Ellesmere Primary SchoolProspectus and Parent Information Book

2010-2011

Headteacher: Mr. Richard Pallett Chair of Governors: Mrs. Leslie Aspey Address Ellesmere Primary School Elson Road Ellesmere Shropshire SY12 9EU Telephone 01691 622288 Fax 01691 624893 e-mail admin@ellesmere-pri.shropshire.sch.uk

Educational Welfare Officer Mrs. A Clarke

School Nurse Mrs. A Skull

School Doctor Dr. Maghoub

Ducklings Playgroup Mrs. K Humpherys

Head of Lakelands School Mr. Ian Sanders Parents are welcome to contact the school office at any time to make an appointment to see the Headteacher or the Chair of Governors.

Welcome to Ellesmere Primary School. This Prospectus and Parent Information Book for the school year 2010/11 which you are invited to read.

All school staff, working in partnership with parents, pupils and governors, strive to create a secure, caring and happy environment in which our children can develop and flourish.

High quality teaching enables children to become lifelong learners, fulfilling their potential in all aspects of their development, and to become responsible members of the community. The prospectus provides an insight into the ethos and values that underpin the provision of a high quality education. The school’s daily procedures, routines and other general information are detailed in Section 1. Information regarding the curriculum, teaching and assessment is included in Section 2, and current SAT results are in Section 3. Should you require further information, please do not hesitate to contact me. Richard Pallett Headteacher

September 2010

Contents

Basic Information School Staff Board of Governors Admission Arrangements

Detailed Information Section 1 General school information Section 2 Policies and practices Section 3 School performance

Basic Information

Headteacher Mr. R PallettDeputy Headteacher Mrs. S MunroAssistant Headteacher, Inclusion Manager Miss K DaviesAssistant Headteacher Miss S Murton

Teachers Mrs. D LawsonMiss S JarvisMrs. C CroftMiss L Bartley Mrs. A Birch Mrs. K Foster Miss H Butler Mrs. J Foster Mr. S Boffey Mrs. H TerrettaMrs. L MacDonald

Nursery Teaching Assistants Mrs. K Garbett Miss Y ClarkeMrs. T Griffiths

School Office Manager Mrs. T OwenSenior Administrator Mrs. T DulsonAdministrator Mrs. J WynnLearning Mentor Mrs. S WilliamsHigher Level Teaching Assistants Mrs. M Clarke

Mrs. A M Wynn Mrs .S Ackerley

Teaching Assistants Mrs. P Graham Mrs. S Powell Mrs. R Scott-Davies Mrs. K MacDonald Mrs. J WynnMrs. T Healey

Mrs. S Edwards Mrs. L Walford Mrs. P Graham Mrs. B Whitehouse Mrs. K Leggett

Senior Lunchtime Supervisors Mrs. P DaviesMrs. P Graham

Lunchtime Supervisors Mrs. J DovastonMrs. S DruryMrs. M ButlerMiss P EvansMrs. H Lindsay

Mrs. M HowardMr. J LightfootMrs. C LightfootMrs. L Thompson

Caretaker Mr. R DayAssistant Cleaners Mrs. C Lightfoot

Mrs. S Armstrong Mrs. E Bellingham Mrs. J Watkins

Cook in Charge Assistant Cook Kitchen Assistants

Mrs. R Dean Mrs. J Duncan Mrs. M Evans Mrs. A Gittins Mrs. S Lloyd

After School Provision Mrs. S Phoenix

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Basic Information

Name Term of Office Special Interest Appointment TypeLeslie Aspey (Chair) 06 July 2013 Shropshire School

Governors Council (SSGC) Link. Safer Recruitment.

Community

Andrew Mason 18 March 2013 CommunitySimon Knox (Vice Chair)

2 December 2013 Literacy Community

Pat McLaughlin 1 January 2012 SafeguardingRE and Collective Worship.

LA Appoint

Alan Strange 31 August 2010 Special Eduction Needs LA Appoint

Barbara Harrington 31 October 2010 LA Appoint

Martin Digby 29 May 2012 Numeracy ParentAngela Slack 18 April 2012 Early Years Foundation

Stage (EYFS). Healthy Schools.

Parent

Claire Davies 2 December 2013 Governor Training and Development.

Parent

Lea Winter 1 October 2013 Information and Communication Technology (ICT). Gifted and Talented (G&T).

Parent

Nicola Parkhurst 15 March 2013 Parent

Richard Pallett (Headteacher)

Not Applicable Staff

Joanne Foster (Teacher)

25 October 2013 Staff

Anne Marie Wynn (Support Staff)

08 February 2012 Looked After Children. Child Protection.

Staff

Governors work as a corporate body, in partnership with the headteacher and school staff to bring about school improvement. The purpose of the governing body is to help secure the best possible education and care for all pupils by:

Providing a strategic view• Acting as a critical friend• Ensuring accountability•

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Admission ArrangementsEllesmere Primary School serves the town of Ellesmere and surrounding villages including Tetchill, Perthy, Hordley and Welsh Frankton. Children also attend the school whose home is outside this notional catchment area.

Shropshire Council Admissions PolicyChildren are required by law to start their compulsory full time education at the beginning of the term after their fifth birthday.

The school’s admissions policy is operated by Shropshire Council on behalf of the school. Full details of the arrangements can be obtained from the Senior Administrator.

From September 2000 Shropshire Council has also administered all admission arrangements. The school will circulate application forms to prospective parents a year prior to admission. Completed forms are returned to Shropshire Council, and parents advised accordingly.

Admission to the Nursery is detailed in the Foundation Stage Handbook.

In Shropshire, children are admitted to a full time Reception class in September if they reach 5 years old between 1st September and 31st December. All other children whose birthday falls between 1st January and 31st August start full time school in January.

Children born between 1st. September and 31st. August the following year will be in the same year group and will progress through the school together.

Admission CriteriaChildren living within the Shropshire Council • defined catchment area are given priority placements.

The school’s standard number is presently set • at 50. This means that only 50 children can be admitted to any year group, and the school’s capacity is therefore 350 children in total.

When the standard number has been reached, • all further applications for admission must go to appeal through Shropshire Council. The Senior Administrator is able to advise parents on the Appeals Procedure.

Basic Information

InductionEvery child starting at Ellesmere Primary is taken through an induction process to aid their transition into full time eduction.

Towards the end of the term before admission to the Reception Class, children are invited to spend a morning in school, meeting their teacher and fellow class mates. They are also invited to stay for lunch.

There is also an opportunity for parents to meet with the Headteacher and the Reception Class teacher to talk about their child and starting school. This is particularly helpful for parents who have any worries or on-going problems that they feel the school should know about.

The school administration staff will issue the following paperwork at the appropriate time:

School Entry Form•

Ethnicity•

Consent of Selective Medical Procedure•

School Journeys Form•

If applicable Transport and Free School Meals • forms

Use of images of pupils for media purposes•

Please contact the school office at any point if you feel you have not been given the correct forms or paperwork.

Parents are welcome to visit the school at any time, to discuss any issues with the Headteacher; please contact the office to make a mutually convenient appointment.

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Safeguarding.

The school has a duty to safeguard and promote the welfare of all pupils. When a pupil’s welfare gives cause for concern it may be necessary for the school to seek advice and share information with other professional bodies.

Basic Information

Section 1Information about the school 1.1 Buildings 1.2 Grounds 1.3 The school day 1.4 Lunchtime 1.4.1 School meals

1.4.2 Packed lunches

1.4.3 Home lunches 1.5 Absences 1.6 Class arrangements 2010/11 1.7 Weekly teaching time 1.8 Visits and insurance 1.9 School Health Service 1.10 Medication 1.11 School transport 1.12 Homework 1.13 Extra curricular activities 1.14 Clothing 1.14.1 Day wear

1.14.2 Physical Education and sport 1.15 School Council 1.16 Pupils with special responsibilities 1.17 Secondary education 1.18 Charges and remissions policy 1.19 Reporting children’s achievements to parents 1.20 School fund 1.21 Parents 1.21.1 Parent Teacher Association

1.21.2 Curriculum

1.21.3 Events 1.21.4 Help in School 1.22 Complaints procedures 1.22.1 The Curriculum and Religious Worship

1.22.2 Other Complaints 1.23 Terms and Holidays 2010/11 1.24 Local Authority Children’s Services

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Section One

1.1 Buildings The school was built in 1952 and extended in 1970. Within the main school building there are four Key Stage 1 classrooms, seven Key Stage 2 classrooms, an ICT suite, Personalised Learning room, a small music bay, and libraries in both Key Stages. All rooms have been extensively refurbished, modernised and decorated.

