reeiidd sttrreeeett rpprriimmaaryy … · we epaarre dpprroouud attoo rbb ee oann...
TRANSCRIPT
-- 11 --
RREEIIDD SSTTRREEEETT PPRRIIMMAARRYY SSCCHHOOOOLL
WWee aarree pprroouudd ttoo bbee AAnn IInnddeeppeennddeenntt AAccaaddeemmyy sseerrvviinngg DDaarrlliinnggttoonn FFaammiilliieess..
Head teacher: Mr P Rhatigan Address:
Reid Street School
Reid Street
Darlington DL3 6EX
Tel: 01325 251006 Fax: 01325 251005
e-mail: [email protected]
Deputy Head teacher: Mrs P Ayto Assistant Deputy Head Teachers:
Mrs J Davison and Mrs J Knowlson School Business Manager: Mrs A Robinson
Chair of Governors: Mrs C Saunders
Dear Parent/Carer
From 1st July 2011 Reid Street School will be an Academy, independent of Local Authority control. All funding and regulation for our school will come directly from the government. This will mean that the school
has additional funding and freedoms and we intend to use those advantages to further the needs of our children. Reid Street is able to convert to an academy because it has been categorised as being ‘Good with
outstanding features’. Only schools, such as ours, who have some areas judged as ‘outstanding’ in their
most recent inspection reports can choose to convert to academies.
This brochure will provide you with information about Reid Street School. For parents who already have children in our school, this booklet will be familiar. For new parents and prospective new parents I would like
to take this opportunity to welcome you, and to assure you that my staff and I will do all that we can to ensure that your child will be happy and successful whilst at Reid Street School. As you read this prospectus
you will become aware that things are changing in education. Through a partnership between parents and
staff, we can help one other and in doing so, help our children to achieve to their full potential. Whatever changes face education in the future we will continue, to foster:
The tradition of hard work; an attitude of courtesy to all; consideration for others and an awareness of the world around us. And to fulfill our central aim of: Working with parents to ensure that each child in our care achieves to their full potential. These values have always been followed and always will be followed at Reid Street School. Parents new to
the school are welcome to make an appointment to meet me and to look around the School and see the
children working. I am of course available to see any parent to discuss matters of concern. I must point out that in some matters, the pupil’s class teacher, team leader or the Deputy Headteacher may be a more
appropriate person to see in the first instance.
At the end of your child’s time at Reid Street we intend to have provided a sound foundation in: educational
skills; personal attitudes and moral values. Please let me welcome you to Reid Street School
Yours sincerely,
Head Teacher
-- 22 --
Contents
Please Note:
The information in this brochure, which was prepared and published in Summer 2011, relates to the 2011/2012 school year commencing 6th September 2011 and the particulars it contains, relating to that school year, were correct at that time. It must not be assumed that there will be no changes affecting the relevant arrangements on certain matters before the start of, or during the 2011/2012 school year, or in respect of subsequent school years arising for example from variations in Government policy for education.
Mission Statement 3 School Meals 13
School Curriculum Aims 3 School Uniform 14
School Organisation 4 Jewellery 15
Quality Marks 4 Haircuts 15
The National Curriculum 4 Valuables 15
Structure of the Curriculum at Reid Street 5 Mobile Phones 15
Literacy 6/7 Bookshop 15
Mathematics 8 Attendance 15
Mental Arithmetic Programme 8 Medical Information 16
Music 8 Emergency Information 16
Science 8 Head Lice 17
Physical education 8 Medicines – Reid Street Policy 17
PE Kit/Swimming 9 Parental Visits 17
RE and Collective Worship 9 School Funds 17
Teaching - General 10 Community Involvement 17/18
Homework 10 School Rules 18
House System 10 Policy for Promoting Good Behaviour 18
Assemblies 10 Reception Class admissions 18
Assessment and Records 10 Transfers 18
Reports 11 Child Protection 18
Learning Support and Special Educational
Needs
11 Raising Concerns and Resolving Complaints 19
Equal Opportunities 12 The Governing Body 19
Sex and Relationships Education 12 School Holidays 19
Charging and Remissions Policy 12 Organisation of Teaching/Non Teaching Staff 20
School Hours 13 Please Note 2
Hours spent on teaching KS1/KS2 13
Parking and Road Safety 13
3
Reid Street Primary School
Mission Statement
At Reid Street Primary School we aim to provide a happy, friendly, caring environment, where children feel secure and valued: children are encouraged to develop self-discipline and mutual respect for each other and for all adults in an atmosphere which promotes learning and excellence, enabling children to fulfil their true potential.
Parents and visitors are welcomed into the school. Their involvement and contribution is sought consistently across the school in a partnership which enhances the children’s education, welfare and social awareness.
All members of staff, teaching and non-teaching alike are valued and are actively encouraged to extend and develop their teaching skills and interests.
School Curriculum Aims
The curriculum means the total experience of life in our school. Our aims are
To help our pupils to develop lively, enquiring, creative minds, the confidence to question and
the ability to debate rationally.
To help our pupils to acquire the knowledge and skills that they will need as adult citizens in a
rapidly changing world.
To help our pupils to use the skills of literacy and numeracy effectively and to develop logical
thought, communication and information skills in our world of rapidly changing technologies.
To help our pupils to develop personal and moral values, respect for religious values, and to
appreciate other groups, races, religions and ways of life free from prejudice,
To help our pupils to develop responsibility for the quality of their immediate environment, to
develop an understanding of the world in which they live and to recognise the interdependence
of individuals, groups and nations.
To help our pupils to develop an awareness and appreciation of human achievement and
aspiration.
We will achieve these aims through
Providing challenging, stimulating, worthwhile and enjoyable experiences in the belief that a full
level of experience at every stage of development is sound preparation for our citizens of the
future.
Encouraging our pupils to achieve to their full potential
Helping our pupils to develop their own individuality and independence, through exploring their
own strengths and limitations.
