SACRED HEART

PRIMARY SCHOOL

Welcome to our

School

Welcome to Sacred Heart Primary School We welcome you to our school and we look forward to a happy

and successful partnership.

We strive to build strong links between home and school so that

we can work together for the benefit of our children. We want

our children to grow into responsible adults with an

understanding of the communities and world in which they live.

We can only achieve this with your help, support and

understanding.

This prospectus is the first step in building that link and we hope

you find it useful.

February 2015 with OUTSTANDING ‘Leadership and

Management; Behaviour and Safety and Early Years’

Our Ethos Following meetings of school Staff and Governors and listening to pupil voice, we have reviewed our school ethos These are the things that the Staff; Governors and Pupils of Sacred Heart agree make Sacred Heart a special place to be

DDA (Disability Discrimination Act) Statement

At Sacred Heart, we will aim to:

Promote equality of opportunity

between disabled persons and other

persons.

Eliminate discrimination that is

unlawful under the Act.

Eliminate harassment of disabled

pupils that is related to their

disabilities.

Promote positive attitudes towards

disabled people.

Encourage participation by disabled

persons in public life.

Take steps to take account of

disabled persons’ disabilities, even

where that involves treating disabled

persons more favourably than other

persons

Statement of Inclusion

Sacred Heart Primary School recognises the need to celebrate the diversity that exists within its community and to ensure that all pupils have the opportunity to respond to the expectations and challenges of the curriculum. This school plays its part in helping all learners to become members of a welcoming and cohesive community. This will fit them for life in England, in the United Kingdom, whose population has an increasingly rich diversity of backgrounds, origins, beliefs and cultures. We will help all to belong and to feel equally valued as members of our school and as citizens and residents of England in the United Kingdom.

The school will promote community cohesion by developing its teaching, learning and curriculum to help all children to learn and understand others. They will learn to value diversity whilst recognizing shared values.

This school will promote awareness of human rights. All will apply and defend them.

We will develop the skills of participation and responsible action necessary for living together as citizens of England within the United Kingdom.

We will promote equity and excellence to ensure equal opportunities for all to succeed and to do well.

We will provide access and participation in learning and widen activities while working to eliminate variations in outcomes for different groups.

We will provide reasonable means for children, young people, their friends and families to interact with people from different backgrounds and build positive relations. This will include, where appropriate, links with different schools and communities.

Where we can, we will offer access to provision of extended services. This will create opportunities for pupils, families and the wider community to take part in activities and receive services which build positive interaction and achievement for all groups.

At Sacred Heart, we are committed to ensuring that our pupils, particularly our most vulnerable pupils, are well safeguarded and protected against making lifestyle choices that means they could become involved in extreme behaviours/extremism. To this end, we will enable our pupils to:

make healthy lifestyle choices

have a sense of self-worth and personal identity

relate well to others and form good relationships

be self-aware and deal with their emotions

have secure values and beliefs and have principles to

distinguish right from wrong

be well prepared for life and work

respect others and act with integrity

understand their own and others’ cultures and traditions,

within the context of British heritage, and have a strong

sense of their own place in the world

appreciate the benefits of diversity

challenge injustice, be committed to human rights and

strive to live peacefully

sustain and improve the environment, locally and globally

take account of the needs of present and future

generations in the choices they make

change things for the better

Safeguarding Statement

“Sacred Heart Primary School is

committed to safeguarding and

promoting the welfare of children and

young people, and expects all staff,

volunteers and visitors to share this

commitment.

If you have a concern that a child is

being harmed or is at risk of being

harmed, or receive a disclosure you

must contact the Designated

Safeguarding Lead (Mrs. Mel Gee –

Headteacher) or in her absence, the

Deputy Designated Safeguarding

Leads (Mr. James Hawthorn/Mrs.

Teresa Kelly – Assistant

Headteachers).

If anything worries or concerns you,

you should speak to them

immediately.”

The Staff of Sacred Heart (2016-17)

Headteacher: Mrs. Mel Gee

Assistant Headteachers: Mrs. Teresa Kelly (Y5/6)

Mr. James Hawthorn (Y5/6)

Teachers: Miss Rowena Adcock (Reception –TLR- EYFS

Leader and Early Literacy)

Mrs. Helen Ofosu (Nursery – TLR – EMA

Leader and KS2 Literacy)

Mr. Lee Jones (Reception)

Mrs. Helen Bowen (Reception)

Miss Jemma Rowell (Y1)

Mr. Jason Newbold (Y2/3)

Miss Samantha Rock (Y3/4)

Mr. Ray Grantham (KS2 PPA and Man Cover)

HLTA: Mrs. Janet Slade (Y2/3)

Learning Support: Mrs. Helen Bromley (SEND)

Ms. Ravi Bains (N/Y1)

Mrs. Joanne Edwards (Y1)

Mrs. Dawn Fereday (Reception/Pupil Premium)

Mrs. Lorna Hardie (5/6)

Miss Samantha Stanton (SEND)

Ms. Susan Rainsford (SEND)

Mrs. Rachel Howard (R/1)

Mrs. Michelle Phillips (SEND)

Mrs. Trudy Rennie (3/4)

Mrs. Donna Smith (SEND)

Miss Danielle Beddow (LSA2 - EY)

Miss Rebecca Woodhouse (LSA Apprentice)

Family Support Adviser: Miss Debbie Roberts

Office Manager: Miss Stacey Jackson

Office Admin Assistant: Mrs. Kerry Rowley-Kevan

Site Manager: Mr. Mike Smith

Cleaners: Miss Lindsey Hammersley/Mrs. Sukhi Kaur/

Miss Rebecca Woodhouse

Lunchtime Mrs. Shamim Akhtar/ Mrs. Sheri Begum (Seniors)

Supervisors: Mrs. Robina Bi/Mrs. Elizabeth Brookes/

Mrs. Sukhi Kaur

Mrs. Nargas Akhtar/Mrs. Razia Fatoom/

Miss Joy Mooney/Mrs. Jayne Etchells (1 to 1)

The Governing Body of Sacred Heart Primary School

Mrs. Helen Peach Chair of Governors –LA Governor

Miss Hazera Zehora Vice Chair - Co-opted Governor

Mrs. Mahela Khatun Parent Governor

Ms. Kadiann Adams Parent Governor (TBC)

Mrs. Mel Gee Headteacher Governor

Mrs. Dawn Fereday Staff Governor

Mr. Mick Reynolds Co-opted Governor

Mrs. Teresa Kelly Associate Governor

Mr. James Hawthorn Associate Governor

Mrs. Janet Slade Clerk to Governors

Our School Aims

The school aims are as follows:

Our school aims to provide a broad based thematic curriculum, with

emphasis on the core skills in Literacy; Numeracy and Science to

prepare all pupils for future opportunities and life experiences, and in

order to do this, we will:

plan, teach, record and assess for each individual child in order

for them to achieve their very best

deliver teaching and learning through a themed approach, so that

our pupils are able to make links in their learning

give opportunities for individual, group and school development

give opportunities for question and enquiry leading to individual

independence in the outside world

teach by example and learn from example

Our school aims to foster the understanding and respect for diverse

cultural background and faith differences, and in order to do this we

will:

actively promote multicultural education and Community Cohesion

provide opportunities to compare, contrast and celebrate different

faiths

follow Sandwell LA Agreed RE syllabus

teach by example and learn from example

Our school aims to be a model of justice and in order to achieve this

will:

be equal in our treatment of all pupils; staff; parents and visitors

within and to our school

give opportunities for all to voice their opinions

provide a calm unbiased atmosphere for all members in the school

community

teach by example and learn from example

The School Day

Children are expected to arrive on time for school and attend regularly. To

encourage this we have introduced a reward system. There are rewards and

certificates for individuals and groups who have excellent attendance; and

improved attendance.