Within the entrance foyer is the reception/administrative office, which welcomes visitors to the school and controls security access during the day. Leading off the entrance foyer, there is a large hall, equipped with a wide range of P.E. apparatus. A separate dining room is accessed from either the foyer or the hall. Meals are prepared on site daily (see Section 1.4).

A demountable building accommodates an additional double classroom, the Nursery and a Foundation Stage classroom.

Toilet and washing facilities are situated in the nursery, Key Stage 1 and Key Stage 2 departments of the school.

Also on site is a modern indoor heated swimming pool, which is available for school use during term time, and the Ellesmere Children’s Centre which provides a range of children’s services.

Adjacent to the Nursery is the Ducklings Playgroup. Please contact them directly on 01691 622310 for further information.

1.2 Grounds The school is set within spacious grounds, and includes three acres of playing fields, playgrounds for Nursery, Key Stage 1 and Key Stage 2 pupils, and various flower, shrub and vegetable beds, pots and window boxes, and a planted trees scheme. The grounds are further enhanced by the new ‘outdoor classroom’ built in 2009, and a further outdoor learning resource area in 2010. There is a stick no smoking policy in place in the grounds.

1.3 The School DayPupils should arrive at school by 8.45am, but no earlier than 8.40am, when all external doors are unlocked. They should quietly enter school, hang their coat and bag on a peg in the cloakroom, which in Key Stage 1 is supervised by a Teaching Assistant, and go to their classroom ready to start the day promptly at 8.55am. Teachers will be in their classrooms by 8.45 a.m., to receive earlier arrivals, ensuring a quiet, settled start to the day. The bell will be sounded at 8.55 a.m. when class registers are taken and access security is activated.

Apart from the very youngest, we encourage pupils to enter and exit the school buildings independently, further developing their self-reliance. Parents can cause congestion and noise in the corridors, which can be very unsettling for pupils and disruptive for staff. Pupils who arrive by local authority transport get off the coach or leave the taxi in the car park adjacent to the hall and walk around the school and onto the playground. Pupils in the Reception Year are met by a Teaching Assistant. Unless parents or pupils are disabled, there is no need for vehicular access to the school site. Details of how to safely access the school are included in the School Travel Plan, which is issued to all parents. Pupils who cycle to school, should dismount at the school entrance and walk with their cycles to the cycle racks on the playground and at the front of the school opposite the swimming pool. A cycle security chain is recommended.

During the morning break, pupils may bring a small snack to eat (fruit, plain biscuits, cereal bars, etc). Fruit is available free of charge to Key Stage 1 pupils.

At the end of the day it is helpful if parents wait for their

children in the playground (except those with very young pupils in the Reception class). If parents need to discuss particular issues with teachers, this should be done whenever possible at the end of the day, when teaching responsibilities have finished. The partnership between parents and teachers is of fundamental importance, and it is necessary at times for issues to be discussed, concerns shared, or simply information to be passed on.

1.4 Lunch timeDuring the lunchtime period, pupils are supervised in the dining room and outside by a team of eleven lunchtime supervisors. A range of games equipment is available for children to play with, and games are also marked on the playground.

1.4.1 School MealsThe menu for each day is displayed in the dining room and there is always a wide choice available, including vegetarian selections. Children pay on a daily basis as and when they require a school meal. School meals provide a balanced diet and are excellent value for money.

Ideally, dinner money should be paid weekly, by cheque, with name and address on the reverse. Credit can carry over to the next week if there is an absence. Daily cash payment is also acceptable. All dinner money should be in a purse or sealed container, and these are sent to the kitchen at the beginning of the day. Occasionally, pupils forget their dinner money, and it is possible to arrange for payment to be made the next day. Unfortunately, money cannot be owed for three or more consecutive days. Free School Meals are available upon application to the Local Authority. Forms are available from the office and administrative staff can advise parents of their eligibility.

Arrivals 8.40 – 8.45am School Opens 8.45am School begins 8.55 a.m.Morning break 10.10 – 10.25 a.m. (KS1) 10.30 – 10.45 a.m. (KS2) Lunch break 11.50 – 12.50p.m. (Foundation Stage) 11.55 – 12.55 p.m. (KS1) 12.05 – 1.05 p.m. (KS2)End of school 3.15pm.

1.4.2 Packed Lunches Pupils having a packed lunch should store their clearly named lunch box on the cloakroom shelf upon arrival at school. Drinks should be in ‘safe’ containers, not glass bottles. Drinking cups, plates, cutlery, etc are not supplied.

1.4.3 Home lunches Pupils should inform their teacher if

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Section One

result in parents receiving a Fixed Penalty Notice from the Local Authority, costing up to £100 for each child.

Occasionally absence from school is unavoidable, for this reason, up to 10 school days ‘authorised’ absence is permitted during a calendar year; forms are available from the office. Absence during the Key Stage 1 and 2 SAT’s in May is not normally authorised.

Parents should contact the school office if they need clarification over any other attendance issue.

Every month, all pupils’ attendances are monitored by the Headteacher and the Education Welfare Officer. Parents will usually be contacted by letter, by the Headteacher if a child’s attendance falls to 87% or below. The Educational Welfare Officer will make a home visit if attendance does not improve.

If children become ill during the day, parents will be contacted by telephone and asked to come and collect their child.

It is therefore important that the school is informed of any change of telephone contact numbers.

they are going home for lunch, preferably by letter if this is not their usual arrangement. They should not return to school before 1.00pm, for reasons related to security, fire and supervision.

1.5 AbsencesIf pupils are ill, or cannot attend school, the school should be contacted by telephone, or a message sent, so that non-arrivals are accounted for. Upon returning to school, parents should write a brief letter giving the reason for absence. This absence is marked in the attendance register as ‘authorised’ or ‘unauthorised’ depending on the reason for absence. Illness, visits to the doctor/dentist/hospital are examples of authorised absences.

Parents are asked to arrange family holidays within school holiday periods.

From September 2008, family holidays taken in the first half of the Autumn Term will normally be unauthorized. It is very important for pupils not to miss the first few weeks of the new school year. Family holidays taken at this time could

1.6 Class arrangementsIn 2010/11, classes are organised as follows:

In January 2011 a further 19 pupils will be admitted to a new Reception class.All classes have an attached Teaching Assistant for the morning session to support literacy and numeracy for targeted pupils, and a Learning Mentor supports pupils experiencing other barriers to learning.

Class Year Groups Number of pupils Teacher

6M 6 25 Miss S Murton

6B 6 25 Mrs. A Birch

5LT 5 25Mrs. D LawsonMrs. H Terretta

5C 5 25 Mrs. C Croft

3/4FM 3/4 14/14Mrs. K FosterMrs. S Munro

4B 4 27 Mr. S Boffey

3B 3 27 Miss L Bartley

2J 2 30 Miss S Jarvis1/2F 1/2 13/14 Mrs. J Foster1B 1 26 Miss H Butler

F2/1D F2/1 14/12 Miss K Davies

Nursery F1 28/28 Mrs. L MacDonald

1.7 Weekly teaching timeThe time taken to carry out daily registration (5mins), and daily acts of worship (15mins), are not included in the length of available teaching time during the week.

At Key Stage 1: weekly teaching time is 23 hrs 20 mins

At Key Stage 2: weekly teaching time is 24 hrs 10 mins

These times exceed the Department for Children, Schools and Families (DCFS) recommended guidelines.

1.8 Visits and InsuranceA wide variety of visits are made by classes, sporting teams and other groups of children during the year. Most of these are local and within walking distance, but some require travel by coach. Upon admission to school, parents sign a consent form relating to local visits avoiding the need to gain parental consent for every visit beyond the school grounds. However, parents will be informed of all visits that are planned.

Where coach travel is necessary, parents will be informed by letter, which will include a consent form for that visit. All coaches used by the school are fitted with seatbelts and the number of adults and teaching staff accompanying each visit is always higher than the minimum ratio of 1:20 required by Shropshire Council.

