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Gunter Primary School

Prospectus

Reviewed:January 2020

90th Birthday

1930-2020

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CONTENTS

Contact information 3

Mission statement – Motto – Aims 3

Meet the team 4

Starting at Gunter – the school day/year 5

Health, safety and Welfare 7

Security – safeguarding and child protection - emergencies – accidents – medical – attendance – healthy eating – sun safety – photography – dinner money – charging policy – complaints - no smoking - awards – behaviour – clothing – personal property – communication – playtime – homework – SODA – pupil groupings – support staff – monitoring and evaluation – planning – resources – risk assessment

Our curriculum 13

Appendix 1 –Home School Agreement

Appendix 2 – Fast-track on Attendance letter

Appendix 3 – Visitor Code of Conduct

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Contact Information… Our address is – Gunter Primary School,

Gunter Road,

Pype Hayes,

Birmingham,

B24 0RU

Telephone - 0121 464 2367 Fax - 0121 464 8015 E-mail - admin@gunter.bham.sch.uk or

parents@gunter.bham.sch.uk

http://www.gunterprimary.org/

Head Teacher – Miss Lucy Riley

Deputy Head Teacher – Mrs Christy McConnell

Chair of Governors - Mr John Harris

(A full list of school governors is available from the school office or on our website) Our Mission Statement –

To start our children on the pathway of learning that develops their full potential within school and the wider community.

Our Motto – “Strive for excellence”

Our Aims –

1. To provide a broad range of educational experiences and activities to help prepare each child for a successful adult life.

2. To provide a secure, well-disciplined, caring and friendly environment.

3. To foster the children's self-respect and consideration for others and for their environment.

4. To involve parents, local schools and the wider community in a mutually beneficial relationship.

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Meet the team… Head Teacher – Miss Lucy Riley Deputy Head Teacher – Mrs Christy McConnell Inclusion Manager - Mrs Helen Higgins Learning Mentor - Ms Maria Somerville Inclusion Assistant - Mr Adam Jeffrey Office Staff – Mrs Gabriella Carless & Ms Sabrina Campbell School Business Manager - Mrs Michelle Couelle Building Services Manager – Mr James Jenkinson Chair of Governors – Mr John Harris Staffing structure – see appendix Our School…

Gunter Primary School was opened in 1930 to serve what was then the new Pype Hayes estate. The building is designed as a single form entry primary school with a reception class. There is a large playground and two extensive grass areas. We also have our own nature garden and Before and After School Club building. An extension built onto our school houses a private Nursery. The school covers –

‘The Foundation Stage’ (Reception Class - ages 4 to 5)

‘Key Stage One’ (Years 1 and 2 - ages 5 to 7)

‘Key Stage Two’ (Years 3 to 6 - ages 7 to 11) Every class has a fully qualified class teacher and either a full or part time learning support assistant. We offer additional provision through teaching specialists, support services and integration assistants. There are also many volunteers who regularly help in classrooms. Our pastoral support is led by our Learning Mentor, who works with individual children and groups referred by their class teacher or DSL. Our Senior Management Team is made up of the Head Teacher, Deputy Head Teacher, Inclusion Manager (SENCO) and our Maths and English leads.

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Our school office is open every morning from 8.00am and closes at 4.30pm each afternoon. We hold regular parents’ evenings, parent workshops and open days during the year where parents are encouraged to fully participate. Parent queries, compliments or complaints should, in the first instance, be dealt with by the class teacher. This can be done at the start or end of the school day, as long as it does not interfere with the supervision of pupils. If this is the case, then parents should make an appointment for a mutually convenient time. In such instances where this does not resolve an issue, then please refer to a member of the senior management or leadership team.

The School Year… The school is open to the children for 190 days during the year. Five further days are used by the staff for training and planning (INSET). The school year is organised into three terms - the dates for these terms are arranged by the Education Authority. http://www.birmingham.gov.uk/termdates Staff professional development and training (INSET) takes place on a Wednesday evening after school, from 3.30pm to 4.30pm, unless otherwise stated. All staff are expected to attend unless by prior arrangement.

