Cherry Orchard Primary School Prospectus 2016-17

“Working together for the well-being of the children” This prospectus is designed to provide you with the basic information that you need in order to ‘get to know’ the school. As well as outlining our achievements, routines, statistical information and the important facts that help you gain a picture of what to expect from us, we also commit space in the prospectus to outline our philosophy. We hope that by doing this we will communicate what it is that we feel makes the school special. We can assure you that we have not developed these ideas in isolation, indeed over the last few years parents and children have let us know what it is that they value and would like to see provided at Cherry Orchard. A lot of our best practice is the result of working to achieve the environment that parents would like for their children. I hope that you find the prospectus informative. If it leaves questions unanswered, then do please contact us to discuss the issues of importance to you. Contact details are on the back page of the prospectus. I look forward to meeting you at school events and over the duration of your child’s education at Cherry Orchard. Mike Painter Headteacher

To enable all pupils to fulfil their potential, academically and in extra-curricular activities. To provide a high quality and broad balanced curriculum. To foster respect, tolerance and understanding of others. To give each child the basic tools of literacy and numeracy. To foster a desire for learning in a happy, secure learning environment. To build on a partnership with parents and the community. To help children prepare for experiences they will encounter in the wider world and for their future. To provide an environment which encourages children to take pride in themselves and in their achievements. To teach children to have a respect for their own and other people’s property. To promote Cherry Orchard as being a friendly, forward looking school.

The Home-School Partnership 1 Location 2 Curriculum Statement 3 The Curriculum 4 The Arts 5 Extra-curricular Activities 6 Catering for the Range of Ability 7 Trips, Visits and Theme Days 9 Assemblies 10 School Discipline 11 The School Day & Organisation 12 Homework 17 National Curriculum Tests 19 Special Educational Needs 20 Free School Meals and Pupil Premium Funding 20 Health and Sex Education 20 Admissions 21 School Uniform 22 Further school-based information 24 Child Protection and Safeguarding 25 Quotes from Ofsted 26



The governors and staff extend a warm welcome to you and your child and we are confident that you will have a happy and enjoyable time with us. It is a major aim of the school that relationships at all levels work well and we work to ensure that the school has a ‘family feel’ about it. All staff work hard to ensure that pupils are fulfilled and happy in their school environment, secure within the classroom and aware of the extent to which they may seek assistance, comfort and advice from the teaching and support staff. We aim to help children to develop their talents, make the best progress possible in a wide range of curriculum areas, to think creatively and to clearly communicate their thoughts in their speech and writing. To achieve this, we ask parents to support us in encouraging children to make a firm commitment to their learning in school. Progress will come with effort and it is central to our approach that all children are expected to do their best in all their undertakings. From their earliest days in Reception, children will learn to show kindness, understanding and concern for others. Through this approach, we will create a happy, ordered community in school, where each member plays their part in enjoying hard work and success. This is the start of the partnership between us. We are always, at most, only a phone call away. If you have any concerns, please contact us on 01905 352787. We will respond as quickly as we can. The phones are ‘manned’ between 8.30 a.m. and 3.30 p.m. and an answer phone will be on for messages outside these times. Messages left on the answer phone will be passed on promptly. Should you wish to see a member of staff, appointments can easily be made at a mutually convenient time. Additionally, I like to be on the playground at the start or end of a school day on a number of occasions during the week so that children or parents can talk to me about issues that interest or concern them. Mr Painter 1

Cherry Orchard is a large primary school on the south side of Worcester City, some three miles from Junction 7 of the M5. The school serves a very mixed catchment area. There are currently 626 pupils on roll. The original Cherry Orchard was opened on a different site, in 1883. The present school, on the Timberdine Close site, was opened in 1976. Over the years, various extensions have been added and the school is bright and spacious. However, we are always looking to enhance our accommodation. In September 2011, work on the new kitchens and dining hall was completed, enabling us to offer cooked meals, as well as providing a new dance/drama studio. In September 2013, we were delighted to open the new Eco Classroom; a state-of- the-art learning environment for our children to learn and thrive. ‘Brighter Futures’ run the wrap around care provision, both before and after school. They are comfortably housed in a set of mobile buildings in the school grounds and are also able to use the hall and school field out of hours. Further details on this can be obtained by phoning Brighter Futures on 07741454984. There are extensive playing fields, including a forest school area, and the site has a pleasant open aspect. Our forest school area, within the grounds, provides children with plenty of opportunities for outdoor education. Additionally, the Reception classrooms have access to well-equipped outdoor classroom spaces. The school also runs an allotment in the plots adjacent to the school. Cherry Orchard Primary School Bath Road M5 Junction 7 2

