St Mark’s Church of Primary School, Natland

CONTENTS

1 Contents 2 Introduction 3 School Ethos 4 A Brief History New Developments Natland and Oxenholme PreSchool 5 Contact Details Teaching Staff Classroom Support Staff Support Staff 6 Mosaics Staff Pre School Manager Instrumental Music Teachers Students 7 Governing Body 8 Community Links Pupils with Disabilities Security 9 Visiting Arrangements Times of the School Day 10 Current School Organisation 10-11 Teaching and Learning 12-18 Curriculum Subject Statements 19 Extra Curricular Activities 20 Homework Children with Special Educational Needs Religious Education and Worship 21 Sex Education School Rules 22 Code of Conduct for Behaviour 23 Behaviour and Discipline Parent/Teacher Conferences 24 Pastoral Care 25 School Dress 26 School Meals ‘MOSAICS’ Out of School Provision 27 St. Mark’s School P.T.A. (Parent Teacher Association) Attendance and Absence Charging for School Activities 28 Insurance Matters Secondary Education 29 Formal Complaints Disclaimer

Appendix 1 School Holiday Dates 2019/2020 and 2020/2021 Appendix 2 School Admissions Policy

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INTRODUCTION

The winged lion, symbol of St Mark, represents the strength we can all find in God combined with the potential to achieve great things and ‘soar on wings like eagles.’

St Mark’s is a successful, happy and welcoming rural school serving the children of Natland, the Oaks, the Beeches, Strawberry Fields, Oxenholme and beyond. Our most recent Ofsted inspection report (December 2016) states that St Mark’s continues to be a good school. The opening paragraph of the report states,

‘The leadership team has maintained the good quality of education in the school since the last inspection. You have an accurate understanding of the key reasons why the school continues to be successful and why it is a popular choice of parents in the area. Using this knowledge, you have continued to build on the strengths seen during the last inspection, maintaining the high standard seen in reading and making sure that the pupils continue to be happy and exceptionally well cared for. You know where there is still work to do, based on your accurate and ongoing reviews of the work of the school.’

We are very proud of our school and its place at the heart of the local community.

Our most recent SIAMS (Statutory Inspection of Anglican and Methodist Schools) judged the distinctiveness and effectiveness of St Mark’s C of E School as a Church of England School as outstanding:  The Christian character of the school is deeply embedded and permeates all aspects of school life. This has a direct and positive impact on pupils’ wellbeing and on their spiritual, moral, social and cultural development.  The distinctively Christian values are lived out within the school and ensure exceptionally strong relationships across staff and pupils.  The excellent Christian leadership of the school ensures that school improvement is highly effective and underpinned by Christian values.  Collective worship plays a significant part in developing pupils’ spirituality.

We try to build everything that we do on a set of 15 Christian values:

compassion creation endurance fellowship forgiveness friendship hope humility justice peace reverence service thankfulness trust wisdom

Our focus this year will be on: Humility, Reverence and Creation. These values, looked at over a four year rolling programme, form the basis for the worship life of the school, underpin our approach to discipline and our expectations for behaviour and influence the way in which all members of the school community conduct themselves.

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Our aim is to maintain high academic standards year on year but more importantly work hard to ensure good progress is made by all children. Consistent with our caring and inclusive ethos, any child with particular or special needs or disabilities is well supported by our dedicated team of support staff.

Being a Voluntary Aided (V.A.) Church school provides many opportunities for independence, flexibility and creativity within a clear moral framework that puts individual self-worth and our 15 Christian Values at the heart of all teaching and learning.

We try to provide as many and as wide a variety of opportunities in sports and the arts for all pupils during each school year. We actively promote healthy eating, healthy lifestyles and pupil involvement in decision making. Catering is provided by local company Orian with the majority of our children regularly eating hot, healthy meals freshly prepared on the premises.

SCHOOL ETHOS We aim to provide a safe, caring and inclusive environment in which everyone is able to learn, try new things and grow as a fully rounded individual: finding strength in God and soaring on wings like eagles. We aim to provide education in accordance with the principles and practices of the Church of England. Worship, good quality religious education and spiritual development are at the heart of every aspect of the work of our school. Celebration, inclusion, forgiveness, grace and mercy are some of the key aspects of school life that give it a distinctive Christian ethos. We are currently working to develop our understanding of the values that underpin the work of a church school. The focus this school year will be on: humility, reverence and creation. Such values operate as a filter for decision making at every level and help to guide the activities and life of the school.

A brief summary of the vision statement for St. Mark’s appears, in no particular order, below:

 to foster a clear Christian ethos  to support, recognise and celebrate the achievement and progress of all children  to develop effective learning behaviours  to encourage progress, maintain high standards and constantly strive for improvement  to be a focal point, support and resource for the community  to have close and mutually supportive links with the local church  to develop strong links with other educational providers  to work openly and in partnership with the Collaborative Partnership (our cluster of local schools)  to be welcoming, accessible and actively encouraging of parental involvement  to participate enthusiastically in educational initiatives  to participate in a wide range of sporting and cultural events  to provide high quality, relevant professional development for all staff  to maintain the fabric of the building and its environment to ensure safety and inspire learning  to build our educational practice on recent rigorous research

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A BRIEF HISTORY In 2003 a new school hall was added along with other alterations giving an additional classroom and a new corridor linking the two main sections of the school. In 2006 a seventh classroom was established by re-working existing rooms and the library was brought to the centre of the school. A dedicated outside area for the younger children was created in 2007 as an extension to the Reception classroom. More recent work has included re-roofing, replacement of the main heating boilers, toilet refurbishment and an extension to the car park. In 2014 new office space and a new school entrance were added. Work was completed on alterations to two classrooms and a new classroom has been built. In 2019 the heating system was completely upgraded. The school roll is likely to grow as large housing projects are completed in the catchment area and so the recent projects have been carried out to ensure that we have 7 teaching spaces able to accommodate 30 pupils.

The school is set in extensive grounds incorporating a large playground, playing field, adventure play area, an outside classroom, kitchen garden and a wildlife area. Each year we harvest a wide range of home grown fruit and vegetables as our ‘Hidden Haven’ has become established.

NEW DEVELOPMENTS St Mark’s PTA has led the way in the last year in raising £27,000 for development of the playground. The children now enjoy the safety and opportunity offered by the new Multi-Use Games Area (MUGA). We also have a large shelter over one corner of the playground and a wide range of sports and educational markings painted on the surface of the playground.

NATLAND AND OXENHOLME PRE-SCHOOL

Since June 2018 St Mark’s school has hosted the long-established Natland and Oxenholme Pre-School in the school building. The Pre-School was based in the local Natland village hall but has been re-established as a partner with the school. A room is leased to the trustees who continue to manage the provision which is separately registered with Ofsted. They are now able to offer morning and afternoon sessions each day of the week during school terms. Families using the Pre-School are able to use the school’s MOSAICS breakfast and after-school clubs which when used in conjunction with pre-school sessions can provide full wrap-around care, from 7.45 a.m. to 6.00 p.m.

