Prospectus

Contents

Letter from the Headteacher

Our Vision, Values and Aims

School Information General Information Staff List Governors Friends

Facilities and Accommodation

Admission Arrangements Induction A Partnership with Parents

School Procedures The School Day Religious Education and Collective Worship Extra Curricular Activities Uniform

The Curriculum Organisation Teaching Time Foundation Stage, Key Stage 1 and Key Stage 2 Community Links

Well-being Personal and Social Development Discipline and Behaviour Celebrating Achievements Healthy Schools Food Policy Medicines Child Protection Attendance Security

Travel

Equality and Inclusion Equality Policy Special Educational Needs

How the school is doing School Results Ofsted Report

Additional Information Secondary Transfer Procedures for Making a Complaint Useful Links Term Dates

2012 - 2015

PARKLANDS COMMUNITY PRIMARY SCHOOL

Durnford Close, Chichester, West Sussex PO19 3AG Tel: 01243 788630 E-mail: office@parklands.w-sussex.sch.uk

Fax: 01243 530681 Website: www.parklands.w-sussex.sch.uk Headteacher: Miss Alesa Henham B.Ed (Hons), NPQH

September 2015 Dear Parents/Carers We would like to welcome you and your child to our school!

We are really proud of our school. It is a happy, lively and dynamic place with a team of enthusiastic, hardworking and talented staff who are all dedicated to doing the very best for your child. Our last inspection stated that “…Key Stage 1 and Key Stage 2 pupils achieved results above the most recent national average… Most teaching is good across the school, with some that is outstanding… Pupils are courteous and well behaved. They work and play together happily and cooperatively. The school keeps pupils safe and looks after them well.” (Ofsted September 2014).

Our vision for the school is that Parklands will empower children to become happy, confident, successful citizens by providing a well-rounded education where everybody is valued. At this school every child matters and we work hard to ensure that every pupil enjoys and achieves, is healthy and safe, makes a contribution and develops the skills to enable them to achieve future economic and social well-being. This prospectus provides information on the school, its aims, curriculum and activities. We hope that you find it useful and informative and that it gives you a flavour of our successful and happy school. The best way to find out about the school is to come and visit us. Therefore, please do not hesitate to telephone us and make an appointment to see the school. We look forward to your visit.

Alesa Henham Headteacher

Our Vision (what we are trying to achieve)

Parklands will empower children to become happy, confident, successful citizens by providing a well-rounded education where everyone is valued.

Our Values (what we believe in)

We believe:

Everyone should be inspired to achieve their full potential through challenge, support and high expectations.

In nurturing an understanding and respect for all individuals.

All children learn best when actively involved in rich, creative and relevant learning experiences.

In promoting independence and responsibility.

That the school should be a safe, happy, and caring community that fosters friendships, trust and integrity.

That effective partnerships between children, staff, parents, governors and the local and international community will promote pride in the school and a successful learning environment.

All children are entitled to a rich variety of learning experiences that will meet their emotional, social, physical and intellectual needs.

That each child should understand the value of a healthy lifestyle.

Our Aims (what we will do to make all of this a reality)

To enable all children to achieve their full potential through high quality teaching and learning in a happy, safe, caring environment, where children are listened to and feel empowered as learners.

To provide a creative, exciting and inspiring curriculum with strong cross-curricular links; a curriculum that is broad, balanced and relevant; that has a strong emphasis on personal and social development and one that is enriched by first hand experiences.

To recognise that every child is an individual with differing needs, cultures and beliefs. To provide opportunities that respect, support and celebrate these differences.

To make Parklands a truly community school, one in which the pupils, staff, parents, governors and the community are encouraged to play an active role.

School Information

General Information

Name Parklands Community Primary School

Address Durnford Close Chichester West Sussex PO19 3AG

Telephone 01243 788630 Fax 01243 530681 Email office@parklands.w-sussex.sch.uk Website www.parklands.w-sussex.sch.uk Headteacher Miss Alesa Henham Chair of Governors Mr Paul Cusack Number on roll 308 School Type 4 – 11 Years Co-educational Community Local Authority West Sussex County Council Area Education Office Pupil Admissions Office Centenary House Durrington Lane Worthing West Sussex BN13 2QB 0845 0751007 (Tel) admissions@westsussex.gov.uk (email) www.westsussex.gov.uk/admissions (web)

Staff List

Headteacher Miss Alesa Henham (SLT)

Deputy Headteacher Miss Esther Flower (SLT)

Teaching Staff Mr Dominic Bailey, Miss Madolyn Bartlett, Mr Gavin Jones (SLT), Mrs Rowena Kiedyk,

Miss Roisin MacGregor, Mrs Lucie Gray, Mrs Cerys Mainwaring, Miss Natasha Marley, Mrs Nicola Morris, Mr Mike Murphy, Mr James Oldman, Mrs Emma Raynsford, Mrs Alison Sole, Mr John Thornton (SLT), Miss Emma Thurston, Mrs Shani White

Teaching Assistants Mrs Lisa Balmer, Ms Catherine Batchelar,

Mr Sam Capindale, Mrs Lisa Cody, Mrs Stacey-Louise Collard, Ms Charlotte Denman, Miss Joanne Emms, Mr Kevin Etheridge, Mrs Selina Fancourt, Mrs Margaret Feast, Ms Christine Glanville, Mrs Ruth Hanneman, Miss Kelly Harvey, Mrs Emma Hudson (HLTA) (SLT), Mrs Theresa Janman, Mrs Anna Jones, Mrs Megan Manning, Mrs Jo McKenna,

Mrs Julie Mills, Miss Rachel Morris, Mrs Donna Nurse, Mrs Joanne Rochester, Mrs Lisa Slattery, Mr Sam Smith, Miss Jessica Thomson, Mrs Claire Tunnell, Ms Jessica Venables, Miss Jody Webster (HLTA), Mrs Shani White

Business Manager Mrs Michelle Kamour (SLT) School Secretary Mrs Joanne Etheridge Administration Assistant Mrs Nicky Lettis IT Technician Mr Sam Rigby

Premises Manager Mr Patrick Robinson Cleaners Mrs Christina Hart Miss Kelly Harvey Mrs Jacqueline Mainwaring

Mid-day Meals Supervisors Ms Amanda Baker, Ms Nicola Carley, Ms Donna Cummings, Mrs Caroline Jefkins Mrs Sarah Maidment SLT – School Leadership Team HLTA – Higher Level Teaching Assistant

Governors Governors have a general responsibility for the strategic direction of the school, working closely with the Headteacher and the Local Authority. They support, monitor and evaluate the effectiveness of the school and hold the school to account for the standards achieved and the quality of education. The membership of the governing body is, as determined by law, made up of different types of governor. The Governing Body is made up of parents, community governors, Local Authority governors, a teacher, a member of the support staff and the Headteacher.