The Local Authority provides insurance cover for pupils should they suffer injury, damage or loss through negligent action by staff or others engaged on County Council business. The Local Authority does not provide any personal accident insurance (i.e., where no one is negligent or to blame) or insurance cover for personal effects, whether children are in school or participating in a visit.

The school takes out its own annual travel insurance policy for all school visits, which essentially covers personal injury and loss; details of the policy can be obtained from the school office.

All adults who help in school for any reason are CRB checked.

1.9 School Health ServiceThe school has a named School Nurse, who is based at Oswestry Child Health Clinic, and whose telephone number is 01691 663415.

The school also has a named School Doctor who is a Community Paediatrician.

During the first term at school, pupils are offered a general health check, including a measurement of height and weight, and a hearing. Parents are notified when general health checks are carried out, but are not usually required to attend. A Selective School Medical Procedure Consent Form is part of the Admissions administration. Height and weight checks of year 6 pupils are also carried out by the health service.

The School Health Service now operates a system of selective medicals. During their first year, and preferably their second term at school, children are considered for such medicals if concerns are expressed by the School Nurse, School Doctor or parents. In all cases, full discussion takes place with parents and parental consent obtained before any examination is made.

If parents have any concerns about their children’s health in school, including bedwetting, soiling and behaviour at home, the School Nurse should be contacted, who will be pleased to discuss those concerns with the Doctor. The Doctor will then contact the parent concerned, and may arrange an appointment involving parents and children.

1.10 Medication If it is essential that medicines need to be administered during the school day, parents must contact the school office for a Medicines Request form. This provides important information related to the medicine, identifies parental responsibilities and consents to a member of staff administering the medicine.

The School Office Manager is the designated member of staff responsible for safely storing and administering medicines. Children needing medicine during the school day will need to go to the school office.

Parents should inform class teachers if their children are asthmatic, or have allergies and what circumstances are likely to provoke an attack.

Asthma

Key Stage 2 pupils are responsible for ensuring their inhalers are close by at all times and are available for immediate use. Inhalers for infant children are kept by the class teacher.

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Allergies

An epi-pen should be provided, to be kept in school if this has been prescribed by a doctor. Key members of staff have been trained in the use of epi-pens.

1.11 School TransportPupils who live more than two miles from the school, and are within the Local Authority defined ‘catchment area’, qualify for free school transport; other factors can also support travel applications. Forms are available from the school office. At the end of the school day, pupils using local authority transport are supervised by teaching staff, and are escorted onto the appropriate coach or taxi. There is a Code of Conduct expected of pupils using Local Authority transport given to parents with their application form.

1.12 HomeworkHomework further develops an effective partnership between the school and parents/carers, in line with the Home/School Agreement, to:

Consolidate and reinforce skills and • understanding in literacy and numeracy

Exploit resources for learning of all kinds at • home and out of school

Encourage pupils as they get older to develop • independence and self-responsibility for their own learning, and prepare them for the study needs of secondary school

Maximise all available teacher time to promote • effective learning

During the Foundation Stage and Key Stage 1, homework is focused on developing a partnership with parents/carers. The key purpose of the activities they do at home is to involve parents in their child’s learning. Homework takes the form of short activities of different kinds – simple games, learning spellings and number facts and reading together.

The main focus for Homework for our pupils will be literacy and numeracy. Homework will not mean completing discrete formal tasks set by the teacher without adult support. The involvement of parents/carers in Homework tasks is crucial; learning is often a social activity for young children and talking about what they are doing is central to the learning process.

As pupils move through Key Stage 2, Homework provides an opportunity to develop the skills of independent learning and self responsibility, and this should increasingly become its main purpose.

Section One

Recommended time to be spent on homework

Foundation Stage40/50 mins/week

5 mins/day

Key Stage 11.5 hours/week

15 mins/day

Key Stage 22.5 hours/week

30 mins/day

In Years 5 and 6 pupils should gradually get into the habit of regularly devoting shorts periods of time to study on their own, so that the move to Year 7 and secondary school is as smooth as possible.

Each term, parents are informed by letter of:

what is being taught in all subjects•

activities that parents can be done at home to • support what is being taught at school.

Parents’ booklets for reading, phonics, and calculating provide further information to support learning at home.

1.13 Extra curricular activitiesA wide range of activities are offered to pupils throughout the school year, some of which involve a weekly charge to cover the costs of the coach or trainer.

Football (Shrewsbury Town Football Club)

Practice sessions are held after school during the Autumn and Spring terms.

Athletics (Miss Butler)

The school enters the Oswestry Schools indoor and outdoor athletics competitions annually.

Swimming (Mrs. Edwards)

After school sessions are held for beginners to further develop their water skills, and for more competent swimmers to develop stroke style and speed.

Cricket (Mr Pallett)

Cricket is played at lunchtimes throughout the year, and a team is entered in the County and Kwik Cricket tournaments.

Cross Country (Miss Jarvis)

Practice sessions are held during lunchtime in the Autumn and Spring terms. Children are entered collectively and individually in local area events with neighbouring schools, and in the County Championships.

Rounders (Mr. Pallett)

Practice sessions are held during lunchtimes in the Summer Term, and a ‘mixed’ team is entered into the Area Schools Tournament.

Ju-Jitsu (Mark Gerrard)

An after school club is provided by a qualified instructor.

French Club (Madame Tickner)

After school sessions are held every week throughout the

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year. These are taught by a qualified French teacher and are very well attended.

Music

A wide range of music tuition is available during the school day including piano, cello, violin, guitar, drums, flute, clarinet and recorder. Private tutors teach in school. Miss Bartley co-ordinates the teaching programmes for all instrumental tuition.

Library Club (Mrs. Leggett)

A lunchtime activity for each year group in Key Stage 2.

1.14 Clothing 1.14.1 Day wearThe school has a uniform consisting of:

Grey or black trousers/shorts/skirt•

Sensible footwear, preferably black shoes•

White shirt/blouse/school T-shirt with logo•

Blue sweater/cardigan/school sweatshirt with • logo

Blue and white gingham dresses for girls in • warm weather

Fleece with school logo in cold weather•

The school is positively seeking the support of all parents in dressing their children in school uniform. It is practical, sensibly priced, gives pupils a sense of identity, looks smart. It ensures children come to school appropriately dressed and ready to learn. Uniform can be ordered and paid for at the school office. Orders usually arrive within one week P.E. Kit, Book Bag, and Swimming Bag are also available.

It is not necessary for any pupil to come to school wearing any kind of jewelry, unless there is a genuine religious significance. Please inform the Headteacher if this is the case. Pupils with pierced ears do not need to wear studs or any other kind of earring after the piercing has healed. Earrings present a significant Health and Safety risk at school, especially during P.E. activities. Any other kind of piercing is inappropriate.

It is also inappropriate for pupils to have extreme hair styles. For example dyed/coloured hair and designs shaved into their hair are not acceptable.

Section One

1.14.2 P.E. and SportChildren need a complete change of kit for P.E. and sport, including socks and shoes, in order to promote good standards of hygiene and safety to keep the school free of mud and to allow children to keep their school clothes clean. All items of clothing should be clearly named.

Summer T-shirt, shorts or P.E. Skirt, leggings or jogging bottoms, socks, pumps or trainers.

Winter

T-shirt, long sleeved top, leggings, jogging bottoms or track suit, socks, pumps or trainers.

Swimming

One piece swimming costume (boys and girls), cap, and towel. (no goggles to be worn unless medically advised)

All kit should be kept in a reasonable sized bag which can be safely stored in the cloakroom. Parents should ensure that children have their kit in school on the days when physical education activities are timetabled, as shown in their child’s termly curriculum letter.

1.15 School CouncilNominations are held annually in September to select one girl and one boy representative from each class. The Council meets twice each half-term with the PSHE co-ordinator to discuss a range of school-related issues including:

Facilities available at break times•

Use of the school, including outside, during • break times and after school

Improvements in school, to include facilities • and curriculum

Fund raising events in order to sponsor various • projects

Planning of social events during school time • and at evenings and weekend

This is an opportunity for children to directly contribute to school developments, thereby gaining a greater sense of ownership of their school. The participation of non-teaching staff, parents and others is needed at times, depending upon the event. At the first meeting in September, a Chairman and Secretary are appointed. Agendas are circulated for all meetings, which are minuted.

