INFORMATION FOR PARENTS 1996 - 1997

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NEWBARNS PRIMARY & NURSERY

SCHOOL

PROSPECTUS

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C O N T E N T S

Page No.

4 Aims of School

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Introductory Statement to Support Our Ethos

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Governing Body

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Friends of Newbarns School (FONS)

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School Details Including Session Times and Size of the School

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11

Teaching Staff Support Staff

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Procedures for Applying for a Place Starting School Facilities

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Teaching Organisation The Curriculum Assessment The Early Years Curriculum Play

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National Curriculum Delivery of National Curriculum

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Topic Work English

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Mathematics Science

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History Geography Environmental Education Drama

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Technology, Computing Art /Design

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PE and Games Music Religious Education Assembly Home Learning Personal, Social, Health Education and Citizenship

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Special Educational Needs

27 Lunchtimes

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Health and Safety and Non Collection of Pupils SATs Results

30 Out of School Activities Community and Liaison Links

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32

Illness School Uniform Dress PE Dress Swimming Charging for school activities

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Personal Accident Insurance for Pupils Damage to or Loss of Clothing and Personal Property Formal Complaints Procedure

34 General Admissions Policy

35 Explanatory Notes

36 Public Access to Documents Disclaimer

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AIMS OF THE SCHOOL

General Objectives to Achieve the Aims Embodied in Our Ethos

The Ethos statement is achieved by:

Providing a high quality of teaching and an appropriately planned curriculum which ensures all the children achieve as well as they can academically and personally.

Ensuring that we seek at all times to be inclusive and promote equal opportunities, a strong sense of citizenship and to value diversity of culture, background and circumstances.

Promoting spiritual, moral, social and cultural development so that pupils develop positive attitudes, very high standards of behaviour and form good relationships with others in the wider community.

Equipping children with the necessary skills, values and positive attitudes to learning to make optimum use of their lives and become highly motivated life-long learners.

Creating a setting where children can be happy, have high self-esteem, an understanding of the principles of good health, respect for themselves, others and the environment.

Provision of a broad, exciting, differentiated curriculum developing the essential skills of literacy, numeracy and Information Communication Technology as well as creating an awareness in the pupils of their creative, aesthetic and physical potential.

Establishing quality accommodation with a range of appropriate resources.

Introducing the children to school in a positive manner, so that within the ethos of support, there is challenge and encouragement to succeed.

Monitoring work, setting targets and analysing results so that standards at Newbarns improve continuously.

Establishing and then maintaining good relationships with home, other schools, and the community.

Developing the skills and expertise of all staff working at Newbarns so that they can provide the best for our pupils.

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ETHOS STATEMENT

INTRODUCTORY STATEMENT TO SUPPORT OUR ETHOS

At Newbarns we aim to foster enquiring minds, independence and perseverance in our children. This is achieved by the high expectations of the staff and the effective and efficient use of quality resources.

Children are expected to attend school regularly and punctually, work hard and make the progress of which they are capable. The childrens work and achievements are celebrated by being on display throughout school, sharing excellence with the Head Teacher or Deputy Head, and in good work and praise assemblies.

We expect children to be honest and to respect other people and property. The staff members are role models in this area. Manners too, are important children should speak, not shout and should use please, thank you and the persons name. We also endeavour to make children aware of cultural diversity. Children are expected to be well behaved and take pride in themselves, their work and their school.

At our school we offer a welcoming, stimulating and safe learning environment where the staff work as a team to deliver an appropriate curriculum for the children. We strive to ensure that all individuals make as much progress as possible so that the standards achieved in school are consistently high.

The education provided takes account of the needs of all our children; their social, spiritual, cultural, personal and moral development. At Newbarns we believe that children should develop good values for living so that they become worthwhile citizens of the future. To achieve this aim, there is a different value each month which underpins much of what occurs in the school. These are communicated to parents through newsletters and our website. Similarly, the Life Skills initiative, promotes practical skills that children can work on with family members.

To ensure the best for the children, we believe that it is essential for good communication to exist between home and school and so aim to keep parents and carers well informed. Parents are welcome in school as helpers and a Home School Agreement has been formulated.

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GOVERNORS

Community Governors (appointed by Cumbria County Council) Mr. M. Bates (Chair, also Chair of Buildings) Mr. P. Docker Mr. M. Messenger Mr. N. Roberts (Chair of Curriculum) Co-opted Governors Mrs. P. Burton Mrs. C. Pascoe Staff Governors Mr. G. Birkett (Headteacher) Mrs. M. Walker Parent Governors Mrs. H. Simpson Mrs. E. Parker L.A. Governor Mrs. S. Tippins (Chair of Finance) Clerk to the Governors Mrs. K. Benson

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FRIENDS OF NEWBARNS SCHOOL

(Parent/Teacher/Friends Association) Anyone associated with the school can be a member of this group , in whatever capacity they choose help at events such as the bi-annual Christmas Fair, marshalling at the Coniston to Barrow Walk, baking cakes, helping in school and participating in any other fundraising activities is greatly appreciated. Many thousands of pounds have been raised over the years and all money goes towards providing enriching curriculum events such as author and theatre company visits, extra playground equipment and treats the children would not normally have.

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NEWBARNS PRIMARY AND NURSERY SCHOOL

Risingside,

Barrow-in-Furness,

Cumbria.

LA13 9ET

Mr. G. R. Birkett Headteacher

Miss. F. J. Wilson Deputy Headteacher

Mrs. D. Burrow Business Manager Telephone Number (01229) 877442 Fax Number (01229) 814860 E-mail admin@newbarns.cumbria.sch.uk Website www.newbarns.cumbria.sch.uk L. A. Cumbria County Council, 5, Portland Square, Carlisle, CA1 1PU Tel: (01228) 606060

NURSERY SESSION TIMES AM 8.45am 11.45am PM 12.15pm 3.15pm

PRIMARY SCHOOL SESSION TIMES:

All start 8.50am Reception/Key Stage 1 playtime 10.25 10.40am Key Stage 2 playtime 10.30 10.45am Lunch Reception, Years 1 & 2 11.45am 1.05pm Lunch Years 3, 4, 5 & 6 12.05 1.00pm Key Stage 2 Playtime 2.15 - 2.30pm Reception/Key Stage 1 Playtime 2.30 - 2.40pm Reception/Key Stage 1 Finish 3.15pm

Key Stage 2 Finish 3.20pm Total teaching time for Reception/Key Stage 1 amounts to 21.5 hours per week and for Key Stage 2, 23.5 hours. The school is only legally responsible for children 10 minutes before and after the school day.