2015/2016

Chair of Governors Paul Cusack (Parent Governor) Vice Chair of Governors Clare Apel (Co-opted Governor)

Co-opted Governors John Fitzpatrick Rowena Kiedyk Gary Saych Suzanna Troy

Parent Governors Heather Cheesman Stephen Henman

Local Authority Governor Sue Williams (Link Governor)

Staff Governors Emma Hudson Rowena Kiedyk

Headteacher Alesa Henham

Clerk to Governors Nicola Lettis

Parklands School Association The school has an active association, which organises a range of events throughout the year. Not only are these enjoyable but they also raise useful sums of money for the school. Events include Summer and Christmas Fairs, film nights and discos for the children, gardening parties in the school grounds and sponsored challenges. More social events for parents are planned, subject to interest. The financial contribution from the PSA can be seen all around the school, from the outdoor classroom and all-weather seating to equipment for clubs and classroom resources. However much money is raised, the enthusiasm and enjoyment of the children who participate in these events is the best reward for all involved. The PSA is run by parents with help from staff and all parents/grandparents/carers of pupils at school are welcome to join in and help shape future activities. The Committee is elected at an Annual Meeting held in October and Committee meetings are held roughly once each half-term to decide upon and organise coming events. Anyone connected with the school is welcome to attend. Please contact the current Chairman via the school office if you have any ideas or observations, or would like to be involved. Second-hand uniform in good condition may be donated to the school's Friends, who run second-hand uniform sales, usually after school once each term. Please ask to see what's available, if there is something you need at other times.

Facilities and Accommodation The school is situated in the community of Parklands, just a short walk from the centre of Chichester. Parklands School was opened in 1973. Since then the building has been improved and updated. The building is spacious, light and open. There are eight classrooms. Children in the Reception classroom also have access to an outdoor play area. The school has a large hall, three group rooms, two trolleys of laptops and three of iPads and a wireless network, providing up-to-date computers, which are used across the curriculum. Computers are also available in each classroom. All classes have visualisers and interactive whiteboards, which are versatile and exciting teaching tools. There is a Special Support Centre for children with social communication difficulties.

The school grounds are extensive, with a large playing field, two playgrounds and a wooded area with a pond. The trim trail is a popular playtime resource for use by children of all ages. The grounds provide an exciting learning resource, as well as a range of opportunities for pupils during break times. Access to the school site is easy and safe. There are two gates for pedestrians and cycle storage is provided. A cycle permit scheme is in operation to promote safe cycling. Details can be obtained from the school office. Parking is available along Sherborne Road and beyond. Please do not use St. Wilfrid’s Church car park. There is a school crossing patrol on Sherborne Road at the start of the school day. Many families enjoy the playground facilities in Sherborne Road at the end of the school day.

Admission Arrangements

For New Starters (Early Years): In the autumn term of the year before your child starts school, the Local Authority (LA) will send you a preference form for you to apply to the school of your first choice. Children are able to start school at the beginning of the school year in which they reach their fifth birthday. All children may begin school in September. You may choose if you wish your child to start full time or part time and you can defer entry. Children must be in full time education in the term following their 5th birthday. The Local Authority policy is outlined in the booklet ‘Information for Parents in the Southern Education Area’. If you have not received a copy of this publication, or require any other admissions information, please contact the Admissions Officer at Education Office (South) Pupil Admissions Office

Centenary House Durrington Lane Worthing West Sussex BN13 2QB 0845 0751007 (Tel) admissions@westsussex.gov.uk (email) www.westsussex.gov.uk/admissions (web)

For in-year admissions: Please contact the Admissions Office (above).

Induction Arrangements In Early Years, there is close liaison and communication between parents and school. By sharing our ideas about your child, we believe that parents and teachers can help each other to gain an accurate picture of each child’s early development. Parents of children who will be starting school in Early Years are invited, without their children, to an evening at the school, where they are introduced to the team and hear about the way in which their children will learn. At this meeting, which usually takes place in June, information will be available about school routines and expectations and about what parents can do to prepare their child for school. A booklet is also available. Also in the June or July before they start school, children visit Early Years with their parents and then visit the school again to spend some time in the classroom with the staff and other children who will be joining the school. We also aim to visit every child in their nursery school or playgroup, usually after they have already made a preliminary visit to the school. Staff will also visit you and your child at home. For the first few weeks of school, parents and carers are welcome to come into the classroom with their child in the mornings to settle them in. We encourage the children to be as independent and confident as possible as soon as they start school. At the same time, we recognise that for some of them it is an uncertain time and we try to make the transition as easy as possible.

Preparing your child for starting school We want children to enjoy coming to school and to feel confident and happy. The following are a few ways that parents and carers can help to make the move to school an enjoyable experience.

Ensure that your child is used to being separated from you for short periods

Teach him/her to dress and undress, change shoes, and organise their clothes with as little help as possible.

Ensure that they can use the toilet unaided.

Talk about school positively.

Provide scissors, crayons, pencils, paints, jigsaws and construction toys at home to help develop manipulative skills.

Talk about things together as you shop, cook, do gardening, clean, go on car journeys or walks and encourage questions about everything that they observe.

Visit the library and provide lots of books to read and enjoy together.

Sing songs, and recite poems and nursery rhymes.

Make your child aware of numbers in the environment, count toes, count fingers, count and sort toys, sing number rhymes.

Encourage outdoor games; with balls (throwing, catching, kicking); climbing and running; and cycling etc.

Listen to your child and encourage him/her to listen to you. Remember that the best thing you can give is often the hardest thing to give… your time! Changing Schools If your child is joining at any other time you and your child will be invited to meet with the Headteacher and to view the school. We will usually contact your child’s current school so that we have all the information we need to help us to ensure your child settles quickly and happily. After a short settling in period, usually two or three weeks, you will be invited to meet with your child’s teacher.