School Hours

From September 2016

Nursery:

Morning Session only: 8.45am - 11.45am

Reception; Y1 class and Y2/3 class (Sacred Heart site):

Morning Session 8.45am – 12.00 noon

Afternoon Session 1.15pm - 3.20pm

KS2 (Carnegie site):

Morning Session 8.50am – 12.15pm

Afternoon Session 1.20pm - 3.25pm

Pupils are not expected to be on the school premises more than ten minutes

before the start of the school session. The school, Governing Body and the LA

cannot accept responsibility for any child before that time. Afternoon sessions

finish at 3.20p.m. It is parents’ responsibility to ensure all Reception and KS1

children are collected promptly and accompanied home at the end of the school

day. We cannot allow Reception/KS1 children to be collected by anyone under

the age of 14.

There is a morning break when children can eat a snack. We only provide healthy

snacks in school; including toast; fresh fruit and fruit juice. Children can also

bring healthy snacks and refreshments from home. Crisps are actively

discouraged. Drinks from home must be in unbreakable containers, not glass. We

also do not allow fizzy pop as a drink in school. All children can have a daily drink

of milk at breaktime, which is free for under fives. However, parents can

purchase milk by making a payment to the school secretary every half term. Key

Stage 1 children have time to eat fresh fruit, which is delivered to our school,

at story time. There is no charge for this. This is a Government run scheme to

encourage children to develop healthy eating habits.

Children have access to drinking water at all times.

Visiting our School

You are welcome to visit the school at any time.

Children can come and look round with their parents, too. It is better to make an

appointment first if you wish to come and see the school so that someone is

available to show you around.

A telephone appointment can be made by contacting our school office on 0121

557 1511.

Admission forms are available from the School Office and Nursery.

During the Autumn and Summer Terms we invite parents in to school for

parents’ consultation meetings. This is to discuss your child’s progress and how

things are for them in our school life. We expect every parent to come to school

for these important meetings. Class teachers are also available after school if

you have any immediate concerns. However, sometimes your child’s class teacher

will be unable to see you straight away and will make an appointment with you.

Starting our School

Children who are due to start Nursery will receive a visit from our Nursery

staff so that they have an opportunity to get to know their new teachers in

their own home surroundings. At the same time your child will be given a

colouring pack to work through. The pack helps your child understand what it will

be like for them when they start Nursery. They will also be given opportunity to

play in Nursery and you will be invited to stay with them, so that they can

become familiar with their new surroundings.

When your child moves into their next year group, they will also be given time to

work in their new surroundings and meet their new teachers. This takes place at

the end of the Summer term.

We work very hard to ensure your child easily settles into every new class.

This is Our School

Children attend Nursery from the age of 3 years if spaces are available. There

are 26 places in our Nursery, which is open for morning sessions only. Although

we can teach a maximum of 26 children in Nursery only 16 of our Nursery

children can have a place in the Reception class. The places are given according

to the LA admission policy.

There are four classes in the main school, from EYFS (Reception) through to

Upper Key Stage 2. Children are taught in mixed age groups; except for our

Nursery group.

Foundation Stage (Main site)

Nursery ( am only) 16

Reception (2 classes) 4 - 5 year olds 50

Key Stage 1/2

Year1 5 - 6 year olds 29

Year 2/3 6-8 year olds 29

Key Stage 2 (Carnegie site)

Year 3/Year 4 7 - 9 year olds 27

Year 5/Year 6 9 - 11 year olds 34

There are 10 teachers, and the Headteacher on the teaching staff.

We have a HLTA (Higher Level Teaching Assistant); and an additional 14

Learning Support Practitioners/Assistants working in our team.

Although we have mixed age classes, the children always work at their own

ability level through the curriculum. This is because we take into consideration

your child’s age and ability when setting work.

At the end of Year 6 your child will transfer to High school. Arrangements for

this will be made early in September of Year 6 and we work closely with local

schools to ensure your child has an easy transition.

PLEASE NOTE : Collection of pupils from Foundation Stage and Key Stage 1

must be by a person aged 14 years and above.

School Meals Cooked meals are delivered to the school each day. Children must pay weekly

before the start of school at 8.45a.m. on a Monday. Please take payment along

to the office staff, Miss Jackson and Mrs. Rowley-Kevan. If you think you may

be entitled to claim free meals for your child, a form is available from the

School Office. Your request is handled in the strictest confidence.

Some children prefer to eat a packed lunch. School still needs to be informed if

your child is staying on the school site for a packed lunch. If your child is in

Reception; Year 1 or Year 2, they are entitled to a Free School Meal due to the

Universal Infant Free School Meals scheme (UIFSM)

Children who go home at lunchtime must be accompanied by an adult.

Children in classes on Main Site should be collected at 12 noon. Return to

school for ALL pupils must be at 1.10pm for Health and Safety purposes

and to ensure a swift start to the afternoon session.

School fund

A voluntary School Fund of 50p is collected weekly.

This goes into the pupil’s fund, which is used towards school activities such as

trips for the children and visits by outside companies to enhance the thematic

curriculum. 30p of this is also used to reduce costs to you for trips; educational

visits and visitors to school (e.g. theatre

groups).

Charges and Remissions Policy

School educational visits and events take place through voluntary contributions

made by parents. We will always inform you of these visits and events as and

when they occur by letter.

Messages

Please telephone to let us know when your child is absent from school on the

morning of the first absence. The school number can be found at the top of any

school letters and also noted below. This is very important. On returning to

school we will need a note or verbal explanation from you to explain your child’s

absence.

Sacred Heart telephone no: 0121 557 1511

Early Years Foundation Stage (EYFS) Curriculum

The EYFS is the Early Years Foundation Stage which is the framework that all

childcare settings follow. This has been reviewed and a new Framework came

into place on September 1st 2014.

This stage of a child’s development starts from birth and continues till the end

of Reception class, when the child is 5 years old. It is law that all children must

attend school regularly from the beginning of the term after their fifth

birthday.

Every child deserves the best possible start in life and the support that enables

them to fulfil their potential. Children develop quickly in the early years and a

child’s experiences between birth and age five have a major impact on their

future life chances. A secure, safe and happy childhood is important in its own

right. Good parenting and high quality early learning together provide the

foundation children need to make the most of their abilities and talents as they

grow up.

The Early Years Foundation Stage (EYFS) sets the standards that all early

years’ providers must meet to ensure that children learn and develop well and

are kept healthy and safe. It promotes teaching and learning to ensure

children’s ‘school readiness’ and gives children the broad range of knowledge and

skills that provide the right foundation for good future progress through school

and life.

The EYFS seeks to provide:

• quality and consistency in all early years settings, so that every child makes

good progress and no child gets left behind;

• a secure foundation through learning and development opportunities which are

planned around the needs and interests of each individual child and are assessed

and reviewed regularly;

• partnership working between practitioners and with parents and/or carers;

• equality of opportunity and anti-discriminatory practice, ensuring that every

child is included and supported.

The four principles of the EYFS are :

A unique child – every child is a competent learner from birth who can be

resilient; capable; confident and self-assured.

Positive relationships – children learn to be strong and independent from

a base of loving and secure relationships with parents and/or a key

person.

Enabling environments – the environment plays a key role in supporting

and extending children’s development and learning.

Learning and development – children develop and learn in different ways

and at different rates and all areas of development and learning are

equally important and inter-connected.