1.16 Pupils with Special ResponsibilitiesSpecial sweatshirts are given to pupils who have been chosen to carry out responsible tasks:

School Council•

IT Tekkies – computer technicians•

Librarians to help with lunchtime clubs•

VIPs – Very Important Pupils who support • school staff at break and lunchtimes

1.17 Secondary EducationMost children transfer to Lakelands School in Ellesmere at the end of Year 6, on reaching 11 years of age. There is a great deal of liaison between ourselves and Lakelands school to enable continuity and progression in every pupil’s learning, and a smooth transfer from primary to secondary education. This is facilitated by:

Inter-school staff development programmes•

Sharing of resources, and sports facilities•

Induction periods for Year 6 children at the • Lakelands school

The Lakelands staff teaching Year 6 children at • our school

The Headteacher at Lakelands School can be contacted at:

Lakelands School

Oswestry Road

Ellesmere

Shropshire

SY12 OEA

Tel: 01691 622543

Parents should contact Lakelands School if they have any concerns related to secondary education. An appointment can be made to see the head teacher, who will be willing to clarify any issue causing concern.

1.18 Charges and Remissions PolicyThe Education Reform Act 1988, allows the school to make charges for:

Optional Extras - Activities not related to the • National Curriculum or to fulfill duties relating to Religious Education taking place out of school time.

Individual instrumental tuition not related to • the Music National Curriculum or to prescribed public examinations.

Materials used in craft activities - subject to • parents having agreed in advance that they wish to own the finished product.

Board and lodging - At any time (in school time • or otherwise), subject to full charges remission to those parents in receipt of Income Support or Family Credit Benefits, for some residential visits.

Please note:

No charges may be levied for school activities • taking place or deemed to take place in school time.

Voluntary contributions must be genuinely • voluntary.

There is no obligation on parents to contribute.•

Children will not be treated differently according • to whether or not their parents have made any contribution.

The school anticipates that the level of visits and activities already established will continue. The School Fund subsidises educational visits up to a maximum of 10%.

A subsidy of 5% is allocated to each child, allowing a small ‘surplus’ funding to cover any child whose parents do not make a voluntary contribution of the required amount.

Money received for a visit or activity must equal or exceed 90% of the cost involved, otherwise the visit or activity may be cancelled. This will be done with great reluctance, but it does not need many non-contributors to exceed the 10% subsidy.

Parents are not debarred from making voluntary contributions in any situation, including those in receipt of Income Support and Family Credit.

The Local Authority will fund board and lodging remission costs for ‘in school time’ visits to the Shropshire Outdoor

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Section One

Education Centre, at Arthog, North Wales.

Parents will be asked to meet or contribute towards the cost of damage to, or loss of school property arising out of pupil’s inappropriate behaviour.

Charging and Remissions Policies for the Governing Body, and the Local Authority are available from the Senior Administrator.

1.19 Reporting children’s achievements to parentsTeachers assess pupils’ work and progress on a regular basis and parents are welcome to discuss their child’s progress with their class teacher at any time, but preferably at the end of the school day. Issues causing concern should be promptly clarified and monitored for an agreed period of time.

Each term, a Parents’ Evening is arranged to discuss children’s progress. At least once a year, parents receive a written report as part of their children’s profile. Comments focus on what pupils can do, know and understand, and what the next stage of learning should involve.

Profiles will also contain the results of recent ‘formal’ assessments:

F2 - Foundation Stage Profile.•

Year1 - NFER tests in English and • Mathematics.

Year 2 - Key Stage 1 SATS in Reading, Writing • and Mathematics.

Year 3, 4, 5 - QCA tests in reading, spelling, • writing, mathematics and mental arithmetic.

Year 6 - Key Stage 2 SATS in English, • mathematics and science.

Pupils and parents are asked to record their comments within the Profiles, which are intended to be informative and developmental, further promoting a three-way partnership between teachers, children and parents.

1.20 School FundSchool fund accounts are administered by the School Office Manager, externally audited annually, and available for parents on request.

The school fund account subsidises visits, travelling

expenses, consumable teaching materials and various other small purchases.

Further income is generated for the school fund through other initiatives, e.g., sale of school photographs (a percentage of the total takings).

1.21 Parents1.21.1 Parent Teacher AssociationThe Parent Teacher Association (PTA) at Ellesmere Primary School is a thriving charity organisation, which characterises the importance of the link between home and school.

The group consists of parents, guardians, and teachers who normally meet termly on an informal basis. The aims of the PTA are two fold:

To organise social events for parents, pupils of • the school, and the wider community

To raise further funds for the school and • nursery. This money is used to buy additional equipment and services to complement school budget expenditure

The PTA is made up of 8 trustees who meet termly, helpers who meet informally as needed and helpers who cannot commit to the meetings, but enjoy helping out at the events. PTA members are always happy to accept new helpers as the more people involved the better and more diverse the events that can be managed.

The main events organised throughout the year are the Christmas and Summer Fetes. These two events usually raise the bulk of the PTA income, but also important are the smaller events such as children’s discos and fundraising days.

PTA volunteers also run the uniform shop, and the second hand uniform shop. Profits from these enterprises go towards school improvements.

In 2010/11 the PTA aim to fund:

New staging for school performances•

Drama presentations•

New bicycle racks•

1.21.2 CurriculumA termly Open Meeting for parents is usually held to:

Share information•

Discuss aspects of school policy•

Heighten awareness of a particular subject • area

Parents’ comments and views are an integral part of the self evaluation process.

1.21.3 EventsThere are various special events during the school year to which parents are invited to attend, including; the Harvest Festival, the Swimming Gala, Sports Days, the Christmas Concert, the End of Term Service, etc.

1.21.4 Help in schoolMany parents help in school, on a regular basis, in a range of different ways. Class teachers very much appreciate this support.

If you can offer some time on a regular basis, please see the Deputy Head.

1.22 Complaints procedures1.22.1 The Curriculum and Religious WorshipUnder Section 23 of the Education Reform Act 1988, the Local Authority. has established arrangements, approved by the Secretary of State, for dealing with formal complaints about the curriculum or any related matter to the governing body, the Local Authority or both. Parents and others who want to find out more about this matter should contact the Headteacher in the first instance, who will be able to let them see a copy of the Local Authority’s approved arrangements.

1.22.2 Other Complaints

If parents have any other concerns, queries or complaints, then the class teacher should be contacted in the first instance. If this does not resolve the issue, a mutually agreeable appointment should be made with the Deputy Headteacher, via the Senior Administrator. This can often be done at very short notice, and further discussion usually clarifies the issue.

Should it not be possible to resolve any complaint or concern satisfactorily in this way, the parent should make an appointment to see the Headteacher. If this fails to resolve the issue, the complaint should be put in writing and sent or given to the Headteacher. If parents would like assistance in setting out their complaint, the school will , if asked, help to do this. The school then promises to deal with the complaint as follows:

Formally acknowledge it within five school • working days

Tell parents the name and telephone • number of the person looking into the complaint

Respond to it within twenty school working • days, or if it is not possible to give a complete answer, provide information about what is being done to investigate the complaint, and how long it is expected to take

Parents not satisfied with the outcome of the complaint should be contact the Chair of Governors (c/o the school), who will arrange for the governing body to consider the issue.

Should parents still not be satisfied and wish to take the matter further, information will be provided at this stage about who should be written to next.

1.23 Terms and Holidays 2010/11Autumn Term 2010Term Starts Tuesday 7 September 2010Half-term Holiday Monday 25 October – Friday 29

October 2010Term Ends Friday 17 December 2009

Spring Term 2011Term Starts Tuesday 4 January 2011Half-term Holiday Monday 21 February – Friday 25

February 2011Term Ends Friday 8 April 2011

Summer Term 2011Term Starts Tuesday 26 April 2011Half-term Holiday Monday 30 May – Friday 3 June

2011

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Summer Term 2011Term Ends Friday 22 July 2011

Professional Development DaysMonday 6 September 2010Friday 22 October 2010Monday 20 December 2010

Key Stage 2 SATsMay 2011

Please do not arrange holidays for Year 2 and Year 6 pupils during May

1.24 Local Authority Children’s ServicesAs part of the Every Child Matters Change for Children’s programme, Shropshire County Council is developing more Children’s Centres Services.