A Partnership with Parents We believe in a partnership between home and school and that parental support is crucial to children’s learning and to overall success at school. We aim to promote a strong partnership between home and school. We welcome and encourage parents to take a full and active role in the school and in their children’s education and we seek to create a climate of trust and co-operation. Opportunities for Home School links include:

“Meet the Teacher” meetings. These are held at the start of each new academic year and are a chance for you to meet your child’s new teacher, visit the classroom, hear about the timetable and how the class will be run. There is also the opportunity for you to ask questions.

Parent/Teacher consultation meetings are held twice a year. This is an opportunity to see your child’s work.

Curriculum information meetings and workshops

Opportunities for parents to help in school.

Information letters – including the termly “Hedgehog Herald”. We are able to send all letters by email or you may elect to receive a paper copy.

Open Days

Parklands School Association

School events and activities

A weekly “Family Assembly”

Family Learning Courses

Homework

It is the school’s policy to give homework to children. The amount and nature of the homework given depends on the age and stage of development of the child. Arrangements are shared with parents at the start of each academic year, at the Meet the Teacher meeting. Homework is an important way in which children can share their learning with you. In addition to regular homework tasks set to enhance and consolidate learning in English and mathematics there are opportunities for open-ended and creative tasks each term.

School Procedures

The School Day

School starts and finishes at: Early Years and Year 1: start at 8.45am and finish at 3.10pm. Year 2 - Year 6: start at 8.50am and finish at 3.15pm Early Years Timetable Year 1 Timetable

8.45 - 9.00am 9.00 – 10.00am 10.00 – 10.15am 10.15 – 10.30am 10.30 – 11.45am 11.45 – 12.45pm 12.45 – 12.55pm 12.55 – 3.10pm

Registration Teaching Session Assembly Break Teaching Session Lunch / Break Registration Teaching Session

In Key Stage 1 a 15 minute afternoon break will be taken each day.

Year 2 Timetable Year 3 – Year 6 Timetable

Arrangements for the start of the school day Parents and pupils should wait in the playground. At 8.50am a bell will be rung and children line up in class groups. A teacher will lead each class into the building. Early Years pupils in Ash Class should wait in the playground outside the Early Years classroom. At 8.45am the door to the classroom is opened and children may enter the class, allowing parents with older siblings to get to the main playground. Teaching staff will normally be available to see parents briefly first thing. However, lessons start promptly at 9am and if you wish to speak at length with a member of staff please make an appointment for an appropriate time. The doors will be closed at 8.55am and the register will be taken. Any pupil arriving after this time must be brought to the main school reception and must be signed in.

8.45 - 9.00am 9.00 – 9.20am 9.20 – 10.20am 10.20 – 10.35am 10.35 – 11.55am 12.00 – 1.00pm 1.00 – 3.15pm

Registration Assembly Teaching Session Break Teaching Session Lunch Break Teaching Session

8.50 - 9.00am 9.00 – 9.20am 9.20 – 10.20am 10.20 – 10.35am 10.35 – 12.00noon 12.00 – 1.00pm 1.00 – 3.15pm

Registration Assembly Teaching Session Break Teaching Session Lunch Break Teaching Session

8.50 - 9.00am 9.00 – 9.20am 9.20 – 10.50am 10.50 – 11.05am 11.05 – 12.25pm 12.25 – 1.15pm 1.15 – 3.15pm

Registration Assembly Teaching Session Break Teaching Session Lunch Break Teaching Session

Break time There is a fifteen minute mid-morning break. Children may bring a healthy snack, such as a piece of fruit, which should be separate from their packed lunch. Drinking water is available at all times for all pupils and pupils do not need to bring a drink in addition to this. The main playground is divided into different zones. Children can choose to play with a range of games and equipment, or enjoy a quiet zone. There is a separate playground for the Early Years children and children have plenty of space in which to play safely. Older pupils are allowed to play games on the field throughout the year, on a rota basis, subject to ground conditions. On wet days games and activities are provided for the children in the classroom. Lunchtime The school is able to provide a hot meal at lunchtime. The tasty and nutritionally balanced meals are cooked daily on the school premises. Details of how to order the meals, which needs to be done two full weeks (14 days) in advance, can be obtained from the school. Alternatively, children can bring a packed lunch, in a clearly named lunch box. Fizzy drinks, sweets and chocolate are not allowed. Also from time to time we have pupils with certain allergies in school and we may ask, for example, that children do not bring nuts or any nut based product into school. Please do not send drinks in cans or breakable containers. Water is available. Lunches are eaten in the school hall. All children in Early Years and KS1 (Years 1 & 2) are entitled to have ‘Universal Free School Meals’. Parents of children in KS2 may be entitled to a free lunch for their children. Please let us know if you think that you may qualify and we will give you the appropriate forms. All details are treated in the strictest confidence. At lunchtime all children have the opportunity to play outside. In good weather they are able to play on the extensive school field. Play equipment, such as balls and skipping ropes, is provided. On wet days there are games and activities provided for the children indoors. A lunchtime club runs once a week to support vulnerable pupils or children who experience difficulties. Staff will be on duty to ensure the safety and well-being of the children at lunchtime.

End of the School Day Parents should wait on the playground to collect their children. Parents are requested not to come onto the main playground before 3.10pm. Children are told to return to their teacher and then wait by the office if there is no one there to meet them at the end of school. Children in Early Years and Year 1 may be collected from 3.10pm in their own playground, so parents are able to meet older children at 3.15pm.

Religious Education and Collective Worship Assemblies are an important aspect of school life and an act of worship takes place daily, usually lasting for fifteen minutes. The main emphasis is on Christianity but other world religions may be mentioned or discussed. Assemblies include moral issues, current affairs and festivals and provide opportunities for children to show their work. Assemblies are led by the Headteacher, other staff, groups of children and sometimes invited visitors. They contain hymns, prayers and songs. Parents are invited to “Family Assembly” most Thursdays at 9.00am. Religious Education is taught in all classes and takes account of the West Sussex locally agreed syllabus. Where possible, links are made to other curriculum areas and contexts for learning. Parents have the right to withdraw their child from religious education and collective worship. If any parent wishes to do so they should contact the Headteacher so that suitable alternative arrangements can be made.

Extra Curricular Activities The school provides a wide range of activities out of school hours. Depending on the interests and availability of staff, parents and others, we organise a range of clubs that are held before and after school, or during the lunch hour. Activities available recently have included gardening, cricket, football, netball, sewing, karate, drama, art, cookery, photography, gymnastics and choir.