APPOINTMENTS

Parents/Carers are welcome to visit the school at any time. It would be helpful if a telephone appointment could be made in advance if the matter to be discussed is likely to take some time.

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SCHOOL DETAILS

Size of School:

There are currently 434 children on role divided between 15 classes. The following year group structure applies: -

EARLY YEARS FOUNDATION STAGE

Nursery refers to children aged 3 - 4 years Reception refers to children aged 4 - 5 years Robins and Wrens

KEY STAGE ONE Year 1 refers to children aged 5 - 6 years Owls and Kingfishers Year 2 refers to children aged 6 - 7 years Otters and Badgers

KEY STAGE TWO Year 3 refers to children aged 7 - 8 years Class 5 and Class 6 Year 4 refers to children aged 8 - 9 years Class 8 and Class 9 Year 5 refers to children aged 9 - 10 years Class 10 and Class 11 Year 6 refers to children aged 10 - 11 years Class 12 and Class 13

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STAFF

Headteacher Mr. G. Birkett B.A. (Hons) Q.T.S., NPQH

Deputy Headteacher Ms. F. Wilson B.Ed. (Hons)

Business Manager Mrs. D. Burrow

Nursery Teacher Mrs. K. Bremner B.A. (Hons) Q.T.S.

Reception Teachers Mrs. P. Bain B. Ed. (Hons) Q.T.S. Mrs. K Nayler B.A. (Hons) Q.T.S.

Year 1 Teachers Mrs. E. Marr-Smith Cert. Ed. Q.T.S. Mrs. W. Southworth B.A. (Hons) Q.T.S.

Year 2 Teachers Miss. N. Foxen B.A. (Hons) P.G.C.E. Q.T.S Mrs. H. Fletcher B.A. (Hons) P.G.C.E.Q.T.S

Year 3 Teachers Miss. L. Dockeray DipHe B.Ed. (Hons) Q.T.S. Mrs. M. Walker B.A. (Hons) P.G.C.E. Q.T.S.

Year 4 Teachers Mr. P. Randell B.A. (Hons) P.G.C.E. Q.T.S. Mrs. C. Postlethwaite B.Sc. (Hons) Q.T.S.

Year 5 Teachers Miss. E. Foote B.A. (Hons) Q.T.S. Mrs. K. Steele B.Ed. (Hons) Q.T.S.

Year 6 Teachers Mrs. H. Lawson B.Ed. (Hons) Q.T.S. Mr. B. Charnley B.Sc.(Hons) Q.T.S.

Additional Support Mr. J. Harrison B.Sc. (Hons) P.G.C.E. Q.T.S.

Teachers Mr. M. Laird B.A. (Hons) Q.T.S.

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SUPPORT STAFF

Special Needs Co-ordinator Mrs. S. Sainty B.A. (Hons) P.G.C.E. Q.T.S.

Special Needs Additional Support Mrs. H. Shuttleworth Miss. S. Poole Miss. P. Price Mrs. S. Vacca Mrs. A. Trelore Miss. A. Whittaker Miss. S. Harris

Library Assistant Mrs. Z. Carswell

Nursery Assistants Mrs. K. Vickers Mrs. M. Woodend

Senior Teaching Assistants Mrs. A. Broome Mrs. J. Caine Mrs. Z. Carswell

Mr. R. Bagnall Mrs. J. Cregeen Mrs. L. Edwards Mrs. K. Morrow Mrs. R. Perkins Miss. C. Rea Mrs. P. Whyte Miss. C. Corkish Mrs. S. Woods

Admin. Assistant Mrs. R. Greenway

Receptionist Mrs. A. Mutton

Senior I.C.T. Technician Mr. I. Whyte

Site Manager Mr. S. Gaskell

Janitor Mr. T. Cunningham

Mid-day Supervisors Mrs. G. Brennan Mrs. J. Tooze Miss. H. Crosthwaite Ms. P. Carradus Mrs. A. Davies Mrs. S. Smith

Mrs. J. Riley Mrs. J. Simpson

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PROCEDURES FOR APPLYING FOR A PLACE IN RECEPTION

An application form, which is available in the autumn term, needs to be completed by the required date. Information packs including forms are available from the school or from Cumbria Local Authority.

The school does not hold special open days, instead prospective parents are warmly invited to make an appointment to visit during an ordinary working day. If you wish to view the school please contact the school office.

STARTING SCHOOL Children are admitted to the Reception classes in September following their fourth birthday.

Starting school can seem a daunting experience for both children and parents. We want you and your child to be happy and to feel there is a warm welcome for you both at Newbarns.

A planned Induction Programme exists in the summer term before the children enter school. This includes small group introductory meetings for parents, induction packs with personalised booklets and staff visits to home or other pre-school establishments. The children are invited to spend part of an afternoon in school in late June or early July.

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FACILITIES

The original school, opened in 1951, is a well cared for building and re-modelling of the school has enhanced many of the facilities. A secure, safe environment has been improved by the installation of a security system at the main entrance and internal locks on all outer doors. Children work mainly in one classroom with one teacher. Study areas are available for group and individual work.

The Early Years Foundation Stage unit provides a stimulating environment especially adapted for those at the beginning of their educational life.

Resource areas and purposely designed quiet areas are available, particularly for special needs tuition. A hall, with stage and electronic seating, provides for PE, Games, Drama and Assemblies and this is supplemented by a separate dining room for serving mid-day meals cooked in the adjacent kitchen. There are two very well stocked libraries with an automated library programme in operation. One library is specifically aimed at younger readers and the other for older childrens use. Since the school opened we have systematically worked to achieve an incredible ratio of at least 13 books to every child and develop a superb stock of a wide range of fiction designed to make all children want to read.

Other enhancements are purpose built areas for craft design and food technology, a kiln, orangery and a separate room for music, dance and drama. A sensory room is available to support children with specific learning needs.

The school is very proud of its ICT facilities and opportunities for Computing. There is a purpose built ICT suite with 33 networked computers. C-Touch plasma screens have also been installed in every class room, the ICT suite, music room and orangery. A Childrens Centre, run by Action for Children, opened in April 2008 offering extended school provision. This gives opportunities for children to attend a breakfast and after school club. Courses and workshops also take place in the Childrens Centre throughout the year.

A wild-life and garden area is being further developed as a valuable resource for teaching purposes. Two hard playing areas, one designated for Reception, Years 1 and 2, the other designated for Years 3, 4, 5 and 6 are supplemented by separate Early Years outside provision and the school field which is the size of two full size football pitches. A high security fence and controlled gate protect the school field and C.C.T.V. cameras further ensure the safety of the children.