Pre School visit the Hidden Haven

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CONTACT DETAILS School Address St. Mark's Church of England Primary School Oxenholme Lane, Natland, Kendal, LA9 7QH. Telephone 015395 60719 Fax 015395 61769 E-mail admin@st-marks..sch.uk Website www.stmarksschoolnatland.co.uk Headteacher Mr. Peter Barfoot

TEACHING STAFF Mr P Barfoot Headteacher Mrs J Grant Deputy Headteacher / Year 1 Mrs D Thorne EYFS Reception Mrs K Hardy Special Needs Co-ordinator (0.2) Mrs S Robinson Year 2 (0.5) Mrs J Yarker Year 2 (0.5) Mrs H Cook Year 3 (0.8) Mrs C Burrow Year 3 (0.2) Ms Q Davies Year 4 (1.0) Mrs C Burrow Year 4 (0.2) Mrs L Whittaker Year 5 (0.6) Mrs R Shone Year 5 (0.4) Mrs K Hardy Year 6 (0.6) Mrs C Ainsworth Year 6 (0.4)

CLASSROOM SUPPORT STAFF Mrs M Bell Higher Level Teaching Assistant Mrs J Atkinson Higher Level Teaching Assistant/Senior Teaching Assistant Mrs J Sharpe Senior Teaching Assistant Mrs M Hicks Senior Teaching Assistant Mrs S Paxton Senior Teaching Assistant Mrs K Chambers Teaching Assistant Mrs S Hine Teaching Assistant Miss A Ferguson Teaching Assistant Mrs A Goodall Teaching Assistant

SUPPORT STAFF Mrs M Illingworth School Business Manager Mrs D Clark Administrative Support Mr I Walker Cleaner / Caretaker

MIDDAY STAFF Mrs I Askew Midday Supervisor Mrs G Forshaw Midday Supervisor Mrs S Hine Midday Supervisor Mrs J Mackereth Midday Supervisor Mrs S Roberts Midday Supervisor Mrs K Chambers Midday Supervisor Mrs M O’Hara Midday Supervisor Ms C Dixon Midday Supervisor

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MOSAICS STAFF (BEFORE AND AFTER SCHOOL CARE) Mrs K Chambers MOSAICS Manager Mrs S Hine Play Leader/Play Assistant Miss S Hutchings Play Leader/Play Assistant Mrs J Mackereth Play Leader/Play Assistant Mrs I Askew Play Assistant

NATLAND AND OXENHOLME PRE-SCHOOL Mrs Kate Clark Manager

INSTRUMENTAL MUSIC TEACHERS Mrs J Knaggs Keyboard and Woodwind Mr R Dewsbury Guitar and Brass

STUDENTS We work in partnership with the University of Cumbria and regularly welcome trainee teachers on placement in school. The KPP (Kendal Primary Partnership) group of local schools, hosts a number of post-graduate trainee teachers each year. St Mark’s is currently a Lead School in partnership with the University of Cumbria providing Post Graduate initial teacher training through the School Direct programme. This year we have 16 trainee teachers in the programme

We often have child care or trainee teaching assistant students from on placement in school. In the Summer term we also welcome students on work experience placements from local secondary schools.

Residential Adventurous Activities – Year 5 and Year 6

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Netball Teams

GOVERNING BODY – Autumn 2019 Name Category Mr T Ward Chair (Foundation Governor) Mrs S Brooke Vice Chair (Parent Governor) Mr S Barber Foundation Governor Mr G Day Foundation Governor Mrs M Cammack Foundation Governor Mrs S Miller Foundation Governor Vacancy Foundation Governor Vacancy Local Authority Governor Mrs J Grant School Staff Governor Mr K Robson Parent Governor Mr P Barfoot Ex Officio (Headteacher) Canon A Whittaker Ex Officio A ‘Foundation‘ governor is one appointed on the recommendation of the Parochial Church Council

CLERK TO THE GOVERNING BODY: Mrs J Gregory

Year 2 Re-creating the Fire of London

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COMMUNITY LINKS St Mark’s School is at the heart of the community. We welcome and value the support of a great many local volunteer helpers into school on a regular basis. We maintain good links with the following businesses and organisations:  St Mark’s Church  Natland Table Tennis Club  St Mark’s PCC  United Utilities  Natland Parish Council  Asda Stores  Natland and Oxenholme Pre-School  Morrisons  Cumbria Police  South Lakeland District Council  Cumbria Fire Service  Appletree School  Lighting Up the Natland Night  Kendal Torchlight  Kendal Collaborative Partnership  Kendal Care Home  Kendal Primary Partnership  Brewery Arts Centre  Age UK  Kendal Integrated Care Community  Natland Defibrillator Group  Wordsworth Trust

PUPILS WITH DISABILITIES St. Mark’s is equipped with adequate facilities to admit pupils with disabilities, i.e. ramps and an adapted toilet. At St. Mark’s we treat pupils with disabilities equally and equitably with others and aim to give them, as far as practically possible, equal access to all areas of the curriculum.

SECURITY A security system and protocol is in place which aims to prevent unauthorised entry and unauthorised pupil egress. Once the school is in session, access to the school is only possible at the main door where visitors are processed by office staff before door magnets are released to provide entry. All other entrances are locked during the school day. All visitors are given a labelled badge to wear for the duration of their visit.

The Headteacher and School Business Manager’s offices are situated by the main door.

School Council visit to London

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VISITING ARRANGEMENTS We value the involvement and co-operation of parents in the education of their children. We like to feel at St Mark’s that parents are always welcome to visit, but ask for consideration in making contact with the staff so that interruptions to lessons at the start of the school day are kept to a minimum.

Appointments to see staff should be made through the school office.

The Headteacher is always willing to meet with parents and show the school at work. An open day, evening and ‘drop-in’ session is held during the Autumn term when parents of prospective EYFS children have the opportunity to see the school at work and ask any questions they may have. For children offered a place to start school in September there is a welcome and information meeting held in the preceding June.

TIMES OF THE SCHOOL DAY

(MOSAICS provides Breakfast Club provision from 7.45 a.m. each school day)

8.45 Playground supervision We take responsibility for your children 15 minutes before and after the school day 9.00 School session 1 10.30 Break 10.45 School session 2 11.45 Lunch break (Reception) 12.00 Lunch break (all other classes) 1.00 School session 3 2.20 Break 2.35 School session 4 3.20 End of school day(Reception Class) At the end of the day all children should be met at the front door of the school by a parent or 3.30 End of school day (all other classes) nominated adult.