The School Day… The morning session for pupils starts at 8:40am, with the register closing at 9.15am. Any child who arrives after 8.55am will be recorded as late. Any child who arrives after 9.15am will be recorded as having an unauthorised absence, unless contact has been made by a parent or carer via the school office to explain the absence. There is a fifteen minute break during the morning session. Lunch break is staggered from 11.30am for Reception, and ends at 1:00pm for KS2. The school day ends at 3pm for Reception and 3:15pm for Key Stages 1 and 2; with the exception of Fridays, when school closes at 12.45pm unless you meet the criteria for a place until 3.15pm. We run a very popular, FREE breakfast club for any children who wish to attend – this takes place in the main hall from 8.20am until 8.40am, where a selection of cereals, toast and juices are available. Children must not arrive at school earlier than 8.20am unless prior arrangements have been made as they will be unsupervised - this is for the safety of the children. We also ask parents not to come into school with their children in the mornings, for both security reasons and to allow children to settle as quickly as possible.

Daily collective worship takes place either in class (Monday and Thursday) or as a whole school in the main hall (Tuesday and Wednesday). Friday is our special weekly Going for Green celebration assembly, which parents will be invited to if their child is receiving an award. We are grateful for the support we receive from parents and good attendance will ensure that your child can reach his/her full potential. To achieve this, your child needs to attend school every day. Please see our Attendance Policy for further details.

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Starting at Gunter…

For all our admissions we follow the Birmingham Education Authority (LA) policy and criteria for primary schools. The LA's admissions criteria for Gunter Primary School are as follows :-

a. Children with special needs, including those ‘Looked After’. b. Children with brothers or sisters already at the school who will still be there when they start school themselves. c. Children who live nearest the school - by straight line measurement.

Parents wishing to visit the school should contact the school office to make an appointment. If you have any queries, please contact the school directly or the Children’s Information & Advice Service on 303 1888. (Option 4) We offer a place in our Reception Class at the start of the academic year in which a child attains the age of five. However, parents should note that they are not legally obliged to send their children to school until the term after their fifth birthday is attained. Admissions into Reception for a September start are handled by Birmingham City Councils’ admission team; they can be contacted on: 0121 303 1888 During the Summer Term, prior to admission, we will invite parents to a meeting to introduce our school and ourselves. Further details about admission are discussed at this meeting. We will also organise home visits and agree a settling in procedure based upon the needs of the individual child. All other admissions are handled by the school, and application forms for years 1 to 6 are available from the school office. In the event of an admission being refused by the school, there is an independent appeals procedure operated by the Local Authority.

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…and leaving Gunter

Transfer to secondary school - At the age of 11, children transfer to their secondary school. Parents can select from a wide range of schools. A booklet is provided for all Year 5 / 6 parents giving brief details of Birmingham LA secondary schools. There are also opportunities for parents to visit secondary schools before selection. We will hold a meeting for parents of Year 6 pupils in the Autumn term to discuss how to make secondary school choices. We maintain close links with our local secondary schools and transition meetings are held between staff prior to the children’s transfer. The children also spend at least one day at their chosen secondary school before transfer. We recognise that the children see this transfer as a big step, so it is our policy to prepare and support them as far as we are able. Extra-curricular activities – We offer a wide range of extra-curricular clubs at lunchtime and after school. Many of these are free of charge, or at subsidised rates. For example, arts and craft, choir, karate, football, multi skills, and Change for Life to name but a few. We also participate in various projects thought-out the year, such as Harvest, Bikeability, School Council, and Charity Fundraising events. We also work closely with other schools in our area to provide works shops for our Gifted and Talented pupils, as well as transition events for year 5 and 6 to local secondary schools. Year 4 children have the opportunity to take part in whole class musical instrument teaching every week – this year we are learning the Ukulele! Selected children will also continue these sessions in year 5 and 6 and progress to the guitar. We regard school visits as an important part of school life. Each year group will go on day visits to extend their knowledge and understanding of the work they are doing in class. We also offer a longer residential trip for pour older pupils. Little Folks Before and After School Club operates on our premises; further details, including costs and booking forms, can be obtained from the school office.

Little Folks Opening Times:

Breakfast Club 7:30 am - 9:00 am After School Club 3:15 pm - 6:00 pm

ALL ENQUIRIES PLEASE CALL 0121 327 3815

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Health, Safety and Welfare…

Security - If you are visiting the school for any reason, please report to the main office on arrival. We have a signing in book and badge system for all visitors at the main office – please be prepared to provide photo ID if required. Children are not allowed to leave school with unknown adults or juveniles. Parents are asked to contact the school straight away if their child is to be met by someone who is unknown to the school, (e.g. a child minder). In all other circumstances, children will only be released to approved contacts from our pupil records, so please, make sure the school office is kept up to date. Pupils will not be allowed to walk home alone unless we have received written permission from a parent that this has been approved, and never in year groups below year 4. Pupils are supervised within school for the whole day. Children are never released before 3.15pm (or 3pm for Reception) unless at least 24 hours’ notice has been given. Children who are normally collected at the end of the school day are bought to the school office if their parent(s) are not waiting for them on time. We keep a log of pupils who are regularly collected late, and if this becomes a recurring issue, we may ask you to enrol your child at the after school club on site (charges apply).

