Walton CEVC Primary School

SCHOOL BROCHUREINDEX

Mission Statement 3

Address, Telephone No. / Ethos & Values 4/5

School Hours 5

Secretary/Absence from School 6

Assessment/Behaviour in School/Charging for Activities

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Child Protection/Class Structure 8

Community Use of School/Complaints/Dental Hygiene and Diet

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Grouping/Homestart 10

Homework/Library/Lunchtimes 11

New Entrants 12

Open Evenings/Out of School Sports/School Bulletins 13

School Documents/School Dress/Sick Children 14-15

Pupils With Disabilities/Special Educational Needs 15-17

The Curriculum and Teaching 18-23

Transfer to Other Schools 24

Behaviour Policy 25

Anti-bullying Policy 26 – 28

List of Governors 29

Teaching Staff 30

Absence Return 31

Key Stage 1 Results 32

Key Stage 2 Results 33

MISSION STATEMENT

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Building on our Christian Foundation and in partnership with families, Walton Church of England, Voluntary Controlled School, aims to be an excellent learning centre in our community.In our school everyone is valued and encouraged to take responsibility for their learning, always striving to achieve their full potential.

WELCOME TO WALTON CEVC PRIMARY SCHOOL

Name, Address and Telephone Numbers:

Walton CEVC Primary SchoolMeadow LaneWaltonSTREETSomerset BA16 9LA

Telephone: 01458 443675Fax: 01458 841908E-mail: office@walton.somerset.sch.ukWeb site: www.walton-primary-school.ik.org

Walton is a Church of England Primary School, providing education for children between the ages of four and eleven. The school moved

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from its outdated Victorian building to the new purpose built primary school in 1993.

The Ethos and Values of the SchoolThe Governors and staff have adopted the Bath and Wells Diocese Church of England Ethos Statement.“Recognising its historic foundation, the school will preserve and develop its religious character in accordance with the principles of the Church of England and in partnership with the Church at parish and diocesan level.The school aims to serve its community by providing an education of the highest quality within the context of Christian belief and practice. It encourages an understanding of the meaning and significance of faith, and promotes Christian values through the experience it offers to all its pupils.”

The teachers, support staff and governors aim to provide and ensure equality of access to a broad balanced curriculum.

In particular, we aim: to enable children to develop their potential in all aspects of

the curriculum; to provide children with an education appropriate to the world

beyond the classroom; to develop in children a love of learning and a desire to

continue to expand their knowledge and skills throughout their life;

to help children to live together within a community, to develop a sensitivity to others and to become responsible, independent people;

to develop in children a positive sense of moral responsibility and self discipline;

to develop in children spiritual awareness and an awe of the universe.

The specific objectives which further these aims will be found in subject policies and are integral to schemes of work and lesson plans.

SCHOOL HOURS

Morning School8.50am Bell is rung for registration9.00 - 12.15 Class 19.00 - 12.30 Classes 2, 3, 4 and 5

Afternoon School

1.15 - 3.15 All years

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Taking out assemblies, lunch and break times Reception pupils receive 21 hours teacher contact time, Key Stage 1 pupils receive 22¼ hours teacher contact time and Key Stage 2 pupils receive 23½ hours teacher contact time during which the National Curriculum is delivered.

It is important that your child arrives at school on time every day, as repeated lateness can cause disruption to the class routine and often produces anxiety and stress in your child. Everyone can be late occasionally and we understand this, but punctuality is an important quality to foster at this stage in the child’s education.

The staff are responsible for your child during school hours, which include ten minutes before the start of school and ten minutes after school closes. Consequently your child should not arrive in school before 8.50am.

OFFICE MANAGER

Our office manager is in school at the following times:

Monday 8.30 – 1.15Wednesday 8.30 – 1.15Thursday 8.30 – 1.15Friday 8.30 – 1.15

If you wish to telephone the school or visit on some routine matter (i.e. non-teaching), please do so at these times. It would be appreciated if you did not ring outside these hours, unless it is an emergency, as the telephone ringing disrupts the classroom routine.

ABSENCE FROM SCHOOL

Holidays:

Taking children out of school during term time does result in them missing work and with the current curriculum there is little opportunity for the teacher to repeat the programme.

There is now a County-wide policy regarding the taking of holidays during term time. Unless it is absolutely impossible for the holiday to be taken during the set school holidays then the absence must be regarded by the school as being an

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unauthorised absence. Too many such absences would lead to the involvement of the School Social Worker.

Exceptional circumstances could be holiday rotas at your employment but not just that it is cheaper.

Medical:

For visits to the doctor or dentist during school time a note is required. No child will be allowed to leave school during school hours unless escorted by an adult.

