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Welcome to our School2010-2011 Prospectus

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Letter of Welcome ............................................................................. 3

Mission Statement ............................................................................. 4

Parents/Parents Promise .................................................................... 5

Code of Conduct ................................................................................ 6

Mainstream ........................................................................................ 7

EYFS .................................................................................................. 23

Special Group ................................................................................... 24

Contents

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Dear Parents,

I would like to extend a warm welcome to you and your child

to Abbeyfields First School. I am delighted that you have

chosen our school and am proud to share with you why we

feel that ours is a truly wonderful nurturing and educational

environment for your child.

Here, the dedicated staff provide a place which is both stimulating and safe and I am sure that

our children are given the best possible start to their education and an excellent foundation

for life in today’s ever changing world.

I hope that you enjoy looking at this Prospectus and that the information proves useful. There

are sections that not only explain the practicalities of school-life, but it also shares our ethos

and values; everything we believe are important and non-negotiable. Our “Abbeyfelds

Expects” and “Parents Promise” information explains how we can work in tandem with

you to ensure that your child’s experience of school, and in fact their whole learning and

developing experience, is first class!

I look forward to a productive and happy partnership with you and with your child.

Please do not hesitate to get in touch if you have any concerns - my door is always open.

Yours sincerely,

Mrs Sandra Ford, Headteacher

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I am delighted that you have chosen our school

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A

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Our mission is ….

to respect, fulfil and empower people through education.

Our aims are….

to teach well, to facilitate learning and to ensure progress is made

to identify the talents and abilities of each individual and to build on these

to encourage confidence, independence and self discipline

to offer a broad and balanced curriculum which meets the needs of our children, provides pace and challenge, promotes high standards and is inclusive

to promote well being, healthy lifestyles and responsibility

to communicate with parents and to meet their requirements in terms of knowledge about their child’s needs, progress, targets and achievements

to demonstrate our caring through our actions

to involve the school in the life of the community and the community in the life of the school

to build a strong staff team of talented individuals

to recognise talent and to distribute leadership

to train staff appropriately, recognising individual need within a corporate plan

to structure the school in order to best use talents and to meet needs

to minimise stress at all levels and to recognise the necessity for a work-life balance

to allocate resources to meet needs

to create a safe and pleasant working environment.

to encourage confidence, independence and self discipline.

, # Letter of Welcome# Mission Statement# Parents/Parents Promise# Code of Conduct# Mainstream# EYFS# Special Group

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Parents Promise

Abbeyfelds promises parents that the school will…………

………keep you informed.This means

a). sending regular school newsletters about events and items of interest

b). sending out newsletters specific to your child’s year group about work and

events

c). sending you an annual written report on your child’s progress

d). inviting you to discuss your child’s targets and progress each term.

………communicate with you.This means

a). daily reading/notes diaries going between home and school for all our younger children, those with special educational needs, and some others where agreed with parents

b). daily opportunities to talk to the teacher about anything at all – every morning between 8.50 and 9.00 a.m. or immediately after school

c). appointments will be made for any parents who cannot be in school at these times or need a private discussion

d). discussing any problems with you as soon as they arise so that we can work together.

………involve you in the life of the school.This means

a). inviting you to participate in our special events such as Sports Day, Christmas, curriculum events and lots more

b). inviting you to help in school with a wide variety of things from outings to activities

c). arranging special events where we share the curriculum with you

d). making you welcome when you come to school.

……..support you.This means

a). working closely with you on programmes which can be effective both at home and at school

b). listening to your concerns, worries, fears and working with you and your child to overcome them.

c). making sure that the door is always open to you and a supportive ear is available.

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Abbeyfields SchoolCode of Conduct

We show kindness and respect through your words and your actions

We look after each other and our school

We smile, we are friendly and we try to make other people smile

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Abbeyfields School Prospectus2010-2011http://www.abbeyfields.firstschool.org.uk/

This prospectus provides information about the school, as required by the 1998 Education Act, for parents of pupils who are expected to enter the school from within the catchment area, and also for other parents who wish to know about the opportunities available. Information concerning the general arrangements in Northumberland is given separately in a County education booklet, copies of which are available for parents of pupils who are starting or transferring schools in September. The prospectus is intended to answer most questions parents are likely to ask, but if there is anything else you need to know please don’t hesitate to contact the school.

General InformationAbbeyfields serves the Kirkhill area of Morpeth, but in practice we have many children from out of area whose parents choose our school because of its excellent reputation and ethos. Many of our children start attending Toddlers from a very early age and progress to Nursery when they are three years old. The children leave us in Year 4, when they are nine, and most move on to Newminster Middle School.

EthosOur family atmosphere and the care taken of each individual child are very important to all of us. At Abbeyfields, children are respected as an individual and asked to respect others. Teachers build strong and very supportive relationships with the children in their class. We believe in positive, assertive discipline, using good work and behaviour to motivate. Ours is a culture of praise, we work actively to promote confidence and self-esteem. If you take a walk around our school, you will hear adults and children talking together pleasantly. We value each other as people, staff and children alike.

