Dear Parents, - Great Wood Primary School : · Web viewAn essential ingredient for this to happen...
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Dear Parents, On behalf of all the children, staff and governors I’d like to warmly welcome you to Great Wood School. We are a school that likes to celebrate success- at every level. The life of the school is driven by enthusiasm and a desire to achieve. We aim to bring learning alive, making it exciting and stimulating. We want to give our children a thirst for learning that continues with them throughout their future school experiences and lives. An essential ingredient for this to happen is teamwork. We view education as a joint venture involving everyone – children, parents, staff, governors and the wider community. We hope that we will be able to depend on you co-operation and support in this partnership hoping that together we can provide the best for every child. This booklet has been created to answer as many questions as possible that might be asked for any child at the school to help keep our parent community informed and alleviate any anxieties that children (or parents) may have when joining us. We are confident that with a talented team of both teaching and non- teaching staff we can provide a smooth transition for any child joining the school and strive to meet the needs of all. If you should have any questions, please do not hesitate to contact me Yours sincerely, Mr J Ross Headteacher
Transcript of Dear Parents, - Great Wood Primary School : · Web viewAn essential ingredient for this to happen...
Dear Parents,
On behalf of all the children, staff and governors I’d like to warmly welcome you to Great Wood School.
We are a school that likes to celebrate success- at every level. The life of the school is driven by enthusiasm and a desire to achieve. We aim to bring learning alive, making it exciting and stimulating. We want to give our children a thirst for learning that continues with them throughout their future school experiences and lives. An essential ingredient for this to happen is teamwork. We view education as a joint venture involving everyone – children, parents, staff, governors and the wider community. We hope that we will be able to depend on you co-operation and support in this partnership hoping that together we can provide the best for every child.
This booklet has been created to answer as many questions as possible that might be asked for any child at the school to help keep our parent community informed and alleviate any anxieties that children (or parents) may have when joining us.
We are confident that with a talented team of both teaching and non-teaching staff we can provide a smooth transition for any child joining the school and strive to meet the needs of all.
If you should have any questions, please do not hesitate to contact me
Yours sincerely,
Mr J RossHeadteacher
At Great Wood SchoolAim high… and make a difference
as a learneras a friendas a citizen
today and every dayOur Mission
Great Wood is committed to developing successful citizens for the future.
To achieve this vision we: Make school enjoyable and learning challenging; Inspire learning and creativity; Develop skills in literacy, numeracy and ICT as keys to success; Meet individual needs and build on what children can do; Give children confidence; Develop personal, learning and thinking skills; Encourage children to achieve their best: academically, physically,
creatively and emotionally ; Include children, parents and community as partners.
At Great Wood School:
We are an inclusive school with equal opportunity for all; We maintain a climate of care and commitment to one another; We support children with special needs, gifts, and talents, and
provide support to children and families to remove barriers to success;
We work with and make use of our community; We promote a love of reading; We promote healthy living and respect for our environment ; We promote responsibility, courtesy, co-operation and respect.
Great Wood is a busy and active primary school with a long tradition of caring for the academic, social, physical, aesthetic and spiritual needs of local children. The school, located in a residential area, has modern facilities and extensive grounds including the wood that gave us our name. We are proud of our children, our staff, our parents and our governors; together, we strive to be the best we can be. Great Wood is a school where everyone is included and everyone is challenged.
School Organisation
(Foundation Stage) Reception: 4 to 5 yearsInfants Year 1: 5 to 6 years (Key Stage One) Year 2: 6 to 7 years
Lower Juniors Year 3: 7 to 8 years(Lower Key Stage Two) Year 4: 8 to 9 years
Upper Juniors Year 5: 9 to 10 years (Upper Key Stage Two) Year 6: 10 to 11 years
The school is organised into eleven classes, each with its own class teacher. There are five Infant classes, covering Foundation Stage and Key Stage One, three Lower Junior and three Upper Junior classes. All classes are mixed ability. Because of the number of children admitted each year, some vertical grouping is necessary and class groups have to change as the children move up the school. However, we aim to provide as many single-aged group classes as possible in any one academic year and maintain the three separate phases: infant, lower and upper juniors. We make every effort to keep our class sizes as small as possible but these are determined by the numbers of children in any particular year. Our maximum admission number for each age group is 50 pupils.
Class organisation decisions are made by the headteacher in the summer term for the following academic year when year group sizes are known. The classes are organised by birth date and gender with exceptions made to support children with identified special needs. Should a parent wish to make a class placement request they are asked to do so in writing before the summer half term holiday. Requests should focus on the special needs of the child and teachers’ names should not be included.
Times of the School Day8:45 am…… Playground Open (doors open in the event of rain)8.50am…….Children to be in the correct playground8.55am…….Whistle – SCHOOL DAY STARTS
KEY STAGE ONE (INFANTS) KEY STAGE TWO (JUNIORS)9.00am- 10.20am Session 1 9.00am- 10.40am Session 110.20am- 10.35am Playtime 10.40am- 10.55am Playtime10.35am- 12.00pm Session 2 10.55am- 12.05pm Session 212.00pm- 1.00pm Lunch 12.05pm- 1.00pm Lunch1.00pm- 2.05pm Session 3 1.00pm- ? Session 32.05pm- 2.20pm Playtime 10 min out of class as
appropriate2.20pm- 3.15pm Session 4 ? 3.20pm Session 4
Admissions The choice of school for your child is an important decision. We at Great Wood would encourage you to come and visit the school during the working day so that you can view the school in action and talk to staff to help you to make a judgement about whether it is an appropriate school for your child. Two Community Mornings are held each year with Y6 pupils taking visitors on a tour of the school and answering questions. The Headteacher welcomes visitors at other times. Don't be afraid to ask other parents about the school!
Starting School for the First TimeChildren may start school at the beginning of the school year in which they celebrate their fifth birthday. The application process for entry into reception is handled by the Area Pupil Access Team (01524 581163) based in Lancaster, though we encourage parents to register their interest in a place with the school. Information booklets including the application form are distributed through nurseries; the deadline for registering is in November and places are allocated by the end of March. Regulations allow parents to appeal against a decision not to offer a place at their preferred school. For entry into other years parents contact the school directly.
If the school is oversubscribed (current maximum being 50 in a year group) the following criteria will be applied in priority order:
i. Children in public care who are in public care at the time when preferences are expressed and will still be in public care when admitted to the school
ii. Children with older brothers and sisters who will still be attending the school when the younger child starts, then
iii. Children for whom the County Council accepts there are exceptionally strong medical, social or welfare reasons for admissions, which are directly relevant to the school,
iv. The remaining places are allocated according to where children live. Those living nearest to the school by a walking route recognised by the Local Authority will have priority.
Brothers and sisters include step children, half brothers and sisters, adopted and foster children who are living at the same address. (Consideration may be given to applying the sibling rule for full brothers and sister only who reside at different addresses.)If category i, ii or iii is oversubscribed, category iv will be used as a tie break.
Pupils Moving To Great Wood from Another SchoolThe school will admit pupils moving into the area if there is room available in the particular year group. It is only in very exceptional circumstances that the head teacher will admit children to a year group that is already full. In the event of a year group being full the Local Education Authority will offer a place at the next nearest school with spaces available. Parents, however, do have the right of appeal if they are not offered a place at their preferred school. The school will admit pupils moving from other local schools at a time that is mutually convenient to both schools, usually the beginning of a term.
TransitionsWe like each child to have a positive beginning to their Great Wood school life. Therefore, we do all we can to ensure transition is smooth and effective.
For children entering reception there is a comprehensive induction programme including visits to the school, invitations to events and a meeting for parents in the summer term. School staff liaise with nurseries and are willing to meet with parents to discuss individual concerns. We want all our new children to feel happy, safe and secure. The quicker they settle in the more confident they become, helping them to develop independence and enjoy their learning. Therefore, there is a transition period in September when pupils are admitted on a part time basis to support adjustment to full-time mainstream education. We aim to keep this transition period short for the benefit of working parents; all the new experiences can be exhausting and our priority is to make the transition positive and manageable for the children. There is an online photo story for parents to look at with their child to introduce the school to new reception children at http://vle.greatwood.lancs.sch.uk and sign in as a guest.
Children entering in other years are welcome to visit the school before they start. On entry they are welcomed by their class teacher and allocated buddies to help them settle. The buddies show them around the school and share important information in addition to the information shared by the class teacher. It is helpful for a parent to speak with the class teacher at the end of the first day.
