$ provide a broad, balanced and enriching curriculum through which children and staff can develop their potential to the fullest extent
$ offer learning experiences which afford continuity and progression within a supportive environment
$ recognise, value and celebrate cultural, religious, social and other diversities within the school community
$ nurture mutually beneficial partnerships between pupils, parents, staff, governors and the wider community
We are committed to fostering an environment in which the whole school community works together to fulfil the aims of the school.
SCHOOL ROLL September 2007: 470 (includes nursery roll)
NURSERY ROLL: 25 (mornings) 25 (afternoons)
TIMES OF SESSIONS:
Morning: (Infant Department): 8.55 am - 12 noon
(Junior Department): 8.55 am - 12.15pm
Afternoon: (Infant & Junior Departments): 1.15 pm - 3.15 pm
TIME SPENT TEACHING:
Infant Department: 23 hours per week
Junior Department: 24 hours 30 minutes per week
ATTENDANCE RATE 2006 - 07: 96.1% UNAUTHORISED ABSENCES: 0%
LEA ADMISSIONS POLICY FOR COMMUNITY SCHOOLS
The Local Education Authority is responsible for deciding and administering the admissions policy for this school. Parents have a right to express a preference for the school they wish their child to attend. If a child lives in the catchment area for this school, he or she will have priority for a place. If there are more children living in the catchment area than there are places, the authority will allocate places on the basis of the following criteria, in order of priority. The same criteria will be used to allocate any vacancies remaining after all catchment area children have been accommodated.
The criteria listed in order of priority are:
1. Children in Public Care, this includes foster children, living within or outside the catchment area.
2. Children living in the catchment area: –
i) with a brother or sister who will be attending the main school (not the nursery class) at the time of admission
ii) with exceptional medical or social circumstances
iii) distance from the child’s permanent home address to the school.
3. Children living out of catchment: –
i) with a brother or sister who will be attending the main school at the time of admission.
ii) with exceptional medical or social circumstances
iii) distance from the child’s permanent home address to the school.
The distance is measured from home to the nearest gated entrance which is used by pupils to enter the school grounds. The route is measured using public highways, but excludes common land and does not take into account access by public transport or any private vehicle.
Any combinations of two or more criteria give higher priority than one criterion. If two or more children have equal priority under the criteria, the tiebreaker of distance set out in note above will then be applied.
More detailed information on the Authority's admission arrangements are contained in the booklet “Starting school in Ealing in 2008” and may be found on the council’s website www.ealing.gov.uk.
CATCHMENT AREA MAP
Please click here to view the catchment area map.
LOCATION AND TRANSPORT SERVICES
The school is situated towards the west end of Pitshanger Lane beyond the shops and on the north side. It is not easily seen from the road. The E2 and E9 buses pass outside the school. Entrance to the Reception and Nursery Classes is in Summerfield Road.
ARRANGEMENTS FOR PROSPECTIVE PARENTS TO VISIT THE SCHOOL
The Headteacher meets with small groups of parents to explain admission procedures and show parents around the school. These meetings are held during October and November of each year.
In April 2002 we opened a new, eight classroom extension, which also houses the school offices and the kitchen. School meals are provided by an outside caterer.
Our Main Building, built in 1911, was refurbished in 2002. This building contains the staff areas, Years 5 and 6 classrooms and ICT room with 17 workstations, a music room and a library and resource area.
We have 3 playgrounds, a grass area for play with a fun trail and a nature garden with pond. We make use of the local area and Pitshanger Park which adjoins the school to support work across the curriculum.
In 2006 the former caretaker’s house was renovated, and the new “School House” provides a pleasant environment for all sorts of activities. It is home to our breakfast and after school clubs, provides accommodation for small group work, a kitchen for cookery, a room for our counselling and a preparation space for teachers.
NURSERY CLASS
The nursery class is housed in a purpose-built unit. There are 25 places in the morning and 25 in the afternoon. The nursery class follows the Foundation Stage Curriculum. A leaflet providing further information about our nursery is available from the school office and the school website.
CURRICULUM SUMMARY
Children in our Nursery and Reception Classes follow the Foundation Stage Curriculum which covers the following areas: personal, social and emotional development, communication, language and literacy, mathematical development, knowledge and understanding of the world, religious education, physical development and creative development. During the summer term, children in the Reception Classes follow the structure of the literacy and numeracy strategies in preparation for Year 1.
Children in Years 1 - 6 follow the National Curriculum on which we base our schemes of work and our teaching plans.
