St. Mary's RC Langley
Prospectus

Welcome from the Head teacher

Dear Parents and Carers,

St. Mary’s R.C. Primary and Nursery School is a large primary school in Langley in Middleton. We value all children and all children are welcomed at our school.

We see our school as part of a vibrant local community and also hope that your family will quickly feel part of our school community, which we view as a team working together to provide the very best we can for the children in our care.

In our school our goal is to help children recognise, value and celebrate their individual skills and talents and to help them to develop them to their full potential. In doing this, children will also have to learn how to deal with the things they find challenging and learn how to manage these challenges. An understanding - and hopefully a love – of learning is becoming an essential skill in our rapidly evolving 21st century world and we want to give children a life-long love of learning. Giving children the tools to drive and organise their own learning is the key to growing and thriving in life.

Our aim is for St Marys RC Primary to provide the context where our young learners can grow; the primary school of choice for local parents and a school that children would want to be a part of; where children:

  • feel valued, secure and able to express their ideas and opinions
  • are motivated to learn in a well-resourced, stimulating environment
  • have access to the highest quality teaching and learning from skilled, enthusiastic, caring staff
  • are the focus for every opportunity to be exploited so that academic, spiritual, moral, physical, social and cultural development will be maximised
  • are supported through a strong set of Catholic values which will underpin all our their development
  • have staff, governors and parents who work as a team to inspire and assist all pupils towards their goals;
  • thrive through a global commitment to the fulfilment of potential in an atmosphere of love, respect, trust and high expectation.

We are proud of our school and hope you will come and join us to see why.

Mr. Ben Lavin

 

 

School Mission

As the family of St. Mary’s, learning and growing in God’s love, joyfully, we pray, play and respect all, changing our world forever.

As a faith community of children, parents, grandparents, cleaners, kitchen staff, governors and teachers we gathered together to redefine our mission. We all discussed what our core values should be in and beyond our school. These were then shared and discussed in class, in the pupils’ School Council at staff meetings and a full governing body meeting.

We agreed that the statement below should be our core mission. It is what makes St Mary’s. It embeds all our successes and failures.

Information

St. Mary’s R.C. Primary and Nursery School is a voluntary-aided school established to provide education for Catholic children between the ages of 3 and 11 years.

The school operates a waiting list for nursery age children.  The maximum number of children in the nursery is: 60

ADMISSION TO THE NURSERY CLASS AT St. Mary’s Roman Catholic Primary School will be on a part time basis and made by the Governing Body in accordance with the parental applications subject to the following set of ADMISSIONS CRITERIA forming a priority order where there are more applications for admission than the Nursery has places available.  For the school year commencing September 2017 the Governing Body has set its admissions number at 60.

  1. Baptised Roman Catholic Looked After Children and previously Looked After Children
  2. Baptised Roman Catholic children who have a sibling in the Primary School at the time of admission
  3. Baptised Roman Catholic children resident in the parish of Our Lady of the Assumption.
  4. Other Looked After Children and Previously Looked After Children
  5. Other children who have a sibling in the Primary School at the time of admission
  6. Other children.

NOTES

  1. A Looked After Child is a child who is (a) in the care of a Local Authority, or (b) being provided with accommodation by a Local Authority in the exercise of their Social Services functions under section 22(1) of the Children Act 1989.  A previously Looked After Child is one who immediately moved on from that status after becoming subject to an adoption, residence or special guardianship order
  2. For a child to be considered as a Roman Catholic evidence of such Baptism will be required.
  3. The decision with regard to the allocation of a morning or an afternoon place rests with the Head Teacher.
  4. Admission to the Nursery Class does not necessarily secure admission to the Primary School.
  5. If in any category there are more applications than places available, priority will be given on the basis of distance from home to school.  Distance will be measured in a straight line from the front door of the child’s home address (including the community entrance to flats) to the main entrance of the school using the Local Authority’s computerised measuring system with those living nearer to the school having priority.  If the distance is the same for two or more applicants where this would be last place/s to be allocated, a random lottery will be carried out in a public place.
  6. Where a child lives with parents with shared responsibility, each for part of a week, the child’s “permanent place of residence” will be determined as the address of the parent who normally has responsibility for the majority of school days in a week.
  7. Sibling is defined as a brother or sister, half brother or sister, adopted brother or sister, step brother or sister, or the child of the parent/carer’s partner where the child for whom the school place is sought is living in the same family unit at the same address as that sibling.
  8. The Governing Body reserve the right to withdraw the offer of a school place where false evidence is received in relation to baptism, sibling connections or place of residence.

Mornings and afternoons – 30 (part-time). Depending on the size of intake there may be years when we are able to offer full time places. The Nursery provides flexible hours. There is a cost implication for full time places. For further details please contact school on 0161 643 7594 or e-mail office@stmarysrcmidd.rochdale.sch.uk.

St. Mary’s is a Roman Catholic Primary School under the trusteeship of the Diocese of Salford It is maintained by Rochdale Authority.  As a Voluntary Aided School, the Governing Body is the Admissions Authority and is responsible for taking decisions on applications for admissions.  The co-ordination of admissions arrangements is undertaken by the Local Authority.  For the school’s year commencing September 2017, the Governing Body has set its admissions number at 60.      

ADMISSIONS TO THE SCHOOL will be made by the Governing Body.  All preferences listed on the Local Authority Preference Form will be considered on an equal basis with the following set of ADMISSIONS CRITERIA forming a priority order where there are more applications for admissions than the school has places available.

  1. Baptised Roman Catholic Looked After Children and previously Looked After Children
  2. Baptised Roman Catholic children who have a sibling in the school at the time of admission
  3. Baptised Roman Catholic children resident in the parish of Our Lady of the Assumption
  4. Baptised Roman Catholic children resident in other parishes
  5. Other  Looked After Children and previously Looked After Children
  6. Other children who have a sibling in the school at the time of admission
  7. Other children.

NOTES

  1. All applicants will be considered at the same time and after the closing date for admissions which is 15 January 2017.
  2. A Looked After Child is a child who is (a) in the care of a Local Authority, or (b) being provided with accommodation by a Local Authority in the exercise of their Social Services functions (under section 22(1) of the Children Act 1989.  A previously Looked After Child is one who immediately moved on from that status after becoming subject to an adoption, residence or special guardianship order.
  3. For a child to be considered as a Roman Catholic evidence of such Baptism will be required.
  4. It is the duty of governors to comply with regulations on class size limits at Key Stage One.  The Governing Body may exceed the regulations for twins and children from multiple births where one of the children is the 30th child admitted.
  5. If in any category there are more applications than places available, priority will be given on the basis of distance from home to school.  Distance will be measured in a straight line from the front door of the child’s home address (including the community entrance to flats) to the main entrance of the school using the Local Authority’s computerised measuring system with those living nearer to the school having priority.  If the distance is the same for two or more applicants where this would be last place/s to be allocated, a random lottery will be carried out in a public place. 
  6. Where a child lives with parents with shared responsibility, each for part of a week, the child’s “permanent place of residence” will be determined as the address of the parent who normally has responsibility for the majority of school days in a week.
  7. Sibling is defined as a brother or sister, half brother or sister, adopted brother or sister, step brother or sister, or the child of the parent/carer’s partner where the child for whom the school place is sought is living in the same family unit at the same address as that sibling.
  8. A waiting list for children who have not been offered a place will be kept and will be ranked according to the Admission Criteria.  Parents will be informed of their child’s position on the waiting list which will not be operated for longer than the end of the Autumn Term.
  9. For ‘In Year’ applications received outside the normal admissions round and if places are available then children qualifying under the published criteria will be admitted.  Direct application to the school can now be made under this heading.  If there are places available but more applicants than places then the published oversubscription criteria will be applied. 
  10. If an application for admission has been turned down by the Governing Body, parents can appeal to an Independent Appeals Panel.  Parents must be allowed at least twenty school days from the date of notification that their application was unsuccessful to submit that appeal.  Parents must give reasons for appealing in writing and the decision of the Appeals Panel is binding on all parties.
  11. Parents can request that the date their child, if below compulsory school age, is admitted to school is deferred to later in the school year or until the term when they reach compulsory school age.
  12. The Governing Body reserve the right to withdraw the offer of a school place where false evidence is received in relation to baptism, sibling connections or place of residence.