StandardsThe standard of work achieved by the children is very high. We aim to recognize potential and help each child to build on that, by setting challenges and high expectations. This is something we do for all our children, regardless of ability.

We hold the Basic Skills Primary Quality Mark. This Mark recognises good practice in the teaching of literacy and numeracy. We promote creative, personalised learning through a rich, diverse curriculum.

In our Special Group, we have thirty two places for children who need specialised education. This is organised into four classes. Each class has a teacher, a senior teaching assistant and a curriculum support assistant. This very favourable staffing ratio is supplemented by a number of learning support assistants according to educational need. The four classes are designated either TEACCH (for Autistic children and those whose communication is a barrier to learning), or SLD (for those with more generalised and/or physical barriers to learning).

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The staff at Abbeyfields work in teams each led by a member of the Senior Leadership Team.

Senior Leadership Team: Mrs S Ford Mrs S Ennis Mrs S Halliford Mrs S Bennett Mr M Tait

CitizenshipAbbeyfields teaches children values and ways of relating to others, which will enable them to play their parts as citizens of the future. We have a clear programme of spiritual, moral and cultural education which is actively taught at an age appropriate level. From Reception we discuss making and keeping friends, how to resolve conflicts and the way our behaviour affects other people - including our families at home. We talk about our responsibilities in school and caring for others and the environment. We encourage self discipline, tolerance and fairness, helping children to understand their part in the world and how they can make it a good and happy place for others to live. Ours is a very happy school.

Flexibility We offer our children all the benefits of the Primary Curriculum and the Literacy and Numeracy Strategies, but we also maintain ways of working with young children that from our extensive experience, we know to be effective. We create pupil profiles for all who need to have the curriculum modified and support any child who has difficulties accessing the curriculum.

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Inclusion Abbeyfields provides a truly inclusive education. Working together with children with disabilities is extremely valuable. Awareness, knowledge, understanding and tolerance all come naturally. As part of a planned programme, through assemblies and classwork, the children are introduced to each other. We talk openly about the problems some of our children face and the ways others can help them or enhance their school lives. We explain why some children cannot walk or talk and show everyone how they can interact with each other and play together. All our children learn to sign and are actively encouraged to do so.

Inclusion profiling for whole classes and individuals, both in mainstream and special group, ensures that all our children have the appropriate resources to enable them to learn. This focus on personalised learning means that we can be truly inclusive and enjoy learning together.

The Environment Ours is a lovely site; we are very lucky indeed! The playground is big and the school field a lovely place to play surrounded, as it is, by mature trees. The Friends of Abbeyfields provide equipment for the children and the staff encourage the children to play together co-operatively. The whole feeling of space and opportunity reduces conflict.

The opportunities for learning outdoors are endless on our site. We have a Wildlife Garden at the bottom of the school field where children can explore habitats and do some excellent teamwork tasks like building shelters. Each class have responsibility for the upkeep of our Allotment. We also have an outdoor theatre and a poly tunnel classroom for all children to use, bringing their learning outdoors. Our recent Creative Partnerships project has given us “Gateways to the Imagination,” helping to stimulate creative writing and develop the children’s use of language.

In Foundation Stage we have created an outdoor classroom which the children access everyday whatever the weather. We also provide a Forest Schools experience to our youngest children, which fosters teamwork and embraces the environment and all it has to offer.

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The CurriculumAt Abbeyfelds we follow the National Curriculum. However, we do offer a much wider range of learning and we pride ourselves on our exciting and enriched provision. The work we do is challenging, interesting and relevant to young children living in the 21st Century in the United Kingdom. We start with the Essential Curriculum, designed for the very early years (0 - 3) of development and for those who have a developmental delay. The Foundation Stage Curriculum is designed to meet the needs of children in Nursery and Reception and provides a framework for their learning between the ages of three and five. The National Curriculum sets out important knowledge and skills for children aged five to sixteen. It gives a framework for this learning and guidance to teachers in three Key Stages. It also gives standards that enable the teacher to measure how well children are doing in each subject.

LiteracyLiteracy or English has many names and shapes at Abbeyfields. In Special Group and the Foundation Stage it is known as Communciation, Language and Literacy. Children are encouraged to communicate clearly and effectively, and speech and language therapy is a large part of their day where necessary. PECS (Picture Exchange Communication System) and Makaton (sign language and visual symbols) are important to many of our children and the children in mainstream practise and build upon their Makaton vocabulary on a daily basis.

In Key Stages One and Two we follow the Primary Framework for Literacy which covers Reading, Writing, Speaking and Listening, and exposes children to a variety of written genres including instructional and explanatory texts, traditional tales, and fantasy to name just a few. Our 21st Century children are encouraged to be media literate, to compare the written word with film, and to interpret and create their own advertising posters, jingles and powerpoint presentations. Good, old fashioned phonics are also taught from Nursery onwards, beginning with listening and discriminating between sounds, progressing to matching an increasing number of sounds with the letter patterns used in reading and spelling. We have a huge collection of appealing

reading books which children bring home so that parents can support learning.