(MOSAICS provides After School care between 3.30 and 5.45 p.m. each school day)

Please note that children should not be at School before 8.45 a.m. as we are not legally responsible for them before this time. When the children arrive at school we ask that they go straight to the playground where appropriate supervision is in place.

Initially, children in the Reception class go straight to their classroom on arrival from 8.45 a.m. Later in the school year, usually the Summer term, they join the rest of the children in the school playground at the beginning of the day.

Children need to be collected promptly at the end of the school day. We request that you advise the School Office if for any reason parents have difficulties in bringing or collecting children at the correct times.

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Reading to the School Guinea Pigs 2020

CURRENT SCHOOL ORGANISATION The children are divided into seven year groups based on their chronological age. In this current academic year, we have been able to arrange rooms and staff to ensure that each year group is taught in a dedicated, single-age class group.

Foundation Stage Reception Mrs. D. Thorne

Key Stage One Year 1 Mrs J. Grant Year 2 Mrs S Robinson (0.5) Mrs J Yarker (0.5)

Key Stage Two Year 3 Mrs H Cook (0.8) Mrs C Burrow (0.2) Year 4 Ms Q Davies NQT (1.0), Mrs C Burrow (0.2) Year 5 Mrs L Whittaker (0.6) Mrs R Shone (0.4) Year 6 Mrs K Hardy (0.6) Mrs C Ainsworth (0.4)

TEACHING AND LEARNING At St Mark’s we try to provide a broad and balanced curriculum through which children have the opportunity to learn and grow in a happy and safe environment. We aim to enhance this curriculum with a wide range of experiences and activities outside the classroom and the involvement of professionals, experts, artists and volunteers. We endeavour to work within a framework that is “balanced and broadly based.” Balance is maintained through organisation of time and resources and through the development of knowledge, concepts, skills and attitudes. Breadth is achieved by providing areas of learning and experience in Religious Education, Literacy and Speaking, Numeracy, Science, Computing, History and Geography, Design Technology, Art, Music, Personal, Social and Health Education, Citizenship, Foreign Languages (French from Reception to Year 6) and Physical Education and activities. We aim to provide all children with equal opportunities. Wherever possible we seek to inform and involve parents with regard to their children’s education at School.

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Our aims are to:

 prepare children for the opportunities, responsibilities and experiences of adult life.  provide a safe and secure environment where meaningful and joyful learning can take place.  promote the spiritual, moral, cultural, intellectual and physical development of each child to his/her full potential.  foster in every child a desire and enthusiasm for learning, the development of interests and an enquiring mind.  promote good standards of social behaviour such as honesty, truthfulness, tolerance, and respect and consideration for others.  foster close links between home and school thereby encouraging the more complete progress of the individual child.  provide a framework within which each and every child has scope for success and praise.  promote an environment in which the individual child can contribute, is self- motivated and has a measure of autonomy.

In September 2016 we introduced a cross-curricular, topic based approach to much of the learning across the whole school.

We hope this will help children to:

 maintain interest and enthusiasm in their learning  make links between different types of learning  see subjects as ways of thinking and approaching learning rather than completely separate areas of study (so, instead of dividing the timetable into distinct, traditional subjects we will approach all learning as writers, readers, mathematicians, scientists, geographers, historians, artists, athletes, dancers, designers, musicians or believers.  explore ideas and questions more deeply in their own time  share their interest and learning with parents and others at home and outside school  understand that there are certain skills for learning used across many different subjects  see where our Christian values and aspects of global learning fit with every activity in school

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Elf Run – Supporting St. John’s Hospice

CURRICULUM SUBJECT STATEMENTS 2020-2021 Much of this work will be included in the half-termly cross-curricular topics. Where content is not covered, discreet units of work will be taught to ensure coverage and understanding.

The Early Years Foundation Stage Teaching and Learning in the EYFS (Reception Class) are based on the four principles in the current government framework for the EYFS:  A unique child  Positive relationships  Enabling environments  Learning and Developing

The three specific and four prime areas of learning in the curriculum are delivered through planned, purposeful play with a good balance of child initiated and adult led activities both in and outdoors.

The EYFS classroom is organised to allow children to explore and learn securely and safely, encouraging each child to flourish and reach their full potential.

Mathematics The maths curriculum is delivered based on the new Primary National Curriculum (2014) and the framework for the EYFS. We aim to provide all pupils with some significant direct teaching every school day which is oral, interactive, fun and stimulating. The variety of teaching styles and lesson/group structures used provide opportunities for pupils to make connections, becoming fluent in the fundamentals of mathematics, being able to reason mathematically and to solve increasingly sophisticated problems. All children have access to concrete apparatus and each year group has a number of key number facts to learn with the aim of developing instant mental recall. These then give a foundation of facility with number to support learning in maths as children move through the curriculum for each year group. Children are encouraged to reflect on their own learning and apply maths knowledge and skills in a real life context, in other lessons and, where possible, beyond the confines of the traditional classroom.

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English It is our aim at St Mark’s to develop children’s abilities to become competent, confident and effective communicators in English. We achieve this through the specific teaching of the key strands of:  Reading  Writing  Speaking and listening  Spelling (including synthetic phonics)  Handwriting

We aim to inspire children to read with deep understanding for both pleasure and the acquisition of knowledge and to value our literary heritage. We strive to create a genuine love of language and enjoyment of the process of reading.

In the teaching of writing children are encouraged to produce work of a high standard taking care with grammar, spelling, punctuation and handwriting. The emphasis is on clear and relevant communication of ideas with a sense of audience and a control of language. In order to encourage the use of whole texts in the teaching of literacy we subscribe to the Power of Reading, an organisation providing cross curricular resource materials for teaching good quality literature from Reception to Year 6. Much of the children’s extended writing is done in the course of topic based work and may arise from a range of different curriculum subjects. Children are encouraged to draft, edit and re-draft longer pieces of written work.

Speaking and listening skills are developed in part through drama and role play. We encourage creativity, discussion, empathy with the ideas and opinions of others, positive listening and clarity of speech. These skills should begin to equip children for lifelong learning and effective functioning in a diverse and challenging modern world.

Each class has a daily Literacy lesson with a strong emphasis on the further development of skills in the context of learning in other areas of the curriculum. Beyond the literacy lessons there are daily reading sessions for individual, whole class, paired or group guided reading or spelling related activities. Children in the EYFS and KS 1 also have short daily phonics or spelling sessions in mixed age ability groups.

Reception Class Autumn 2020

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Science Our science curriculum is based on the current EYFS Framework and the Primary National Curriculum (2014) with an aim to ensure continuity and progression from Reception to Year 6. We aim to develop the children’s scientific knowledge and conceptual understanding in biology, chemistry and physics. We place a strong emphasis on working scientifically and use an enquiry based approach to ensure that children develop rigorous scientific skills while learning more about the world around them. We teach about the lives and achievements of important scientists and aim to help the children understand the possible uses and applications of science today and in the future. Above all we endeavour to make learning science practical, exciting and fun !