ASSESSMENTS/TESTING

Assessment is an integral part of the school’s planning programme. Teachers are assessing children on a daily basis and progress is measured on these assessments and the National Testing in the form of Standard Assessment Tests (S.A.T.s) at Years 2 and 6, with optional SATs for years 3, 4 and 5.Continuous teacher assessment gives the levels at Year 2.

BEHAVIOUR IN SCHOOL

It is of the greatest important that we have your complete support in the efforts we are making to create good standards of behaviour and work throughout the school. I am sure you will agree that there is a need for self-discipline, self-control and good manners at all times, and that these are just as much a part of the child’s education as the basic subjects. Only with your full co-operation can an atmosphere be created in which children can make the best academic progress and enjoy doing so.

Children must see school as being purposeful and feel that there is a need to make every effort to do their best in every form of work or play.

One of the most obvious ways parents can help is to make certain that their children have enough sleep and go to bed at a reasonable hour, so that they arrive in school alert and prepared for a very demanding day.

CHARGING FOR ACTIVITIES

In order to continue with weekly swimming lessons and occasional visits out, we invite parents and others to make voluntary contributions to help finance the activities. If you are receiving

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Income Support please let me know so that we can make alternative arrangements.

To enable us to keep track of money sent please send any payments to your child’s class teacher, in a sealed envelope or bag - the CORRECT amount please! On the front please write:

- your child’s name- class- amount enclosed- what the contribution is towards.

CHILD PROTECTION

If you have any concerns regarding the welfare of a child, the named Child Protection Co-ordinator is Mrs Toal. In the absence of Mrs Toal then Mrs Barrett, our SENCo, is the Deputy Child Protection Co-ordinator.

CLASS STRUCTURE

The class structure at the school is dependent on the number on roll which defines our budget. It is therefore subject to alteration.

Each year up to 21 children are admitted into our Reception class. The numbers on role give funding for 5 classes.

At time of writing this brochure, the classes will be arranged in the following way:

Reception and Year 1 Class 1Year 1 and Year 2 Class 2Year 2 and Year 3 Class 3Year 4 and Year 5 Class 4Year 5 and Year 6 Class 5

Year 2 children have to be split to avoid having more than 30 children in Class 2.

When appropriate Year 5 children are split to balance numbers in Classes 4 and 5.

When year bands are split between classes, staff base the decision on results of:

- Foundation Stage Profile- Year One assessments and targets for Year 2 - Year 4 optional SATs and Teacher

Assessments

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COMMUNITY USE OF THE SCHOOL

The Local Education Authority and Governors welcome the use of the school and if, at any time, you wish to avail yourself of the school facilities, please contact the school secretary who will advise you as the to the availability and current scale of charges.

COMPLAINTS

If you have any cause for complaint, please come and see the Headteacher immediately.

DENTAL HYGIENE AND DIET

Dental inspection is carried out in Year 2. The parent will be informed immediately if there is any cause for a visit to their own dentist.

In an attempt to promote good health and dental care, it is requested that children bring a piece of fruit for playtime.

Sticky sweets or chocolate are discouraged.

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GROUPING

The children in each class are divided into teaching groups for some of the time spent within the classroom. These are arranged in various ways according to the activity which is taking place, but could be in:

mixed age groupssingle age groupsmixed ability groupssimilar ability groups

With mixed ages and abilities in each class the grouping system is important to ensure:

pupils at same level of attainment can work together at some activities;

the National Curriculum requires the development of collaborative skills, and working in groups will help develop this;

the economic deployment of resources may allow only small groups of children to be engaged on a practical activity;

grouping allows teachers to concentrate their time on a group which requires support, while other groups have work which needs less constant teacher attention.

There are times each day when a class is taught as a whole. It is the teachers responsibility to decide the most appropriate method of teaching the concept.

HOMESTART

Before new children start school, there will be three introductory visits for the child to become acquainted with the teacher, the children and the school. This programme is available to the children and parents of each intake.

This programme is an opportunity for parents to visit their child’s first class, exploring early learning activities.

Children must be accompanied by a parent during the initial ‘homestart’ sessions.

HOMEWORK

We expect all children to read with their parents each night and discuss what they are reading. From Year One upwards there are also spellings to learn for weekly tests.

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From Year Two children should be practising their times tables again for weekly tests.Pieces of work and other activities will be carried out at home with your encouragement and support. The amount of work going home will increase as the child reaches the top end of the school.

LIBRARY

The habit of reading is of great importance. At school we have small library areas where children are encouraged to select books of interest to read in school.

The care of books and equipment is given a high priority in school and we would appreciate parental support in this. For the protection of books, a satchel-type bag is necessary to carry things to and from school. The P.T.A. provide each child entering the Reception Class with a book bag which travels between home and school each day.