We make use of the teachers’ SMART boards and technology bringing video and varied learning experiences into the classroom, and children may continue their learning using software and suitable websites, and present some of their work using our ICT resources. The skills of Reading, Writing, Speaking and Listen of course underpin all learning and so Literacy is a truly cross-curricular subject. We aim to make learning as exciting and relevant as possible, as well as encouraging children’s creativity, so outings, role play areas and projects led by children’s interests are key features of their experience at Abbeyfields.

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MathematicsMathematics in the Essential Curriculum is known as Cognition/Maths. We explore mathematical concepts and use mathematical language. Much use is made of turn taking in number and pre-number games. Practical experiences such as cookery, art, craft and topic visits are part of the curriculum. Wherever possible, learning is linked to real-life situations, enterprise opportunities and first-hand experiences.

Mathematics is taught using a variety of resources… namely the Early Years Foundation Stage, the National Curriculum, the Primary Framework, as well as through ICT, outdoor and creative learning. Essentially, all provide an introduction to mathematical concepts, skills and thinking strategies that are essential in everyday life and support learning across the curriculum.

We will equip the children with a secure mathematical knowledge and key skills that they need to learn to make progress. There is a focus on problem solving, number and calculation, measures, shape and interpreting data. Our partnership of schools (Abbeyfields, Goosehill and Newminster), have an agreed approach to calculation strategies which is also shared with parents.

We aim to make the children confident, successful learners with a positive “have a go” attitude to maths!

ScienceThe scientific age in which we live is fast moving and under constant change. To help our children make sense of the ever developing world around them we use a variety of resources to encourage natural curiosity, creativity and inspire a sense of awe and wonder. These resources include the Early Years Foundation Stage, of which Science is an aspect of the strand ‘knowledge and Understanding of the World’, and also the National Curriculum, ICT and outdoor learning, We ensure that the children develop their scientific knowledge and key skills, within a safe indoor and outdoor environment linked to focuses involving Life and Living Things, Materials and their Properties and Physical Processes. With the aim of beginning to

equip our children with the ability to make sense of phenomena, seek explanations and think critically about claims and ideas.

I.C.T.ICT is an integral part of teaching and learning at Abbeyfields First School. Teachers always provide pupils with many opportunities to apply and develop their ICT capability across the curriculum. This can range as widely from children using video to record great techniques in a Physical Education lesson, to using software to represent data collected in a Maths lesson. ICT is very good at enhancing a child’s learning, especially in the core subjects of Literacy, Maths and Science. It engages children and captures their imagination. It makes learning fun and the opportunities are endless!

ICT is used as early as Foundation Stage and is built upon progressively throughout school so that children are very confident in choosing and using suitable ICT software and hardware to support their learning by Key Stage 2.

Children have access to a huge range of ICT resources to complement their learning from Foundation Stage up to Key Stage 2. As a result, older children have regular access to the internet as a method of research. This access however is restricted to suitable websites appropriate to their learning and children are taught the great importance of using the internet safely. We aim to increase the children’s confidence and competence in using ICT across the curriculum to enhance their wider learning.

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Physical EducationIn the Essential Curriculum Physical Education comes under the umbrella heading Understanding Physical Development, Health and Wellbeing. This area of learning lays the foundations for long-term wellbeing and contributes to children’s mental, social, emotional, economic and physical development. Within this program of learning children learn to respond positively to challenges, be enterprising and handle risk, build self confidence and physical capabilities. They learn about their changing bodies and the importance of nutrition and rest for a healthy, balanced lifestyle.

Through sport and other physical activities, they have opportunities to increase body control, coordination and dexterity. They also are encouraged to cooperate and compete fairly understanding their responsibility either as an individual or as part of a group.

The children have access not only to an exciting curriculum, but also to many other sporting experiences delivered by a range of providers such as the Schools Sports Partnership, Extended Services and Community Sport organisations. We have a school football for girls and boys, we attend sporting festivals in rugby, orienteering and tennis (to name a few), and children in Years 3 (Spring Term) and 4 (Autumn Term) have swimming lessons at the Riverside Leisure Centre. There is a programme of sporting activities that are encouraged and enjoyed by the children during playtimes and lunchtimes too.

MusicMusic is a source of inspiration, enjoyment and fulfilment. It enables children to express their thoughts and emotions, use their imagination, experiment and develop creativity. It makes a key contribution to children’s social, emotional development and aids their growth as confident individuals.

Music enables them to participate in and respond to the creative and cultural life of their community. In responding to the music of others they gain insights into different traditions and cultures. They become responsive, critical and appreciative.

Music is taught as part of our topics eg. Space, India, World War 2. Children listen to a wide variety of music from different times and cultures. We have a good selection of tuned and untuned instruments for them to learn to play, improvise on and compose with. The whole school learns to sing in 2 or 3 parts and everyone performs in Christmas concerts and assemblies involving different musical experiences.

