Partnership

IMG_0229Behaviour expectations

We set very high standards for children’s conduct from the moment they are admitted to the school. Overall behaviour at the school is extremely good. Bullying is never tolerated at our school. Staff always look to praise children for their good behaviour and in so doing encourage and reinforce that behaviour. Children who let themselves down in class through poor behaviour are given one clear warning about their conduct. If this does not lead to an improvement in their attitude a sanction is imposed.

All children are taught that they have rights and responsibilities. Their rights are:

  • to feel safe at school at all times
  • to be treated with kindness and respect by others
  • to challenge, assertively, with words, anyone who is being unkind towards them.

Their complementary responsibilities are:

  • to make sure that others feel safe at all times
  • to treat others with kindness and respect
  • to listen to feedback they receive from others and reflect upon it.

A common saying which is frequently repeated to the children at school is ‘Treat other people the way you would like to be treated yourself.’ Children are taught about the difference between right and wrong during Personal Health, Citizenship and Social Education lessons in the classroom and through the interactive assemblies that they attend. In assembly, through the use of story and role play, they are shown that in all situations they have a choice regarding how they behave. They are actively taught strategies for how to deal with any conflicts or disagreements that may arise. We teach children to be assertive, rather than aggressive.

Should a problem occur between two children at school which parents are unhappy about, they are asked to refer this problem to their child’s teacher in the first instance. We strongly advise parents not to approach other children, or their parents, as this usually leads to the problem escalating. More serious difficulties should be reported to the Headteacher (or in his absence the Deputy Headteacher). All difficulties reported to the Headteacher or Deputy Headteacher will be fully investigated and parents informed of the outcome of that investigation.

In order for all pupils to learn well it must be safe for anyone to make a mistake, get something wrong, or not understand something. Pupils are expected to show respect and tolerance to their peers and never to laugh at a classmate who makes an error. At all times we encourage children to be responsible for their actions.

Name calling is treated as a form of bullying and responded to in a firm manner if it occurs. All children are made aware of our name calling statement.

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The home-school partnership

All parents and carers are asked to sign our Home-School Agreement which sets out the responsibilities and commitments of the school, parents and individual children. This is an agreement that all three parties should try their hardest to honour.

It is vitally important that close and regular contact is maintained between the school and children’s parents and carers. Each half-term pupils bring home some of their workbooks so that their parents can see how much progress they have made. Classteachers assess the standards pupils have reached and identify targets for further improvement. Soon after workbooks have come home, parents have an opportunity to discuss their child’s progress with the classteacher at one of the termly parent-teacher consultation meeting.

Parent consultation meetings are held three times a year as follows:

  • Early November – just after the halfway point of the Autumn Term
  • Late February – just after halfway point of the Spring Term
  • Early July (the end of year report will be issued at this meeting).

The purpose of these meetings is to discuss:

  • how well your child is doing in relation to the national performance expectation for their age
  • what your child has achieved
  • your child’s rate of progress
  • ways in which you can support their child at home.

Parents and carers are also welcome to make additional appointments with classteachers to view their children’s work and the progress they have made.

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Home learning

Home learning refers to any learning activity that pupils are asked to do outside lesson time, either on their own, or with parents/carers. It offers a valuable, ongoing opportunity for parents to support their child’s learning. As children spend approximately 15% of their life at school and 85% of their life at home it is essential that they are assisted to see learning as something that happens both at school and at home.

The purpose of setting home learning for pupils of primary school age alters as they become older. In the Foundation Stage and at Key Stage 1 the key purpose is to develop a partnership with parents and involve them actively in their child’s learning. The most important form of support parents can offer their child is to read to them and, when they are ready, listen to them read. If possible this should happen for a short period of time every day.

We strongly encourage the setting up of a regular routine so that children can establish a reading habit. Each child is given a Reading Journal and we ask parents to write a short comment in this book each time they hear their child read. More experienced readers in Year 2 and beyond are expected to write some of their own comments.

Other partnership activities could involve short exercises of a varied nature which parents can do together with their child in the home environment. These might include playing simple board games, telling a story using story props, practising handwriting, drawing together, learning basic number facts and any other practical experience related to the child’s immediate environment. These activities provide an important and valuable opportunity for children to talk about what they are learning to an interested adult and to practise key skills in a supportive environment.

Since late 2009 parents and their children also have access to the class Managed Learning Environment (MLE). This is a secure web based virtual learning centre that classteachers have created. A range of different activities relating to the work being done in class are available to all families with Internet access.

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There are also year group Managed Learning Environments for older pupils in Key Stage 2. Further content will be added for all age groups throughout the 2010-11 academic year and beyond. The idea is to provide an opportunity for children to access relevant, interesting and age appropriate learning anywhere and at any time.

The main purpose of home learning for older children is to gradually develop the skills associated with independent study. They should get into the habit of regularly devoting periods of time to study on their own. They should be encouraged to develop the confidence and self-discipline needed to learn alone and in so doing, over time, they will become more prepared for the requirements of secondary school. This will, hopefully, lead to a smooth transition to the secondary sector where home learning takes on an increasing importance.

Home learning should be fun and our school policy (available on request) supports teachers to ensure that some of the tasks they set are open ended and creative.

Other purposes of home learning:

  • consolidating and reinforcing skills and understanding, particularly in numeracy and literacy
  • extending school learning
  • developing research skills
  • preparing for a forthcoming lesson
  • revision for tests.

Our school website contains a section entitled The Learning Zone. The zone has links to a wide variety of interactive websites that children will enjoy. It is divided into age and subject categories. This is an enjoyable way for children to learn new skills and practise existing ones.

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Personal organisation

We believe that children should be taught from the earliest ages to take responsibility for bringing to school the following items:

  • their red bag with the reading book they have borrowed from school and their Reading Journal
  • completed home learning
  • the appropriate sports kit (on the correct days)
  • any forms, slips or monies they have been requested to return.

We also feel that they should be taught – at home and at school – to take responsibility for all of their personal items.

Eating and sleeping properly

Children who eat a nutritionally balanced diet and take their meals at regular times are more likely to be able to concentrate and learn at an encouraging rate at school. Healthy, alert children arrive at school having eaten breakfast. Any child who comes to school without having taken breakfast is unlikely to have the same degree of energy and consequently their learning is likely to suffer.

All children require an appropriate amount of sleep each night so they are wide awake at school next day. We are happy to recommend suitable bedtimes to any parent who would like some support with this matter or feel that their child is going to bed too late. Teachers are disappointed when a child is observed yawning frequently throughout the school day.

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The school newsletter

The main method of communicating information to parents and carers is through the school newsletter. This is written by the Headteacher and is issued most weeks. Newsletters are sent to parents and carers electronically, using the secure ParentMail service. Newsletters are also regularly updated on this website. In addition, a laminated copy is also displayed in the school’s entrance areas. A hard copy of the school newsletter is available each week, on request, to any parent who would prefer to receive school news by this method.

Curriculum evenings

Staff lead regular curriculum events for parents and carers. The purpose of these is to provide more information about what is taught at school and how teaching is organised. A pack of useful handouts containing advice and ideas is always provided to participants. There is always the chance for parents to ask questions at these events.

Complaints procedure

Should you not be satisfied with any aspect of the service the school supplies, an appointment to meet with the Headteacher should be made. At this meeting your concerns will be listened to and the Headteacher will respond to the points you have raised. If you are still unsatisfied following this meeting you have the choice of either making a further appointment to meet with the Headteacher or contacting the Chair of the School Governors. The Chair can be contacted through Jo Patience in the school office.