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TEACHING ORGANISATION

All children are taught in mixed ability year group classes, with some similar ability groups, particularly for maths in Key Stage 2.

Each class teacher is responsible for the general education of your child, although regular exchanges take place in specific areas of the curriculum.

We believe in retaining relatively small classes with an average class size of around 30 children. However, due to the high number of additional teachers and teaching assistants employed, children work in much smaller groups than 30, particularly in the mornings. We have high expectations for all and children are given work matched to their ability and level of achievement. During their time with us, children may find themselves working individually, in pairs, in groups and as a whole class or year group.

THE CURRICULUM

Our aim in all areas of the curriculum is to achieve the highest possible standards for each pupil. Whilst the areas of English, mathematics and science are fundamental elements of any primary school, we also aim to provide a balanced programme which gives pupils the opportunity to excel in the arts and sports. As a staff, we have worked hard to ensure continuity and progression throughout the school. We are proud of our enriched creative curriculum which makes learning fun. It includes learning from visitors, going on visits and whole school theme weeks.

ASSESSMENT

Children undergo reading, writing and mathematical assessments at regular intervals and their progress is closely monitored to help identify progress and diagnose any specific problems. Assessment of children is carried out in line with National Curriculum requirements and is, therefore, a continuous process. This enables teachers to plan and organise the next stage of work for the individual child. Children are also assessed when they come into school using an Early Years Profile, which enables staff to gain an accurate picture of the childs skills and understanding. At the end of each Key Stage (Year 2 and Year 6) children are assessed using Standard Assessment Tasks and Tests. This provides both parents and staff with a clear understanding of the childs development and progress through each Key Stage. Childrens progress is recorded through an individual tracking system.

In addition, on starting school, every child is given a Record of Achievementin which to keep examples of good work and achievements throughout their time at Newbarns. These are presented to them when they leave the school.

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The Early Years Curriculum (known as the Early Years Foundation Stage)

The learning experiences of all children between the ages of 3 & 5 years (Nursery and Reception) are planned following the guidance set out in the Early Years Foundation Stage Framework (EYFS). Work in the EYFS is based on the areas of learning and Early Learning Goals in Development Matters. Children who progress beyond the ELGs work from the Key Stage 1 National Curriculum.

Communication and language includes listening and attention, understanding and speaking.

Physical development includes moving and handling and health and self-care.

Personal, social and emotional development includes self-confidence and self-awareness, managing feelings and behaviour and making relationships.

Literacy includes reading and writing.

Mathematics includes numbers and shape, space and measures.

Understanding of the world includes people and communities, the world and technology.

Expressive arts and design includes exploring and using media and materials, and being imaginative.

Play

Well planned play, (both indoors and outdoors) is a key way in which young children learn with enjoyment and challenge. Through play in a secure environment with effective adult support, children can:-

Explore, develop and represent learning experiences that help them make sense of the world Practise and build up ideas, concepts and skills Learn how to control impulses and understand the need for rules Be alone, be alongside others or co-operate as they talk or rehearse their feelings Take risks and make mistakes Think creatively and imaginatively Communicate with others as they investigate or solve problems Express fears or relive anxious experiences in controlled and safe situations.

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National Curriculum

The National Curriculum defines those subjects to be studied by pupils during their school life. For primary schools these consist of English, Mathematics and Science, known as core subjects, together with Computing, Design Technology, History, Geography, Music, Art/Design and PE, known as foundation subjects, plus RE.

The National Curriculum aims to give pupils a better all round education and makes transition between schools easier and more effective.

Delivery of the National Curriculum

The curriculum has been planned to ensure that all the foundation subjects are taught in accordance with requirements of the National Curriculum.

The content of the National Curriculum has therefore played a central role in the curriculum planning of the whole school. National Curriculum documentation and our schools curriculum statement for each subject is available online.

Whilst targets are set for each child's year group within the National Curriculum subjects, it is the objective of the school to promote achievement beyond these levels complementary to the individual child's ability. In addition, we aim to promote a school curriculum wider than that prescribed within the National guidelines.

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Topic Work

The school delivers the National Curriculum partly through a topic-organised curriculum with particular emphasis on first hand practical learning experiences.

Some subjects, particularly at Key Stage 2, are delivered through separate subject teaching. Currently, each of the year group teachers plans work around the following topic guide, thus ensuring continuity and progression from Reception through to Year 6.

Year Group Autumn Term Spring Term Summer Term

Reception

Ourselves Celebrations

Stories Spring and New Life

People who help us Seaside and Journeys

1

Materials Toys, Old and New Seasonal and Daily Weather

Animals, Including Humans Explorers Seasonal and Daily Weather

Trees, Plants and Birds Continents, Oceans, Countries Seasonal and Daily Weather

2

Uses of Everyday Materials Beatrix Potter and the Lake District

Plants and Animals Great Fire of London

Habitats Islands

3

Our Neighbourhood Light and Shadow Magnets and Forces

Volcanos and Earthquakes Rocks and Soil Stone Age and Iron Age

Romans and Italy Plants Health and Growth

4

Vikings Electricity and Sound

Greece States of Matter and Digestion

Europe Habitats

5

North America

Anglo Saxons

World War II

6

The Ancient Egyptians

Rainforests

Islamic Civilisations

The topic-based approach ensures that all elements of the curriculum are being met in a manner which is planned to stimulate the interests of the children.

A number of visitors and organisations are invited into school which, together with visits to places of interest, contribute to the topic work and overall curriculum the children receive.

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English

English work involves a variety of skills. Competence in language develops through the interaction of listening, speaking, reading, writing and the children's own experiences. Stimulus can come from topic work, poetry, drama, music, art and English lessons. Language skills are taught by encouraging children to:-

- listen attentively and for pleasure - observe and respond - convey meaning clearly and accurately through speech - read fluently with expression and understanding - produce quality writing reflecting widening knowledge - acquire enjoyment, knowledge and information from books - extend their range of expression and experience through dramatic activities.

There is also an important place for the teaching of formal English. Handwriting, presentation, spelling, punctuation and attention to grammar are aspects which are emphasised. The school considers correct letter formation and a high standard of handwriting to be very important and they are taught rigorously. Every child keeps a progress book which tracks the development of their writing from Years 1 to 6.