Key Stage 2 Production ‘Joseph and the Amazing Technicolor Dreamcoat’

History In the teaching of History through an enquiry-based approach we aim to foster in children genuine curiosity and a long, lasting interest in the past. We work to enable them to understand the details of significant events and to ask and research questions about how and why the world has changed over time. We try to develop inquiring minds that ask questions about different beliefs and cultures and the ways in which they have shaped the development of our country. Through study of the past we hope that children will learn more about themselves as individuals and members of modern British society.

Geography Geography, like History, is an enquiry-based subject which is designed to inspire curiosity, awe and wonder. Geography offers children a chance to investigate the world around them and gain an understanding of the people with whom they share it. Units of study allow children to:  discover and explore patterns and processes  ask why things are as they are  consider how places have changed  consider how places might continue to change  begin to understand their own roles and place in in the modern world as global citizens We believe strongly that learning in Geography should be real and relevant and as a result much of our teaching has a link to our local area. The children have the opportunity to enjoy learning outside, developing field work skills and learning through hands on experience. This learning is recorded in a variety of ways and may be supported through work in other areas of the curriculum.

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The curriculum for Geography offers ample opportunity for progression with the scope of places studied extending from the local area to the wider region, the country in which they live and the wider world.

Art Children experience many opportunities to develop their understanding, knowledge, skill and appreciation of art, craft and design. They explore a variety of tools, media and techniques to create sculptures, drawings, paintings, collages, prints and textiles. Children are encouraged to express their ideas and feelings using these skills and techniques, even in other areas of the curriculum. Over time they will have looked closely at, and responded to, the work of a large range of artists local, past and present. Each week there is a chosen piece of art that is displayed in the hall during collective worship as well as in each classroom. A short introduction to the artist and their work is given in the whole school assembly at the beginning of each week.

Reception Class 2020 – PE in the MUGA

Design Technology (DT) Work in Design Technology provides children with the opportunity to experience a range of natural and man-made materials. It develops a child’s physical manipulative, creative and critical skills.

At Key Stage 1 children are encouraged to design and make models using reclaimed materials, food and textiles. Projects include making pop up books, moving toys, model houses and real pizzas.

At Key Stage 2 greater emphasis is placed on design and the evaluation of a finished product. Typical projects include: making vehicles with a motor, designing and making a pair of slippers, making card photo frames and bread-making.

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Personal, Social and Health Education (PSHE) and Citizenship Through the PSHE and Citizenship curriculum we aim to provide children the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active, responsible citizens. We take a whole school approach to PSHE and Citizenship reflected in our promotion of good health throughout the school and our carefully planned health curriculum with links to other subjects, particularly RE and Science.

The school subscribes to the PSHE Association and uses the Association’s model schemes of work for PSHE which, from Spetember 2020, incorporates the new statutory programmes of study for Relationships Education in Key Stages 1 and 2.

Where relevant our schemes of work include aspects of Sex and Relationships, Drug and Alcohol Education and Citizenship as identified within non-statutory and statutory government guidance. We enhance our provision through visits from the Coram Life Education Mobile Classroom and a programme of education in Year 3 known as Kidsafe. E-Safety is supported with annual Kendal wide schools’ refresher training for staff and a series of government sponsored projects completed in each class.

Children learn about the processes of a western parliamentary democracy with annual elections for House Captains and School Council representatives. The School Council meets regularly to share issues from class council meetings and to consider ideas for development of aspects of the school environment and school life.

Each year we invite our local Member of Parliament to meet with the School Council to explain the importance of representation and how it works in the UK parliamentary system. We take the whole School Council to London in the Spring/Summer term to visit the Houses of Parliament and witness the structure and process of UK government.

Our emphasis on the chosen 15 Christian values coupled with our open, inclusive ethos helps to ensure a balanced and tolerant approach to people from minority cultures. We welcome children of the Christian faith, other faiths and no faiths into school as pupils with no discrimination. Racist, homophobic and gender related incidents, and use of pejorative language, are challenged and recorded. They are very rare indeed.

Religious Education (RE) RE is an essential subject at the core of all learning in school in that it encourages children to consider what it means to be human. By building on the school-wide development of the spiritual elements of life, RE takes children on a journey into the ways in which people have sought to answer the big philosophical questions at the heart of our existence.

As a Church of England school our emphasis is on the teaching of Christianity as a reasonable faith with a balance of narrative, thematic and doctrinal elements. We look at two other world faiths in detail in order to make comparisons and develop deep understanding and appreciation of difference. Judaism and Islam, in teaching, heritage and as monotheistic religions, have much in common with Christianity and thematic teaching will often draw on all three.

Our current syllabus is based on schemes of work produced by the Cumbria SACRE and Carlisle Diocese. We are beginning to introduce concepts and units of work from the new Church of England sponsored Understanding Christianity materials.

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We take an enquiry-based approach to the teaching of RE, encouraging the children themselves to raise questions for discussion, with a balance between learning from and learning about religion. In all teaching we seek to provide opportunity for open dialogue and pupil self-expression in response to the ideas, issues and challenges raised.

In the current climate of fear of extremism and a fragile geopolitical context we seek to provide open, honest and challenging RE built on a shared set of Christian values.

Computing The overarching aim of the Computing curriculum is to transform children’s experience with IT from simply using computers to understanding how they work and learning how to write code and simple programs.

Our emphasis is on equipping young people with the skills and knowledge they will need for living in a modern and rapidly changing world. They need a wide set of skills to enable them to function in the digital world. The new curriculum will develop both skills and knowledge through three elements: computer science, information technology and digital literacy. These strands are developed discreetly as well as through learning in other subjects where ICT is used to enhance teaching and learning.

Key Stage1 children will have the opportunity to learn how to write and test simple programs. They will learn how computers work and how to program them to organise, manipulate and store digital content.

In Key Stage 2 children will learn about computer networks (including the internet) and the services these networks are able to provide. Throughout their learning an emphasis is placed on the safe use of ICT equipping children with the knowledge they need to access the digital world confidently and safely.

We do not have room for dedicated computer suite. We provide regular access to computers through the timetabled use of a bank of 16 laptops.

Forest Schools

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Physical Education (PE)

We follow the Lancashire Scheme of Work for PE.

PE develops children’s physical competence and confidence and their ability to use these to perform in a range of activities. It promotes skill, agility, physical development and an understanding of the ‘body in action’. Children are encouraged to be creative and competitive and to face different challenges as individuals as well as in groups and teams.