 

Appeals

Parents of children who have not been allocated to their preferred school can appeal, in writing to:-

Early Help and Schools
Number One Riverside
Smith Street
Rochdale OL16 1XU

01706 647474

www.rochdale.gov.uk › Schools and educationSchool admissions

School Address

St. Mary’s R.C. Primary,

Wood Street,

Langley,

Middleton,

Manchester,

M24 5GL

 

Tel:  0161 643 7594

Fax: 0161 654 6487

E-mail: office@stmarysrcmidd.rochdale.sch.uk

Website: www.stmarysrcmidd.rochdale.sch.uk

Head Teacher:  Mr. B. Lavin

Chair of Governors:  Mr M Suddaby ,

St Mary’s RC Primary School,

Wood Street,

Langley,

Middleton,

Manchester.

We give broader scope for the development of children in Art and Craft, Drama, PE and Games.  The school produces plays or musicals in the Nursery, Infant and Junior Departments during the year.  We participate in the local schools leagues in football (league, cup, 5-A-Side and 7-A-Side), netball (league and rally), cricket (softball, Kwik Cricket, 6-A-Side),SEND sport, swimming,Tri golf rounders, tennis badminton,Table tennis plus other sports whenever possible.   

The school uses a number of professional coaches who visit the school to work with groups of children. These have included Rochdale A. F. C., Rochdale R.L.F.C., Middleton C.C., Manchester City F. C. and Manchester United F. C. The children have also experienced water sports, Horse riding  Hockey, Cricket, Athletics, Mini Water Polo, Cheerleading, Cycling, Tennis, Lacrosse and Tag Rugby.

The provision of Sport is also enhanced through our links to Cardinal Langley Sports College Partnership and our excellent links with outside coaching providers. We have recently been awarded the gold standard in the Sainsbury’s sports awards.

The school is committed to the provision of high quality experiences in art and drama for pupils throughout the school. We care also only 1 of 2 schools in the borough who are Gold arts mark.

The highlight of all our excellent creative work is the end of year involvement in the Manchester Arts Week where the Year 6 pupils perform at a Theatre or performance venue in Manchester. To date, these include the Contact Theatre, the Library Theatre, Ordsall Hall and Victoria Baths.

School also employs a resident artist, a trained social worker and a specialist language teacher and the music service. 

The Governing Body

The following form the Governing Body of the school: -

Mr. M. Suddaby (Chair)

Mr. M Hyde (Vice Chair - Foundation Governor)

Mr. C Mayer (Foundation Governor)

Mr. S. Crankshaw (Foundation Governor)

Canon. T. Mullins (Foundation Governor)

Mrs J. Murphy (Elected Parent Governor)

Mrs C.Lord (Elected Parent Governor)

Mr. Olabode Olushuyi (LA Governor)

Mr. B. Lavin (Head Teacher)

Mr J. Thompson -Roberts(parent governor)

Mrs . Alison Lenord (parent governor)

Mrs Diane Lyons (co-opted governor)

 

Governors’ Policy Statement for the Curriculum

Introduction

Good educational philosophy and practice are considered to be most important and due regard is given to the Rochdale Education Authority directives.  These are accepted in so far as they apply to the children aged 3 to 11 years in our school.  The requirements of the DFES for the National Curriculum will be met and catered for.  At the same time the distinctive nature of our particular Catholic school will be found in the following aspects of the Curriculum.

1.  The Catholic Christian Foundations

The curriculum encompasses all the experiences upon which we draw both consciously and unconsciously within an educational environment, including the structured learning programmes and the many other activities and opportunities that occur.

Christ is the foundation of the whole educational enterprise in the Catholic school.  He is the teacher who has shown that God, his Father, has revealed Himself in many ways.  This will be reflected in all aspects of the curriculum as it gradually unfolds the wonders of the created world, the value of all God’s people and the eternal purpose of life.

The curriculum should provide a Catholic Christian setting in which children can grow, not only in knowledge and understanding, but also in faith.  The school considers human knowledge a truth to be discovered.  The Church has always promoted the view that within the dimension of this discovery, there are valuable aspects of academic, aesthetic and social learning, which help to mature the individual in God’s image.

Discovery and awareness of truth, leads children to the discovery of the Spirit of truth himself.

2.  The Individual and the Community

The curriculum of the school will aim to provide a Catholic Christian setting in which children can grow in understanding and acquire the skills, attitudes and values necessary to develop as individuals and as caring members of the community.  It should enable each child to fulfil all their natural and spiritual gifts so that they gradually mature into the person that God intends them to be.  They will learn to use their talents, not in a narrow individual way, but for the service of the wider community in which they live as responsible citizens.

3.  Parents

Parents are the first and most important teachers of their child.  The school aims to assist the parents as much as possible in the education of their children both inside and outside the school.  Parents will be kept informed of the way in which the curriculum affects their children.  They will be welcomed into school so that they can take part in the various activities and will be advised how they can assist their children at home.

4.  Home, School and Parish

Each child grows in the ways of Christ within the context of the Christian family formed by home, the school and the local church.  Religious education is a fundamental part of the total curriculum.  This partnership of parents, teachers and parishioners is emphasised by the Salford Diocesan programme for the Sacraments of Initiation that will prepare our children for Confirmation, Reconciliation and Eucharist within the wider family of the whole Church.  It is important that common aims be established and developed in a climate of mutual trust and openness.  Home, school and parish should work together for the building of God’s Kingdom, based on the Gospel values of love, peace and justice.

5.  Spiritual Qualities

The curriculum should provide a framework that will enable pupils to acquire qualities of the Spirit including the virtues of faith, hope and love.  It will also help them to develop a moral conscience that will appreciate the concept of truth, goodness and justice, both in themselves and in society.

6.  In accordance with Church Teaching

The factual and moral content of the Curriculum must always be in accord with the teaching of the Catholic Church.  Throughout the whole of the Curriculum, topics that raise specific religious and moral issues call for a planned and adequate response in the light of the Catholic faith.

 

7.  The Performance and Value of Individuals

In the assessment and recording of pupil performance it is essential that the dignity and value of each individual is upheld.  The fundamental worth of each pupil in the eyes of God is immeasurable and cannot be judged by the same criteria as may be used in assessing the levels of attainment.  Pupils must be helped to deal with their relative successes and failures in areas of the curriculum with sensitivity and understanding.

Each child should be helped to identify his/her areas of achievement and also areas where more development is necessary.  An individual child may develop in one of the academic, physical, aesthetic or spiritual areas more than another.  The development of each is important, as a reflection of the value we attach to God’s gifts.

 

A fuller picture of the child’s positive achievements will be found in their record folders.

8.  Teachers

Underlying the whole educational enterprise are the attitudes and values that we seek to convey.  This can only be satisfactorily achieved through the expertise, commitment and positive influence of the teachers.  Teachers will realise that the curriculum has to be personalised, it has to be understood and presented by them with dedication which springs from a sense of Christian vocation and with professional skill so that it will be absorbed into the lives of their pupils as an influence for good.  The Curriculum will only be as good as the teacher.  A teacher who is full of Christian wisdom, well prepared in their subject, does more than convey the sense of what they teach to their pupils.  Over and above what they say, they guide their pupils beyond their mere words to the heart of truth.

9.  Worship

Prayer, worship and liturgical celebration are central to our Catholic tradition.  The school will aim, not only to provide opportunities for such experiences but to promote and develop an appreciation of and an active participation in them.  Children will be encouraged to contribute appropriate skills and gifts in a spirit of offering and sharing.

10.  Religious Education

The school is a Roman Catholic Aided Primary School.  Religious education is provided in accordance with the rites, practices and observances of the Roman Catholic faith, and is currently delivered using the Salford Diocese Guidelines supplemented by the Caritas I action social reform scheme.

Religious education is regarded as a shared responsibility between school, parents and parish.

It is expected that children admitted to the school will take a full and active part in the religious life of the school.  Parents wishing to withdraw their children from the religious instruction and worship, in accordance with the provisions of the Education Act of 1996, must make arrangements with the school’s Governing Body.

Parents should note that the acceptance of one child into the nursery or school, in no way guarantees a place for other children or that a child may automatically transfer from nursery to primary phase.