The Key Stage 2 children take part in music workshops and so far have played penny whistles, fiddles, African drums, Steel Pans and Pocket trumpets. There are opportunities in school for them to pay for guitar, violin and keyboard lessons too. Whenever possible we invite musicians into school to enthuse the children e.g. Black Friday.

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HistoryThe teaching of history is designed to fire the curiosity and imagination of the children through learning about the past in lots of exciting ways. They develop a sense of time; placing events, people and changes within a chronological framework and use appropriate vocabulary relating to it. They study characteristic features of different periods of history (from ancient times to modern day), learning about the ideas, beliefs, attitudes and experiences of people from the past. We encourage them to ask and answer historical questions thus developing important

historical enquiry skills.

The subject provides fantastic opportunities for the children to develop and apply their literacy, numeracy and ICT skills. The children use the internet to find lots of images and information about their topics and present their work in lots of different ways They visit Bede’s World and Hadrian’s Wall to see real evidence of how people once lived. We have lots of visitors coming into the school to make the lessons more interesting and relevant – firemen bring in artefacts from the past and grandparents come to talk about rationing during World War 2. Drama is used to bring the past alive and the children enjoy V.E day parties and Roman battles!

Through the teaching of history we seek to demonstrate how the actions of the past have shaped the world that we live in today and that by exploring change and continuity over time the children will have a better understanding of why and where things happened.

GeographyIn the Foundation Stage, Geography is taught as part of Knowledge and Understanding of the World. It focuses on Place and Communities and is based on the geography of the local area and the children’s sense of place. Children learn through practical activities such as walks around school and the immediate area.

In Key Stage 1 and 2, Geography is taught using the National Curriculum and covers three strands: Geographical Enquiry and Skills; Place and Location; and Environment. Children learn how and why places and environments develop, how they can be sustained and how they may change in the future. Human Geography looks at how people, communities and places are connected and can be interdependent at a range of scales. Trips form an important part of learning and children enjoy an outing to a farm in Year 2 and a residential trip in Year 4, amongst many other visits.

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Art Learning in and through Art and Craft provide pupils with a unique way of perceiving themselves and the world around them which is not taught in other areas of the school curriculum and which is essential to a basic education.

As a school we aim to equip the children with key skills, open opportunities and experiences in a wide range of media with an emphasis upon enjoyment, appreciation of artists and using experimentation as a means of recognising order and pattern within the complexity of the changing environment. This visual understanding deepens their aesthetic responsiveness as no other mode of learning can by enhancing the imagination and intensifying emotions.

In order to provide Abbeyfields pupils with a stimulating and valuable visual education, we aim to offer a rich, broadly based experience in both two and three dimensions, which account of age, ability and the individuality of each child. The ability to see clearly and to draw, paint, model and handle a variety of materials is paramount in a world that relies increasingly on direct visual communication. Much of what we experience and understand about ourselves and the world is gained via the sense of sight and touch.

Design TechnologyAt Abbeyfields we take pride in nurturing, challenging and supporting our pupils to become future designers and artisans.

Children are taught to design, build, test and evaluate their products. Opportunities are given to explore food technology and textiles as well as design and make projects.

Children learn the skills of handling various tools and are also taught the safety aspects of the use of these tools.

The evaluation of their work is important and encourages valuable critical self and group consideration of their processes and products.

Design and Technology is closely linked to other areas of learning: scientific skills such as predicting and fair testing are applied, mathematical skills such as accurate measuring are required, information technology skills include making things happen by the use of control and art skills are applied in finishing techniques.

Religious EducationThrough Religious Education at Abbeyfields, we develop the children’s knowledge and understanding of Christianity and other world faiths, and we address some of the fundamental questions in life. Children reflect on what it means to have a faith and to develop their own spiritual knowledge and understanding. We help the children learn from religions (exploring and responding to human experience) as well as about religions (developing knowledge and understanding of religion). The importance of an atmosphere of trust and mutual respect for the teaching of R.E. is recognised. We understand that children must feel relaxed, secure and comfortable when talking about their own beliefs and values.

The style in which R.E. is taught is crucial to the pupils’ enjoyment and understanding. A wide variety of different learning and teaching techniques are used to engage the children.

Active learning within R.E. is extremely important- pupils learn more readily and show greater enthusiasm when they are actively involved. These are some of the strategies we use:

• Drama/role play

• Discussions/debates

• Dance

• Music/song

• Art and craft

• Design and technology eg cookery linked to celebration of religious festivals

• Visits and visitors

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Modern Foreign LanguagesIn learning another language we intend to open the children’s eyes to other cultures, lifestyles and ways of communicating. The process of learning another language will fully support the children’s literacy development in their own language as we explore simple stories and fairytales. The children will have opportunities to sing songs, perform plays, recite poetry, enjoy playground games as they develop their knowledge about language and language learning strategies.

