Cassop Primary School

School Prospectus 2015/2016

Many smiles make a happy school

Staff Head Teacher: Ms V. Hewison Deputy Head: Mrs J. Jackson School Office: Mrs H. Atherton Teaching Staff: Reception: Mrs J. Metcalfe Year 1: Mrs E. Dixon Year 2: Mrs S. Hart Year 3/4: Mrs D. Fawcett Year 4/5: Mr D. Leak Year 5/6: Mrs J. Jackson Teaching Assistants: Miss A. Goodchild

Mrs J. Young Mrs J. Barber Miss L. Grainger Mrs D. Race

Caretaker: Mr D. Tunstall School Cleaner: Mrs G. Chaplin School Cook: Mrs G. Chaplin Kitchen Assistant: Ms S. Keeley Mid-day Supervisors: Mr G. Lowe Mrs S. Murray Mr P. Ryan

The Governing Body The governing body meet once per term and are responsible for appointing staff, setting targets for improvement, reviewing school policies, monitoring and evaluating the performance of the school, and overseeing the school budget. The Governing body consists of: Mrs A Ash (Parent) - Vice Chair Mrs L Chaytor (Community) Mr A Fletcher (Authority) Ms V Hewison (Staff) Mrs J Jackson (Staff) Fr J Livesley (Community) Mrs A Mains (Parent) Mr M Neasham(Parent) PCSO Raymond (Community) Cllr M L Plews (Authority) Mrs N Ryan (Parent) - Chair Mrs J Young (Staff) Mrs N Ryan is the Chair of the Governing Body. Correspondence for the Chair can be sent c/o Cassop Primary School, Cassop, Durham, DH6 4RA

Values and Vision

Our Vision

Cassop is a happy and friendly school that captures a life-long love of learning. We want to encourage children to fulfil their individual potential and be secure about their worth in an ever changing world.

Our Values

We aim to know each of our children as individuals, setting high expectations for all, in order for them to achieve their full potential.

We aim to provide a safe and secure environment with an accepting and inclusive ethos.

First hand learning experiences are at the heart of Cassop. We deliver an innovative, challenging and creative curriculum that encourages resourcefulness and resilience leading to a life- long love of learning.

As a dedicated team we aim to continually reflect and adapt our practice to meet the needs of our children.

The partnership between home and school is highly valued. We aim to foster strong links with both local and global communities celebrating heritage, the environment and diversity.

The school’s values and the vision are reviewed in consultation with parents, children, staff and governors.

School Uniform We believe that a school uniform is a very positive addition to the school and that it helps to build the community atmosphere and sense of belonging. Our school uniform consists of:-

School sweatshirt / cardigan / fleece

White blouse / polo shirt

Grey/black trousers, skirt or pinafore dress

Black school shoes or black trainer style shoes

No jewellery except a watch During the warmer weather, the children may prefer to wear ‘tailored style’ school shorts or blue / white checked dresses.

P.E. Kit Our PE kit consists of:-

White T-shirt (Cassop logo T shirts are available from the website)

Navy Shorts

Plimsolls and/or trainers In colder weather tracksuits may be necessary if PE is taking place outdoors. Other equipment such as a swimming kit will also be necessary at certain times. School uniform can be ordered from: http://www.schooltrends.co.uk/

The School Day School begins at 9am and finishes at 3:15pm, for Key Stage 1 and 3:45pm, for Key Stage 2. We have a morning and afternoon break of 15 minutes. Lunch break is from 12:00pm to 1:15pm. Children are supervised in the school playground from 8:50am to allow parents the opportunity to drop their children off. In the interest of security, all doors to the school are locked between 9:00am and 3:30pm. Visitors are asked to use the main entrance and report to the office before gaining access.

School Organisation The school is divided into 6 classes: The current school roll at the beginning of January 2016 is:-

Year Pupils

Reception 20 1 19 2 21 3 19 4 19 5 14 6 17

Total 129 100% attendance at Cassop Primary School is recognised and rewarded. For 2014/15 our attendance figures were:- Attendance 94.8% Authorised absences 3.5% Unauthorised absences 1.0%

Behaviour

At Cassop Primary School we aim to:- • Create a safe, happy and productive working atmosphere. • Ensure that children show respect for each other and their property, the staff

and the school environment. • Provide a common code of conduct which is clearly understood by all staff,

children and all others who may work within the school. • Encourage a close liaison with home and school. • Support children who may find it difficult to follow the “code of conduct". • Support staff that may experience difficulties with particular children or groups

of children. • Provide a clear system of rewards and sanctions. A copy of our school behaviour policy is available on our website: http://www.cassop.durham.sch.uk/policies/

School Rules

These rules were agreed by the Headteacher, staff, and governors within the school during September 2012 INSET and are revisited annually. We expect that everybody at Cassop Primary School should:

1. Speak politely to everyone and show you are listening

2. Walk quietly around school. Be calm and purposeful

3. Keep school tidy by looking after your belongings and take care of things that belong to other people (bring everything you need on Monday and take it home on Friday)

4. Remember to be kind and helpful while at work and play

5. If you have any worries speak to an adult

6. Only settle for your best In addition, it is the school’s policy that no sweets, chewing gum or valuable personal possessions should be brought into school.

