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MONKTON CHURCH OF ENGLAND (controlled) PRIMARY SCHOOL

Monkton School is a four class mixed Church of England School set in the centre of the village of Monkton. We are surrounded by beautiful countryside and are close to the Nature Reserve in the Old Chalk Pit. The staff and I are pleased to welcome both you and your child to this school. This prospectus will tell you about the running of the school. The information contained applies to the current school year. The prospectus is updated each year and you will be notified on any significant changes as they occur. Our most recent Ofsted inspection took place in October 2011. The inspector Kath Beck stated ‘This is an outstanding school. The school’s motto ‘Every child is special’ continues to be the key to its success. Staff know each child exceptionally well and ensure that an inspirational curriculum caters for their specific needs. Consistently high quality teaching captures pupils’ interests and thorough analysis of their work mean pupils, including those with special educational needs and/or disabilities make rapid progress from their starting points. Their exemplary behaviour contributes markedly to their learning’. In October 2011 the Canterbury Diocese found the effectiveness of the leadership and management of the school as a church school to be outstanding. “The strong partnership with the church and the community creates a welcoming Christian ethos where everyone feels cared for and valued. Our aim is to ensure that every child within our school feels safe and secure, develops their potential to the full and learns respect for others, self discipline, initiative and a desire to learn. We promote the Christian foundation of our school. Our Christian Church School Community Values are:

Trust Friendship Compassion Forgiveness Justice We know all our children very well and our motto is “Everyone is Special” this includes the learners, staff and parents. We aim to be both friendly and caring to everyone in our school community. We are nationally recognised as a Healthy School and have Silver Eco School Status. We ensure that all our children are active participants who understand the benefits of having a healthy, eco-friendly lifestyle.

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Local Education Authority East Kent Area Education Office Clover House John Wilson Business Park Thanet Way Whitstable Kent CT5 3QZ Tel: 03000 41 21 21 http://www.kent.gov.uk

Corporate Director for Education Learning and Skills Patrick Leeson Springfield Maidstone Kent

Monkton School Governing Body Local Education Authority Governors:

Mr F Toomey Foundation Governors: Mrs E Johnson Rev R Braddy Parent Governors: Mr S Cockett Mrs H Coleman Vacant Minor Authority Appointment: Mrs L Turner (Chairman of Governors) Teacher Governor: Mrs K Wilson Ex Officio Governor: Mrs J C Graham

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Staffing at Monkton C E Primary School 2014/15 Headteacher: Mrs J C Graham M A Assistant Headteacher Mrs K Wilson Teachers: Miss J Edwards Mrs K Madine Mrs H Waller Mrs L Weston Mrs K Wilson Early Years Assistant: Mrs N Russon Learning Support Assistant: Miss L Corfmat Miss S Jenks Mrs A Osgood Business Manager: Mrs F Webb Cleaner in Charge: Mr P O’Leary Crossing Patrol: Vacant Meals Supervisory Staff: Miss L Corfmat Miss S Jenks Miss J Leach Mrs A Osgood Caterlink Cook: Mrs J Mitchell Caterlink Servery Assistant Mrs S Adams

Parents, Teachers and Friends Association The education of children should be a partnership between home and school. A major function of the Association is to assist in bringing this partnership to fruition. The school has a very supportive parent association. Regular meetings are held throughout the year. Your support and interest in this association would be most welcome. Chairperson: Mrs T Jenkinson Vice-Chairperson: Mrs N Law Secretary: Mrs J Faulkner Treasurer: Mrs K Lamb

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General Information

Our School During 2006/07 the school was modernised. Our existing 1870’s building has been extended and comprises of 4 Classrooms, Hall, Kitchen, ICT Suite, Library, Headteacher’s Office, Business Manager’s Office, Staffroom and Medical Room. The old school house has been refurbished and accommodates a Meeting Room, Preparation, Planning and Assessment Room, Inclusion Office and Stockroom.

The new building and grounds comply fully to DDA (Disability Discrimination Act) requirements as do all washroom and toilet facilities.

Registering Children Monkton CEP School is a Local Authority Controlled primary school, as such admission to the school is coordinated by the Kent County Council and we adhere to their admission policy. Details of this are available from the school office or from www.kent.gov.uk. If you are interested in your child coming to Monkton we do keep a register of Prospective New Entrants. Please contact the school for details.

Admissions Arrangements

All applications for admission use the following criteria in order of importance:

Children in Local Authority Care – Children in Local Authority Care or a child who was previously looked after

but immediately after being looked after became subject to an adoption, residence of special guardianship

order.

Current family association - a brother or sister at the school at the time of entry, where the family continues to

live at the same address as when the older sibling was admitted – or – if they have moved – live within 2 miles

of the school, or have moved to a property that is nearer to the school than the previous property as defined by

the ‘Nearness’ criterion (below). In this context brother or sister means children who live as brother and sister in

the same house, including natural brothers or sisters, adopted siblings, stepbrothers or sisters, foster brothers or

sisters.