Year 6 Production of ‘The Causes of World War I’, at The Victoria Baths, Manchester. The school takes part in the Manchester Arts Week each year and have performed at the Contact Theatre and the Library Theatre. This year’s performance will be Shakespeare’s Henry V.  This also takes place at The Victoria Baths, Manchester.

 

Curriculum Provision

The Nursery and Reception together comprise the Foundation Stage Unit within the school.  They have their own curriculum and assessment.  Children learn best by feeling secure, valued and confident and also through quality play.  The learning experiences we provide are based on our assessment of each child’s stage of development and then matched with the Development Stages and Early Learning Goals set out by the Government.  Profiles of the children’s stages of development are drawn up at the start of Nursery and these are added to as they progress through the Foundation Stage.

The EYFS Framework exists to support all professionals working in the EYFS to help your child.  In 2012 the framework was revised to make it clearer and easier to use, with more focus on the things that matter most.  This new framework also has a greater emphasis on your role in helping your child develop.

It sets out:

  • The legal welfare requirements that everyone registered to look after children must follow to keep your child safe and promote their welfare
  • The 7 areas of learning and development which guide professionals’ engagement with your child’s play and activities as they learn new skills and knowledge
  • Assessments that will tell you about your child’s progress through the EYFS
  • Expected levels that your child should reach at age 5, usually at the end of Reception year; these expectations are called the ‘Early Learning Goals (ELGs)’

The EYFS Framework explains how and what your child will be learning to support their development.  Your child will be learning skills, acquiring new knowledge and demonstrating their understanding through 7 areas of learning and development.  Children should mostly develop the 3 prime areas first.  These are:

  • Communication and language
  • Physical development
  • Personal, social and emotional development

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

  • Literacy
  • Mathematics
  • Understanding the world
  • Expressive arts and design

These 7 areas are used to plan your child’s learning and activities.  Children in the EYFS learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside

In Nursery there is one nursery teacher and four highly experienced practitioners who are committed to providing your children with a secure foundation.

The EYFS states that each child must be assigned a key person.  A key person is an important person in a child’s life whilst at school.  Their role is to help ensure that every child’s care is tailored to meet their individual needs.  This person should help the child become familiar with the setting, offer a settled relationship for the child and build a relationship with the parents. 

Description: O:\Foundation Stage 2012\Photos Folder\Mother's Day\DSCN1194.JPGParents and children are welcomed at the beginning of each session for self registration and welcome time.  When parents have left we begin our nursery session with a prayer and a focused learning session.  After the focused learning session the children engage in free flow child initiated purposeful play. 

Children can choose to engage in a wide range of high quality learning experiences in both the indoor and outdoor learning environments.  Children are encouraged to move around the learning environments independently choosing different activities.  Staff support and facilitate children’s learning by encouraging children to engage in active learning through play.

At the end of each nursery session we also end with a focused learning session and a prayer.  When a session has ended parents are invited into our setting to collect their children.

In September 2014 the new National Curriculum has been introduced into school. Up to date information can be found at http://www.education.gov.ualso visit our new school website to see the plans for each year group.

English

Key Stage 1

Year 1

During year 1, teachers should build on work from the Early Years Foundation Stage, making sure that pupils can sound and blend unfamiliar printed words quickly and accurately using the phonic knowledge and skills that they have already learnt. Teachers should also ensure that pupils continue to learn new grapheme-phoneme correspondences (GPCs) and revise and consolidate those learnt earlier. The understanding that the letter(s) on the page represent the sounds in spoken words should underpin pupils’ reading and spelling of all words. This includes common words containing unusual GPCs. The term ‘common exception words’ is used throughout the programmes of study for such words.

Alongside this knowledge of GPCs, pupils need to develop the skill of blending the sounds into words for reading and establish the habit of applying this skill whenever they encounter new words. This will be supported by practice in reading books consistent with their developing phonic knowledge and skill and their knowledge of common exception words. At the same time they will need to hear, share and discuss a wide range of high-quality books to develop a love of reading and broaden their vocabulary.

Pupils should be helped to read words without overt sounding and blending after a few encounters. Those who are slow to develop this skill should have extra practice.

Pupils’ writing during year 1 will generally develop at a slower pace than their reading. This is because they need to encode the sounds they hear in words (spelling skills), develop the physical skill needed for handwriting, and learn how to organise their ideas in writing.

Pupils entering year 1 who have not yet met the early learning goals for literacy should continue to follow their school’s curriculum for the Early Years Foundation Stage to develop their word reading, spelling and language skills. However, these pupils should follow the year 1 programme of study in terms of the books they listen to and discuss, so that they develop their vocabulary and understanding of grammar, as well as their knowledge more generally across the curriculum. If they are still struggling to decode and spell, they need to be taught to do this urgently through a rigorous and systematic phonics programme so that they catch up rapidly.

Teachers should ensure that their teaching develops pupils’ oral vocabulary as well as their ability to understand and use a variety of grammatical structures, giving particular support to pupils whose oral language skills are insufficiently developed.

Year 2

By the beginning of year 2, pupils should be able to read all common graphemes. They should be able to read unfamiliar words containing these graphemes, accurately and without undue hesitation, by sounding them out in books that are matched closely to each pupil’s level of word reading knowledge. They should also be able to read many common words containing GPCs taught so far [for example, shout, hand, stop, or dream], without needing to blend the sounds out loud first. Pupils’ reading of common exception words [for example, you, could, many, or people], should be secure. Pupils will increase their fluency by being able to read these words easily and automatically. Finally, pupils should be able to retell some familiar stories that have been read to and discussed with them or that they have acted out during year 1.

During year 2, teachers should continue to focus on establishing pupils’ accurate and speedy word reading skills. They should also make sure that pupils listen to and discuss a wide range of stories, poems, plays and information books; this should include whole books. The sooner that pupils can read well and do so frequently, the sooner they will be able to increase their vocabulary, comprehension and their knowledge across the wider curriculum.

In writing, pupils at the beginning of year 2 should be able to compose individual sentences orally and then write them down. They should be able to spell correctly many of the words covered in year 1. They should also be able to make phonically plausible attempts to spell words they have not yet learnt. Finally, they should be able to form individual letters correctly, so establishing good handwriting habits from the beginning.

It is important to recognise that pupils begin to meet extra challenges in terms of spelling during year 2. Increasingly, they should learn that there is not always an obvious connection between the way a word is said and the way it is spelt. Variations include different ways of spelling the same sound, the use of so-called silent letters and groups of letters in some words and, sometimes, spelling that has become separated from the way that words are now pronounced, such as the ‘le’ ending in table. Pupils’ motor skills also need to be sufficiently advanced for them to write down ideas that they may be able to compose orally. In addition, writing is intrinsically harder than reading: pupils are likely to be able to read and understand more complex writing (in terms of its vocabulary and structure) than they are capable of producing themselves.

For pupils who do not have the phonic knowledge and skills they need for year 2, teachers should use the year 1 programmes of study for word reading and spelling so that pupils’ word reading skills catch up. However, teachers should use the year 2 programme of study for comprehension so that these pupils hear and talk about new books, poems,

other writing, and vocabulary with the rest of the class.

Lower Key Stage 2 – Years 3-4

By thE beginning of year 3, pupils should be able to read books written at an age-appropriate interest level. They should be able to read them accurately and at a speed that is sufficient for them to focus on understanding what they read rather than on decoding individual words. They should be able to decode most new words outside their spoken vocabulary, making a good approximation to the word’s pronunciation. As their decoding skills become increasingly secure, teaching should be directed more towards developing their vocabulary and the breadth and depth of their reading, making sure that they become independent, fluent and enthusiastic readers who read widely and frequently. They should be developing their understanding and enjoyment of stories, poetry, plays and non-fiction, and learning to read silently. They should also be developing their knowledge and skills in reading non-fiction about a wide range of subjects. They should be learning to justify their views about what they have read: with support at the start of year 3 and increasingly independently by the end of year 4.

Pupils should be able to write down their ideas with a reasonable degree of accuracy and with good sentence punctuation. Teachers should therefore be consolidating pupils’ writing skills, their vocabulary, their grasp of sentence structure and their knowledge of linguistic terminology. Teaching them to develop as writers involves teaching them to enhance the effectiveness of what they write as well as increasing their competence. Teachers should make sure that pupils build on what they have learnt, particularly in terms of the range of their writing and the more varied grammar, vocabulary and narrative structures from which they can draw to express their ideas. Pupils should be beginning to understand how writing can be different from speech. Joined handwriting should be the norm; pupils should be able to use it fast enough to keep pace with what they want to say.