Moving to Secondary SchoolThe transition to secondary school is of importance to us and we strive to prepare our children and equip them with the skills, knowledge and confidence to continue their learning journey. Our children move to a variety of schools. In the local area there are two selective single sex grammar schools, two denominational comprehensive schools, one Church of England and the other Roman Catholic, as well as a number of non-denominational comprehensive schools. We are lucky to have many good secondary schools in the area and are confident that all our children will find a school that meets their needs.
Parents of children in upper Key Stage Two are given full details about the options and selection procedures for secondary schools. These procedures, handled by the Area Pupil Access Team (01524 581163), are quite complex and the completion of forms indicating preferred secondary schools takes place in the Autumn Term preceding transfer. If you require advice on this issue the head teacher will be pleased to discuss it with you. The secondary schools also provide open evenings on a regular basis and headteachers and senior staff are usually willing to discuss possible admission with parents on an individual basis.
Close liaison with all our secondary schools ensures that the needs of our older children are met accordingly. Year 6 teaching staff share their knowledge about each child with their future schools and provide detailed information in response to secondary school request.
If you know or expect that you may be leaving the school at a time other than at the end of Year 6, please inform the school as soon as possible.
School Uniform
The headteacher and governors expect children to wear the school uniform to help develop our sense of community. The school colours are grey, white and yellow. Items with the school logo are available at The Uniform and Leisurewear Company, White Lund Tel 388355 or at Young Ones, 226 Marine Road Tel 411503. We ask that every item is named.
Grey pullover, sweatshirt or cardigan Grey shorts/trousers/skirt/pinafore White or yellow shirt/polo-shirt/ blouse Yellow and white checked summer dress Black, white or grey socks/tights Black sturdy shoes suitable for play
No make-up, jewellery, high heels, or fashion statements, please. Long hair should be tied back away from face and skirts should not be short.
Children will be encouraged at all times to take care of their appearance and to present themselves and their work to their very best. If there is a reason on a particular day why a pupil is not in uniform, a short explanatory note to the class teacher will enable us to understand the situation.
P.E. Kit (in a named washable drawstring bag) Black shorts Yellow or white T shirt Plimsolls
Juniors ALSO need Track suit bottoms Warm top Trainers Spare pair of socks
Football boots with shin pads are only worn in after-school sessions/ matches. Stud ear-rings are acceptable in school (not rings or dangles) however, Lancashire’s PE advisor will not permit children to wear ear-rings to participate in games, swimming or PE lessons. Children with pierced ears must be able to take out their on ear-rings or put a plaster/surgical tape, supplied from home, over their own ear lobes in order to protect them. School will take no responsibility for damaged or lost ear-rings.
Other Useful Equipment Infants - Book Bag Juniors - Back pack – (there is no space for reinforced backpacks) Upper Juniors - A small selection of stationary supplies including a glue
stick. Water bottle
Lunch
Lunch is a time children enjoy together-whether a packed lunch or school meal. Our school hall becomes our dining room where the infants eat first and junior classes rotate sittings.
School meals are cooked daily on site for the children who want them. All our meals meet new government standards and are nutritionally balanced. Those children requiring a school meal may book on a weekly or daily basis. Money for payment should be sent to school each Friday for the following week’s meals in a sealed envelope labelled with name, class, amount and “Dinner Money”. Cheques are made payable to Lancashire County Council or LCC. The charge for school meals is currently £1.85 per day. Some children may qualify for free school meals. Enquiries concerning free school meals can be made at that Education Office Tel 581207 or 581187.
Packed lunches may also be brought, but no glass containers or nut products, please. As part of our healthy eating initiative children should not bring sugary or fizzy drinks nor sweets or chocolate (i.e. confectionary that would be found on a sweet counter). Children are praised for healthy choices.
The school employs a number of midday supervisors to look after the children during the lunch period. The headteacher or another member of the senior staff is always available should a problem arise at lunchtime.
Holiday datesHolidays are set by the local authority and all Lancashire schools follow the same pattern. Children attend school for 190 days and teachers 195 days. As a result, there are five in-service training closures determined by the school. The dates of closures are sent home well in advance. If anything needs clarifying, please feel free to ask. In the unlikely event of an emergency school closure, announcements will be made on Bay Radio and a notice will be placed on the school’s website.
Routines for the Beginning and End of the School DayThe playground is open and supervised from 8:45am. Children should not arrive too early and Shooting Stars Breakfast Club is available to working parents. Children can leave their belongings where they line up and are free to play. Parents are asked to wait in the areas outside the netball courts near the adventure area and near the road. This leaves the playground area free for children’s play, the side by the car park open to allow for passage, allows parents, children and teachers to have a clear view of each other, and supports the development of healthy independence. Parents are asked not to be on the junior playground. At 8:55am a whistle is blown and the children line up.
Teachers and parents talking is a good thing. However, first thing in the morning is a busy time for teachers, therefore parents are asked to either write down messages or keep morning conversations short. At the end of the day, please wait until the teacher has dismissed the class before starting a conversation. We welcome discussions between teachers and parents and don’t want to discourage valuable interactions; however, we encourage parents to let teachers know they would like to talk.
The adventure area is out of bounds to children before and after school Scooters and bikes are dismounted when in the playground Parents are asked not to sit on the benches outside the hall or beside the
school buildings
At the end of the day infant children are dismissed in the playground and junior children from the classrooms. Infant children are dismissed when they let the teacher know they have spotted their parent so it is helpful to your child to use a similar area each day. Parents of reception children are asked to be on the playground (a list of people to whom we may release reception children is requested). Parents of infant children are asked to notify the school of plans if they do not meet their child on the playground. Parents meet junior children outside the gates, a distance from the school, and some children walk home alone or with friends; it helps school if we are aware of the routine and are notified of any changes. Children need to know that if there is no one to meet them as usual they must go to the school office and not walk home alone.
Being on time for the school day is important to us and we keep careful records of those who have difficulty managing this and on occasions contact parents. Children arriving at school after the lines have gone in have to check in at the school office.
Before and After School CareThere are a number of services available to parents to help with before and after school child care. A current register of child care providers in the area is available at Morecambe Library.
Shooting Stars at Christ Church was set up by Great Wood and two other local schools and we continue to provide support. From their brochure: “Shooting Stars offers high quality, affordable out of school care for your children. We have a team of qualified and enthusiastic staff who provide stimulating activities and a safe and secure environment. We are based at Christ Church on Broadway which offers two halls and an outdoor space. We open at 7.30am for breakfast and walk the children to school, after collecting the children from school we are open until 6pm. The costs are £3 for breakfast and £6 for after school. The fee includes all activities and breakfast/snack tea. For more information call Louisa on 07538 421743, or email [email protected]”
Holiday CareShooting Stars provides holiday care when demand is sufficient. Information about holiday activities for children in the local area is available at Morecambe Library and on our community notice board.
Our Team
TEACHING STAFFMr John Ross HEADTEACHERMrs Suzanne Edmondson DEPUTY HEADMrs C. Bartlett Key Stage One Team LeaderTo be appointed Special Educational Needs Coordinator Miss K Akister FOUNDATION YRMrs C Cardwell Cook YR/Y1Miss J Young Y1Mrs K Todd Y1/Y2Mrs C Bartlett Y2Miss C Stewart Y3Mr I Hook Y3/Y4Mrs L Kennedy/ Mrs S Edmondson Y4To be appointed Y5Mrs K. Flaherty Y5/Y6Mrs M Hamilton Y6Mrs Harwood, Mr Howard, Mrs Harris
PERIPATETIC MUSIC TEACHERS: SCHOOL OFFICE Mrs R. East Woodwind/keyboard
Mrs D. Bradley Office Manager
Mr M Black Guitar Mrs C. Logue Clerical SupportMrs A. Beresford Violin
TEACHING ASSISTANTS: PREMISESMrs L. Hayward Mr S. Holmes Site SupervisorMrs E. Coulthard Mrs D. HenshawMrs J. Errington Mrs C DaviesMrs D. Stanyon Mrs J HolmanMrs B. JonesMrs S. McGowanMrs D Simpson MID DAY SUPERVISORSMrs E Martin Mrs Turner Senior MDSMrs M. Norris Mrs HolmanMrs J. Toulmin Mrs WilcockMrs M Norman Mrs EldertonMiss D. Phillip Mrs Jackson
Mrs L. DaleyKITCHEN Miss V LeesMrs J. King Kitchen supervisor Miss TurnerMrs R Hitchin Miss S Normington Mrs J. Flynn Mrs D Buller
GovernorsThe Governing Body is responsible for the management and direction of the curriculum, conduct of the school and budget. The Headteacher is accountable to the Governors for the internal organisation and daily running of the school. The school Governors are appointed either by the Local Education Authority, or elected by parents and staff or co-opted by the governors themselves. It is intended that the governors should represent a wide section of the community.