EYFS Nursery and Reception plan for seven areas of learning under 2 umbrellas

of Prime areas and Specific areas:

Prime Areas

Personal, Social and Emotional Development

Communication and Language

Physical development

Specific Areas

Literacy

Mathematics

Understanding the World

Expressive Arts and Design

Personal, social and emotional development involves helping children to

develop a positive sense of themselves, and others; to form positive

relationships and develop respect for others; to develop social skills and

learn how to manage their feelings; to understand appropriate behaviour

in groups; and to have confidence in their own abilities.

Communication and language development involves giving children

opportunities to experience a rich language environment; to develop their

confidence and skills in expressing themselves; and to speak and listen in

a range of situations.

Physical development involves providing opportunities for young children

to be active and interactive; and to develop their co-ordination, control,

and movement. Children must also be helped to understand the

importance of physical activity, and to make healthy choices in relation to

food.

Literacy development involves encouraging children to link sounds and

letters and to begin to read and write. Children must be given access to a

wide range of reading materials (books, poems, and other written

materials) to ignite their interest.

Mathematics involves providing children with opportunities to develop

and improve their skills in counting, understanding and using numbers,

calculating simple addition and subtraction problems; and to describe

shapes, spaces, and measures.

Understanding the world involves guiding children to make sense of their

physical world and their community through opportunities to explore,

observe and find out about people, places, technology and the

environment.

Expressive arts and design involves enabling children to explore and play

with a wide range of media and materials, as well as providing

opportunities and encouragement for sharing their thoughts, ideas and

feelings through a variety of activities in art, music, movement, dance,

role-play, and design and technology.

At Sacred Heart each area of learning and development is implemented through

planned, purposeful play and through a mix of adult-led and child-initiated

activity. Play is essential for children’s development, building their confidence as

they learn to explore, to think about problems, and relate to others. Children

learn by leading their own play, and by taking part in play which is guided by

adults. Ongoing judgement is made by practitioners about the balance between

activities led by children, and activities led or guided by adults. Practitioners

respond to each child’s emerging needs and interests, guiding their development

through warm, positive interaction. As children grow older, and as their

development allows, the balance will gradually shift towards more activities led

by adults, which helps children prepare for more formal learning and gets them

ready for Year 1.

In planning and guiding children’s activities, practitioners reflect on the

different ways that children learn and reflect these in their practice. Three

characteristics of effective teaching and learning are: playing and exploring - children investigate and experience things, and ‘have a go’;

active learning - children concentrate and keep on trying if they encounter

difficulties, and enjoy achievements; and

creating and thinking critically - children have and develop their own ideas, make

links between ideas, and develop strategies for doing things.

The EYFS has a clear statement that all parents should be encouraged to be

involved in this curriculum. The staff at Sacred Heart will give you regular

information about what your child is learning, and meet with you to discuss the

progress being made. In addition, we have introduced an opportunity each week

for parents to come and share in their child’s learning experiences. We have

called this ‘Walk through Wednesday’. Termly INSPiRE workshops also take

place. These promote further opportunities for parents to become involved in

their child’s early education. Learning journey booklets are kept to show how

your child is progressing through all these areas, and are regularly updated. If

you have any worries or concerns, or if there is a change in your circumstances

that you feel may affect your child, please speak to any one of us about it in the

strictest confidence. We are working together to enable the best for all of our

children.

Key Stage 1 and Key Stage 2 National Curriculum (from 1st September

2014)

The new National Curriculum for maintained Primary schools in England was

introduced on the 1st. September 2014.

The Department for Education state that:

‘Every state-funded school must offer a curriculum which is balanced and broadly based, and which:

Promotes the spiritual, moral, cultural, mental and physical development of all pupils at the school and of society, and

Prepares pupils at the school for the opportunities, responsibilities and experiences of later life.’

The curriculum at our school is broad, balanced and multicultural and much of

the curriculum is delivered through themes. All children have equal access to the

curriculum no matter their gender, ethnicity, ability, special educational need or

disability. Built into the themes are broader cross-curricular issues such as

personal, social and moral education, health education, economic awareness and

cultural awareness and community cohesion. All pupils work to their own

individual need and ability, with all children being challenged to achieve their

very best, and work is tailored to meet the needs of all different learning

styles. Challenging work is set to ensure that every child makes progress and we

are currently updating our Assessment processes, as the need to assess children

against levels stopped with the introduction of the new National Curriculum.

However, we will still assess Y2 and Y6 pupils against levels until 2016. Teachers

and Learning Support Practitioners (Teaching Assistants) continue to assess

each child’s progress in learning against the learning objectives on a daily basis.

We also believe in giving our children the opportunity to have experiences that

widen their knowledge, understanding and skills; and give depth and breadth to

our curriculum. These may take the form of visits out (e.g. Zoos; Castles;

Seaside; Places of worship; Residential Centres) or visitors to school (e.g.

Natural History ‘Animal Lady’; History workshops on Vikings/Egyptians; ‘Mad

Science’; School Health Nurses; DECCA)

The National Curriculum subjects are:

Core Subjects: Foundation Subjects:

Mathematics

English Art & Design

Science Computing

Design & Technology

Geography

History

Languages (French)

Music

Physical Education

Religious Education is a statutory part of the curriculum at KS1 and KS2

Core Subjects

English (Literacy)

English is the basis of all learning throughout the whole school curriculum.

Therefore, a great deal of emphasis is put into this subject area. Children from

their earliest days in Nursery will be given every opportunity to speak, read and

write. We deliver English every day through both specific Literacy lessons, and

in all other areas of the curriculum.

Spoken Language – The new NC for English places greater importance on spoken

language as a means to enable pupils’ development across the whole curriculum.

At Sacred Heart, we have always placed a very high focus on developing

children’s speaking and listening skills, particularly because 95% of our children

have English as an Additional Language (EAL). Children are encouraged to use

spoken language to develop their vocabulary and grammar from their very

earliest days in school. This is developed over time through role play and drama;

through questioning; rehearsal and debating. We have specific intervention

programmes that can support children’s language development, if needed, such

as ‘Talking Partners’; ‘Talking Maths’ and ‘Racing to English’. Regular

training/updating for staff takes place in this vital area of the curriculum for

Sacred Heart pupils.

Reading - Children will read a wide variety of texts. Children are actively

encouraged to read both at home and in school and we send books out daily even

at the early stages of reading. We need your support in this and ask you to hear

your children read every night if possible, and by signing in their Reading diary.

Children will also have time to read individually with an adult at least 3 times a

week in R/1/2 and an average of twice a week in KS2 (Y3 – Y6). We also hold 2

‘Chatterbooks’ reading groups which are held in school on a fortnightly basis, led

by Mrs. Kelly and Miss Rock. Currently, Y5 and Y6 pupils take part in these

groups, which are to encourage children to improve their reading skills but also

to foster a love of reading.

Phonics – From Nursery to Year 2 children will be taught phonics as a way of

word reading. In Nursery this will be through the SALLEY programme. It helps

our very youngest children in: Listening

Attention

Memory

Sequencing

Discrimination

In Reception through to Y2, children are taught phonics through Collins’ ‘Big Cat

Phonics’ and ‘Song of Sounds’. Children in all 3 year groups are ability grouped

for Phonics into ‘Snappy Crocs’ and ‘Big Cats’. This ability grouping enables

progress for all groups of pupils, in this area of Reading.