Pupils’ spelling of common words should be correct, including common exception words and other words that they have learnt. Pupils should spell words as accurately as possible using their phonic knowledge and other knowledge of spelling, such as morphology and etymology.

Most pupils will not need further direct teaching of word reading skills: they are able to decode unfamiliar words accurately, and need very few repeated experiences of this before the word is stored in such a way that they can read it without overt sound-blending. They should demonstrate understanding of figurative language, distinguish shades of meaning among related words and use age-appropriate, academic vocabulary.

As in key stage 1, however, pupils who are still struggling to decode need to be taught to do this urgently through a rigorous and systematic phonics programme so that they catch up rapidly with their peers. If they cannot decode independently and fluently, they will find it increasingly difficult to understand what they read and to write down what they want to say. As far as possible, however, these pupils should follow the year 3 and 4 programme of study in terms of listening to new books, hearing and learning new vocabulary and grammatical structures, and discussing these.

Specific requirements for pupils to discuss what they are learning and to develop their wider skills in spoken language form part of this programme of study. In years 3 and 4, pupils should become more familiar with and confident in using language in a greater variety of situations, for a variety of audiences and purposes, including through drama, formal presentations and debate.

Upper Key Stage 2 – Years 5-6

By the beginning of year 5, pupils should be able to read aloud a wider range of poetry and books written at an age-appropriate interest level with accuracy and at a reasonable speaking pace. They should be able to read most words effortlessly and to work out how to pronounce unfamiliar written words with increasing automaticity. If the pronunciation sounds unfamiliar, they should ask for help in determining both the meaning of the word and how to pronounce it correctly.

They should be able to prepare readings, with appropriate intonation to show their understanding, and should be able to summarise and present a familiar story in their own words. They should be reading widely and frequently, outside as well as in school, for pleasure and information. They should be able to read silently, with good understanding, inferring the meanings of unfamiliar words, and then discuss what they have read.

Pupils should be able to write down their ideas quickly. Their grammar and punctuation should be broadly accurate. Pupils’ spelling of most words taught so far should be accurate and they should be able to spell words that they have not yet been taught by using what they have learnt about how spelling works in English.

During years 5 and 6, teachers should continue to emphasise pupils’ enjoyment and understanding of language, especially vocabulary, to support their reading and writing. Pupils’ knowledge of language, gained from stories, plays, poetry, non-fiction and textbooks, will support their increasing fluency as readers, their facility as writers, and their comprehension. As in years 3 and 4, pupils should be taught to enhance the effectiveness of their writing as well as their competence.

 

It is essential that pupils whose decoding skills are poor are taught through a rigorous and systematic phonics programme so that they catch up rapidly with their peers in terms of their decoding and spelling. However, as far as possible, these pupils should follow the upper key stage 2 programme of study in terms of listening to books and other writing that they have not come across before, hearing and learning new vocabulary and grammatical structures, and having a chance to talk about all of these.

By the end of year 6, pupils’ reading and writing should be sufficiently fluent and effortless for them to manage the general demands of the curriculum in year 7, across all subjects and not just in English, but there will continue to be a need for pupils to learn subject-specific vocabulary. They should be able to reflect their understanding of the audience for and purpose of their writing by selecting appropriate vocabulary and grammar. Teachers should prepare pupils for secondary education by ensuring that they can consciously control sentence structure in their writing and understand why sentences are constructed as they are. Pupils should understand nuances in vocabulary choice and age-appropriate, academic vocabulary. This involves consolidation, practice and discussion of language.

Specific requirements for pupils to discuss what they are learning and to develop their wider skills in spoken language form part of this programme of study. In years 5 and 6, pupils’ confidence, enjoyment and mastery of language should be extended through public speaking, performance and debate.

Mathematics

Key Stage 1

The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources [for example, concrete objects and measuring tools].

At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.

By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency.

Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1.

Lower Key Stage 2 – Years 3-4

The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.

At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number.

By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.

Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.

Upper Key Stage 2 – Years 5-6

The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.

At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.

By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.

Pupils should read, spell and pronounce mathematical vocabulary correctly.

Science

 

Key Stage 1

The principal focus of science teaching in key stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them. They should be encouraged to be curious and ask questions about what they notice. They should be helped to develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, and finding things out using secondary sources of information. They should begin to use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways. Most of the learning about science should be done through the use of first-hand practical experiences, but there should also be some use of appropriate secondary sources, such as books, photographs and videos.

‘Working scientifically’ is described separately in the programme of study, but must always be taught through and clearly related to the teaching of substantive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content.

Pupils should read and spell scientific vocabulary at a level consistent with their increasing word reading and spelling knowledge at key stage 1.

        Lower Key Stage 2 – Years 3-4

The principal focus of science teaching in lower key stage 2 is to enable pupils to broaden their scientific view of the world around them. They should do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. They should ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information. They should draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out.

‘Working scientifically’ is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content.

Pupils should read and spell scientific vocabulary correctly and with confidence, using their growing word reading and spelling knowledge.

Upper Key Stage 2 – Years 5-6

The principal focus of science teaching in upper key stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They should do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. At upper key stage 2, they should encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They should also begin to recognise that scientific ideas change and develop over time. They should select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information. Pupils should draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.

‘Working and thinking scientifically’ is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content.

Pupils should read, spell and pronounce scientific vocabulary correctly.

 

Art and design

Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

Computing

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

Design and technology

Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

Geography

A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

History

A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

Languages

Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.

Music

 

Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.

  Physical Education

A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

Sex Education

Children are introduced to the Catholic based scheme, ‘In The Beginning….’ from Reception.  An information letter is sent to parents before the Units of the scheme are covered.  The children will bring work home to complete.

Extra - curricular activities

The school offers a variety of activities including Choir, Football, Dance, Drama, Cricket, Rounders, Netball, Gardening, Cooking, Film Club, Cooking Club, French and Spanish Club, Art and Maths.

 

The curriculum is supported by educational visits and excursions, theatre visits and contact with support services both educational and public.

School Day

Nursery:  8.30 am to 3.00 pm

Please note this is to cover the 15 hours flexibility changes. Contact school for details.

Infants :  8.55 am to 3.00 pm

Juniors :  8.55 am to 3.00 pm

We expect the children to be in the playground at 8.50 am, but not before 8.45 a.m. as the authority and its employees will not accept any responsibility for the safety and well being of the children who arrive earlier.

Breakfast Club

Operates in the Infant Hall from 8.10 am each morning.  Children need to arrive before 8.20 a.m. Prices are on display at the Main Office.

After School Club

Operates in the Infant Hall from 3.00 p.m. to 5.45 p.m. Term Time Only. Details and Registration Pack available from the Main Office.

Collecting Children

Any child who needs to leave school during normal school hours (e.g. dental appointments, etc.) will only be given permission to do so if we have a written request from a parent, or if the parent or other responsible adult collects him/her.  Under no circumstances whatever will an infant child are allowed out of school during normal school hours unless a responsible adult calls for him/her.

Absence from school, baths, P.E., games or other events should be explained by a written note from the parent.

Some parents are required to take annual holidays during term time and this is unavoidable.  They should also be aware, however, that any reduction in the 190 days that a child spends in school is bound to have an adverse effect on the child in terms of curriculum work and should not be taken lightly.

The law says that parents do not have the right to take their child out of school for holidays during term time. Only in exceptional circumstances can school allow parents to take their child out of class for up to ten school days in a school year.  Parents should apply for this permission through the Head Teacher.  Permission must be requested in advance. The school policy is that absence during term time will be classed as Unauthorised. Unauthorised absence of a school aged child is a criminal offence for any adult with parental responsibility. Parents can risk going before the Magistrates Court and the result could lead to a large fine and one of a range of Orders available to the court.

A leaflet entitled Term Time Holidays is available from school or from the Local Authority detailing all aspects.

                                                                                     

School Visits

Parents are always welcome to come into school, but if you wish to talk at length with any member of staff you should contact the school beforehand and make an appointment for a mutually convenient time.  (Staff often have commitments in the evenings and

certainly before school starts).  Interviews during class time can only be arranged in special circumstances and will be conducted in the Head Teacher’s office.