Children can learn endurance, perseverance and resilience in the structured context of games and sports. We help them to learn how to lose with grace and learn from failure and making mistakes.

PE helps to promote the habits of a healthy lifestyle. In PE lessons children also learn useful skills that have applications in other aspects of learning: planning, performing and evaluating actions and ideas and improve on quality and effectiveness.

We have carefully structured schemes of work for gymnastics and games development. Elements of dance are included in these units. Children from Year 6 are given the opportunity to choreograph an original dance piece for performance at the Kendal Brewery Arts Centre’s annual dance festival, the Dance Platform.

All children in years 3 and 4 have a series of swimming lessons at Kendal Leisure Centre. The emphasis is on personal survival skills, based on the development of good basic strokes. Competitive swimming is also encouraged in the fielding of teams to represent the school in the annual Kendal Primary schools swimming gala.

We encourage a mixture of individual skills development and competition. With the KCP family of local schools we are able to access a wide range of sports festivals and competitions. Teams from St Mark’s have won local competitions in Cross Country, Football, Tag Rugby, Table Tennis and Swimming in recent years. We regularly acknowledge the achievements of individual children who pursue sports out of school time by re-awarding cups, medals and certificates in our weekly Celebration assembly.

We have recently been successful in maintaining the Sainsbury’s School Games Gold Award for a third year, which recognises our participation and support in all areas of sport and physical activity.

For the last two years we have encouraged children in each class to walk or run 100 miles in the school year, as part of a national scheme to encourage fitness and fight obesity.

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‘Stone Age Day’ Autumn 2020

EXTRA-CURRICULAR ACTIVITIES We offer a number of extra activities, listed below, running at different times over a school year. These are principally for older children although we do try to give opportunities to as many children as possible. Activities take place at different times during lunch breaks and after school.  Chess  Choir  Athletics / Sports Hall Athletics  Cricket  Hockey  Multi-Skills  Japan Club  Bikeability - Cycling Proficiency (Autumn term Y6)  Table Tennis Club  Craft Club  Canoeing (Summer term Y5)  Instrumental tuition: brass, violin, woodwind, guitar and keyboard

Residential Adventurous Activities – Year 5 and Year 6

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HOMEWORK St. Mark's has a policy for homework, a copy of which is available on request. Children are expected to take books home to read and enjoy with parents and carers. Occasionally children will be asked to prepare items at home and older children will be expected to continue or develop their class work at home, with regular tasks for Literacy and Maths.

Periodically, children in Years 5 and 6 are given a longer ‘Learning Log’ project which is based on a theme for research and is more open-ended. Children will be asked to learn spellings in a structured way throughout their time at St Mark’s along with the vital times table facts.

CHILDREN WITH SPECIAL EDUCATIONAL NEEDS and DISABILITY (SEND) For children who have particular difficulties in their learning, provision is made for them to receive extra help. Many children need extra support at some time during their period with us. Where possible we provide additional help and resources for children with such difficulties.

Links with parents are maintained through informal meetings, meetings to prepare Individual Education Plans (IEPs) and more formal review meetings. Some pupils who need further help may be referred for statutory assessment with a view to receiving support in school. This process may take some time. Some may be assessed by the school and other professionals, as having particular difficulties, and receive an Educational Health and Care Plan (EHCP) often resulting in additional resources and extra support in school.

We work closely with external agencies: Specialist Advisory Teaching Service, Educational Psychology, Speech and Language, Early Years, Emotional and Behavioural Support, English as an Additional Language, Physiotherapy, Occupational Therapy, the Hearing Impaired Advisory Service, CAMHS, Action for Children and the Primary Mental Health Worker Service.

The school has a Gifted, Talented and More Able Pupil Policy, which addresses the issues of identification and provision for relatively more able and gifted pupils.

Copies of the national SEN Code of Practice (2014) and our school Special Needs Policy are available on the school website and on request.

RELIGIOUS EDUCATION AND COLLECTIVE WORSHIP Through a carefully planned programme of teaching and collective worship we aim to help children to learn and grow as individuals in a complex society enabling them to experience the love of God in a Christian community. We want to help children to think for themselves and reflect on their own experiences. We are keen that in their time at St Mark’s children will hear the whole of God’s story as recorded in the bible. It is our hope that children will learn to share our understanding of God and His goodness.

At St Mark’s children are made aware of their Christian heritage and the Governing Body has a specific responsibility to see that education is provided according to the principles and practices of the Church of England. There is, however, insufficient bias to give offence to other Christian denominations.

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The children attend and participate in some form of collective worship every day. The Vicar of St Mark’s Church, representatives from outside agencies and the children themselves may sometimes lead acts of worship. Regular celebrations e.g. Harvest, Christmas and Easter are held in St. Mark's Church.

Each class is asked to lead an assembly and act of collective worship once a term. Parents are invited to join with us on those occasions.

Parents who do not wish their children to receive Religious Education or participate in Christian Collective Worship have the right to withdraw their children from such lessons and activities. In the event of such cases arising, arrangements will be made for those involved to be supervised.

Reception Class Autumn 2020

SEX EDUCATION Sex education, and the extent to which it should be taught, is regularly reviewed by the Governing Body. The full range of materials used by the staff is available for parents to view or borrow. Parents are free to withdraw their children from sex education unless it is part of National Curriculum science. While various topics may be undertaken on ‘the body’ by different classes, specific teaching of aspects of this subject is usually covered in Years 5 and 6. We have access to materials to deliver aspects of the ‘Kidsafe’ personal education programme as relevant in different year groups.

SCHOOL RULES Our Home-School Agreement draws attention to our expectations of commitment, behaviour and attitude. Children are encouraged to be polite and well-mannered and to show courtesy towards and consideration for others. Our school rules and Code of Conduct reflect this and aim to encourage good behaviour and common sense. In addition to these guiding principles there are three specific and important rules.

 Children are not permitted to have confectionery of any kind in school either for break time or lunch. Fresh fruit is encouraged in packed lunches or as a snack in the morning break. As part of the national government scheme children in Reception and Key Stage 1 receive a piece of fruit free each day.  The wearing of jewellery is not permitted in school.  The playing of games on the grass area at the front of the school, especially at the end of the school day, is not allowed.

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Key Stage 1 Production – ‘The Bee Musical’

CODE OF CONDUCT FOR BEHAVIOUR St. Mark’s is a safe and happy school where everyone has something to share, is willing to serve, appreciates what they have and is able to enjoy learning. To keep it that way we all have to play our part. We expect everyone in school to please remember to:

 Speak politely, at the right time, in the right way, ask yourself: Is it true? Is it kind? Is it necessary?  Listen when someone is speaking to you, looking at them without fiddling or talking.  Share with others, get involved and use the skills and abilities you have to help others  Keep your hands, feet, arms and legs to yourself  Leave a good space between you and other people  Offer help willingly to anyone who needs it  Follow instructions immediately and without arguing  Take responsibility for your words and actions; be prepared to put things right  Knock at closed doors and wait to be invited in  Walk on the left hand side along corridors  Move around school calmly and quietly, with arms by your sides  Treat others, the building and school equipment with care and respect  Come to school ready to learn, expecting to work hard and learn from your mistakes  Try your best in everything!  Celebrate other people’s successes

We ask parents to reinforce these expectations, and the principles behind them, in a positive and consistent way with their children.

