Llanvihangel Crucorney Primary School

Prospectus 2021/22

Pandy, Abergavenny, Monmouthshire NP7 8DL Tel: 01873 890 416

E.mail – [email protected]

Website: www.llanvihangel.wales Twitter @LlanvihangelPri

Welcome from the Headteacher

On behalf of all the pupils, staff and governors, I would like to welcome you to the Llanvihangel Crucorney Primary School prospectus.

Situated in the village of Pandy, the school, surrounded by beautiful countryside, is set on a five acre site with nature areas, two grass pitches and a floodlit multi-use court. At Llanvihangel Crucorney Primary School we believe that the primary phase of education is one of the most important in a child’s learning journey and at the centre of their future development. It is a time when we aim to nurture children and create a passion of lifelong learning. In leading children on this journey, we pride ourselves on making the learning fun, exciting, enjoyable and authentic to every child. As a federated primary school with Llanfoist Fawr, at Llanvihangel Crucorney we place great emphasis on developing strong partnerships. These partnerships exist between home, school, community and inter-school. Through working together in an atmosphere of mutual respect and support, we can provide what is best for our children, in order that they may be happy, enriched and fulfil their potential. The Federation allows joint events between our pupils and enables staff to share expertise, to allow the school to fully deliver on its mission at all levels and maintain a relentless drive for the pursuit of excellence. These partnerships support our children to ensure that they will grow into valuable and proactive citizens of Llanvihangel Crucorney and the wider community.

Learning is at the top of the agenda and we strive to attain high educational standards, but also to develop the ‘whole child’. All involved at Llanvihangel Crucorney work very hard to make our school a happy and creative place for the children to flourish and grow. The school is known in the local area for its warm, friendly atmosphere where children feel valued and secure. In the Foundation Phase we deliver child centred experiential learning and this skills based approach is extended into Key Stage 2 provision. We place importance on developing strong personal and social skills in pupils, so they can get along with each other and recognise the feelings of others. This in turn develops life skills of working together, cooperation and teamwork.

We treat all our children as individuals and additional support is provided for those who benefit from extra help, as well as those who are more able. We are developing our curriculum to be in line with the new Curriculum for Wales, ensuring that our children are ready for their next step of learning and life in the 21st Century.

Thank you for your interest in our school. We are very proud of all our children and staff. If you would like to visit the school or would like to ask any questions please telephone for an informal chat.

Yours sincerely

Stewart Davies Executive Headteacher

Welcome from the Chair of Governors

On behalf of the Governing Body, welcome to the school! I hope you find this latest edition of the Prospectus informative and helpful.

As Stewart has mentioned, the school is part of the Llanfoist Fawr Primary School and Llanvihangel Crucorney Primary School Federation, led by one governing body and one Executive Headteacher. The governors are very proud of both schools. The staff are highly motivated enabling a high standard of teaching and learning, with best practice being shared between schools.

As Governors we share the aims and aspirations of Mr Davies and his team and work hard to support, encourage and sometimes challenge them all. We are always seeking to improve standards. We share their passion for ensuring that every child is recognised and valued and their talents and abilities are nurtured and developed to their full potential.

Parents, Estyn inspectors, and community leaders have frequently commented on the friendly atmosphere of the school. We believe the children develop a strong sense of belonging, which helps them enjoy the school as well as preparing them well for their secondary education. We firmly believe that setting high standards, in a caring friendly atmosphere, enable the children to attain their potential whatever their individual ability.

I would like to take this opportunity to welcome all new parents and I would also like to thank all existing parents for their help in making the school one of the best in Monmouthshire.

Yours sincerely

Rich Corken

Chair of Governors

Contents Page No.

General information 5 Authority 5 School Motto, Vision & Aims 6 The Governing Body 9 Staff 11 What our pupils think about us 12 School organisation and administration 13 School Term Dates 16 School Lunches 16 School Security 17 School Transport 17 Uniform 18 Teaching and the Curriculum 20 Educational Visits 29 Community Links and School Visitors 30 Extra-curricular activities 30 Charging and remissions 31 Additional Learning Needs 32 Equal Opportunities/ Race Equality 32 Accessibility to the School 33 Assessment and Recording 33 Reporting to Parents 35 Health and Welfare 37 Complaints 40 GDPR 40 PTFA 41 End of Year Results 42

General Information Academic Year 2021/2022

The Federation of Llanfoist Fawr and Llanvihangel Crucorney Primary Schools

In September 2019 Llanfoist Fawr and Llanvihangel Crucorney Primary Schools became a Federation. Each school retains its name, ‘sovereignty’, staff and budget. Both schools will be led by one Executive Headteacher and governed by one Governing Body.

Llanvihangel Crucorney School is a county primary, co-educational, day school for pupils aged 4 to 11 years. Pupils are taught in line with the Welsh Government’s New Curriculum for Wales. All subjects are taught through the English language with Welsh Language being taught as a separate subject. Pupils are encouraged to use the language patterns and vocabulary learned in Welsh Language throughout the school day. Staff speak to the pupils/give instructions through incidental welsh and encourage the pupils to respond in the same way.

Built in 1968, the School is set on a five acre site with two grass pitches. Basketball/netball and a floodlit multi-use court are integrated into the recreation area. Alongside, are nature areas that include a wildflower garden, planted copse, willow tunnel and vegetable planters. We encourage much learning and play in our outdoor environment and we currently have plans for further developments. We have a gazebo which acts as an outdoor classroom, quiet area, all-weather facility and a meeting place. This was funded through a grant from the Big Lottery Fund, our hard working PTFA and other donations.

Internally, the school consists of a multipurpose hall around which are our three classrooms. Class 1 is our Reception, Year 1 and Year 2 Foundation Phase Class. This class has access to the outdoor area and has its own toilets which are easily accessible from the classroom and the outdoor area. The Y2 pupils are taught separately in the morning, but are very much part of the class.

Class 2 is our KS2 Years 3 & 4, with Class 3 our KS2 Years 5 & 6. Both these classes have direct access doors to outdoor areas. A disabled toilet is situated off the school hall. It is easily accessible from both within the school and the outdoor area.

All areas within the school, including the toilet facilities are cleaned daily by Mr Guest our caretaker.

Authority The school is subject to the authority of the Monmouthshire Education Committee: Will McLean Chief Officer Children & Young People Directorate, Monmouthshire County Council County Hall Usk Monmouthshire Tel: 01633 644644

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School Motto

C - Caring H - Helping U - Understanding M - Making Friends S - Sharing

The School’s Vision

To create a happy, inclusive, stimulating environment, where all children feel valued and inspired to develop a love of learning, helping them to reach their full potential.

The School’s Aims

We believe the purpose of our school, working in partnership with pupils, parents, carers, Governors and the community is to:

 To provide a secure and inviting environment that encourages children to become enterprising and creative contributors, who are ready to play a full part in life and work.

 To deliver a broad and balanced curriculum that ensures we realise high standards of learning and teaching, which ignites children’s passion to develop as ambitious, capable learners.

 To help our children to become healthy, confident individuals, ready to lead fulfilling lives as valued members of society.

 To create stimulating schools that are at the centre of the community, teaching children to make ethical decisions, by helping them to become informed global citizens of Wales and the wider world.

Ethos and Values By providing a warm, caring, secure and stimulating environment we aim to give your child the best possible start to their educational journey. Children feel valued and respected and in return are taught to value and respect themselves and others. Through the curriculum and opportunities we provide in and beyond the school, we take a holistic approach to promoting the spiritual, moral, and cultural development of pupils to help prepare them for the responsibilities and experience of adult life.

At Llanvihangel Primary School we have a high quality team of people who have the responsibility to educate your child and ensure their well-being is paramount. Members of the teaching staff are highly motivated and professional in their duties to the children, they are supported in school by a team of dedicated Learning Support Assistants. The good work is continued through lunchtime by the efforts of the Midday Supervisors who liaise closely with staff for the benefit of the children. An essential element to the school’s continuing

Llanvihangel Crucorney 6 School Prospectus Primary School success is the support it receives from parents. Through mutual trust and respect, the staff, Governors, parents, members of the community work closely together.

All at Llanvihangel Primary strongly believe that our core values help to shape the culture and ethos of our school. We all strive to live by these core values in the course of the daily life of the school. Our core values are:

 Honesty and openness.  Loyalty to each other and the school.  Eagerness to celebrate achievements.  Empowerment.  Flexibility.  Valuing each other’s contributions.  Mutual respect and support.  Courtesy to one another.  Professional development.  High expectations.  High standards.

How the Vision and Values are maintained Communication is the key to success. A range of methods are employed to maintain good communications for all those who work in and for the school. These fall into three categories; verbal, written and questionnaire.

Verbal methods include: staff meetings (including dedicated weekly SLT, Teachers, and Teaching Assistant meetings), Full Governing Body and Sub Committee, parent, PTFA in both formal and informal settings. Written communication: through, newsletters, letters concerning specific issues, email, text, reports and posters. Questionnaires are used in different ways with all concerned to ascertain views and opinions on a range of issues.

Feedback from communications is provided on any issue within a given timescale. This ensures all parties are kept fully informed of developments throughout the year. We aim to involve all in the decision making process at different levels and for different purposes. This includes the children through pupil participation and pupil voice. We believe they should be fully involved in the process and to this end we operate a successful School Council. Children vote for their class representatives annually and they, in turn, ensure they give credence to the wishes and aspirations of the class. This provides valuable experience in becoming responsible citizens of the future.