School Council The School Council provides a voice for the pupils within the school. They meet on a regular basis to discuss matters of concern to the pupils of the school. The following pupils are members of the School Council: Advisor Harry Oliver Year 6 Bailey Lowther Year 6 Ryan Meldrum Year 5 Anais Barker Year 4 Lizzie Ryan Year 3 Eva Ryan Year 2 Cally Forster-Hewitson & Eva Featonby Year 1 Aidan Hall

National test results (SATs)

There are statutory assessments for children at the ages of 7 and 11. In 2015 the children of the School achieved the following results:

KS2 (age 11) Level 4+ Level 5

Reading, writing and maths 69% 50%

Reading 75% 63%

Writing 75% 50%

Mathematics 88% 50%

English Grammar, Punctuation & Spelling (EGPS) 69% 50%

In addition to the statutory assessments, the school also employs a number of assessment strategies that help us to keep ‘track’ of each child’s progress. This information is held on a system that enables the school to identify those children who are not making the expected progress. The school can then offer additional support to these children in order to address any issues.

Good level of development (GLD)

EYFS 79%

Achieved Phonics test pass rate

Year 1 82%

KS1 (age 7) Level 2+ Level 2b+ Level 3

Reading 94% 76% 29%

Writing 88% 53% 18%

Mathematics 100% 65% 18%

Curriculum Our Curriculum

This section of our brochure is focused on our Curriculum and provides an overview of the Early Years Foundation Stage (EYFS) Framework and the Curriculum offer for children in Years 1 to 6.

The Curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development. It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children. This includes an ever growing range of ‘Enjoyment and Enrichment' opportunities available to our children across all year groups.

Our Curriculum also includes the social aspects imperative for life-long learning. We are an aspiring Rights Respecting school which demonstrates the importance of children having high expectations of behaviour and tolerance towards each other as well as the importance of pupil voice.

Cassop Primary School aims to maximise social and academic potential for every pupil. This is reflected in our school’ values and vision statement. Our Curriculum also aims to teach children how to grow into positive, responsible adults, who can work and co-operate with others while developing knowledge and skills, so that they achieve all that they can.

The Early Years Foundation Stage (EYFS) Framework

The EYFS Framework 2012 explains how and what children in our EYFS will be learning to support their development. Our EYFS pupils learn skills, acquire new knowledge and demonstrate their understanding through 7 areas of learning and development. Children in the EYFS should mostly develop the 3 prime areas first. These are:

Communication and language;

Physical development;

Personal, social and emotional development.

These prime areas are those most essential for children’s healthy development and future learning. As children grow, the prime areas will help them to develop skills in 4 specific areas. These are:

Literacy;

Mathematics;

Understanding the World;

Expressive arts and design.

These 7 areas are used to plan our EYFS children’s learning and activities. Our EYFS staff members teach and support the EYFS children, making sure that the activities taking place in Class 1 are suited to each child’s unique needs. This is a little bit like the curriculum in the rest of the school, but it is particularly aimed at and suitable for younger children; and it is designed to be really flexible so that the EYFS staff members can follow the children’s needs and interests. Children in our EYFS typically learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside.

Year 1 to Year 6

Our Curriculum establishes an entitlement for all children and promotes high standards. The purposes of having a curriculum are:

to establish an entitlement for all children to develop and apply the knowledge, skills and understanding that will help them become successful learners, confident individuals and responsible global citizens – regardless of social background, culture, race, gender, differences in ability and disabilities;

to establish standards for children’s performance that can be shared with children, parents, teachers, governors and the public;

to promote continuity and coherence, allowing children to move smoothly between schools and phases of education and providing a foundation for lifelong learning;

to promote public understanding, building confidence in the work of the school and in the quality of education provided at Cassop Primary School.

In particular, our school Curriculum:

promotes high standards, particularly in English, Maths and ICT capability;

provides continued entitlement from Early Years to a coherent, broad and balanced curriculum;

instils in children a positive disposition to learning and a commitment to learn;

promotes and passes on essential knowledge, skills and understanding valued by society to the next generation;

is relevant to children and prepares them for the here and now, for the next phase of their education, and for their future;

widens horizons and raises aspirations about the world of work and further and higher education;

makes children more aware of, and engaged with, their local, national and international communities;

helps children recognise that personal development is essential to wellbeing and success.