We hope that your child will be happy at Cherry Orchard and that they will develop fully in an environment that does not set limitations to what they can achieve. We seek to promote a caring community in which responsibility and consideration for others and politeness is fostered. The school aims to provide a structured and innovative curriculum which includes English, Mathematics, Science and Religious Education, Computing, Art and Design, Design Technology, History, Geography, Music and Physical Education. The teaching of French as a modern foreign language has also been introduced, and is taught throughout school. We seek to link the teaching to pupils’ experiences and to ensure that an appropriate balance is maintained between the various aspects of the curriculum. It is our aim that the curriculum should be appropriate to the age, ability and aptitude of each pupil and that all children should be afforded equal educational opportunities irrespective of gender, ethnic origin or special circumstances. Cl Collecting for the Worcester Foodbank Developing a love of reading Staff on World Book Day 3

Our Approach The National Curriculum only forms a part of the curriculum a school should offer. Teachers at Cherry Orchard Primary School have developed the school’s own bespoke curriculum. The Cherry Orchard Curriculum is based on the following key guiding principles:  “Curriculum” is a blanket term used to encapsulate all that is taught or experienced in the school setting;  The Cherry Orchard Curriculum will extend beyond the bounds of the national curriculum in every area, and will cover many areas of learning that are not part of the National Curriculum – the ‘COPS School Aims’;  The Cherry Orchard Curriculum is about giving our children the best possible education that we are able to, and about preparing them in the most effective way both for the next stage of their school careers and ultimately for life;  The Cherry Orchard Curriculum is underpinned by our ‘Three Rs’ – REALITY, RELEVANCE and RIGOUR.  A key aim for the Cherry Orchard Curriculum is to give all children who leave our school a strong set of rich and happy memories. We pride ourselves on providing an innovative, exciting and varied curriculum fit for the st changing world of the 21 century. We have high expectations for children’s work and require pupils to challenge themselves and show enthusiasm and interest. In return, we make lessons interesting and varied and set great store by each child seeking to constantly better themselves. Our approach to curriculum design has been recognised at a national level. In 2014, our work was used as a case study by ATL (Association of Teachers and Lecturers) and we have had a published article by Education Today on our ‘Learning without Limits’ approach. The school’s work in developing an outstanding PE curriculum, the creation of its nurture provision and use of the Thrive programme, as well as our ground breaking work in developing the FLIC assessment programme have been recognised by the LA in its Effective Practice Database. The Cherry Orchard Curriculum will continuously be developed through time, fuelled by the Continuing Professional Development (CPD) of our teaching staff. This means continuous research into cutting edge teaching methods and ongoing review of best practice across a wide range of educational settings. 4

Resources to support the curriculum There can be no doubt in this day and age that if a child is going to be able to communicate and excel, a strong proficiency in computing must be the cornerstone of their education. At Cherry Orchard we are well placed to afford these opportunities to children. The ICT suite has 30 Internet connected workstations, three plasma screens, sound system and a range of peripheral devices. Alongside the suite’s relocation, the whole school has wireless, access making it possible for whole classes to work on individual laptops, accessing all the extensive range of resources available on the school system. Each classroom and work area is fitted with an interactive whiteboard, sound system, internet links, a number of workstations and access to equipment including programmable toys, sensors, digital microscopes, digital cameras and digital video cameras. The school has portable cabinets with class sets of iPads available for each Phase within the school, as well as around 50 new laptops across the school and we have provided each teacher with personal iPad. We are in the process of installing Apple TV in each classroom and we are constantly updating our facilities to move with the rapidly developing world of technology. The Arts At Cherry Orchard we use the Arts to promote learning and to widen opportunities for children. Music is particularly strong. Our music tuition programme is very popular and there is the opportunity to learn the flute, fife, violin, keyboard, guitar, clarinet, cello, or piano. Children practice in groups and form ensembles for concerts at intervals throughout the year. Every child in Year 4 is taught a musical instrument for a full term, for free, via the county’s ‘FAME’ scheme. Dance is encouraged to a high standard through Physical Education and the dance clubs formed to prepare for our school productions. These productions are also an impressive showcase for children’s singing, set design and acting talents. Past productions have included Joseph, We Will Rock You and Shakespeare Rocks! In 2016 the school will be performing the Lion King musical over 3 nights in July. The Arts focus continues in after-school clubs and is brought in to the spotlight during our annual Arts week. Whilst we always encourage children to be creative, during this week it is especially so, as children are invited to express themselves freely and to fully explore their own talents and inspirations. Visiting workshops include pottery, African dance, drumming, performance poetry, book illustration, medieval music-making, painting, collage, photography, film and drama. We have also taken part in the ‘Voices & Visions’ Art Festival at Worcester Cathedral in previous years. 5