Home School Agreement This sets out in simple terms the expectations we have of children and parents and what parents and children can expect from school. It has been designed by staff and pupils and has been approved by the Governing Body. It is intended to be a contract of behaviour in order to ensure positive relationships, ethos and standards are maintained.

Celebrating Success As a school community we are very proud of the awards we have achieved. These include:  Healthy Schools Award  Eco Schools Bronze and Silver  Eco Schools Green Flag  Investors In People  ActiveMarc Cymru

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These awards are a reflection of the life and purpose of the school as we continually strive to provide an excellent learning environment for the children in our care. On a regular basis we celebrate the many successes of our pupils on a formal and informal basis. It is always a pleasure to see children in the Headteacher’s Office to share samples of their work.

Each week, we celebrate pupils’ achievements and good behaviour in our ‘Seren yr Wythnos’ assembly. The children are presented with a certificate which states why it has been awarded. These certificates are then taken home. Throughout the school great pride is taken in displaying children’s work so the whole school community can share and learn from their example. We highly value the support and cooperation of parents and guardians in promoting good behaviour and we encourage regular dialogue.

School Website The school’s website can be accessed through: https://www.llanvihangel.wales and the School can be found on Twitter @ LlanvihangelPri

The website contains information, photographs, class reports, educational links and much, much more about life in our school. Children from all over the world can ‘visit’ us and share their views and experience with children in Llanvihangel.

With parental / carer permission your child’s image may occasionally appear on the website/ twitter, but no personal details or names would appear with the image. Please let us reassure you of our utmost discretion as to what we display on our website. We would naturally respect your opinion if you choose for your child not to appear on the site/ Twitter.

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Governing Body Purpose Governors play a strategic role in school to provide future direction and guidance. Collectively, Governors have a responsibility for developing the school’s key strategic documentation such as the School Development Plan and policies. Through their involvement in drafting the school’s Self-Evaluation Report, they monitor all aspects of school life including curriculum delivery and the standards attained by all learners. They have an important safeguarding and child protection role and they help to define the aims and ethos of the school. Governors set the budget, maintaining school premises and agreeing the staffing structure and resourcing. Governors report annually to parents and following school inspection they produce action plans to plan for future development. Parent Governors have a further role in providing a formal link between parents and the school.

The Headteacher is responsible for the day-to-day management of the school, and works both in partnership and under direction of the Governing Body. The Governing Body acts as critical friend, challenging, monitoring and supporting the work of the school.

The Governing Body has a number of panels and sub-committees that work together on a variety of issues such as finance, health & safety and staff appointments. Following panel or subcommittee meetings, reports are fed back to the next full meeting of the Governing Body.

Members of the Governing Body GOVERNOR REPRESENTING Mr Richard Corken (Chair of Governors) Local Authority (LA)

Mrs Elizabeth Blakemore (Vice Chair) Local Authority (LA)

Mrs Emma Decker-Thomas Community

Mr Andy Gittins Community

Dr Mark Davies Local Authority (LA)

Mr David Jones Local Authority (LA)

Mr Mike Gorell Community

Mr Gerald Cooper Minor Authority Representative

Mr David Hancock Parents

Mrs Cressida Murphy Parents

Mrs Marie Louise Palmer Parents

Mr Alistair Stephens Parents

Mrs Cheryl Evans Teachers

Mr Chris Davies Teachers

Mrs Sue Tew Staff

Mr Stewart Davies Headteacher

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Daniel Seymore – Governor Support Clerk to the Governing Body Services

Contact with the governors can be made via the school: Llanvihangel Crucorney Primary School Pandy Abergavenny, Monmouthshire NP7 8DL Tel: 01873 890 416 Email: [email protected]

Governors’ Meetings Our federated schools have 16 governors, all voluntary, most serving a term of four years. They fall into six different categories, each having similar responsibilities.

Ordinary Meetings are held at least once a term but usually more frequently. All governors are invited to attend these meetings and it is generally the case that at least a third of all members must be present for the meeting to be quorate. At the Annual General Meeting, held at the beginning of a new school year, elections are held for the forthcoming year’s Chairman, Vice- Chairman, and Reserve-Member. Additionally, members of eight sub-committees are elected. The sub-committees meet as required to consider a wide variety of issues and report back to the full Governing Body at its next meeting. These subcommittees are:  Finance  Grievance & Redundancy, Discipline & Pupil Exclusion  Grievance & Redundancy, Discipline & Pupil Exclusion Appeals Panel  Head/Deputy-head Appointments Panel  Pay & Performance Review Panel  Premises and Health & Safety Sub-Committee  Staff Appointments Panel  Statutory Admissions Panel A list of sub-committee members is held at the school, and can be viewed upon request.

At the full Governors Meetings during the year, governors receive and consider the Headteacher's written and/or verbal reports on the school and its work. The minutes of these meetings are available at the school, for anyone who wishes to view them. Whilst the minutes of previous meetings are archived, they can when requested be made available for viewing.

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Staffing Structure

Executive Headteacher Mr Davies

Llanvihangel Crucorney Primary School

Office Staff Mrs Eaton Curriculum Team Administration

Teachers Mrs Speake (SLT) Reception/ Y1 ALNCO LLC Team Miss Dunlop Year2 Expressive Arts Team Mr Davies Year 3/4 Science & Technology Team Mrs Williamson Year 5/6 Maths & Numeracy Team PLL

Higher Level Teaching Assistant Mrs Jones (ELSA) PPA Health & Wellbeing Team

Learning Support Mrs Williams (ELSA) Humanities Team

Midday Supervisors Ms Carver Mrs Elmore

Kitchen Staff TBC (Cook)

Breakfast Club Mrs Eaton Mrs Lambert

Caretaker Mr Guest

Helpers The school is fortunate and appreciative of a number of voluntary ‘Helpers’ who assist the staff in the day-to-day work of the school, enriching provision in areas such as reading, cookery, craft and sporting activities. If you have any spare time and would like to help, please talk to the Headteacher.

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What Our Pupils Think of Us (Excerpts from the School Council Self Evaluation Report)

The view from school is amazing you can see all The school has less of the mountains and I like the location children so when houses. because we have a big you need help it's Alexander amount of space and the easier to get help. school is surrounded by a little village. Holly Pattreice

I like all the lessons because the teachers make the lessons fun. Dale

We have good The nature area is fun so and creative we can see all different teachers who There are a types of animals. Ella try and make wide variety of lessons fun. lessons and Siwan teachers explain lessons

well. George The dinner ladies are very nice, because they chat to us at lunch time in friendly We have a Gazeebo way and it’s nice to talk to them while lining-up for our and an adventure trail food. Lydia we also have a willow We have happy house it is really fun! teachers. Ellie Reuben

You can make lots of friends, very quickly. Liam

I like breakfast club, We are a kind and because I can caring school. I love the maths come to school early to play, do fun Cayden lessons because activities and talk to we learn about my friends. Lydia percentages and fractions. Harry

All our teachers The staff always help us out when We have small we struggle. listen classes so lots of Owen Charlie teacher attention. George

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School Organisation and Administration

Classes Children are organised into classes; A Foundation Phase (Class D1) and two Key Stage 2 (KS2) classes (Classes D2 & D3). In this way we can maximise resources, whilst teaching pupils according to their needs. We have various groupings throughout the day, so that pupils are taught by ‘stage’ not ‘age’.

House Groups All of the children belong to one of four houses- Ty Coch, Ty Glas, Ty Gwyrdd and Ty Melyn. The House system operates to encourage positive attitudes and behaviour in all areas of school life and to foster a sense of collective responsibility and respect for others. At the beginning of the school year the oldest pupils are elected as House Captains and are encouraged to take responsibility for a range of areas of House life, including leading weekly House Assemblies.

Children are encouraged to support their house in both class activities and general behaviour. They are awarded points for their efforts.

School Hours The school staff are ‘on-duty’ at 8.50 am. We therefore kindly advise you that the responsibility for your child/ren’s safety and well-being remains with you, the parents, or guardians, until the school’s opening time. At the end of the school day, at 3.15pm, pupils should be collected at the main entrance.

 Breakfast Club childcare 8:00am until 8.20am  Free Breakfast Club 8:20 until 8:50am  School opens 8.50am  Registration 9.00am  Lunch (Foundation Phase) 12 noon until 1:00pm (Key Stage 2) 12 noon until 1:00pm  School ends 3.15pm

Breakfast Club Breakfast club runs every morning from 8:00am until 8:50. A healthy start to the day is encouraged, with cereal, toast, yoghurt and fruit juice available. Pupils are able to choose for themselves from these options and are supervised by Mrs Eaton and Mrs Lambert. Pupils who attend, use this time before lessons, as a social time for talking and playing with their friends. All pupils are eligible to attend, but parents must complete a Breakfast Club form available from the school.

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Admissions Admission Arrangements Children are admitted to school in the September following their fourth birthday in the school year in which they will reach five years of age. The Local Authority is the Admitting Authority and as such controls the Admissions Policy. Prospective new Reception class entrants receive admission forms from the Local Authority Access Team in early December. The form must be completed and returned to the Local Authority by the end of January. New parents are contacted in the spring term and are invited to visit the school late spring or early summer term. During the visit parents will be given a copy of the school’s Admission Details form for completion requesting any relevant medical details, dietary requirements and emergency contact names and telephone numbers. We request that parents notify us of any change of circumstances to ensure that we hold up-to-date information.