Immense value is placed on the acquisition of reading skills and all children from Reception Year onwards, are actively encouraged to take their reading book home daily. We possess a wide and varied range of reading materials for all needs and abilities and have material from schemes such as Oxford Reading Tree, Ginn and Project X for example. A specific time each day is devoted to enriched reading time in classes and the school follows the Letters and Sounds programme for phonics.

In addition, it is hoped that parents will share with their children other material, perhaps borrowed from a local library.

Opportunities for speaking and listening are valued in lessons and specifically developed through our Philosophy for Children, drama lessons, School Council, P.S.H.E., assemblies and school performances.

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Mathematics

The children develop their knowledge and understanding of basic mathematical concepts through carefully structured practical work and first hand experiences during their time in the Reception classes. The children then move on to developing their mathematical skills using a more formal approach.

The school follows the national guidance to teach children the appropriate skills. Its implementation is supported by a range of high quality resources. Pupils are set in Key Stage Two according to ability.

Each set is taught the same area of mathematics at the same time, however each child studies these areas to different depths of understanding depending upon their individual capability. The setting system extends enormously the capabilities of the more mathematically able child, while providing more support for the child who needs consolidation.

In mathematics, the need to solve problems effectively and apply knowledge to daily life is emphasised. We achieve this through co-operative group work, providing the children with opportunities to discuss, question, generalise and evaluate their work. Children are encouraged to explain their results and methods of working.

Our mathematics curriculum helps to develop computational skills, mental agility, precision in measurement, reliability in estimating and approximating and a sound understanding of mathematical concepts.

We place great emphasis on the learning of multiplication tables as they underpin many areas of maths and are essential in every day life.

Science

In science, we aim to develop the intellectual and practical skills of all children. This will encourage them to question, explore and investigate the world of science, develop a full understanding of scientific phenomena and record the results in different ways.

Pupils have the opportunity to develop a knowledge and understanding of:-

- life processes and living things - properties, classification, structure of materials - chemical and physical changes, including cooking - the earth and its atmosphere - electricity and magnetism - forces and their effects - light and sound - the use of computer technology.

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History

The subject of history is a stimulating and engaging aspect of the curriculum. It is taught discretely as well as being developed through other areas of the curriculum, for example literacy. Children become actively involved in learning about historical events around the world through various topic areas. Furthermore, we take advantage of local resources to learn about history and its influences on our locality.

Through history we encourage children to: - Develop a sense of time and chronology - Learn methods of historical enquiry

- Understand historical concepts such as continuity and change, as well as how the past influences the present and future

- Gain a coherent knowledge and understanding of Britains past and that of the wider world - Ask critical questions, consider evidence and develop perspective and judgement - Consider the lives and experiences of others, the diversity of societies and relationships between

different groups, as well as their own identities and challenges of time. Topics covered include: Stone Age, Iron Age, Vikings, Romans, Ancient Greece, Ancient Egyptians and key historical figures.

Geography

Like history, geography is taught both discretely and as an integral part of other curriculum areas. We aim to inspire in pupils a curiosity and fascination of the world and the people in it. The children learn key geographical facts and vocabulary. We believe learning through fieldwork is an essential aspect of geography. Children are provided with opportunities to explore the environment through residential visits, and school trips in the local area. Such experiences enable children to develop geographical skills of questioning, enquiry based learning, investigation, problem solving and decision making. Throughout their time at Newbarns, children will have had opportunities to: - Develop field study and geographical enquiry skills

- Interpret a range of sources of geographical information including maps, globes and aerial photographs

- Explore local, national and global scales of activity - Participate in residential visits - Compare the similarities and differences of their local area with those of a location in the wider

world.

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Environmental Education

Environmental Education is an approach to the curriculum which is relevant to children and addresses wider issues facing them as they grow to become adults and citizens.

At the primary stage, Environmental Education is seen as involving pupils in personal experience of the environment by direct exploration with all their senses, using the school and all its surroundings and, when necessary, going further afield.

Environmental Education provides an efficient, effective and enjoyable way of bringing together subjects such as geography, history, science and ICT.

In Environmental Studies, we enable the children to discover and interpret the world around them by the use of first hand experience, whether it is hunting for minibeasts or conducting a survey of traffic passing the school. A cross-curricular approach is favoured as it offers a "catch all" device in achieving a wider spectrum of National Curriculum attainment targets. Children also become aware of current environmental concerns, e.g. recycling, and address such issues during Eco-Council meetings and class feedback sessions.

Drama

Drama contributes to language, literacy and education as a whole by means of:-

- self expression - helping to develop the imagination - promoting growth and self confidence in the ability to use language - developing sensitivity - reinforcing concentration and listening skills which allow the child to enjoy participating in group activities - self achievement - expressing thoughts and feelings as individuals and as members of a participating group

For these reasons we strongly encourage drama work at Newbarns. In addition, all children have the opportunity to perform in assemblies, concerts and productions to a range of appreciative audiences.

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Technology

Computing is a part of the curriculum in all classes. The school is developing the curriculum to integrate Information Technology into topic based work. Children are given confidence to become familiar with the computer keyboard and other hardware and this enables them to develop the necessary hand and eye co-ordination skills. Information and Communication Technology is both an important subject in itself and a means for making other subjects come to life. There are a range of tablets, eg Fizzbooks, iPads and laptops and an interactive white board in each classroom, and a central ICT suite with 33 networked computers. This enables our children to have a head start in this changing world of computer technology. Children learn a wide range of computer skills from handling a mouse in early years to using the Internet, E mail and multimedia authoring in KS2.

Introduction and development of expertise in storing, finding, presenting, retrieving and amending information is encouraged. The older pupils are encouraged to organise, develop and present ideas in a variety of graphic forms, which often result from investigations requiring the analysis of data previously stored in data bases. An ICT teacher and a support assistant along with an ICT technician are employed to support the development of ICT and computing throughout the school.

Design Technology is the process of designing and making things by manipulating material to produce an intended outcome. This involves recognising the nature of the problem, identifying possible solutions and then testing them through construction and evaluation of the outcome. The subject is generally taught as a problem solving activity across the curriculum. This type of activity for children helps to develop and stretch their imagination, inventiveness, resourcefulness and flexibility. Pupils have the opportunity of designing and making a variety of working models. Children are also encouraged to handle and evaluate existing products.

Food Technology is also an important part of the design technology curriculum. This involves following instructions and making food and meals to encourage healthy eating.