Encouraging our pupils to make choices free from prejudice and stereotype so that they benefit
from our emphasis on equal opportunity.
44
School Organisation
Children whose fifth birthday falls within the period 1st September to 31st August will be eligible for
admission to our school in September of that academic year.
Normally our children are taught in mixed ability year groups, where one teacher is responsible for each class. On occasions, classes come together for Music and Physical Education however, the majority of teaching time is organised within single class groups.
We have two parallel classes in each year group and setting of pupils takes place from Year 2
upwards. Teachers in each year group plan their curriculum work together so that both classes
cover similar areas of experience.
Our children experience a broad, balanced and differentiated curriculum. Subject areas are taught
according to the requirements of the National Curriculum.
Quality Marks
The school has been awarded:
Basic Skills Agency Quality Mark 2 which recognises the high quality of teaching in
Reading, Writing, Spelling and Numeracy in the school.
Arts Mark Silver Award
Healthy Schools
Activate
ROSPA Safety Award
FmSIS – Financial Standards Award
The National Curriculum
The National Curriculum sets out what every child should experience as part of their studies at
school in:
Religious Education is an important statutory curriculum subject but does not form part of the
National Curriculum. It is taught according to a locally agreed syllabus.
National Curriculum
Art and Design
Music
English
Modern Foreign Language
History
Geography
Citizenship
Mathematics
Science
ICT (cross-curricular skill)
Design and Technology
PE
Personal Social and Health Ed
55
Structure of the Curriculum at Reid Street School
The National Curriculum underwent a period of review between 2007 and 2009. In February 2009 a revised curriculum, with more scope for creativity, was presented to schools but was not formally adopted by the new government who intend to begin a new period of consultation on curriculum change starting in January 2012. At Reid Street School we took the decision to devise our own curriculum aimed at enhancing opportunities for creativity. This has been carefully mapped to the existing national curriculum to ensure that pupils receive their entitlement in this area. The new Creative Curriculum at Reid Street School has been in place since September 2010. It meets all existing National Curriculum requirements and ensures that the core subjects of English, Mathematics, Science and RE have their proper prominence and are taught separately. We achieve this through ensuring separate lessons in English, Mathematics, Science and RE (along with Modern Foreign Language) while all other curriculum areas are taught through carefully devised topics which are mapped to National Curriculum subjects such as History or Geography.
National Curriculum Design and Technology stretches across three Reid Street Creative Curriculum areas, namely CD, PD and K&U. Literacy, Numeracy, Science, Modern Foreign Languages and RE shall continue to be taught as largely discrete subject areas while using other parts of the curriculum as an opportunity to develop and learn skills in literacy, numeracy and science. All the remaining subjects will be taught through termly or half-termly themes/topics pre-agreed by staff for each year group.
National Curriculum Area Where this fits in to the Reid Street Creative Curriculum
Art and Design Music
Creative Development (CD)
I C T
D E S I G N & T E C H
PE Physical development (PD)
History Geography
Knowledge and Understanding of the World (K&U) Some Science
Personal, Social and Health Education Citizenship
Personal, Social and Emotional Development (PSED)
Separately Timetabled Subject
Mathematics Problem Solving, reasoning and Numeracy (PSRN)
English Communication, Language and Literacy (CLL)
Science Science
Modern Foreign Language Modern Foreign Language
RE (according to local syllabus) RE (according to local syllabus)
66
The Curriculum at Reid Street School
In our Reception Classes, the emphasis is upon learning through structured play. Staff are guided
by the curriculum for the Foundation Stage and by “Early Learning Goals”. Children are
encouraged to investigate and learn from first hand experience. Topics are selected so as to
involve a wide range of learning skills. Social teaching and learning plays an important part in our
daily class routine. Children learn the basic skills of number and letter recognition and formation.
They will bring home words associated with reading books and we encourage you to help them
with these. Children will also bring reading books to read to you at home.
Much of the work in reception classes begins with talking with our children. We emphasise the
importance of talking and listening. As children showing readiness for writing we begin to nurture
their developing skills in these areas.
From Reception Class onwards, our children are taught English according to the National
Literacy Strategy Framework and Mathematics according to the National Numeracy Strategy
Framework.
Literacy
The children follow the guidelines set out in the National Curriculum for English which covers five
main areas.
Speaking and listening
Writing
Spelling
Handwriting
Reading/Comprehension
In school we encourage purposeful talk and attentive listening, for we all explore and develop our
ideas through the spoken work. Our aim is to encourage children to express themselves
confidently, politely and purposefully in all situations and activities. Speaking and Listening
objectives are built into all curriculum areas, as far as possible.
Writing
From the moment children begin making marks we encourage them to see themselves as real
writers, writing confidently and meaningfully in a wide range of different situations, for different
audiences. As their skills develop there is a growing emphasis placed on accurate
spelling, grammar and presentation.
Reading
We use a combination of approaches to the teaching of reading, „Look and Say‟, „Phonics‟ and the
„Real Book‟ approaches all have their place. We place emphasis at an early stage upon helping
our children to acquire skills in reading text whilst nurturing their love for books and reading for
pleasure.
Reading on a daily basis is encouraged.
1. We take care not to rush our children. Experience of a selection of books at one level of reading
is encouraged in order for our children to practise their reading skills and their reading
vocabulary. This provide for a level of consolidation before a child moves forward within the
reading scheme, Each colour banded level within our reading scheme has a strong basic „core‟
based around one publisher or a particular series of books. Further reading material is provided
around this core in order to provide a varied range of text. We aim to provide opportunities for
practice, discovery and comprehension. Our „whole school‟ reading scheme incorporates
77
elements from several published reading schemes.
2. Each child progresses through our school reading scheme according to their own developing
individual ability. A range of scheme books will be read in order to ensure a sound level of
consolidation. Accordingly each child will spend a reasonable amount of time within each
colour-banded level with books of an appropriate reading age for the child. Vocabulary and
subject matter are purposely diverse in order to encourage a broad reading experience.