Personal, Social and Health Education and CitizenshipThese elements of the curriculum figure largely both in the Essential Curriculum and the Foundation Stage. At the earliest stages children learn about personal care and hygiene and about healthy options. They learn to be confident, know their own needs and tell the difference between right and wrong.

Later through the National Curriculum they learn to be more independent and confident, to see what their strengths are and to keep themselves safe and healthy. At Abbeyfields these studies are topic based but they also run throughout the whole ethos of the school. Citizenship is a large part of our everyday lives. Our children learn to consider how their choices affect others and the environment. We teach directly how to get on with other people and to solve problems and disputes.

Through topics the children are guided in the consideration of such issues as drug use (tobacco and alcohol at an elementary stage), rules and laws and the reasons for these, fairness and justice. Almost all aspects of health education are dealt with in so far as they are appropriate to the ages and understanding of our children. We are assisted in this by our school nurse and other Health Authority staff. Safety education forms a large part of our everyday life in school.

Sex education is covered via topics and there is a policy statement available in school. We cover family values and a caring ethos preparing the ground for more formal sex education at the middle school. Any questions which arise on this topic are dealt with honestly but most definitely at an age appropriate level. Any parent who wishes to discuss this area is welcome and should contact the Headteacher.

Other Areas

Special Educational NeedsThe school aims to meet the needs of all children in its care with a curriculum that is well matched to each pupil. Where parents and teachers feel that for the curriculum to be well matched to his or her needs a pupil requires specialised provision, we will provide it. This could be for all or part of a pupil’s time at Abbeyfields.

Our Special Educational Needs co-ordinators are all members of the Senior Leadership Team and they are supported by a range of specialist staff. If it is not possible to make provision from resources normally available in the school we will seek the help of the Local Education Authority.

If your child is identified as needing specialist provision, s/he will be placed on our Special Educational Needs Register. You will be fully informed before this happens, at every stage of the process. This will provide a whole range of possible additional facilities designed to help

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your child, including the formation of an individualised intervention programme, teaching or learning support, an annual SEN report, an annual meeting dedicated to the review of progress and provision, and more frequent regular feedback to parents than is usually provided. The additional facilities made available depend on the identified needs of the child.

Concerns and ComplaintsShould any aspect of the school curriculum give cause for concern please do not hesitate to contact the school. The Head Teacher will be happy to discuss any problems which arise. In the event of a complaint there is a statutory procedure details of which are available from the school or via County Hall.

Visits and VisitorsTeachers are asked to make every effort to invite at least one employed person to visit the class each half term as part of their topic work. This is part of our careers education enabling children to see men and women at work.

All Visitors to school wear a visitor’s sticker. All adults involved in working with children are checked by the Criminal Record Bureau and the school advised of any problems. We ensure that this check is complete before an adult is allowed to have contact with the children. If, for any reason, the police check is delayed, the adult is not allowed to be alone with any child, there is always a “cleared” adult present.

As part of each topic, staff are encouraged to arrange an appropriate educational visit. No charges are made for such visits but parents are asked for contributions towards the costs, as school budget is not adequate to meet these.

Adult supervision is vitally important on School Visits.

Special Group - a minimum of one adult to two children.

Nursery - a minimum of one adult to two children.

Reception - a minimum of one adult to five children.

Key Stage One - a minimum of one adult to six children.

Key Stage Two - a minimum of three adults per class.

ChargesThere are some activities which take place in school for which we are charged - outside concerts, days out, swimming lessons, instrumental tuition etc. When such activities are being arranged we advise you of the cost to the school per pupil and ask for a voluntary contribution of that amount from you. Classes raise funds to keep these costs to you a minimum, but we do need your co-operation in this if we are to keep offering such activities.

Whenever you send money to school please send it in a sealed envelope marked with your child’s name, the amount enclosed and what it is for. This is a BIG help!

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PropertyYour co-operation is also sought in caring for your child’s belongings - please name everything. If something is lost we do have a lost property area in Year 1/2 cloakroom and a Support Assistant deals with this. Essentially, the sooner we know if something has gone missing the more likely we are to find it, and if it has a name on it, it will be returned to its owner immediately.

First AidFor minor accidents we administer “comfort and sympathy”. Acting in loco parentis, staff are expected to comfort the child and minimise distress. If any attention other than that above is deemed necessary a First Aider will be consulted.

All accidents no matter how minor are entered in the accident book, which is in the First Aid room, recording child’s name, date, time and place of accident, nature of injury, action taken and name of First Aider.

If the child has a bumped head there is a standard “Bump Note” which is sent home in order to alert the parents to the possibility of concussion (even with very minor bumps).

If any child has to be taken to hospital every effort will be made to contact the parent, guardian or family, so that they can accompany the child concerned to the hospital.

If no-one can be contacted, a member of staff will accompany the injured or sick child. In this case the member of staff will take along the Emergency Contact Form with all the relevant details.