Uniform Girls Boys Red Parklands sweatshirt Red Parklands sweatshirt Grey skirt, pinafore dress or Grey trousers, short/long Grey school trousers White polo shirt White polo shirt A pair of black plain/sensible Red and white checked dress in summer shoes – NOT TRAINERS A pair of flat black plain/sensible shoes – NOT TRAINERS Open-toe sandals are not recommended in the Summer. Physical Education Parklands PE shirt or white t-shirt Trainers are needed for outdoor games Red shorts Optional tracksuit (KS2) PE kit should be kept in a drawstring bag which is clearly named. Jewellery should not be worn in school (with the exception of stud earrings). Please provide tape to cover earrings in PE. If watches are worn they are NOT the responsibility of the school. Please make sure that your child’s clothing (including PE kit and watches) is MARKED WITH THEIR NAME either by using name tapes or permanent marker pen. We are currently phasing in our new logo on our uniform which may be ordered online from www.yourschooluniform.com. It can also be purchased at Game, Set & Match, Quarry Lane, Chichester. Second-hand uniform is available from the Parklands School Association (please ask in the school office). Mobile Phones/Other Electronic Items Mobile phones may only be brought to school in exceptional circumstances. A form must be completed, the phone should be clearly labelled with the child’s name and handed in to the office first thing in the morning and collected at the end of the day. If a phone is not handed in to the school office the school cannot be held responsible if the phone is lost/stolen. Other electronic items such as ‘ipods’, ‘Gameboys’ etc. should not be brought into school at any time and the school will not be held responsible if any of these items are lost/stolen.

The Curriculum

We place great value on bringing the curriculum to life. We believe that children are engaged by, and learn best from, first hand practical experiences, which are relevant to their lives. Learning across different subjects is linked where possible and is delivered through exciting themes such as Superheroes, Food Glorious Food, River Adventure and Paris - City of Light. Each theme begins with a “Wow” event, often a visit or a visitor. Visitors to the school include storytellers, museum staff, artists and theatre groups. Recent visits include The Weald & Downland Musuem, Fishbourne Roman Palace, West Dean Gardens, Littlehampton, Portsmouth Dockyard, Butser Ancient Farm, Chichester Canal, the River Lavant, Blue Reef Aquarium, The Law Courts and Chichester Cathedral. At the end of a unit of work children share their learning in a variety of ways for example through plays, presentations or special books.

Regular whole school events also take place and enrich the curriculum. These have included a Book Week, the European Day of Languages and a Bike week. Each year we support Unicef’s “Day for Change”.

The school has achieved the International School Award, recognising the international dimension of our curriculum. In Year 6, children also have the opportunity to experience a residential visit. This provides an opportunity to undertake outdoor activity and adventure experiences.

Organisation Children are taught in mixed ability classes that may include more than one year group. Most lessons are whole class lessons and work will be differentiated by class teachers to ensure that there is support for those who need it and work to challenge and extend the more able. A variety of approaches to teaching and learning are used. Children work as individuals, in small groups or as a whole class as appropriate to the nature of the learning involved. Classes are named after trees. Currently classes are:

Early Years Ash Class Beech Class Year 1 Birch Class Year 2 Cedar Class Chestnut Class Year 3 Hawthorn Class Hazel Class Year 4 Maple Class Year 5 Oak Class Year 6 Walnut Class SSC Orchard Class

The class structure is reviewed annually.

Teaching Time The time spent on teaching during a normal week, excluding the statutory daily act of collective worship, registration and lunch and other breaks is 23 hours and 45 minutes in Key Stage 2 and 22 hours and 30 minutes in Early Years and Key Stage 1.

Foundation Stage Children in the Early Years classes follow the Early Years Foundation Stage curriculum. This sets out the early learning goals (the knowledge, skills and understanding which young children should have acquired by the end of the academic year in which they reach the age of five) and the educational programmes (what should be taught to young children). There are six areas of learning covered by the early learning goals and educational programmes:

Personal, Social and Emotional Development

Communication, Language and Literacy

Problem Solving, Reasoning and Numeracy

Knowledge and Understanding of the World

Physical Development

Creative Development All are equally important. These areas of learning are delivered through planned, purposeful play, with a balance of adult-led and child-initiated activities, both indoors and outdoors.

Key Stage 1 and Key Stage 2 Children in Years 1 and 2 are in Key Stage 1. Children in Years 3 to 6 are in Key Stage 2. The range of subjects taught and the time allocated for them follow national and local authority guidelines, to ensure the curriculum is broad and balanced. Work is planned to meet the requirements of the National Curriculum and the locally agreed syllabus for Religious Education. Where appropriate, subjects are linked to provide exciting and purposeful lessons in a context relevant to the children. English is taught daily, as specified in the National Curriculum. This includes phonics, spelling, vocabulary, grammar and punctuation, comprehension and composition. A neat, joined style of handwriting is encouraged. We ensure children have access to quality texts and aim to develop an enjoyment and a love of reading. Mathematics is taught daily, using the framework of the National Curriculum. There is an emphasis on mental maths and using maths across the curriculum. We promote basic numeracy skills through a sticker and certificate reward system. Science is concerned with developing knowledge and understanding but we also aim to encourage an attitude of enquiry. Investigative work promotes the development of skills needed including observation, reasoning, experimentation and recording. Computing is taught as a subject in it’s own right, but computers are also used to assist learning in all areas of the curriculum. Each class has access to computers in the classroom and the school has a mobile trolley of laptops to enable whole classes to be taught together.

Design Technology is an exciting practical activity where children explore, design, make and test their different creations. In Geography children learn about the local area and then the wider world. It will often involve trips out into the environment and field work. In History children learn about similarities and differences between the past and present, visit places of historical interest, evaluate historical evidence and try to understand the impact of change. They begin by looking at their own family history. In Art and Design children are able to experience drawing, painting, three dimensional work and textiles. They learn new techniques and experiment with a variety of media to extend their creative talents. They are introduced to the work of artists. Physical Education is timetabled at least twice a week to ensure coverage of dance, gymnastics, games and athletics. Children go swimming once a week in Years 4 and those from Orchard Class. Matches are played against other schools and teams are entered into local competitions for netball, football, swimming and cricket. Opportunities are available to learn various team games and experience a wide range of physical activity. Music – each class has a weekly lesson, with lessons taught by a music specialist. There is a choir. All children will have the opportunity to learn an instrument at some time in the school. Visiting teachers currently offer small group violin, woodwind and singing lessons. Modern Foreign Languages – All children in Key Stage 2 have a weekly French lesson. Personal, Social, Health Education and Citizenship – Please see the section on well-being.