Safeguarding and Child Protection –

The safety and welfare of children - or child protection - is everyone's business. Child protection means protecting children from physical, emotional or sexual abuse or neglect. It also means helping children to grow up into confident, healthy and happy adults.

If you have concerns regarding a child, please contact one of our Designated Safeguarding Leads as soon as possible – Lucy Riley, Christy McConnell, Helen Higgins or Nancy Partridge.

If outside of school hours, or for further advice, please contact the Child Advice and Support Service on 0121 303 1888, the emergency duty team on 0121 675 4806, or email CASS@birmingham.gov.uk.

Emergency systems - We have Emergency Procedures and Critical Incident policies to deal with incidents such as fire. We hold regular emergency drills at different times of the day with the aim of clearing the whole building within two minutes. The alarm system is electronic and the alarm bells can be clearly heard throughout the school. All children are taught our evacuation drill. All fire safety equipment is regularly checked and fire safety officers have examined the school. School corridors and fire doors must be kept clear at all times. Daily risk assessments of the school premises are carried out and logged by the Site Supervisor.

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Accidents – If a child has an accident, or is taken ill during school hours and requires treatment of a minor nature, e.g. cuts and bruises, such treatment may be given in school by one of our many qualified first aiders. Parents will be informed via a completed first aid slip, text message or possibly a telephone call if further explanation is required. Medicals and Medicines – Should a child have to leave during the school day for a medical or

dental appointment, they must be met at school by a responsible adult. Please try to give the school office as much advance notice as possible. In order that a staff member can administer medicines, parents must have completed the necessary consent form which is available from the secretary. Please also see our separate Medical Conditions Policy. Attendance – A 2013 amendment to The Education (Pupil Registration) (England) Regulations 2006, means that Head Teachers may no longer authorise leave during term time except where the circumstances are exceptional. This is also in accordance with Birmingham Local Authority’s ‘Leave in Term Time Guidance’. If a child takes leave that has not been authorised by the Head Teacher (for example, a family holiday) , it will result in the absence being recorded as unauthorised - this may lead to the issuing of a penalty notice and legal action being taken or the child losing their school place. The school keeps careful records of absence and attendance rates and these are included in a child’s annual report. Award schemes are used to promote excellent weekly class attendance and individual half termly attendance. We follow the Local Authority FastTrack to Attendance scheme. See Attendance and punctuality policy. Healthy eating – We encourage all our children to eat and drink sensibly – for the sake of their health and their academic achievement. We are trying to create a sensible, healthy balance – where children know that the occasional ‘treat’ is okay – but not every day. Sweets may be bought in as a ‘birthday treat’ by a child. Fizzy pops and sweets should not be sent in to school. If a child has a packed lunch, please try to ensure that it is as balanced as possible, with ideally a sandwich of some sort, a piece of fruit, a yoghurt and maybe a treat such as a biscuit or cake bar. Please check the number of ‘treats’ in a child’s lunchbox is limited to one a day. If a child brings in a snack for playtime, this must be ‘healthy’, i.e. fruit, nuts, seeds, yoghurt drink. No chocolate bars, crisps or cakes please. We supply water bottles for all the children. They need to be taken home for cleaning and returned each day. ONLY STILL WATER should be kept in these bottles. Free fruit and vegetables are supplied to all children in Reception and Key Stage 1. It is the ideal snack for morning playtimes for all of the children. Milk is supplied to Reception on a daily basis, free of charge.