If we have administered drugs in the case of a fit, we will tell the hospital staff exactly what dose. Once at the hospital, on no account will a member of staff authorise treatment, unless it is in a life threatening situation and they are advised that this is so by medical staff.

AbsenceWhen a child has been absent, we satisfy ourselves that the parent was aware that the child was not at school and that the reason is appropriate. Parents are asked to inform us immediately either by letter or telephone. Our registers must show the reason for absence.

Please try to avoid term time when taking your child on holiday, but if this is unavoidable, you must fill in a Leave of Absence Request Form and return it to your child’s class teacher. Leave is granted at the discretion of the Headteacher.

Sometimes we find that a child has a worrying number of absences, or that they are regular eg. every Thursday morning, or that the reason given is not acceptable eg. to buy new shoes or to accompany another child to the doctor. We may also be concerned about the validity of the reasons given eg. regular visits to the dentist when tooth decay is unattended to.

Absence is recorded on our computer data-base and checked monthly. Where we have concerns with absence parents are contacted by telephone or letter. In some cases parents are invited to school to discuss persistent absence and we may also invite a member of the Children’s Early Intervention Team or Parent Support Partner to join us in seeking a solution to the problem, which may be outside a parent’s control. The focus is always on how we can help and support.

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MedicinesThere are times when a child has to bring medicines to school…many of our children are asthma sufferers and so on. We are very happy to administer prescribed medicine when necessary and to supervise the taking of inhalers. For medicines, please send a single dose into school clearly marked with your child’s name, the type of medicine and when it should be given. This should be handed directly to the class teacher, who will keep the medication in a locked cabinet in the First Aid room. We cannot give over the counter medicines at school and such things as paracetamol etc, are not allowed on the school premises. Please help us maintain a safe school by keeping to this ruling.

School UniformOur school colours are red or grey sweatshirts with the Abbeyfields new “Smiley Face” logo (optional; any red/grey sweatshirt would be fine!) and grey skirts/trousers. We also have a fleece coat and hooded sweatshirt both red, with our school logo - for outdoor use.

Polo shirts/sweatshirts are available from Trutex; hooded tops, fleece coats and rain jackets are available from a different supplier – details

from the school office.

The School DayAll the children follow a common school day, which begins at 9am and ends at 3.15pm. School is actually opened at 8.50am for our Early Birds welcome. Teachers will meet the children in the main key stage entrances and are available to speak to parents and carers at this time. The children may choose either to go into their class to complete the Early Birds challenge (a fun task or activity designed to support the curriculum), or play outside on the yard until the bell goes at 9am. All children are encouraged to self register to develop their independence. This also ensures a prompt start to the day; maximising precious learning time. Differing lengths of lunchtime give different teaching times.

Nursery have their own programme – please see their part of the prospectus.

PlaytimesStaff who are on the playground ensure that the whole play area is supervised. All staff are requested to facilitate play (we have an exciting programme of activities to engage the children), and are especially vigilant in the prevention of bullying. When it is raining the children remain within their class bases. Each classroom has a selection of wet playtime activities for the children to do and each class is supervised.

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Road Safety on and around the school siteAt 3:15p.m. there are up to SEVENTEEN taxis using the school car park areas to pick up children. For this reason there is a special pedestrian route around the back of school. ALL children must use this for safety reasons. If you pick your child up from school please set a good example to everyone by using it yourself.

We know it is quicker to use the front, but another child may follow you with disastrous consequences. The parking area outside the school is also fraught with danger. Please park sensibly and not on the pavements or near to the gates where young children have to cross to get home.

Finally, please use the zebra crossing even if it is out of your way. The road outside is very dangerous for unaccompanied children and if they see you crossing they may follow.

Thank you for your co-operation.

JewelleryWatches are useful in our everyday lives and children are welcome to wear these to school, but we discourage the wearing of jewellery.

We ask for your cooperation in not sending your child to school wearing any jewellery/earrings.

Rewards and SanctionsAbbeyfields is a very positive school. The ethos of the school is one of celebration and value. Children are polite, friendly and well behaved because they want to be, because their self esteem is high and they feel important to other people.

At Abbeyfields they experience tolerance, encouragement, praise, fairness, security and approval. Each class has a system of praise and rewards to build the confidence of the children. Sanctions usually take the form of the removal of this praise and encouragement. We rarely punish children. From time to time it may be necessary to remove a child from a difficult situation and this will be done, but at all times we endeavour to modify a child’s behaviour by making him or her want to return, to regain the teacher’s approval. Sometimes it takes a lot of patience but it always works and the behaviour changes are permanent.

RestraintWe find it acceptable to use physical restraint in any situation where verbal restraint will not suffice in order to protect either the child at the centre of the situation or other children and staff e.g. if the child is about to run across a busy road or attack someone else and telling him or her to stop is no good, then we do something else.

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Policies:All our Safeguarding policies are available for you if you wish to see them. Please ask Mrs Ford who will be happy to oblige.