Parents are particularly welcome to join us at school Masses.

Parents of prospective pupils are welcome any time but a telephone call to arrange an appointment is advisable.

 

Progress of Children

Parents’ evenings are held twice a year so that you can see your child’s work at the start of the year and leading up to end of term assessments. Please contact us at any time, however, if you are at all concerned about your child’s work.   A written report is issued at the end of the school year.

Governing Body Policy on Pupils with Special Educational Needs

 

The balance of responsibilities for meeting children’s SEN is set out in the Education Act 1996 and the SEN Revised Code of Practice (2002). 

The expectations of the school are to:

  • put in flexible teaching arrangements to support the child
  • provide additional help to meet the child’s specific areas of learning difficulty
  • put in place programmes of support to meet identified needs
  • provide a safe and supportive environment for the child and through monitoring, identification of needs, and on-going support via an individual education plan, provide, for example:
  • occasional or irregular advice to the school from an external specialist;
  • occasional or irregular support with pastoral care;
  • small group support from a learning support assistant;
  • access to a particular piece of equipment such as a portable word-processing device, an electronic keyboard or a tape-recorder, or
  • minor building alterations such as improving the acoustic environment (the Disability Code of practice provides guidance in this area).

The descriptions of provision are open to interpretation, and that interpretation depends on identified levels of funding in school.  The LEA will make additional provision, following statutory assessment where the child’s needs require, for example:

  • regular and frequent direct teaching by a specialist teacher;
  • daily individual support from a learning support assistant;
  • a significant piece of equipment such as a closed circuit television or a computer or CD-ROM device with appropriate ancillaries and software;
  • the regular involvement of non-educational agencies.

Homework

In the Infants and Juniors homework is set on Fridays In addition to this your child will be expected to read 5 times a week as part of our green reader scheme.

The children also use Learning Logs. These will be provided by school and are designed to encourage children to find out information for them. Parental help is also important as is the design of the Learning Log. Information will be provided at parental meetings.

The children are allowed to take reading books home every night. However, this may not always be the child’s Reading Scheme book as children have access to school library books, Langley and Middleton Library books and class library books.

Electronically based homework will also be set through Education City and Bug Club.

Pastoral Care

All staff are involved in the pastoral care of the children.  Over and above this the Local Authority provide further facilities of a Welfare, Medical, Therapeutic and Psychological nature.  In particular the children undergo various screening processes in hearing, sight and dental care during their primary years.

Statement on Abuse

If, following discussions between staff members and the Head teacher, it is felt that ANY injury to a child MAY or COULD have been the result of non-accidental action by a parent or other adult, the Head Teacher has no discretion in the matter but is required to refer the case to Social Services.  This referral will also apply to the suspicion of any other form of abuse.

Contact

There are times when we need to contact a child’s parents during the day.  Children are taken ill from time to time or have accidents.  It is ESSENTIAL that we are able to contact at least one parent during the day.   If both parents work please give us a telephone number to ring in an emergency.  If you change your job, address or telephone number let us have the new details.

During the child’s school life circumstances in the home can change dramatically (e.g. deaths, serious illness, etc.).  Such changes can cause great worry and stress to the child, (not always visible) and at such times we need to show more understanding and consideration.  If you are able to tell us, in strictest confidence, of any such change you will be helping us to help your child.

Absence

In the event of your child being absent from school for whatever reason, we would appreciate an early notification.  If your child has contracted an infectious or contagious disease would you please notify us of this immediately.  Upon your child’s return to school a note explaining the absence must be submitted.  This note will avoid the Attendance Officer visiting you unnecessarily.

Complaints

Complaints arising under Section 29 of the Education Act 2002 should be submitted to the Head Teacher in the first instance. St. Mary’s R.C. Primary follows the Rochdale MBC Complaints Procedure. Copies of this document are available from the Main Office.

Charging

Full details of the Governors’ policy on charging and remission are available from school.

School Council

This is an elected body of children from each class in KS2. They meet on a regular basis to put forward ideas relating to life at St. Mary’s for all pupils. Membership and minutes can be viewed on the school web site.

The School Council is a formal opportunity for children’s voices to be heard and to influence policy making decisions. The Members are given regular timed ‘slots’ in school to listen to the views of their class mates to help compile Agenda Items for the next Meeting. They have access to their own laptop computer for compiling Minutes and Agendas.

Rainbows

Rainbows is the name of the largest international children’s charity dedicated solely to helping young people successfully navigate the very difficult grief process. Every day, children are touched by emotional suffering caused by a death, divorce, deployment of a family member, incarceration of a loved one, or any of a multitude of significant event traumas including natural or manmade disasters. And, while a few children are resilient, we know that most do not bounce back without help.

St. Mary’s have trained staff that can help children who may need guidance and compassion to prevent a loss event from literally defining their lives. The programme has been very successful and we have only positive feedback from the families of children involved.

Music Tuition

From Year 3 onwards children have the opportunity to learn to play a musical instrument of their choice.  The lessons are given by the Rochdale Music Service.  There is a fee involved that can be paid weekly or termly.  Full details of the service are available from school. Our pupil premium children are offered this as part of the schools commitment to developing musical talent

 

The school Choir meets on Thursdays at 3.00 p.m. to 3.30 p.m. after school. Any child from Year 3 to Year 6 can join this group.  There is no charge for this activity.  The Choir take part in the Rochdale Music Festival each year and entertain local organisations.  They have performed at the Gracie Fields Theatre in Rochdale, Rochdale Town Hall, Champness Hall Rochdale as part of World Music Day and at the Bridgewater Hall, Manchester as part of the launch of the Commonwealth Games. They have also performed at the Royal Albert Hall in London as part of a Rochdale Massed Choir and at the MEN Arena as part of the annual Young Voices.

The school also funds Brass Band, Guitar and violin sessions as well as drumming clubs . Places are limited and based on the ability to use the instruments. However, should your child wish to join they can do so for the normal fee.

Swimming

A swimming course for Year 4 takes place once a week at the Middleton Pool. The course usually lasts for the school year.

 

Sport Activemark

St. Mary’s were awarded a Gold mark for the work we do to encourage children to take part in sporting activities. This is a prestigious National Award which we have held since 2004.

Awarded to St. Mary’s in recognition of the importance we attach to teaching children the basics of reading and writing. The award was renewed for the third time in November 2007.

Arts Award – Gold

The Gold Arts Award is the Arts Council’s highest recognition of abilities as a creative arts leader. At Gold Level, we are working as an arts practitioner while broadening our horizons within the arts world. School have held this award since 2007.

Healthy Schools Award

The National Healthy Schools Programme is a long term initiative which aims to make a significant difference to the health and achievement of children and young people. The programme supports the links between health, behaviour and achievement; it is about creating healthy and happy children and young people, who do better in learning and in life.

Please note that as part of our school policy we ask that you do not send in Birthday Treats for your child’s classmates. Please consider the following alternatives:

Fruit items such as strawberries, grapes or pineapple

Small cartons of raisins or similar

Buy or donate money towards a new book for the class, the child’s name can be written in the book

Code of Conduct

Legal Framework

The Education Act 2011 outlines the responsibilities of the governing body and the Head for pupil discipline. It provides guidance on the use of reasonable force and outlines the responsibilities in relation to the behaviour policy.

The Education Act 2011 requires the Head, governing body and the Local Authority to exercise their functions with the view to promoting the safety and welfare of the pupils. It details the power to exclude a pupil.

According to the Education Act 2011 Local Authorities must make arrangements for the provision of education otherwise than at school for those children who need it because of illness, exclusion or for other reasons.

Value Statement

School rules exist not to restrict but to encourage an atmosphere of mutual respect and an environment in which the values of the Gospels can be realised.