The National Curriculum Our school Curriculum is based on the National Curriculum subjects for Key Stages 1 and 2, as set out in section 84 of the Education Act 2002. We continue to monitor developments with the Coalition Government and their work towards producing a new National Curriculum. The new National Curriculum has now been finalised and is statutory (since Sept 2014) and is being taught to our children. Religious Education (RE) is provided to all pupils on the school roll, unless withdrawn by their parents. As a maintained school, we follow the locally agreed syllabus approved by Durham Local Authority. The National Curriculum applies to pupils of compulsory school age in maintained schools. At Cassop Primary School it is organised on the basis of two key stages: • Key Stage 1: Ages 5-7 (Years 1-2) • Key Stage 2: Ages 7-11 (Years 3-6) For each subject and for each key stage, programmes of study set out what pupils should be taught, and attainment targets set out the expected standards of pupils' performance. Programmes of Study The programmes of study, in relation to a key stage, are the matters, skills, and processes which are required to be taught to pupils of different abilities and maturities by the end of that key stage. In short, they set out what pupils should be taught in each National Curriculum subject at each key stage. Attainment Targets Attainment targets, in relation to a key stage, means the knowledge, skills and understanding which pupils of different abilities and maturities are expected to have by the end of that key stage. The attainment targets are currently set out in the form of level descriptors. The level descriptions provide the basis for making judgements about pupils’ performance at the end of key stages 1, 2 and 3. National Curriculum Programmes of Study and Attainment Targets are available at: http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/

What is statutory? Key Stage 1 The statutory subjects that all pupils must be taught at Key Stage 1 are: Art and Design, Design and Technology (D&T), Literacy/English, Geography, History, Information and Communication Technology (ICT), Mathematics, Music, Physical Education (PE), Science. Key Stage 2 The statutory subjects that all pupils must be taught at Key Stage 2 are: Art and Design, Design and Technology (D&T), Literacy/English, Geography, History, Information and Communication Technology (ICT), Numeracy/Mathematics, Modern Foreign Language (MFL), Music, Physical Education (PE), Science. What is non-statutory? A framework for PSHE and citizenship education is included as a non-statutory programme of study and this includes work focussed on children’s rights through ‘Rights Respecting’. Spiritual, Moral, Social and Cultural Development All National Curriculum subjects provide opportunities to promote pupils' spiritual, moral, social and cultural development. Explicit opportunities to promote pupils' development in these areas are provided in religious education and the non-statutory framework for personal, social and health education (PSHE) and citizenship. A significant contribution is also made by the school ethos, effective relationships throughout the school, collective worship, and other curriculum activities. Spiritual Development Pupils' spiritual development involves the growth of their sense of self, their unique potential, their understanding of their strengths and weaknesses, and their will to achieve. As their curiosity about themselves and their place in the world increases, they try to answer for themselves some of life's fundamental questions. They develop the knowledge, skills, understanding, qualities and attitudes they need to foster their own inner lives and non-material wellbeing.

Moral Development Pupils' moral development involves pupils acquiring an understanding of the difference between right and wrong and of moral conflict, a concern for others and the will to do what is right. They are able and willing to reflect on the consequences of their actions and learn how to forgive themselves and others. They develop the knowledge, skills and understanding, qualities and attitudes they need in order to make responsible moral decisions and act on them. Social Development Pupils' social development involves pupils acquiring an understanding of the responsibilities and rights of being members of families and communities (local, national and global), and an ability to relate to others and to work with others for the common good. They display a sense of belonging and an increasing willingness to participate. They develop the knowledge, skills, understanding, qualities and attitudes they need to make an active contribution to the democratic process in each of their communities. Cultural Development Pupils' cultural development involves pupils acquiring an understanding of cultural traditions and ability to appreciate and respond to a variety of aesthetic experiences. They acquire a respect for their own culture and that of others, an interest in others' ways of doing things and curiosity about differences. They develop the knowledge, skills, understanding, qualities and attitudes they need to understand, appreciate and contribute to culture. Promoting Personal, Social and Health Education and Citizenship The non-statutory guidelines for PSHE and citizenship are designed to help schools establish coherence and consistency, and to promote curriculum continuity and progression in pupils' learning. Special Educational Needs & Disabilities (SEND) All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. Our SEND philosophy places SEND children at the heart of personalised learning and our curriculum is tailored to meet individual pupils needs.