The National Curriculum subjects are:
English Information & Communications Technology
Mathematics Design Technology
Science Physical Education
History Art
Geography Music
The school will be following the New Primary Strategy in Literacy in September 2007. We teach this for three hours each week with a fourth hour being dedicated to extended writing. Each class also has a hand-writing session, a library period and times for individual reading.
We will also be following the New Primary Strategy Numeracyfor 45 minutes to an hour four times a week, depending on the age of the children. The strategy places emphasis on whole class teaching of mental and number work, followed by group activities. The lesson is rounded off with a whole class plenary.
Information Technology is an integral part of the National Curriculum and is included across the curriculum throughout the age range. There is at least one computer in every classroom in addition to the ICT room. Interactive white boards are fitted in all classrooms.
We also teach non-National Curriculum subjects, such as Personal, Social and Health Education which includes Citizenship and Religious Education. Our Equal Opportunities and Racial Equality Policies apply to all areas of the curriculum and school life.
Classes in the Infant and Junior Departments spend one afternoon each week working on cross-curricular themes in which a collaborative and creative approach is encouraged.
Modern Foreign Language
All children in Key Stage 2 have a weekly French lesson.
Religious Education
Religious Education is taught in every class and is often integrated into topics including Personal, Social and Health Education sessions. Some aspects of the RE syllabus are treated as a separate subject. We follow the Qualification and Curriculum Authority’s syllabus for RE in conjunction with Ealing’s Agreed Syllabus.
Collective Worship
In compliance with the requirements of the Education Reform Act, we hold a school assembly every day which includes an act of worship consisting of a period of reflection and an opportunity for prayer. Materials from all major faiths are included throughout the year.
Parents have a right to withdraw their children from Religious Education and the act of worship after discussion with the Headteacher. We do, however, encourage all pupils to take part in this aspect of school life.
Sex Education
We follow the Local Authority’s PSHE policy and schemes of work.
Sex education is taught in the last term of year 4 and is seen as a culmination of work on how children see themselves in the varying aspects of their lives. The recurring theme throughout the health education curriculum of the whole school is GROWTH - physical, emotional, mental and social. The Sex Education aspect arises directly from the idea that love, care and responsibility are the requirements of all human beings. Discussion takes place regarding the various relationships they have and will form (always using tact and discretion so that they appreciate that there is no one way in which family life may develop, i.e. divorce, death, single parents, adoption). Use is made of the TV film on the conception and development of a child. Under the 2000 Education Act Parents have a right to withdraw their children from Sex Education lessons after discussion with the Headteacher. We do, however, encourage and expect all pupils to take part in this important area of the curriculum.
Special Educational Needs
We aim to provide equal access to the curriculum for all children and to recognise and value each child’s contribution. We use the recommendations outlined in the new Special Needs Code of Practice along with LEA procedures, working in partnership with parents and liaising with other agencies as appropriate, according to the needs of the children.
The major part of our SEN budget is spent on staffing as we endeavour to ensure that, depending on their level of need, children can expect to receive some direct teaching or classroom assistant support in a small group or on an individual basis.
The school’s Senior Managers and Governing Body monitor the implementation of the school’s policy for special educational needs and review it regularly in the light of new initiatives and pupils’ needs.
Able & Talented Pupils
We aim to meet the needs of our able and talented pupils by monitoring progress through the school from Nursery to Year 6. We endeavour to provide appropriate opportunities for the children to use their particular abilities to the full by differentiated activities in the classroom and the provision of a broad range of extra-curricular activities.
Homework
Children in the reception and infant classes can expect to receive some reading, spelling and work relating to numeracy to do at home and will, sometimes, take work to finish. This pattern continues in the junior department with the amount of time spent on homework being extended as the children move through the school.
Extra-curricular Activities
We offer a variety of school clubs and activities which vary according to teachers' interests and abilities. These include recorder teaching, choir, orchestra practice, some instrument teaching, gymnastics, football, netball, chess and athletics. Some clubs take place before school begins and others at lunch time or at the end of the day.
School Council
As part of their education in citizenship, and as part of Personal, Social & Health Education, all pupils take part in class councils which discuss school issues and pass suggestions to the School Council. The School Council is made up of two representatives from each class in the Junior Department. The school always acts on the School Council’s recommendations.
Teaching & Learning
We aim to involve children in their learning through an enquiry and investigative approach by encouraging them to ask questions and engage in problem solving activities. We use a variety of teaching and learning styles to meet the needs of different learners.