Governors meet formally for a full governors' meeting at least once every term. In addition there are a number of committees on which Governors serve. These meet frequently and cover areas of school life such as Curriculum, Pupils and Community; Finance and Staffing; Premises and Health and Safety. Governors can be contacted through the school. Mail will be re-directed, un-opened to their home address.
Mr T. Askew (Chair) Community RepresentativeMr J. Ross HeadteacherMrs E. Thomas-Woodhouse Parent RepresentativeMr I. Harwood Parent RepresentativeMr P. Washington Parent RepresentativeMrs K. Chandler Parent RepresentativeMr G. Duckworth Parent RepresentativeMrs J. Holdroyd Parent RepresentativeMrs L. Evans Local Authority RepresentativeMrs M. Buckley Local Authority RepresentativeMr P. Anderton Local Authority RepresentativeCllr G. Knight Community RepresentativeMr T. G Goodwin Community RepresentativeMiss C. Stewart Staff RepresentativeMrs C. Bartlett Staff RepresentativeMr S. Holmes Staff RepresentativeMrs S. Edmondson ObserverMrs D Bradley Observer ( Finance /Staffing)
School CouncilOur ‘School Council’ is made up of 14 children from across the school. These children are elected to be representatives for their class and attend meetings to discuss relevant matters of interest concerning school organisation and development. The School Council is actively involved in decision making within the school and regularly conducts surveys to gather views and opinions from their peers.Any child in the school may put forward a suggestion to the School Council by simply posting a note into the newly introduced ‘suggestion box’ located in the school hall. A response will be made by the School Council either personally or during one of our school assemblies.The aim of the School Council is to develop an awareness of citizenship and involve all our children, to some extent, in the running of the school.CurriculumWe want all our children to experience success and enjoy their learning whilst at school. We aim to achieve this using the principles for effective learning and teaching within a happy, structured and caring environment:
Set high expectations and give every learner confidence that they can succeed
Establish what learners already know and build on it
Structure and pace teaching to make it challenging and enjoyable Inspire learning Make individuals active partners in their learning Develop personal, learning and thinking skills across the curriculum, inside
and outside the classroom to enable children to become: Independent enquirers Creative thinkers Reflective learners Team workers Self managers Effective participators
Through a variety of teaching methods and strategies, we aim to instil children with an enthusiasm for learning and prepare them for future school life. In addition to the ‘curriculum’ of learning through the values of Great Wood, the aims of the school are consistent with the statutory requirements of The National Curriculum which consists of: English, Mathematics, Science, Information Communications Technology, Religious Education, Physical Education, Geography, History, Art, Music, Design Technology, Personal Social Health and Citizenship Education, and in KS2 a Modern Foreign Language (French). During the course of a year the children will encounter a range of teaching methods, ranging from whole class ‘chalk and talk’ to individual personalised programmes of study, chosen as appropriate to meet the task or skill being focused upon. The children will be taught mainly by their own class teacher, but there will be occasions when staff will team-teach, swop classes or groups to best use the individual expertise of a large, talented staff. Our children are generally taught in their mixed ability class groupings with all children studying the same area. However, work is appropriately differentiated (either simplified or extended) to match all ability levels.
Our curriculum strives to ensure breadth and balance; it is difficult to work within the parameters of separate subjects for all the school day. In fact, children learn faster and more effectively when skills and concepts are linked between subjects at the same time. We plan topics carefully so continuity and progression are smooth and aid development. Topics enable us to identify skills, concepts, knowledge and ideas from individual subjects and bring them together in a cohesive way.
Additional Educational Needs
All children are valued, respected and welcomed to the school whatever their additional educational need. We will support their learning and ensure they are fully included in all school activities, making full use of externally provided facilities where appropriate.
Special Educational Needs. The Special Educational Needs Code of Practice 2001 recognises that there are four broad areas:
1. Communication or interactive (language and autism spectrum disorder)2. Cognition and learning ( general learning and specific learning difficulties)3. Physical and sensory4. Behavioural, emotional and social
Our set procedure for identifying and assessing the special needs of individual children involves pupils, parents, school staff and external agencies.
Despite a class teacher’s support and differentiated planning, some children have difficulty in learning. When this happens we aim to provide additional help and support. We discuss this with parents and devise an Individual Education Plan (IEP) for the child. This is reviewed at Parents Evening and once a term by the Special Educational Needs Coordinator (SENCO) and the class teacher. Parents are welcome to discuss their child’s IEP with the class teacher. After a review a new IEP is sent home and any comments are welcomed. This is called ‘School Action’.
If, despite this help, we continue to be concerned that a child is not making appropriate progress we increase the help that is given to a child. We do this when we feel a child is falling significantly behind age appropriate expectations and there is not sufficient expertise in school to plan appropriate curriculum activities. We ask for advice from professionals not directly employed by the school and the advice is taken into consideration within the IEP. This is called ‘School Action Plus’.
In a small number of cases we share evidence about a child and the school’s work to support the child’s need to the Local Education Authority (LEA) to assess if a child meets the LEA criteria for action. This may involve a detailed diagnostic assessment. This will be fully discussed with the parents beforehand. For pupils who have a ‘Statement’ of special educational needs, or have the time limited equivalent ‘Enhanced School Action Plus’ the school will hold statutory reviews and meet all statutory requirements.
We value the help that parents can give us and appreciate parents sharing any problems a child may have had previously or during their time with us. Should a parent have concerns about the progress of their child they should discuss this with the class teacher. If there continues to be a cause for concern then this should be brought to the attention of the Special Educational Needs Coordinator (SENCo.) The school’s SEN Policy is available from the office and includes the full procedure for complaints. Complaints about the special educational needs provision made by the school should be discussed with the Headteacher. In the unlikely event that the Headteacher is unable to resolve the complaint, then the
parent should write to the school’s SEN Governor. Parents may also contact the Parent Partnership Service (Tel: 586433)
Gifted, Able and TalentedOur school will have, at any time, a number of able, talented, or gifted pupils. We recognise academic and practical performance as well as those who show outstanding artistic, musical and creative talent, physical skills, leadership qualities and the ability to process ideas and information.
English as an Additional LanguageTogether with the support of external agencies, we build on the children’s cultural and linguistic experiences to develop their understanding and use of English. We welcome parents and carers into school and embrace opportunities that will enrich our school community.
Child Protection. The governors and staff of Great Wood take seriously their responsibility to promote the welfare of and safeguard all the children entrusted in our care. The Designated Child Protection Co-ordinator (DCPC) is the headteacher.
As part of the ethos of the school, and with regard to the Every Child Matters Children’s Act 2004, we are committed to
Promoting an environment in which children feel safe, secure, valued and respected, confident to talk openly and sure of being listened to
Using the curriculum to provide opportunities for increasing self awareness, self esteem, assertiveness and decision making
Working with parents to ensure the welfare of all children, which may involve other agencies
Ensuring all staff are able to recognise the signs and symptoms of abuse and are aware of the schools procedures and lines of communications
Accessibility for AllWe are able to provide an environment which enables access for all pupils regardless of need. Our accessibility plan enables optimum participation in the school community for pupils with a disability. Parents of pupils with disability are welcome to inspect the facilities and discuss their child’s needs with the headteacher.
Links with other schoolsWe ensure that all transfers between schools are planned, monitored and supported to enable successful outcomes. We collaborate with children, parents and other support agencies to make joint planning arrangements
Home Learning
The Purpose of Home learning tasks is: To consolidate and reinforce children’s skills, knowledge and
understanding, particularly in literacy and numeracy To extend children’s opportunities for learning beyond the school To encourage children as they grow older to develop the confidence
and self-discipline to study independently To provide an opportunity for parents to promote a positive attitude
towards study and learning To provide opportunities for children, parents and the school to work
in partnership To prepare children in Year 6 for transfer to secondary schools
We recognise that the purpose of home learning tasks may change as children grow older. In Reception and Key Stage 1 the emphasis is placed upon developing a partnership with parents and carers and involving them actively in children's learning. During Key Stage 2 there is greater emphasis upon providing opportunities for children to develop the skills of learning on their own.