LUNCHTIMESChildren have the opportunity to purchase a cooked lunch which is brought in each day from Strode College or to bring a packed lunch and drink to school. As lunch boxes are stored in the cloakroom areas of the classroom, it is advisable to place a chill-pack in your child’s lunchbox to keep the contents chilled. At lunchtime, each class is supervised by an ancillary helper. We expect the same standard of behaviour from the children under their supervision as we do at other times of the day.

As we are promoting Healthy Eating habits please do not put bars of chocolate in lunch boxes

NEW ENTRANTS

If you are considering applying for a place at our school please make an appointment for an initial visit just to look around.

On occasion more children apply for places than we are able to offer. In such cases the over-subscription criteria is applied by the admissions authority to award places. The LEA is our admissions authority for this school and places are allocated in accordance with the following arrangements.

Criteria for entry into a Voluntary Controlled School

2. Children with a statement of special educational needs (SEN) which names the school.

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3. Children living in the catchment area, with an older sibling at the school at the time of admission, and who live at the same address.

4. Children living in the catchment area.5. Children living outside the catchment area, with an older sibling at the

school at the time of admission, and who live at the same address.6. a. Children of families who are practising members of the Church of

England.b. Children of families who are practising members of other churches or

religious denominations.7. Children living outside the catchment area, but nearest to the school.

Important notes:

Where a child does not have a Statement of Special Educational Needs but whose attendance is necessary at a particular school because of, for example, a physical disability, the admission authority for that school will be required to admit that child.

If there are not enough places to satisfy all the applications under any one criterion, the following will apply:

- for all catchment area children: priority will be given to those who have a longer (straight line measurement) journey, to an alternative school.- for children whose home is outside the catchment area: priority will be given to those living nearest the school (straight line measurement).

An obvious advantage of the local village school is that the new child usually recognizes someone he/she knows, and feels immediately at home. This situation usually eases the transition from home to school. Should any problems arise however, do not hesitate to contact the school immediately, as any delay could cause unnecessary stress for the child.

OPEN EVENINGS

Parents are invited to ‘Meet the Teacher’ afternoons in early September. The aim of this meeting is to meet your child’s new teacher and to find out about the daily routines of the class. Two formal Parent Consultation Meetings are held in late November and in March. These meetings are an opportunity to look at your child’s work and discuss their progress with your child’s teacher.

At the end of the Summer Term your child will receive a written report. Following receipt of this report you are again invited to discuss your child’s progress if you wish.

OUT OF SCHOOL SPORTS

In addition to the physical activities laid out in the National Curriculum the school offers extra out-of-hours clubs. Please refer to the Walton School Newsletter or ask at the office for the current clubs that are on offer.

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SCHOOL BULLETINS

The Walton School Newsletter is sent to parents and carers monthly. Additional information sheets will be sent home as and when necessary. Holiday dates and notification of Inservice Training days will usually be sent out at the beginning of each term. These should be kept for future reference.

Copies of all bulletins sent out are kept in a file in the Reception area. This file is for you to refer to in the event of lost information.

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SCHOOL DOCUMENTS

As space in our brochure is limited parents can see copies of the following documents by contacting our office manager Mrs Keith:

any statutory instruments and circulars sent to schools by the Department for Education about the curriculum and National Curriculum;

published OFSTED reports on the school; policy documents - including those for special needs; any schemes of work in use.

SCHOOL DRESS

In an attempt to give the children a sense of pride in their school, a sense of community and belonging, we have a school uniform. In this way the school has a sense of identity and become instantly recognisable when taking part in various local events with other schools, or on day visits.

Boys - Winter: Grey trousers, white shirt, maroon pullover or sweatshirt, grey socks, school tie.Summer: Grey shorts/trousers, white t-shirt or short sleeved shirt, school tie.

Girls - Winter: Grey skirt/pinafore/trousers, white blouse, maroon pullover, sweatshirt or cardigan, grey/white socks or tights.Summer: red or pink/white checked dress, maroon cardigan, pullover or sweatshirt OR grey skirt, white t-shirt or blouse, grey/white socks.Sensible summer shoes or sandals.

Sweatshirts and fleeces can be purchased through school. We order them from suppliers towards the end of each summer term to get them out to you for September. If there is a demand to re-order during the years, then it is possible to do so providing we have orders for twenty or more.

The wearing of school uniform is, of course, voluntary, but we hope that parents will co-operate with the school in this matter.

P.E. and games are an important part of the school curriculum and suitable clothing is essential in order to participate fully in these activities. Children will, therefore, need the following items daily:Boys and Girls -Shorts, white t-shirt, plimsolls.

Tracksuit for winter games.13

P.E. equipment and plimsolls are often lost. A cloth bag with drawstring, clearly labelled with the child’s name provides a secure storage place which can hang conveniently on the child’s peg. Large plastic sports bags are not really suitable as hanging space is very limited. Your co-operation in this matter would be greatly appreciated.