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Sun safety - The school does not supply sun lotion, but it can be sent in to school if a parent feels that their child needs to wear it. For very young children, a member of staff can apply this if the parent gives written permission via the office. However, all other children must apply their sun lotions themselves. Photography – It is important that we commemorate and memorialise all the fantastic work and effort that goes on in school – by both pupils and staff - so please be aware

that we often take photographs of activities happening in school, for sharing on our displays, our website and in local media (see consent form on admission document). Dinner Money – This should be paid at the start of each week via our Online School Money System. Log in details can be obtained from the school office. All children in reception, year one and year 2 are entitled to receive a free school meal. Application forms for free meals in key stage 2 are obtainable from the secretary, dependant on receipt of certain benefits. We ask that, should a child wish to change from sandwiches to dinners, or vice versa, you give us at least one week’s notice by completing and returning a form available from the secretary. Charging Policy – Voluntary contributions are sometimes requested in order that certain activities or visits may take place. We try to ensure that parental contributions are spread out over the year. Full details of our charging policy are available on the school website. Complaints Procedure - Full details of this policy are available on our website or from the school office. In essence it is a process whereby the initial complaint to the class teacher is processed by the Head teacher, then in turn by the governing body, and ultimately by the LEA if it has not been resolved at any of these earlier stages. Any escalation of a complaint must be in writing. No smoking policy – Gunter follows the recommendation of Birmingham City Council with regards to smoking on school premises. Parents, staff and visitors are expected to support this policy by not smoking anywhere on site. Awards – DoJo’s Children are awarded dojo’s for good behaviour, attitude or work. These are collected and recorded online and reported to parents who have registered their email address.. See separate behaviour policy for further details. Other Awards – Each week, one child from each class is chosen for an aspect of their contribution to school life – achievement, attainment or attitude. A special Going for Green assembly is held by the Head Techer on Friday to celebrate these achievements. Parents are invited to these assemblies.

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Behaviour and discipline – Gunter’s Code of Conduct expects pupils to: ‘Take care of yourself; take care of others; take care of our school.’ Please see our Behaviour Policy for further details of expectations, rewards and possible disciplinary action. Please also refer to the section below entitled Home School Agreement. Clothing – Children are expected to wear Gunter school uniform - the school colours are green and yellow. These can be combined with grey or black skirts or trousers. Please ensure skirts are of a respectable length so as to keep children decent and encourage children to label all their clothing with their name. Whilst in their school uniform, we would like all our pupils to look their best – this means shirts tucked in wherever possible, and jumpers/cardigans either worn fully or hung on coat pegs – not around waists or shoulders. Children should not wear fashion shoes with heels to school - flat shoes are much safer and the most suitable footwear for young children. However, trainers are not appropriate as regular uniform unless they are black in colour with no visible logos. Children should not wear any jewellery to school, except for a watch if desired, as this can be dangerous in a crowded playground. Small studs may be worn for pierced ears, but they are not allowed to be worn at the swimming baths.

The children require suitable clothing for PE. They will need: black or grey shorts/joggers, a plain white T-shirt, trainers and plimsolls. Trainers should not be worn during the school day other than for outdoor PE. Please also ask children to tie their hair back when they are participating in PE lessons. The wearing of make up or nail varnish is not permitted in our school uniform code, as it can often be disruptive to learning. If you are able to, please provide your child with a large old shirt or an apron that they can use for activities such as art to protect their school uniform. Please make sure children wear a suitable coat for cold and wet weather,

ideally with a hood or a hat as we will always try to get the children out for some fresh air and exercise, even if it is a little wet. Sun hats in summer are also a good idea. Personal property – The school cannot accept responsibility for loss or damage to clothing or personal items. Toys, games and sports equipment must not be bought in to school (except on special occasions when the teacher gives permission). Any money bought into school should be handed in as soon as possible to avoid being left in bags/coats. Mobile phones are discouraged, however, if children need to bring them into school they must leave them with the school secretary during school hours. Please encourage children to show respect towards and take responsibility for theirs and others property.

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Communications – Parents are kept informed about school events via email, texts and termly newsletters. The website is also regularly updated with important information and useful links www.gunterprimary.org. You can contact us on parents@gunter.bham.sch.uk Homework – Will be set for all children on a Friday, and is due back the following Wednesday. As a minimum, this will include a home reader, maths task and GAPS/basic skills task (phonics in R or year 1). Spellings are to be given out on a Monday, in line with separate procedures, with a half termly test. There will be a further, topic based homework task, on a fortnightly or unit basis; either a ‘design and make’ or ‘research and present’ project based on the creative curriculum. There is a staffed lunchtime homework club each day, to provide children with up to 30 minutes support to complete their homework if desired. Home readers will be changed as needed, at least twice weekly in Reception and KS1, and at least weekly in key stage 2 where children are still following the school reading scheme. To facilitate this, a book change box is located in every classroom. Swimming – Classes from year 2 upwards go swimming for half a term a year. This takes place on Wednesday afternoons.