What kind?Teachers assign a wide variety of tasks for home, some of which parents may not recognize as traditional homework. Conducting a family survey, playing a maths game, interviewing a family member, or discussing ideas for a writing task, as well as practising maths computations, handwriting or spelling are a few examples.
All children are encouraged to read daily; this could involve either reading to a family member, or listening to a family member reading, or silent reading on their own, as advised by the teacher. Pupils should bring their reading log into school each day.
Reception most tasks will focus on reading with children at homeY1 and Y2 most tasks will focus on reading, spelling and basic
knowledge of and skills in using numbersY3 and Y4 most tasks will focus on reading, spelling and multiplication
tables with some information gathering and problem solvingY5 and Y6 most tasks will focus on reading, spelling and multiplication
tables along with time to be spent on finding information for project work, some revision of knowledge and skills already learned and mathematical problem solving.
How much?Whilst we appreciate the value of home learning, it is equally important that children of all ages have time to develop through a wide range of activities such as play, participating in clubs etc. It is therefore important that children should not be overburdened with formal home learning tasks. Great Wood follows the following Government guidelines which also emphasise the importance of these tasks and how they help children to learn, rather than focusing on whether it takes a certain amount of time to complete them.
Reception - there is no set time for children in reception Y1 and Y2 - about one hour per week
Y3 and Y4 - about one and a half hours per weekY5 and Y6 - about two and a half hours per week
The daily reading which the Government recommends for all children can, of course, be done as part of home learning. On days when home learning tasks are something other than reading, children should be encouraged, in addition, to read – on their own or with others – for at least 20 minutes (less for infants.)
If a parent is concerned that a child is spending too much time or not enough on home learning tasks, the parent is invited to contact their teacher.
Should Parents Help?Parents can best help by providing both a quiet, well-lit place where their child can work and the "tools" for completing the homework, as well as by helping the child to set a realistic timetable for completing work. A parent's willingness to listen to ideas, review spelling or tables, share knowledge of a given subject, or help a child research a particular topic can be most helpful as the child develops independent work habits at home. Parents' interest in their child's tasks and the celebration of his/her successes will contribute to positive feelings about a pupil’s own abilities and the worthiness of the tasks.
Messages can be sent (in both directions) using the reading log providing regular feedback and information for both teacher and parent. If parents have questions or problems concerning their child's homework they are encouraged to discuss these directly with the child's teacher.
Children and parents are expected to take care of books and materials borrowed from school. The school will make a charge to cover the cost of replacing schoolbooks and materials that are lost or damaged during use at home.
Unsatisfactory workChildren may be required to complete or repeat work which has been unsatisfactorily completed at school. Teachers will communicate this fact to parents through the reading/homework diary and parents initial the work or diary to show that they are aware of the circumstances under which the work was required.
Children with special educational needsIt is important that children with special educational needs have an opportunity to benefit from home learning tasks appropriate to their needs. This may mean that some children are asked to do tasks which are different from that set for the rest of the class. It is important, however, that home learning tasks should be common where possible. Home learning should not be used as a means of attempting to get children with special educational needs to “catch up” with the rest of the class.
Who will set it?The class teacher will be responsible for setting home learning tasks.
Feedback on home learningIt is important that home learning tasks are worthwhile and that children receive feedback on their work wherever possible. Much of this feedback will be provided by adults working with the children as they do the tasks and cannot be
left solely to the teacher. Parents and carers have an important role in this process. It is often not possible for home learning tasks to be “marked” in great detail. Feedback will usually be given:
As children do their work Through class discussion Through group discussion Through tests Through self marking and teacher monitoring and evaluation Through teacher marking
Foundation Stage Curriculum
The National Curriculum begins for children in Year One. There is a different curriculum for children in reception. ‘Foundation Stage’ is a term used to describe the phase of education to the end of the reception year (0 -5 yrs) for all registered child care providers (childminders, nurseries, and schools) and it aims to prepare children for their future education. It concentrates on:
Developing personal, social and emotional well-being and self-confidence through achievement and success;
Positive attitudes to learning and co-operating, learning to concentrate and develop thinking skills;
Language and communication skills, including speaking and listening, and early reading and writing skills;
Mathematical understanding, through practical experience of numbers, measuring, and pattern, shape and space;
Knowledge and understanding of the world – through exploring and finding out about their environment, and people and places that effect their lives;
Physical development – through movement, games, developing control of their bodies, and doing things which involve hand-eye co-ordination.
Creative development – through exploring art, design and technology; music, movement and dance, and imaginative and role-play activities.
In the course of most of these activities the children use Information and Communication Technology (ICT).
Core Curriculum
English (Literacy)We use English to communicate in both written and spoken form. We use language to child our view and opinion of the world and our community. We continue to learn, develop and enhance our knowledge and understanding of English throughout our lives.
English is taught based on the Renewed Primary Framework and Literacy Strategy. It is taught daily with work appropriately differentiated to match all abilities. It is supplemented and developed through all other areas of the curriculum.
With parental support, we want our children to: Speak clearly and confidently in any situation Listen actively and respond appropriately, developing knowledge and
opinion Read fluently for both pleasure and information Write clearly and confidently for a variety of purposes and audiences Use spelling rules, phonics and grammar accurately Be able to proof read
Children are taught to read using different methods including the sequential ‘Read Write’ programme in the infants (more information is available at www.readwriteinc.com and on our website).
We believe that regular reading for pleasure enhances each pupil’s overall development. Children are expected to take books home and we strongly encourage home support. Mathematics (Numeracy)Maths is an essential part of our lives and as children and adults we need to be numerate to enable us to cope with a variety of mathematical situations. Mathematical ability also helps train the mind to think logically.
Maths is taught daily based on the Renewed National Numeracy Strategy. This is supplemented by additional experiences especially in science and topic based work.
Our intention is to produce pupils who: Are arithmetically competent Can use mathematics effectively in problem solving situations Have additional mathematical skills in other areas including shape, space,
measurement and data processing.
Much mathematical work will be based upon practical experience and meaningful situations. Children need to be able to demonstrate mathematical ability through applying mathematical knowledge and skills to problem solving situations. We also familiarise children with current aids to mathematical computation such as calculators and computer applications.
ScienceEvery child has a natural curiosity about the way the world works and science at Great Wood endeavours to build on this, with a spirit of adventure and exploration.
Science is a systematic investigation of the physical, chemical and biological aspects of the world, which relies on first hand experiences and on other sources of information. The scientific process and problem solving activities will be used.
We aim to deepen pupils’ enjoyment and interest in science and an appreciation of its contribution to all aspects of everyday life. We wish to build on pupils’ curiosity and sense of awe of the natural world though the use of a planned range of investigations and practical activities. At the same time, the children will be able to develop their ability to plan fair tests, make predictions, record results using ICT, diagrams, graphs, tables and charts and to make generalisations about their learning. We also value the use of scientific vocabulary and model this with our children, encouraging them to use it to explain their scientific thinking. Information and Communication Technology (ICT)Modern technology is changing the way we live and work. Our children need to learn how to manage it all, to get hold of information, evaluate its suitability, store it, share it with others and tailor it to meet their needs. Children use technology at school from reception and become familiar with a range of equipment including the computer and a range of computer applications. All our computers are connected to our intranet and the World Wide Web (protected for school use). Interactive whiteboards throughout the school, along with classroom computers, a suite of computers, digital sensors and digital cameras and voice
recorders ensure that ICT can be used as a learning tool throughout the curriculum.
We aspire to enable our children to confidently and independently use and apply information technology skills to support and extend their learning. We hope to develop a culture where the use of ICT becomes second nature to our pupils, thus ensuring they are ready and able to embrace the technological advances in their futures.
Foundation Subjects
Modern Foreign Language (French)Learning a foreign language provides a valuable educational, social and cultural experience in preparation for future life. At Great Wood, we aim to introduce pupils to other languages, specifically French, in a fun an enjoyable way. Interesting and relevant topics are chosen in order to engage and stimulate learning and develop children’s curiosity about language.