Aims and Objectives

  • to provide opportunities and experiences for pupils to develop independence, self-discipline and a sense of responsibility towards themselves and others.
  • consistency within a whole school approach for promoting positive behaviour and managing negative behaviour.
  • implementing procedures for early identification of pupils' difficulties and the provision of relevant support.
  • developing partnerships with parents and other relevant agencies to support the development of positive behaviour.
  • to raise self esteem and teach positive behaviour through the organisation, content and delivery of the curriculum.
  • to ensure a shared understanding of the principles of behaviour management and consistent school practice through a planned whole school staff development programme.
  • to ensure that the Special Educational Needs Code of Practice is followed and individual pupils at School Action and School Action Plus have an Individual Education Plan (IEP).
  • to ensure that the development of individual pupils with behavioural needs and the school provision is regularly monitored for effectiveness.
  • to prevent and manage effectively incidents of bullying, racism and sexism if and when they occur.
  • to ensure continuity and progression with regard to pupils having responsibility for their own learning and opportunities to exercise independence, self - discipline, respect and responsibility towards themselves and others.

Children

Every child at St. Mary’s R. C. Primary School is expected to show respect to each other.

Dress: Children are expected to wear school uniform.

Property: Interfering with another child’s property is a serious offence against the school community.  Valuables should not be brought to school.  Should this happen inadvertently the valuable should be lodged at the school office. This should also be the case if your child needs access to a mobile phone for any reason.

Other than on special occasions, toys should not be brought to school as this can lead to unwise ‘swapping’, theft or breakage.

Radios, mobile phones and personal stereos are not permitted.

Attitude: Children are expected to respond promptly to all reasonable instructions.  This includes instructions from all members of staff who, from time to time, have charge of them.

Fighting, bullying, physical abuse is unacceptable. If any child uses physical force against another child, they will be excluded for a fixed term immediately.

 If children believe they are being bullied it is important they report this to a member of staff, their parent, a member of the School Council or another child.  

Gender or racial intolerance will be treated as a serious breach of the school ethic.

CHldren are expected to move around school in an orderly manner ensuring safety for all.  At break times and lunchtimes they are expected to behave with manners and courtesy.  On entering and leaving the classrooms they are expected to be quiet and orderly.  In class, children are expected to behave with respect towards their teachers, other adults and their peers.  They are also expected to keep their class rules.

Bullying:  Definition of Bullying:

Through the consultation process, our understanding of bullying is as follows:

Bullying is an abuse of power - that is, a more powerful person or group will be intentionally causing harm, physically, emotionally or psychologically, to a less powerful person or group. It is generally agreed that a single incident of verbal or physical aggression is not necessarily considered to be bullying – there needs to be evidence of persistent victimisation over a period of time. Similarly, it is not bullying when two children of approximately the same age and strength have the occasional fight or quarrel.

(Copies of the school anti-bullying policy are available from school and on the school web site).

 

The school will aim to use every opportunity to promote and teach Gospel values.  These values should be inherent in every aspect of school life and are present in all the school policies.

The school discipline policy aims to create a safe environment where bullying is recognised as “wrong” and therefore is reported to adults or peers in the school.

The School Council are introduced to all children in the school and will report any incidents or suspected incidents of bullying.

Any reported incidents will be dealt with immediately.  Parents will be involved at the earliest stage possible.

The school will use all available sanctions as described in this document to eradicate incidents of bullying. Records of incidents will be kept.

Parents, teachers, pupils and governors will be informed of these records.

Every opportunity to inform parents, staff, children and governors about anti-bullying will be taken.

Outside agencies will be contacted if the sanctions mentioned are unsuccessful.

Damage: In accordance with current legislation, the school is within its rights to charge parents for any intentional damage to the school, or property belonging to the school, caused by their child.

In addition to the general School Rules the following disciplinary systems are employed by the school.

In all disciplinary actions it is essential that the child understands fully that it is his or her behaviour that is not acceptable, not him or her as a person.

Drugs: Illegal substances of any kind will not be tolerated.  The use of alcohol, tobacco and solvents will be severely dealt with.

Parents

Every parent of a child at St. Mary’s will be treated with respect and courtesy and we ask that they treat staff with mutual respect and courtesy.

St. Mary’s seek the support of parents in meeting behaviour targets, and formulating, monitoring and reviewing the Code of Conduct.  St. Mary’s welcomes parental support in the use of school rewards and sanctions. 

We would encourage parents to talk to their children about awards received.

Parental Responsibilities: Dress:

Parents are requested to do everything possible to ensure that children attend in the accepted school dress described in the prospectus, i.e.

Girls: - Navy blue pinafore dresses or skirts, blue polo shirt.  Navy blue jumper or cardigan. During the cold winter months the girls are allowed to wear trousers as long as they conform to the boys’ uniform described below. During the summer months the girls have the option of wearing a blue and white gingham dress.

Boys: Black long or short trousers.  Blue polo shirt.  Navy blue sweater.

Polo shirts, cardigans and sweatshirts bearing the school crest are available.  Please call into the School Office for details.

Please ensure children wear black shoes rather than training shoes. If they play football at break or dinner they will be allowed to change into suitable footwear.

Jewellery:  Small studs only are permitted but these must be removed by the child before games or P.E.  We would prefer that no jewellery be worn.  If, for some reason your child must wear studs, the school requires that you, the parent or guardian accepts full responsibility for any accident involving such jewellery.

P.E. Kit.

Boys:  White T-shirt and blue shorts.

Girls:  White T- shirt and blue shorts or blue skirt.

Pair of ordinary black plimsolls.

The P.E. kit, including plimsolls, to be kept in a drawstring bag marked with child’s name and left in school until half term or end of term.

When a child reaches Year 6 they will be involved in using the field for games lessons all the year round.  To this end, any child wishing to play rugby or football will need suitable footwear, i.e. football boots.  We have a number of spare pairs in school if your child needs to borrow a pair.

IT IS ESSENTIAL THAT ALL ITEMS OF CLOTHING, INCLUDING SHOES AND WELLINGTONS ARE CLEARLY MARKED WITH THE CHILD’S NAME.

 

 

Medicines: Medicines should only be brought to school in emergencies.  Only after discussion with parents will staff consider administering medicine and even then on the clear understanding that parents remain responsible.  Only medicines prescribed by a doctor, which carry your child’s name and a current date, can be administered by school staff, and only after the required permission form has been completed and signed by parents, listing dosage and times for the medicine to be administered.  Medicines will be placed in the medical cupboard or the school fridge.

Inhalers will be placed in a labelled drawer where the child has access.  Staff will assist children using inhalers.

If a child arrives in school with a limb in plaster parents need to be aware of possible dangers.  However, the child will be allowed into school if agreement can be reached.

Advice on dealing with serious medical conditions is available in the Health and Safety handbook.

School Meals: Meals are prepared on the school premises and cost £1.95 per day. However, please check as prices can change before September 2015. Monies are payable in advance on Monday mornings.  Money should be brought in an envelope and clearly marked with the child’s name and class.  All Reception, Year 1 and Year 2 children are entitled to receive a Free School Meal from September 2014.

If a child qualifies for free school meals, forms are available from the school office.

A half term’s notice in writing is required if a child changes from school dinners to packed lunch or from packed lunch to school dinners.  This is because food stuffs are ordered in advance.

Packed lunches should be carried in a lunch box or a plastic carrier bag.  Glass bottles are not allowed.

You are requested not to allow your children to bring other foods such as crisps, sweets, drinks in cans or bottles for morning or afternoon breaks. Water is provided for all children and school provides a water bottle for each child at the beginning of the school year. Should this bottle be lost it can be replaced for a fee of £1.

Responsibility of all staff

Every member of staff in school, including Lunchtime Supervisors, Caretaker and cleaners, has a responsibility to all children at St. Mary’s.

Staff will provide a good role model for pupils in their attitudes and behaviour towards each other and the pupils.  They will seek to praise positive behaviour.  The school system of rewards and sanctions will be applied with fairness and consistency. 

Teaching staff will be prepared for lessons, arrive on time and differentiate the curriculum to make it relevant for individual pupils. 

All staff share responsibilities in supervising pupils at all times throughout the school day and respond appropriately. 

All staff are to observe and apply the principles underpinning the development of positive behaviour and the effective management of negative behaviour.

Staffing Structures - Identifying Responsibilities

The person designated with responsibility for Behaviour and Discipline is the Head teacher, Mr.  B. Lavin.

The Special Educational Needs Governor Contact is Mr T Shaw

Both can be contacted through school.

School In - Service Training Programme

Training will consist of whole school issues and individual teacher training.  These sessions will be run by members of the staff or outside agencies depending on the issue under review.