Our Curriculum…

At Gunter Primary School we believe that the School Curriculum should be broad and balanced and underpinned by aims, values and purpose. Our curriculum is based on the National Curriculum, but there are many other opportunities that make up the wider curriculum. These are designed to inspire and challenge all children, prepare them for the future and aid them in their strive for excellence.

We believe passionately in developing the whole person and giving our children ownership of their learning. Our curriculum is rich with first-hand purposeful experiences and is designed to be flexible and responsive to individual needs and interests. We support our children in becoming ‘aspirational’ – aiming high – in order to make the most of their learning opportunities and we believe in an active partnership between school, pupil and home.

Please also see separate assessment and marking policy

Maths - At Gunter Primary we want children to be fluent in number, drawing from a range of mental and written strategies allowing them to become competent mathematicians as well as developing their problem solving and perseverance skills to become independent strategic thinkers. A consistent approach is followed throughout the school in terms of calculation methods and coverage. Each year group will study the National Curriculum objectives outlined, ensuring even coverage across the domains; opportunities will be available to further enrich mathematics through our creative curriculum, particularly in Science, Geography, Art and DT. Mathematics in Key Stage 1 will focus on practical ‘concrete’ resources and examples to ensure mental fluency and develop a secure foundation in number. Resources will be available and accessible for children, enabling them to ‘choose and use’.

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In addition to daily Maths sessions, the children will have one basic skills session timetabled weekly. The children are streamed across Key Stage 2 to complete the timed test and interventions are made by the teacher to tackle errors, misconceptions and modelling. Progress and scores are monitored half termly by the Maths Coordinator and children are reassigned groups as necessary.

English – At Gunter Primary we aim to promote high standards of language and literacy, equipping our pupils with a strong command of spoken and written language as well as developing our pupil’s love of literature by widespread reading for enjoyment. Each year group will study the National Curriculum objectives outlined and links for reading and writing will remain a key focus across other subjects particularly Science, History, Geography, Art, DT and RE. English in Key Stage 1 will focus on the ‘building blocks’ of language and literacy with a strong emphasis on speaking and reading. Year 1 will follow a fortnightly timetable where reading and writing is taught all morning every other day. KS1 will also have daily phonics sessions to develop their reading skills and opportunities will be made to change home reading books at least twice each week. From Years 2-6 there will be a daily English lesson for one hour plus a 30 minute Guided Reading session daily. The teaching of handwriting and grammar are integral to daily teaching and children will be encouraged to develop and build on these skills in all subjects.

Creative Curriculum - Gunter Primary School’s Creative Curriculum has been carefully designed to ensure that it meets the needs of the children in our school as well as the statutory requirements of the National Curriculum. We have used the National curriculum as an outline of core knowledge around which we have developed exciting and interesting themes. The curriculum has been arranged into three main themes for each year band with one theme being taught each term. Each theme is planned to last for approximately 10 weeks to ensure that there is room for flexibility to allow children to direct their own learning and to explore opportunities that arise as a result of their study. Two of themes in each year band have been mapped around the programmes of study for Science with the remaining theme being based upon the Humanities (history and geography). This has been carefully planned to ensure coverage across the Key Stages and that there is enough scope for the depth of knowledge to be developed. Art, DT and music objectives are also all covered through these themes. Wherever possible, meaningful cross curriculum links have been made with English and Mathematics. Any Programmes of Study that have not been linked to the themes will be taught as discrete units either at the beginning or end of the main theme.

Extended curriculum – MFL - Teaching at Gunter Primary school will focus on the ‘modern’ Foreign Language of French, enabling pupils to make substantial progress in this one language. The teaching will provide an appropriate balance of spoken and written language in order to lay the foundations for further foreign language teaching at key stage 3. It will enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary.

The focus of study in modern languages at Gunter will be on practical communication

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Learning another language presents opportunities for the reinforcement of knowledge, skills and understanding developed in other curriculum areas. It is important to find productive ways of integrating work in a new language with the rest of the primary curriculum, while reinforcing work in other subjects at the same time.