On grounds of health and safety we do not allow children to wear jewellery or fashion accessories in our school. The exception to this is ear-ring studs in pierced ears.

Your child’s name should be on ALL his/her property; it then makes it possible to trace the owner when items are lost.

SICK CHILDREN

If children shows signs of being ‘under the weather’ before school starts, or has been ill during the night, they will be much better at home where they can be cared for properly. Our facilities for caring for sick children are very limited. We try, wherever possible, to arrange for a sick child to go home. Please ensure the school has a telephone number to use in the event of any emergency.

PUPILS WITH DISABILITIES / SPECIAL EDUCATIONAL NEEDS

Our school policy is that children with learning difficulties are mostly integrated into class groups supported by an assistant within the classroom. All pupils therefore have access to all aspects of school life.

The classroom assistants work on a regular basis with all children who have learning difficulties or disabilities. Such children are identified as soon as possible and targeted for extra help through the use of individual programmes to support them within the classroom.Our members of staff with particular responsibility for Special Educational Needs are Mrs Barrett and Mrs Toal. Mrs Barrett is our SENCo.

In our school we aim to offer excellence and choice to all our children, whatever their ability or needs. We have high expectations of all our children. We aim to achieve this through the removal of barriers to learning and participation. We want all our children to feel that they are a valued part of our school community. Through appropriate curricular provision, we respect the fact that children:

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have different educational and behavioural needs and aspirations;

require different strategies for learning; acquire, assimilate and communicate information at different

rates; need a range of different teaching approaches and

experiences.

Teachers respond to children’s needs by:

providing support for children who need help with communication, language and literacy;

planning to develop children’s understanding through the use of all available senses and experiences;

planning for children’s full participation in learning, and in physical and practical activities;

helping children to manage their behaviour and to take part in learning effectively and safely;

helping individuals to manage their emotions and to take part in learning.

Children with special educational needs have learning difficulties that call for special provision to be made. All children may have special needs at some time in their lives. Children have a learning difficulty if:

they have significantly greater difficulty in learning than the majority of children of the same age;

they have a disability which prevents or hinders them from making use of the educational facilities that are provided for children of the same age;

they are under school age and fall within the definitions above.

Many of the children who join our school have already attended an early education setting. In many cases children join us with their needs already assessed. Any child whose needs are known will have a Pre-School Entry Plan to ensure a smooth transition into school life. All our children are assessed when they join our school, so that we can build upon their prior learning. We use this information to provide starting points for the development of an appropriate curriculum for all our children.

If our assessments show that a child may have a learning difficulty, we use a range of strategies that make full use of all available classroom and school resources. This level of support is called School Action. The child’s class teacher will offer intervention that are different from or additional to those provided as part of the school’s usual working practices. The class teacher will keep parents informed and draw upon them for additional information. The Special Educational Needs Co-ordinator (SENCO), if not already

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involved, will become involved if the teacher and parents feel that the child would benefit from further support. The SENCO will then take the lead in further assessments of the child’s needs.

We will record the strategies used to support the child within an Individual Education Plan (IEP). The IEP will show the short-term target set for the child and the teaching strategies to be used. It will also indicate the planned outcomes and the date for the plan to be reviewed. In most cases, this review will take place once a term.

If the IEP review identifies that support is needed from outside services, we will consult parents prior to any support being actioned. In most cases, children will be seen in school by external support services. This may lead to additional or different strategies to those at School Action. This enhanced level of support is called School Action Plus. External support services will provide information for the child’s new IEP. The new strategies within the IEP will, wherever possible, be implemented in the child’s normal classroom setting.

If the child continues to demonstrate significant cause for concern, a request for statutory assessment will be made to the LEA. A range of written evidence about the child will support the request.

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THE CURRICULUM AND TEACHING

THE FOUNDATION STAGE - Reception Class

Early Learning Goals

Areas of learning and early learning goals continue from pre-school provision to cover the foundation stage curriculum which is organised in six areas of learning:

personal, social and emotional development; language and literacy; mathematical development; knowledge and understanding of the world; physical development; creative development.

This provides a good foundation for the children starting the National Curriculum in their next year of school life.

National Curriculum - Years 1 to 6The curriculum includes Literacy, Maths, Science, Design and Technology, History, Geography, Religious Education, Music, Physical Education and Art and Design with Information Technology taught as a separate subject and integrated where applicable.

All aspects of the curriculum will be covered during the primary years, but priority will vary as a child matures. For example, greater emphasis will be placed upon the acquisition of basic reading, writing, number and science skills in the earliest years.