Art/Design

As well as learning techniques in drawing, painting and printing, the children work with clay and are taught simple needlework, weaving and knitting skills. Our programme of work provides opportunities for all pupils to:

- improve powers of observation and use the visual language (line, shape, colour, tone, volume, texture) to make artistic responses - express their ideas, feelings and emotions through this language - experience as wide a range of two-dimensional and three-dimensional media as possible and develop skills in the handling of these - develop the critical skills and vocabulary to enable them to evaluate their own work and that of others - experience working with artists and crafts persons - use ICT.

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PE and Games

PE is a key element in our schools curriculum. We aim to develop the childrens co-ordination, stamina and enjoyment of all physical activity. We hope to give all our children a good start on the pathway to a healthy and active life.

Every child is given an equal opportunity of participating in sports activities regardless of ability. The teaching of games skills is seen as a progression which begins in the early years and develops throughout the childrens time in school. As the children grow older, skills are learned, practised and improved. Small sided team games are introduced and competitive games played. PE helps the children to play fairly and to co-operate.

Swimming is taught as a vital life skill in Key Stage 2. We endeavour to ensure that as many of the children as possible leave our school able to swim a length and have basic survival skills.

We teach creative dance in school as part of cross-curricular topics and for performance in shows and assemblies. Gymnastics and athletics are taught in our main hall and on the spacious school field.

Teaching is delivered by our teaching staff but often enhanced by the use of qualified specialist coaches, supplemented by Sports Premium funding.

Among the out-of-hours sports clubs meeting regularly during the year are - boys and girls football, hockey, rugby, table-tennis, tennis, karate, netball, dance, rounders, basketball and gymnastics. Our very successful APE (Active Playtime Encouragers) Club is run by child activity leaders at break-times.

Our netball, rounders, football, basketball, cross-country, tag-rugby, indoor- athletics, hockey, cricket and swimming squads have all competed in local competitions and the children are rightly proud to have represented school. Over the years we have enjoyed success at many levels.

Competition within school is important and elements of competition are often part of curriculum lessons. We hold annual inter-house sports competitions in Key Stage 2 and have a Big Sports Day of competitive team games for years 3, 4 and 5 children.

Pupils are introduced to local sports clubs, gyms and introduced to outdoor activities that enable them to make healthy choices for life.

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Music

The school encourages music as a worthwhile activity in the curriculum and musical productions for parents and friends are regular events. A purpose built music room houses a wide range of instruments and a music teacher develops composition and expertise in the subject across the school. Keyboard, djembe drums and ukulele are taught and specialist tuition is available for guitar and keyboard. Children have the experience of listening weekly to a wide range of music as part of our school assemblies. The much acclaimed school choir has been featured on Radio Cumbria and sang in the Manchester Evening News Arena.

Religious Education

Religious Education is an essential part of children's general development, building on their experience and growing awareness of themselves and their relationship with others and with the natural world. The children are made aware of the multi-cultural, multi-ethnic nature of todays society. Christianity and the Christian tradition play a central role in the Religious Education Curriculum. The Religious Education curriculum is based upon the Agreed Syllabus for Cumbria, which enables the children to be made aware of a second religion in Key Stage 1 and a further religion in Key Stage 2.

The Education Acts of 1944 and 1988 give parents the right to withdraw their children from Religious Education sessions, if they do not agree with the school's approach to this subject.

The school complies with the 1988 Education Reform Act. We are not affiliated to any religious denomination. However, representatives of local churches are invited, from time to time, to take assemblies and participate in Religious Education. Visits are made to local places of worship. Parents are notified on these occasions and may withdraw their children from such events.

Assembly

There is a form of collective worship for all children at some time during every school day and the children are given the opportunity of regularly participating in class and year group assemblies.

Assembly takes various shapes and forms. We hold Praise" assemblies, where individual and group achievements are presented to be shared and praised by the whole school. A range of assemblies are taken by either the Headteacher, local clergy or other members of staff and are devoted to topical items, moral issues and religious studies.

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Teachers take it in turn to hold class assemblies in which the children take part. In "Good Work Assemblies" children from year groups present a wide variety of work to share with the rest of the school. This underlines our overall aim for personal excellence rather than excellence over others.

We constantly uphold the view that pride in work well done' leads to self-respect and respect for others as underlined in our school motto, "Only my best is good enough."

HOME LEARNING The school firmly believes that regular and planned homework has an essential part to play in the education of primary children. In Early Years this may cover word and number recognition, progressing through to half termly assignments in Year 6.

A school book bag is available to purchase emphasising the importance we place on daily reading at home and the care of quality books.

Additional practice in English and mathematical techniques can be consolidated at home by the use of supplementary material. Parental support is appreciated from the beginning of your child's time at Newbarns and advice will be offered particularly with reading and some basic learning activities.

Our Home Learning Policy is available to all parents. This details the days when particular year groups are given work to be undertaken at home with due emphasis on acquiring proficiency in reading, writing and mathematical skills.

PERSONAL, SOCIAL, HEALTH EDUCATION AND CITIZENSHIP (PSHE)

Across school children consider the importance of healthy living which we teach through topic work and during PE lessons. The school nurse offers sessions for Years 5 and 6, discussing the effects of puberty, growth and development. The Life Bus visits give children another opportunity to consider making appropriate choices relating to healthy living, including drugs, alcohol and peer pressure. We encourage children to explore feelings and relationships, discussing friendships and families and how our behaviour and actions affect ourselves and others. Kidsafe sessions take place throughout school offering guidance and advice on a range of topics during the six week programme. Citizenship becomes ever more important as we become a global community and we take every opportunity to look at how we need to care for our environment and living things.

The school nurse is available to discuss health issues with parents. Appointments can be made by contacting the school.

Quality free fruit, funded by the Free Fruit for Schools scheme, is distributed daily to every child in Reception, Year 1 and Year 2. A Healthy Eating tuck shop, managed by the pupils, is available for everyone in Years 3 to 6. Our School Council meets weekly with the Headteacher. Class representatives try to ensure that everyone has a voice in making the school happier, safer and full of ideas that work.

Circle time, which operates in class bases, gives children the opportunity to value the opinions and thoughts of other class members.

The older children enjoy being members of the Active Playground Encouragers (A.P.E.) club and are organised on a rota to spend time with the younger children at playtimes. Children are invited to apply for positions on our Eco-Council, Sports Council and School Council. They are also given extra responsibilities such as office helpers and midday supervisor assistants for example.