In July the whole school has a transition (moving up) day where all pupils have an opportunity to visit their new class. This provides an ideal opportunity for new entrants to meet their Reception teacher and spend some time in their new class.

Application forms for admission to the school are available on the Monmouthshire County Council website: www.monmouthshire.gov.uk Admission applications must be made through the Local Authority Student and School Access Unit: Student and School Access Unit Monmouthshire County Council County Hall The Rhadyr Usk NP15 1GA

Admissions mid-term also need to be made via the L.A. If you have any queries please contact [email protected]

Induction We aim to make the introduction to full time schooling as stress-free as possible for both child and parents. Our Preschool Playgroup, Ladybirds, provides an opportunity for children and their parents to meet prior to starting school. Before starting school in the Autumn Term, children and their parents are invited to visit the school to meet the Headteacher and staff. A series of short preliminary visits are arranged for the children during the Summer Term and the children in the Reception Class begin the autumn term attending mornings only for the first week, as part of the induction programme.

Transfer to Secondary School At the end of the summer term most pupils in Year 6 transfer to King Henry VIII Secondary School (or secondary school of parent’s preference). Admission to secondary school forms are sent to parents in the autumn term.

Staff from King Henry Vlll work closely with us to ensure a smooth transition from the primary phase of education to secondary. Staff from the comprehensive visit the children here and the children also have taster days at King Henry. The school has a well developed pastoral programme, which supports the children on and before entry to school.

Attendance We have very good levels of attendance at this school. Every year the Local Authority sets targets for attendance for each school. For 2020-2021, the target set for Llanvihangel

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Crucorney Primary School was 95.8%. The actual attendance for the year was 95.7%. For 2021-2022 the Local Authority has set the school’s target at 95.8% .We are only able to achieve this target if children attend school regularly and on time.

Holidays and Absences Illness, Clinical Appointments & Holidays The school must be informed, by the parent or guardian, in writing by telephone or email by 9.30 am, of any absence and the reason for the absence. If possible the school will aim to contact parents by 11.00 am if no message has been received. If the school is not able to make contact with parents then the Education Welfare officer will be informed that a pupil is absent from school without a reason being given. An absence due to illness or medical appointment will be classified as “authorised”. The Governing Body will only allow authorisation of absence for other reasons during term time if a pupil’s attendance is at the level of, or above, the school’s attendance target at the start of the requested absence.

Unauthorised Absence If the conditions for authorised absence are not met or if there are absences for any other reason, the absences are deemed as “unauthorised” and are marked in the school register as such. Typically, the school has very little unauthorised absence.

Exclusions There were no temporary or permanent exclusions during 2020/21.

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School Term Dates

TERM BEGINS Tuesday 2nd September 2021 HALF TERM BEGINS Monday 25th October 2021 HALF TERM ENDS Friday 29th October 2021 TERM ENDS Friday 17th December 2021 AUTUMN TOTAL 72 days TERM BEGINS Monday 4th January 2022 HALF TERM BEGINS Monday 21st February 2022 HALF TERM ENDS Friday 25th February 2022 TERM ENDS Friday 8th April 2022 SPRING TOTAL 64 days TERM BEGINS Monday 25th April 2022 MAY DAY Monday 2nd May 2022 HALF TERM BEGINS Monday 30th May 2022 HALF TERM ENDS Friday 3rd June 2022 TERM ENDS Friday 22nd July 2022 SUMMER TOTAL 59 days

Bank Holidays Monday 2nd May 2022

Training Days Dates for 6 closure days for staff training for the new academic year will be confirmed in the first news letter sent out in the autumn term. School Lunches Healthy cooked meals are prepared and cooked in the school kitchen by, our school cook. Lunch is served at 12.00 for the Foundation Phase children and 12.30 for the juniors.

A pupil meal costs: £2.50 (£12.50 per week)

A menu of the week is available from Reception area and on MCC’s ‘My School Lunch’ website at: https://www.monmouthshire.gov.uk/school-meals/

Dinner money is collected via the online Parent Pay system. Parents in receipt of Income Support are entitled to free meals for all children attending the school. Application forms are available from the Local Authority Pupil and Student Access Unit:

The Chief Officer Directorate of Children & Young People Pupil and Student Access Unit County Hall The Rhadyr Usk NP15 1GA

Facilities are provided for children to eat their own packed lunch. Food should be brought in a lunchbox and any drink sealed in a secure container. Please ensure they contain the necessary cutlery. Tin cans, glass bottles and fizzy drinks are not allowed for reasons of health and safety. We are also a nut free school – please do not send children with any type of nut to protect children with nut allergies. We also have a child who is allergic to Kiwi fruit – please could Kiwis not be sent into school.

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Healthy eating is well promoted in school and at lunchtimes and playtimes. As part of the Healthy Schools Initiative, junior pupils may have a bottle of water on their desks at all times. We are very pleased to have received the Healthy Schools’ Award and have initiated a range of strategies to ensure that both pupils and staff benefit from a healthy environment. These have included the development of the outdoor environment, the introduction of healthy snacks at playtimes and refurbishing the staffroom.

Free School Milk All Foundation Phase children are entitled to free school milk at parents’ discretion.

School Security All members of staff are vigilant in ensuring a happy, safe and secure environment for your child and whilst we do operate a genuine ‘open door’ policy we must adopt certain measures to ensure the security of all our pupils. All visitors must report to the school office to present or collect an identification badge and to sign in and out of the digital Visitors Book. This enables us to meet Health and Safety regulations and give due care to the safety and well-being of pupils in the school. Visitors, other than a known parent, not wearing a visitors badge will be challenged.

The school must be informed by letter or telephone if someone other than the regular person is to collect your child at the end of the day. Children will not be allowed out of school with anyone other than the person who regularly collects them unless staff members are informed of the changes to normal routines. It is the responsibility of the legal guardian to provide the school with any official documentation necessary to prevent a parent or other adult from collecting your child from school. The school’s Health & Safety Policy also provides advice on the supervision of pupils, particularly at the start of the day, lunch times and break times when the pupils are most commonly outside.

A number of measures have been adopted by the school to maximise security. An electronic tag system can be found on the doors of the entrances preventing unauthorised access during the school day. Gates are shut in the morning after the bell has been rung and once children are inside. Admission to school after the start of sessions is by means of the main Reception entrance door only.

Security lighting has been installed around the school. Please be aware that children playing in the school grounds either before or after official school hours will be unsupervised and do so at their own risk. School Transport Monmouthshire Children and Young People operate a free school bus service for pupils of the school who live 1.5 miles or more (under 8 years) and 2 miles or more (8 years and over) from the school. To apply for a place on the bus for your child, please contact Monmouthshire County Council 01633 644644 or fill in the online application form. The free school transport collects the children from their home location (or as designated) in time for arrival in school by 9.00am. The time of collection will vary according to the distance from the school and the number of “pick-ups” en-route. The transport typically leaves the school by 3.20pm each afternoon for the return journey home. For reasons of insurance, only children granted permission by Monmouthshire Children and Young People are allowed to travel on school transport. If, for any reason, alternative arrangements have been made for children using school transport, please inform the school in writing.

Parents of children not travelling by school transport are requested to collect or arrange collection of their child at 3.15pm each day. All pupils are to be collected from the main entrance. Please note that no child is permitted to leave the premises unless the known parent

Llanvihangel Crucorney 17 School Prospectus Primary School or a pre-arranged substitute is there to collect him/her. Please inform the school if a guardian is collecting your child.

Uniform We have a school uniform that we actively encourage pupils to wear, as we believe our uniform adds to the ethos of the school, assisting with good behaviour and fostering a strong feeling of belonging amongst the children. School uniform is worn by all the pupils and is welcomed by the majority of our parents.

Uniform Black trousers or shorts Red polo shirt (with school logo) Red sweatshirt/cardigan (with school logo)

Black shoes

Black shorts Black jogging bottoms (Winter) Red P.E. tee-shirt (with school logo) Foundation Phase – black plimsolls Key Stage 2 - trainers

Red book bag (with school logo) Red P.E. bag (with school logo)

Reversible jacket (with school logo)

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Llanvihangel Crucorney Uniform Order Form Reflex Embroidery Unit i Crown Business Park, Tredegar NP22 4EF

Sales telephone 01495 725777

School uniform website link www.ccsportsclubstore.com/llanvihangel

School uniform in stock all year Telephone orders taken Website orders FREE delivery to school every Friday Call into our shop and pick up your uniform

Opening hours. Monday to Thursday 9am to 6pm Friday 9am to 5.30pm Saturday 9am to 1 pm

www.ccsportsclubstore.com/llanvihangel JOIN OUR SAVINGS CLUB

Health and Safety and PE For reasons of safety, the wearing of jewellery is not permitted, with the exception of wristwatches and stud earrings

The wearing of correct P.E. kit is essential for health and safety reasons and will be insisted upon by staff. However, all jewellery must be removed for P.E. session. Children who wear earrings must be able to remove these themselves. Long hair must also be tied back. Children are expected to have a coat with them each day as we operate a curriculum that requires children to work and play outdoors, regardless of the weather!