If siblings from multiple births (twins, triplets, etc) apply for a school and the school would reaches its published

admission number after admitting one or more, (but not all) of the children, Kent County Council will offer a place

at that school to all the multiple birth siblings. This is in line with the School Admission Code and if doing so will

take the school above its published admission number and possibly result in breaching the class size legislation,

the children are to be treated as ‘excepted’ pupils.

Health and Special Access Reasons – Medical, health, social and special access reasons will be applied in

accordance with the school’s legal obligations, in particular those under the Equality Act 2010. Priority will be

given to those children whose mental or physical impairment means they have a demonstrable and significant

need to attend a particular school. Equally, this priority will apply to children whose parents’/guardians’ physical

or mental health or social needs mean that they have a demonstrable and significant need to attend a

particular school. Such claims will need to be supported by written evidence from a suitably qualified medical

or other practitioner who can demonstrate a special connection between these needs and the particular school

that the parent feels is the only school that can accommodate these needs

Nearness of children's homes to school –we use the distance between the child’s permanent home

address and the school, measured in a straight line using Ordnance Survey address point data. The address

point reference we have for your property is taken as one end of a straight line, with address point reference

for the school as the other. The same address point on the school site is used for everybody. When we apply

the criterion for oversubscription, these straight line measurements are used to determine how close each

child’s address is to the school.

General Information

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Children are required by law to start school by the beginning of the term following their fifth birthday. However, we are currently admitting children at the `rising five stage' If children are admitted early - i.e. before their fifth birthday they should be able to cope sufficiently with school life to make early admission beneficial to them. They should be able to:

Take themselves to the toilet unaided Be able to follow simple instructions and co-operate with an adult Sit and listen to a story for a short period Be able to concentrate on a task they have been asked to do for a short period

The School Day

Foundation & Key Stage 1 Key Stage 2 Morning: 8.50am - 12.00noon 8.50am - 12.00noon Break: 10.35am - 10.50am 10.15am - 10.30am Afternoon: 1.00pm - 3.10pm 1.00pm - 3.10pm Break: 2.15pm - 2.25pm The School Gate opens at 8.40am and all children go directly to their classrooms where activities are available until registration begins at 8.50am. Children should be collected punctually at the end of the day as Mrs Horsburgh finishes her Crossing Patrol at 3.25pm. If you normally collect your child and are delayed your child will wait inside the school until you arrive. Please inform us if someone different is collecting your child. All Class 1 pupils must be collected from the courtyard.

Parking Please park considerately in the village. As is the case in the majority of schools, the road outside is potentially hazardous at the end of the school day. It is a great help if parents drive slowly and park sensibly along Monkton Street. Please do not park across our neighbour’s driveways, on the bus stop, yellow zigzag lines or the narrow part of the road.

Walking Bus The school operates a walking bus, which leaves Parsonage Fields Bus Stop at 8.30am. You may drop your children at the “bus stop” from 8.15am. We encourage all children to use this facility as it promotes a healthy lifestyle and avoids traffic congestion outside school. We would like all children joining the school to use the Walking Bus as their preferred method of transport to school. You are very welcome to walk with your child until he/she is confident to walk on their own. Details regarding joining this scheme are available from the school office.

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Lunch School meals are cooked on site in our school kitchen. All children in the Foundation Stage and Key Stage One are entitled to a hot meal every day. Details regarding signing up to receive

Universal Free School Meals will be given to you separately. We strongly recommend that parents encourage their children to eat a school meal every day. Caterlink our catering contractor offer a varied menu with a daily vegetarian option. All their menus are nutritionally analysed to ensure they meet and in most cases exceed The School Food Trust’s Nutrient Standards. We encourage all children in Key Stage 2 have a cooked meal for at least part of the week. Approximately 74% of our children have a hot school meal at least part of the week. The current price for a school meal can be obtained from the office. Dinner money is collected each Monday morning; however, parents are able to pay termly in advance if they wish.

Lunch Equipment If children do bring a packed lunch, please ensure they have healthy options that they like, with just enough food to be eaten within 30 minutes. Please ensure your child’s lunch box is clearly labelled. Most lunch boxes are very similar and confusion can quickly arise if a clear label is absent. All lunch boxes are stored on trolleys in the classrooms or corridor. It is advisable to ensure that you think very carefully about the type of filling you put in your child’s sandwiches (i.e. no ham or eggs). To ensure your child’s lunch remains cool it will be necessary for you to purchase a small frozen cool pack to place in his/her lunch box each day.

Fruit and Vegetables in School The school operates the Fruit and Vegetable Scheme. All Foundation and Key Stage 1 pupils have a free piece of fruit or a vegetable each day. The Healthy Schools group operate a Fruit and Vegetable Tuck Shop for Key Stage 2 children at a cost of 65p per week.