Extra-curricular activities, (held during the lunch break or after school), include recorder groups, football (boys’ and girls’ separate clubs), netball, fencing, chess, ‘Kwik’ cricket, cross country, athletics, tag rugby, drama, gymnastics, choir, orchestra and art club. From time to time, we also use outside coaches for activities such as karate, basketball, athletics, golf or rugby. In association with the local cluster of schools, we also run a range of sporting competitions and joint arts events throughout the school year. School Council Cherry Orchard’s School Council is very active. We feel that it is important that children have a voice when decisions are to be made. To reflect this, our motto is ‘working together for our school’. Meetings are held weekly with a member of staff and representatives from each class. Each class member is elected during the early part of a new school year. Items for the agenda usually come from the pupils themselves and since we started we have looked at the ’golden rules’ for behaviour, playtime activities, developing the school site, improving the school building and a lot of individual concerns which have come from the suggestion boxes around school. Additionally, the Council has led on Community events - for example naming the new cycle ways or planning the new play area on Power Park. It is great to share concerns and suggestions and together we believe we really can make a difference. In 2013-4, the School Council were instrumental in the design and subsequent build of a new trim trail for our school playground. The Cherry Orchard design was so good it has even been added to the company’s brochure! 6

Special Needs We are committed to ensuring that children with special educational needs make the best possible progress and have been acknowledged for our work in this respect. This area is strongly co-ordinated and a wide range of programmes and activities are available, all child-centred. We focus on effective planning that sets up learning situations for children in which they undertake carefully staged tasks that are purposeful and geared towards their experience. Challenge For All All teaching at Cherry Orchard is designed to challenge children to acquire new skills, learn new concepts and apply these to varying situations. We recognise that children bring a wide range of prior experiences to their lessons and, as such, a range of attainment is a natural part of each classroom environment. To ensure that ALL children receive a curriculum experience that enables them to thrive, we operate a 'Choice & Challenge' ethos. We see it as core to our daily teaching that pupils are given the opportunity to surprise us; and they often do just that. We reject the notion of fixed ability and instead offer pupils the opportunities to challenge, extend and enrich their own learning journeys by offering an irresistible curriculum with tasks and experiences that challenge every pupil, regardless of their attainment. As part of our School Aims, we are looking for children to be reflective and take risks; the 'Choice' element of 'Choice & Challenge' is designed to enable our pupils to be active participants in their learning. A regular feature of lessons across the school is that pupils have the ability to select from a range of challenges, carefully constructed by the class teacher, thus building an understanding of their own progress in a subject and what they need to focus on next. We have based our work on the pioneering educational study by Dame Alison Peacock at Wroxham Primary School, entitled 'Learning Without Limits'. We wish for all learners at Cherry Orchard to be able to lift the lid on their learning within a culture that truly believes that every child is capable of anything. 7

Effective Learning We acknowledge that people learn in many different ways and we recognise the need to develop strategies that allow all children to learn in ways that suit them best. We take into account these different forms of intelligence when planning teaching and learning styles. We offer opportunities for children to learn in different ways. These include:  investigation and problem solving;  research and finding out;  group work;  pair work;  independent work;  whole-class work;  asking and answering questions;  use of IT;  fieldwork and visits to places of educational interest;  creative activities;  watching media, responding to live music and recorded material;  designing and making things;  participation in athletic or physical activity;  after school clubs;  guest visitors and performers;  access to a range of resources. 8