RE/collective worship - Religious Education is taught to all children and follows the guidance given in the Local Education Authority’s Agreed Syllabus. We recognise the important influence of Christianity on our culture and civilisation, but also give due regard to the consideration of other faiths in our multicultural city. To this end, visits are periodically made to places of worship. Collective worship, or ‘assemblies’, are regarded as an important part of the schools ethos – they are of a broadly Christian nature but also make reference to other faiths and aspects of humanity. Parents are entitled to withdraw their child from collective worship and RE if desired, but are asked to discuss this in the first instance with the Head Teacher. PE - We aim to offer a high-quality physical education curriculum that inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. We provide opportunities for pupils to become physically confident in a way which supports their overall health and fitness, leading to active lives. These include sustained periods of dance, games, gymnastics, swimming and water safety, athletics and outdoor adventurous activities. We believe in providing activities that build character and help to embed values such as fairness and respect. The Gunter curriculum for physical education aims to ensure that all pupils:

Computing – We believe that a high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, or coding, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Buildings on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world. We use a programme of study called ’Switched on Computing’, with creative and inspiring projects that enable us to be confident that we are covering all aspects of the computing programme of study, alongside embedding a thorough e-safety curriculum throughout the school. SMSC – We aim to provide opportunities for thoughtful and wide-ranging promotion of pupils’ spiritual, moral, social and cultural development through targeted lessons, assemblies, RE (and other cross curricular links), as well as tough our use of PATHS (Promoting Alternative Thinking Strategies). Through these routes, we also ensure the promotion of fundamental British values, as well as our core Gunter values. SRE – Sex and Relationship Education is taught at the end of year 5 and during year 6 as part of a Health Education programme. The course of study is rooted in the context of family life, and discussions on hygiene and bodily changes during adolescence will take place. Parents have the right to withdraw their child from all or part of the SRE provided, in consultation with the class teacher. Please see separate SRE policy also.

EYFS - The Early Years Foundation Stage is the first part of the National Curriculum, focusing on children to the end of their reception year. It is divided into seven areas of learning. The first 3 are the

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Prime Areas aimed at engaging a child in learning and preparing them for their next steps – personal, social and emotional development; communication and language; physical development. The second set are the Specific Areas which help a child to develop knowledge and skills to move forward with their learning and prepare them for year 1 – mathematics; literacy; understanding the world; expressive arts and design.

Inclusion – Gunter Primary is an inclusive school. We value all of the children within our school and we are committed to tackling inequality and exclusion. In addition to promoting equality of opportunity and equality of access to our services, we also uphold a positive principle of diversity throughout the school by making sure that the differences between certain people, groups and identities are understood, valued and respected. All children in all classes have an equal opportunity to undertake all aspects of work in each subject and equal access to teaching and learning throughout any one school year. Through our teaching, we provide learning opportunities that enable all pupils to make good progress. We monitor and evaluate the progress that all our children make in order to ensure that no individuals or groups are underachieving. We strive hard to meet the needs of those pupils with special educational needs, those with disabilities, those with special gifts and talents, and those learning English as an additional language. All teaching and non-teaching staff at Gunter Primary School are responsible for ensuring that all pupils, irrespective of gender, ability, ethnicity and social circumstances, have access to the whole curriculum and opportunities to make the greatest progress possible in all areas of the curriculum while in our school. SEN - At Gunter we know that all children benefit from ‘Quality First Teaching’: this means that every teacher expects to assess, plan and teach all children at the level which allows them to make progress. We have high expectations and expect all our children on the SEN register to make progress which compares well with the progress made by other children in school. The progress of every child is monitored through half-termly meetings with the Head Teacher/Deputy Head Teacher. Where a child is identified as not making progress despite Quality First Teaching, an additional meeting will take place with the SENCo where a plan of action is agreed (provision map targets); this does not automatically mean the child will be put on the SEN register but that a concern has been identified and careful monitoring is taking place of additional support being used to address this. Teachers are continually monitoring children’s learning and progress. If they observe that a child, as recommended by the 2014 Code of Practice, is making less than expected progress, given their age and individual circumstances, they will seek to identify a cause. This can be characterised by progress which • is significantly slower than that of their peers starting from the same baseline • fails to match or better the child’s previous rate of progress • fails to close the attainment gap between the child and their peers • widens the attainment gap