FOUNDATION STAGE
Reception (4-5 years)
The Foundation Stage Curriculum is followed in the reception classes. The Literacy and Numeracy Strategies are introduced as the year progresses. The curriculum is approached through 'topics' which break down barriers between the Foundation Stage Areas of Learning, and allow an integrated approach which includes Personal, Social and Health Education.
Structured play activities are planned for each area of the curriculum making use of both indoor and outdoor learning environments.
Nursery Nurses support in reception classes, enabling practical activities, in small groups, to take place under the supervision of an adult. This is developed by the use of a support teacher at certain times of the week and enhanced by parents helping in the classroom.
KEY STAGE ONE
Year 1 (5-6 years)
The National Curriculum must be applied to pupils in Year One. All National Curriculum subjects are taught, together with Personal, Social and Health Education and Religious Education.
We expect the curriculum to be approached along similar lines to the Reception Year. A support teacher, a classroom assistant and parent helpers continue to allow supervised group work to take place within the classroom for certain periods during the school day.
Year 2 (6-7 years)
In addition to the National Curriculum subjects and Religious Education, we continue to include Personal, Social and Health Education during the second year. National Statutory Assessments are held in the Summer Term - the latest results at the time of going to print can be found at the back of this brochure.
The organisation of curriculum and of pupils will continue as in Year One.
KEY STAGE TWO
Year 3 (7-8 years)
The full range of National Curriculum subjects and Religious Education, with the addition of Personal, Social and Health Education will continue to be taught.
Year 4 (8-9 years)
All National Curriculum subjects and Religious Education, plus Personal, Social and Health Education, swimming and Sex Education will be covered in this year. Further details of swimming and Sex Education are given to each parent prior to the commencement of lessons. Parents are invited to watch the Sex Education video before their children see it.
Year 5 (9-10 years)
All National Curriculum subjects and Religious Education, plus Personal, Social and Health Education continue to be taught. Year 5 pupils are offered the opportunity to take part in a 5-day residential trip to the Isle of Wight during the Summer Term.
Year 6 (10-11 years)
Year 6 pupils are offered the opportunity to take part in a 5-day residential trip to an outdoor activity centre at Marchant’s Hill in Surrey.
National Statutory Assessments are held during the Summer Term and the latest results at the time of going to print can be found at the back of this brochure.
LOOKING AFTER YOUR CHILD
Each class has its own teacher whose pupils are his/her particular care and concern. Parents with concerns are encouraged to speak with the class teacher who is usually able to deal with issues causing concern. The Foundation Stage, Infant and Junior Coordinators have overall responsibility for each department and are available to support class teachers, pupils and parents with pastoral matters. The Head and Deputy also support staff, pupils and families and liaise with other professionals who might be involved.
We recognise that the school is often the single most important environment for children outside of their home. As such, we consider that the school has a crucial role to play in the understanding, detection, response to and monitoring of children who may be at risk - whether this is physical and/or emotional abuse, and/or neglect.
Our first priority is your child's welfare and therefore there might be occasions when our concern about your child means that we shall have to contact other agencies even before we contact you.
In order to fulfil this vital role, it is our policy to adopt and follow all policies and procedures outlined in the London Borough of Ealing Local Education Authority Child Protection Guidelines.
We recognise that protecting children from abuse can most effectively occur in an environment where all members of the school community - pupils, parents, staff and governors - feel respected, listened to and heard. We also recognise that child protection policies can only be put into practice effectively in the wider context of multi-disciplinary working and liaison. As such, this affirms our commitment to creating and maintaining effective communication both within the school community and between the school and the wider community in which we live.
BEHAVIOUR
Pivotal to the aims of our school is the belief in the importance of mutual respect, cooperation and consideration for others within the whole school community - pupils, staff, parents and governors. As such, the aim of our Behaviour Policy is to foster these attributes within the school at all times. We aim to achieve this in the first instance by using a positive approach to the management and development of children's behaviour. We like to work closely with parents when dealing with behavioural matters and expect parents to show their support and cooperation with this approach.
We recognise however that in some cases, positive approaches alone might not be successful. It is our Policy in such cases to support the use of appropriate sanctions, including that of exclusion, if it is deemed necessary. Our policy on exclusions is based on DfES guidelines.
We expect our children to follow our Code of Conduct and for parents to support us in this.
Bullying is not tolerated. Allegations of bullying are taken seriously and are investigated and dealt with in accordance with our Anti-Bullying Policy which is included in our Welcome Pack for parents when the child starts school.