At times and when it is felt appropriate, modifications to the curriculum may be implemented. To successfully match pupil ability to the curriculum Cassop Primary School remain committed to:

A range of teaching and learning styles

Differentiated learning materials

Access to ICT and Technology

Additional in class support

Additional out of class support

Many Enrichment and Enjoyment opportunities to stimulate and motivate learning

Flexible groupings – including small group support work

An innovative and supportive curriculum

The appropriate use of rewards and sanctions

A broad range of extra-curricular activities, including homework club, one to one support and booster/extension sessions

Assessment procedures that emphasise pupils’ strengths and achievements

Applications during national testing at Key Stage 2 to obtain access arrangements as appropriate

For more information about the curriculum please visit our class pages on the school website: http://www.cassop.durham.sch.uk/ourcurriculum/

Extra-Curricular Activities In order to support and enrich our curriculum, we offer a range of ‘clubs’ that children can attend after school. The activities and range of these clubs will vary from time to time but usually consists of a range of sport and creative activities. Below is a selection of activities on offer throughout the year:- Gardening Football Athletics Choir Cricket Cookery Art club Knitting Cross stitch French knitting Dance Origami Paper making School newspaper Skipping Homework Club Tennis In addition to these after school clubs, we provide a Breakfast Club. This allows parents with other commitments to leave their children under the supervision of qualified staff from 8:00am onwards.

School Meals Lunch is available at school and is prepared by the catering team from Taylor Shaw or you may prefer your child to have a packed lunch. The current cost of a school meal is £1.95, payable on a weekly basis.

Snacks

In order to provide a healthy snack for children milk and fruit is available during morning break for Key Stage 1 children. Milk for Key Stage 2 is also available to purchase through the Cool Milk scheme. The provision of milk is subsidised by the EU School Milk Scheme and the Welfare Food Reimbursement Unit and the fruit is provided as part of a government initiative. We believe that it is very important for children to remain hydrated throughout the day. For this reason, children are provided with a water bottle that they have access to throughout the day. We have two water coolers in school where children can fill their bottles during lunchtime.

Special Educational Needs

All children are admitted to Cassop Primary School, provided that there are spaces in their particular year group, irrespective of whether they have Special Educational Needs or any disability. Appropriate measures are taken to ensure that every child has access to the National Curriculum. Children with Special Educational Needs are given, where necessary, individual or group learning programmes which further support and develop the work done in the classroom. Support agencies are involved when and where necessary. Disabled access to the school is gained through entrances with no steps, and the main entrance doors are sufficiently wide to allow wheelchair access. There is also wheelchair access to the main playground areas and to the playing field. There is a disabled access toilet suitable for disabled pupils within the main school building. A copy of our Special Education Needs policy can be viewed on our school website: http://www.cassop.durham.sch.uk/policies/

Safeguarding and Child Protection

Cassop Primary School is committed to ensuring the welfare and safety of all children in school. All Durham schools, including Cassop Primary School, follow the LA procedures. The school will, in most circumstances, endeavour to discuss all concerns with parents about their child/ren. However, there may be exceptional circumstances when the school will discuss concerns with First contact and/or the Police without parental knowledge (in accordance with Safeguarding procedures). The school will, of course, always aim to maintain a positive relationship with all parents. A copy of our Child Protection Policy is available on our school website. http://www.cassop.durham.sch.uk/policies/

Cassop PTFA (Cassop Friends) A Parent / Teacher / Friends association organises fundraising events and supports the school in other areas. The group has registered charity status and holds regular committee meetings including an AGM. Recent events have included a very successful Summer Fair, a Christmas Disco, Christmas Shopping Fayre, Groundforce gardening Day, Bingo evening and fundraising for the Children’s Heart Unit Fund. The PTFA group has short, medium and long term funding priorities: The Chair of the PTFA is Mrs A. Mains, a parent at the school. If you are interested in supporting the group, at any level, please contact Mrs Mains or Ms Hewison. Please see the news page on our school website for further details about the PTFA and the events they have organised: http://www.cassop.durham.sch.uk/news/

Links with the home and the community We feel that a good education requires a strong partnership between school and home. In order to build good links, the school communicates regularly with parents through Newsletters; Curriculum updates; parents’ update meetings; teacher parent evenings; and community and celebration assemblies. In addition to these, parents are always welcome to come into school to discuss any issues or ideas they may have. We also hold termly open evenings, where parents can come into school to look at the children’s work and speak with teachers. At Cassop Primary School, we value greatly the links that we have made with the local community and its heritage. We have weekly assemblies led by the Head Teacher, Father John or other visitors from the community. In the past twelve months the school has been actively involved in the community. Children from Year 6 represented Cassop School at the Remembrance Service in Quarrington Hill; local visiting artists have worked with the children – this has included the involvement in the second year of the Limestone Journeys project. The children have taken part in the Shakespeare Festival and performed at The Gala Theatre. Lumiere Project and their work, a Litre of Light, was displayed in Durham for the festival. Our Harvest Festival saw a donation of 84.54kg of food going to Durham Food bank and the School Council continue to promote other charities such as Children in Need and Save the Children. There is also a whole school approach to Anti Bullying Week, the Livin’Streets Project ‘Walk Once a Week’ and we are currently working towards our UNICEF ‘Rights Respecting Schools level 1 award.