HistoryWe don’t view History as simply facts and dates here at Great Wood, but see it as a chance to become a detective and explore the past in an exciting way. History is taught mainly through a topic based approach and gives the children a chance to explore a wide range of sources from which the past may come alive. History allows our children to compare and contrast, to examine how and why things have changed, to learn about historical characters and expand their research skills.
We want our children to be open minded and enquiring thinkers understanding cause and effect. We want them to understand how people have lived in the past and begin to make links between the past and modern times. We encourage first-hand experiences wherever possible. Geography Geography helps children develop their knowledge of people and places and their understanding of the physical, social and economic forces which shape those places and the lifestyles of the people who live there.
In the early years children will be given opportunities to investigate the physical and human features of their surroundings using an enquiry approach. Much of their work will be based on direct experience, practical activities and fieldwork in the locality of the school. Our aim is to develop their geographical skills as well as their knowledge and understanding about places and themes such as ‘environmental change’.
As children progress through the school they continue to develop and apply these skills in their studies of contrasting localities both within and outside the United Kingdom. They use skills developed in literacy, numeracy and ICT used to report and record their findings.
Religious EducationIn teaching RE we:
Encourage pupils to reflect on human experience and questions concerning the purpose of life, and to help them with their personal search for a set of beliefs by which to live
Help pupils to understand better, through an exploration of Christianity and other religious traditions, what religion is, what it means and its place and significance in human life
Help pupils to become aware of their capacity for decision making in the field of personal relationships
Help pupils think carefully about the principles underlying such decision making and the consequences of their choices; to be tolerant about the choices of others
We believe that Religious Education not only supports the broad and specific aims noted above but plays a key role in helping pupils to develop a framework of values, attitudes and beliefs, respect for religious beliefs and values and appreciation of other cultures, religions and ways of life. R.E. is taught, as required, from the Lancashire Agreed Syllabus. The two "progressed" studies in addition to the compulsory Christianity ( 50% )are Judaism and Buddhism. In addition, in line with the requirement, two units of Islam and one unit of Hinduism and Sikhism will be taught.
Parents’ wishes concerning both religious education and worship are met, as specified in the 1988 Education Act, and children may be withdrawn on religious grounds at parental request.
Collective WorshipWe try to ensure that all Collective Acts of Worship, which are required by law to take place daily, are appropriate to children from all faith communities or for children from families where there is no faith commitment. The themes covered in our "assembly time" whilst "mainly and broadly" of a Christian nature reflect moral and ethical values common to all faiths.
We wish to encourage all children to attend these assemblies and we would ask parents to consider this issue carefully and seek advice from the school if you wish, as is your right, to exclude your child from Collective Acts of Worship/Assemblies.
Design Technology DT helps children to become problem solvers through practical tasks, using creativity and imagination. Working with a variety of materials and through new skills they learn, children get to design and make a range of products. This work can range from very simple activities using constructional apparatus such as Lego to more demanding work using a variety of tools and materials. Ideas and products are evaluated and responses can lead to the modification of ideas and plans.
Design technology is a subject that all children can enjoy individually or as part of a team and gives them the opportunity to become innovators.
ArtArt, craft and design is a means of recording our feelings and responses to many different experiences and situations as well as being a pleasurable activity. Besides teaching children how to use a variety of media and experiment with techniques they are encouraged to respond individually and creatively.
We provide a rich environment in which we encourage our children to communicate through the use of colour, texture, form pattern and materials. We use the local environment to stimulate ideas and start some aspects of our work.
MusicMusic at Great Wood is rich and varied; it is creative and exciting. Class music lessons give pupils the chance to explore and actively engage in performing, listening, analysing and composing using tuned and untuned instruments. Singing is at the heart of our music making, both in class lessons and
assemblies. Children also have the opportunity to join the Great Wood Choral Club.
All pupils in Year 4 learn guitar and instruments are provided. There are peripatetic music teachers employed by Lancashire Music Services in school every week to teach recorders, woodwind, violin, keyboard and guitar to those children in the juniors who express an interest in learning an instrument; they regularly perform to the whole school. Parents interested in their child learning to play a musical instrument at school are asked to make enquiries at the office. We also encourage our children to take part in local events outside of school and also invite professional singers and musicians from a variety of cultures to perform and work with the children. PE and GamesA healthy lifestyle is vital for a child’s well-being and keeping fit is an important part of this. Physical Education and Games are taught in the school hall and outside on the playgrounds and playing fields. Pupils acquire a whole range of skills and confidence in movement and sports both with and without the aid of large and small P.E. apparatus and everyone is encouraged to develop a wide range of athletic skills. All children irrespective of ability and aptitude have an equal entitlement to the curriculum. As well as enjoying a wide range of activities in PE and Games in school, we participate in all available inter-school competitions and tournaments and have enjoyed much success over the years.
We believe co-operation and competition are integral parts of the P.E. and Games curriculum and as such encourage these attitudes within a “sporting” spirit. Children will learn the effects of exercise on their bodies, the need to warm up in preparation for, and cool down after exercise, and the need for appropriate clothing and safety.
For Y5 and Y6 children there is a timetable of swimming sessions to provide an opportunity to learn to swim and to improve confidence and competence in water.
The school offers a wide range of clubs using both staff strengths and external sporting coaches. The clubs meet early-morning, after-school or at lunch time and occasionally have weekend fixtures; sign-ups are accepted directly by the Great Wood staff member in charge. These clubs include girls and boys football, tag rugby, multi-skills, table tennis, gymnastics, rounders, netball sportshall athletics, athletics, cross country and cricket. We aim to ensure opportunities for as many pupils a possible to participate; at the same time for competitive fixtures participants may be selected to maximise the potential for success.
Personal, Social, Health and Citizenship Education (PSHCE)At Great Wood School, we aim to promote healthy, independent and responsible members of society. We encourage our pupils to play a positive role in contributing to school life and the wider community in accordance with ‘Every Child Matters’ government guidelines. Our children are given opportunities in the PSCHE lessons to develop confidence and self motivation and an understanding of their responsibilities as well as their rights within our diverse society. The PSCHE curriculum is taught in a variety of ways, through other subjects such as literacy or history, as part of RE, through ‘circle times’, through science topics and through outdoor educational visits and activities.
Sex and Relationship EducationOur children are given opportunities to consider and reflect on the wide variety of relationships that they have with others. Across the school children build on their relationships and social skills through the teaching and delivery of SEAL (Social and Emotional Aspects of Learning) units of work.
Children will be made aware of human reproduction and the importance of relationships through elements of the science curriculum that deal with Living and Growing and Life Processes. Upper junior pupils are introduced to and have an opportunity to ask questions about issues associated with puberty and related personal health and hygiene. Our School Nurse participates in these sessions, some of which are taught in single sex groups. Parents will be notified in advance of this section of the curriculum and will have the opportunity to view materials being used and to withdraw their children from the lessons if they so wish.
Clubs and Extra Curricular Activities
We provide a wide range of activities that our children can participate in before and after school and at lunchtime. Children who attend before and after school clubs need to obtain written permission from parents by completing a club letter from school.
Most of our clubs are led by staff within school volunteering, although they can also be led by external providers, high school or college students with supervision, or even some of our older children with adult supervision.
Our clubs this academic year have included: chess, eco(environmental awareness), chorus, research, computer, pottery, art, homework, girls and boys football, tag rugby, multi-skills, table tennis, gymnastics, rounders, netball sportshall athletics, athletics, cross country and cricket.
The outdoor classroom can be used to bring learning alive for many children and we aim where possible to use our spacious grounds and our wood to inspire and stimulate our children. We also aim to utilise the local surrounding community and try to link to local churches, businesses and residents to enhance the curriculum
Year Six ResidentialOver-night trips are a great way of building self-confidence and increasing independence as well as allowing children to develop teamwork skills and friendship. We aim to provide our children with a residential experience in Year 6 and give them the opportunity to take part if they wish to do so. For many years the residentials have had exclusive use of the Wastwater or Eskdale Youth Hostels where the children have been well fed and able to enjoy the grounds in the midst of awe-inspiring scenery. As well as challenging physical activities such as rock climbing, kayaking, gorge walking and canoeing, the children have enjoyed a hike and teamwork games. The week is ended with an excursion on a miniature railway.