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SPECIAL EDUCATIONAL NEEDS AND DISABILITIES (SEND)

At Newbarns, every teacher is a teacher of every child or young person, including those with Special

Educational Needs and Disabilities (SEND). We provide a balanced curriculum for all children, which

teachers differentiate to suit individual needs and abilities. By providing differentiated learning

opportunities and materials, and by effectively planning for a specific childs individual needs, our aim

is for children with Special Educational Needs and Disabilities to be educated alongside their peers in

the classroom, and for them to participate effectively in all curriculum and assessment activities as

well as the broader aspects of school life.

Our aim at Newbarns is to offer Quality First Teaching to all pupils. We recognise that high quality

teaching is paramount and forms the basis of a successful outcome for the child; no matter what

additional intervention and support is put in place, it will not compensate for a lack of good quality

teaching.

We employ a graduated approach to SEND support, which we describe in terms of Waves. Wave

1 is our universal provision, where we provide good quality teaching to all pupils and activities are

differentiated to meet pupils needs. Wave 2 is where a teacher feels a pupil requires a little extra

monitoring or a small amount of adaptation in class, for example, they may be seated at a table with

a Senior Teaching Assistant during literacy or numeracy sessions. Other strategies may include

allocation of a carpet place during listening time, provision of additional visuals or pre-teaching

language.

Once it has been recognised that a pupil has a Special Educational Need (Wave 3), the Newbarns

Special Educational Needs Co-ordinator (SENCo) becomes involved. Additional interventions are

introduced and pupil progress monitored through teacher / SENCo discussion and targets set via an

Individual Education Plan (IEP). Interventions are varied and dependant on the pupils individual

need; they may be working 1:1 with a Senior Teaching Assistant or have opportunity to join a small

group. Examples include: developing emotional resilience with a Seris Worker; developing turntaking

skills during Monday Club; following specific programmes for motor skills, reading or language

development; receiving guidance with hearing equipment; being given extra practice to help specific

speech difficulties or for children experiencing dyslexia.

For higher levels of need, the SENCo will make arrangements to draw on more detailed / specialist

advice from external agencies and professionals. The expertise required is established through the

completion of the SEND Early Help Form. Completion of the form gives a detailed picture of the child

and is done by the SENCo in liaison with parents and the class teacher.

Specialists available to Newbarns include: Educational Psychologist, Specialist Advisory Teachers

(Hearing / Early Years / Language / Inclusion), Speech Therapists, Occupational Therapists, School

Nurses, Action for Children, CAMHS and the Pupil Referral Unit Outreach Teachers. The SENCo

can also draw upon a network of contacts and colleagues with expertise via Furness Inclusion Group

SENCos (FIGS).

Equality of opportunity for disabled people including pupils, parents, carers and all others who may

wish to access Newbarns is in accordance with the Disability Act 2010.

Newbarns is an educationally inclusive school where the teaching and learning, achievements, attitudes and well being of every young person matter.

The SEN and Disability Act 2001 extended the Disability Discrimination Act 1995 (DDA) to cover education. The Disability Equality Accessibility Plan (available in school) sets out how the Governing Body promotes equality of opportunity for disabled people: pupils, parents, carers and all other people who may wish to have access to school.

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Children who have specific difficulties in reading, language work or mathematics are taught in small groups by the school's Literacy and Numeracy trained support staff or individually by a Support Assistant. Monthly meetings are held in school with the Headteacher, Special Needs Co-ordinator, Support Staff and Governors to monitor our Special Needs Policy and the progress of children.

The Special Educational Needs Service is also used to help children with learning difficulties. This involves assessment by the school Psychologist and the use of other specialist advice. There is close liaison with the Local Education Authority Primary Learning Support Service. If difficulties continue, an Educational Psychologist is available for consultation and advice. Educational Psychologists are employed by Cumbria County Council to work with schools, families and individuals. Sometimes a child may experience a particular difficulty in school and Psychologists can advise teachers and parents about how they can be helped.

The school also offers curricular enrichment for children of above average ability through its Gifted & Talented programme.

An area of the school has been especially equipped with support materials to facilitate the differing needs of all our children and teachers do their utmost to match the level of work to the children's ability through a differentiated curriculum.

LUNCHTIMES

The meals at Newbarns are excellent and made on the premises. Staff often eat alongside the children. There is a varied menu with a vegetarian option on offer each day and special diets can also be catered for.

One weeks notice is required to change lunch time arrangements (unless there is an emergency). Whatever arrangements you adopt school dinner, packed lunch or going home, we prefer a regular five day week arrangement.

The majority of children eat either a hot meal or packed lunch in the dining room. There are eight midday supervisors with one attached specifically to each year group. Older children spend time as lunchtime helpers with the younger children.

Money for a school meal should ideally be paid via the ParentPay website but can be brought into school on Monday mornings or the first day of the school week. All infant children are entitled to free school meals (Reception, Years 1 and 2) and other children may be entitled to free meals if parental income is below a certain level. Information is available, in confidence, from the school office.

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HEALTH AND SAFETY Following rigorous external Health and Safety Management audits based on new assessment criteria, the school is fully in line with the required documentation and is continuing to monitor and evaluate its good practice, ensuring current legislation is being adhered to.

NON-COLLECTION OF PUPILS

Where a pupil is not collected as part of the normal collection routine, the head teacher or person nominated by them will contact the parents, carers or other authorised person to collect the child. The child will not be allowed to leave with anyone other than those named (this includes members of staff). The child must stay with a member of staff at school until they are safely collected by the parent/carer

or social worker. The protocol below will be followed:

15 minutes after non-collection

at the normal time

Call pupils emergency contact numbers in hierarchical order.

30 minutes after non-collection

at the normal time

Continue to make repeated attempts to contact the normal emergency contact numbers provided by the parent/carer.

1 hour after non-collection at

normal time

Telephone Childrens Services Safeguarding Hub on 0333 2401727 and seek further advice, providing the pupils name, age and the details of all provided contact numbers.