3. Fiction books and non-fiction books from the school library provide extension material for our
children and help to supplement the school reading scheme.
4. We teach „phonics‟ from the very beginning of Reception Year using the National Literacy
Strategy „Phonics‟ as well as „Jolly Phonics‟ a programme of study through which our children
rapidly come to learn single and double letter sounds. The sounds are accompanied by
corresponding hand „actions‟ which are modelled for the children by the teacher. We strongly
urge you to support in this area so that our children receive plenty of opportunities for practice at
home. Regular support at home establishes a sound routine for helping children to learn
spellings, tables etc further up the school.
5. We will listened to our children and help them with their reading as often as possible according
to individual age and ability. Children will be guided by staff in the selection of books in a way
which helps them to develop reading skills. From the beginning of Key Stage 2 there is a
stronger emphasis upon „shared‟ and „guided‟ reading in class with reading scheme books being
used for practice and reinforcement at home.
6. In Key Stage two children are heard to read by staff and parent volunteers according to priority
needs as assessed through reading tests. As many children as possible are provided with
varying levels of reading support within the class ‘Reading Priority Rota’.
7. We have a very effective intervention programme for reading called the ‘Better Reading
Partnerships’. Children are selected following assessments including reading tests. Specially
trained staff and volunteers work with children individually three times a week over ten weeks.
The progress we aim for is that after ten weeks children on the programme are at least at the
class average reading level.
8. Silent reading and group reading takes place in all our Key Stage 2 classes on a regular basis.
9. We encourage all of our children to read at home, especially with adult support. This provides
further valuable reading opportunities for our children.
10. The number of pages that children read and the number of times that books go home are at the
thoughtful discretion of each class teacher. We encourage your regular commitment with
reading support and a healthy two-way communication between home and our school.
11. A wide range of reading matter will be read to our children in order to encourage them to
discuss texts and also to provide stimulus for their own reading selections. This area benefits
from your support at home. All children have timetabled access to the School Library which
houses a broad range of fiction and non-fiction reading material.
88
Mathematics
At Reid Street School staff follow the National Numeracy Strategy for teaching mathematics. The
strategy places strong emphasis upon discussion in developing children‟s mathematical learning.
Children from 5 to 9 years old experience tasks aimed at developing their mental agility and mental
calculation and problem solving strategies.
The National Numeracy Strategy is divided into up to five areas: Numbers and the Number System;
Calculations; Solving Problems; Measure, Shape and Space and Handling Data.
During their time in Reception Class our children will develop an understanding of number through
carefully planned practical activities within their classroom, the playground and outside of school.
They will learn to recognise and will then begin to write the numerals 0 to 9. The language of
mathematics is used in discussion between teachers and pupils at a level appropriate to the
children‟s developing understanding of mathematical concepts. We encourage similar discussion
between the children themselves at school and also, where possible, with adults at home. Children
become familiar with an increasing range of numbers as they move through our school. Electronic
calculators are introduced in Year 5, because their use is important and is tested upon within Year
6 SATs. They are however most definitely not used as a substitute for children learning to perform
calculations with pencil and paper first.
Mental Arithmetic Programme.
In Key Stage 2 all children have fifteen minute daily mental arithmetic tests. These are graded
according to individual ability and may involve children working in groups with other class teachers.
On Friday all children on the same level come together with the group teacher for marking and
analysis.
Science
Learning about Science helps children to develop ways of understanding the world around them.
Children are naturally curious and this is where our science work begins. Every child in school is
involved in science activities and these follow the guidelines set out by the National Curriculum for
science.
Music
Schemes and programmes are used throughout the school in accordance with the National
Curriculum, Early Learning Goals and QCA National Guidelines. These ensure that our children
receive an enjoyable progressive introduction to music. We have a good selection of musical
instruments in school. When our children reach KS2 they have an opportunity to learn the recorder
or join the school choir during their lunch break or after school.
Specialist musical tuition is available for interested children who display an ability and aptitude for
music. The choice of instrument is dependent on the specialist music teacher appointed through
the LEA peripatetic music service. Charges are made, by the LEA, for this instruction which lies
outside the scope of the curriculum provision made by the school.
Physical Education
Children‟s physical development has important emphasis throughout our school. Activities are
provided which help to develop physical co-ordination, agility and strength as well as to provide for
the sheer joy of physical pursuits.
Gymnastics, dance and games are timetabled. Children in our Y5 and Y6 classes have use of off
site school facilities such as Branksome School Field, Eastborne Sports complex and the Dolphin
Centre. Reid Street School was built in 1912 without playing fields. The staff do all that they can to
99
make up for the lack of such facilities. The curriculum budget pays for transport to sports facilities
including those used for our annual school sports day.
We take part in many competitions and tournaments providing children with the opportunity to
represent our school in football, netball, cricket, table tennis, cross country, basketball as well many
other sports.
We organise an annual sports afternoon involving every child in the school. This normally takes
place on the first Friday of term time in June each year (making this date a fixture enables parents
to organise around work commitments so that they can be there on the day with the children). As
we do not have our own field, we rely exclusively upon the kind cooperation of other schools in
making their facilities available to us. We are also heavily dependent upon the availability of
commercial transport to bus nearly five hundred persons to Abbey Road Field. This is a
considerable undertaking for any school and despite our own best efforts as factors lie outside of
our own direct control we may not always be able to facilitate a sports day. If on any occasion we
do have to cancel a sports day due to poor weather or problems with transport it is unlikely that we
will be able to rearrange and an alternative date will be unlikely. Under those circumstances we
shall do our best to provide an alternative for our children using the limited facilities at our school.
Thankfully we rarely have to cancel or postpone a sports day but please remember that due to the
lack of our own playing field, provision for sports and sports days is not always within our control.
Whenever parents offer the use of their own cars for transporting children to football/netball
matches etc they must confirm that their own motor vehicle insurance covers such use, that their
vehicle meets all statutory requirements and that they hold a valid driving licence. Pupils
transported in parents’ cars must wear a sear belt/appropriate sized booster seat and must not use
the front passenger seat.