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Teaching and the Curriculum Currently Wales is in a period of change with the Curriculum for Wales being launched. Staff are utilising many aspects of the Curriculum for Wales whilst still meeting the statutory duties of The Foundation Phase, National Curriculum 2008, digital competency Framework and the National Literacy and Numeracy Framework. These are regularly monitored through the school self- evaluation processes and targets for school improvement are related to the curriculum. Inherent in the Foundation Phase and Curriculum 2008 are Key Skills that cross all subject areas. The curriculum we provide promotes pupils spiritual, moral, and cultural development and helps to prepare them for 21st Century life.

Included is a statement of access for all pupils, including those with additional learning needs (ALN) and those who are talented and more able. All staff plan to develop pupils’ literacy, numeracy, thinking, information and social development of pupils. Learning needs to be challenging and relevant, achieving an appropriate balance between the teaching of knowledge, understanding, skills, attitudes and values. In Llanvihangel Crucorney Primary School we place the highest focus on pupils’ learning where the clear development of a range of skills and their applications runs parallel with carefully considered content. Our curriculum focuses on prioritising the development of skills; these drive the learning process in all subject areas.

We are totally committed in our planning to place great emphasis on the acquisition of the basic skills in both literacy and numeracy utilising the National Literacy and Numeracy Framework, thus ensuring they are built into planned activities across the breadth of the curriculum in Foundation Phase and Key Stage 2.

Teaching and Learning In order to help children to reach their full potential we develop in children the ability to think independently and creatively, and to acquire skills that can be transferred between all areas of the curriculum. Learners engage in group activities, which encourage discussion, negotiation and positive interdependent working relationships. Learning has an emphasis on enquiry and problem solving, nurturing and develop a range of transferable skills enabling individuals to become confident and competent learners. Children are encouraged to reflect on their own particular learning styles and what they can do to improve. When appropriately challenged children become self-motivated, engaged in their learning and develop a thirst for self- development. Our indoor and outdoor environments provide the resources and opportunities through which children can thrive in their learning.

The School Curriculum:

Foundation Phase (Reception, Yr 1 & 2) 4 - 7 years

Key Stage 2 (Yr 3, 4, 5, & 6) 7 - 11 years

All schemes of learning produced by the school are compliant to the statutory requirements of the Foundation Phase, National Curriculum 2008 and the National Literacy and Numeracy Framework. However we are in a period of new curriculum design and changes will occur over the next year. Schemes are regularly monitored through the school self-evaluation processes and targets for school improvement are related to the curriculum. Throughout the primary phase of learning we are committed to providing a broad and balanced curriculum but always with an emphasis on developing children’s literacy and numeracy skills.

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The Foundation Phase Very young children make sense of their world through play and exploration and it is on this premise that the Foundation Phase framework for children’s learning from 3 to 7 years is based. The Foundation Phase encompasses children’s early learning, building upon and extending previous learning experiences, knowledge and skills, putting the child at the centre of learning and not the curriculum. As the title suggests, this is the stage where the foundations for all subsequent learning are established. A happy, safe and secure learning environment is conducive to good learning. At Llanvihangel Crucorney Primary School we provide activities that are fun and stimulating. Carefully planned structured play is fundamental to the Foundation Phase and helps children to explore practical based activities, which gradually become more directed according to stage and ability. Through experiential learning, children are provided with opportunities to develop holistically and extend their linguistic and communication skills. We encourage them to investigate, explore, solve problems and think creatively. From even the earliest age we nurture independence in children as well as interdependence. We have organic gardens, Forest School and wildlife area, fitness trail, outdoor seating area and outdoor classroom for lessons in the outdoors.

Six areas of learning have been identified. These areas complement each other and work together to provide a practical relevant curriculum for 3 to 7 year olds.

Children’s skills are developed across the following six areas of learning:  Languages, literacy and communications  Mathematics and numeracy  Health and wellbeing  Science and technology  Humanities  Expressive arts

As a statutory requirement, Religious Education is also included from the age of 5.

Inherent in the Curriculum for Wales, Foundation Phase and Curriculum 2008 is the Digital Competency Framework, National Literacy and Numeracy Framework.

The following skills are developed in all areas of the curriculum:  Thinking skills ~ planning, developing and reflecting.  Communication skills ~ oracy, reading, writing and wider communication.  ICT through the Digital Competence Framework (DCF) ~ finding and developing ideas, creating and presenting information and ideas.  Number ~ using mathematical information, calculating, and interpreting and presenting findings.

Reading and Writing The Foundation Phase places great emphasis on developing children’s communication skills. Communication sets a sound basis for the development of reading and writing. Upon entering the early years of education, children who are able to talk about and express their feelings and experiences are more motivated to read, to learn to record their thoughts and to learn to read what others have written. In the Foundation Phase children learn to speak about their experiences and to listen to others so that they will want to develop the skills of reading and writing.

Learning Indoors and Outdoors Use of the outdoors as a learning environment is of great importance in the Foundation Phase. At Llanvihangel we are blessed with extensive and secure outdoor play areas which children

Llanvihangel Crucorney 21 School Prospectus Primary School use on a daily basis. Children’s health and well-being benefits from having the space to use large outdoor toys and equipment and freedom to run, jump and skip. They can experience nature first hand on a site that borders mountains and open countryside, observing how the weather changes and how plants and animals react and adapt to changing seasons. The environment allows children to experience concepts such as conservation and sustainability. Importantly, we strive to instil from an early age a love of the outdoor and not to take our beautiful surroundings for granted. Classrooms are technology rich and built for the delivery of the Foundation Phase curriculum. Classrooms are spacious, light and provide a stimulating environment in which children can thrive and learn. Llanvihangel Crucorney Primary School is an environment to learn from as well as to learn in.

Key Stage 2 Our school curriculum is flexible, broad, balanced and is designed to challenge, extend and prepare all children for life in the twenty first century. Careful planning, record keeping and assessment by teachers ensure full coverage and delivery of the statutory Curriculum 2008 and the National Literacy and Numeracy Framework. However we are in a period of new curriculum design and changes will occur over the next year. Some subjects are taught as discrete areas, whilst others are delivered through a thematic or topic approach using a diverse range of teaching styles and methods. High priority is given to the development of literacy, numeracy, scientific, information technology and thinking skills (Key Skills). These skills are used across and within all other subjects. Children experience a range of activities that give them a chance to grow, academically, socially, emotionally, spiritually and physically. We provide opportunities for the development of personal values and skills such as co-operation, tolerance, independence and organisation. The following is an overview of each Area of Learning taught between 7 and 11:

Languages, literacy and Science and technology communications Mathematics and numeracy Humanities Health and wellbeing Expressive arts

Children will also learn about:  Personal and Social Education (PSE)  Education for Sustainable Development and Global Citizenship (ESDGC)  The United Nations Rights of the Child (UNCRC) The school also has a Sex and Relationships Policy.

Languages, Literacy and Communications In the teaching of English there are three main areas of focus:  Speaking and Listening  Reading  Writing It is our aim to develop children’s skills in all of these three areas so that children become fluent and independent learners.

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We teach English as an integral part of the curriculum and strive to make experiences rich and relevant. Excellent spoken and written communicate is the key to unlocking success for children and clearly the medium that demonstrates their knowledge and understanding in all areas of learning. Skills of planning and draft written work are taught and, once complete, children are encouraged to edit and re-draft. Computer software is amongst the wide variety of resources utilised to help children develop their potential. Opportunities are provided for children to speak in front of, and write for, a wide variety of audiences, thus giving a sense of reality and purpose to their work.

Spelling Journals are used to develop children’s spelling ability. Journals comprise of independent spellings drawn from topic lists and words from children’s own work. Individual lists are closely monitored by teachers. Children work on their journals daily using a variety of fun activities and strategies to help them internalise particular spellings. Children are placed in appropriate ability groups within their classes; and focus on spelling patterns/families, activities and weekly dictation tasks.

Dedicated Guided Reading Carousels are held daily in each classroom. Even with more able children, teachers strive to further develop higher order reading skills. We nurture in children a love of reading and the value of books and this is clearly evidenced in the children’s clear enjoyment and enthusiasm when reading and when being read to. Reading is further supplemented and enhanced through participation in initiatives such as World Book Day and the National Week of Reading. We pride ourselves in providing a learning environment, which immerses children in the written word through stimulating interactive displays, books, labels, posters, etc and a school well stocked with both fiction and non-fiction material, catering for a diverse range of age, interest and ability. There are many chromebooks, ipads and PCs to further enrich pupils’ access to sources of materials for research and independent learning.

Welsh as a Second Language We are committed to encouraging pupils to learn Welsh as a second language by giving them opportunities throughout Foundation Phase and Key Stage 2 to develop their oral skills competently and to develop them as effective readers and writers. Children become confident and competent in use of the Welsh language as they work both on their own, in pairs and in groups. They learn how to listen and speak with others in a range of situations. Reading will be for both enjoyment and information. They learn to apply their skills through using ‘incidental Welsh’ on a daily basis in and around school. Children learn to adapt their speech and writing to suit purpose and audience.

Cwricwlwm Cymraeg Children are provided with ample opportunity in lessons, school activities, visiting guests and trips & visits to experience those features, which give Wales its own distinctive historic, social and cultural identity. Cwricwlwm Cymraeg permeates the whole curriculum through singing Welsh songs, Welsh country dancing and the study of land use in Wales and Welsh history. Eisteddfods are held to celebrate St David’s Day where children can participate in a wide range of Welsh related activities. Competition entries are also submitted to the Abergavenny Town Council Eisteddfod.