Policies:

Health and Safety

Bullying

Equality, diversity and Community Cohesion

Educational Visits

E Safety

Looked After Children

Drugs

Photograph and Mobile Phone Use

And finally….. you are welcome here!

Your involvement in school life is vital to your child’s progress. This does not mean that you have to come to school every day, but your interest in and support for your child with the work done in class is essential.

We hope that you will become as involved in the life of the school as your other commitments allow. We will keep you informed of your child’s progress and be in touch regularly.

Our school newsletter is sent out on Thursday every week and is also available on our website http://www.abbeyfields.firstschool.org.uk/

HomeworkWe expect the children to read and enjoy books at home on a regular basis. We will provide suitable reading material, matched to your child’s ability or needs, for as long as is necessary. Spellings and times tables will also be sent home for children to learn. All other homework is sent at the discretion of the class teacher; only meaningful, relevant and enjoyable tasks that support what the children are doing in school will be encouraged. This will not be on a regular basis, but at times when appropriate to do so. If you need to discuss this with your child’s teacher, please make an appointment to do so; we are always happy to discuss individual needs.

We ask you to support these crucial aspects of your child’s development, (see our Parents Promise statement).

CommunicationOur pattern of parental contact varies across the school. This enables us to meet the varying needs of children and parents in different year groups and areas.

Each year group invite parents to a “Share” event each term. For example, this may be in the form of a “Meet the Teacher” get together, a “hands on” curriculum meeting or a coffee morning where important information is shared with parents. These events have run successfully at Abbeyfields for a number of years and we feel they are a fantastic opportunity for children, parents and staff to work together. We are a partnership, after all.

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Nursery In Nursery there is usually daily contact with parents or carers. In addition we offer two workshop sessions- in October a General Introduction to Nursery for new parents and in February a core subject workshop. An open day in July is held to celebrate the children’s achievements.

ReceptionOnce again daily contact is maintained with parents and carers and a reading diary is started. Formal private consultations are offered to parents in the Autumn and Spring terms with an Open Afternoon (usually combined with Sports Day to help working parents) in the Summer. Private consultations will also be arranged in the Summer term for those parents who make a request.

Years One to ThreeReading diaries and informal contacts with parents are maintained as necessary. For some children diaries will be continued until the end of Year 4 but this may not be necessary for everyone. Once again formal private consultations are offered to parents in the Autumn and Spring terms with an Open Afternoon (usually combined with Sports Day to help working parents) in the Summer. Private consultations will also be arranged in the Summer terms for those parents who make a request.

Year 4In Year 4 we introduce a planner for the children to use. This is in preparation for Middle School and the children love this new responsibility. We use the planner to communicate with you and hope you will do the same. As in the other years formal private consultations are offered to parents in the Autumn and Spring terms with an Open Afternoon (usually combined with Sports Day to help working parents) in the Summer. Private consultations will also be arranged in the Summer terms for those parents who make a request.

Special GroupDaily diaries maintain contact between home and school and parents are always welcome in the classroom. Private parental consultations are offered in the Autumn and Spring terms and coffee mornings are arranged so parents can have informal discussions and look at the children’s work (this often includes videos of the class at work). Home visits can also be arranged.

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ReportsAll the children take home a report in July. In addition, parents of those children who are on our Special Needs Register receive a written report on progress at the time of the annual review.

The Friends of AbbeyfeldsThe Friends of Abbeyfields can offer you an opportunity to become actively involved in school. Without our parents and friends the school would be a much poorer place in many different senses- not simply in cash terms! Please help this dynamic and tireless group to help the children. An A.G.M. is held in September each year and a new committee elected- look out for details.

VolunteersVolunteers are always welcome in school. Each September a letter goes out asking for help. If you are able to help in any way please contact your child’s class teacher who will arrange for you to come in and discuss it. Help is required all over the school on minibus outings, spotters for the trampoline, with sewing and craft work, on trips, helping with Christmas activities and so on.

Abbeyfields First School

May 2010

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Abbeyfields First SchoolEarly Years Foundation Stage

Curriculum Aims and PrinciplesThe Early Years Foundation Stage (EYFS) applies to children from birth to the end of the reception year. At Abbeyfields, children join Nursery either in September or January after their third birthday, for up to 15 hours per week, and Reception at the beginning of the school year in which they turn five.

The EYFS is based upon four principles:

A Unique Child •

Positive Relationships•

Enabling Environments•

Learning and Development•

A Unique ChildAt Abbeyfields we recognise that every child is a competent learner who can be resilient, capable, confident and self assured. We recognise that children develop in individual ways, at varying rates. Children’s attitudes and dispositions to learning are influenced by feedback from others; we use praise and encouragement, as well as celebration/ sharing assemblies and rewards, to encourage children to develop a

positive attitude to learning.

Positive RelationshipsAt Abbeyfields School we aim to develop caring, respectful, professional relationships with the children and their families.

Enabling EnvironmentsAt Abbeyfields School we recognise that the environment plays a key role in supporting and extending the children’s development. This begins by observing the children and assessing their interests, development and learning, before planning challenging but achievable activities and experiences to extend the children’s learning.