Children’s Centres represent the bringing together of a range of services for children under 5 years and their families. These flexible and adaptable services across all areas support family needs.

Early Years

Combining early learning with childcare (covering both childminding and group day care provision)

Family support

Support and advice on parenting available at key points, e.g. Pre-birth, early days, settling in to childcare and beyond

Child and Family Health Services

Promotion of physical and emotional well-being for mothers, fathers, and children

Links with Job Centre Plus

Support for parents and carers who wish to consider training and employment opportunities.

Ellesmere Primary school is the site for the Ellesmere Children’s Centre, providing childcare between 8 am and 6 pm in conjunction with Ducklings and local childminders.

Please contact the school office if you would like any further information of the above services.

Section 2 Policies and Practices 2.1 Vision Statement 2.2 Ethos of our School 2.3 Aims 2.4 Teaching and Learning 2.5 Assessment of Pupil Attainment and Achievement 2.6 Curriculum

2.6.1 English

2.6.2 Mathematics

2.6.3 Science

2.6.4 Information Communication Technology (ICT)

2.6.5 Design & Technology

2.6.6 History

2.6.7 Geography

2.6.8 Art

2.6.9 Music

2.6.10 P.E.

2.6.11 R.E. & Collective Worship

2.6.12 Personal, Social, and Health Education (PSHE) Relationships and Sex

Education Policy; Drug Awareness

2.7 Special Educational Needs (SEN)2.7.1 Aims and Ethos

2.7.2 Inclusion

2.7.3 Definition

2.7.4 The Governing Body

2.7.5 Identification and Assessment

2.7.6 Partnership with Parents

2.7.7 Pupil Participation

2.7.8 Learning Mentor

2.7.9 School Admissions

2.8 Able, Gifted and Talented Pupils 2.9 Behaviour and Discipline

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2.1 Vision Statement 2008-2011Good standards of literacy and numeracy that:•

Are in line with, or better than the national • performance

Show value added progress, and good • achievement, from attainment on the point of entry to the Nursery across the Foundation Stage, Key Stage 1 and Key Stage 2.

Pupils experience a high quality, inclusive curriculum, • appropriately staffed and managed, which celebrates all the foundation subjects, recognizes different learning styles and is built on an agreed understanding of Learning and Teaching. The school has good links with all local early education providers and uses data from these links to inform the curriculum.

Structure the timetable within the school day to • facilitate a broad, rich curriculum within a stimulating and meaningful context which is based on developing Key Learning skills and Key Thinking skills. Visits are encouraged and planned to provide first hand learning experiences within Ellesmere and beyond, and the learning environment of the school celebrates pupils’ achievements and sets consistently good standards of classroom management.

The Personal, Social and Emotional element of the • Foundation Stage curriculum is further developed throughout the school, as it is the key in enabling pupils to be independent, motivated lifelong learners.

In Key Stages 1 and 2, pupils Personal, Social and • Health education and citizenship remains fundamental for effective learning and personal well being in the widest sense. Outdoor Education in Key Stage 2, liaison with a range of external agencies within the community and beyond, and an active School Council make available a range of life experiences outside the classroom.

Teaching staff, Support staff and pupils have the • expertise and confidence to effectively use ICT on a daily basis to enhance and enrich learning and teaching opportunities. Develop the school’s platform for learning so that pupils and parents can access

resources to support learning at home.

Fullest use is made of specialist resources such as the • swimming pool.

Pupils’ progress is tracked monitored and action plans • implemented, to ensure value added progress and good achievement through a range of assessment strategies, moderation, data analysis and personalized learning targets.

Opportunities for child initiated, independent learning • in the Foundation Stage extend through Key Stage 1.

The Schools Self Evaluation Policy provides a rigorous • framework to identify strengths and weaknesses in Learning and Teaching, and facilitates Action Planning and Evaluation to promote further improvement and development.

A whole school approach and involvement from the • Nursery to Year 6 in all school issues.

Liaise with external agencies to maximize use of the • school building and grounds for after school clubs and community activities, and develop further opportunities for child care before and after school.

Develop more effective ways to work in partnership with • parents, inform them of the work their child is doing, to include rate of progress and working to potential.

2.2 Ethos of our schoolStaff at Ellesmere Primary School believe it is important that pupils should want to attend our school knowing they will be in a secure, happy and supportive community. Pupils act responsibly towards fellow pupils and a courteous relationship exists between parents, pupils and all who work at our school.

It is recognized that parents are a crucial partner in the life and work of the school and that the support parents give to children and staff makes a significant contribution to the success and the high quality ethos achieved by our school.

Such support enhances the learning culture of Ellesmere Primary School enabling pupils to perform well and to proceed to secondary school well equipped to undertake new challenges as well as become responsible members of their local community.

Our pupils are able to grow and develop in a positive and caring environment and the good levels of attainment and achievement by pupils show that they have been well challenged and extended in all aspects of their learning.

2.3 AimsAt Ellesmere Primary School we aim to:

Co-operate and learn together.

Pupils are actively encouraged to be independent and to take responsibility for their own learning and behaviour. Learning is often a social activity and pupils are taught a range of fundamental Personal, Social and Learning skills and attitudes, how to work as a team, to share ideas and to learn from each other. The nature and purpose of learning is made explicit by teachers, is consistent across the school, and pupils know what they have to do to make progress.

Meet potential.

Pupils are encouraged, supported and guided to reach their full potential in both their strengths and ‘not yet strengths’ by setting challenging but achievable targets on a termly basis so they know what they have to do to improve, and they are involved in assessing their own work. Pupils achieve best when they know what is expected of them, what they have to do, why they have to do it and how it will help them.

Senior staff monitor and evaluate standards of teaching and learning on a termly basis through implementation of the

School Self Evaluation Policy and data analysis of school performance. Pupils’ progress is tracked termly in the core subjects of Literacy, Numeracy, Science and ICT through the implementation of the schools Assessment, Recording and Reporting Policy.

All school staff are encouraged, supported and guided to reach their full potential through self responsibility for Continuing Professional Development and Performance Management and Appraisal strategies.

There is a school ethos, which recognizes and utilizes the strengths of all staff, parents and the wider community to enable pupils to meet their potential within the taught curriculum and in the provision of extra curricular activities.

Teachers praise pupils, never put them down, help them, want them to do well and expect them to do their best.

Teaching Assistants and adult volunteers are deployed effectively and significantly support identified individual and small groups of pupils.

Learn to get on with people … and life!

Each pupil is unique, and Personal and Social Skills are taught to enable pupils to understand each other and express themselves to one another. Pupils need to look after and respect each other’s interests and opinions as well as their own, and they are taught how to build friendships and resolve conflict. The school emphasizes the importance of PSHE in its curriculum, which includes Citizenship, Equal Opportunities, Inclusion and a range of other ‘life related’ issues. Promoting pupils’ self-confidence and esteem has a very positive effect on attainment and achievement.

Be a learning community.

The ethos of the school imparts a desire for effective learning, knowing and acknowledging that everyone learns in different ways. Curriculum planning, resources and ‘independent learning time’ enables teachers to effectively respond to a range of preferred learning styles

The development of independent learning skills in pupils,

school staff, parents and governors is a life long process!

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Be secure, happy and safe all the time.

Our school is a safe place for pupils so they can be relaxed and worry free, to focus themselves more effectively on learning, which is a difficult and complex process!

New pupils are supported to settle quickly and gain friendships to begin a happy time at our school.

Everyone has a voice that can be heard, no matter how they are feeling.

Teach pupils what they need to know.

The curriculum is broad and interesting with high quality, often first hand, learning experiences and a balance between academic, creative and physical learning, so that everyone can achieve and do well. A variety of visits and visitors to school, related to what is being taught, are arranged, and all pupils in Key Stage 2 have the opportunity of participating in residential outdoor activities.

The creative use of ICT is emphasized, both as a learning resource and for communicating.

The National Literacy and Numeracy strategies promote high standards in English and Mathematics, and the school aims to perform beyond national expectations in the SATS at both Key Stages.

Fullest use is made of the pool, and pupils in Key Stage 2 swim for five weeks each term as well as being allocated further PE time.

Long term planning is brought together into cohesive termly study units, which are ‘learning objective’ led, with meaningful links made between subjects. Cross curricular opportunities are planned for termly in literacy, numeracy and ICT.