Community Links The school has good links with a range of pre-school settings. We work closely with other schools in the locality through “Chichester Schools Working Together”. Headteachers and teachers meet regularly with staff from other schools. Children enjoy meeting pupils from other schools at sports fixtures. Pupils in Years 5 and 6 visit Bishop Luffa School for Science and Computing classes and staff from Bishop Luffa and the Chichester High Schools visit Parklands to teach some lessons. The priest in charge of St Wilfrid’s Parish Church visits the school regularly to take assemblies and support work being done in class. Representatives of the Baptist Church also visit the school. The school takes part in community activities in Parklands, such as the “Greening Parklands” initiative and events in Chichester, for example productions in the cathedral. The school has links with schools in France and China. The school summer fair is an important community event. Each year children are involved in charity activities for local and international charities.

Well-being

Personal and Social Development

Our curriculum has a strong emphasis on personal and social development. Personal, social, health education and citizenship are taught throughout the school. We seek to promote a healthy and safe lifestyle and moral and social responsibility. We aim to develop self-awareness, motivation, empathy, social skills and enable pupils to manage their feelings. Social and emotional learning is often taught through circle time, with games and activities appropriate to the age group of the children.

The school seeks to develop pupil responsibility in a number of ways. Class councils provide a structured forum for discussion and decision-making and a school council meets at least once a month. The council is made up of two children from each year group, who have been elected by their peers. Pupils in Year 6 act as play activity leaders and support younger

children at play times. Children also take responsibility for a variety of tasks around the school, such as tidying the library, gardening and arranging equipment for assemblies.

Discipline and Behaviour The general behaviour of pupils is a matter of great importance in the running of the school and to the well-being of the community. Our policy promotes good behaviour and positive relationships so that all members of the school community feel valued and respected and are able to live and work together. All members of the school community have the right to be treated well and fairly in an environment that is happy, safe and secure. Qualities of honesty, kindness and fair dealing are constantly encouraged, whilst politeness and thought for others are regarded as the basis of relationships between pupils and

teachers. Children are expected to be responsive to discipline and to observe the “Hedgehog Rules”.

Hedgehog Rules

Join in and do our best

Look, listen and learn

Treat others as we would like to be treated

Respect other people, the things they like to do and their property

Have self-control when we need to

Think before we act In addition to these rules each class has a set of class rules negotiated at the start of the year. Parents are consulted at an early stage if a pupil’s behaviour causes concern.

Celebrating Achievements We believe it is important to recognise and celebrate children’s achievements. Every child belongs to one of four “Houses”. House points are awarded regularly for good work and behaviour and the running total is announced weekly in assembly. At the end of each term a cup is awarded to the house with the most house points.

We also organise a weekly Headteacher’s Tea Party, where pupils are rewarded for good work/attitudes. They have tea and cake on a Friday afternoon where their achievement is celebrated with the Headteacher.

“Star Awards” and Good Behaviour certificates are presented by the teachers in an assembly. There is also the opportunity to share and celebrate successes that children have had outside the school.

Healthy Schools The school has been awarded Healthy School Status and is committed to promoting a healthy lifestyle. This relates not just to the school curriculum but to every aspect of the school’s emotional and physical environment. We have policies in place to promote healthy eating, physical activity, emotional health and well-being and personal, social and health education (including age-appropriate sex and relationships and drugs education). All our policies are available from the school office.

Food Policy

Clean fresh water is available for all pupils at all times of the day. On special occasions other drinks with some nutritional value may be provided, for example fruit juice or milk. Semi-skimmed milk is available daily at break time through the Cool Milk scheme for parents who choose to pay for it.

Sweets are not used by staff as a reward. Food used as part of class rewards or celebrations will only include food which meets new food-based standards. Foods that are restricted at most times, such as cakes, biscuits and sausage rolls, will be allowed at parties or celebrations to mark religious or cultural occasions and at fundraising events, although healthier options will also be offered. This also applies to food brought in on an occasional basis by parents or pupils.

Children may bring a piece of fruit for a mid morning snack. Other snacks are not allowed. The younger pupils have an additional piece of fruit provided through our participation in the Free Fruit and Vegetable scheme.

Lunch provided by the school meets new government standards for nutrition.

We promote healthy lunchboxes as part of a balanced and varied diet. Chocolate, sweets and fizzy drinks are not allowed.

We request that nuts or any products containing nuts are not brought into school, as we may have children with life threatening allergies.

Please notify the school in writing of any special dietary medical needs.

Medicines No medicines are administered in school. Children with asthma may have access to an inhaler, which can be kept by the child in Key Stage 2 or will be available at anytime during the school day for children in Key Stage 1. In exceptional circumstances special support arrangements may be made for children with long term medical needs. The children must not bring medicines, throat sweets or ointments of any kind to the school. Please do not send your child to school if they are unwell. If your child has been unwell, please do not send them to school for 24 hours, or in the case of sickness and diarrhoea, 48 hours. The school nurse can be consulted on any issue relating to the health of children, via the school office or the Headteacher.

Child Protection

The school has a duty of care to its pupils. Procedures are in place to ensure the safety and well-being of pupils. The school will work closely with parents and outside agencies, including Social and Caring Services if there are concerns about a child’s welfare. Detailed checks are carried out on all staff and other adults who work in the school. If you have any concerns about the safety or well-being of a child, please do not hesitate to contact the Headteacher who is the designated member of staff for Child Protection.

Attendance

Regular attendance and being at school on time are very important for educational and social reasons. We ask that parents inform the school office if a child is not in school and confirm the reason for absence in writing upon the child’s return. On the first day of absence, if no message has been received, we will telephone to check the absence. We do this to ensure the safety of the pupil.

For the academic year 2014/2015 the percentage of half days (sessions) missed was:

Authorised Absence 4.0 Unauthorised Absence 1.1

Attendance and punctuality are monitored regularly and concerns will be referred to our Education Welfare Officer.

In line with other Chichester Locality schools, any holiday taken during term time will be unauthorised. Any absence from school, for anything other than illness or medical appointments, must be agreed by the Headteacher.

Security

To ensure the safety of pupils a security system controls entry to the school building. At times other than the normal start and end of the school day visitors to the school must use the main entrance and sign in at the school office. Visitors are required to wear an identification badge. All gates not visible from the school office are locked during the day.

Travel

Walking and cycling to school are encouraged as part of an active and healthy lifestyle. A safe cycling permit is in place to promote the safe use of bicycles.