Every child is expected to take part in all PE/Games/Swimming lessons as part of the National Curriculum, unless there are medical reasons for them to be excused. (A written note is required before any child will be excused from any physical activity). It is important for hygiene, safety and the children‟s peace of mind that they have the correct clothing and kit for these lessons.
PE Kit - Red/black or navy shorts and plain t-shirt (no logo). Please provide a bag for PE kit; this
can be left at school through the week. We discourage brightly coloured clothing and expensive
football strips. Upper junior children require football boots. (Please also see „Other Clothing‟)
Swimming - During the autumn and spring terms children from Key Stage 2 will be taken to the
Darlington Dolphin Centre each week for swimming lessons as part of their physical education
programme. We are currently moving the swimming programme further down the school in order to
target children earlier as this may one day save a child‟s life.
Religious Education and Collective Worship
Religious education and collective worship are provided for all pupils in accordance with the
recommendations of the Education Reform Act and the Darlington Agreed Syllabus. This syllabus
incorporates Christian heritage and tradition in addition to teaching about other major faiths and
religions within our multicultural society.
An act of daily worship is organised each day in the form of either „whole school‟, Junior/Infant
department, or class/year group assemblies. Acts of daily worship reflect Christian teachings and
values but are non-denominational in content.
Parents have a right to arrange with the school for their children to withdraw from religious
education lessons and acts of collective worship.
1100
General Teaching Methods
All classes are taught through a combination of whole class teaching, group work and individual
teaching. From Year 2 upwards pupils can be taught within ability sets particularly within
mathematics and English lessons, so that lessons can be more tightly focussed upon pupils‟
developing skills, knowledge and understanding. Within these ability sets further grouping may take
place so that children can be supported by teachers or teaching assistants still further. Children
may be grouped within their house teams for PE.
Homework
Our homework policy details the activities that can be expected for children in each year group.
Your help in encouraging your child to read to you and to carry out further research work at home is
of great value in many ways. We value your co-operation in the area of homework. Mathematics
homework is organised throughout the school. Normally maths homework will follow on from the
current class work in your child‟s class. This may not always take the form of exercises in
calculations, but may well be an exercise in collecting data, playing a mathematical game or solving
a mathematical puzzle. We need your help, support, cooperation and patience in helping our
children to learn their number bonds and multiplication tables.
The House System
We operate a house system for KS2 children in our school. Every one of our KS2 children is a member of one of four houses, Red, Blue, Yellow and Green. Children sit within their house teams at our special weekly assembly. Older children sit with younger children to help nurture a sense of care and responsibility.
Class points and commendation awards are awarded throughout each week for any activity (particularly for a child‟s „best‟) for effort and for the display of qualities such as thoughtfulness, politeness, caring and helpfulness.
At the weekly House Assembly „commendation award winners‟ receive a special mention. A count of all the class point totals for the week is made to see which is the winning house. Staff nominate one pupil for „Star Pupil of the Week‟. Our children look forward to house assembly and truly value these awards.
Assemblies (Incorporating Acts of Collective Worship) Tuesday 10.10 - 10.30 Infants Wednesday 10.10 - 10.30 All School Friday 2.30 - 3.15 Juniors (House Team assembly)
Assessment Recording and Reporting
1. All children come to Reception Class with a „Foundation Stage‟ Profile which is passed on to our
staff from the feeder nursery school or other pre-school education provider. The profile informs
us of each child‟s developmental progress. Our Reception Class teachers will complete an „On
Entry‟ assessment for each reception class child. Staff will arrange for this information to be
discussed with parents within the first six weeks. Continuing „on going‟ assessments take place
throughout Reception Class in order to help inform teachers‟ planning for children‟s developing
educational needs.
2. End of key stage Statutory Assessments are administered at the end of Year Two, Statutory
Assessment Tests (SATs) at the end of Year Six. At Reid Street we additionally administer
National „QCA‟ tests in mathematics and English in years three, four and five. These provide
much valuable information about children‟s developing knowledge and understanding of
national curriculum mathematics and English between the end of key stage SATs. NFER
1111
Cognitive Ability Tests are used in Years 4. They indicate what a child is able to understand and
help teachers to assess where a child is working to their full ability. Collectively these tests
enable us to accurately gauge each child‟s educational progress. You can ask for your child‟s
latest test results from your class teacher at any point in the year you choose. Teachers use the
latest test results and their latest teacher assessment updates to advise parents on pupil
progress during spring term consultation evenings.
3. On transfer to Secondary Schools the LEA‟s transfer document for Y6 pupils is completed and
passed on.
Reports
Detailed, written annual reports on children‟s progress are sent home to all parents dur ing the
second half of each summer term. These reports cover all subjects of the curriculum together with
details of children‟s effort and attainment within their work as well as their record of attendance.
They also contain a general comment on behaviour etc.
Learning Support and Special Education Needs (SEN)
Staff aim to identify children who require additional special educational needs provision as early as
possible after they join our school so as to organise appropriate programmes of study to match
individual learning needs. Some pupils join us from their pre-school settings having already been
assessed for special needs provision. We make use of the expertise available from professional
outside agencies where appropriate. Our aim is to ensure that we provide access to all that is made
available in order to help us to support our children‟s special educational needs. In this way we
strive to ensure every child‟s full inclusion in all aspects of experience at our school.
Our school policy on Special Educational Needs follows the current DfE Code of Practice and
provides clear guidelines for all members of staff, as follows:
Children‟s development and progress is carefully monitored on entering the school. Children
considered by staff to be making lower than expected progress will have „differentiated‟ (modified or
individualised) teaching programmes put in place for them by their class teacher. Children may be
provided with additional support within their own classroom either by their own class teacher or
from a teaching assistant normally assigned to that class.
