neat and tidy. Jewellery is generally not allowed for health and safety reasons – only stud earrings and watches are permitted. Children should not wear make-up of any description and hair that is long enough should always be tied back. No extreme hairstyles are allowed. Our uniform is deliberately simple and flexible and it creates a feeling of belonging. Children are asked to wear it on school outings and trips as it helps the children to be easily recognised and assists teachers in keeping children safe. 19 Term Dates
2018 Autumn Term Re-open Tuesday 4 September
Half Term Close Thursday 25 October
Re-open Tuesday 6 November
Christmas Close Thursday 20 December
2019 Spring Term Re-open Monday 7 January
Half Term Close Friday 15 February
Re-open Monday 25 February
Easter Close Friday 12 April
2019 Summer Term Re-open Monday 29 April
May Day Close Monday 6 May
Half Term Close Friday 24 May
Re-open Monday 3 June
Close Friday 19 July Midsummer
Dates to Remember Training days: (school closed to pupils) Monday 3 September 2018 Good Friday - Friday 19 April 19 Friday 26 October 2018
Polling day - Thursday 2 May 19 Monday 5 November 2018
May Day - Monday 6 May 19 Friday 21 December 2018
School will be open during any polling Monday 22 July 2019 days
20 Admissions
St John's is the community school for Rishworth and seeks to meet the needs of the locality through co-operation with parents/guardians, the Local Education Authority and the Diocese of Leeds. The policy aims to maximise, within the agreed accommodation limit, the number of children admitted to the school while maintaining the quality of their education by avoiding overcrowding in classrooms and premises, and overloading of teachers. The production of this policy has taken account of the school’s Mission Statement particularly in relation to the Christian principles and values on which the school is based. Admissions to Reception class A child may be admitted to the Reception class provided that their fifth birthday falls between 1st September of the year of admission and 31st August of the following year, both dates inclusive. The number of children that can be admitted to the Reception Class each year is currently 20. This number has been calculated according to the capacity of the school, which the law defines and has been agreed with Calderdale LA.
The criteria below will be used in order of priority when allocating places.
Priority 1 Priority 3 A. Pupils who are in Public Care or children A. Children whose parents live within the Parish who were previously looked after but ceased and regularly and frequently worship at St to be so because they became adopted or Bartholomew's or St John's Churches. became subject to a residence or special B. Children whose parents live within the parish guardianship order. and regularly and frequently worship at other Churches whose denomination is not Church Priority 2 of England. A. Children with brothers and sisters registered (In all cases a supporting letter from the Parish as pupils of the school at the proposed date Priest will be required as evidence). of admission AND whose parents regularly and frequently worship at St Bartholomew's or Priority 4 St John's Churches. Proximity of the child's house to the school, as B. Children with brothers and sisters registered measured by a straight line measurement from as pupils of the school at the proposed date the pupil’s home to the closest designated of admission AND whose parents regularly school gate. and frequently worship at other Churches Distances will be calculated using the LA’s Ge- whose denomination is not necessarily Church ographical Information System. To ensure con- of England. sistency applies, all measurements will be car- (In all cases a supporting letter from the Parish ried out by the LA’s GIS system and no other Priest will be required as evidence) method of measuring distance will be consid- ered. C. Children with brothers and sisters registered as pupils of the school at the proposed date Each property has a coordinate taken from of admission. Ordnance Survey ADDRESS-POINT data. This is the point which distance measurements will be taken from.
21 Arranging a Visit
St John’s makes every effort to be a warm and friendly place for children and their families. Parents are welcome to make an appointment to visit the school. Parents considering applying for a place at the school should call so that we can make arrangements to show you around the school and answer any questions that you might have.
We arrange a visit to school for children who are to join the reception class at the start of the Autumn Term. This visit is arranged at the end of the Summer Term.
New reception parents are invited to an evening meeting in May when they will be able to meet the Class teacher and the classroom assistants who will be teaching their child, together with the KS1 coordinator and the Head Teacher. We discuss all aspects of school life at this meeting.
It is hoped that all prospective parents will have already visited the school with their children at a mutually convenient time.
Parents are also invited to a number of school and social events during the school year. The school encourages parental involvement in school activities on a regular basis through- out the year.
22 Message from the Bishop of Leeds
23 School Contact Details
The address of the school is Godly Lane Rishworth Sowerby Bridge West Yorkshire HX6 4QR
Telephone (01422) 822596
Email [email protected]
Website www.stjohnsrishworth.org.uk Chair of Governors Mr Stephen Byrne
Headteacher Mrs Joanna Wasyliw BA(Hons)
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