SPaG (Spelling; Punctuation and Grammar) and Writing – Children are given many

opportunities to practice and then apply spelling; punctuation and grammar

strategies they have been taught in Literacy lessons; and then use them

effectively, accurately and independently in their writing. This will usually take

place at the end of a teaching unit, and it may be through the ‘BIG Write’. We

also encourage the children to apply these skills in writing in all areas of the

curriculum, for instance, by writing an adventure/mystery story in History.

Mathematics (Numeracy)

Mathematics is one of the core subjects of the National Curriculum that

teaches skills essential to everyday life. At Sacred Heart we give lots of

opportunity for children to experience practical Maths and also written forms

of calculation. A great deal of emphasis is placed on children being able to

calculate mentally and they practise this skill every day during the Numeracy

lesson. One session a week is set aside for children to have an extended session

of mathematics in order to apply their problem-solving skills through practical

tasks (BIG Maths). Children are taught Mathematical skills and develop

knowledge and understanding in the areas of Number (including Place Value);

Calculations (addition/subtraction/multiplication and division); Fractions

(including decimals, %, ratio and proportion); Algebra; Geometry (including

property of shapes; position and direction) and Measurement.

At Sacred Heart, we feel that the learning of times tables is an important part

of Mathematics, and so we encourage children to learn to the 12 times table

both in school and at home. Times tables challenges are held in KS2 to allow the

children to have the opportunity to apply these skills.

Maths homework is given on a regular basis as a further way of supporting

children’s progress in this area of the curriculum.

Science

At Sacred Heart, Science is mostly taught through our themes. However, there

may be occasions where Science topics are taught discretely. All pupils will be

taught essential aspects of the knowledge, methods, processes and uses of

science. We want children to be inquisitive about the world around them, so we

give plenty of opportunity to investigate and learn from results of their own

experiments. We want children to question the scientific world and draw their

own conclusions.

‘The national curriculum for science aims to ensure that all pupils:

develop scientific knowledge and conceptual understanding through the

specific disciplines of biology, chemistry and physics

develop understanding of the nature, processes and methods of science

through different types of science enquiries that help them to answer

scientific questions about the world around them

are equipped with the scientific knowledge required to understand the

uses and implications of science, today and for the future.’ (Department

for Education)

In KS1 (Y1/2) it is expected that the following areas of the Science curriculum

will be covered: Working Scientifically; Plants; Animals (including humans);

Everyday Materials (and use of in Y2); Seasonal Changes; Living things and their

habitats

In Lower KS2 (Y3/4): Working Scientifically; Plants; Animals (including humans);

Living things and their habitats; Rocks; Light; Forces and Magnets; States of

Matter; Sound; Electricity

In Upper KS2 (Y5/6): Working Scientifically; Plants; Animals (including humans);

Working Scientifically; Plants; Animals (including humans); Properties and

Changes of Materials (and use of in Y2); All living things and their habitats;

Earth and Space; Forces; Evolution and Inheritance; Light; Electricity

Foundation subjects

Foundation subjects are delivered through a termly theme in our Year 1 to Year 6

classes. This is because research has proven that children work better if ideas or

concepts are linked. At the start of every theme, children have a ‘WOW’ week

where they produce resources to support their theme. Parents are always welcomed

into school to see for themselves their children’s work.

Some of the themes that have been covered/ are planned are:

Y1/2 – Space; Under the sea; Winter wonderland; Party planners

Y3/4 – Egyptians; Vikings; Pirates; All the fun of the fair; Terrific Tipton

Y5/6 – World War 2; Hobbits; Victorian Britain; Spooks. In Y5/6, the Summer term

theme is usually based around the children’s interests. Recent themes have included the

Olympics and a local history theme on Woodlands

Art & Design

Through Art & Design our children are given the opportunity to use a wide variety of

materials creatively to design and make products. They are also taught techniques to

develop their skills in drawing, painting and sculpture and to use these skills to develop

and share their ideas, experiences and imagination. Our children are also given the

opportunity to develop a wide range of art and design techniques in using colour, pattern,

texture, line, shape, form and space.

In KS2 children will also have the opportunity to create sketch books to record their

observations and use them to review and revisit ideas and to improve their mastery of

art and design techniques, including drawing, painting and sculpture with a range of

materials [for example, pencil, charcoal, paint, clay] All children will be able to learn

about great artists, architects and designers in history.

Computing

Computing replaces ICT in the new NC and has deep links with Mathematics, Science,

and Design and Technology. The core of computing is computer science, in which pupils

are taught the principles of information and computation, how digital systems work, and

how to put this knowledge to use through programming. Children then use this knowledge

and skills to use information technology to create programs, systems and a range of

content. Computing also ensures that pupils become digitally literate – able to use, and

express themselves and develop their ideas through, information and communication

technology – at a level suitable for the future workplace and as active participants in a

digital world. In KS1 children will be taught to:

understand what algorithms are; how they are implemented as programs on

digital devices; and that programs execute by following precise and unambiguous

instructions

create and debug simple programs

use logical reasoning to predict the behaviour of simple programs

use technology purposefully to create, organise, store, manipulate and retrieve

digital content

recognise common uses of information technology beyond school

use technology safely and respectfully, keeping personal information private;

identify where to go for help and support when they have concerns about

content or contact on the internet or other online technologies.

In KS2 children will be taught to:

design, write and debug programs that accomplish specific goals, including

controlling or simulating physical systems; solve problems by decomposing them

into smaller parts

use sequence, selection, and repetition in programs; work with variables and

various forms of input and output

use logical reasoning to explain how some simple algorithms work and to detect

and correct errors in algorithms and programs

understand computer networks including the internet; how they can provide

multiple services, such as the world wide web; and the opportunities they offer

for communication and collaboration

use search technologies effectively, appreciate how results are selected and

ranked, and be discerning in evaluating digital content

select, use and combine a variety of software (including internet services) on a

range of digital devices to design and create a range of programs, systems and

content that accomplish given goals, including collecting, analysing, evaluating and

presenting data and information

use technology safely, respectfully and responsibly; recognise

acceptable/unacceptable behaviour; identify a range of ways to report concerns

about content and contact

Design & Technology

Using their creativity and imagination, our children will design and make products that

solve real and relevant problems within a variety of contexts, considering their own and

others’ needs, wants and values. Through a variety of creative and practical activities,

children will be taught the knowledge, understanding and skills needed to engage in a

process of designing and making. They will work in a range of relevant contexts [for

example, the home and school, gardens and playgrounds, the local community, industry

and the wider environment].

Children will be taught to

Design

Make

Evaluate

Increase technical knowledge

D & T now includes Cooking and Nutrition in both KS1 and KS2. As part of their work

with food, children will be taught how to cook and apply the principles of nutrition and

healthy eating. We also aim to instill a love of cooking in our children, as learning how to

cook is a life skill that enables pupils to feed themselves and others affordably and well,

now and in later life.

Geography

Our Geography curriculum will equip our children with knowledge about diverse places,

people, resources and natural and human environments, together with a deep

understanding of the Earth’s key physical and human processes. This will be done

through teaching 4 elements:

Locational knowledge

Place knowledge

Human and physical geography

Geographical skills and fieldwork

History

History develops children’s knowledge about the past. It is important that children

understand how the past has shaped present day. History helps pupils to understand the

complexity of people’s lives, the process of change, the diversity of societies and

relationships between different groups, as well as their own identity and the challenges

of their time. Our children will develop an awareness of the past, using common words

and phrases relating to the passing of time. They should know where the people and

events they study fit within a chronological framework and identify similarities and

differences between ways of life in different periods.