School Action Stage Children whose progress in class remain low or continues to fall behind may
be offered a more specialist programmes of study involving support from an additional adult. At this
point children are considered to be at the School Action Stage of the Code of Practice and an
Individual Education Plan (IEP) is provided for them by their class teacher further to consultation
with the parents and discussion with the child themselves. The IEP is important because it
establishes targets which are then monitored on a termly basis by the teacher. Copies of IEPs are
kept in the SEN register and are carefully monitored by the SENCO (Special Educational Needs
Coordinator, currently Mrs Ayto) to ensure that the correct level of provision is being made for the
child. Pupils may be removed from the SEN register as targets are met and satisfactory progress
begins to be made.
School Action Plus Stage Where IEP targets have not been met, support and advice from
agencies or professionals from outside of school may be sought. At this point a child is considered
to be at the School Action Plus Stage of the SEN Code of Practice.
Statutory Assessment Stage Some children with particular difficulties in learning may need a
level of support that lies beyond School Action Plus and may require what is termed as a
„statement‟ of special educational needs. This places them at the Statutory Assessment Stage of
the Code of Practice.
The school employs „Learning Support Teachers‟ for 2.0 days each week. The Learning Support
1122
Teachers use several approaches. These include withdrawing children from their classroom to
work in small groups as well as working alongside children within their normal classroom. They
liaise with the SEN Co-ordinator and with the class teacher to ensure that continuity of learning is
achieved. Additionally the school provides teaching assistant support for children with statements
of special educational needs.
We provide a range of educational resources including laptop computers with curriculum software
appropriate to the needs of our children with special educational needs. These are regularly
updated and enhanced.
Specialist teachers provide extra help to children for whom English is a second language according
to individual needs.
Equal Opportunities
At Reid Street Primary School we are committed to providing equal opportunities for all our
children. This means that we value equally the unique qualities of each individual, and that in our
daily school life we try to see the world from the point of view of others. We challenge
discrimination on the grounds of race, gender, religion or ability and actively teach our children that
it is their duty as citizens to recognise and combat any form of discrimination themselves. We follow
the Darlington LEA policy in monitoring racist incidents. A racist incident is defined as any incident
perceived as being racist by the person themselves or by any witness. We investigate every
incident. Incidents are logged and a copy is sent to the LEA. Parents are informed. A child may
ultimately be excluded from our school for involvement in racist incidents. Parents are asked to
support the school in actively challenging racial discrimination so that our children receive a
consistent message about respect for each and every individual in our society.
Sex and Relationships Education
The school follows the Lucinda & Godfrey SRE Programme. This follows the growth and
development of two children from starting school until they leave. The names of the characters are
chosen because they are unlikely to be the names of children in school.
Parents have the right to arrange with the school to withdraw children from Sex Education except
where they form a part of Science within the national curriculum.
Charging and Remission for School Activities
Occasionally the school has visits from children's theatre groups giving a performance at a nominal
cost per child. This enriches the children's experience and enjoyment of drama. As part of a
project or topic, visits of an educational nature may also be planned .You may be asked for a
voluntary contribution for these activities to offset the cost to the school bearing in mind that where
insufficient contributions are received the activity may have to be cancelled owing to lack of funds.
This arrangement is in keeping with LEA policy on charging and remissions. We are very fortunate
to have a fund raising organisation – FORSS (Friends of Reid Street School). They organise a
range of social/fundraising activities including raffles, coffee mornings, Christmas fairs, discos etc.
The proceeds are partly used to fund curriculum treats for the children such as theatre or
educational shows. Please support their activities for the benefit of our children.
1133
School Hours
Times of Teaching Sessions
9.00 Morning Session begins 10.30 - 10.45 Break time 12.00 End of Morning Session 1.00 Afternoon Session begins 3.15 End of Afternoon Session
Infant children have an additional break at some point during the afternoon.
It is very important that you do not allow your child to set out from home so that they arrive
at school before 8.50 am as supervision of the yards by teaching staff does not begin until
this time. Where children arrive at school before supervision of the yards begins at 8.50 am,
the office staff will contact parents to remind them of this requirement. Hours Spent on Teaching
Parking & Road Safety
Please do not double park in Reid Street when dropping children off and collecting them. It
is safer for all of our children if, when arriving at school by car, parents find a suitable
parking place nearby and then walk the short distance remaining.
„Reid Street itself has „Residents Only‟ parking areas. We are good neighbours to the residents of
Reid Street and kindly ask you to respect these areas when visiting our school. Zigzag lines
indicate parking restrictions along the frontage our school onto Reid Street.
School Meals
We encourage everyone to consider trying our school meals. We are proud of our cooked meals
which are of high quality and good value. They are prepared every day in our own school kitchen
fitted out to modern specification.
Money for school meals is collected on the first teaching day of each week (normally Monday).
Children are upset when they lose money and for this reason we encourage you to send dinner
money into school using a sealed envelope. Please write your child‟s name and the amount of
money the envelope contains on the front. Please also write any days when your child will not be
staying for lunch (e.g. whenever they are not staying for the full week because of hospital
appointments etc). Current Cost of school meals is £1.90 a day (£9.50 a week). Children
staying for lunch, whether packed or cooked, are not allowed to leave the premises over the lunch
period.
Your child may be entitled to receive free school meals. If eligible you will first need to complete an
application form available from our school office. Parents may prefer for their child to bring a
packed lunch. Packed lunches are taken in the dining hall alongside those staying for school
dinners. Children must not bring hot drinks/soup in to school. The cook carefully regulates the
temperature of cooked meals but we have no control over the temperature of hot beverages
brought into school in flasks. This could lead to a child being scalded from the contents of an over-
turned flask. Fizzy drinks are not permitted.
We must ask that changing over/back from packed lunches/ordered school lunches be kept to a
AAggee HHoouurrss ppeerr wweeeekk
5 - 7
22.0
8 - 11
23.0
1144
minimum as every change uses up precious office staff time. Where-ever possible please ensure
that any such change takes place only from the beginning of a new school term and that you inform
our office staff, in writing, well in advance.