Cool Milk in School Milk is also available in school to all children. It is free to those children under 5. Details are available from the following website: www.coolmilk.com or from the school office.

Absences It is important that any absence is notified by telephone before 10am. All parents should arrange their annual holiday within the school holidays. Parents/carers of children of statutory school age have no automatic right to remove their children for holidays (or other family reasons) in term time. However, we appreciate there may be exceptional circumstances which will be considered at the point of application. While the Headteacher may give approval in exceptional circumstances (e.g. to enable a family to travel to attend a pilgrimage, to visit distant relatives or attend a funeral), approval is not given as a matter of course. We will consider every request for leave of absence individually. The most important consideration is the effect an absence would have on your child’s education.

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School Letters All correspondence with you is sent home via your child in their book bags. Please ensure that you use the book bags for your correspondence with school. It is an important that children learn to be responsible in such matters as it helps them to become independent. Urgent information is sent to you via our text messaging service.

Charging for Educational Visits Under the terms of the Education Reform Act, schools may not charge for educational visits. This legislation is very wide ranging and has important implications for a wide variety of school activities. If a school visit takes place predominantly during the school day and during term time, no charge may be levied, although voluntary contributions can be requested. The cost of these visits cannot be carried solely by the school. The school will ask for a voluntary contribution of an appropriate amount. The level of response will determine whether the visit is viable. It must be stressed, that if parents do not contribute and the visit does take place, their child will under no circumstances be excluded.

Behaviour When young children are busily involved and interested in what they are doing they rarely cause any problems in the classroom. From an early stage, we wish to foster and develop self-discipline. We believe that good manners and courtesy are important. We respect each child and wish them to learn from an early stage to respect adults and each other. We aim for high standards of behaviour in a friendly but firm community atmosphere. Sometimes children have emotional needs that cause them to have difficulties and we would seek the parents’ co-operation in finding solutions to these. The school has a behaviour policy; all new parents are given a copy and are asked to sign the Home/School agreement.

Bullying If you feel there is a problem at school and in particular if you think your child is being bullied please come in and talk to us. The school takes the matter seriously and has a policy on bullying. Action will be taken, it is important that you keep us informed, as we cannot be sure our measures have worked unless you let us know.

The Care of your Child

One of the many important roles of a teacher is to care for your child in a manner expected of any reasonable parent. They are fully supported in this task by other members of the non-teaching staff. Meals Supervisory Assistants help care for your child staying for school meals or packed lunches. They also supervise children's play during the lunch break.

Illness If your child is unwell, please keep them at home, as school is a busy and lively place. Your child shares their teacher with many other children and it is not easy for a teacher to find the time to nurse a sick child. We do not have the facilities for nursing sick children. If your child becomes ill during the school day, we will contact you, so that you can take them home. Certain illnesses may require a short period of exclusion from school to prevent the condition spreading. Your doctor should advise you of this but if you are in any doubt please seek advice from the Business Manager.

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Infectious Diseases The following information has been taken from Health Protection Agency. It is necessary that children suffering from Infectious Diseases be excluded from school for the period stated. If your child returns before the minimal period of exclusion has concluded, your child will be sent home.

Disease Minimal Period of Exclusion

Chicken Pox 5 days from onset of rash Diphtheria When the child is cleared by doctor Food Poisoning 48 hours after symptom free German measles 5 days from onset of rash Hand, Foot & Mouth Disease Until well Measles 5 days from onset of rash Scarlet Fever 5 days after starting antibiotics Whooping Cough 5 days after start of treatment or 21 days from onset of cough if not treated Mumps 5 days after onset of swelling Impetigo Until treatment is established and lesions are crusted and dry Head Lice No exclusion if treated Diarrhoea & Sickness 48 hours since last episode

Head Lice Head Lice are widespread in the entire population and not just restricted to educational establishments. Please would you check your child/children’s heads on a weekly basis. Follow the detection combing instructions on the leaflets previously provided by us. This advice can also be found on the NHS Choices Website: www.nhs.uk

Emergency Treatment In the event of your child needing medical treatment on an occasion when we are unable to contact you, the school in the person of the Headteacher acts in loco parentis. Before a school outing you will be asked to give permission for emergency medical treatment. Two staff are fully qualified Paediatric First Aiders. A number of other staff are trained in Emergency First Aid.

Medicines If your child is asthmatic or is prescribed medicine, which need to be taken during school time (i.e. 4 times a day), we are able to administer them. These must be brought to the school office clearly named. You will be required to sign a permission form to enable staff to administer the medication. If your child takes medication regularly please ask your pharmacist to supply you with a 2

nd bottle so you will be able to supply the school with a single dose for each day; this avoids the

problem of leaving medicines in school overnight/weekends by mistake.

Dental Examinations The School Dentist visits the school on a regular basis to inspect the teeth of all children on roll. If any treatment is found to be necessary your child will bring home a note informing parents of that fact.