In KS1 children will be taught about:

changes within living memory.

events beyond living memory that are significant nationally or globally (for

example, the Great Fire of London)

the lives of significant individuals in the past who have contributed to national

and international achievements.

significant historical events, people and places in their own locality

In KS2 children will be taught about:

changes in Britain from the Stone Age to the Iron Age

the Roman Empire and its impact on Britain

Britain’s settlement by Anglo-Saxons and Scots

the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of

Edward the Confessor

a local history study

a study of an aspect or theme in British history that extends pupils’

chronological knowledge beyond 1066

the achievements of the earliest civilizations – an overview of where and when

the first civilizations appeared

Ancient Greece – a study of Greek life and achievements and their influence on

the western world

a non-European society that provides contrasts with British history

Languages

The teaching of another language should enable children to express their ideas and

thoughts in another language and to understand and respond to its speakers, both in

speech and in writing. Currently, teaching of another language is only statutory in KS2.

At Sacred Heart, we have chosen to teach French to our pupils.

In KS2 children will be taught to:

-listen attentively to spoken language and show understanding by joining in and

responding

-explore the patterns and sounds of language through songs and rhymes and link

the spelling, sound and meaning of words

- engage in conversations; ask and answer questions; express opinions and

respond to those of others; seek clarification and help

-speak in sentences, using familiar vocabulary, phrases and basic language

structures

-develop accurate pronunciation and intonation so that others understand when

they are reading aloud or using familiar words and phrases

-present ideas and information orally to a range of audiences

-read carefully and show understanding of words, phrases and simple writing

-appreciate stories, songs, poems and rhymes in the language

-broaden their vocabulary and develop their ability to understand new words

that are introduced into familiar written material, including through using a

dictionary

-write phrases from memory, and adapt these to create new sentences, to

express ideas clearly

-describe people, places, things and actions orally and in writing

Music

Through Music teaching we aim to engage and inspire pupils to develop a love of music

and their talent as musicians, and so increase their self-confidence, creativity and sense

of achievement.

In K S1 our children will be taught to: -use their voices expressively and creatively by singing songs and speaking chants and

rhymes

-play tuned and untuned instruments musically

-listen with concentration and understanding to a range of high-quality live and recorded

music

-experiment with, create, select and combine sounds using the inter-related dimensions

of music.

In KS2 our children will be taught to:

-sing and play musically with increasing confidence and control. They should develop an

understanding of musical composition, organising and manipulating ideas within musical

structures and reproducing sounds from aural memory.

-play and perform in solo and ensemble contexts, using their voices and playing musical

instruments with increasing accuracy, fluency, control and expression

-improvise and compose music for a range of purposes using the inter-related dimensions

of music

-listen with attention to detail and recall sounds with increasing aural memory

-use and understand staff and other musical notations

-appreciate and understand a wide range of high-quality live and recorded music drawn

from different traditions and from great composers and musicians

- develop an understanding of the history of music.

Physical Education It is vital for healthy adult life for children to become active participants in sport and

physical activities. At Sacred Heart, we believe that our PE curriculum enables

opportunities for pupils to become physically confident in a way which supports their

health and fitness. Opportunities to compete in sport and other activities build

character and help to embed values such as fairness, determination and respect.

All children take part in team games, athletics, gymnastics and dance and are taught the

skills to participate in these areas.

We take the teaching of swimming and water safety very seriously, particularly as there

are a number of canals in our local area. All children in Years 3, 4, 5 and 6 go swimming

throughout the whole school year. We use money given to school through the ‘PE and

Sport Premium’ to ensure that this happens for all KS2 pupils. Swimming is a

compulsory requirement of the PE Curriculum and as such, ALL KS2 pupils are

expected to attend swimming every week.

We regularly use sports’ technicians/coaches to deliver specialist coaching to pupils and

we are able to offer (at some time or other) from multi-skills, athletics, football,

cricket, tennis, tag rugby, tri-golf, gymnastics, netball, self-defense, cheerleading and

bench ball. Facilities within the school are limited so we take children to the park when

weather permits.

All children should have at least 2 hours of physical activity per week as part of the

curriculum.

It is important that children have the correct kit for these activities. A child will require a bag to keep kit together. Kit needs to be labelled with the child’s name.

If your child has a medical reason for not taking part then please inform the class

teacher verbally or by letter. A verbal reason from a child will not be accepted.

RE (Religious Education)

At Sacred Heart we follow the Sandwell SACRE RE Agreed syllabus ‘Questions

for Living’ (2012-17). This syllabus was created to enable children in Sandwell

schools to learn about religion and belief together, and to discover what

benefits can flow from mutual understanding.

RE is an essential component of a brood and balanced education. Children at

Sacred Heart are able to learn about Christianity; Sikhism; Islam; Hinduism and

Judaism during their time here.

Parents may request the withdrawal of their child from religious education

lessons and collective worship.

Governors of the school say “The school teaches open minded religious education, and is inclusive: all pupils develop their own beliefs and values through RE. So, any parent considering exercising the right of withdrawal and removing their child from the subject is invited to make an appointment with staff to discuss the approach we take to RE. The school does not support selective withdrawal from RE lessons.” SRE (Sex and Relationships Education)

The policy of the Governing Body is that SRE is not taught as a discrete subject.

It is also no longer a requirement to teach SRE in KS2. Explanations are given

when and where required in the curriculum. Y5 and Y6 pupils do, however,

receive a talk on "Puberty and Growth" delivered by School Health Nurses.

Pupils are segregated by gender and age.

SEAL (Social and Emotional Aspects of Learning)

Our school is a ‘SEAL’ school. We follow half termly themes right through the

school from Nursery to Year 5/6. Themes include ‘New Beginnings’ and ‘Getting

on and Falling out’.

Values Education

We see Sacred Heart as a learning environment that enables pupils who are

caring; tolerant, open and supportive. We encourage our children to be aware of

the values that people hold in great esteem, and to aspire to hold these values.

We feel that this creates a healthy framework for our children to develop in

their daily interactions with both peers and adults.

Following the Olympics and Paralympics 2012, we decided to continue to reward

children meeting the values of those 2 events, which are:

Respect

Excellence

Friendship

Determination

Courage

Equality and

Inspiration

These have now become the ‘Sacred Heart Values’

We now aim to include Values Education as part of our SEAL work in school

School Uniform

Uniform is not compulsory, but the following are suitable:

Grey trousers/skirt/dress for girls

Black/grey trousers for boys

White shirts

Royal blue jumpers/cardigans/sweatshirts

All clothing is available from local shops and markets. If children wear their

home clothes we ask that they are suitable for the delivery of the curriculum.

School clothing with our school logo is now available. These can be ordered from

the School Office. We really believe that a school identity is invaluable to us to

say that we are “Sacred Heart” and our school colours are one method for us to

achieve this.

We would ask you to take note of the following in the interests of your

child’s safety and the safety of others:

Jewellery - other than ear studs for girls, and watches, is not allowed. Ear

studs must be removed for PE lessons. It is preferable that children do not

wear jewellery to school on PE days.

Footwear should be of a practicable and sensible style. Slip- on shoes, sandals

and heeled shoes may cause children to fall and/or injure themselves. Please

ensure all shoes are flat with laces, buckles or Velcro. Velcro is a much easier

fastening for young children to handle.

Long hair should be tied back or plaited.

Valuables

The school cannot take responsibility for the loss of jewellery and other

personal items, including mobile phones. Therefore, please do not allow your child

to bring these into school. Children should only bring in a small amount of money

to purchase their snack at break time.

.