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Water Sports Taster Day on Lake Windermere

BEHAVIOUR AND DISCIPLINE We seek to maintain high standards of behaviour and conduct. Discipline is maintained by good relationships between children, staff and parents and is reinforced by a clear system of rewards and consequences based around the Code of Conduct and developed in our Behaviour Strategy. We seek the co-operation of parents in resolving problems where children are involved in harming individuals, damaging property or continually breaching the agreed expectations in the Code of Conduct. School policies on Behaviour, Discipline and Bullying are available on request

PARENT / TEACHER CONFERENCES Children’s success and positive experience of school often depend on the quality of the relationship between Home and School. Communication with parents is a high priority. We have three formal meetings between class teachers and parents:

 October / November – a meeting for introductions, discussion of initial concerns or issues and sharing of individual targets for each pupil in Reading, Writing, Maths and Personal Development  February – an opportunity to look at children’s work and discuss targets for improvement and ideas for development  July – an open evening to which all parents are invited to view and celebrate children’s work in classrooms and other shared spaces in school.

During the school year meetings are arranged for parents covering aspects of the curriculum and particular topical issues.

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Autumn 2020 – Year 6 House Captains PASTORAL CARE We are committed to ensuring that children are able to learn in a happy and safe environment. The welfare of the pupils is of paramount importance. Maintaining good relationships between Home and School plays an important part in this. Meetings with individual families take place to deal with any academic or personal problems which may arise.

In the event of a pupil becoming ill or being involved in an accident it is essential that the school has on record each child's home telephone number, each parent's place of employment and mobile telephone number, and the name, address and telephone number of another named person with whom contact can be made immediately. A form is provided for this information. We have a text-to-parents service, whereby messages are sent to all parents via text, e.g. school closure due to weather conditions. It is important that the school office is kept informed of any change in a child’s circumstances.

If a child becomes sick or is injured at school parents will be contacted and asked to collect them. Only very exceptionally will a child be escorted home or taken to hospital or the address of another named person and then only with the parent's knowledge.

Children who are ill or have genuine symptoms of illness should not be sent to school. In the event of absence for any reason, please ring or text to inform the school before 9.00 a.m. Please follow this with a letter of explanation for our records.

In the interests of children's safety, a known adult must collect a child from school if he or she is to attend a doctor or dentist during school time or has to leave early for some other reason. Parents are asked to inform the school office when such visits are to be made and if the collecting adult is going to be someone other than the child's parent. Please note that we will not allow a child to walk home or to another destination during school time. A note of explanation is required if a child is to miss a P.E. or swimming lesson.

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Members of staff are not normally expected to administer medicine. If staff are willing to administer medicine, parents must complete a form giving details of the prescription medication, dose and their permission for staff to administer, this includes asthma medication. Records are kept of any medication administered in school. In rare cases, where a child needs to take prescription medicine during the school day, a parent or nominated adult may come to school to administer it or a child may take it themselves under supervision provided written permission is given (forms are available from the school office). Any prescription medication kept in school must be handed to the school office and must be clearly and officially labelled with the child’s name, the name of the medicine, the date and the dosage. Members of staff are not allowed to administer non-prescription medication. Children with asthma are an exception, but the Headteacher and Class Teacher must be made aware of this need.

Year 5 Topic WW2 Autumn 2020 – Evacuee Day

SCHOOL UNIFORM: The main school colour is Royal Blue Boys Grey / black trousers (not jeans or track suits) Blue or white polo shirt. Royal blue jumper Girls Grey / black skirt or trousers Blue or white blouse or polo shirt. Royal blue jumper or cardigan Both Black outdoor shoes (not trainers, although children may change into trainers for break times). Plain black, grey or white socks Royal blue jumpers, cardigans, white or blue polo shirts and P.E./Games ‘hoodies’ embroidered with the school badge are available from school. Please call into the school office if you would like to look at a sample.

P.E. KIT: All children need the following kit for P.E. and Games Lessons:  Shorts  Plain T-shirts (preferably in house colours – available from school @ £3.25)  Gym shoes  Older children require football boots and shin pads for games lessons  Appropriate kit is also needed for swimming We strongly recommend that all items of clothing are clearly marked with your child’s name.

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It should be noted that as a general rule neither the Local Authority, School Governing Body nor members of school staff will accept responsibility for damage to or loss of personal property, including clothing, and it is stressed that the responsibility for safeguarding personal property rests with the owner. It is for this reason that your child should only bring personal belongings to school when required and then take them home.

Residential Adventurous Activities – Year 5 and Year 6

SCHOOL MEALS Meals are produced and served by Orian Catering Services on the school premises every day. There is always a choice of hot meal. More information about Orian’s ‘Lunch Shop’ on-line ordering and payment system for school meals is available from the School Office. From September 2014 all children in Reception, Year 1 and Year 2 have been entitled to receive ‘universal free school meals’ (UNIFSM). If you feel that you are entitled to free school meals (FSM) for your child please ask for further advice at the school office. As the school receives extra funding based on the number of children registered for free school meals it is important to register even if you do not intend your child to take the meals or your child (in Reception Year 1 or Year 2) already receives free school meals.

‘Ever 6 FSM’ is additional funding to help children from low income families who are eligible for free school meals. This now includes any child who has been registered for free school meals in the past 6 years. If you fall into this category, activities such as school trips will be met from this funding. If you are not sure if you are eligible for this funding please check at the school office. This funding can also be used to support extra- curricular activities and any school events or trips for which a voluntary contribution is requested.

‘MOSAICS’ – OUT OF SCHOOL CARE PROVISION MOSAICS (St Mark’s Out of School Care Scheme) is an activity of the school offering Breakfast and After School provision on the school premises each day of the school year. Please contact the school office for more details or to make bookings.

MOSAICS breakfast and after school sessions are also now available to children attending Natland and Oxenholme Pre School. Sessions are available Monday to Friday from 7.45 a.m. to 8.45 a.m. and 3.30 p.m. to 5.45 p.m. Bookings should be made in advance: by 9.30 a.m. for After School club and by 4.30 p.m. the day before for Breakfast Club. Half sessions are available.