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In this instance the teacher will meet informally with the chid and also with the parent/carer to gather views and complete an Initial Concerns Checklist. The completed checklist will then be shared with the SENCo in order to consider a potential Special Educational Need. A GRADUATED APPROACH TO SEN SUPPORT PLAN Once child a has been identified as having SEN, the class teacher, in consultation with the parent, pupil and SENCo, will agree the desired outcomes, adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour. This information will be recorded on an IEP or the class Provision Map and a review date will be set. DO The class teacher remains responsible for the child’s provision on a daily basis. Where the interventions involve group or one-to-one teaching away from the main class or teacher, they still retain responsibility for the pupil. It is the class teacher’s responsibility to work closely with any teaching assistants or specialist staff involved, to plan and assess the impact of support and interventions and to link them to classroom teaching. The SENCo is responsible for supporting the teacher in the further assessment of the child’s particular strengths and weaknesses, in problem solving and advising on the effective implementation of support. REVIEW The effectiveness of the support and interventions and their impact on the pupil’s progress must be reviewed in line with the agreed date. The impact and quality of the support and interventions must be evaluated and recorded on an individual SEN Review Plan, along with the views of the pupil and their parents. This information will feed back into the analysis of the pupil’s needs; enabling the class teacher, with the support of the SENCo where necessary, to revise the support in light of the pupil’s progress and development, deciding on any changes to the support or outcomes in consultation with the parent and pupil. Parents will be given clear information about the impact of the support and intervention provided. They will be invited to review progress against the agreed outcomes and contribute to planning next steps at least termly. EDUCATION, HEALTH & CARE PLANS (EHC PLANS) If children fail to make progress, in spite of high quality, targeted support at SENs, it may be appropriate to make an application to the Local Authority for an assessment for an EHC Plan. An EHC Plan may be requested, for example;

- When a child with SEN is Looked After and therefore additionally vulnerable - A child has a disability which is complex or lifelong and means that they are likely to always

need a high level of additional support in order to access the curriculum and to learn effectively

- The child’s achievements are so far below their peers that he/she may, at some point, benefit from special school provision. It is important to note that having a diagnosis (e.g. of ASD, ADHD or dyslexia) does not mean that a child is eligible for a Statutory Assessment for an EHC Plan.

EAL – Learners of EAL make the best progress within a whole-school context where pupils are educated with their peers. Children and young people learn best when they feel secure and valued – at Gunter we should focus on the positive contributions made by pupils who speak English as an additional language. Provision needs to be based on a meaningful assessment of pupils’ prior knowledge and experience as well as language skills. Bilingualism confers intellectual advantages - once children have developed cognitive and academic language, they can transfer much of this learning to additional languages. Children benefit enormously if they are given opportunities to continue to develop their first language alongside English. Children learning EAL are as able as any other children, and the learning experiences planned for them should be no less cognitively challenging. Developing partnerships with parents, carers and communities is essential if children are to achieve their potential.

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Gifted and Talented – Gifted and talented pupils have equal access to all aspects of the curriculum and school life. Pupils are encouraged to fulfil their potential in the subjects in which they are gifted or talented, without reducing the breadth of their curricula and personal experience of sporting activity or social times At Gunter, we have a broad view of ability and recognise and encourage the wide range of talents both within the National Curriculum and beyond. Areas, in which children may show special gifts and talents, either singularly or in combination, include:

• Physical talent

• Specific ability in expressive arts including drama and music

• General intellectual ability

• Specific subject ability

• Technical ability

• Leadership qualities

• Social skills or interpersonal / intrapersonal ability

• Creative ability ‘Talented’ refers to a pupil whose performance or potential performance:

▪ Substantially exceeds that of his/her peers in relation to national expectations. ▪ Substantially exceeds that of his/her peers in relation to their age group in school.

‘Gifted’ pupils will include those of exceptional ability and talent who function at levels several years beyond expectations for their age or whose quality of performance is markedly superior to that which is usually encountered. Please see separate SEN policy and Accessibility Plan also.

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Appendix 1

Gunter Primary School Home/School Agreement

‘Strive for Excellence’

Our Aims:

1. To provide a broad range of educational experiences and activities to help prepare each child for a successful adult life.

2. To provide a secure, well-disciplined, caring and friendly environment.

3. To foster the children's self-respect and consideration for others and for their environment.

4. To involve parents, local schools and the wider community in a mutually beneficial relationship

Our Mission Statement

‘To start our children on the pathway of learning that develops their full potential within school and the wider community’

This home-school agreement is based on the principles and values on which this school is based and to which the governors, the head teacher and all the staff subscribe. It is hoped that parents and pupils are equally committed to the same ideals and central to this is the

partnership developed between the parents, pupils and staff of the school. Gunter Primary will:

• Encourage our children to do their best at all times.

• Seek to achieve high standards of work and behaviour

• Meet the individual needs of your child

• Build good relationships with children and their families

• Develop a sense of responsibility and independence in children.

• Inform parents about what we aim to teach the children each term.