Educational Day VisitsFirst had experience and real life scenarios are hugely beneficial to creating exciting quality learning and we value the role they play in school life. Recently we have visited many different places including:
Lancaster Judge’s Lodgings Lancaster Town Hall Our neighbourhood The World of Beatrix Potter Leighton Moss Wildlife Reserve Westminster Palace Dukes Theatre, Lancaster Charter Theatre, Preston Morecambe High Production Christ Church, Bare
We also invite a variety of visitors into our school to help enhance our curriculum. Visitors bring with them a passion for what they do, which can be used positively to support our children’s learning. Recent visitors include
M and M Theatre Company Reverend Jason McCullagh
Operation Christmas Child charity Tempus Fugit (Guy Fawkes) Samba Man Member of the Jewish Community Pilot Felt worker Soccer Academy Junior table tennis champion
Charges On residential visits charges can be made for board and lodging but, because educational visits or visitors take place during school hours the cost of travel and entry fees etc. have to be met by voluntary contribution. All charges made are ‘at cost’ with no profit made by school. No child will be discriminated against should parents not wish to contribute. However, if sufficient contributions are not made the visit will not take place.
All our school letters comply with the 1988 Education Act and the Great Wood Charging Policy. Families receiving Income Support or Family Credit may claim remittance for the board and lodging element of any residential trip. If this applies to any family or to agree a payment schedule to suit individual circumstances or need, please see the head teacher. All requests and information given will be treated in the strictest confidence.
Most clubs are free, however, as with school activities there is sometimes a charge to cover the cost of materials. Parents may be asked for a commitment to contribute towards the cost for ingredients or materials for practical lessons if the child or family wishes to own the finished article. The school may charge for or require the supply of the ingredients or materials. If the child or family does not wish to own the finished article it may be retained by the school.
Parents may also be required to pay for or make a contribution towards specific lessons provided by the school that are not part of the normal lessons provided for all children. Violin and woodwind tuition are examples. Parents may be expected to make a contribution towards some or all of the cost of the lesson.
Safety We consider the possible risks involved in all school activities including educational visits and take actions to minimise risks. The headteacher is the Educational Visits Coordinator and checks each visit’s risk assessment; the residential and water based activities are also checked by Lancashire County Council. We welcome the support of volunteer adults from our community and the backgrounds of all regular volunteers are checked.
Results
Assessment and AttainmentIt is necessary for teachers to monitor and assess pupils’ progress in order to plan effectively for each child. This is usually done in the context of the normal school day and takes various forms e.g. observational, oral and written. We believe that assessment should provide constructive opportunities recognising where a child has reached in their learning and what the next steps are. Children are encouraged to become reflective learners and understand how they can narrow the gap between current and desired performance. In this way we hope to enable every child to achieve their full potential as our school belief is that every child has the right to succeed.
Other forms of assessment are based on standardised results which compare each child’s attainment with children nationally and give an indication as to his or her ability compared with the ‘average’ child. At present the children take such performance indicator tests at the beginning and end of reception, and during years 1, 2 and 4. These include age-appropriate tasks and the children usually enjoy the challenge. Statutory Standardised Assessment Tasks (SATs) take place during Year 2 and Year 6. We also carry out optional SATs tests in Y3, Y4 and Y5.
Tracking involves systematically building a picture of the progress that each child or group of children makes along their expected learning path. Our systems track pupil progress individually and results are reviewed with teachers in order to identify and discuss any under attainment and/or underachievement as well as celebrate examples of good progress. We use a tracking system to track achievement in Reading, Writing and Numeracy. Challenging individual targets are set by the Headteacher, in consultation with staff. Teachers track individual progress through the year. This information is used by all members of staff to inform learning and teaching and helps teachers when they present parents with summative judgements. Our Year 2 children took the national KS1 Standard Attainment Tests (SATs) in May 2008 The table below show the attainment results. Level 2B is recognised as the national average level of attainment at the end of Key Stage One
KS1 Level 2B and above Level 32008Great Wood
2008National
2008Great Wood
2008National
Reading
75% 71% 27% 25%
Writing 64% 58% 21% 12%Maths 82% 74% 27% 21%
Our Year 6 children took the national KS2 Standard Attainment Tests (SATs) in May 2008. The tables below show the attainment results. The school scores can be compared to the national results which were extracted form a QCA publication. Level 4 is recognised as the national average level of attainment at the end of Key Stage Two.
KS2 Level 4 and above Level 5
Reading 96% (84%) 72% (47%)Writing 90% (67%) 32% (19%)English 92% 80% 56% 29%Maths 96% 78% 52% 31%Science 96% 88% 58% 43%
88% scored L4 or above in Maths, English and Science34% scored L5 in Maths, English and Science
Booklets titled ‘What the Achievement Levels Mean’ are available in KS1 and KS2 versions on the website and from the office.
The full OFSTED Inspection report can be viewed by visiting www.ofsted.gov.uk
Home - School Links
Contact with schoolPositive home - school links are encouraged in order that we can work together for you child to fully benefit from all our school has to offer.
There are formal consultation meetings each term which allow parents to discuss their child’s schooling with teachers.
Early in the Autumn Term there is an opportunity for parents to come into school and meet with their child’s class teacher
In the Spring Term once again formal appointments are made on an individual basis to allow parents and the teacher to discuss confidentially each child's progress at school
In the Summer Term parents are given the opportunity to meet the class teacher to discuss the formal annual written report
In addition to these opportunities for formal consultation the school has an open door policy allowing parents the opportunity to make appointments at any reasonable and mutually agreeable time to speak either to the class teacher or headteacher. For reasons of security, it is important that all parents report to the school office when coming inside the school.
We ask that all children and their parents agree to and sign our ‘home-school agreement’, so that along with a school signature, we are all working in partnership to improve standards within an environment of trust. New reception children’s parents will receive their ‘contract’ in the induction pack. Any other newcomers will receive this agreement on arrival.
The school office is open from 8:30am until 4:30pm and the telephones answered by Year 6 pupils between noon and 1pm. At all other times messages may be left on the answer phone.
Great Wood Newsletters are sent home periodically and often include important information. The newsletters are available by email and subscription details are on the school website.
Contact with homePlease ensure that all contact details are up to date and accurate so we can contact you or designated adults immediately, should there be an emergency. You are sent the details we have on our database annually for you to ensure they are current.
AbsenceIn the event of absence, please let the school know the reason by contacting school on the first day of absence and in writing when you child returns to school. Messages can be left at any time. Alternatively we can be emailed at [email protected] Notification of absence is most important and we ask that parents comply with this request at all times. If your child is absent and we have not received and explanation we will attempt to contact you.
Please do not send children to school if they are obviously unwell. (See page XX)
Family holidays during term time The Governors of the school expect parents to take their family holidays during the school holiday periods and not during term time. If this is impossible due to parents’ work commitments, a request in writing to the Headteacher is required, for ‘leave of absence’ to be granted (maximum of ten days). A request form is available in the office and on the website. Failure of authorisation means the child will be marked in the register as taking an ‘unauthorised absence’ which will be included in the child’s annual report (national regulations). The school will not repeat any work or tests for children absent for holiday purposes. Any absence for holidays during SATs weeks in May will always be ‘unauthorised’.
AppointmentsIn the event of a known medical appointment the school should be informed in writing in advance. If the appointment is during the school day the child should be collected from the office by a known adult. Children are not allowed to wait outside school or walk home unaccompanied. On return to school always bring your child to the office; never just send them back to their class.
Family Emergencies/Religious HolidaysThe school will cooperate with families to provide home learning tasks or appropriate missed work in the event a family emergency or a religious holiday requires a child to miss school.
LatenessPupils are expected to be in class before 9am. Arriving in class after 9am is considered late and late pupils must report first to the school office. The registers are closed at 9:15 and arriving after 9:15 is a separate category. It is better to attend school late than not at all; children are welcome to attend the afternoon session when they have missed the morning. ‘Better late than never; better never late.’
Parents’ Teachers’ Association PTAAll parents automatically become members of the PTA when their child joins the school. The social and fund raising events are organised by the energetic and successful PTA Committee to provide money for much needed facilities and resources for the children; they are always open to ideas, suggestions and practical offers of help. The school is indebted to the work of the PTA and all the parents who support the events. We would like to take the opportunity to say a huge thank you for such fantastic support. If you want to know more about getting involved, leave a message in the PTA post-box in the foyer or email [email protected] .