School Uniform
We are keen that all of our pupils should wear school uniform. Uniform provides our children with a
sense of belonging to the „school family‟. When in school uniform our children are encouraged to
conduct themselves both during and beyond the school day according to the values we promote at
school. In this way our school uniform helps us to nurture the development of good manners,
respect and consideration for others in the wider community.
Our uniform consists of
Grey skirt or trousers
Red cardigan, or sweatshirt
White polo top, shirt or blouse
'Sensible‟ shoes*
In the summer many of the girls wear red gingham dresses.
The wearing of trainers is discouraged as they detract from the smart appearance of the
uniform. Trainers are considered to be unhealthy for growing young feet when worn all day.
*The school will enforce a policy of ‘sensible’ footwear at school. Any item of footwear
which is unwieldy or extreme including ‘Ugg’ boots will not be permitted in school.
All items of uniform are now available from Elizabeth‟s Embroidery. We operate a school shop on
a termly basis, however items can be ordered direct from them on 01642 674973 or by email on
www.elizabethsembroidery.com. Also order forms can be obtained from the school office.
Every year jumpers find their way into our lost property. When they are properly labelled
with a laundry marker or name tag we can return them to the owner.
Please help us to help the children to look after their own property by ensuring that all PE kit and
uniform is clearly marked with each child‟s name.
Other Clothing
For physical education each child needs a pair of gym shoes (not trainers as the soles are too
thick), red/ black or navy shorts and t-shirts (no logo) and a bag for their retention. All items
should be clearly marked. In addition upper junior children require football boots.
Wellington boots brought into school on wet morning‟s boots should also be marked with your
child‟s name. A clothes peg is useful to keep the wellingtons together when not in use as 30 pairs
of similar looking wellingtons can easily become mixed up during the course of a school day. Each
child needs an overall of sorts for painting and similar activities. One of Dad’s old shirts
works very well. Please send one in to be retained in class at the start of each new
academic year.
School Bags - We are very limited for cloakroom space and have no room for large haversacks or
sports bags. Please note our request that bags should be as small as possible. They should only
contain PE/games or swimming kit, reading book, homework and packed lunch and should be
taken home at last at the end of each week.
1155
Jewellery
The only items of jewellery that may be worn to school by children are a single pair of small simple
stud type earrings, with a maximum of one in each ear. These will need to be removed by the
children themselves for all PE lessons including swimming. Please note that teaching staff cannot
be responsible for the security of studs when they are removed by the children for PE. For this
reason we strongly advise children, especially younger children, not to wear even stud earrings to
school. When ears are pierced studs must be kept in place for a period of weeks to prevent the
pierced holes closing up. ‘Simple’ studs means that they are purely functional and are there to
retain piercings. They should not be embossed or decorative and the face should be
minimal in size.
For this reason it is vital that whenever children do have ears pierced it is at the start of the
six week summer holidays so that any studs worn to school may be removed before PE
lessons start in September.
Watches are permitted, but remain the responsibility of the wearer and must be removed and kept
secure by the pupil themselves during PE lessons.
Haircuts
Extreme haircuts are not allowed in school as they present an unwelcome distraction and can lead
to competition for ever more extreme forms. The staff of the school and ultimately the Head
Teacher will be the arbiters of what is an extreme haircut. Haircuts acceptable at other schools are
not necessarily acceptable at Reid Street. Shaved patterns in hair are deemed to be extreme
haircuts. Parents may be asked to let an extreme haircut grow out or they may be asked to take
action to adjust the haircut. Ultimately a breach of haircut protocol will be dealt with under the
school‟s behaviour policy.
Valuables
Children are responsible themselves for all personal possessions that they bring into school with
them. Whilst the school is not responsible for such items brought into school we will make every
effort to encourage care, honesty and trustworthiness and we will investigate any loss or damage.
In order to avoid any upset however it is best not to send children to school with anything too
valuable as loss or damage cannot be made good by the school.
Mobile Phones
It is the Governors’ policy that mobile phones are not brought into school by pupils.
Bookshop
There is a school bookshop at Key Stage 1. Pupils may purchase stamps until sufficient money is
saved and then they can choose a book. Books can be borrowed from the School Library each
week.
Attendance
It is every parent’s personal duty to ensure that their children attend school wherever possible
and to ensure that they are punctual in arriving for the start of each school day.
Absence from School - If a child has a medical problem or some disability the school should be
informed. Staff are not allowed to give out medicine or tablets. If it is necessary for children to be
absent through illness, please inform the school by telephone by personal message brought to the
school office or by note before 9.00 am on the first day of absence. The office staff will telephone
home where we have not received information. If your child‟s attendance falls below 85% the
1166
school and EWO will organise a meeting to agree targets for improvement which will be reviewed
at a subsequent meeting. If attendance falls below 80% including ten or more (one day of missed
school is two absences – one morning session and one afternoon session) unauthorised absences
the local authority will invoke legal proceedings.
We strongly urge you not to take family holidays during term time because of the disruption
this causes to your child's education. If however you must make such arrangements, please
inform the Head Teacher and your child's class teacher. There is a form to complete which is only
available from the school office. If your child is absent for holidays for more than 10 school days in
any school year the remaining days are marked as unauthorised absence. Holidays will not be
authorised for any pupil during the first two weeks in September. Holidays will not be authorised for
any pupil in Year 6 during the vital end of Key Stage Two SATs week which for 2011 takes place in
May. Unauthorised absence is monitored by the EWO (Educational Welfare Officer).
If a pupil’s attendance falls below 90%, term-time holidays will not be permitted and any
absence over 5 days will only be authorised through a signed document from a medical
practitioner.
If a pupil’s absence falls below 85%, all absence will require supporting documentation from
a medical practitioner before absence can be authorised. At 85% attendance, a pupil is
categorised by the LA as a ‘potential persistent absentee’. At this point parents/carers will
be invited to an improving attendance meeting with a senior teacher and the educational
welfare officer. Targets to improve attendance will be set and then reviewed at subsequent
meetings.