Instances of racial discrimination are treated in a similar fashion and in accordance with our Racial Equality Policy. Racist incidents are closely monitored and reported to the Local Education Authority on a termly basis.
SCHOOL DRESS
Children wear school uniform which is easily obtained locally. Full details are contained in our Welcome Pack and on the school website.
OUR SCHOOL CODE OF CONDUCT
CONDUCT
< Members of the school should speak quietly and politely to each other. Interrupting is discouraged.
< Common words of courtesy, such as: please, thank you, excuse me, sorry, should be used when appropriate.
< Everyone should walk when inside the building and on pathways outside.
< Ways to assist others should be sought (eg, opening doors, helping with heavy loads, etc.)
< Common property should be kept tidy and loss or damage reported.
< Anything unsafe should be reported immediately.
DRESS
< The North Ealing school uniform should be worn.
< No jewellery, other than religious jewellery or SMALL stud or sleeper earrings for pierced ears, should be worn.
< Nail varnish/make-up should not be worn.
< Long hair should be tied back.
PARENTS
< Parents should not approach anyone else’s child about their behaviour at school. Any concerns relating to school conduct should always be discussed with a teacher.
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PARENTS
There is a very active Parent Teacher Association which is closely connected with the school. All parents of children at the school are invited to play a full part in the activities of the Association.
In the Autumn Term there is a meeting for new parents, the PTA annual general meeting and a number of social events which take place throughout the year. The Garden Fete is a major event in the Summer Term. Parents are encouraged to both attend and to help organise these events. Each class nominates a parent representative who liaises with the PTA Committee and approaches class parents for their support. Parents get to know each other better and enjoy working together for their children’s benefit.
Parent Consultation Evenings are held termly at which children's progress and standards of achievement are discussed. In practice, teachers meet or communicate with parents more regularly than this through contact books and informal meetings. Staff are always ready to meet with parents who have a query - a little notice might be required to ensure the teacher is available.
During the Summer Term the School Profile is made available to parents through the School Office, and is also available on the School website.
Parents actively participate in the day to day life of the school by helping teachers on a regular basis in their classrooms and in the school library, attending class assemblies, festivals and concerts throughout the year and by helping on school day visits.
CHARGES FOR SCHOOL ACTIVITIES
The Governors’ charging policy is:
§ Charges will be made for non-residential visits during school hours:
Governors agreed that the school will ask for voluntary contributions from the parents on a visit by visit basis, and there would be remission to pupils whose parents qualify for clothing grants and other education welfare benefits under the Authority's criteria.
§ Charges will be made for residential visits outside school hours:
We shall expect parents to cover the cost of food and accommodation and shall ask for voluntary contributions for the remainder of the cost.
Please speak to the class teachers in confidence if you have concerns about payment.
COMPLAINTS PROCEDURE
Any parent who has a question or a complaint about the curriculum, Religious Education or collective worship offered at the school should first speak to the Headteacher who will be happy to discuss the matter. If the parent wishes to take the matter further, details of how to do this can be obtained from the Head or the Director of Education & Leisure, Perceval House, 14-16 Uxbridge Road, Ealing W5 2HL.
All other queries should be raised with the class teacher in the first instance. The school has a set procedure for dealing with parental concerns which may need further investigation.
AVAILABILITY OF DOCUMENTS
Parents/carers may read the following documents which are held in the school office.
i. The LEA's statements of curriculum policy and the Governing Body's statement of curriculum aims as printed in the brochure.
ii. Any statutory instruments (including statutory orders for National Curriculum subjects).
iii. Any published reports which refer expressly to the school.
iv. Any policies and schemes of work currently used by teachers in the school.
v. A full copy of the arrangements for the consideration of complaints about the school curriculum made by the LEA and approved by the Secretary of State under section 23 of the Education Reform Act (available at Ealing Education & Leisure Service).
vi. The LEA's agreed syllabus for RE.
GOVERNING BODY MEETINGS
The Full Governing Body meets termly and delegates responsibilities to committees and working parties.
Observers may attend Full Governing Body Meetings upon request, five days notice is normally required. Notice of the meetings is given in Newsletters to parents. The Minutes of Governing Body meetings are available in the school office for parents to read during school hours.
Should a parent wish to contact the Chair of Governors, they should do so in writing, care of the school.
The information in this brochure refers specifically to the school year 2007-2008 unless otherwise stated. It is possible that changes may occur in future years.
October 2007