Special Educational Needs and Disabilities (SEND)

OfSTED said Staff provide equally strong support for the learning of disabled pupils,

those who have special needs and disadvantaged pupils. They use limited space in the

school very effectively in order to teach small groups of pupils and, occasionally, pupils

on a one-to-one basis.

At Sacred Heart we give opportunity for all children to learn no matter whether

they have a learning, behavioural, emotional or physical difficulty. We endeavour

to make the curriculum accessible to all children.

At Sacred Heart, Mrs. Teresa Kelly and Mr. James Hawthorn are the

teachers who have responsibility for children with special needs and disabilities.

Sometimes children find difficulty in a particular area of learning. If this is the

case for your child, then we will speak to you and tell you of our concerns. We

also keep a list of your child’s needs and write an Individual Education Plan (IEP)

to help support his/her learning or an Individual Behaviour Plan (IBP) to help

support his/her behaviour. To achieve the targets on the IEP/IBP, we will give

special help and support in class.

The class teacher plans work which is appropriate to the children’s level of

ability. She makes sure that every child, even though they are having

difficulties, can still do the class work at their own ability level. We also ask you

to help support schoolwork by doing some homework with your child. We find

that this is a very effective way of consolidating the learning in school.

Sometimes children have even greater needs. If this is the case we ask

specialist teachers to assess your child and give us a report. You will be notified

of this. You will also be given opportunity to discuss the outcome of the report

with the person responsible for children with Special Needs. The report will

highlight ways we can support your child in order for them to achieve.

Some children’s needs are so great that they have to have a Statement. Children

who have Statements work with a Learning Support Practitioner on a one to one

basis; the LSP works alongside these children and supports them through their

time in school with us.

At present there are two children attending Sacred Heart who have a

Statement of their special needs. There are 21 children on the Special Needs

list in our school who are closely monitored and supported by the staff. Our

children with special needs and disabilities consistently attain L3 and L4 in their

SAT tests at the end of Y6, and 100% have made 2 levels progress for the last

five years.

If you ever become concerned about your child’s ability to learn please come into

school and discuss this matter with us. The first contact point for you is your

child’s class teacher.

Target Setting

We set targets for every individual child and class. We also set school targets

every year along with the Governing Body and the LA. The targets are set for

the core subjects of English, Mathematics and Combined English and Maths. We

try to predict the number of children who will reach the Expected level for

their age (Age Related Expectations) at the end of year 6. These targets are

meant to be very challenging for the school and for your child. Your child’s

targets are reviewed at the end of every term when teachers have assessed

your child’s progress. Fresh targets are then set for the coming term. This

process makes sure your child continues to make progress throughout their

school life no matter what their ability.

2016 results can be found on our school website www.sacredheartpri.com

Behaviour

OfSTED said:

“Pupils’ behaviour is outstanding because

they have hugely enthusiastic attitudes to their learning. They are respectful to each

other and adults and are keen to take responsibilities within the school. Their

attendance and punctuality are now

excellent.” (February 2015)

Most people that visit us at Sacred Heart compliment us on the ethos we have

created here. This is because we value and respect every child and adult in our

school community. To maintain our school ethos and a happy and secure learning

environment we have to ensure our pupils are disciplined. Our emphasis is very

much on positive behaviour and praise.

We try to teach children they are responsible for their own actions and if they

step out of line they are given a verbal warning. After this the child is then

given the opportunity to correct their behaviour. Usually, a warning is all that is

needed. However, if a child’s behaviour continues to cause concern we will impose

sanctions and set targets until the child’s behaviour improves. Of course, we

would include parents/carers in any discussion regarding this process so that

everyone is fully informed.

The school is divided into four houses: Sapphire (Blue)- Staff leaders: Miss

R Adcock/Miss H Adcock/Mr. Jones; Emerald (Green) - Staff leaders: Mr.

Newbold/Miss Rowell; Topaz (Yellow)- Staff leaders: Miss Rock / Mrs

Hamer; Ruby (Red)- Staff leaders: Mrs. Kelly/Mr Hawthorn. Children are

allocated to a house when they start school or when they join the school at a

later stage. Children of the same family will be allocated the same house whilst

ensuring that the number of children is fairly balanced between each house.

Teaching and non-teaching staff also belong to a House, with the exception of

the Headteacher, and they encourage and support the children in positive team

building through the House system. We will still change from gemstones to

Countries for PE and Sport Week and keep this specifically for then, as it gives

opportunities for cultural and social education.

Praise assemblies are also held weekly to thank the children for their good work

and behaviour. We are continuing this school year to reward children who show

they live by or show examples in school of following the Sacred Heart values of

Friendship; excellence; respect inspiration; determination; courage and

equality (from the Olympics/Paralympics)

All of this work means that we have not had any bullying in our school now

for a number of years and no pupils have been excluded.

How Can You Help Your Child?

Before your child starts school

A child’s first learning environment is of course the home. By talking to your

child you give him or her a very good start to life because they are learning

language from you. Talk about what you are doing; remember to a young child

everything is new and exciting. When you are cooking talk about what you are

doing and explain the processes involved such as measuring, either with a spoon

or scales. Of course, they are not going to be able to understand totally but in

later school life the child will remember the purpose of this. When you go

shopping talk about the journey and what you see. Talk about the colours you see

and take every opportunity to count either in the home or outside. It could be as

simple as counting ten steps to go upstairs or paving slabs on the way to the

shop. Of course one of the most important things you can ever do is read to your

child. Give them the opportunity to discover the pleasure and excitement from

sharing a book with you. This does not mean teaching your child to read but

rather showing them that the marks on the page mean something. Make learning

exciting!

There are other ways you can help your child, too. It will help us if you could

teach them to do the following things:

tie shoelaces

dress and undress

remove outdoor clothes and hang them up

use a knife and fork

wash and dry hands correctly

tidy away after playing with toys

If you find your child is not ready for some of these things, do not worry, each

child develops at a different rate and will achieve these goals at some point in

the Early Years Foundation Stage.

Homework

There is a homework policy in school. Every child will be given homework

from an early age. This may be in the form of reading in the Early Years

Foundation Stage. All children will be expected to complete their homework

tasks to support their class work. Every parent/carer is asked to support

their child when doing their homework as stated in the Home / School

Contract which every parent is required to sign. Parents, working closely

with all of us in school, will ensure that every child gets the best from

their education.

We will impose sanctions if a child does not complete homework regularly

and may request a meeting with you to discuss the reasons why homework is

not being done. Please remember that this is a part of the contract

between parents and the school.

Extra Curricular Activities

Homework Clubs are held for pupils in Key Stage 2 from October. These groups

are known as Booster classes. Further booster groups may be added during the

school year, and you will be informed of these. These may include children who

receive 1 to 1 tuition (usually Y6 pupils)

We also have after school sports’ activities which change throughout the year.

Children of all abilities are invited to attend these classes. At the moment, we

are running a multi-skills club through ‘Sports Plus Scheme’ who support PE

teaching at Sacred Heart currently

Health and Welfare

Illness/injuries in school

Minor injuries occur in school and so we have a number of qualified First Aid

teachers who can deal with any incidents. Usually, the child responds to a kind

word then is happy to continue the rest of the day in school. However,

sometimes an injury may be more serious or your child could be taken ill in

school. If this happens we will always contact you and ask you to collect your

child. A sick child will recover best in their own home.

We have stickers for children to wear to act as a reminder in order that any

injury is monitored by staff.