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Business Manager The Business Manager is a very busy member of the Senior Management Team. She is often the first person you meet when you come to school and is able to advise you in many areas. However, she does have a large workload and it is important that visits to the office and telephone calls are kept to the minimum amount of time necessary.

Parents in School The involvement of parents in many aspects of school life is of great value and is something which we actively encourage. Parents have assisted with school visits, cooking, sports activities, and drama and musical productions. Parental involvement in reading activities in school and at home is also greatly valued. We always welcome parental help in school. If you would like to become involved in these activities, please see your child's class teacher or the Headteacher. We see this as an important expression of the partnership that exists between home and school.

PTA members preparing the Christmas party food

School Uniform The wearing of a school uniform encourages a strong sense of belonging to the school. We want our children to be proud of Monkton School. You can order your child's uniform and pay the school using a credit or debit card on-line using our simple and secure service.

Log on to www.stparent.co.uk and follow the user friendly on-screen instructions. To find Monkton CEP School type in Ramsgate and Monkton to pick out the school and proceed with your order. The following items are held in stock in the office: Dispatch Bags for Years 1 to Years 6 Book Bags for Year R only Baseball and Legionnaires Caps Woolly Hats

The order deadline is the last day of each month. We will then process your order which will be delivered to school, packaged individually for your child.

Parents preferring to place orders and pay through school may continue to do so in the normal way, but please ensure you place your order with the office before the end of the month. A full uniform list is printed at the back of this publication.

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Jewellery Children should not wear jewellery to school. Children with pierced ears should wear only one set studs. These should be removed for all PE lessons. Watches may be worn but should be named.

PE/Games Kits All children need to have a PE kit in school at all times. This should be in a named PE bag. The basic kit is: T-shirt - Red Shorts – Black PE Socks Plimsolls and Trainers from Year 1 onwards Plain warm tracksuit from Year 1 onwards

Art and Craft Equipment From Class 2 an old shirt or overall which must be kept in your child's PE bag will help keep paint, glue etc off expensive clothes. This is a very important piece of clothing, particularly with very young children.

Labelling Clothes The County Council does not accept responsibility for loss or damage to personal property of pupils. Marking clothes and other property with the owner's name is, therefore, of the greatest importance and parents are requested to ensure that all property brought to school is marked.

Cleaning War Graves at St Mary Magdalene Church

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Starting School Just before your child starts school they are invited to spend some time in school. This is usually a half day. One of the most frequent questions asked by parents of pre-school children is "What can I do to help my children at home?" Real learning can take place in all situations both in and out of school; consequently, parents have a crucial role to play. At Monkton School, we see this continuum between home and school at a vital ingredient of a child's success. The following are some brief suggestions for areas of experience you may like to help your child with, which will be very useful when he or she starts school. 1. Sharing real life activities Shared bedtime reading and listening games are all enjoyable experiences for young children. Children also thoroughly enjoy household tasks, e.g. bed making, dusting, gardening, cooking and tidying. All these activities help build a child's confidence, particularly when accompanied by praise and encouragement. 2. Developing a child's basic general knowledge It is important to develop your child’s basic knowledge of colour, shapes, days of the week, months of the year, times of day, numbers 1 to 10 and then 1 to 20 (and further if they can comfortably manage them), clothing, familiar objects in street and home, fruit and vegetables, flowers, animals etc. Encourage your child to form letters and numbers. Recognise and write their name. 3. Developing your child’s sociability and independence Encourage your child to be as social and independent as possible as this is important to their ability to settle into school and get along with their classmates. Teach them to share, say Please and Thank you, eat with a knife and fork, go to the toilet unaided, get dressed and undressed by themselves. These skills help them to feel grown up and start to be independent from you. This is not an exhaustive list. All children are different and have different needs and talents. What they all have in common is the need for encouragement and praise, and the innate pleasure that comes from learning

Class 1 Preparing vegetables for soup

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School Organisation – September 2015 There are 105 children on roll this academic year. These are divided into 4 classes: Class 1 - Year R Class 2 - Years 1 and 2 Class 3 - Years 3 and 4 Class 4 - Years 5 and 6

Procedure for Entrance to Secondary Education The selection procedure for Year 6 pupils changes from year to year. Parents of children in Year 5 will be informed of the current procedure when it is available. The procedure will identify approximately the top 25% of the ability range across the County. These children will be offered a Grammar School Place.