Mathematics and Numeracy Maths provision in KS2 ensures progression and breadth as children move through numeracy skills. Maths is taught every day and all lessons have an aspect of “mental maths” challenges. Children from Year 3 to Year 6 learn times tables in order for them to practise, revise and consolidate their number work. Emphasis is placed on developing the children’s bank of

Llanvihangel Crucorney 23 School Prospectus Primary School strategies and numerical reasoning skills. Problem solving maths activities have a very positive effect on developing children’s problem solving skills. These then support the children as they take on more challenging abstract concepts. All topics are developed using an introduction, practise, reinforce, extend and apply approach. This allows children to apply their new understanding to real life situations.

We have introduced a maths strategy known as CPA (Concrete, Pictorial and Abstract) supported by ‘Big Maths’. CPA and 'Big Maths' are based upon the principle that there are 4 core skills that lie at the heart of numeracy. These core skills form the platform for virtually all other maths skills. Because it is so important for all children to make progress in all 4 core skills, CPA and 'Big Maths' core skills will be taught every day in a fun, engaging and lively manner. Children progress from counting to calculating, learning ever more complex calculations using addition, subtraction, multiplication and division.

They will develop skills in estimating, exploring shapes, and measuring using a breadth of different units. Data collection and interpretation teaches children how to use a range of diagrams and charts.

Science and Technology Where possible, science is taught through the thematic topics used for curriculum delivery. However, science is also taught as a discrete subject when it does not lie naturally within a topic. Science lessons will cover; interdependence of organisms, the sustainable Earth, and how things work. We capitalise on our extensive school grounds and diverse local environment to help further children’s understanding and acquisition of scientific skills.

Science lessons help children to:  Enquire, explore and observe so that they can ask questions about themselves and their environment.  Test and investigate in order to progress towards answering their own questions.  Communicate and record their findings.  Draw conclusions and evaluate evidence gathered.

Key scientific skills will be developed through hypothesising, predicting, planning and carrying out investigations, observing and measuring, presenting results and drawing conclusions.

Information and Communication Technology (ICT) Delivery of Digital Competence Framework plays an important part in learning and is used on a daily basis in Reception through to Year 6. Software programmes make learning fun and are specifically designed for children in each year group. They support and enhance numeracy, literacy and topic work.

In addition to using bespoke software programmes, children also learn to use and apply standard commercial applications such as Microsoft Office, which includes Word (word processing,) Excel (spreadsheets) and PowerPoint (presentation software) and a range of “2 Simple and Purple Mash software” (including art packages). Google Classroom is becoming an Llanvihangel Crucorney 24 School Prospectus Primary School increasing important platform for both in school and home learning. Children use the Internet extensively to research class based topics. This is an important part of developing children’s independent learning skills. We aim for all children to become fully confident, competent and safe in the use of the Internet. We have an ‘e-Safety Policy’ which helps to keep our children protected and safe. Each classroom is equipped with an Interactive White Board and all rooms have Internet connection. The school has 40 chromebooks and each class has its own bank of iPads linked to the school wireless network. The chromebooks are timetabled to allow all classes access every week. To further support this there are networked PCs in each class. We use our iPad resources to enable children to learn and apply tablet technology skills. ICT resources and provision have greatly enhanced children’s learning across all areas of the curriculum.

Design and Technology Design technology allows pupils to identify needs and opportunities for design technology activities, design generation, planning, making and evaluating. Design projects allow children to combine practical problem solving and use of materials available to them, to solve problems in a man-made environment. Pupils are involved in activities which allow them to discuss and design artefacts, systems and environments using a wide range of materials including: textiles, graphic media, construction materials and food.

Children work individually and as a member of a group which also benefits communication and social skills. They are encouraged to use the appropriate vocabulary for naming and describing the equipment, tools, components and processes used. Health and safety is paramount, as in all lessons, and means that children are taught the safe use and care of tools, equipment and resources. Design and Technology is usually provided as part of the thematic approach to curriculum delivery.

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Health and Wellbeing Lessons in Physical Education cover a variety of skill and health related activities. In games lessons children learn to practise as individuals, partners, groups and teams, their small and large ball skills, sending and receiving skills, team and invasion games as well as learning the principles of sportsmanship and fair play. Dance and gymnastics teaches performers about body management, control and creativity. They learn how physical activity promotes physical and mental well-being. All classes practice Mindfulness. Year 6 pupils are provided with the opportunity of a residential visit to a local outdoor and adventurous activity centre and to London. Junior children take swimming lessons at Abergavenny Leisure Centre. This comprises tuition from qualified instructors. Achievement is recognised through the Monmouthshire Swimming Awards scheme. In athletics the junior activities allows them to develop their personal bests.

In addition to curriculum provision there are a number of inter school tournaments and matches that children participate in. This forms an important part of the children’s transition programme from Key Stage 2 to the secondary school Key Stage 3. We aim to promote the highest standards in skill, health, enjoyment, fair play and conduct.

Humanities To help children understand the present and to plan for and shape the future, we teach them about the past. Use is made of a variety of resources and artefacts including photographs, computers, guest speakers and documents. Our approach to the teaching of history is investigative and explored through role play and visits to places of interests relating to the theme being explored by each class. In Key Stage Two we study World War 2, Celts and Romans, The Tudors and The Victorians.

In the teaching of geography skills we start with plans of the classroom and gradually move out to the school, the grounds, the village, and neighbouring town, county, Wales the UK, Europe and developing countries.

Children learn to study, observe and record weather patterns, local rivers and land forms. Full use is made of the wonderful learning environmental the school has to offer. Learning addresses the requirements of the National Curriculum 2008 and is placed in context relating to Monmouthshire’s Local Agenda 21 allowing children to develop understanding of the world and how, as global citizens, can all play our part in sustainable development.

Expressive Arts Art is an ideal way of communicating and expressing creativity. As well as learning about artists (including Welsh artists) children are given opportunities to explore and experiment themselves with a wide variety of different materials and mediums, developing more complex ideas and using more sophisticated tools and techniques as they progress. We aim to foster in children an enjoyment and appreciation of art in order to enrich and enhance their lives. Llanvihangel celebrates children’s achievement in art through the vibrant, colourful and stimulating displays of their work throughout the school.

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Music Music provision ensures that children develop a range of skills and abilities using their voice, tuned instruments (such as recorders) and un-tuned instruments (percussion). They will perform, compose and appraise music, developing an understanding and appreciation of music. Musical skills will be developed including:  Singing.  Playing instruments and practising.  Improving, composing and arranging music.  Listening to and appraising music.

The curriculum is supported by Gwent Music service and Upbeat Music, which provide tuition for individual children for woodwind, guitar, violin, cello and piano. They also provide specialist support through workshops where children are introduced to specific aspects of music and instruments from their own and other cultures. The children are given many opportunities to perform as individuals, partners, groups or classes in assemblies, productions, Eisteddfods and Abergavenny cluster school events.

Religious Education Lessons are developed from the Monmouthshire County Council Agreed Religious Education Syllabus covering; spiritual, moral, cultural, mental and physical aspects. Children learn about religion in their locality in Wales, in Britain and in the wider world. They develop skills to help them think creatively about fundamental religious and moral questions and will share ideas through discussion.

Knowledge of religions and recognition of the importance they play in people’s lives will help them develop tolerance and respect for others. Children will learn to recognise that their viewpoint may differ from others.

Through taking part in discussions they will search for their own meaning and purpose.

Throughout the school children will study aspects of all the major world religions. Traditions of the Christian, Jewish, Muslim, Buddhist, Hinduism and Sikh faiths will be explored in a variety of ways, e.g. through role-play, artefacts, visits and visitors. Topics covered will include weddings, naming ceremonies, sacred books and lives of leaders. We also visit different places of worship to develop the children’s understanding of different cultures, traditions and religions.

Collective Worship All children gather together daily to participate in an act of Collective Worship. The content of the sessions is mainly Christian in nature, however, children have opportunities to understand the values and morals from other religions. Parents may write to request that their children be excluded from these sessions.

You have the right to withdraw your wholly or in part from religious education and collective worship. Should this be your wish alternative provision will be made for your child.

Personal and Social Education At Llanvihangel School we have a whole school approach to promoting personal and social well-being of children. A variety of opportunities are provided for children to develop a sense of self-worth and to relate effectively to each other. Through a variety of activities children are equipped to become more informed, confident and skilled in order to take an active and responsible part in society. Teaching in this aspect of the curriculum encourages positive attitudes to society and participation in the community and the democratic process. These skills are put to practical use through the workings of the School Council, the Eco-committee, Healthy Schools and the global citizenship curriculum.

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Another important aspect of the curriculum is Education for Sustainable Development and Global Citizenship (ESDGC). To further understanding of these issues the children are involved in developing the school grounds, running and maintaining recycling initiatives. The school is making good progress in the development of the ‘Forest School’ experience is developing a programme of study in place for each year group.