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Woodlands Residential

ST. MARK’S SCHOOL PTA (Parent Teacher Association) A flourishing social and fund-raising body exists to support the work of the school. A committee of parents and teachers organise events throughout the year. All staff and parents of children in school are automatically members. There is always room for more willing helpers and volunteers to plan and run events. More details about the PTA, its officials and events can be obtained from the Headteacher or the school office.

ATTENDANCE AND UNAUTHORISED ABSENCE Attendance for the year 2019/2020 WAS 96.3% (3.7% absence). We take this level of attendance to suggest that the children enjoy coming to school.

Absence during term time can only be authorised by the Headteacher in exceptional circumstances. Requests for such absence should be made in good time on forms provided by the school office.

CHARGING FOR SCHOOL ACTIVITIES The admission of your child to St Mark’s and the formal curriculum offered will not be subject to charge or your willingness as a parent to make a voluntary contribution. The Governing Body wishes to see the curriculum enriched as far as possible for the benefit of all pupils. We recognise that whatever public funds are made available they will never be sufficient to fund all desirable activities at the required level. (Please note: Pupil Premium Grant money for Ever 6 FSM children can be used to fund such activities).

The Governing Body reserves the right to:  Seek voluntary contributions from parents to fund activities either within or outside school hours and to provide incidentals, e.g. books and equipment.  Charge parents at cost, or in kind, for materials if parents have agreed in advance to own a finished product.  Request parents to voluntarily provide incidental equipment, e.g. pens, rulers.  Draw to the attention of parents, activities organised by a third party, thereby giving parents the opportunity to request leave of absence for their children during the school day to join these activities. In such circumstances, charges may well be levied by the third party.  Reclaim from parents (or children, where appropriate, with parents’ permission) the cost of willful breakages and damage.

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 Charge for activities offered as an optional extra, wholly or mainly outside school hours.  If and when any such activity is organised all parents will be advised that anyone in receipt of working family tax credit or income support is entitled to claim remission of charges for board and lodging on residential trips that are not optional extras.

INSURANCE Some parents wrongly assume that if a child is injured at school, the Local Authority and / or the Governing Body is held to be responsible regardless of the circumstances, and that their insurance will automatically apply. This is not the case. The Local Authority and / or Governing Body responsibility is strictly limited to cases where there is proven negligence by them or their staff. Accidents can happen in school, on the sports field, or during school visits, when the Local Authority and / or Governing Body is not in any way at fault and, therefore, not responsible. The provision of personal accident insurance is the responsibility of parents.

We have a policy which covers the children when out of school on educational visits. This cover is acceptable, but not substantial.

SECONDARY EDUCATION We maintain close links with all the secondary schools in the area. Children normally leave the school at the end of Year 6. The majority transfer to in September. Details of other secondary schools in the area (the , Queen Elizabeth School, Settlebeck, Lancaster Royal (Boys) and Girls’ Grammar Schools and are made available during the children’s final primary school year. Parents have to submit a form detailing their three preferences for secondary schools by the October half term of their child’s final year.

The Local Authority allocates places and parents are informed during the Spring term of the year of transfer. Early in the Autumn term each year, the local secondary schools hold information evenings for Year 6 pupils and their parents. Details of these meetings will be given through school.

Key Stage 2 Forest Schools Gardening in the Hidden Haven

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FORMAL COMPLAINTS PROCEDURE The Governing Body and Local Authority have a duty to ensure that Religious Education, Collective Worship and the full National Curriculum are provided and made accessible to all children. Parents have rights to complain if they feel that these duties are not being fulfilled.

The Governing Body and the LA have to:

 ensure that all pupils are provided with a curriculum which is balanced and broadly based and relevant to their needs, both as young people and as future adults  ensure that the requirements of the National Curriculum are met  ensure that Religious Education and Collective Worship are provided in accordance with the law  comply with regulations regarding the operation of policies for charging  comply with regulations regarding the operation of policies for safeguarding  comply with regulations regarding the information provided for parents and others

Parents concerned about particular matters should first discuss these with the Headteacher and staff at the school. In the majority of cases, this will be the most effective way of dealing with concerns. Should any matter need to progress further, the Governing Body has a formal complaints procedure, copies of which are available on the school website or from the school office.

DISCLAIMER 2020 The information supplied in this document is in accordance with information at present available and is believed to be correct at the date of printing November 2020, however its accuracy is not guaranteed. In particular, nothing herein prejudices the right of the Headteacher or the Governing Body of the school or the Local Authority or any of their committees to make any decision relating to the school as is proper without regard to whether this will affect the accuracy of any matters contained in this publication. Further, neither the Governing Body of the school or any member of the school staff nor the Local Authority or any member of staff of the Authority can be legally held responsible for any erroneous information contained in this document.

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APPENDIX 1

SCHOOL TERM AND HOLIDAY DATES 2020/2021 (Please note these dates may differ from the dates published on the Cumbria County Council website).

2020 Autumn Term Break for Christmas Friday 18 December 2020

2021 Spring Term Return to School Tuesday 5 January 2021 Break for half term Friday 12 February 2021 Return to School Monday 22 February 2021 Break for Easter Friday 26 March 2021

2021 Summer Term Return to School Monday 12 April 2021 May Bank Holiday Monday 3 May 2021 Break for half term Friday 28 May 2021 Return to School Monday 7 June 2021 Break for Summer Friday 16 July 2021

SCHOOL TERM AND HOLIDAY DATES 2021/2022 (Please note these dates may differ from the dates published on the Cumbria County Council website).

2021 Autumn Term Return to School Wednesday 1 September 2021 Break for half-term Friday 22 October 2021 Return to School Monday 25 October 2021 Break for Christmas Friday 17 December 2021

2022 Spring Term Return to School Tuesday 4 January 2022 Break for half term Friday 11 February 2022 Return to School Monday 21 February 2022 Break for Easter Friday 1 April 2022

2022 Summer Term Return to School Tuesday 19 April 2022 May Bank Holiday Monday 2 May 2022 Break for half term Friday 27 May 2022 Return to School Monday 6 June 2022 Break for Summer Thursday 21 July 2022

Staff In-service Training Days are included in the above holiday dates

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APPENDIX 2 Admissions Procedure and Policy for entry to school September 2021

We aim to provide a safe, caring and inclusive environment in which every child is able to learn, try new things and grow as a fully rounded individual: finding strength in God and soaring on wings like eagles. The school is open to every child in the community, regardless of their family’s faith, background or circumstance.

The Governing Body of St Mark’s Church of England (Voluntary Aided) Primary School is the admitting authority for the school. Following consultation with the Diocesan Board of Education and the Local Authority, the Governing Body has set the published admission number for access to the Reception class at 30.

The Admissions Information Pack for Parents contains an application form and timetable for admission to school in Cumbria. It is also possible for an application to be made on the Local Authority’s website.