Leavers

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Summary of the Governors' Statement on the School Curriculum It is our intention at Monkton School to cater for the all round development of your child. We wish to develop in your child self respect and a knowledge and respect of others. We wish to begin to develop self-discipline in behaviour and attitudes to learning. We aim to help children develop individuality and their abilities across the National Curriculum. This consists of three core subjects, English, Mathematics and Science, and eight foundation subjects: Art & Design, Computing, Design and technology, French, Geography, History, Music and Physical Education, Religious Education also forms part of the school curriculum. Assessment is an integral part of the National Curriculum. The years your child spends in the Primary School are divided into Stages: Foundation Stage Age 3 – 5 years Key Stage 1 Age 5 - 7 years Key Stage 2 Age 7 - 11 years National Curriculum Statutory Assessment takes place at the end of each Key Stage. Within the primary school not all the elements of the National Curriculum appear as separate subjects and are often found integrated within a theme or topic. It is important for children to understand the inter-relation of knowledge. With primary age children much work will be planned to provide them with first hand or direct experiences with an emphasis on active learning as well as teaching. We value the traditional high standards in reading, writing, spelling and mathematics. We see knowledge as important but stress the value of knowing how to learn and find out. We wish our school to be a happy and stimulating place where parents feel at ease to discuss their child's progress so that learning becomes a partnership between home and school.

Structure and Implementation of the National Curriculum in Monkton School We support the National Curriculum as it prescribes an entitlement for all children; this is vital in an equal society. Although the National Curriculum is described in terms of separate subjects, the traditional primary approach is to work through themes that weave individual subject into a cohesive curriculum. Through careful planning and evaluation the correct sequencing of concepts and balance is achieved. Thematic work is complemented by projects aimed at addressing particular areas of the curriculum. This pattern of practice ensures balance and breadth, vital aspects of the National Curriculum.

General Information

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The National Curriculum delineates three curriculum areas: Core Subjects English, Mathematics and Science Foundation Subjects Art & Design, Computing, Design &

Technology, Languages (French), Geography, History, Music and Physical Education

Other Subjects Religious Education, Personal, Social,

Health and Economic Education (PSHE)

Throughout their time at school children will be continually assessed according to their progress in these subjects. At the age of seven and eleven each child during the summer term will undergo a form of final assessment in the National Curriculum core subjects of English, Maths and Science and parents will be informed of the results. All the statutory documents that deal with the National Curriculum are available from: https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum We also have policies on a wide variety of subjects, which are available for parents to look at.

Additional Educational Needs (AEN) Many pupils will receive some additional support from time to time in school. For children identified as having an additional need by the school, the school will ensure that support is in place to enable the child to make progress. Liaison with other agencies and secondary schools takes place when appropriate. From September 2014 a new Special Educational Needs Code of Practice comes into force.

Mrs J Graham is the AEN Co-ordinator (AENCO). Mrs K Wilson the Assistant AENCO. They coordinate the provision of support for pupils with AEN and maintain easily accessible records were appropriate.

Disability Equality Scheme and Accessibility Plan The school’s Disability Equality Scheme underpins everything we do as a school; it ensures fair and equal treatment for all. The Scheme sets out how we make sure we are fully compliant with both the spirit and letter of the law in the delivery of disability equality for our whole school community.

The Scheme has been developed with the involvement of disabled people through focus groups and consultation. These groups continue to play and active and important role in taking the Scheme forward and bringing the views and experiences of disabled members of the whole school community into focus. Copies of our scheme are available from the school office.

Equality The governors and staff at Monkton CEP School are committed to providing the full range of opportunities for all pupils regardless of: gender, race, disability, religion or belief, sexual orientation, social or cultural background. All pupils have equal access to the curriculum, and the right to a learning environment, which dispels ignorance, prejudice and stereotyping. The whole school community has the right to protection from insult, abuse and bullying of any kind. Discrimination on the basis of colour, culture, origin, gender or ability is unacceptable in our school.

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Safeguarding The Governing Body and Staff take seriously our responsibility under Section 175 of the Education Act 2002 to safeguard and promote the welfare of all children; and work together with other agencies to ensure arrangements are in place within our school to identify, assess, and support those children who are suffering harm. The Designated Child Protection Co-ordinators who have overall responsibility for child protection practice in school is the Headteacher Mrs Janet Graham and Mrs Karon Wilson.

Gifted and Talented Children

Some children are identified as being Gifted and or Talented in a specific area. These children are also supported to meet their additional needs. The following section describes the National Curriculum elements:

ENGLISH At Monkton CEP School we plan for at least an hour a day on aspects of the English Curriculum.

Phonics Phonics is the systematic teaching of the letter/sound correspondences within the English language. Children do not learn to discriminate the sounds of words automatically nor do they automatically understand how to represent them in writing. This is a skill that needs to be taught and is tied to our particular way of writing our language, with 26 letters to represent 44 sounds. Not all languages are represented in this way. Japanese children do not have to break their spoken language down into letters, sounds and spelling patterns because it is not written alphabetically. The programmes that we us in school are ‘Jolly Phonics’ followed by ‘Letters and Sounds’. Phonics is taught throughout the school.