Volunteers in SchoolWe are always very grateful to those who volunteer in school. If you have or you know someone with a particular talent or area of expertise, please let your child’s teacher know; don’t be shy! Sometimes we ask for extra hands to support
children on a particular project or chaperone an educational visit, however, we are always looking for regular support to help in classes, to prepare materials and to listen to children read. In most cases, we find it works best for all when regular parent volunteers are placed in classes other than their child’s class. All regular volunteers are vetted for suitability to work with children by the Criminal Records Bureau.
Community and Business LinksWe are always looking to build further links with local firms and industry and are keen to explore any opportunity or offer of help. If you think you or your company would be able to help us in any way, please contact us with details – you will be warmly welcomed. Our links with the community not only benefit our children but also those people and businesses working with us.
We are pleased to be able to offer work experience placements and opportunities for teacher training. Please contact the school for further details.
Posters and announcements relating to school or community events may be posted on the community board. Requests should be placed in the PTA box in the foyer.
The school welcomes donations by individuals and businesses, including cash, gift-in-kind and books.
General Information
Health and SafetyWe consider the safety of your children of paramount importance and ensure that the school does everything possible to keep everybody, children and adults alike, safe.
As part of our travel plan, we are trying to reduce congestion and become more environmentally friendly. Great Wood is a ‘Bike It’ school. We promote safe cycling to and from school and provide cycle training to all interested pupils in upper juniors (bicycles can be arranged) including on-road experience. We promote the wearing of cycle helmets.
Great Wood Walkers was established to promote walking to school. Walkers meet each day at Mayfield Drive and at the Beaufort Road/Broadway corner leaving for school at 8:45am. Infants need to be accompanied by an adult and juniors may be unaccompanied. Fridays are theme days and juice and toast is provided on arrival. The themes are organised and published by the school and the scheme is supported by parent volunteers
The aim of the Great Wood Walkers is to help children develop a healthy lifestyle and some equally healthy independence. Parents volunteer are not ultimately responsible for the children and the school does not go through the process usually used for volunteers in school during the day, which includes background checks. Rather, the children are making their own way to school whilst being watched by community members. This support enables parents to develop the confidence to encourage their children to be independent. All children walking to school are expected to respectfully follow the advice of directions of adults in the community.
Parents as well as children should use the pedestrian entrances to the school and not walk through the vehicle access entrance. We ask parents to highlight the importance of using the Green Cross Code and parents and children crossing Beaufort Road should avoid crossing between parked cars. Children copy the actions of adults so please help us by setting a good example.
Parents may not drive their car onto school premises. The car park is reserved for staff, taxis, visitors and essential delivery vehicles. We ask parents who need to use the car to drop off or collect to park with consideration to others, following the Highway Code, and to consider parking a short distance from school and walking (Park and Stride); you are welcome to join the Great Wood Walkers.
After school starts in the mornings the pedestrian entrance gates are closed but not locked. Visitors must report directly to the school office. Visitors entering school must sign in and are issued with identity tags.
A number of staff including mid day supervisors hold current first-aid certificates.Some pupils may have extreme allergies to peanuts. This includes any food that contains peanuts, peanut oil or other nut additives. These anaphylactic allergies can be so severe that proximity to such a product can be life threatening. We believe that prevention is the best approach. Therefore, we request that parents refrain from sending any such food products to school for lunches and snacks. In the interest of safety, pupils are asked to not to share their food with others. We inform parents before pupils eat as part of the curriculum and any birthday
treats are distributed at the end of the school day so that parents can decide if they are allowed.
Great Wood School is a non-smoking area. Dogs are not allowed on school premises at any time including during school events and functions.
Because of day-to-day contact with children, schools are particularly well placed to observe outward signs of abuse, changes in behaviour or failure to develop. Parents should be aware, therefore, that where it appears to a member of school staff that a child may have been abused, the school is required, as part of the nationally agreed Child Protection Procedures, to report their concern to the Children and Young People’s Services department
Healthy SchoolsGreat Wood is proud of the Healthy Schools status and keen to continue promoting healthy lifestyles to all involved within the school. Healthy children achieve well in school. It is our aim to support healthy lifestyle decisions and to educate our children so that these decisions are informed by an awareness, knowledge and understanding of health and wellbeing.
In our school we want children to have healthy eating and drinking habits so therefore offer:
Healthy school meals that include jacket potatoes and salads Flexibility - to not have a school meal every day. Daily fruit for infants; juniors may bring fruit from home for playtime Fresh chilled milk available to infants by parent request Healthy rewards Permission to have water in class throughout the day
Health MattersThe School Nurse visits school regularly and is available to meet when convenient to discuss any health needs. To speak to the nurse or arrange an appointment please ring 405720; a message can be left and you will be contacted.
The school nurse can offer support, advice and guidance regarding your child’s physical and emotional health. If required the school nurse can make referrals to other agencies such as the community paediatrician, audiology, orthoptist, speech therapist and voluntary agencies. Within the first couple of weeks of your child starting school a health reception pack will be issued containing useful leaflets and information. This will also contain a health questionnaire which needs to be completed and returned in the envelope provided to the school nurse. Once signed this provides consent for the school nurse to continue with development checks such as a height and weight and vision check. You will be informed of all recordings and the nurse will contact you if there are any concerns. The school nurse liaises closely with the reception teacher during your child’s first year. (Transfer in from outer areas will also receive a questionnaire and routine screening will be completed when consent received.)
Please do not send children to school if they are obviously unwell. Sick pupils do not benefit from being at school and put others at risk of infection. Please use the following guidelines and put your child's health first.
Pupils are asked to remain at home until the following conditions are observed:
Chicken pox: All blisters have become dry scabs German measles: Rash has disappeared Measles: Three days after the fever has gone Mumps: The swelling subsides Whooping cough: The cough ceases Strep throat: Doctor's recommendation Infectious eye diseases: A doctor's clearance is requested
In order to prevent the spread of viruses or infectious ailments, we ask parents to observe the following guidelines:
Inform the school if your child contracts any communicable disease Keep any child with a fever at home. Children should stay home for a full
24 hours after the fever has returned to normal. Often a temperature spikes in the afternoon, so a normal reading in the morning does not necessarily indicate recovery
Keep any child with nausea, vomiting, or diarrhoea at home. Again, the child should be kept at home for 24 hours after these symptoms are gone to be sure of recovery
If antibiotics are needed, the child should stay home for the first 24 hours of the medication course. This will ensure that the child is not contagious to other children
On occasion children become unwell during school time and we will contact parents or the emergency contact person so that the child can be taken home. In case of minor accidents or illness where it seems inappropriate for the child to be sent home, or where we have been unable to contact the parent or emergency contact person, we will send home a note explaining the nature of the illness or accident. The school does have a number of staff trained as first aiders and in serious cases of accident or illness a member of staff will take a child directly to hospital.
Administration of Medicines in School
Great Wood follows county guidelines for the administration of medicine in schools. When a child has a medical condition which requires medication during school hours, parents are asked to provide the school with sufficient information about their child’s medical condition and treatment or special care needed at school. Parents, jointly with the head, reach agreement on the school’s role in helping with their child’s medical needs. Each child’s Health Care Plan is reviewed by parents annually.
Parents are asked to request prescribed medication that can be administered out of school hours whenever possible. As a general rule, pupils may not carry or take medication themselves. For pupils to carry medication (including asthma inhalers) parents must complete a written request form and seek the agreement of the Headteacher.
Non prescription medication (not including eye or ear drops) may be left at the School Office and staff may be asked to assist children in taking it. This is a voluntary role of the office staff and they can not be held responsible for errors. Instructions must be clear and be signed by the parent.
There is no legal duty which requires school staff to administer medicine; this is a voluntary role. Any member of staff who agrees to accept responsibility for administering prescribed medication to a pupil should have proper training and guidance. The type of training necessary will depend on the individual case. The school nurse or other health professionals may help the school in the training of staff. Unwanted, unused or outdated medication is disposed of carefully by the head. More detailed information on the procedures for medicine in school is available at the office.
In the event of a school trip, the parents are responsible for working with the class teacher to name a volunteer to administer medication and there should be clear instructions for the volunteer and a space to sign when/if it has been administered.
Head LiceHeadlice can be prevented if all parents partake in weekly combing after hair washing using a fine tooth’nit comb. Lots of conditioner (preferably tea tree) needs to be applied during this process; checking the comb for moving headlice. If headlice are found they can be treated with lotions. Treatment is only required when moving headlice are found. These can be prescribed free from a health visitor or GP.Headlice can not fly, jump or swim but spread by clambering from head to head so it is important that longer hair is tied back. Head lice info is given out with the information pack in reception along with thread worm, health eating, imms information etc.