Admissions Arrangements

St. Mary’s welcomes all children.  However, children with behavioural and emotional problems would not be admitted if the school felt they did not have the resources to meet the child’s special needs.

Rewards and Sanctions

School rules exist not to restrict but to encourage, in safety and security, an atmosphere of mutual respect and an environment in which the objectives of the school can be most effectively realised.  They are not designed to suppress individuality, inhibit development or create petty restrictions.  They are designed to contribute to every child’s opportunity to develop their potential as an individual within the school environment.

It is with this in mind that parents will be expected to support the reasonable actions and requirements of the school

Rewards

In any disciplinary system the emphasis should always be on the positive approach of encouragement and praise, rather than on the more negative one of criticism and punishment.  In any case, criticism should always include advice on how to improve and be constructive in its approach.

Praise can be given in many ways and, without any attempt to put this into a precise value order, might include the following:

- a quiet word or pat on the back;

- an exercise book comment, either in general terms - ‘well done’, or in a more detailed way, picking out specific points or ideas that gave pleasure;

- a visit to a more senior member of staff and/or the Head Teacher for commendation, e.g. a written comment, house point, etc.

- a public word of praise in front of a group, a class, a year or the whole school;

- public acknowledgement by presentation at an assembly or by giving some special responsibility;

- house points for behaviour as well as work;

- use of school reports to comment favourably, not only on good work and academic achievement, but on behaviour, on involvement and on general attitude;

- a word to or a letter to parents informing them specifically of some action or achievement deserving praise.

- certificates, badges and postcards sent to the pupil’s home.

 

To achieve good discipline the school will endeavour to:

1.  Use praise at every available opportunity.

2.  Celebrate achievement.

3.  Negotiate rules with the children and apply them consistently.

4.  Have a clear-cut consequence should the rules be broken.

Rewards:  For good work, good behaviour, good manners and keeping rules.

 

Rewards System

 

Class-based rewards

Individual - daily

A house point system is the main reward used for all pupils throughout the school. In foundation and Key Stage 1, pupils record their house points as smiley faces.

Nursery children record their achievements with smiley faces. They collect 5 smiley faces and receive a certificate. They are not part of the following badge system.

Key stage 2 pupils are grouped into Houses. These are St. Bernadette, St. Maximilian, Mother Teresa and Father Damien.

When pupils transfer from KS1 to KS2 the Year 3 teachers will allocate each child to one of the four Houses.

The house points can be given to any child by any adult in school for any example of positive behaviour, i.e., academic, manners, etc.

Certificates are given to pupils in Foundation Stage and Key Stage 1 who achieve 10 Smiley Faces or more each week (5 Smiley Faces in Nursery). These will be given to the pupils by the class teacher every Friday.

All records for pupils are sent to the office at the end of the week so that a constant record is kept for each child’s achievements. These are collected in groups of 10.

Only groups of 10 house points/smiley faces are carried forward from one week to the next. Individual house points/smiley faces are not carried forward. For example, if a child gets 12 house points only 10 are carried forward to the next week. If a child gets less than 10, no house points are carried forward.

 

When a child has reached a certain amount of house-points they receive a badge as follows:

 

 

Foundation

KS1

LKS2

UKS2

Bronze

50

100

200

250

Silver

100

200

400

500

Gold

150

300

600

750

 

Pupils do not carry house points over from previous years.

Individual – weekly

At the weekly Awards Assembly, one child from each class will receive a certificate for excellent work. This is a reward for academic progress.

 

Each Friday a second child in each class will have a ‘surprise’ postcard sent home to inform their parents about their child’s social behaviour. This postcard will be signed by the Head Teacher and will not be given out in assembly.

These awards are recorded by the class teacher.

Whole class – weekly

 

Marbles. When the whole class behave in a particularly good way, e.g., walking to and from the school hall quietly, listening to instructions, etc., they are awarded a marble in the class jar.

Ten marbles in the class jar (5 in Foundation Stage) equals extra 5 minutes play or Golden Time or any other reward negotiated with the class.

 

Break/Dinner-time Rewards

 

Each class chooses a pupil, who has had a particularly good week, to sit at the ‘Captain’s Table’ on a Thursday (Key Stage 1) or Friday (Key Stage 2) dinner time. This is a special table set aside and decorated accordingly. A member of the teaching staff will sit with the pupils for dinner. The children can also choose a small gift as part of the reward.

 

Punishments

 

The following list generally starts with the less serious and ends with the more serious sanctions, but there is no attempt to put them in value order.

 

Immediate checking of misbehaviour - including verbal and non-verbal, individual and public indications of disapproval.

 

A minor penalty, where possible relevant to the offence, such as picking up litter for those who drop it.

 

Repeated or extra work where work is poorly presented or clearly below the child’s potential.

 

Loss of privileges, such as membership of clubs, the rights to go on visits, memberships of school teams, attendance at discos and evening activities run by the school.  However, consideration has to be given to the impact on others leading or taking part in those activities.

 

Restitution of some kind, i.e. removal of graffiti, repair of damage and/or payment for it.

 

Referral to Class Teacher or Deputy Head teacher/Head Teacher.

 

Parental consultation.  This should come at an early stage and has the triple advantage of being a sanction - since many pupils dislike  having their parents involved; throwing more light on the problems behind the misbehaviour; and hopefully of providing joint, consistent action between school and home, thus preventing the pupil from playing off one against the other.

 

 

Consequence of rule breaking:

 

1  Name on board.

 

2  X Sit alone for short time - offer child opportunity to join in again - praise child at first opportunity.

 

3  XX Sit by self for rest of day - offer child opportunity to join class for the following day - praise at every  opportunity.

 

4  XXX  Send child to another class - arrange with other teacher in advance.  Provide no work or activities. Inform parents of the action you are taking and the reasons for the action. This can be verbal. Parents also receive copy of ‘3 Cross Letter’. 

 

5  XXXX Child sent to Mr. Lavin.  If not available, send to Mrs Geddis.  The child will be reminded about the consequences of his/her behaviour.

 

6  XXXXX At this stage, Mr. Lavin will inform the child’s parents by letter about behaviour concerns.  Mr. Lavin will arrange an appointment with the parents.  The parents will be informed that a further misdemeanour will result in either:

 

Exclusion during Dinner breaks for a five-day period.

 

Exclusion from school over a five day period.

 

An assurance from the parents that the school’s actions will be supported and a warning that the above sanctions will be brought into force if the behaviour continues.

 

The seriousness of the behaviour will decide which sanction is used.  The decision regarding which sanction to use will be discussed with the class teacher before the parental interview.

Notes will be kept on all the above so that dates/events, etc., can be included in letters to the parents.  A copy of this letter will be given to the class teacher for the child’s file.  If the child is on the SEN List for Behaviour, the school SENCO will also be involved.

Crosses are kept on the board for two weeks in Year R.  From Year 1 upward the crosses are kept on the board for a half term.  When they are removed it should be explained to the child that this is an example of forgiveness and reconciliation.

When children are excluded for a fixed period the school will provide work to be completed at home.  The work must be returned by the parent daily or as agreed with the class teacher.

During lunchtime the staff on duty record incidents of unacceptable behaviour.

The Head Teacher investigates these incidents every Friday Afternoon or at regular intervals.  If a child is entered in the book on three occasions in a half term the class teacher must inform the parents.

If a child has five entries in a half term the Head Teacher will contact the child’s parents.  Further entries will lead to dinnertime exclusion for one to five days.

Nursery

The aims, objectives, attitudes and values in the Nursery are the same as noted elsewhere in this policy.  However, because of the young age of the Nursery children the punishments, as well as rewards, are modified.

The children are never told that they are ‘naughty’.  However, sometimes their actions are unacceptable and our disapproval must be made clear.

Misbehaviour is checked immediately non-verbally and verbally, mostly to an individual taken aside, at other times in front of the other children.

Misbehaviour is dealt with when it happens, not at a later date or time.

Children are always encouraged to say ‘sorry’ and make friends.

When children continually disrupt at ‘listening’ times or are hurting or frightening other children we may:

  i)  Ask child to stand for a short time while others are sitting.

 ii)  Stand child on their own, away from others for a short time.

iii)  Time out Corner.      