Learning and DevelopmentAt Abbeyfields School we recognise that children learn and develop in different ways and at different rates. We value all areas of learning and development equally and understand that they are inter connected.

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What sort of school is Abbeyfields? A mainstream school for 250 pupils aged 4-9 years.•

A nursery for 52 pupils aged 3-4 years.•

A specialist provision for 32 children aged 4-9 years with Complex • Learning Diffculties and/or Autism serving the South East of Northumberland.

Abbeyfields is a school specially resourced to meet the needs of children who experience complex needs. Statemented needs of each child are met in small class groups (maximum of 8 children) staffed by 1 teacher and 2 Curriculum Support Assistants. Additional Learning Support Assistants join class teams to support 1:1 work with individuals or to facilitate group activities, such as swimming, P.E. or minibus. All permanent staff are experienced and trained in working with children with complex needs.

We provide a happy, secure and safe learning environment in which each child can be challenged to meet their full potential in all areas of their development. Each child has their own “Personalised learning” plans through ongoing and continuous assessment in terms of their development in all areas, then targets are set and work planned for individual pupils. The children work 1:1 with an adult, in pairs and small groups. The staff team work closely with other involved professionals and targets shared by therapists, other teachers, medical and professionals supporting social and behavioural needs of the child are incorporated into learning plans. Many of our Curriculum Support Assistants have interests in the therapies and hold additional qualifications – e.g. Level 4 Speech and Language Therapy.

Targets are shared with parents and reviewed at least termly. Regular contact is maintained with parents/carers via the home-school diary and each class has it is own phone line with parents being encouraged to ring school if they have any concerns.

“Children in the Special Group make excellent progress because staff make exceptionally accurate assessments of their learning and needs and match these with just the right small steps to move them forward at a very good rate”. Ofsted November 2009

What do we offer to pupils?Our Essential Curriculum drawn from Early Years Foundation •Stage and National Curriculum

An individualised curriculum for each child set out in an •Individual Education Plan (IEP)

All teaching and support staff trained and committed to on-•going Special Educational Needs (S.E.N.) training.

What is our provision for children with Autism? Three classes each with 3 members of staff - a specialist teacher and 2 specialist support •assistants

Specialist Speech and Language Therapy intervention•

We use a structured TEACCH approach•

Some children use PECS to foster communication. •

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TEACCHTreatment and Education of Autistic Children and those with related Communication Handicaps.

TEACCH is a specialist teaching system based on the strengths of Autistic children. It is a heavily structured visual learning programme which works towards independence. The children have workstations and schedules to structure their day and their learning. This is the only intervention we offer for ASD pupils.

PECSPicture Exchange Communication System is just what it says. It offers a means of communicating to children who have very little or no expressive language and it is very effective.

What is our provision for children with Complex Learning Diffculties?

One class with 3 members of staff - a specialist teacher and •2 specialist support assistants

Specialist Speech and Language Therapy intervention•

PECS and Makaton signing to foster communication.•

What kind of special provision do we have?Multi-sensory room•

ICT suite and PCs in each class with a range of access devices •and interactive plasma screens

Trampoline for Rebound Therapy•

Soft play area and ball pool•

Specialist P.E. resources to •allow accessibility

Sensory garden and •allotment

Conservatory with kitchen •area for cookery; small group work and messy play

Bathrooms with special •changing and toilet provision attached to all special classrooms

Specialist meal facility•

Specially adapted minibus •for outings

Access to multi-agency team.•

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What therapies and interventions do we offer?TEACCH•

PECS•

Sensory Processing approaches•

Aromatherapy and relaxation•

Rebound Therapy•

Intensive interaction•

Specialist play techniques•

Hydrotherapy•

Riding for the Disabled at the Pegasus Centre•

Swimming/water confidence using Halliwick•

Behaviour management and physical intervention•

Makaton signing is in use throughout the school•

Access to paediatric medical team, specialist physiotherapists •and Occupational Therapy

Access to specialist support services – e.g. Teacher for •Hearing Impaired or Visually Impaired.

Inclusion.As our Special Group is within a mainstream school there are many opportunities for us to play and work together -e.g. playtimes, lunchtimes, assemblies, big & little friends and events such as Sports Day, Christmas Parties and Concerts. There are two models of curriculum integration. Some children may register with mainstream and take many of their lessons with a mainstream class. They may be withdrawn for specialist teaching and therapies. Some ASD children also have individualised programmes, these are often based on the intention of reintegration to local mainstream schools.

Other children with SLD and/or Autism are integrated into mainstream classes on individual programmes as part of their Individual Education Plans – e.g. P.E., art activities.

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Abbeyf elds

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here every child is specia

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Abbeyf elds

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here every child is specia

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Abbeyfields SchoolAbbots Way, Morpeth, Northumberland NE61 2LZ

Tel: 01670 513582

www.abbeyfields.firstschool.org.uk