Sun ProtectionOn sunny days we encourage you to send you child with a hat or cap to help protect against the sun's ultraviolet rays. Please apply a long-acting sunscreen in the morning. For additional protection, pupils are allowed a small bottle of sunscreen in their backpacks so that they can apply additional sunscreen by themselves before lunch time play. Pupils may not share their sunscreen with others and it should be kept in the original sunscreen container, named.
Wind and Rain ProtectionThe children have playtimes outside during light rain. Please ensure your child has a coat at school, at least in the autumn and spring terms.
Safety RulesAdults on the playground are expected to remind pupils of rules and see that they are followed.
The following are not permitted: Climbing trees, railing, walls, gates, outside of rear steps, toilet doors; Children crossing the car park; Using bicycles, scooters, skateboards, heelies in the school grounds; Glass bottles; Playing on the grass without permission being given; Use of the playground/field without permission outside school hours; Running in school corridors and on stairs; Running whilst eating in the playground; Wearing jewellery other than stud ear-rings and inappropriate shoes; Chewing gum and sweets ; Electronic games, mobile phones or toys;
Objects associated with violence even if they are toys; Playfighting; Access to the adventure area before and after school; Access to the school’s Nature Reserve without supervision; Access to any room in school without direct instruction from adults; Adjust blinds, windows / electrical equipment without teacher permission;
Skipping ropes are only to be used for skipping.
Great Wood holds regular fire drills to prepare everyone for emergencies, including evacuation of the school buildings quickly and safely.
Internet SafetyThe use of technology is a community privilege not a right. Community members who do not follow the rules will have their IT privileges suspended. Parents are encouraged to discuss with their children the safe use of the internet, both in home and at school. Pupils are required to:
Use technology responsibly and appropriately Keep passwords, addresses, and phone numbers confidential Use communication tools in a polite and positive way Conserve technology resources and use them in a responsible manner
(e.g. file space, printer ink, paper) Use school computers only for school-related work Only visit appropriate web sites Only save appropriate files on the computer or server (not mp3's, games,
etc.) Treat computer hardware and software with respect (e.g. not moving or
removing of keyboards, mice, headphones or other peripheral devices) Leave standard computer settings alone (e.g. desktop fonts, icons, file
names, folder positions) Quit all applications and log out or shut down before leaving the computer
area
Pupils may not: Download applications of any kind, including messaging, widgets or
games unless specifically directed to do so by a supervising teacher
Pupils may: Only use information technology resources for school-related assignments
with teacher permission and not for personal reasons Use the computers at free times only if a teacher is present and gives
permission
School Discipline and Pastoral CareWe aim to create a friendly, caring environment with a strong sense of belonging where children can grow in confidence, knowledge and skills while, at the same time, developing consideration and respect for others All children are encouraged to respect their teachers, their fellow pupils and property. It is also expected that all children will be well behaved and attentive in the classroom.
The school has a Behaviour and Discipline Policy which emphasises the high expectations we have at Great Wood fostered through a positive system of praise, encouragement and reward and backed up with sanctions for those
children that do not conform to expected standards of behaviour. In the event of persistent minor incidents or instances of more serious misbehaviour parents will be informed.
Parents are expected to support the school in its efforts to ensure all children are happy and safe and to collaborate with school staff in working towards resolving any behaviour problems that their children may be experiencing.
The school has a responsibility towards helping children with behavioural problems but the responsibility for ensuring the safety and educational welfare of all children is paramount. The school will take steps to exclude children if their behaviour poses a danger to others or persistently interferes with the ability of the school to provide a positive learning environment.
Good behaviour is actively encouraged and positive reinforcement is used by all. Each class has a reward system and we have a schoolwide system of awarding Team Points. All children who work hard are given the chance to be ‘Star of the Week ‘and praise is lavished upon them in a special weekly assembly, where a child from every class has their photograph displayed alongside their teacher’s ‘shining’ comments.
Agreed by the School Council and staff, the Gold Leaf Code seeks to reinforce the principles of behaviour that create a happy school environment
The Gold Leaf CodeTake CAREof yourselfof othersof property
Show COURTESYbe polite to all
Show CONSIDERATIONto the whole Great Wood COMMUNITY
At breaks and at playtimes, school ‘Buddies’ – volunteers from Y5 and Y6 - help others on the yard and around school to enjoy their free time. Buddies help to resolve minor issues and to help children play and to make friends. This is a very successful school initiative and we are proud of the work done by these boys and girls to make Great Wood a happy place to be.
Anti-Bullying PolicyBullying causes harm to those who bully, those who are bullied and those who watch. Being bullied undermines self-esteem and confidence and can have devastating consequences. All pupils have the right to feel valued in an environment where individual differences are appreciated and accepted. Great Wood works to prevent bullying and has a zero tolerance of all forms of bullying, including cyberbullying.
Bullying falls into two categories: emotionally harmful and physically harmful behaviours. The behaviour constitutes bullying if:
1. It is repetitive, wilful and persistent2. It is intentionally harmful3. There is an imbalance of power leaving the person who is bullied feeling
defenceless
Pupils are encouraged to report incidents immediately to an adult either verbally or in writing. Adults have a responsibility to take appropriate action or immediately report to the appropriate teacher. The school is committed to following up incidents with resolutions and consequences as required. Everyone in the school community has a role to play in the prevention of bullying.
Cash Mobiles and ValuablesWe would prefer children not to bring cash or mobiles to school unless absolutely necessary. If there is a need, money or mobile should be given to the office for safekeeping. Mobiles are not needed; the office will be able to contact parents if needed as well as relay any messages from home to school. Any money sent to school should be in a sealed envelope, clearly marked with your child’s name, class teacher, amount and purpose.We cannot take responsibility for watches, jewellery or valuables and as a result discourage them from coming into school.
Lost and FoundPupils are expected to be responsible for their own belongings. All articles of clothing, backpacks, and other possessions should be clearly labeled with the pupil’s name. Pupils and parents are encouraged to check the lost and found box in the hall for misplaced items. All unclaimed items will be periodically donated to worthy causes or disposed of without any further notice being given. Lost items (keys, glasses etc) may also be turned in to or picked up at the school office.
Access to Statutory InformationAll appropriate documents are available at the school and can be inspected on request. Personal copies of documents and policy statements are available but a charge will have to be made to cover costs. Any requests should be made to the school office. Advanced notice is appreciated.
Complaints ProcedureWe sincerely hope that you will not find the need to make a complaint. However, should the need arise, the governing body has established a complaints procedure based upon local authority guidelines enabling parents to make representations should they believe the school is failing to fulfil its legal requirements concerning the curriculum and collective worship.
In the first instance it is hoped that any disagreement can be resolved informally between head teacher and the parent concerned. If this proves to be impossible, there is a formal procedure whereby the complaint can be brought before the governing body for consideration. This can be done by writing formally to the clerk of the governing body or chairman of governors. If the complainant is dissatisfied with the outcome of the complaint it is possible to appeal and ultimately take the complaint to The Secretary of State for Education and Employment.
Details of the complaint procedure can be obtained from either the school or the District Education Office.
Significant Contacts
Lancashire Area North Education OfficeWhite Cross Education CentrePO Box 606Quarry RoadLancaster, LA1 3SQ
Special Educational Needs and Psychology Service……………………… Tel: 01524 581200Pupil Access Team: Admissions, Appeals, Exclusions …………………… Tel: 01524 581180School Transport…………………………………….………………………….………………… Tel: 01524 581134Welfare benefits, free school meals………………………………………………… Tel: 01524 581207Parent Partnership Service………………………………………………………………….. Tel: 01524 586433
Special Points to Remember
Be informed of school events through: School academic calendars and diary dates Great Wood website www.greatwood.lancs.sch.uk Community Notice Board Special notices sent home with your child or by mail
Communicate with the school by: Contacting your child's teachers Making an appointment to meet with the deputy or headteacher
Learn more about the school by: Attending school events Volunteering for classroom activities Attending your child's assemblies and other school
concerts/performances. Attending parent/teacher consultations Helping in the library Attending games or sports events
Get to know other Great Wood families by: Volunteering for PTA events Bringing your child to school Waiting for your child after school on the playground Attending the PTA activities Getting involved in the PTA Committee Arranging play-dates for your child