Equality and Inclusion

Equality Policy

The school is committed to equal opportunities and aims to be a school where everyone:

achieves to their full potential through challenge, support and high expectations

is encouraged and able to participate fully in school life

can have different needs, cultures and beliefs which are respected, supported and celebrated

has rights which are respected. We believe that no-one should receive less favourable treatment on the grounds of: race, disability, physical ability, age, income, religion/belief, colour, ethnic or national origin, marital status, gender, gender reassignment, sexuality, nationality.

Special Educational Needs Our school aim is to enable all pupils to achieve their full potential. We recognise that every child is an individual with different needs. This section provides an overview of the ways staff at Parklands Community Primary School work to ensure that a pupil’s special educational needs are effectively met through a four step; assess, plan, do and review cycle. Staff at Parklands School will use their best endeavours to ensure pupils with special educational needs are able to join in the activities of the school together with pupils who do not have special educational needs, so far as is reasonably practical and compatible with the child receiving the learning opportunities their individual needs demand. Accessibility and inclusive practice in the school Parklands Community Primary School is committed to equal opportunities and aims to be a school where everyone is encouraged and enabled to participate fully in school life so they can achieve their full potential through challenge, support and high expectations. It is a place where different needs, cultures and beliefs are respected, supported and celebrated. The school is committed to ensuring equal treatment of all its pupils, employees, and any others involved in the school community. The school will not tolerate harassment of disabled people with any form of impairment. Inclusive learning will be achieved through… The creation and delivery of a dynamic and relevant curriculum designed to promote a full range of learning, thinking and life skills.

Providing a broad, balanced and relevant curriculum Using flexible and responsive teaching and learning styles Equipping pupils with the skills, knowledge and attitudes necessary to succeed

as individuals and as responsible and valued members of society Developing a close partnership with the whole school community, particularly

parents Providing a differentiated curriculum that meets the needs of all pupils,

individuals and groups by setting suitable learning challenges, responding to pupils' diverse learning needs and overcoming potential barriers to learning and assessment

Creating an environment and resources that enable access to the learning opportunities on offer

Identification of pupil needs At Parklands School, we identify children with SEN as early as possible, through regular contact with our feeder Early Years settings and through ongoing assessment in the Foundation Stage Year. Throughout the school we monitor and track the progress of all children through an ongoing process of planning, teaching and assessment. Children with SEN may be identified at any stage of this process during their school life.

The identification and assessment of the special educational needs of children whose first language is not English, requires particular care. Where there is uncertainty about an individual child teachers will look carefully at all aspects of a child’s performance in different subjects to establish whether the problems they have in the classroom are due to limitations in their command of the language that is used there or arise from special educational needs.

The graduated approach to SEN support Early Help

If a teacher is concerned about some aspect of a child’s progress, behaviour or well-being (s)he will decide what action to take within the normal daily classroom routine. If the child has difficulties learning in one or more areas, the teacher will adapt resources or change the teaching method being used, to suit that child.

If a child is having behavioural problems the teacher will take note of the frequency and severity of the incidents and, if possible, adapt the classroom environment to help the child overcome the problems

When a teacher is concerned about a child’s learning, progress or attainment (s)he will share her concerns with the SENCo and detail these concerns on the ‘Sharing Concerns’ form

If necessary the teacher will invite the parents/carers of the child into school to discuss the concerns

The teacher will inform the SENCo of the concerns. The SENCo will work with staff to agree the best approach for pupils with identified concerns

Class Action Plans When it is established that a child is not making expected progress, the class teacher will create a plan to detail support targeted toward the child’s identified area of weakness. This is additional to that provided as part of the school’s usual differentiated curriculum. This will be recorded in a class action plan. The triggers for intervention through a Class Action Plan will be…

Identified concern, underpinned by evidence, about a child who, despite receiving differentiated learning opportunities, makes little progress

If a pupil shows signs of difficulty in developing literacy or mathematics skills, which result in poor attainment in some curriculum areas

Persistent emotional or behavioural difficulties which are not reduced by the behaviour management techniques usually employed in the school

Has sensory or physical problems, and continues to make little or no progress despite the provision of specialist equipment

Has communication and/or interaction difficulties, and continues to make little or no progress despite the provision of a differentiated curriculum

In some cases outside professionals from health or social services may already be involved with the child. Where these professionals have not already been working with the school staff, the SENCo may contact them if the parents/carers agree. The child’s class teacher will remain responsible for working with the child on a daily basis and for planning and delivering an individualised programme. Parents/carers will always be consulted and kept informed. Intervention

The SENCo and the child’s class teacher will decide on the action needed to help the child to progress in the light of their earlier assessment. This may include…

Different learning materials or special equipment Some group or individual support Extra adult time to devise the nature of the planned intervention

and to monitor its effectiveness Staff development and training to introduce more effective

strategies Access to support services for one-off or occasional advice on

strategies or equipment

SEN Support Where progress continues to be less than expected the class teacher, working with the SENCO, should assess whether the child has SEN. Evidence is gathered including the views of the pupil and their parents /carers alongside formative and summative SEN assessments. The pupil’s response to such assessment can highlight their particular needs so they are more effectively targeted. A request for support from external services is likely to follow a decision taken to provide SEN support. Pupils requiring SEN support will often benefit from the advice of external support services to advise provide specialist assessments to inform planning and the measurement of a pupil’s progress, give advice on the use of new or specialist strategies or materials, and in some cases provide support for particular activities.

The triggers for SEN Support will be that, despite receiving targeted support through the class action plan, the child:

Continues to make little or no progress in specific areas over a long period Continues working at National Curriculum levels substantially below that

expected of children of a similar age Continues to have difficulty in developing literacy and mathematics skills Has emotional or behavioural difficulties which substantially and regularly

interfere with the child’s own learning or that of the class group, despite having an individualised behaviour management programme

Has sensory or physical needs, and requires additional specialist equipment or regular advice or visits by a specialist service

Has an ongoing communication or interaction difficulty that impedes the development of social relationships and cause substantial barriers to learning

When school seeks the help of external support services, those services will need to see the child’s records in order to establish which strategies have already been employed and which targets have been set and achieved. The external specialist may act in an advisory capacity, or provide additional specialist assessment or be involved in teaching the child directly. The resulting personal learning plan for the child will set out fresh strategies for supporting the child’s progress. These will be implemented via targeted support in the normal classroom setting and through out of class intervention groups.