Reasonable force

On extremely rare occasions, staff may have to use measures, including reasonable force, to prevent pupils committing an offence, injuring themselves or others, or damaging property, and to maintain good order and discipline within the school. These occasions are fully documented and reported in line with Local Authority guidelines. All staff are Team Teach trained to ensure a child is not injured when reasonable force is required.

http://www.education.gov.uk/aboutdfe/advice/f0076882/ensuring-good-behaviour-in-schools/use-of-reasonable-force

Powers of search

gain, on extremely rare occasions it may be necessary to search for, and confiscate, inappropriate items which are brought into school, or for any stolen property. These will be retained and returned to parents or pupils as appropriate.  This is related to the principle of the safety of all members of the school community and follows Local Authority and government guidance.

http://www.education.gov.uk/aboutdfe/advice/f0076882/ensuring-good-behaviour-in-schools/searching-pupils

Allegations of abuse

Allegations of abuse will be taken seriously, and we ensure we deal with allegations quickly in a fair and consistent way that provides effective protection for the child and supports the person who is the subject of the allegation. Every effort will be made to maintain confidentiality. Serious action will be taken against pupils who are found to have made malicious accusations against school staff including exclusion.

http://www.education.gov.uk/aboutdfe/advice/f0076882/ensuring-good-behaviour-in-schools/allegations-of-abuse-against-staff

This policy has been written with reference to the above and the following

Ensuring good behaviour in schools - DFE- 2011

Behaviour and discipline in schools – DFE – 2011

http://www.kidscape.org.uk/professionals/index.asp

 

Equal Opportunities

This policy conforms to the 2010 Equality Act to take account of all vulnerable groups referred to within the Act.  This policy will be reviewed annually.

Pupils’ Conduct Outside The School Gates

The law gives teachers ‘a statutory power to discipline pupils for misbehaving outside of the school premises. Section 89 (5) of the Education and Inspections Act 2006 gives head teachers a specific statutory power to regulate pupils’ behaviour in these circumstances “to such an extent as is reasonable.”’

This statutory power applies in the case of all school visits and trips, or at any time when a pupil’s misbehaviour may ‘have repercussions for the orderly running of the school…poses a threat to another pupil or member of the public or could adversely affect the reputation of the school.’ (Behaviour and Discipline in Schools, DFE Guidance, 2011- http://www.education.gov.uk/aboutdfe/advice/f0076803/behaviour-and-discipline-in-schools-a-guide-for-Head Teachers-and-school-staff)

Detention

After school detention:

By law all schools are entitled to detain a pupil after school if:

• parents/ carers are aware that detention may be used as a sanction;

• detentions are reasonable and proportionate to the offence;

• detentions are imposed by the Head Teacher or teachers who are authorised to do so;

• Detentions may be imposed and carried out on the same day, as long as verbal consent is obtained from the parent/carer. If not, then at least 24 hrs. written notice outlining why detention has been given and when, where and for how long the child is to be detained must be given;

• the child is supervised and given appropriate work to do;

• written records of all detentions are kept.

 

(Please refer to: http://www.education.gov.uk/aboutdfe/advice/f0076803/behaviour-and-discipline-in-schools-a-guide-for-Head Teachers-and-school-staff)

 

Arrangements for Registering, Monitoring and Rewarding Improvements in Attendance

 

St. Mary’s is committed to assuming every pupil attends regularly.  Where this is difficult, the use of praise and reward will be used to encourage those pupils absent.

Children are expected to be in the school playground by 8.50 am when the period of supervision by school staff begins.

The doors open at 8.50 a.m. Under current arrangements all children, except Nursery and Reception, make their way to the side of the school adjacent to the school football pitch. There are four entrance/exit doors. These class exits and entrances will be explained to both the children and the parents. Parents of Nursery and Reception children enter the school grounds and use the side of the building nearest the car park. The first entrance is for Nursery children. Reception children use the 2 further doors. Parents enter with their children to help sort out coats and shoes, etc., and settle children in class. This will change to the children completing such tasks as their independence develops.

Children are also expected to be collected promptly at 3.00pm unless previous arrangements are made with school. Teachers accompany their class to the exit doors. In all cases these are the same as the entrances.

Children stand with their teacher until a parent or nominated person collects them. If children are left with the teacher they are taken to the Main Office where the school secretary contacts those with responsibility for the child.

If not collected by 3.10 p.m. children will be taken to After School Club. A charge will be made for this extra supervision.

In extreme circumstances where no contact can be made through normal channels school will inform Social Services and/or the local Police. This would only be done in an emergency if school thought the carers had been involved in an accident or were unable to collect their child.

On very rare occasions staff may be required to transport a child to their home. If this situation arises two staff must be in the car with the child and the driver must have insurance cover for transporting children.

Children who need to leave school during normal school hours, (e.g. dental appointments, etc.), will only be given permission to do so if we have a written request from a parent, or if the parent or other responsible adult collects the child.  UNDER NO CIRCUMSTANCES WHATEVER will an infant child be allowed out of school during normal school hours unless collected by a responsible adult.

Children who arrive late, i.e. after the registration period, should report to the office to have their name entered in the ‘late’ register.  The ‘late’ register is not a form of punishment, it is a means of knowing which children are now in school that missed normal registration.

Parents will be informed by letter should lateness become a regular occurrence.

Absence from school, swimming baths, P.E., games, etc. should be explained by letter, from the parent.

The School Curriculum, its Organisation and Delivery

St. Mary’s has positive expectation of its pupils, in their achievements and in their learning and behaviour.

Every teacher is responsible for differentiating the content, organisation and delivery of the curriculum for individual pupils in order that it is made relevant for pupils' interests and ability level.  This will prevent some pupils developing behavioural difficulties as a result of difficulties in learning.

Pupils will be given every opportunity and experience to enhance self-esteem, develop independence and self-discipline and a sense of responsibility towards themselves and others.  The school aims to use every opportunity to promote and teach Gospel values.  These values should be inherent in every aspect of school life.  The school will ensure that there is provision of structured experiences to work in areas that can prevent incidents of bullying, racism, sexism, etc.

Classroom Practice

Each teacher has a duty to establish clear rules, routines and expectations.  Classroom rules will be written with the children.  They will agree what they should do.  The school uses positive strategies for positive behaviour, as contained in the school system for rewards and sanctions.

Individual Pupils and Behavioural Needs

At St. Mary’s we are committed to providing the best support we can for all our children.  Children with Behavioural Needs will require and receive extra support from the staff in school and, when necessary, from outside agencies.

As previously stated, the school has in action systems for recording incidents of unacceptable, aggressive or bullying behaviour.

 

The school will follow the Special Educational Needs Code of Practice for all pupils with reported behavioural or emotional problems.  An A.B.C. analysis sheet will be used to record behaviour.  These sheets must be used to try to turn around a pupil's behaviour.  A pattern should be sought in the antecedent column, unacceptable behaviour monitored and targets set using praise with each success. 

Monitoring the Development of Policy in Practice

Individual pupils will be monitored.  Staff meetings will be designed for discussion on the Code of Conduct.  Inset time will be arranged for problematic areas and to keep staff up to date on new initiatives and developments.  The consistency of the reward system will be discussed by staff as well as the consistency of the Assertive Discipline Policy (A.D.P.).  The policy will be reviewed annually by staff, parents, children and governors.

Complaint Procedures

St. Mary’s seeks to ensure that there are no complaints because of the positive involvement of all parents.  However, should there be a complaint the Head teacher should be contacted and he will arrange a meeting with all concerned.

Criteria for Evaluating the Success of the School’s Behaviour and Discipline Policy

Implementation of targets on the Behaviour Management Development Plan, plus an annual whole school evaluation of Behaviour will be undertaken by relevant parties, e.g., Head, Deputy, Staff, Parents, LEA, etc.

We also aim to involve the children more in some aspects of decision making through the School Council. 

 

 

 

This information is produced to answer any general questions that parents of pupils may have about the school.

 

It is published in accordance with the requirements of the Education Act 1993 and the Education (School Information) (England) Regulations 2002 (SI 2002 No. 2897).

 

The information in this booklet was updated in March 2015.  It should not be assumed that there will be no changes in part or whole of any information given in the booklet either before September 2015 or during the school year 2015/2016, or in subsequent school years.

 

Further information may be obtained from school.

 

 

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