If you are in doubt as to whether your child needs to stay off school please take medical
advice first, but if you are still uncertain, then send them in and we will call you to collect
them if they are too unwell to remain at school that day.
Where attendance in any one school half-term falls below 80% and includes 10 or more
unauthorised absences the EWO will need to investigate. In accordance with Darlington
Borough Council’s Policy on school attendance this may lead to court proceedings and
fines. It is therefore essential to avoid any unauthorised absence.
Education Welfare Officer - Telephone Number – 01325 388835
Medical Appointments - please make every effort to make appointments either before or after
school. However, if appointments occur during school time it is helpful if we know in advance about
these appointments which may require absence for part or all of the school day. It is normal for
office staff to request sight of appointment cards/letters for our attendance records. Children must
be collected for this or any purpose only by the Parent or Guardian or known adult. Children will
not be released to return home or to meet an adult prior to any appointment. Your child must be
signed in or out of school if it is necessary for you to take your child out of school during the school
day. A register for this purpose is provided outside of the school office. Please note that shopping
trips, special birthday treats, and visits to the hairdresser, are not acceptable reasons for absence.
‘Emergency’ Information Sheet
At the beginning of each year, parents are asked to complete an information sheet listing address,
date of birth, details of useful information and emergency contact. If children are taken ill during the
school day, we will do our best, within limited resources, to look after them. In cases of illness or
injury, we make every effort to contact parents in order that suitable arrangements to collect
children can be made. However, if there is some difficulty in contacting parents or collecting
children, we must consider the needs of the child at that precise time and teachers will take
emergency action as needed.
1177
Medical Information
It is essential that the school is informed of any information on this matter which would affect the
child's welfare, safety or education. Please let us know in writing if your child suffers from a long-
term complaint/illness e.g. asthma, epilepsy, diabetes, etc. We will then prepare a care plan and
will do our best to meet the needs of these children.
Head Lice (Nits)
School Nurses no longer carry out routine hair inspections and for this reason it is vitally
important that parents inform class teachers or the office immediately if they find evidence
of head lice. Head lice occur from time to time in all schools and appropriate treatment is readily
obtainable. Please contact the school office for more information.
Medicines –Reid Street School Policy
The Governing Body has decided that medication will not be administered in school. Governors
have considered the implications of staff administering medicines and have decided that in line with
many schools this is the best position for Reid Street School. There is no legal or contractual duty
on teachers to administer medication or supervise a pupil taking medication. It is a voluntary role.
Governors have noted three exceptions:
Asthma inhalers will of course still is kept in the classroom available for pupil‟s use.
Epipens for children who run the risk of anaphylactic shock.
Those children who have an illness that requires long-term regular medication will be
dealt with on an individual basis
All other medication e.g. antibiotics, analgesics or Ritalin will need to be given by a family member
coming into school.
Parental Visits
Parents are welcome to come to the school office at any time. In order to see a particular member
of staff during teaching time it is essential to telephone prior to the visit so that the Head teacher
may consider the arrangements necessary for the teacher concerned to be made available.
All visits to school must be made through the main entrance – as this optimises safety for our
children. If you forget this rule, staff are duty bound to redirect you – and we expect you to
acknowledge that they do this because of their care for your child however awkward this
may feel on an individual basis. For the safety and security of our children, all visitors to our
school must first visit the school office and gain explicit permission before visiting classrooms or
any other part of the building. Office hours are between 8.30 am and 4.00 pm. If you arrive outside
of these times you may experience a long wait in the entrance lobby as office staff will not be
present to admit you to the building.
School Funds
The School Fund is used to subsidise the cost of some educational activities and to purchase
equipment and materials that are extra to the school revenue budget. During the year, events may
be organised to raise money for school funds. Parental support has been excellent to date and has
enabled the school to be self-sufficient in many areas. We also fund educational „treats‟ such as
theatre shows. The money we raise through discos and the school fair means that we can organise
these treats without asking families for contributions.
Community Involvement
We work to develop links between school and the community (both local and wider) by involving
our pupils in a variety of activities and projects. We participate in a number of charity fund raising
1188
events, although to avoid burdening parents we do try and restrict this to one main charity a year.
Money raised each year usually amounts to over £1,000 and we are proud of this record. The
significance and importance of the money raised lies not only in the total sums, but also in the
effort, commitment and especially in the consideration for others which is involved.
We encourage a wide range of visitors to talk to the children on a regular basis promoting care,
concern and responsibility for themselves, others, and the environment.
School Rules
The one major rule for us all in our school is
"Everyone will act with courtesy and consideration to others at all times".
Rules are kept to a minimum and are based on the need for safety and consideration for others.
Policy for Promoting Good Behaviour
Policy Statement The governors‟ policy on promoting good behaviour is available on request.
Parents were consulted on the following policy statement which was approved by governors for
inclusion within the school prospectus.
Reid Street School seeks through its Behaviour Policy and its Mission Statement to develop an
ethos wherein good behaviour and discipline, the key foundations of citizenship and education, are
promoted and encouraged.
The Reception Class Admission Number for 2011- 12 is 60 children
Parents seeking admission for their child should notify the school after the child‟s third birthday.
Reid Street Primary School caters for children from four to eleven years of age. Parents are given
necessary information and all enquiries are answered at an evening meeting in the term prior to
their children joining the school. Children have a separate visit to our Reception Class before they
start school.
Transfers
Parents wishing to transfer their child from another school should first contact the education
admissions office at the town hall office to check that there are places available. If there are places
available at Reid Street and you wish to visit the school and talk to the Head teacher then please
make an appointment via the school office.
If you are moving from another area please have the name and address of your previous school
available for our records. If we are not able to offer a place at the time of your request, you can
leave your child's name with the admissions office at the town hall who will contact you when a
place becomes available.