Statement in Relation to the Teaching of Sex Education The school’s programme of sex and relationships education, as agreed by the Governing Body, is an integral part of the PSE programme; this is approached through the understanding of all living things, together with factors that contribute to good health, diet and hygiene. The main emphasis is on relationships reflecting the needs of pupils as they move through the key stages. As well as inclusion in the PSE programme, in Year 6 the teaching of sex education is also treated as a discrete element of the curriculum. Children will be involved in lessons related directly to the development of their bodies and hormonal changes which will occur in the build up to puberty and sexual maturity. The issues are dealt with sensitively and the school nurse is involved in the planning. Parents are invited into school to discuss the issue of human reproduction prior to the children being taught and to preview any video material we show the children. Parents may, if they wish, withdraw their children from part or the entire sex education programme provided.

Social and Emotional Aspects of Learning We take a whole school approach to social and emotional learning using a range of resources. These structured resources are becoming embedded within the whole school ethos. Themes are introduced through a school assembly followed by the delivery of lessons, which teach children the skills that they can apply and continue to develop. Social and emotional learning has a positive impact on children’s confidence, self-esteem, behaviour and consequently standards of achievement.

To support the safety aspect of the curriculum, the school has good links with the police, fire service and road safety officers. The infant children are visited regularly by “Mrs Tufty” and have been participating in Kerbcraft activities. The local community police officer, PC Cath Hughes-Gardiner, discusses issues with children from both key stages, including safety and safe places to play, stranger danger, acceptable behaviour, our community, Internet safety, etc.

Home Learning Homework is seen as a way of developing positive links between home and school. All children, from Reception to Year 6, will have some activities to undertake at home each week. Many children, from Reception onwards will have reading activities that are recorded in their Reading Record Booklet. As children become fluent, independent readers, the need for this may be withdrawn.

Spellings and multiplication tables will become increasingly important as pupils progress through the school. In addition, teachers may send home activities to support a particular area of a pupil’s learning or to support a topic or area of study. It is not intended that these activities become a burden but that they support and develop the links between home and school and begin to instil good working habits in pupils.

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Learning Beyond the Classroom At Llanvihangel Primary School we provide children with a range of opportunities to foster personal growth. We operate a School Council (see Health & Well Being). The Eco-committee is another group of children who are involved in and inform decisions across school. The group deals with environmental issues! In addition, each year the children are involved in activities which include the following:  Use of the school grounds  Visitors to the class linked to current topic work  Sporting competitions and festivals  Theatre visits  Residential visits  Musical presentations  Environmental competitions  Working with the Forestry Commission  Recycling projects  Educational visits  Literacy competitions  Swimming  Links with Comprehensive school  Museum visits  Visits to the Church  Visiting poets/story tellers  Special assemblies  Sports day  Safe cycling

Educational Visits As part of the topics that pupils study often visits and trips are made to support and enhance the learning experience beyond the classroom environment. They offer opportunities for hands on experience, cultural experiences and active participation. For older pupils the opportunity for a residential visit to an Outdoor and Adventurous Centre and London is offered. Risk assessments are carried out before any trip, and, where necessary, parents are advised where additional insurance for belongings may be desirable.

The local environment is a very valuable resource for the school and is used in many and varied ways to support the teaching and learning. The school grounds, as well as providing a play environment, are also used for P.E., geography, art, science, and practical maths. The local churches and historic buildings such as Llanvihangel Court have all been used to bring the curriculum to life.

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Community Links & School Visitors Preschool Playgroup, Ladybirds @ Llanvihangel meet in our demountable building each morning and three afternoons per week. This group is fully accredited and registered, with MCC and CSSIW respectively, and is a valuable asset to our school. New initiatives are continually being explored to make transition from one ‘phase’ of education to another as smooth as possible.

During the year, the school welcomes many visitors. Regular visitors include Support Staff from Monmouthshire Children and Young People, who come to monitor the work of the school and to provide support in specific areas. Mrs N. Harrhy, the School’s Nurse, visits to support health related aspects of the curriculum (including sex education for Year 6 pupils), to monitor the health of the pupils, and to make herself available to parents who may wish to discuss health- related issues. PC Mason is a regular visitor who reminds us how to stay safe in many different situations. We have also had visits from veterinary nurses, local librarians, politicians and artists.

We regularly receive students on work experience from Monmouth Comprehensive and King Henry VIII School. We also welcome students from Worcester and Cardiff University who undertake teaching practices.

Raising money for MacMillan Cancer Research by holding a community coffee morning

Extra-curricular activities

Sports The school takes part in a number of sporting activities throughout the year. Older pupils participate in a number of sporting activities organised by King Henry VIII School. Each year the school holds an ‘Outdoor Activities’ week which allows all children to take part in a range of team activities such as map reading, hill walking and other challenges. Our football team have been the proud winners of the ‘Pandy Show Football Tournament.

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Clubs We are very pleased to be able to offer a diverse range of clubs for our pupils. These take place before and after school. They vary from year to year, depending on the interests of the staff, pupils and volunteers involved in the activities. This year we offered the following clubs.

 Minecraft Club  Multisports Club  Spy Club  Longtown Adventure Club

Charging & Remissions To support covering the cost of such visits and events it is often necessary to ask for voluntary contributions from parents. These contributions cover all fees associated with the trip or event. No profit is made on such trips or events. The school may need to cancel such trips and visits if contributions do not cover the costs. Parents will normally be asked to contribute to the following:  The board and lodging of any residential visits (except where parents of a pupil are in receipt of Income Support and the activity takes place within school hours);  Visits that support the teaching and learning in the school;  Optional activities taking place outside school hours that do not form a part of the National or School Curriculum, such as music lessons;  The cost of materials, ingredients and equipment for any activity taking place within school hours, where parents have indicated in advance that they wish to own the finished product;  Any wilful damage or breakage caused by any pupil of the school may result in the parent of the child concerned being charged for the associated repair and/or replacement costs.

The school can make arrangements for collecting monies on a weekly basis in order to make the contributions more manageable, depending on the cost of the trip/visit. Where there are cases of financial/family hardship, which make it difficult for parents to allow their children to participate in particular activities for which a charge is made, the Governing Body invites parents, in confidence, to apply for remissions of charges in part or in full. The headteacher, in consultation with the

Chairperson of the Governing Body, will make authorisation remission.

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Inclusion Llanvihangel Crucorney Primary School takes great pride in helping all children reach their full potential, from those who need extra support for everyday learning, to those who are more able and talented and need their ability to be nurtured and developed. Teachers and support staff provide opportunities and experiences to enable all children to fulfil their potential. They provide challenging classroom environments in which children are enabled to become independent learners and critically aware of their progress and potential. Opportunities are provided for pupils to reflect on and review their individual learning targets.

Additional Learning Needs

Pupils who have additional educational needs are identified at an early stage and in a variety of ways, for example, through parental, class teacher or external agency referral. The school has an Additional Educational Needs Policy, which complies with the Additional Learning Needs Code of Practice. This is available from the office upon request.

It is policy to consult with parents of children who display any special needs whether learning difficulties or, at the other end of the spectrum, more able or talented. Planning for a child’s particular needs is always a shared task between home and school. The school has a designated Additional Learning Needs Co-ordinator (ALNCo), Mrs L Speake. The ALNCo liaises with class teachers and parents and assists in planning appropriate work programmes (Individual Development Plans) to ensure the inclusion of all pupils, including those who are recognised as more able. The Governing Body regularly monitors the school policy on ALN, and has appointed a Governor, Mrs Elizabeth Blakemore, to take a particular interest in this sensitive, complex and dynamic area.

Where necessary, support is available from external agencies such as; the Educational Psychological Service, Audiology Service, Occupational Therapy, Speech Therapy and Physiotherapy.

Support is offered to the child through 1:1 support, and/or small group tuition, working under the direction of the class teacher and using a range of appropriate material resource and differentiated activities.

The school has very good disabled access and is well resourced to ensure equality of opportunity. All reasonable adjustments are made to the environment and teaching & learning activities to ensure children with disabilities are not disadvantaged. Any child admitted to school with a disability will have access to support in line with the Local Authority policy. Details relating to individual children are discussed with parents prior to the child starting school to ensure that the school can fully plan and prepare for a smooth transition into school life. (See Admissions section for further details.)

The school ensures that any parent with a disability will have equal access to all events and communications, reasonable adjustments would be made as appropriate.

Equal Opportunities / Race Equality The school regularly monitors and updates its Strategic Equalities Plan to ensure that no child is disadvantaged according to race, gender, ability, disability, ethnicity or religion.

We believe that everyone has the right to the equality of opportunity and should be free from all forms of discrimination. We recognise the right of equality of opportunity for all individuals

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including pupils and staff, irrespective of their gender, colour, culture, race, ability, disability, age or religious observances. We view this plan as an integral part of our whole school approach. It is reflected in the way other policies are planned and implemented.

Our aims are:  to ensure that diversity is celebrated and welcomed;  to ensure that all children have equal access to all curricular areas and all available resources;  to ensure that all amenities / facilities do not deny equal opportunities;  to ensure that everyone is valued and has a right to both personal and professional development;  to ensure that everyone is able to identify unacceptable behaviour and given strategies for dealing with different situations;  to ensure that everyone is aware of their responsibilities in implementing this policy.

More Able Pupils  In our curriculum and wider provision we ensure the needs of more able and talented pupils, whether they be academic, musical, creative, sporting or cultural, are met. Teaching is planned so that challenge is an integral part of children’s daily learning. We ensure that those who are more able are nurtured and developed to enable them to realise their full potential.