Literacy

a. Reading

Once a child has acquired the basic pre-reading skills, he will be introduced to the core reading scheme in use. This is Oxford Reading Tree. When a level of understanding and ability has been achieved, the child will progress to different books and other schemes at the appropriate level through our banded book boxes.

In the later stages, the child will acquire other related reading skills such as the use of a dictionary, etc. in an attempt to equip him/her for the demands of independent adult reading.

The Literacy Framework published by the DfEE outlines what children must learn at the various ages. The school adheres to this framework. Reading receives constant attention throughout the school. Children read with their teacher during the literacy hour. Books are also sent home to be read with an adult. This is a vital part of our literacy teaching. They are also encouraged to read

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stories which they have written themselves and to compose their own reading material in various forms.

Parents who read stories to their children regularly in the early years are giving invaluable help, and those who persist with this will find that the children soon recognise words, then want to join in and read some of the story themselves and ultimately are ready to start reading their own stories completely and enjoy doing so. We hope your child will continue to read with you each day throughout the primary school years.

b. Writing

“The ability to write easily, quickly and legibly affects the quality of a child’s written output, for his difficulty with handwriting can hamper his thoughts and limit his fluency”. (‘A Language For Life’)

Regular practice in handwriting therefore is given to each child, and once the basic skills have been acquired, this will include story writing, descriptive writing, letter writing and written accounts of the child’s personal experiences. A modern style of handwriting is taught regularly, but children who have learnt a different style are not expected to change.

Young children should not be taught to write their name in capital letters apart from the first letter, as this can lead to confusion at a later stage. Parents who wish to help their child with early letter formation should ask the class teacher for a copy of the letter formation in use.

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Mathematics - Numeracy

The school follows guidelines as laid down in “The Numeracy Framework” - this outlines what children must be taught at the various ages. There is a strong emphasis on MENTAL arithmetic throughout the school.

Children receive a thorough grounding in the basic foundation stones of Mathematics in their formative years. The grounding will be primarily practical in the early stages, and will only translate itself into written expression when the child has achieved a certain level of mathematical competence. They will, with help from mathematical schemes such as Abacus, Heinemann, Peak and Ginn, acquire basic mathematical concepts including computation, weight, length, time, measure etc to prepare them for adult life.

Science, History and Geography TopicsFor the younger children teaching, and subsequently learning,

is organised in such a way that individual areas of the curriculum are related to one another, thus giving greater understanding and allowing greater depth to the work under review. These subjects, therefore, are sometimes approached through topic work aiming to give the children some understanding of the world, its condition and their place within it. This approach should also equip the child with the necessary skills to deal with this facet of the curriculum, to foster his/her enjoyment and understanding and to provide valuable experience in the use of reference material and other resources. At Key Stage 2, Years 3, 4, 5 and 6, these curriculum areas are taught as discrete units of work with natural links to other curriculum areas where deemed appropriate.

ScienceScience in the primary school is not merely teaching children

a mass of scientific knowledge or content for its own sake, but it is concerned with stimulating the development of a curious and questioning attitude so that children can begin to understand more fully their natural and man-made environment, to begin to appreciate a variety of problems, and to develop a framework for their solution.

Opportunities for science based investigation arise from a variety of starting points. An easily identifiable science area such as electricity might be chosen and a range of pupil activities provided to familiarise children with some of the more important aspects which can be undertaken. This might lead on to safety in the home, cooking, lighting, keeping warm and a range of classroom activities which can grown out of science. Another class working on colour as a topic would look at the science aspects of this work - light mixing, road safety, clothing colours and dyes.

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A visit to the church can lead to the consideration of structures and materials, a music lesson might develop ways of producing sound. Science activities will enhance and consolidate other curriculum areas. Communication skills and mathematical skills are, of necessity, important aspects of science activities and the design aspect of technology is closely linked to problem solving within a scientific framework.

Published schemes are used to enhance the quality of teaching. Children in Years 1 and 2 use the QCA guidance and Nuffield Science. Junior classes use QCA as the core scheme.

HistoryThe younger children are taught to understand the difference

between ‘then’ and ‘now’, to learn the distinction between real and imaginary people like Sleeping Beauty and Queen Victoria, and draw simple family trees.

By 11, they should have an understanding of historical periods, and made some study of history, including Invaders, Tudors, Ancient Greece, Egypt, Victorian Britain and the 20th Century.

GeographyThis aims to give the children some understanding of the

world, its condition and their place in it. The approach to both history and geography should also equip children with the necessary skills to foster enjoyment and understanding of the subject and to provide valuable experience in the use of reference material and other resources.

MusicA love of music and musical appreciate is encouraged at all

stages. Throughout their school life, children have numerous opportunities for a wide musical experience through singing, listening to music and through the use of a variety of percussion instruments in their own compositions and in school performances. The junior children are also encouraged to learn to play the recorder and join our choir.