An application for entry in September 2021 must be made subject to the LA Co-ordinated Admissions Scheme and by the LA published closing date. Applications made after that date and before allocations are made will be passed on to the LA via the school.

Parents are encouraged to name three schools in order of preference on the application form. The Governing Body operates a system whereby they consider all preferences equally. So the order of preferences will not be used in considering any application. (It will only be used if a place is available for a child at more than one school.) Places at this school will be allocated according to this Admissions Policy and the Local Authority’s Co-ordinated Admissions Scheme. A letter informing parents of the success or otherwise of their application will be sent out by the Local Authority in April. Parents of those children not offered a place will be informed of the reason and offered an alternative school by the Local Authority. They will be informed of their right of appeal.

All children will be admitted unless there are more applicants than places, in which case the Governing Body will make allocations using the following criteria. These are listed in order of priority. 1. Children who are in public care (Children Looked After) or who have been adopted but were formerly in public care (Previously Looked After). This also includes children who were previously in public care outside England. A child in public care is defined as a child who is looked after by the Local Authority within the meaning of section 22 of the Children’s Act 1989. 2. Children who have physical, medical, social or emotional needs who would be disadvantaged by travelling to another school. Written evidence from an appropriate professional would be required for the Governing Body to consider admission in this category. 3. Children living within the catchment area having a brother or sister attending our school at the time of their admission giving priority, if necessary, to those children with the youngest siblings. Brothers and sisters are those living at the same address including step, adopted and foster children. 4. Children living in the catchment area 5. Children living outside the catchment area who, at the time of their admission, have brothers or sisters in the school. 6. Children living outside the catchment area. A map of the school catchment area is available from Cumbria County Council or from the school office by request.

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Exception to Criteria The criteria outlined above will be strictly followed, there being one exception: If a child has an Education Health and Care Plan (EHCP) naming St Mark’s CE Church of England Primary School then, irrespective of the criteria, the child will be admitted as, in these circumstances, the Governing Body has a statutory duty to admit the child concerned.

Tie Break In some categories, where there are more applicants than places available, distance between the home and school will be the determining factor. This distance is measured from the centre of the child’s address to a common point on the school site as determined by the LA. The Governing Body will use the Local Authority’s current computerised geographical information system to ensure consistency of measurement. Children living at the closest addresses will have priority.

Address of Pupil The address on the application form must be the current one at the time of application. Where a child can live at more than one address the home address is to be the one where the child sleeps and thus wakes up for all or the majority of the school week. Where there is any doubt the Governing Body reserves the right to verify the information provided by the parents / carers.

In-Year Admissions In-year admissions are those which occur outside the “normal” admission time. If a parent / carer wishes their child to attend St Mark’s school, they should arrange a visit. Admission details will be provided if there is a vacancy in the relevant year group. If a child is refused a place parents / carers will be informed of their right to appeal.

Fraudulent Applications If the Governing Body discovers that a child has been awarded a place as a result of an intentionally misleading application from a parent, for example, an incorrect address and as a result it effectively denies a place to a child with a stronger claim, then the Governing Body will withdraw the offer of a place. If a place is refused, the Governing Body will reconsider the application and the right of appeal offered.

Deferred Admission For children beginning school following their fourth birthday admission is normally in September. However, if a parent wishes, entry can be deferred until later in the year or until the term in which a child reaches compulsory school age. For example, if a child’s fifth birthday is between September and December then, if you wish, admission may be deferred until the beginning of the Spring term. If it is between January and April, admission may be deferred until the beginning of the Summer term. Parents can also request part-time education until the term in which a child reaches compulsory school age. The Governing Body recommends that it is in most child’s interests for full- time education to be deferred no later than the start of the Spring term.

Summer Born Children: Delayed Entry Summer born children do not attain compulsory school age until the September after they would normally start in Reception. In line with current government recommendations, the Governing Body will consider admitting these children into a Reception class a year later than usual at their parents’ request. These children will remain eligible for their full entitlement to schooling, and will subsequently transfer to secondary school with other children in the same year group in which they have been educated, rather than with their ‘chronological cohort’.

Appeals Procedure If the Governing Body is unable to offer a place to a child because of over subscription, parents have a right of appeal under the School Standards and Framework Act 1998, as amended by the Education Act 2002 and subsequent legislation. Parents must notify the Clerk to the Governing Body within 14 days of receiving the letter which will have outlined the grounds for refusing a place.

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Parents will have an opportunity to submit their case to an appeals panel independent of the Governing Body. Grounds for the appeal must be provided in writing. Parents will receive at least 20 days’ notice of the time and venue for an appeal hearing at which they will be able to present their case in person. This right of appeal does not prevent a parent from making an appeal in respect of any other school. The Independent Appeal will be organised on behalf of the Governing Body by the Local Authority Legal and Democratic Services Unit at Carlisle.

Waiting List Those children who are not offered a place may, if parents so wish, be placed on a waiting list. The names will be placed on the list in the order of the admissions criteria above. Late applicants will be slotted into the list, also according to the admissions criteria. It is thus possible for a child recently arrived in the area to have a higher priority than a child who has been on the waiting list for some time. Irrespective of whether an appeal has been submitted, if a place becomes available it will be offered to the child at the top of the list. The waiting list will remain open for the whole of the first term in the school year to which it relates.

Infant Class Size If a child is refused a place in a Reception or Key Stage 1 class because of Government limits on infant class size, the grounds on which an appeal could be successful are limited. Parents would have to show that the decision was one which no reasonable Governing Body would have made, or that a child would have been offered a place if the Governing Body’s admissions policy had been properly implemented.

Multiple Births As far as possible, the Governing Body will ensure that twins, triplets or those children born in the same year are not separated. Such children will be given priority in any particular category.

Excepted Pupils While no infant class is to contain more than 30 pupils there can be very limited exceptional circumstances. The admittance of such a child will be known as an “excepted pupil” for the time they are in an infant class or until the numbers fall back to the size limit. An excepted child would be one whose twin or sibling from a multiple birth is admitted otherwise than as an excepted pupil. It might also include:  a child born in the same school year  a child with an EHCP  a Child Looked After or Previously Looked After  a child of UK Armed Services Personnel  a child admitted after a procedural error  a child admitted after an independent appeals panel has upheld an appeal  a child whose family has moved into the area outside the normal admission period and for whom there is no other available school within a reasonable distance

Nursery If a parent has a child in the Natland and Oxenholme Pre-School, parents must still make a separate application for entry to school in the Reception Class. A place at the Pre-School does not guarantee a place in St Mark’s CE Primary School Reception Class.

Signed: Peter Barfoot (Peter Barfoot) Headteacher Signed: Tim Ward (Tim Ward) Chair of Governors Date: 17th October 2019

This policy will be reviewed: Autumn 2020

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