• Inform parents about their child’s progress at regular parents’ evenings and by the means of an annual report.

• Set, mark and monitor homework in accordance with our guidelines.

• Contact parents if there is a problem with attendance, punctuality or equipment.

• Tell parents about any concerns or problems with their child’s work or behaviour.

• Be welcoming and offer opportunities for parents to become involved in the daily life of the school.

• Keep parents up to date with any new developments or initiatives in the school.

• Inform parents when their child is to receive an Achievement Award.

• Provide a wide variety of learning experiences and opportunities. Head Teacher Miss Lucy Riley …………………………………………………………………………………………… Date…………………………………

Deputy Head Teacher Mrs C McConnell ………………………………………………………………………...... Date…………………………………

To help my child do well at school I will: • Ensure that my child attends school every day during term time, unless there is a good reason for absence

(e.g. illness), in which case you will notify school as soon as possible.

• Ensure my child comes to school in correct uniform, with the correct equipment.

• Only take family holidays outside of term time.

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• Ensure my child has adequate sleep on school nights in preparation for learning.

• Encourage my child to follow the behavior policy, including travelling to and from school.

• Attend termly parent/teacher meetings to discuss my child’s progress.

• Support my child to complete and return their homework, including home reading books.

• Read all letters/text messages sent home, checking the school website where possible.

• Participate in whatever way possible in school events.

• Contact the school to discuss any concerns that I may have directly with staff.

• Keep the school updated with how to contact me in case of an emergency.

• Promptly inform the school of any issues or concerns that may affect my child’s learning, behaviour or wellbeing at school.

• Refrain from using inappropriate language, including that of a racist or homophobic nature, at all times whilst on school premises.

• Recognise and respect decisions made by the school regarding the education of my child as those made by professionals with the pupils’ best interests at heart.

• Support school in the teaching of safe and secure use of technology at home, including restricting the use of age inappropriate video games and films/TV shows.

Signed: …………………………..……………………………………………………………….. (Parent/carer) Date……………………………………………

To help me do well at school I will:

• Be friendly, polite and helpful to others at all times.

• Attend school regularly and bring all the equipment needed.

• Talk quietly, listen and work hard in class.

• Wear school uniform and be tidy in appearance.

• Complete all classwork and homework as well as I can, valuing my work and asking questions when I don’t understand.

• Br respectful towards others whatever their age, race, gender, sexual identity orientation, religion or disability.

• Be kind, helpful and forgiving, in both my words and actions.

• Br truthful and honest, taking responsibility for my words and actions.

• To respect others and their possessions, including the school environment.

• To respect the authority of staff in school by listening to them and following requests.

• Move around the school calmly and quietly, ensuring both my own and others safety.

• Get enough sleep so I am alert at school.

• Bring my PK kit and swimming kit on the right days.

Signed: …………………………..……………………………………………………………….. (Parent/carer) Date………………………………………..

Signed: ………………………..…..……………………………………………………………… (Pupil) Class: ……..……… Date …. ……….…………………….

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Appendix 2 – Visitor Code of Conduct

In order to support a peaceful and safe school environment the school will not tolerate parents, carers and visitors exhibiting the following:

• Disruptive behaviour which interferes or threatens to interfere with the operation of a classroom, an employee’s office, office area or any other area of the school grounds.

• Using offensive language, swearing, or displaying temper.

• Threatening to do actual bodily harm to a member of school staff, Governor, visitor, fellow parent/carer or pupil.

• Damaging or destroying school property.

• Sending abusive or threatening e-mails or text/voicemail/phone messages or other written communication.

• Defamatory, offensive or derogatory comments regarding the school or any of its pupils/parent/staff, through social networking sites. Any concerns you may have about the school must be made through the appropriate channels by speaking to the class teacher, the Head teacher or the Chair of Governors, so they can be dealt with fairly, appropriately and effectively for all concerned.

• The use of physical aggression towards another adult or child. This includes physical punishment against your own child on school premises.

• • Approaching someone else’s child in order to discuss or chastise them

because of the actions of this child towards their own child. (Such an approach to a child may be seen to be an assault on that child and may have legal consequences).

• Smoking and/or consumption of alcohol or other drugs whilst on school property.

Should any of the above behaviour occur on school premises the school may feel it is necessary to contact the appropriate authorities and, if necessary, ban the offending adult from entering the school grounds.

We trust that parents and carers will assist our school with the implementation of this policy and we thank you for your continuing

support of the school.