Older children also have the opportunity to learn flute or clarinet through the Somerset Music Scheme.Art

Art and Design forms an important part of the children’s education and provides them with the opportunity to explore and use a variety of media through which they can express their own ideas in a creative form.

Design and TechnologyChildren are given opportunities to design and then make the

product. At a simple level it could be designing a piece of Christmas

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wrapping paper - selecting the colour and shapes and then creating the design through print.

The older children gradually develop skills through working with a range of materials and components, and by the time they leave us should be using tools with some accuracy to produce a product similar to their original design.

Religious Education and Act of Collective WorshipThe school is affiliated with the Church of England; although

Religious Education is Christian based we aim to create an awareness and understanding of all religions. Each day all children participate in an act of collective worship which is organised around a weekly theme. These are either Key Stage, Class or Whole School assemblies. Parents are also invited to attend special festival services, e.g. Harvest. Your attendance on such occasions would be greatly appreciated as it encourages the children.

In addition to prayers, hymns and bible stories, music, poetry , drama and art are included at times. Stories from everyday real life are used to give up to date examples of religious principles. Our teaching of this subject is based upon the agreed Somerset R.E. Syllabus. Parents who wish to withdraw their children from The Act of Collective Worship and/or Religious Education may do so by informing the Headteacher and Governors in writing.

P.E., Games and SwimmingP.E. and games are an important part of the school curriculum

and in order to fulfil all the P.E. requirements of the National Curriculum, swimming takes place each Monday morning at Strode Pool. Children begin swimming lessons at Year 2 and continue until Year 5 by which time they should be competent swimmers, have fulfilled the National Curriculum requirements and no further lessons are taken. Instruction is in small ability groups led by a qualified instructor. I cannot emphasize enough the importance of these lessons - one day they might save a life. Children are only excused swimming on medical grounds. Children are encouraged to take their grades 1, 2, 3, 4 and many children also achieve their Bronze, Silver and Gold Awards.

Health EducationHealth Education is integrated into our P.E. and Personal,

Social, Educational and Citizenship work. This also includes a differentiated drugs programme which starts in reception and runs through to Year 6.

Sex Education

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During the early years, the children look at animal development, e.g. tadpoles to frogs, eggs to chicks etc. Should children ask simple questions then they would be answered, but until the children are in their final year at school, human reproduction is not discussed as a topic.

In Year 6 the Human Life Cycle forms part of the Science Curriculum. This is integrated into a Sex Education Programme based on questionnaires, drawings, discussion, biological facts and a video which deals with aspects of puberty and relationships. This work is carried out by the Year 6 teacher. Should you wish to exclude your child from this lesson, then let me know nearer the time.

I.C.T.Our school has an I.C.T. suite and where possible a P.C. in

each class. Children use a range of ICT tools and information sources, such as computer software and the internet, to support their work in all subjects, and develop their research and communication skills

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TRANSFER TO OTHER SCHOOLS

At eleven years of age, children move to a secondary school to continue their education. Parents have a choice of secondary school but the majority of our children transfer to Crispin Secondary School in Street.

There are strong links with the Secondary School and regular meetings are held with the Headteacher, Head of Year 7 and other staff. A full report of your children’s progress will accompany them to the Secondary School, ensuring continuity of education and ease of transition.

If your children leave during their time at our school, a full academic transfer report will be forwarded to their new school. Your children will also be able to take a portfolio with them as a record of previous work.

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BEHAVIOUR POLICY

Walton C.E.V.C. Primary School has a firm commitment to good discipline in the whole school. Through clear guidelines on the expectations of behaviour we believe that children will be able to meet the challenges of the National Curriculum.

The importance of parents cannot be underestimated. Children need the support of the people closest to them if they are to achieve their potential.

SCHOOL RULESWe believe that the following are core to what we reward and

sanction in the school:1. Children should be polite at all times.2. That they should always try for quality in all that they do, whether it be work or play.3. Always take care of and respect each other and the adults in school.4. Look after the school and everything in it.5. Always walk within the school building.

SANCTIONSFor children who are not successful in achieving the above

rules then the following may happen:1. A word of warning from the teacher.2. Separated from their friends.3. Sent to another class.4. Sent to Headteacher.5. Contact with parents requesting a meeting.6. Targets set and reviewed after a set period of time with child

and parents.6. Exclusion (as laid down by LEA).