Reading As teachers we place great emphasis on the teaching of reading and the promotion of reading as an enjoyable activity. Each year we spend a significant amount of our school budget on extending and developing our reading resources. Each class has an extensive range of attractive fiction, non-fiction and reading scheme books (Oxford Reading Tree and Ginn). We have a number of different reading schemes in school. It is important to use a range, as not all children will enjoy the same books. It also allows greater breadth at each stage of a child's reading development. From the moment children start school they are encouraged to choose non-reading scheme books as well. It is not a good idea for children to read only reading scheme books. Teachers keep careful records of each child's reading development and at least once a year a diagnostic reading test will be administered as an aid to monitor progress.

Parents and Reading We encourage children to take books home. Parental involvement in reading is an important element in children's development of reading skills. We also encourage parents to come into school to assist with reading activities. If you would like to help in this way, please see your child's teacher.

Book Fair The school runs an annual Book Fair at the end of Summer Term 6. This enables parents to purchase books for their children to share over the holiday, and gives you an opportunity to keep abreast with current children's publications. The school earns 60% commission in books for the class and school libraries.

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Oral and Written Language Children in general must be able to express themselves in the spoken word before they can write clearly and in an interesting way. A variety of activities to encourage this necessary self-expression will be found in school. In the early stages of our school much of the work the children do is in spoken form. As children gain in confidence and experience, more written work will be expected. Written work takes many forms for example: factual writing, descriptive writing, imaginative writing, news letters, poetry, investigative and note taking. In all these areas teachers will aim to extend children's vocabulary. The quality of written work is promoted in class, particularly by reading good literature. Presentation is also important. Children are encouraged to take pride in all they do, and handwriting is taught.

Handwriting Children are taught first of all to develop handwriting shapes using the ‘Write Dance Programme’ to form their letters correctly. In the early years of the school much of their work will be on whiteboards, in pencil and in printed form. Gradually children will be taught how to join up script and the use of handwriting pens will be encouraged. We cannot encourage biros as they rarely produce neat writing.

Spelling Children's spelling is closely related to their ability in reading and their phonic understanding. Children just learning to write and express themselves can be discouraged if too many mistakes are pointed out to them. Teachers will often select a number of important words for correction. Older and more able children will be expected to make fewer mistakes and more of their errors will be pointed out to them.

Punctuation and Grammar Teacher's experience and education research show that teaching punctuation purely through exercises is an ineffective method. Grammar and punctuation are taught as the child reaches the appropriate stage of development through their creative and formal writing. Children in Year 6 are now assessed on Grammar and Punctuation as part of the Statutory Assessment.

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Mathematics

Mathematics is a core subject in the National Curriculum. Monkton CEP School uses a variety of teaching and learning styles in mathematics lessons. Our principal aim is to develop children’s knowledge, skills and understanding in mathematics. We do this through a daily lesson that has whole-class and group-direct teaching. During these lessons we encourage children to ask as well as answer mathematical questions. They have the opportunity to use a wide range of resources such as number lines, number squares, digit cards and small apparatus to support their work. Mathematical dictionaries are available in all classrooms. Children use ICT in mathematics lessons where it will enhance their learning, as in modelling ideas and methods. Wherever possible, we encourage children to use and apply their learning in everyday situations. As with language, mathematics will be integrated in many curriculum areas.

Our allotment

Science There are many reasons why science is a vital component of the National Curriculum. We live in a rapidly changing world in which scientific ideas and processes are becoming increasingly part of everyday experience. Schools have a clear obligation to prepare children for this world. However, science is itself a wonderful model for learning. Primary education is founded upon learning through direct experience, as is science. The skills of observation, raising questions, investigating, predicting and using appropriate equipment are central to scientific understanding and also valuable across the entire curriculum. Finally and this should never be overlooked, science is great fun! In our school science will be found present in many themes, many of which will be science led. Staff will also use purely scientific projects to ensure that children have a broad and balanced awareness of science and its relevance to their lives.

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History We aim to teach history through a careful selection of activities and resources suitable for the age and ability of the child developing their skills and concepts as well as knowledge, through enquiry based learning relevant to the child's experiences and in line with the National Curriculum.

Geography Geography teaching and learning at Monkton uses the enquiry process to motivate children to find out about the physical and human environment and their interrelation. The pupils work is linked to their own interest and capabilities. The children study geographical skills, places and themes including rivers and weather.

Design and Technology

With the Technology National Curriculum requirements children learn the knowledge and skills required to design and make products using a wide range of materials and components, evaluate and improve their products until they are suitable for their intended purpose and learn to appreciate the impact of technology on everyday life.

Computing Computing has close links across many areas of the curriculum and provides insights into both natural and artificial systems. The core of computing is computer science, in which children are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. At Monkton CEP School, we use a range of applications on ipads and desktop computers to facilitate this. Computing also ensures that pupils become digitally literate this means being able to use, and express themselves and develop their ideas through, information and communication technology .

Art During Art lessons children will be introduced to variety of media. Crayons, paint, charcoal, pastels and pencils are all used extensively. Printing, modelling and drawing from close observation are all encouraged. Work of both famous and unknown artists are examined and discussed to help to develop an understanding of the characteristics of art from different periods, cultures and traditions.