A full written report of the incident will be recorded and held. Ofsted will be made aware of any serious childcare incidents but usually only if the Police or Childrens Services are involved and concerns remain for a childs welfare. References and Useful Links Childrens Services Children and Families weblink - http://www.cumbria.gov.uk/childrensservices/childrenandfamilies/concernedaboutachild/default.asp Schools Child Protection Policy/Safeguarding procedures Working Together to Safeguard Children 2013 - https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/281368/Working_together_to_safeguard_children.pdf

Key Stage 2 (End of Primary School) Results

http://www.cumbria.gov.uk/childrensservices/childrenandfamilies/concernedaboutachild/default.asphttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/281368/Working_together_to_safeguard_children.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/281368/Working_together_to_safeguard_children.pdf

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2017 KEY STAGE 2 SATS RESULTS (NEWBARNS)

53% of pupils met the new expected standard in reading, writing and mathematics 72% of pupils met the new expected standard in reading 60% of pupils met the new expected standard in mathematics 78% of pupils met the new expected standard in grammar, punctuation and spelling 78% of pupils met the new expected standard in writing

2017 KEY STAGE 2 SATS RESULTS (NATIONAL)

61% of pupils met the new expected standard in reading, writing and mathematics 71% of pupils met the new expected standard in reading 75% of pupils met the new expected standard in mathematics 77% of pupils met the new expected standard in grammar, punctuation and spelling 76% of pupils met the new expected standard in writing

2016 was the first year of the new tests and assessment procedures in maths and English. This

year's tests are only the second to reflect the new primary curriculum, which was introduced in

2014. The Department for Education designed this new curriculum to be on a par with the best

education systems in the world, and to give each child the best start in life. As this is only the

second year of the new tests, the results will look very different from those of previous years, and

should not be compared with them. This is because the Department for Education have

introduced a new curriculum and set higher standards. It is true that in doing so they have raised

the bar but this is because they want to match the best international standards worldwide.

Average Progress score in reading 1.8, writing 1.2, maths -2.0

Average scaled score in reading 105, maths 101

28% of children achieved a high level of attainment in reading

17% of children achieved a high level of attainment in writing

18% of children achieved a high level of attainment in maths

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OUT OF SCHOOL ACTIVITIES

We aim to provide opportunities for children to participate in a wide variety of activities. These will vary from time to time depending on the mutual interests of both teachers and pupils, but have included: - Choir, Hockey, Chess, Rounders, Athletics, Guitar, Volley Ball, Table Tennis, Football, Football Coaching for boys and girls, Rugby, Basketball, Netball, Cricket, Young Science Investigation Club, Cookery, Cycling Proficiency, Art, Dance and Drama Club. We will continue to provide residential experiences for children in years 4, 5 and 6.

COMMUNITY AND LIAISON LINKS

INCLUDING SPIRITUAL MORAL SOCIAL AND CULTURAL DEVELOPMENT

The school has excellent links with the community and other schools in the area and further afield. There are many sporting links and projects linked to the arts.

We have a policy of active liaison with a wider community and members of the local community are invited regularly into school for special events. Part of the effort to strengthen our links with the community is to include a series of visits by our school choir to entertain senior citizens in various clubs and homes. Part of our ethos is to think of those less fortunate than ourselves and fundraising charitable activities take place regularly. The pupils sponsor a childs education in Kenya and an orang-utan in Borneo.

Links with secondary schools are being maintained and strengthened. We work together with the other twenty six primary schools in Barrow through a collaborative partnership, organising and participating in events to benefit outcomes for all our children. Newbarns is also an active member of the BEP (Barrow Engineering Partnership) and we strive to promote Science, Technology, Engineering and Maths activities (STEM) as part of this.

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Illness

Any child with sickness or diarrhoea should not attend school (coeliac disease is an exception to this rule). In these cases, children should not return to school until 48 hours after the last bout of sickness/diarrhoea (parents will be advised of this when they contact school to report the absence).

Parents should notify the school on the first day of a childs absence. It is appreciated if the school is also kept informed of reasons for absence and expected duration.

The class teacher, senior teaching assistant or qualified first-aider deals with minor injuries or slight illnesses. All injuries, which necessitate treatment or a trip to hospital when they occur on school premises, are recorded. A separate procedure ensures parents are informed of any bumps to heads during the course of the school day. In more serious cases we contact the parents, or the designated nominee, if the parents are not readily available. We rely on parents to ensure that contact numbers given to the school are up to date. If a child requires medication during school time, it should be handed in to the school office and parental consent form signed. It must never be sent in to school with the child.

The school has its own Health and Safety Policy document, which is available for inspection by parents at the Office.

School Uniform

The wearing of the school uniform is strongly encouraged and recommended. The uniform for the primary school is as follows:-

A sweatshirt or cardigan bearing the schools embroidered logo. A plain white shirt/blouse with collar or a white polo shirt. The school's burgundy and grey striped tie (optional available from school only). Grey school trousers (long or short). Grey skirt or pinafore dress. Plain grey or white socks. Grey tights. Flat heeled dark coloured footwear, NOT BRIGHTLY COLOURED TRAINERS. In the Nursery:- Children are encouraged to wear a purple sweatshirt bearing the Nursery logo. In summer, girls may wear a pink or red checked gingham style dress. Sandals are optional. The items chosen for the school uniform are available from many retail sources in the town and from Tesco online. We do encourage children to take all reasonable care with their belongings, but it is important that items of clothing are clearly labelled with the child's full name. A book bag can also be purchased at Identity, Cavendish Street. A rucksack is also available if wished, but only for children in Years 4, 5 and 6.

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Dress - PE

All primary aged children need to have available in school a basic PE kit,

- burgundy shorts - white T-shirt - plimsolls

These items need to be kept in a suitable, named PE bag.

Swimming

Trunks/costume and towel are required when children are attending swimming lessons. Summer term for Year 4 and autumn/spring for Year 5.

CHARGING FOR SCHOOL ACTIVITIES.

1. The admission of a child to Newbarns School and the formal Curriculum offered to a registered pupil is not to be subject to charge or the willingness of parents to make a voluntary contribution.

2. The Governing Body wishes to see the Curriculum enriched as far as possible for the benefit

of all pupils. They recognise that any public funds made available are unlikely to be sufficient to fund all activities at the desired level. They, therefore, reserve the right under the Education Act 1988 to: a. Charge parents for activities offered as an optional extra, wholly, or mainly outside

school hours.

b. Reclaim from parents the cost of wilful breakages and damage.

c. Draw to the attention of parents, activities organised by a third party, thereby giving parents the opportunity to request leave of absence for their children during the school day to join in those activities. In these circumstances, charges may well be levied by the third party.

d. Seek voluntary contributions from parents to fund activities either within or outside

school hours and to provide incidental items.

e. Charge parents for the cost of materials used, if it has been agreed in advance for a child to own a finished product.

3. It may be noted that parents in receipt of specific government social funding support may be

entitled to claim remission of charges for board and lodging on residential trips, which are designated part of the Curriculum. Further information is available on this from the school office.

PERSONAL ACCIDENT INSURANCE FOR PUPILS

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Parents often assume that if a child is injured at school, the County Council is held to be responsible regardless of the circumstances and that the school's insurance will automatically apply. The County Council's responsibility is strictly limited to cases, where there was negligence by them or their staff. Unforeseen accidents can happen in school, on the sports field or during school visits, when the County Council or its staff are not in any way at fault and are, therefore, not responsible. The provision of personal accident insurance is considered to be the responsibility of parents. However this year the Governors have decided to extend the accident insurance to cover all pupils whilst they are on the school site.