ELSA Programme We have a member of staff who undertakes the role of Emotional Literacy Support Assistant (ELSA). The school ELSA is a Teaching Assistant who has had special training from educational psychologists to support the emotional development of children and young people. Our ELSA has regular professional supervision from educational psychologists to help her in her work. The ELSA helps children and young people learn to understand their emotions and respect the feelings of those around them. They provide the time and space for pupils to think about their personal circumstances and how they manage them. Most ELSA programmes will last for 6 to 12 weeks, helping the pupil to learn some specific new skills or coping strategies. Clear programme aims (SMART targets) are set early on in the programme and each session has an objective - something the ELSA wants to help the pupil understand or achieve.

Accessibility to the School We aim to make all areas of school life accessible to all. This includes increasing the extent to which disabled pupils can participate in all aspects of the life of the school. (See ALN above) It also means that we aim to improve the physical environment of our school for disabled pupils.

We currently have wheelchair access to our building and there are changing and toilet facilities for physically disabled pupils and adults.

Assessment Recording Reporting and Target Setting Teachers are continually assessing pupils’ work in all subjects and activities and a range of different methods are used. These include day-to-day observations, marking, ‘in house’ testing and end of work unit assessment, tables, spelling, and national standardised tests. Pupils are encouraged to assess their own achievements, performance and attitudes.

As your child progresses through school teachers make assessments of the progress they are making and the preferred learning styles they are developing. In Reception this starts with the

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Baseline assessment which looks at language, mathematical, personal and social development. Years 2-6 pupils complete personalised tests in literacy and numeracy. To support these formal procedures, teachers continually assess children during learning sessions in order to ensure they are providing the right level of challenge. Assessments are analysed to determine the child’s development as well as highlighting any possible areas for progress across the curriculum. All information gathered is used to feed into the individual pupil tracking system known as INCERTS. The system will ensure we are aware of any significant peaks or troughs in the child’s progress. It provides early identification and allows early intervention in order to support a child’s learning.

In May each year children from Year 2 to Year 6 take the National Reading and Numeracy test, the outcomes of which are discussed during Parent Consultations.

A summary of assessment results for 2018/19 can be found at the back of this Prospectus.

Targets Each year the Governing Body, with the headteacher, sets teacher assessment targets and projected targets for the end of Key Stage 2 (Year 6). These targets are challenged by the Local Authority Principal School Improvement Officer. The table below shows the projected percentage targets for the 2020-2021 academic year.

Key Stage 2 School Target Level Number in Cohort (%)

4+ 11 100% English 11 5+ 64%

4+ 11 91% Welsh (first or second language) 5+ 11 36%

4+ 11 91% Mathematics

5+ 11 45%

4+ 11 100% Science

5+ 11 45%

Core Subject 4+ 11 91% Indicator

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Local Targets As from September 2011 a new Welsh Government statutory regulation came in to place requiring the Governing Bodies at schools to set 3 local performance targets for KS2. The three current targets set by the Governing Body at Llanvihangel are:

1. Increase attainment of OC6 from 38% to 62% by targeting Y2 pupils.

2. Increase Y2 boys attainment by 8% in LLC OC5 and OC6 by targeting 1 boy at OC5 and 1 boy at OC6..

3. Close the Boys v Girls gap in L5 Maths by 28% by targeting Y6 girls.

Reporting to Parents Parents are encouraged to take an active role in their children’s education as your involvement is central to a child’s success. Parents are welcome to visit the school to discuss the education and progress of their children, or indeed, to raise any issue of concern. The headteacher and class teachers are generally available after school, but it is advisable to make an appointment to see them to avoid clashing with prior commitments. Records of children’s progress and programmes of work are kept by the class teacher and are available to parents upon request. Parents are routinely kept informed of their children’s progress and of school and classroom activities through a variety of means:

Parent Consultations Twice a year, in the Autumn and Spring terms, parents are formally invited to meet their child’s teacher. These consultations are normally by appointment. At this meeting the class teacher will show parents examples of their child’s work, share results of any testing and discuss his or her progress.

Written Reports Parents will receive a written report at the end of each year, which gives details of the child’s progress in each subject in turn. It also gives more general comment on the child’s attitudes and achievements, and where and how improvements could be made. A further consultation with the class teacher may be requested, following the receipt of this report.

School Newsletter This is sent out twice termly and gives a brief account of the activities that are taking place within the school. It also reminds parents of dates for their diary, sporting fixtures, and other school affairs. This newsletter is also available on our school website.

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Open Morning During the Autumn Term an open morning is held when parents of existing and prospective pupils, or indeed anyone with an interest in the school, are welcome to visit and be shown around the school by Key Stage 2 pupils. Visitors are able to see lessons in progress and discuss the work with the children. Examples of work are on display, as are National Curriculum and other documents, and staff and governors are on hand to answer any queries. The PTFA provides refreshments for these occasions and we aim to make visitors feel very welcome.

Governing Body’s Annual Report and Parents’ Meeting All Governing Bodies must prepare an Annual Report for discussion at the Annual Parents Meeting. The report contains information on a wide variety of subjects including progress made in the implementation of the School Improvement Plan, targets, assessment results, school and pupil achievement, summary of the school budget and other school issues. A summary report is sent home to parents and a full report is available on request. Parents are encouraged to attend the Annual Meeting to voice their views and to make contributions to the School Improvement Plan. It also provides parents with an opportunity to meet and talk to the school governors.

Parents’ Views As we are constantly reiterating, the school is always keen to receive feedback from parents about any aspect of school life. To this end, we circulate a questionnaire, from time to time, asking parents for their opinions on a variety of issues and for their thoughts on how the school could be improved. Parents are encouraged to speak to the Headteacher about any concerns, or ideas, they may have. Governors are contactable through the school office, should parents have any queries for them.

SCHOOL’S PRIORITIES FOR 2021 - 2022 YEAR Raising Standards: Embed good and excellent teaching of Literacy/ Welsh across the 2021-2022 curriculum with a focus on oracy and spelling. Raising Standards: Raise the attainment level of pupils in Numeracy with a particular focus on the CPA approach. Improving Quality of Health and Wellbeing: To further develop a high quality, pupil driven curriculum focused to improving pupil wellbeing with a particular focus on mental health and metacognition. Curriculum Reform: To effectively embed the new Curriculum for Wales in all areas by September 2022. Professional Learning: To further embed a culture which encourages staff to be continuous learners and managers to support and develop pedagogy, leadership and professional practices to raise standards in line with the CfW.

 Use and apply functional oracy in a range of situations to communicate using a range of 2022-2023 subject specific vocabulary and questioning.  Use and apply numeracy skills through a wider range of financial education opportunities.  Review AoLE provision and best practice to create and maintain pupil digital portfolios to maximise improvements in standards across the curriculum.  Continue to develop Governors professional learning networks to impact on school improvement.  Continue to develop leaders’ capacity to strategically plan for and enact the Curriculum for Wales

 Further embed the Welsh language development strategy.

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 Continue to raise standards in Literacy, Numeracy and ICT. 2023 - 2024  Review coverage of the Curriculum for Wales – 4 core purposes, 6 AoLEs and 3 key drivers.  Review links with the community, impact of ACEs training and intergeneration links.  Further develop long term plans for professional learning and evaluation for governors and staff in the context of the 4 Purposes to securing accountability for standards, transformational education planning, resource management, self-evaluation and improvement.  Embed teacher enquiry as a focus of continued refinement and improvement of the curriculum in line with the Professional Standards  Ensure all pupils’ needs are catered for through the 4 Purposes with a focus on MAT pupils to fully develop academic, physical, social and creative talents.

Health and Welfare We always appreciate you keeping us informed about any changes in your child’s health so that we are able to support you in his/her care. It is essential that any health concerns are shared with us. If you child is ill please keep them at home until they are fully recovered. If illness is due to infectious sources e.g. virus, disease, remaining at home is vital until the infection has cleared. A period of 48 hours is the minimum period re: bouts of sickness, diarrhoea – at least forty eight must lapse since the last bout before returning to school. Parents will be contacted if pupils return before this time has lapsed.

Should your child become ill in school and we feel that he/she will benefit from being at home we will contact you immediately, therefore, accurate emergency information is essential.

Medicines If your child has a long-term medication (e.g. inhaler for asthma), it is necessary for the school to have written authorisation to administer it, giving details of dosage etc If your child returns to school and still requires medicine, it is your responsibility to make arrangements to dispense that medicine. The school is not authorised to dispense any medication and children should not be sent to schools with medicines, this is Local Authority Policy. Please contact the Headteacher if you require to make specific arrangements.

Knowledge of children who require inhalers is essential. Please inform the school if your child uses any form of inhaler.

If a child is not well enough to go outside at playtimes or lunchtime, he/she may stay indoors, but please inform the class teacher in writing and arrangement will be made.

Visits by Medical Services From time to time, the school Medical Health Service arranges routine inspections. Any cause for concern is referred to parents.

School Nurse Nurse Nikki Harrhy visits the school regularly and is available for parents to meet and discuss any medical or health issue you may have regarding your school or pre-school children. She supports the Science and Personal and Social Education programmes in the classes and carries out hearing and sight screening.