REWARDSWe feel at Walton C.E.V.C. Primary School that to reward a

child for a successful piece of work of high quality is a good motivator. Children’s efforts in all areas are rewarded with stickers, stamps and success certificates in a weekly Celebration Assembly. We also have a House System, children are rewarded with house points for good behaviour, good effort, citizenship and good work. A House Cup is awarded every half term to the winning house.ANTI-BULLYING POLICY

Rationale

There is probably some bullying in all schools, but if positive steps are taken to recognise and address this, the amount of bullying and

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damage inflicted can be reduced. There are many reasons why it is important to recognise bullying:

For the sake of the ‘victim’ who may be unhappy, may suffer injury, may lose self-confidence, and may have diminished powers of concentration and ability to learn, both in the short and the long-term.

For the sake of the ‘perpetrator(s)’ and those who observe incidents of bullying which are unchallenged, as this suggests that the school condones the behaviour and that it is a quick and effective way of getting what you want.

Aims

To create in the school an atmosphere where each child feels safe and accepted by all – children, teachers and non-teaching staff.

To raise the awareness of children and staff that bullying may take many forms and hence:

To recognise incidents of bullying when they occur. To establish methods of dealing with such incidents in such a

way that both parties learn from the experience. To monitor the effectiveness of this policy in reducing bullying

within the school.

Definition of bullying

Bullying is an act, often a repeated act, which aims to hurt or intimidate someone.

Some types of bullying behaviour

Physical – hitting, kicking or taking another person’s belongings cf. aggressive behaviour which is not aimed at a few specific individuals; this implies a need for social skills training.

Verbal – name calling and insulting teasing. Indirect – spreading nasty stories, exclusion when a gang

picks on someone, or excludes them, this is strictly called ‘mobbing’.

Who is at risk?

Although some characteristics can be identified as a common focus for bullying (e.g. physical size, extremes of ability, unusual names) anyone may be vulnerable. It is usually true that both ‘victim’ and ‘perpetrator’ need social skills training – and that the roles may often be reversed in different circumstances. For instance a small child who has been bullied about his size may in turn bully a smaller child.

Who do children tell?

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Most often their friends, then lunchtime supervisors and classroom assistants, then their teachers.

Ways of establishing how much bullying occurs

With young children it may be hard to explain what we mean by ‘bullying’, or to get any idea of how often incidents occur. The youngest children may be asked to draw pictures (of lunchtime in the playground, or of the good things and the bad things about playtime) and then be given a chance to talk things through with an adult (possibly one who is not directly involved in school). Older children may be able to define which areas in school feel ‘safe’ – maybe marking them on a plan of the school and its grounds. An estimate of the incidence of aggressive behaviour may be gained from observing an individual or a group of children during playtime or throughout a day. Feedback from lunchtime assistants and parent helpers may be invaluable. It is much harder to assess other forms of bullying by observation.

Signs to look for in recognising potential aggressors

As they move around the school their peers may turn away from them. In class they often appear popular as others defer to them, allowing them to go first, get the best equipment etc. They may appear defiant, with unnatural eye contact and a tendency to invade the teacher’s ‘body space’.

Signs to look for in recognising potential victims

Children may be more anxious than usual, reluctant to make mistakes and yet school work may deteriorate. They may avoid playtime, seek adult company, and become increasingly isolated from their peers. They may avoid the toilets (or need to go during classtime); and may have frequent complaints of physical illness.How to deal with incidents when they occur

When alerted to bullying behaviour it is essential to try and verify what has been happening. The recipient must be made to feel that their concerns are being taken seriously; if there is not time to sort it out at that moment a suitable time must be found. The perpetrator must be made to feel responsible for the effects of their behaviour on others.

How to reduce the prevalence of bullying behaviour

The ethos of the school lays great emphasis on caring for others. This is reinforced by the use of positive encouragement. Circle time and P.S.E. lessons are also used to address the problem of bullying more specifically, by helping children to be more aware of the needs and feelings of others.

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LIST OF GOVERNORS

Date when term ofoffice ends

Chair of Governors:Jim Beaty4 Mildred Road, Walton, BA16 9QP 31.08.12

Elected Parent----------

Rachel Toal Head of SchoolN/A

Sandra Gristock Diocesan Board of Education 01.01.10

Revd John Greed Ex-officio N/A

Julie Fisher Staff Representative 31.08.10

Bob Musgrave Parish Council Representative 03.02.10

Yvonne Guerin Diocesan Board of Education 01.01.10

Mike Stitfall LEA 31.08.10

Cathy Woodroffe Teachers Representative 31.08.11

Maria Fallows Elected Parent 31.08.10

Derek Williamson Elected Parent 31.08.11

John Harvey Elected Parent 31.08.12

Karen Marsh Elected Parent 31.08.12CLERK TO THE GOVERNORS:Mrs Hilda Grint, c/o Walton CEVC Primary School, Meadow Lane, Walton, BA16 9LA