LEA and School Policy Statements are available in school. These can be examined at any time
provided that notice is given. Parents can also request to view the National Curriculum Statutory
Orders, schemes of work, OFSTED reports and DFES statutory instruments and circulars.
Child Protection
Parents are welcome to view a copy of the school‟s child protection/safeguarding policy. The policy
sets out the action the school will take if any concern about a child‟s safety or welfare arises.
Parents/carers should note that we are under a duty to report any such concerns to social services.
1199
Raising Concerns and Resolving Complaints
From time to time parents, and others connected with the school, will become aware of matters
which cause them concern. To encourage resolution of such situations the Governing Body has
adopted a “General Complaints Procedure”. The procedure is devised with the intention that it will:
Usually be possible to resolve problems by informal means
Be simple to use and understand
Be non-adversarial
Provide confidentiality
Allow problems to be handled swiftly
Address all the points at issue
Inform future practice so that the problem is unlikely to recur.
Full details of the procedure may be obtained from the School Office or from the Clerk to the Governing Body.
Reid Street School can at any stage offer professional mediation to assist in encouraging parents
and the school to work together. The school may discuss this option with you. Both the school and
the parents must agree to this service being used. Mediators are externally sourced and therefore
independent of both the school and the local authority.
The Governing Body
Member Appointed Governors (6) Mrs G Campbell Mr S Harker Mrs C Saunders Mr J Scott Mrs M Wright Vacancy
Parent Governors(3) Mr I Fenton Mrs M Sanderson Mr G Warren
Staff Governors(3) Mr P Rhatigan Mr J Knowlson Miss T Charlton
Chair of Governors, Mrs C Saunders. Address, C/o Reid Street School, Reid Street, Darlington.
Clerk to Governing Body, Address: Town Hall, Darlington.
School Holidays 2011-2012 (including all days when the school is closed to children for staff training.)
School opens for the start of the new school year at 9.00 am on Tuesday, 6th
September, 2011.
Holiday 2011 – 2012 School closes at 3.15 pm on School opens at 9.00 am on
Autumn Half-term 2011 Thursday, 20th October Monday, 31st October Christmas 2011 Friday,16th December Tuesday, 3rd January Spring Half-term 2012 Thursday, 9th February Monday, 20th February Easter 2012 Friday, 30th March Monday, 16th April Summer Half-term 2012 Thursday, 31st May Monday, 11th June
School closes for the end of the summer term 2012 at 3.15 pm on Friday, 20
th July, 2012. We will provide dates
for the next school year, September 2012- July 2013, when training days have been finalised.
2200
The organisation of teaching and non-teaching staff for 2011-12 is as follows
Class Teacher
Y 6
Y 6
Y6
Y 5
Y 5
Y 4
Y 4
Y 3
Y 3
Y 2
Y 2
Y1
Y1
Reception
Reception
Mrs D Hancock
Miss N Bunn
Mrs L Clayton (Mornings only)
Mrs K Edwards
Mrs J Davison
Mrs F Rankin
Miss C Burmiston
Mrs H Stephenson
Miss J Hobson
Mrs J Knowlson
Miss H Peverell/Mrs C Millar
Mrs R Brown
Miss L Holliday
Mrs A Jones
Mrs B Shepherd
Member of Staff Allocation
Mrs L Sanderson
Mrs J Metcalfe
Mrs K Read
Mrs J Nevison
Mrs S Cowley
Mrs G Whitfield
Mrs M Rimmer
Mrs P Ramsdale
Mrs H Curtis
Mrs T Charlton
Mrs H Palmer
Mrs C Brockley
Mrs L Neal
Classroom Assistant
KS1 Teaching Assistant
KS1 Teaching Assistant
KS1 Teaching Assistant
KS1 Teaching Assistant
KS1 Teaching Assistant
KS2 Teaching Assistant
KS2 Teaching Assistant
KS2 Teaching Assistant
Higher Level Teaching Assistant
Higher Level Teaching Assistant
Senior Higher Level Teaching Assistant
Senior Higher Level Teaching Assistant
Member of Staff Allocation
Mrs A Robinson
Mrs B Slater
Mrs B Waistell
Mrs M Woof
Mr P Waistell
School Business Manager
Administrative Assistant
Administrative Assistant
Administrative Assistant
Site Manager The school employs twelve lunchtime Supervisory Assistants
Extra-Curricular Activities
We have a large range of regular after school clubs and activities. Some activities are organised by outside providers who make a charge. The availability of clubs offered
increases as children get older.
Clubs and Activities Summer 2011/12
R Y1 Y2 Y3 Y4 Y5 Y6 Activity Teacher Supporting Time Aut Spr Sum
Mondays √ Art Club Mrs Brown After School √ √ √
√ Netball Miss Hobson After School √ √ √
√ √
√ √ √ √ ICT Miss Bunn After School √ √ √
√ √ √ √ Gardening Club Mrs Robson/Mrs Jones Lunchtime/Afterschool √ √
Tuesdays √ √ Basketball Mrs Hancock Afterschool √ √
√ √ ICT Miss Bunn Lunchtimes √ √ √
√ √ Spanish Mrs Knowlson Lunchtimes √ √
√ √ √ √ Athletics Squad Mrs Hancock After School √
√ √ √ √ Cheer Leading Sporting Chance After School √ √ √
Wednesdays √ √ Youth Club
Groundwork North East
√ ICT Lunchtimes
Gym Squad Only Mrs Hancock Lunchtimes
Multi skills Sporting Chance Afterschool
Thursdays
√ √ Recorders Mrs Rankin Lunchtimes √ √ √
Fridays Gym Squad Only Mrs Hanccock Lunchtimes
√ √ √ √ ICT Miss Bunn After School √ √ √
√ √ √ √ √ √ √ School Council Mrs Robson/Mrs Davidson Lunchtimes √ √ √
√ √ Football Mrs Hancock √ √ √
Outside providers who charge for their activities
1Sporting Chance