First Aid at work trained staff: Mrs. J. Slade/ Miss S. Jackson

Emergency First Aid at Work: Mrs. S. Begum/ Mr. J. Hawthorn

Paediatric First Aid: Mrs. H Ofosu/ Miss R. Bains/ Mrs. S. Akhtar

It is essential that you give us accurate telephone numbers if we need to contact you for this purpose. We regularly send out forms asking you to check

all the information on them so that we can easily contact you. It is also

important that you give us a second contact telephone number in case you are

not available on the first number. You may also give us your mobile telephone

number; do not forget to contact us at school to tell us of the change. We have

several cases each year where parents forget to do this and we cannot contact

them.

School Nurse

The school nurse is a regular visitor. She checks on your child’s physical

development, vision and hearing.

If any checks are to be made of a physical nature we will always inform you

first to ask your permission. If the nurse finds that something is not quite as it

should be she will make contact with you herself.

Requests can be made by parents to speak to Nurse about any special concerns.

Medicines in school

Occasionally your child may be recovering from an illness but is now well enough

to return to school. They could still be taking a course of medicine, though, to

make a complete recovery. We follow the LA policy for ‘Children with Medical

Needs – Administering Medicines’. If there is a real need for your child to have

medicine during the school day (e.g. Antibiotics) then please try to come in to

school and administer the medicine yourself. If this is not possible, you will need

to speak to the Headteacher or Assistant Headteacher about our school policy.

Inhalers and an Epipen are the only exception to this rule. If your child needs to

have an inhaler/Epipen then make sure it is given to a member of staff in your

child’s class or to one of the Office staff and is clearly marked with your child’s

name. Staff will always make sure your child understands where the

inhaler/Epipen is kept should the need arise.

How Can We Help You?

Sacred Heart is a very small but very friendly school. We compliment ourselves

on knowing all of the children well and also the parents. We want to create a

school where you as parents feel comfortable to come and speak to us if any

thing is worrying you at any time.

There may be an occasion when you disagree with something that has happened

in school. Please keep an open mind until you have seen us to discuss the incident.

We feel that it is helpful if you do not discuss the problem with your child

before the initial meeting but reassure them you will try to sort out the problem

by speaking with staff

If you need to see a teacher please see the school secretary who will see if she

is available. If not then an appointment will be made for you. Please remember,

though, that a teacher has a duty to teach her class at the start of the day. If

the teacher cannot see you it is because she is preparing for her class.

In addition to this the Head Teacher will always try to see parents immediately

to discuss a problem further. An appointment will be made if she is not able to

see you straight away so that time can be set aside to discuss the issue without

interruption. Generally, though, we find the class teacher sorts out most

problems to everyone’s satisfaction.

It is very important that a child sees his parents and school working together in

this way. We find in the rare case of a behaviour problem, if the child sees that

his/her parents are working with the school, the behaviour issue is sorted out

quickly.

Attendance and Punctuality

It is essential that pupils arrive on time. Lateness causes disruption to lessons

in progress. Lateness is monitored by staff and

if this happens regularly a request will be made by the Head Teacher and /or

the school’s Attendance Improvement Officers, Hayley Kirkham/Debbie

Roberts to explain why this is happening.

If weather is severe, the school will contact local radio to advise of closure

(Heart FM/ Free Radio/Smooth/BBC WM). If you do not hear the school name -

WE ARE OPEN. Please ensure your child attends.

Pupil attendance is continuing to improve, (97.3% for 2013-14), however in the

last academic year there were still significant long-term absences and there

continues to be a number of unauthorised absences.

These absences reflect on your child’s levels of achievement, SATS results and

the Annual Absence Return required by the Department for Education. We,

therefore, request your support in asking you NOT to take your children for

long holidays during term time. These absences have a significant effect on pupil

progress. We are not in a position to be able to go over work that your child

misses.

It is the law of the land that every child attends school and it is the

parents’ responsibility to ensure that his or her child attends school

regularly. If your child does not attend school you will be contacted by

phone or a Home visit may be made by Melanie Gee(Headteacher)/ Hayley

Kirkham (Office Manager)/Debbie Roberts (Parent Support)

Legal action to enforce school attendance (taken from www.gov.uk)

Local councils and schools can use various legal powers if your child is missing school without a good reason:

Parenting Order

Education Supervision Order

School Attendance Order

Penalty Notice

You can be given one or more of these orders but the council doesn’t have to do this before prosecuting you.

Parenting Order

This means you have to go to parenting classes. You’ll also have to do what the court says to improve your child’s school attendance.

Education Supervision Order

If the council thinks you need support getting your child to go to school but you’re not co-operating, they can apply to a court for an Education Supervision Order. A supervisor will be appointed to help you get your child into education. The local council can do this instead of prosecuting you, or as well.

School Attendance Order

You’ll get a School Attendance Order if the local council thinks your child isn’t getting an education. You have 15 days to provide evidence that you’ve registered your child with a school or that you’re giving them education. The order will require you to send your child to a specific school. If you don’t, you may be prosecuted.

Penalty notice

Instead of being prosecuted, you can be given a penalty notice. The penalty is £60, rising to £120 if paid after 21 days but within 28 days. If you don’t pay the fine you may be prosecuted.

Prosecution

You could get a fine of up to £2,500, a community order or a jail sentence up to 3 months. The court also gives you a Parenting Order.

Please note that any holiday during term time is not a given right and the

school rigorously adheres to the Local Authority policy on any holidays in

term time or applications for long term absence.

Holidays in term time (including Extended Holidays)

If you are considering an absence from school for a holiday in term time, it is

very important to understand how detrimental this can be and the Headteacher

will try to persuade you against it.

The procedure is as follows:

1. Make an appointment to see the Headteacher. Even if there are

Exceptional Circumstances, we are no longer allowed to authorize any

holiday in term time, and so any absence will be classed as Code G (Family

Holiday not agreed)

2. A contract will be made between you and the school. The school and the

parent agree on a return date. (NB. The school will ask to see flight

tickets as evidence of return dates.)

3. If you do not return by this date, after attempts to contact you by

phone; by letter and by Home visits, your child will be taken off roll and

will no longer have a place at school.

4. If you take your child out of school without making a contract your child

will be taken off roll after 20 unauthorised sessions (10 school days) of

absence, and will no longer have a place at the school. You will be

informed by post of the procedures found above.

It is worth considering how difficult it would be for you if you have to take

your children on a longer journey at the start of the school day to their

new school.

We would remind you that your child only has one chance for primary education.

We are grateful for the co-operation of parents, who are asked to follow

the procedures below:

Please telephone the school on the first morning of the child’s absence. If you

were unable to do this then please send in a note giving a reason for the

absence. We keep a record of telephone calls made by parents to deliver to the

class teacher so that they are aware of the reason.

If your child is receiving treatment from a doctor or dentist and needs

time out of school please let the class teacher know the previous day.

It would be preferable for appointments to be arranged out of school

hours, if possible, so that pupils do not miss lessons.

N.B. If you are unable to send a note after your child’s absence please

see the class teacher. If you do not make contact to explain your child’s

absence then this is classed as unauthorised. Home visits will be made to

parents if a child has frequent absences.

Please remember that parents are breaking the law if they do not

ensure regular attendance for their child.

It is unacceptable to the Governing Body of the school if a child is absent for

the following reasons:

shopping for clothes or shoes

getting up late and not making an effort to come in

holiday without permission

transport was difficult

another adult was not available to bring children to school

making airport visits

Your child will be given unauthorised absence marks if these reasons are

presented to us.

A printout of every child’s attendance is looked at on a weekly basis and where

pupils’ attendance falls below 95%, a home visit will be planned to see you and

discuss your child’s attendance. We will rigorously enforce this policy.