Personal Learning Plans Details of specific barriers to learning and the associated strategies employed to remove these barriers and enable the child to progress will be agreed in collaboration with the parents/carers, class teacher and SENCo. The agreed targets will be recorded within a Personal Learning Plan. (PLP) The PLP will only record that which is additional to, or different from, the differentiated curriculum. It will focus upon three or four individual targets that match the child’s needs and have been discussed with the child and the parents / carers. The PLP will be reviewed each term and parents’/ carer’s views on their child’s progress will be sought. Wherever possible, the child will also take part in the review process and be involved in setting the targets.

Statutory Assessment

If the child continues to make very little or no progress, the school, though the Headteacher and SENCo or the parents / carers may request that the LA consider carrying out a statutory assessment of the child’s SEN. If the LA agrees, it will collect information from all the people who have been involved with the child. From this the LA decides whether the child would benefit from an Education Health and Care Plan (EHCP) or whether their needs can be met with SEN Support. The Special Support Centre (SSC) Parklands Community Primary School has a Special Support Centre (SSC) for 13 children with a statement of SEN/EHCP specifying social communication needs. The overall aim of the provision is to support each pupil’s development academically, socially and emotionally through a balanced exposure to life in mainstream classes and individual or small group support from Special Support Centre staff, in order to

maximise inclusion. In the SSC, the children are taught according to the National Curriculum and all aspects of teaching and learning are planned and personalised ensuring the children have learning targets to support their specific needs. Lessons are taught in small groups, one to one with other professionals such as the speech and language therapist. Each child has a supported integration programme giving them as much time as possible to work within mainstream classes every week. As the SSC is a Local Authority (LA) additionally resourced base, admission to the SSC is through the LA and children come from a wide geographical area. Supporting pupils at school with medical conditions Most pupils will at some time have a medical condition that may affect their participation in school activities. For many this will be short-term; perhaps finishing a course of medication. Other pupils have medical conditions that, if not properly managed, could limit their access to education. Such pupils are regarded as having medical needs. Most children with medical needs are able to attend school regularly and, with some support from the school, can take part in most normal school activities. However, school staff may need to take extra care in supervising some activities to make sure that these pupils, and others, are not put at risk. If a pupil has identified medical needs an individual health care plan will be used to identify the necessary safety measures to support them and ensure that they and others are not put at risk. Parents or guardians have prime responsibility for their child’s health and will need to provide the school with information about their child’s medical condition. Parents, and the pupil if he/she is mature enough, should give details in conjunction with their

child’s GP or paediatrician, as appropriate. The school doctor or nurse and specialist voluntary bodies may also be able to provide additional background information for school staff. The School will work closely with the Health Service to ensure pupils with medical needs and school staff have effective support in schools.

Parklands Community Primary School Accessibility Plan 2014 -2017

This plan should be read alongside the Disability Equality Scheme section in the Equality and Diversity Policy.

2A Increasing the extent to which disabled pupils can participate in the school curriculum

TARGET STRATEGIES OUTCOME TIME FRAME PROGRESS All pupils will be able to access all areas of the curriculum

Monitor involvement of pupils and pay specific attention to those with any disability. Make appropriate provision to ensure full curriculum access as far as is practicably possible

All pupils, including those with a disability actively part of all curriculum areas with reasonable adaptations where necessary

Re-assess annually or as new pupils start school

March 2014 – all pupils at present accessing all areas of the curriculum, including those with disabilities and are achieving well

All pupils will be able to access all extra-curricular activities should they wish to do so

A range of clubs on offer to all pupils. Reasonable adaptations to be considered if a pupil is having difficulty participating

All pupils, with or without disabilities have full access to any extra-curricular activity

Re-assess annually or as new pupils start school

March 2014 – all pupils at present accessing extra-curricular activities, including those with disabilities and are enjoying the range of opportunities

Continue to integrate pupils in the SSC into mainstream classes and whole school activities

Individual plans for each pupil and expert TA support in mainstream classes

All pupils in the SSC, for whom it is appropriate to be accessing on a regular basis at least one area of the mainstream curriculum and whole school activities

On-going. Regular assessment of individual pupil needs

March – 2014 – all pupils in the SSC regularly access mainstream classes and whole school activities

To work with parents and carers to ensure school is well informed about any potential barriers to learning for individual pupils

Proactive approach to encourage parents and carers to share any concerns regarding their child’s access or involvement in the curriculum

Parents/carers and staff working closely together to ensure each pupil is able to participate in the school curriculum

Regular review of curriculum plans to ensure accessibility

March 2014 – all staff working hard to communicate effectively with parents/carers

Ensure that the curriculum promotes role models and heroes that pupils can positively identify with, which reflects the schools’ diversity in terms of disability, race, gender and ethnicity

Examples: Cross curricular topics to include role models and heroes Visits from Fire Service and Police Junior Wardens SEAL resources

Regular review of curriculum plans to ensure accessibility

Regular review of curriculum plans to ensure promotion of role models and heroes

Spring Term 2014 – development of new curriculum includes promotion of positive role models and heroes

2B Improving the physical environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services

TARGET STRATEGIES OUTCOME TIME FRAME PROGRESS Ensure there is access for all pupils, including those with disabilities to the learning environment both internally and externally

Ensure all routes into and around the school are accessible for wheelchair users

Safe access in and around school for wheelchair users

Daily checks by caretaker. Termly checks by H&S governor

Spring Term 2014 – all areas are accessible with disabled access parking in place Accessible toilet and changing space now in place

Monitor lunch provision for all pupils with disabilities or medical needs

Specific pupils have 1:1 support at lunchtimes

Daily support with any issues being discussed with SENCo/HT

Spring Term 2014 – all pupils with specific needs are supported effectively

For pupils with eyesight challenges ensure that Interactive Whiteboards are the correct brightness and colour combination

Each class teacher reviews pupil needs and responds to feedback

Daily Spring Term 2014 – all in place, monitoring by SENCo/IT team

For pupils with hearing impairment ensure they are positioned correctly in class to gain full view of the teacher and raise awareness of staff to ensure child is able to communicate

Each class teacher reviews pupil needs and responds to feedback

Daily Spring Term 2014 – all in place, monitoring by SENCo

Should a pupil with significant hearing loss join the school, install a hearing loop system

All pupils with hearing loss to be able to participate effectively with learning

To be reviewed as new pupils join the school

Review accessibility of IT including hardware and whiteboards Train staff on use of new resources