Damage to or Loss of Clothing and Personal Property.

As a general rule, the Authority does not accept responsibility for damage to or loss of personal property including clothing. It is important to stress that the responsibility for safeguarding personal property rests with the owner. The Authority compensates for loss or damage only when the Authority is in some way to blame. The Authority is not responsible for any property left on the school premises overnight. There is, therefore, a requirement for all items to be labelled with the child's name.

FORMAL COMPLAINTS PROCEDURE

We have stressed throughout this prospectus that our philosophy is to work in partnership with parents and we welcome you into school at any time. If you become concerned about your child's education and progress, we urge that you tell us. As a first step, we ask you to discuss your concerns with your child's teacher after school. If you remain concerned, we advise you to arrange to meet and discuss the problem with the Headteacher. Obviously, as a staff, we will do all we can to resolve your concerns and help ensure you are happy with your child's education. There may be some occasions, when parents wish to complain about matters relating to the curriculum and collective worship, which are the responsibility of the Governing Body and the Local Education Authority. Arrangements exist for dealing with complaints of this nature and copies of the formal complaints procedure are available at the school. Advice on pursuing a formal complaint is also available from:- Cumbria County Council, Education Department, 5, Portland Square, Carlisle CA1 1PU Tel: 01228 606060

ADMISSIONS

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The proposed admission number for Newbarns Primary School is 60.

CUMBRIA EDUCATION SERVICE GENERAL ADMISSIONS POLICY 2017/18

Community and Voluntary Controlled Schools Where there are more applications than places available at a community or voluntary controlled school, applications will be prioritised using the criteria below. They will be applied in conjunction with explanatory notes 1-6 which form part of the policy. 1. Children looked after, ie in public care, giving priority, if necessary, to the youngest

child(ren) and children who were previously looked after - see note 1 overleaf. 2. Children living in the catchment area who have brothers or sisters in the school (or

associated infant or junior school) at the time of their admission - see notes 2 and 3 overleaf.

3. Children living outside the catchment area who, at the time of their admission, have

brothers or sisters in the school (or associated infant or junior school) who a) have a statement of special educational need that names that school or b) were directed to that school by the LA in the absence of a place being available in the catchment area due to oversubscription and the school was identified by the LA as the next nearest with a place available.

4. In relation to Church of England Voluntary Controlled Schools, children living in the

catchment area who with a parent regularly attend a church in membership of Churches Together in Britain or the Evangelical Alliance. See notes 5 and 6.

5. Other children living in the catchment area giving priority to those living closest to the

school, measured by the shortest walking route by road see note 6 overleaf. 6. Children living outside the catchment area who have brothers or sisters in the school (or

associated infant or junior school) at the time of their admission - see notes 2 and 3 overleaf.

7. In relation to Church of England Voluntary Controlled schools, children living outside the

catchment area who with a parent regularly attend a church in membership of Churches Together in Britain or the Evangelical Alliance. See notes 5 and 6.

8. Children living outside the catchment area, giving priority to those who live closest to the

school, measured by the shortest walking route by road - see note 6 overleaf. Applications will be prioritised on the above basis. An exception will be made under the Authority's policy for the education of children with special needs (i) where a child holds a Statement of Special Educational Needs, or (ii) is currently undergoing a statutory assessment, and in either case it is considered that attendance at a particular school is necessary to meet the identified needs of that child;

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Explanatory Notes [These notes are part of the policy]

Note 1

A child looked after is a child in public care, who is looked after by a local authority within the

meaning of Section 22 of the Children Act 1989. Children previously looked after are

children who were looked after, but have ceased to be so because they were adopted (under

the terms of the Adoption and Children Act 2002) or became subject to a Residence Order or

Special Guardianship Order (Children Act 1989).

Note 2

In criteria 2, 3 and 6, priority will be given to those children with the youngest siblings.

Brothers and sisters are those living at the same address and includes step and foster

children. Priority will only be given where it is known at the time of allocating places that a

sibling will be attending the school (excluding a nursery class) at the time of admission.

Note 3

Where reference is made to associated infant and junior schools this is to describe those

situations where infant and junior schools share the same catchment area.

Note 4

If parents believe they qualify for consideration under criterion 3, they should indicate this on

their preference form in the place provided for this purpose.

Note 5

To be considered under criteria 4 or 7 parents or carers must provide proof with the

completed form that they regularly attend a church in membership of Churches Together in

Britain or the Evangelical Alliance. Regular is defined as at least twice a month.

Attendance may be at more than one church but should be for at least two years prior to the

application date.

In criteria 4 or 7 applications will be prioritised using the distance measurement methodology

set out at Note 6 below, with those living closest to the school measured by the shortest

route by road given priority.

Note 6

Distance measurements will be undertaken using the Local Authoritys computerised

Geographical Information System [GIS]. This measures the route from the centre of the

pupils home to the nearest entrance on the school site which is available to pupils at the

time of undertaking the assessment. The route used will be the shortest walking route by

road as identified by GIS at the time.

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We hope that you have found our school prospectus useful and informative. If there is anything that remains unanswered, then please let us know. We share with you a concern for the welfare and future of your child. Every child has the chance to make the best of their time in primary school. With your co-operation we can help them make that chance a successful and happy one.

PUBLIC ACCESS TO DOCUMENTS Education Reform Act 1988 Parents have access, at the school, to copies of the School Prospectus, the Governing Bodys Annual Report and minutes of their meetings, and to statements of the LEAs and Governing Bodys curriculum policy and aims. In addition parents have access to copies of DES Orders and Circulars about the curriculum; any current HMI reports about the school; details of the LEAs complaint machinery; and to syllabuses and schemes of work in use at the school. Access to these documents is available by appointment with the Headteacher. The information supplied in this document is in accordance with the information at present available to the Authority and Governing Body and is believed to be correct at the time of printing. i.e. November 2009, but its accuracy is not guaranteed. In particular, nothing herein prejudices the right of the Education Committee or any of its Sub-Committees or the Governing Body or the Head of the school to make any decision relating to the school as is seen fit, without regard to whether this will affect the accuracy of any matters contained in this publication. Further, neither the Education Authority, the Governing Body nor the school nor any members of the staff of the Authority or the school, is legally responsible for any erroneous information contained in this document.