DfE specified attendance data re unauthorised absence for the school year

2014-15

PUPIL ATTENDANCE

Number of pupils on roll aged 5 years @ 22/07/2016 141

% attendance 95.4%

% absences 4%

Number of pupils with at least 1 authorised absence 125

% Number of unauthorised absences 0.6%

(mostly due to unauthorised Extended Leave)

Number of pupils with at least 1 unauthorised absence 46

Admissions priorities for places in oversubscribed community and controlled primary schools - academic year 2016/17 1. Children who are in public care and children who were previously in public care but ceased to be so because they were adopted (or became subject to a residence order or special guardianship order). 2. Children with a particular medical condition. Applications submitted under this criterion must be accompanied by a medical declaration form (ASU75M) signed by the child’s general practitioner or consultant confirming the condition, detailing the child’s needs and specifying why, in their opinion, the preferred school is the only or most appropriate to meet the child’s needs. All applications under this criterion will be assessed by the local authority to decide whether the child’s needs can be met most appropriately by the preferred school. 3. (a) Children having a brother or sister at the preferred school (not nursery) at the time of admission. (b) For admissions to infant schools, children having a brother or sister at the preferred school or at a linked junior school at the time of admission. (c) For admissions to junior schools, children having a brother or sister at the preferred school or at a linked infant school (not nursery) at the time of admission. 4. For admissions to junior schools, children being on roll at the linked infant school at the time of admission. 5. *Children accepted on denominational grounds, supported by the church. Applications based on this criterion must be accompanied by a completed declaration form signed by a priest, minister or community leader to signify attendance at church on at least one occasion per month. (*Applicable only to schools which are designated by the Secretary of State as having a religious character). 6. Children prioritised by distance measured in a straight line from a child's home** to the school’s main entrance (as determined by the head teacher). In all cases, should the number of applicants exceed the number of places available, places will be allocated on the basis of distance between home and school, as measured in a straight line from home to the main entrance to the school with priority being given to those living closest to the school. (** Measured from the ordnance survey address point for the property. In all cases, should the number of applicants exceed the number of places available, places will be allocated on the basis of distance between home and school, as measured in a straight line from home to the main entrance to the school building with priority being given to those living closest to the preferred school) NB. Children with a Statement of Educational Needs or a Education & Health Care Plan (EHCP)(previously known as Statement of Educational Needs), naming a particular school will be admitted before all other applicants.

The following additional policy statements are included in the local authority admission arrangements for admissions to community and controlled primary and secondary schools for 2015/2016. 1. Late applications Late applications for places will only be considered alongside those received by the closing date under the following circumstances:

When the applicant has bought, rented or leased a house or flat and has

moved into Sandwell after the closing date, but before the allocation of places has been made.

When the applicant has moved home within Sandwell to an address more

than three miles from their previous address but closer to the preferred school after the closing date but before the allocation of places has been made.

When a child who is in public care (looked after) or was previously in public

care moves into Sandwell after the closing date, but before the allocation of places has been made.

When a sibling has commenced at the preferred school after the closing

date but before the allocation of places has been made.

When the applicant is a single parent and was prevented from submitting

their application on time due to long term illness of more than six weeks duration from the date on which application forms became available. 2. Waiting lists Places will be offered initially to applicants whose forms have been received by the closing date or whose application has been considered as being made on time (under 1 above).Any preferences which cannot be met following the application of the admission priorities together with any late requests which have been made and which the local authority does not consider as being late for a good reason will be put on a waiting list which will be ranked in accordance with the published admission priorities. Waiting lists will be maintained until the end of the autumn term preceding the year of entry and will then be discarded. Places will only be offered from the waiting list in the event that the number of confirmed offers (including those offered as a result of independent appeals) is less than the published admission number. 3. Further applications in the same academic year The local authority will only consider more than one application in the same community or controlled school in the same academic year if one or more of the following significant changes apply: (a) The child becomes looked after by the local authority; (b) The child has a medical condition which was not present when the previous application was considered; (c) The child’s brother or sister has been admitted to the school for which the application has been made and was not there at the time of the last application; (d) The applicant has changed address since the previous application was considered and the applicant now lives closer to the school for which the application was made; (e) A vacancy arises in the relevant year group. 4. Changing or adding new preferences Once a parent/carer has submitted an application they will be able to amend it online before the closing date. However if the closing date has passed it will not be possible unless they meet the criteria to be considered as a “late” application (in 1 above).

5. Twins and multiple births Special conditions will apply in the event that one child from a set of twins or other multiple births does not gain admission to the preferred school through the admissions criteria. The local authority will exceed the admission number for the school concerned to prevent separation of twins or children from multiple births. 6. Tie breaker In the event that two or more applicants tie for last place during the allocation process the final place shall be decided by the tossing of a coin.

Definitions used in admissions administration

1. Brother and sister The definition of a brother or sister is: (a) a brother or sister sharing the same parents*; (b) a half-brother or half-sister, where two children share one common parent*; (c) a step brother or step sister, where two children are related by a parent’s marriage*; (d) adopted or fostered children*, *and living at the same address; (e) children of unmarried parents and living at the same address. It does not include: (a) cousins or other family relationships; (b) brothers or sisters who, at 1 September in the year of entry will not be registered pupils at the preferred school (not including nursery); (c) brothers or sisters who, at 1 September in the year of entry will be in the sixth form at the preferred school. 2. Children in Public Care A child in public care means a child who is (a) in the care of a local authority or (b) being provided with accommodation by a local authority in the exercise of their social services functions (see section 22 (1) of the Children Act 1989) at the time an application is made. An adoption order is an order under section 46 of the Adoptions and Children Act 2002. A residence order is an order settling the arrangements to be made as to the person with whom the child is to live under section 8 of the Children Act 1989. Section 14A of the Children Act 1989 defines a special guardianship order as an order appointing one or more individuals to be a child’s special guardian (or special guardians). 3. Home address The home address of a child is the address at which a parent with parental responsibility lives. It may also be the address at which a child resides (and sleeps) for the majority of the school week (Sunday to Thursday night).

Public Information

The following information is available for inspection on request to the Head

Teacher:

1. Times of sessions

2. Charging and admissions policy as determined by the Governing Body

3. a) L.A. statement of curriculum policy and Governing Body's Statement of

Curriculum aims

4. a) Schemes of work currently used by teachers

b) The schools policy for Special Educational Needs and Disabilities

c) Safeguarding procedures and policies to keep children safe

5. L.A. compliments/ complaints arrangements

6. DfE Statutory Instruments relating to the curriculum

7. Any published OFSTED reports on the school (latest - July 2010)

8. Any further information you require is available from the Head Teacher

on request.

Complaints Procedure

Under Section 23 of the Education Reform Act a parent has to be informed of

how to make a formal complaint. Obviously, this will be after all other paths have

been taken to try to sort out any disputes.

If a concern is not resolved then a parent can take the matter to their

Parent Governors -Mrs. Mahela Khatun; Mr. Akbor Ali or the Chair of Governors

Mrs. Helen Peach

If parents are still dissatisfied then a formal complaint in writing can be made

to the Local Authority who will carry out an investigation.

A complainant who is still dissatisfied after all of this can write to the

Secretary of State for Education. Advice on this procedure can be obtained

from the school.

Violence, Physical Aggression, Threats and Verbal Abuse are

unacceptable.

The School staff strive to treat visitors with

due care, courtesy and respect. Our staff expect the public to show

the same courtesy and respect.

In the event of such

incidents, action will be

taken by

Sandwell MBC and if

appropriate by the police

and

legal action will be

pursued

Children and Young People’s services