Each term, the study unit also provides a whole Key Stage focus, usually lasting a week, during which time the normal timetable is suspended. This may, for example, be in the form of an Arts Week, Sports Festival or Design and Technology Challenge. The weekly timetable also provides opportunities for extended periods of study time.

Encourage a school-home partnership

All school staff and Governors aim to develop a positive working relationship with parents, based on mutual respect,

with shared responsibility for pupils well being in the widest sense.

Parents are encouraged to be fully involved in school life, including activities through the PTA, and are consulted on key issues when appropriate and kept informed of their child’s progress.

Learn to be part of our world.

Pupils gain a clear understanding of other faiths and respect for those who hold them.

The curriculum aims to promote a compassionate, intelligent attitude towards the world we live in, and those who live in it, especially those who are worse off than ourselves.

At Ellesmere Primary School we ...... know where we are going.

... succeed in what we aim for – it’s up to us!

... work on things together.

... can always get better.

... want learning to be for everyone.

... learn by trying new things.

... can ask, as there’s always someone here to help us.

... believe that everybody has something to offer.

... can discuss our differences.

... feel good about ourselves, and about what we have achieved.

2.4 Teaching and LearningTeaching and learning is designed to inspire, motivate and enthuse pupils enabling them to become independent learners.

At the beginning of all lessons, pupils are made aware of what is required of them, they are set tasks that require them to be ‘active’ throughout lessons, to remain on task and to develop a sense of pride in their work and to strive for high standards of achievement. Pupils giving of their best have their efforts and achievements valued by teachers as it is believed that recognition of endeavour enables pupils to acquire greater confidence in their ability leading to further success in learning.

Lesson delivery is constantly evaluated and monitored by teachers enabling teaching reviews to be made and giving improved lesson delivery. The achievements and attainments of pupils are frequently and regularly recorded with constructive and supportive comments to pupils and parents including suggestions indicating how pupils can improve.

In particular, pupils are encouraged to develop a greater understanding of their work through their teachers’ effective questioning. They also develop research skills using a range of sources, e.g. reference books, libraries and the internet, as well as talking and listening to those with specialist knowledge and sharing ideas and thoughts with others.

Such teaching enables pupils not only to learn, but to learn how to learn and equips them well for future studies.

2.5 Assessment of pupil attainment and achievementPupil attainment represents their results at the end of the Foundation Stage, and Key Stages 1 and 2. Optional national assessments are also carried out in Years 3, 4 and 5, NFER tests are carried out in Year 1.

Pupil achievement relates to the progress achieved in all aspects of their learning throughout their time at school.

For the curriculum and teaching to be relevant to pupils’ needs, it is crucial that their achievements and attainment levels are regularly recorded. Teachers are able to keep pupils and parents informed of progress, but also teachers can make adjustments to their teaching to secure better

results.

Results of pupil attainment and achievement are presented to parents regularly and good provision is made for parents to discuss progress at formal parent-teacher evenings and more informally if a particular need arises which requires urgent attention.

2.6 CurriculumThe National Curriculum provides the basis and minimum learning requirements for pupils. The curriculum is broad; arts, humanities, science, language, numeracy and physical education. Religious education is also taught, in line with local agreements, provision is made for personal, social and health education (PSHE) including relationships and sex education and drug awareness.

The curriculum is designed to deliver all aspects of the Every Child Matters agenda:

Being healthy•

Staying safe•

Enjoying and achieving•

Making a positive contribution•

Preparing for economic well being•

At Ellesmere Primary School, staff recognize that each child is unique. As well as physical differences, children have different abilities, personalities, temperaments and prior learning experiences. Teaching the curriculum therefore is planned to meet these individual needs through a range of teaching approaches involving whole class, group and individual teaching.

Pupils with Special Educational Needs (SEN), their parents, teachers, support staff and representatives from relevant outside agencies work in close partnership to ensure appropriate teaching is agreed and delivered. This coordinated approach means pupils are able to maximise their potential in all curricular areas.

The curriculum is further enhanced with all pupils having the opportunity to take part in school trips and visits to places of interest and a residential experience at an outdoor education adventure centre. A range of outdoor school based extra curricular activities offers pupils the chance to extend their learning in a chosen activity.

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Every Child Matters

Being healthy

Staying safe

Enjoying and achieving

Making a positive contribution

Preparing for economic well being

Subject Areas: Key aims for pupils2.6.1 English

Read, write and speak with confidence, fluency and • understanding.Be able to use a full range of reading cues to monitor • their reading and correct their own mistakes.Understand the sound and spelling system and use this • to read and spell accurately.Have fluent and legible handwriting.• Have an interest in words and their meanings and a • growing vocabulary.Know, understand and be able to write in a range of • genres in fiction and poetry, and understand and be familiar with some of the ways in which narratives are structured through basic literary ideas of setting, character and plot.Understand, use and be able to write a range of non-• fiction texts.Plan, draft, revise and edit their own writing. • Have a suitable technical vocabulary through which to understand and discuss their reading and writing.Be interested in books, read with enjoyment and • evaluate and justify their preferences.Through reading and writing, develop their powers of • imagination, inventiveness and critical awareness.

2.6.2 MathematicsUsing and applying Mathematics.• Within this work children are helped to develop the tools and skills to solve mathematical problems in a logical and systematic way. The problems start out practical and become more abstract as the child progresses.Number. • This section has many of the characteristics of arithmetic but also seeks to develop the use of calculators, methods of making mental calculations and the formation of concepts. It is no longer limited to developing algorithms, although these still have their place in the later years of Key Stage 2.Measures.• Children are given opportunities to estimate and measure in all the major units. Shape.• Known traditionally as geometry, it is concerned with the properties of 2D and 2D shapes, position and the use of coordinates.Data Handling.• Children work on probability, statistics,

graphs and computer data bases. The progression is moving from reading data to analysing and interpreting data towards the end of Key Stage 2.

2.6.3 ScienceRetain and develop their natural sense of curiosity • about the world around them and enjoy science.Communicate and relate science to everyday life.• Develop an attitude and way of working that will promote • scientific ways of thinking (perseverance, objectivity, flexibility, curiosity, critical reflection and team work).Develop methodical way of thinking involving careful • observations, predictions, the making and testing of ideas, the design and carrying out of fair investigations, measuring, the drawing of conclusions from the results of these investigations and the evaluation of evidence).Become effective communicators of scientific ideas , • facts and data using appropriate scientific vocabulary. develop children’s ICT capabilities.Begin to build up a body of scientific knowledge and • understanding which will serve as a foundation on which to build future knowledge and understanding. Make children aware of health and safety issues.

2.6.4 Information Communication Technology (ICT)

Use ICT tools with confidence.• Become familiar with different hardware and software.• Use ICT to compose and develop their ideas.• Become effective users of information understanding • the need to question its accuracy, bias and plausibility.Increase their use of ICT to support learning in other • areas of work.Become discerning users of ICT.•

2.6.5 Design & TechnologyGive all pupils the opportunity and confidence to tackle • and solve problems that are related to the needs of individuals.Encourage pupils to question the world about them as • well as being able to constructively evaluate their own and other people’s work.Create a learning environment where the attributes of • creativity, equality, cooperation and resourcefulness are developed and the pupils are interested and actively

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participate in the project.Build where possible on different backgrounds of the • individual in a group and where possible relate work to relevant cultural information.Enable pupils to develop an understanding of how they • can control products and systems and how products can be developed further to improve them. Encourage an open minded and investigative approach • when tackling problems.Encourage clear communication techniques whether • oral, written or in graphical form.Encourage cooperation and the social skills needed • when working in a team on a problem solving activity. Pupils should be able to work as individuals when the need arises.Build and establish good working practices and • understanding of technical concepts and systems, and their safe applicationEncourage the use of ICT as a means of communication • and learning, as well as a design tool.

2.6.6 HistoryHelp pupils to develop historical knowledge and • understanding.Introduce pupils to what is involved in understanding • and interpreting the past.Understand the nature of evidence by emphasizing • history as a process of enquiry and developing the range of skills required to interpret primary and secondary source material.Distinguish between historical facts and the interpretation • of those facts.Help pupils to develop a sense of identity through • learning about the development of their local area, Britain, Europe and the world.Help pupils develop a sense of chronology.• Develop an appreciation of the need for both continuity • and change.Develop the ability to communicate historical knowledge • in oral, written and visual forms using appropriate vocabulary and techniques.