Music Music plays an important part in our school. Singing, listening, composing and making music are an integral part of the curriculum. All children in school sing every day. The school has a choir, which takes part in the Thanet Schools Annual Music Festival of Song. Peripatetic music teachers teach a range of instruments to children both during and after school. In Years 3 and 4 the children are taught to play the Ukulele by an accredited musician. All children are encouraged to take part in our music and drama activities and parents are invited to the school to see the productions.

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Sporting Aims and Provision for Sport Our aim is to develop pupils’ physical ability and to develop their awareness and acquisition of the basic skills of gymnastics, games, athletics, outdoor adventure activities, dance and swimming. As children grow older their basic skills will be built-on to develop their abilities and to encourage their participation in individual, team games and competitive sports. The School has a large field and playground and the school hall is used for indoor activities. Children at the school will have the opportunity to play football, netball, rounders, cricket, hockey, athletics, dance and gymnastics, tennis, dodgeball, tag rugby, handball, multiskills and archery. Swimming is organised for Year 5 and 6 pupils and currently takes place at Heron’s swimming pool, Herne Bay. The school is part of the Thanet Schools Partnership and employs a specialist sports co-ordinator to deliver the national curriculum. The school also employs specialist sports coaches to deliver enhanced sporting activities. The school football team takes part in the Thanet Primary Football Association matches. Monkton Youth football coaching takes place on Saturday morning for both boys and girls (Yr R to Yr 6). All children attending Monkton CEP School are eligible for membership of this club. The school also has a Netball and Swim team and a KS2 Cross Country Team.

Netball Team 2014

French

French is introduced to children in the Foundation Stage and Key Stage 1 and is studied at Key Stage 2 as our Modern Foreign Language. We aim to develop positive attitudes to other languages and cultures. We follow the Tout Le Monde French Scheme. We have links to a French speaking school in Belgium.

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Religious Education

The school follows The Kent Agreed Syllabus for Religious Education. Religious Education provides, within the curriculum, a reminder that education concerns the whole person, body, mind and spirit. The Kent Agreed Syllabus provides a broad and balanced Religious Education curriculum, promotes the spiritual and moral growth of pupils and helps to develop an appreciation of Christianity and of other principal religions. Upper and Lower School Assemblies are held every day. Visiting speakers and parents are invited to join us on a regular basis. From time to time organisations such as Demelza House Childrens Hospice and Christian Aid will give a presentation to the children. The Education Reform Act 1988 makes provisions for parents to withdraw their child from Religious Education and the school respects this. Canterbury Diocese inspected the school in October 2011 and found it to be an “Outstanding Church School”.

Health Education We aim to give children an awareness of the need to care for their own bodies through a healthy diet and a high standard of personal hygiene. Our school aims to promote health in its widest sense. It attends to the physical, social and psychological development of our pupils and the maintenance of good health for all pupils and staff. We also consider the development of the emotions and self-esteem as central to our aims. A key element of this is a carefully considered and constructed Sex and Relationship Education Policy for all the children in our care. We also aim to teach children to apply the knowledge and skills of safety education in the home, at play and on the roads.

Sex and Relationship Education The Governing Body at Monkton School has agreed that the school will offer a programme of Sex and Relationship Education. It will be appropriate to the children’s age, maturity and experience and will be presented within a moral, family orientated framework. Sex and Relationship Education is not just about reproduction and sexual health. It also includes enabling our children to act responsibly: in making and maintaining relationships with others, feeling good about themselves and the choices they make, developing assertiveness skills, the ability to respect themselves and others in the context of their own sexual development, whilst taking account of sexuality, gender, roles and responsibility. As teachers, we are aware of children's natural curiosity and we will deal sensitively and honestly with children's genuine enquiries as they arise. Wherever possible teachers will use correct biological terms explaining, if necessary their relationships to euphemisms more familiar to the child concerned. There will be opportunities every year for parents to view the resources in school that will be used to structure the teaching for each year group. Parents are encouraged to discuss any concerns they have with their child’s teacher or headteacher.

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Social Education and Discipline A high standard of social awareness and behaviour is encouraged so that everyone can enjoy the best possible atmosphere at both work and play. Rules are simple and kept to a minimum. Children are informed of rules by their class teacher and are broadly as follows: 1 Children should at all times show the thought and

consideration towards others that they like to enjoy themselves.

2 Children should show the respect for the property of others

that they seek for their own. 3 Children should move about the buildings in a quiet, orderly

fashion, and play peaceably in the grounds. 4 Children should contribute toward keeping a tidy clean

environment. This makes a pleasant workplace for adults and children.

5. Children should not bring jewellery or toys to school unless

related to a specific classroom activity. 6 They are expected to work hard. When children are unable to behave according to this code of consideration they may have privileges withdrawn temporarily, or be asked to make amends in a practical way. Any serious matter would of course be discussed with parents at once. Our Behaviour Policy is issued to all parents.