IT is used across the curriculum and when appropriate in homework to enhance pupils’ learning

Monitoring by IT team/SENCo

2C Improving the delivery to disabled pupils of information that is provided in writing for pupils who are not disabled

TARGET STRATEGIES OUTCOME TIME FRAME PROGRESS Ensure that all relevant documents are available in alternative formats

The school will make itself aware of the services available through external providers for converting written information into alternative formats

The school will be able to provide written information in different formats when required for individual purposes such as use of symbols, communication in print, large print or through augmentative communication technology, contrasting colours All school information available for all through either hard copy or website Effective delivery of school information to parents/carers and local community

On-going

Ensure that all relevant written material is available in alternative languages

The school will make itself aware of the services available through external providers for converting written information into alternative languages

The school will be able to provide information in different languages when required for individual purposes upon request

On-going

Ensure the school website meets the standards of accessibility

Audit website and make changes where reasonably practicable

School website is fully accessible On-going

How the school is doing

School Results

As a relatively small school, each pupil represents a significant percentage in our school test results. These can therefore vary quite considerably year on year, depending on the strengths of each cohort of children and the numbers of pupils receiving special provision. The success of each year is therefore measured against targets set for the individual children, which ensure each child makes good progress during their time with us. The latest published figures are set out below.

COMPARATIVE REPORT

These tables show the percentage of Year 6 pupils achieving each level in 2015, compared to national end of Key Stage 2 Teacher Assessment Levels and Test Results for 2014. The number of eligible children is: 33 Figures may not total 100 per cent because of rounding.

TEACHER ASSESSMENTS

Percentage at each level

W 1 2 3 4 5 6 D A

English School 0 6 0 12 42 39 0 0 0

National 1 1 2 9 47 39 2 0 0

Mathematics School 0 6 0 9 45 30 9 0 0

National 1 0 2 9 44 36 8 0 0

Science School 0 6 0 15 39 39 0 0 0

National 1 0 2 9 49 38 0 0 0

TEST RESULTS

Percentage at each level

B 3 4 5 6 T A

Grammar Punctuation & Spelling*

School 6 21 18 55 0 0 0

National 3 18 24 49 4 3 0

Reading School 6 6 48 39 0 0 0

National 3 6 39 49 0 2 0

Mathematics School 9 3 48 30 9 0 0

National 3 10 44 33 9 1 0

Ofsted Report

Some of the things Ofsted said about the school when it was last inspected in September 2014.

The overall effectiveness of the school

“Key Stage 2 pupils’ progress in mathematics has improved rapidly. Pupils now make good progress in all subjects across much of the school”

“Last year’s Key Stage 1 and Key Stage 2 pupils achieved results above the most recent national averages. Pupils’ results in Key Stage 2 strongly improved over the previous year.”

“Pupils are courteous and well behaved. They work and play together happily and cooperatively. The school keeps pupils safe and looks after them well.”

Outcomes for individuals and groups of pupils “Last year’s Key Stage 1 and Key Stage 2 pupils achieved results in reading, writing and mathematics above the most recent national averages. Pupils’ results in Key Stage 1 have remained high over time, while pupils’ results in Key Stage 2 strongly improved over the previous year. This is a key reason why the achievement of pupils is good.” “The school’s results of the national screening check in phonics (linking letters to the sounds they make) have improved rapidly over time. The most recent phonics

scores are higher than the most recent national averages.” “An overwhelming majority of parents who offered an opinion thought that their children made good progress.” How effective is the provision? “Teachers and pupils relate together well. They treat each other respectfully. Teachers value their pupils highly.” “Pupils take pride in their achievements, their work and their school. They demonstrate positive attitudes to learning, which contribute to the progress that they make.” “An overwhelming majority of parents who offered an opinion thought that their children were taught well.”

How effective are leadership and management? “The headteacher, along with other leaders and governors, has raised the school’s expectations. These higher expectations have resulted in improvements to pupils’ achievement and to the quality of teaching. This is the key reason why leadership and management are good.” “Senior and middle leaders are confident and effective. They work well together as a team and share the headteacher's aspirations for the school. Middle leaders lead training in their subjects for staff and have introduced improvements to practice. Pupils’ achievement has improved as a result, particularly in phonics and mathematics.” “The governing body’s checks on the school's work are well organised and systematic. Governors engage in regular dialogue with subject leaders and scrutinise data about pupils’ achievement carefully and with understanding. They check the quality of teaching carefully through a range of measures, including visits to see teaching and pupils’ work for themselves. Governors check that performance management is used well to improve teaching, and that teachers get sufficient support to help them develop their practice. They check that the school’s finances are spent effectively. Governors share the headteacher’s high expectations.”

Early Years Foundation Stage “The indoor and outdoor classrooms are attractively presented, safe, and well used. Children are enabled to choose activities that help them make progress across all areas of learning. Children show consistently high levels of concentration and engagement.” “The early years leader and other staff evaluate the effectiveness of the early years provision well, and use their understanding to bring about improvements. An increasing percentage of children attain a good level of development as a result.” “Staff ensure that children settle into school quickly and feel safe. Teachers and teaching assistants quickly develop warm relationships with the children and look after them well.”

The full report is available at www.ofsted.gov.uk.

Additional Information

Secondary Transfer The children normally transfer to the Chichester High School for Boys, Chichester High School for Girls or Bishop Luffa at the end of the school year in which they are eleven. Each year a few pupils transfer to other local secondary schools. We do all that we can to ensure children are supported through the transition process. We meet with staff from the schools and will accompany children on additional visits if necessary.

Procedures for Making Complaints Parents are always encouraged to approach the school if they have any concerns. Most issues can be dealt with informally and every effort will be made to deal with complaints promptly. In the first instance, parents are advised to contact the teacher concerned, usually the class teacher. More serious concerns, or those which remain unresolved, will be referred to the Headteacher. If the matter is still unresolved the Headteacher will refer the matter to the Chair of Governors or a nominated Governor. If the complainant is still not satisfied they may make a formal complaint, in writing, to the Chair of Governors.

Useful Links www.primarycontact.co.uk to receive electronic communication from

school (please apply at the school office)

www.mealselector.co.uk to order hot meals (see section School Procedures)

www.ofsted.gov.uk to view the school’s full Ofsted Report www.coolmilk.com to order milk www.yourschooluniform.com to purchase school uniform www.parklands.w-sussex.sch.uk our school website – for school information

including the latest newsletters