2.6.7 GeographyHelp pupils to understand that geography is concerned •

with the study of places, the inter relationships between the human and physical processes which shape them and the people who live in them.Stimulate the pupil’s interest in their surroundings and • in the variety of physical and human conditions on the earth’s surface through investigation and enquiry.Help pupils develop a sense of place and a greater • understanding about their home areas, their own country and other parts of the world, in the hope that they will show an increasing responsibility towards the earth, its resources and it’s people.Enable pupils to recognise some geographical • patterns and relationships revealed in different types of landscapes and activities.Help pupils develop their own values and attitudes, • and their rights and responsibilities towards places and environmentsLearn how they can begin to influence change and • encourage sustainability.Encourage children to work as Geographers – • asking questions, carrying out practical, first hand research and making evaluations through open-ended investigations.

2.6.8 ArtProvide a stimulating environment that fosters aesthetic • awareness and promotes a positive attitude towards art and design.Develop skills and techniques associated with • investigating and making in art, craft and design e.g. observation, perception, collaboration, and the manipulation of media, materials and tools.Develop an understanding of the basic elements of • art: line, tone, colour, texture, pattern, shape, form and space.Experiment with and use visual elements e.g. line, tone, • colour, texture, pattern, shape, form and space to make images and artefacts for different purposes and using different media including ICT.Identify how visual elements, e.g. pattern, texture, • colour, line, tone, shape, form and space, are used in images and artefacts for different purposes.Develop imagination and creativity and the ability to use • art as a form of communication and expression.Recognise the ways in which works of art, craft and •

design reflect the time and place in which they are made.Develop skills for recording from direct experience and • imagination and select and record them from first hand experience.Record observations and ideas and collect visual • evidence and information using a sketch book.Experiment with ideas for their work suggested by • visual and other source material.Reflect on and adapt their work in the light of what • they intended and consider what they might develop in future work.

2.6.9 MusicDevelop a sense of response to sound and patterns of • music.Develop the capacity to express ideas and feelings • symbolically through sound.Develop the necessary skills and concepts whilst • engaged in musical activity.Develop social skills and awareness through making • music together.Develop an understanding and appreciation of different • types of music and increase their ability to make judgements of musical quality.Offer opportunities to experience personal satisfaction • and achievement.Develop an awareness of musical traditions in a variety • of cultures and societies.Develop skills, attitudes and attributes that can support • learning in other subject areas, and that are needed for life and work e.g social skills, creativity, perseverance, independence and self-confidence.

2.6.10 Physical EducationEnjoy physical activity.• Become skilful and intelligent learners.• Acquire and develop skills, performing with increasing • physical competence and confidence in a range of physical activities and contexts.Learn how to select and apply these skills, tactics and • compositional ideas to suit activities that need different approaches and ways of thinking.Develop their ideas in a creative way.• Set targets for themselves and compete against others, • individually and as a member of a team.

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Understand how and be able to persevere, succeed • and acknowledge others’ success.Respond to a variety of challenges in a range of physical • contexts and environment.Take initiative, lead activities and focus on improving • aspects of their own performance.Discover their own aptitudes and preferences for • different activities.Make informed decisions about the importance of • exercise in their lives.Develop positive attitudes towards participation in • physical activity.Solve problems and find alternative solutions to physical • challenges on their own and with others.Develop positive self esteem through achievement.• Appreciate and demonstrate fair play, honesty in • competition and good sporting behaviour.Be given a firm foundation for life long participation in • sporting activities.

2.6.11 Religious Education & Collective WorshipReligious EducationAchieve knowledge and understanding of religious experiences, insights, beliefs and practices including worship and celebration, religious lifestyles, symbols, guidance and beliefs.

Deepen or realize their own beliefs, and respect the • freedom of other people to hold beliefs different from their own, so preparing them for adult life and citizenship in a diverse, multi-faith society.

These aims are realized by helping children to develop an awareness that many people believe that human life depends on an ultimate being or a sustaining creative power often referred to as God and an awareness of a spiritual dimension to life; develop an awareness, understanding and appreciation of the broad religious, spiritual and ethical heritage of their immediate and global communities; significance of awe and wonder in religious belief; learn about religious and ethical teaching, enabling them to make reasoned and informed judgements on religious and moral issues.Collective WorshipAll children meet for a collective act of worship each day, either as a whole school, or as a class. This is an important

part of the school day, not only to fulfill statutory requirements, but also for children to gather together in larger groups, reinforcing a sense of ‘belonging’ and identity. Parents have the right to withdraw their children from collective acts of worship. Appropriate supervision arrangements will be made elsewhere in the school.

2.6.12 PSHEProvide opportunities for all pupils to learn and • achieve.Help pupils to develop self-confidence and a feeling of • worth.Develop a caring and considerate attitude towards • themselves and others.Help pupils to understand and manage their feelings. • Enable our pupils to make informed choices about their lives.Help them to work well with others.• Help our pupils to form and maintain meaningful • relationships.Encourage pupils to make healthy choices about their • lives.Help pupils to identify ways of responding to peer • pressure.Develop a caring attitude to the environment.• Respect differences in others.• Understand their rights, responsibilities and duties as • individuals and members of a community.Encourage independence.• Help pupils become active and responsible citizens.• Promote spiritual, moral, social and cultural • development.Prepare pupils for the opportunities, responsibilities • and experiences of adult life.

In Years 5 and 6 in PSHE there is particular focus on aspects of Relationships and Sex Education. A full copy of the policy is available to parents on request.Each year, prior to the Relationships and Sex Education programme being taught, parents will be informed and invited to preview the teaching resources.Drug awareness is also an important element of the PSHE curriculum and a full copy of the policy is also available to parents on request.

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2.7 Special Educational Needs2.7.1 Aims and EthosThe school aims to provide a secure inclusive learning environment where the curriculum is differentiated and adapted according to individual pupils’ aptitudes and abilities. This is a whole school ethos and may apply to all children at some time in their school life.

It is the responsibility of the Inclusion Manager (Miss K Davies) to:

Make early identifications of children who • may have Special Educational Needs.

Identify issues early in a child’s school • career and provide a consistent, supportive approach, as the child moves through the school.

Provide effective learning opportunities in • an inclusive setting.

Access a broad, balanced and relevant • curriculum in a mainstream setting.

Promote positive involvement of parents.•

Take into account the views of the child.•

Consult with outside agencies as • appropriate

2.7.2 InclusionWe strive to create a sense of community and belonging for all our pupils. We have an inclusive ethos with high expectations and suitable targets, providing a broad and balanced curriculum for all children. We have systems in place for early identification of barriers to learning and participation. (See: Inclusion Policy)

2.7.3 DefinitionA child has special educational needs if they have a learning difficulty, which calls for special educational provision to be made for them.

Children have a learning difficulty if they:

Have a significantly greater difficulty in learning • than the majority of children of the same age; or

Have a disability, which prevents or hinders •

Section Two

them from making use of educational facilities of a kind generally provided for children of the same age in school within the area of the local education authority; or

Are under compulsory school age and fall within • the definitions above or would do so if special educational provision was not made for them.

Pupils are not regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they are taught.

2.7.4 Responsibilities of the Governing BodyThe governing body of Ellesmere Primary School must ensure that:

The necessary provision is made for any pupil • who has special educational needs.

Where the ‘responsible person’ - the head • teacher or the governor - has been informed by the Inclusion Manager that a pupil has special educational needs, those needs are made known to all who are likely to teach them.

The school is aware of the importance of • identifying, and providing for, those who have special educational needs.

A pupil with special educational needs joins • in the activities of the school so far as is reasonably practical and compatible with the pupil’s ability.

The implementation of the school’s policy • for pupils with special educational needs is reported to parents.

The procedures embodied in the Government’s • Code of Practice are observed and acted upon when providing for and teaching pupils with special educational needs.

Parents are notified of any decision by the • school that SEN provision is being made for their child.

2.7.5 Identification and AssessmentEvidence is gathered over a period of time relating to a pupil’s educational needs. Using this evidence, the class teacher may feel that strategies used in class (Wave 1) and

intervention strategies (Wave 2) are not resulting in the child learning as effectively as possible, and their progress is not adequate. At this point the class teacher would consult with the Inclusion Manager and liaise with other relevant staff. Information from parents, or carers, is also very important.