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TEACHING STAFF

CLASS1 Mrs Sweeting/Miss Rance from 3rd November 2008- September 2009

CLASS 2 Mrs Woodroffe 0.8 / Mrs Barry 0.2

CLASS 3 Mrs Bennetts

CLASS 4 Mrs Morgan

CLASS 5 Mrs Tidmarsh/Miss Read from 20th October 2008 to July 2009

TEACHING ASSISTANTSMrs Marshfield 1.0Mrs Parry 1.0Mrs Fisher 1.0Mrs Pring 0.5Mrs Cox 0.8Mrs Bryer 0.5

SPECIAL NEEDS CO-ORDINATOR Mrs Barrett 0.5

LEARNING SUPPORT ASSISTANTSMrs R Draper 0.8Mrs Rendell 0.5Mrs Hoppin 0.5Mrs Tobin 0.4

******OFFICE MANAGER Mrs Keith

FINANCE OFFICER Mrs Williams

LUNCHTIME SUPERVISORSMrs Dykes Mrs Lockyer Mrs BryerMrs Harris Mrs Pring Mrs Draper

CARETAKER Mrs HarrisCLEANER Mrs Allen

ABSENCE

Information taken from Walton School’s Absence Return for 2007/08 is as follows:

Number of pupils of compulsory school age on the roll for at least one session 123

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Number of pupil sessions 36960

Number of authorised absences 1604

Number of pupils with at least one authorised absences 116

Number of unauthorised absences 154

Number of pupils with at least one unauthorised absence 11

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2008 KEY STAGE 1 NATIONAL RESULTS

COMPARATIVE REPORT

This table shows a summary of the National Curriculum assessment results of pupils in the school (2008) and nationally (2007) at the end of Key Stage 1, as a percentage of those eligible for assessment.

The number of eligible children is: 20

Figures may not total 100 per cent because of rounding.

RESULTS OF TEACHER ASSESSMENT

Percentage at each level

W 1 2 2C 2B 2A 3 or above

Disapplied Children

Absent Children

Speaking and listening

Boys 0 0 89 11 0 0

Girls 0 0 64 36 0 0

Whole School 0 0 75 25 0 0

National 2 11 65 22 0 0

Reading

Boys 0 11 22 22 22 22 0 0

Girls 0 0 18 27 36 18 0 0

Whole School 0 5 20 25 30 20 0 0

National 3 13 13 22 24 26 0 0

Writing

Boys 0 11 33 22 33 0 0 0

Girls 0 0 27 36 27 9 0 0

Whole School 0 5 30 30 30 5 0 0

National 5 15 22 27 20 13 0 0

Mathematics

Boys 0 11 11 33 11 33 0 0

Girls 0 0 18 45 27 9 0 0

Whole School 0 5 15 40 20 20 0 0

National 2 8 16 24 27 22 0 0

Science

Boys 0 0 89 11 0

Girls 0 0 82 18 0

Whole School 0 0 85 15 0

National 2 9 66 23 0

W represents children who are working towards level 1, but have not yet achieved the standards needed for level 1.

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2008 KEY STAGE 2 NATIONAL RESULTSCOMPARATIVE REPORT

These tables show a summary of the National Curriculum results of pupils in the school (2008) and nationally (2007) at the end of Key Stage 2, as a percentage of those eligible for assessment.The number of eligible children is: 24Figures may not total 100 per cent because of rounding.

RESULTS OF TEACHER ASSESSMENT 2008 and NATIONAL 2007

Percentage at each level

W 1 2 3 4 5 6 Pupilsdisapplied

Pupils absent

EnglishSchool 0 0 8 0 54 38 0 0 0

National 0 1 4 17 48 29 0 0 0

MathematicsSchool 0 0 4 8 63 25 0 0 0

National 0 1 4 17 45 33 0 0 0

ScienceSchool 0 0 4 0 54 42 0 0 0

National 0 0 2 12 47 38 0 0 0

TEST RESULTS 2008 and NATIONAL 2007

Percentage at each level

Below level 3* 3 4 5

Pupilsnot

entered#

Pupils absent

EnglishSchool 8 0 58 33 0 0

National 6 13 47 33 0 1

ReadingSchool 8 0 29 63 0 0

National 7 9 36 48 0 1

WritingSchool 8 8 67 17 0 0

National 5 27 48 19 0 1

MathematicsSchool 4 8 50 38 0 0

National 6 16 45 33 0 1

ScienceSchool 4 0 29 67 0 0

National 3 9 41 46 0 1

W represents pupils who are working towards level 1, but have not yet achieved the standards needed for level 1.

* represents pupils who were not entered for the tests because they were working below level 3 in English, mathematics or science; pupils awarded a compensatory level from the tests; and pupils entered for but not achieving a level from the tests.

# pupils working at the levels of the tests, but unable to access them, formally referred to as disapplied.

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