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Health & Safety The school has a comprehensive Health & Safety Policy which endeavours to provide a safe and secure environment for all pupils, staff, parents and visitors. The school also has a nominated Health & Safety Officer on the staff and on the Governing Body. They are the Headteacher and the Chair of the Governing Body Health & Safety Sub-Committee

A Whole School Risk Assessment is carried out annually and allows the school, its governors, staff and the LA to address any areas of concern within reasonable financial constraints. Areas covered are all external and internal areas, including flooring of high use areas, glazing, electrical equipment, P.E. and play equipment. Further risk assessments are carried out as appropriate for specific issues where an element of risk maybe involved such school trips, science, technology, P.E. and other crafts. The school grounds are checked daily by the school caretaker and any defects or hazards reported to the Headteacher. Any maintenance or repairs identified through this process will be completed at the earliest possible time.

A half termly fire drill is conducted at varying times with no warnings given to ensure proper procedure is followed by all staff and pupils. The time taken to evacuate the building and any delays or difficulties exiting are duly noted and rectified.

We have an active no-litter policy within the school and the school grounds. Dogs are not allowed in the school grounds and should not be brought onto the school premises.

Smoking is prohibited and against the law in schools, not only in the school building but also in the school grounds and we politely ask all parents and carers bringing and collecting children to and from school to comply with this policy. We ask that parents and carers not use e-cigarettes on the school premises.

Road safety awareness for other pupils will arise within certain curriculum areas. Pupils learn road safety through the KerbCraft initiative. Mrs ‘Tufty’ works with younger pupils to raise road safety awareness. Local Community Police Officers work with pupils throughout the school on road safety matters. The school cannot cover all eventualities but strives to do its best at all times.

Parking Please use the Village Hall Car Park that is just a short walk away and provides a far safer place to ‘unload/load’ your children. If the car park is full, please park in a sensible and safe place, giving consideration to others.

RESTRICTED PARKING PLEASE DO NOT PARK YOUR CAR IN THE SCHOOL BUS ZONE 8.45 – 9.15am & 3.00 – 3.30pm

School Safety, Security and Transport With the general increase in personal violations both inside and outside of schools, attention to safety and security of the children, staff, and the school is of paramount importance.

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The school has implemented a number of measures to ensure that the safety of both pupils and staff is maintained and improved. These include:  an entrance lobby which has been designed to ensure that all visitors must gain the permission of a member of staff in order to gain entry;  an Intruder Alarm System for protection of equipment and facilities when the school is closed;  a telephone system which links the Ladybirds classroom to the main school premises as well as to other offices.

The efficiency and provision of these measures is reviewed regularly.

Accidents Occasional accidents occur when children play on the playground or during class activities. These are principally of a minor nature and are dealt with by a member of staff trained in emergency first aid. If the injury is deemed to require medical attention, every effort is made to contact you or a nominated person on the alternative number noted on the pupil’s personal details form. Accidents are recorded in the school Accident Report Book.

Child Protection and Safeguarding All staff, Governors and volunteer helpers have current Enhanced Criminal Record Bureau (DBS) checks. Teaching staff are registered with the Welsh Education Workforce Council (EWC). All staff are trained in identifying signs which may indicate a child protection issue. The Headteacher, Mr Stewart Davies, is the designated Child Protection Officer. Mr Richard Corken is the link governor for Child Protection. There are thorough systems in place, based on the Social Services and Well-being (Wales) Act (2014), to deal with all incidents.

In such circumstances the safety of the child is paramount and is therefore put before the needs of the parents. Although efforts are made to contact parents to discuss issues, advice will initially be sought from the Children’s Services Duty Officer. The school will then follow their recommendations.

Fortunately, such incidents are rare and the information is not intended to alarm parents, but to demonstrate the high quality of care that is provided for the children.

Looked After Children The school’s policy for Looked After Children - LAC (children in public care by the Local Authority) details the arrangements made for LAC including person support plans. Each pupil in care will have a Care Plan that will include a Personal Education Plan (PEP) that is developed jointly by the Social worker and Designated Teacher. This will identify specific areas of concern and include achievable targets. The LAC co-ordinator is the Headteacher, Mr Stewart Davies, and the Link Governor is Mr Richard Corken. Our aim for all children is to ensure that they reach their potential and we use assessment data to target their progress carefully and ensure support is provided in a timely manner.

Discipline

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Pupils in our school are happy, courteous, well-mannered and sensitive to the needs and feelings of their peers. We encourage them to show respect and care for all other school members, its physical environment and to the community in which they live. A sensible and responsible standard of behaviour is expected both in and out of school. This is stressed throughout all aspects of school life.

The school has a policy document for behaviour and discipline, along with an anti-bullying policy and these are available on request. If issues regarding behaviour arise, the Headteacher will contact parents to discuss possible resolutions. Likewise, parents who are concerned about any behaviour issue should contact the Headteacher.

Anti-Bullying Policy Children and staff have worked together to produce a policy which highlights strategies children and staff can use to overcome any issues related to bullying. We value good relationships between individuals. Every allegation of bullying is taken seriously. We take the attitude of believing the child as central to dealing with the issue. We are all aware of the negative effects bullying can have on individuals and so we work hard to create an environment which is free from fear and to develop a culture which encourages children to tell. Bullying is unacceptable and will not be tolerated. We will also take account of incidents which occur outside of school, but may have an impact on the children when in school.

Complaints Procedure There may be an occasion when something happens in school that you are not happy about or there may be an aspect delivery that causes concern. Our complaints procedure is a way of ensuring that anyone with an interest in the school can raise a concern, with confidence that it will be listened to and if well founded, dealt with in an appropriate and timely fashion. The following is a summary of our full complaints procedure. This is what you should expect to happen:  A full copy of the procedure is available from school or on the school website.  Your complaint will be dealt with fairly and impartially, and as quickly and effectively as possible.  It will be thoroughly investigated.  Your complaint will be kept confidential, with only those involved in investigating and making a decision being made aware of the details of the complaint. It is likely, however, that the person who is being complained about will be told of the complaint.  If the complaint involves pupils (as complainant or witness), arrangements will be made for them to be accompanied at all stages by a parent, guardian or an adult of their choice.  Any evidence given by a child will be done so voluntarily and with the agreement of his/her parent, if they are under the age of 16. Every effort will be made to make the child feel comfortable and to ensure that their voice is properly heard.  You will be kept informed of progress throughout the process.  All anonymous complaints will be recorded and may be investigated.

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General Data Protection Regulations (GDPR) In line with the General Data Protection Regulations (GDPR), the school’s Data Protection Policy and Privacy Notice for Parents can be viewed on the school website www.llanvihangel.wales on the policies page.

Parent-Teacher-Friends Association The school has a thriving and enthusiastic PTFA which is invaluable in raising funds for resources, as well as providing a focus for social activities. Meetings are held twice termly at school. Events organised by the PTFA over the past years have included Easter Bunny and snowman drives, ‘Chocoholics’ evening, a Bag2School collection, an Easter Egg Hunt, a Christmas Shopping Evening, a skittles evening and a Promise Auction. We hold an annual barbecue at the end of the summer term which is our major event of the year, offering lots of fun and entertainments. During 2020- 2021, funds raised have been used to purchase topic books, and curtains for the school hall.

The COVID Non Swimathon!

We hope you have enjoyed reading about our school and we hope to see you soon!

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End of Key Stage Assessments - A Strategic Overview of 2018/2019 Standards of Achievement The following tables show the school’s performance for children attainment at the expected levels for End of Foundation Phase and End of Key Stage 2 (these have not been updated due to COVID 19/20)

Percentage of Foundation Phase pupils achieving Outcome 5+

School data Comparative data 2019 2019 2018 Monmouthshire Wales

Pupils Boys Girls Pupils Boys Girls Pupils Boys Girls Pupils Boys Girls Language, literacy and 100 100 100 91 100 83 91 89 93 82 78 87 communication Mathematical 100 100 100 82 80 83 91 92 91 85 82 87 Development Personal and Social 100 100 100 91 100 83 97 96 98 92 89 95 Development Foundation Phase 100 100 100 82 80 83 88 88 89 80 76 84 Indicator

A typical Year 2 child will probably be at Outcome 5+ by the end of Foundation Phase. Pupils gaining an Outcome 6+ have attained an exceptionally good result. Most pupils will move to a new level approximately every two years. At any one time pupils are likely to a higher level in some subjects than in others. Percentage of Key Stage 2 pupils achieving Level 4+

School data Comparative data 2019 2019 2018 Monmouthshire Wales

oys

Pupils Boys Girls Pupils B Girls Pupils Boys Girls Pupils Boys Girls Welsh 2nd 100 100 100 100 100 100 90 87 93 81 86 76 language English 100 100 100 100 100 100 95 94 97 90 86 93

Mathematics 100 100 100 100 100 100 95 94 95 91 89 93

Science 100 100 100 100 100 100 96 95 97 91 89 93 Core Subject 100 100 100 100 100 100 93 92 95 88 85 91 Indicator

A typical Year 6 child will probably be at Level 4+ by the end of Key Stage 2. Pupils gaining a Level 5+ have attained an exceptionally good result. Most pupils will move to a new level approximately every two years. At any one time pupils are likely to reach a higher level in some subjects than in others

More Able Pupils

Llanvihangel Primary School is a member of The National Association of Able Children in Education (NACE). All teachers us the NACE Framework in their teaching to help meet the needs of more able learners.

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