The school has a duty to inform parents that educational provision is being made for their child.

School Action

At this stage pupils’ special needs are met through an Individual Education Plan (IEP). This sets out any interventions that are additional to, or different from, those of the school’s usual differentiated curriculum. Between 3 and 4 specific targets are set out in the IEP which are relevant to the child’s specific difficulties.

School Action Plus

If adequate progress is not made after a reasonable period of intervention and reviews the teacher, in consultation with the Inclusion Manager and parents, may feel that further advice and support is needed.

The services of professionals from health and social services may need to be involved. The Inclusion Manager should contact them with the parents’ agreement.

Where there are continuing difficulties in developing literacy and numeracy skills, little or no progress in specific areas, or working well below the expected National Curriculum levels for their age, the Inclusion Manager will seek help from the Multi Agency Team, the Learning Support Teacher, or the Educational Psychologist.

Parents are always informed and invited to meet with outside professional to discuss assessments.

After specialist assessments, a new IEP is agreed. This sets out fresh strategies for supporting the child’s progress.

Statutory Assessment

For a very few children, who have demonstrated significant cause for concern, the school, outside agencies and the parents will collect evidence and request a statutory assessment by the local authority. Statutory assessment is appropriate only for pupils with long term needs arising from a major difficulty or disability in one or more of the following four areas of need:

Cognition and learning •

Communication and interaction•

Behaviour, emotional and social • development

Sensory and/or physical.•

This may, or may not lead to a Statement of Educational Needs and parents should contact the school for more information about this.

2.7.6 Partnership with ParentsAll parents of pupils with special educational needs are regarded as vital partners. Parents;

Are contacted by letter at an early stage of • concerns and are invited to a meeting with the class teacher, and/or Inclusion Manger

Have difficulties with their child identified • early with appropriate intervention

Contribute through discussion to the way in • which their child is educated

Have access to information, advice and • support during assessment and any related decision making processes about their child

Are invited to review meetings with the • class teacher and/or LSAT

Are encouraged to use Parent Partnership•

The school anticipates parents will support their children by:

Playing an active and valued role in their • child’s education

Attending the school for meetings with the • Inclusion Manger, class teacher or outside agencies concerning the educational provision for their child

2.7.7 Pupil ParticipationPupils with special educational needs should, where possible, participate in all decision making processes, including setting targets and contributing to their IEP’s. They should attend reviews and meetings concerning their education.

We encourage pupils to participate in their learning by:

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Section Two

Being involved with their own target • setting

Being able to share opinions about their • needs

Sharing in the assessment of their • progress

2.7.8 Learning MentorWe have special support for those children with behavioural difficulties and social/pastoral needs in school. The Learning Mentor supports children with behavioural difficulties, social problems, attendance in and out of class and various other barriers to learning. She liaises with parents and meets with teachers, parents and outside agencies.

A social programme takes place for some children. Brain Gym exercises form part of a concentration and co-ordination programme.

2.7.9 School AdmissionsIn our school we welcome all children and endeavour to provide appropriate learning experiences depending on their needs.

All pupils with special educational needs play a full part in the daily life of the school and are encouraged to join in all activities.

If additional provision is necessary parents or carers are informed.

Pupils with Statements of Educational Need are admitted into school and fully integrated. All reasonable measures are taken to ensure our school can accommodate their needs.

The SEN Policy includes the school’s Accessibility Plan for Disabled Pupils and a copy is available for parents on request.

2.8 Able, Gifted and Talented PupilsThere is continuous strategic development of provision for able, gifted and talented pupils, both within the classroom and further support in small groups across all year groups. In December 2008 the school gained the Challenge Award, which is a nationally accredited status.

2.9 Behaviour and DisciplineThe school’s behaviour policy is important for raising pupils’ self-esteem and thus their learning potential.

We believe:-

All pupils should be encouraged to have • respect for themselves, for their peers and for adults

Pupils need to know what is acceptable • and unacceptable behaviour and be responsible for their own behaviour

Good behaviour should be praised and • encouraged thus raising pupils’ self esteem

That pupils should have a proper respect • for themselves and others, this places a very heavy responsibility on parents, school staff and governors. It is essential that these groups are mutually supportive at all times to provide consistency in the child’s learning

The school ethos is based on consideration • and respect for others, and the importance of working together. Firm, but fair discipline is part of our responsibility towards pupils and their parents. There is also a responsibility from parents to foster appropriate behaviour in their children, and ultimately, the children themselves have to accept responsibility for their own actions

The wider community may be involved at • times, including the local police officers, community leaders and other members as appropriate

All parents are issued with a copy of the Behaviour and Discipline Policy.

Section 3 School Performance 1.1 Key Stage 1 SAT results 2010 1.2 Key Stage 2 SAT results 20101.3 Attendance 2009/10 1.4 Key Stage 1 & 2 Targets 2011

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Section Three

3.1 Key Stage 1 SAT results 2010 Summary of the National SAT results of children in the school in 2010, compared to the National performance in 2009.

Key Stage 1

Reading Percentage of pupils at each levelTeacherAssessment: School National

W

3

1

18

2C

10

2B

28

2A

18

3

25

Total

102% 3 13 13 22 24 26 101%

WritingTeacherAssessment: School National

W

8

1

13

2C

23

2B

28

2A

15

3

15

Total

102%4 15 21 28 20 12 100%

MathematicsTeacherAssessment: School National

W

3

1

10

2C

13

2B

33

2A

23

3

20

Total

102% 2 8 16 26 27 21 100%

Summary L2+Reading Writing Mathematics

School Target 83% 81% 88%School Result 81% 81% 89%National 85% 81% 90%

Summary L3Reading Writing Mathematics

School Target 19% 14% 25%School Result 25% 15% 20%National 26% 12% 21%

School targets were based upon NFER tests in Year 1 in reading and mathematics, Teacher Assessment in writing and EYFSP. Figures do not always total 100% due to rounding.

3.2 Key Stage 2 SAT results 2010 Summary of the National SAT results of children in the school in 2010, compared to the National performance in 2009.

ENGLISHW 1 2 3 4 5 Pupils

DisappliedPupilsAbsent

TeacherAssess-ment

0 0 4 14 59 24 0 0

National 1 1 4 15 49 30 0 0Below

Level 3

3 4 5 Pupils notEntered

PupilsAbsent

Test 4 18 41 37 0 0National 6 14 51 29 0 1

READINGBelow

Level 3

3 4 5 Pupils notEntered

PupilsAbsent

Test 8 6 24 61 0 0National 7 7 38 47 0 1

WRITINGBelow

Level 3

3 4 5 Pupils notEntered

PupilsAbsent

Test 4 27 45 22 0 0National 5 27 48 19 0 0

MATHEMATICSW 1 2 3 4 5 Pupils

DisappliedPupilsAbsent

TeacherAssessment

0 0 2 16 53 29 0 0

National 0 1 3 15 46 33 0 0Below

Level 3

3 4 5 Pupils notEntered

PupilsAbsent

Test 2 16 59 24 0 0National 5 15 44 35 0 1

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Section Three

SCIENCEW 1 2 3 4 5 Pupils

DisappliedPupilsAbsent

TeacherAssessment

0 0 4 4 37 55 0 0

National 1 1 2 11 48 38 0 0Figures do not always total 100% due to rounding.

Summary: L4+English Mathematics Science

School Target 80% 78% -School Result 78% 83% 92%National 80% 79% 86%

Summary: L5English Mathematics Science

School Target 28% 30% -School Result 37% 24% 55%National 29% 35% 38%

3.3 Attendance In the school year 2009/2010 attendance was 95.1% Unauthorised absence was 0.2% Attendance Targets 2010/2011Attendance 95.5% Unauthorised absence 0%

3.4 Key Stage 1 & 2 SAT Targets 2011 Target Setting Targets are set for individual pupils, and whole school performance. Progress is tracked from the Foundation Stage Profile and Key Stage 1 SAT results, which helps teachers to determine future potential levels of achievement.

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Section Three

Ellesmere Primary School Elson Road, Ellesmere, Shropshire, SY12 9EU

Tel: 01691 622288 - Fax: 01691 624893 e-mail: admin@ellesmere-pri.shropshire.sch.uk