We love snow!

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Homework Homework builds on work done in the classroom. It enables the class teacher and the parent to confirm that the child has an understanding of a subject and helps to install and develop a sense of discipline about work at home. If a teacher sets homework there is an expectation that this will be completed by the set day. It is hoped that parents will support the school in encouraging their children to develop a responsible attitude to their homework. All parents are issued with a copy of the Homework Policy and Additional Guidance when their children join the school.

Complaints Procedure

Step one: contact the school If you are worried about your child's learning or welfare at school, you should speak to your child's class teacher first. Teachers will usually be in the classroom during the day, but you can leave messages with the school office asking the teacher to get back to you or you can speak to them in the Courtyard after school. If this cannot resolve the matter it should be referred to the Headteacher. Please contact the school office to arrange a meeting or a telephone conversation.

Step two: contact the governing body If your complaint is not resolved, the next stage is to approach the governing body of the school. If you want to complain to the governing body, ask the school office for a copy of the schools complaints procedure, this can also be found on the schools website: www.monkton.kent.sch.uk All complaints to the governing body must be in writing.

Step three: contact the Secretary of State for Education If you are not satisfied with the response from the governing body you can contact the Secretary of State for Education:

Secretary of State

Department for Education

Castle View House

East Lane

RUNCORN

Cheshire

WA7 2GJ

Telephone: 0370 000 2288

Typetalk: 18001 0370 000 2288

Fax: 01928 738248

More information is available at www.education.gov.uk/schoolcomplaints

Reports and Consultations Evenings There is an opportunity to attend consultation evenings throughout the year. We provide a written report for you each academic year. This will be available shortly before the consultation evening in the Summer Term. The report is written for you, but please do share the salient features with your child. Reports are always written in a positive spirit and we aim to encourage children with praise and positive criticism. Praise your children and point out areas that need attention and then the next report will show improvement.

It is important to stress that these are not the only avenues open to parents for discussion. All parents and teachers are concerned about the welfare and development of children, consequently if you have any worries about your child's progress or social development, please do not hesitate to contact the school. You will have the opportunity to see your child's teacher after school or the Headteacher if you wish (please make an appointment). Likewise, as teachers, if we have concerns we would invite you to come in to see us. We aim to establish an open and honest partnership.

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Percentage of Absences for 2013/14 Percentage of Absences - Authorised 3.8% - Unauthorised 0.1%

National Curriculum Assessment Results

Key Stage 2 - Additional Information When reading the percentage figures for the SATs results the following considerations need to be taken into account. 1. The small number in our year groups. Each child is approximately 7% 2. No allowance is made for the type of intake a school has which varies from year to year, how long pupils have been in the school or the considerable achievements made by many pupils to get Level 2 and 3. (Children with Special Educational Needs). 3. Erratic performance across the whole of a particular paper - a child can have a bad day! 4. A physical reason for not performing as well as expected - a broken writing arm! 5. One mark can make the difference between a Level 3 and a Level 4. This is important and has been indicated on individual children's results. The official view of the test is that a difference of levels equals two years behind when in most cases it means no such thing.

Mini Babybel Best Walking Bus for the Thanet District 2014

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MONKTON CEP SCHOOL UNIFORM LIST

Please find below a list of uniform required for our school. The items marked with an asterisk * are available to purchase online from our supplier School Trends. Bags, hats and caps are available from the school office. All other items are available at local clothing stores or supermarkets. Boys Girls *Monkton School Sweatshirt *Monkton School Sweatshirt/Cardie White Shirt/*Polo Shirt White Shirt/*Polo Shirt Dark Grey/Black Trousers Grey Skirt/Pinafore Dark Grey Shorts (summer) Grey/Black Trousers (winter) Red Striped/Checked Summer dress Dark Shoes (no trainers) Dark Shoes (no sandals with open toes/

high heels, sling backs or trainers) Socks – Grey/black Socks – White/grey Tights - Red/Grey/Black Monkton Baseball Cap (summer) Monkton Baseball Cap (summer) Monkton Knitted Hat (winter) Monkton Knitted Hat (winter) *Monkton School Coat *Monkton School Coat **Monkton School Fleece **Monkton School Fleece * Urban Jacket *Urban Jacket Book bags – YrR only Book bags YrR only Dispatch bags Yr1 – Yr6 Dispatch bags Yr1 – Yr6 Water Bottle Water Bottle Wellington Boots Wellington Boots

PE Kit PE T-Shirt - Red

PE Shorts – Black PE Socks

Plain Warm Tracksuits from Year 1 onwards Plimsolls only in Year R

Plimsolls & trainers from Year 1 onwards PE Bag

Football Boots and shin pads will be required in Years 3, 4, 5 and 6 should your child play football.

Please make sure that all of your child's clothing is clearly named

** Fleeces are optional and for use mainly during the winter months. However they should not be purchased instead of a sweatshirt

or cardie.