Part of the Cherry Orchard experience is broadening horizons. We plan a stimulating range of exciting and educational visits for every year group. Trips have included Severn Valley Railway, Goodrich Castle, Malvern Hills, Hartlebury Museum, Tudor House Museum and Bishops Wood. There are also trips to the cinema, the theatre, visits to areas of local interest such as Worcester Cathedral and weekly swimming in Years 3 and 4. Touring Theatre Companies also visit the school, as well as the school itself going out ‘on tour’ to sing at the local Nursing Home. As children reach the later years, they then have the opportunity to go on residential visits. Year 5 stay at a chateau just outside Paris, to immerse themselves in the culture and try out their French phrases. Year 6 enjoy an outdoor pursuits week based at an Outdoor Centre. Both of these trips help children to further develop their independence and responsibility. A valuable way of making the curriculum ‘come alive’ is through Theme Days. These range from days in which the focus is traditional storytelling such as Fairytale Day to History studies such as those of the daily life of Norsemen in Viking Day. Each year we have an Arts Week, which brings in a range of performers to school and provides a lot of opportunities for ‘awe and wonder’. We have a variety of curriculum-based theme days and events as well as specific ones such as our ‘World Book Day’ and the Science and P.E. based ‘Healthy Living week’. st A growing feature of our 21 century curriculum is the connection with the ‘real’ world, offering pupils the chance to engage with, and work alongside, real audiences for their work. Recently, this has included South Hereford Audi, The Hive in Worcester and The Malvern Hills Geo Centre. We welcome the chance to utilise the broad scope of opportunities that our parents and community can offer us for these real audiences. Perhaps your workplace or hobby could provide one of our classes with their next great client? These events provide opportunities to set challenging learning objectives, to widen children’s horizons and to help strengthen the essential bonds between children and adults. Please contact the school if you think that you might be able to help. 9

Assemblies We encourage the children to take an active part in daily acts of worship but, as a parent, you have the right to withdraw your child from any part of, or all, religious instruction including morning assemblies. Requests should be made to the Headteacher. Each Friday morning, the whole school will meet in the hall to celebrate individual achievements over the past week and highlight examples of pupils who are demonstrating the COPS school aims in their behaviour, school work or activities beyond the school. Each Monday morning the Headteacher will lead a Phase assembly which links into the school’s Personal, Social and Health Education (PSHE) curriculum. Three assemblies a year are taken by a local minister. For some special assemblies we use venues other than the school hall. For Harvest we use the playground and for our Carol Service we ‘take over’ the cathedral.  Focus  Be Self-Assured  Communicate  Be Prepared to Take Risks  Dis cover  Be Resilient  Evaluate  Use Initiative  Be Safe  Show Financial Responsibility  Sol ve Problems  Make Decisions  Make Good Moral Choices  Respect  Be Reflective  Em pathise  Ge t Motivated  Ne gotiate  Be Independent  Collaborate  Be Culturally Aware 10

Our aim is to provide the best opportunity for children to be healthy, stay safe, enjoy and achieve and make a positive contribution both in and out of school. Learning how to manage their own feelings and behaviour is integral to this. At Cherry Orchard Primary School, we believe that the standard of an individual’s behaviour is a personal choice. Good behaviour is expected as the norm because it allows learning to take place in a safe and harmonious environment. Unacceptable behaviour is seen primarily as the responsibility of the individual, although we acknowledge that some pupils will need extra support involved to behave acceptably. Poor behaviour has an adverse effect, both on the individual and those around them. Through teaching and modelling of social skills, positive contact with parents, clearly understood rewards and sanctions, as well as actively listening to everyone connected with the school, the Cherry Orchard community is committed to promoting excellent behaviour. The behaviour regime is explained in detail in the school’s Behaviour Policy which parents can request from the school office. ‘Behaviour in lessons and around the school is consistently of a very high standard because of the high expectations by adults that are around the school. ’ OFSTED REPORT Behaviour policy and pastoral care All parents should have a copy of the school’s Behaviour Policy and Code of Conduct. If not, copies can be obtained on request. We aim, through our Code of Conduct, to support positive behaviour. Children often receive house points or certificates to acknowledge thoughtful behaviour and good attitudes to work. We work hard to create a positive environment in which your child can flourish. However, occasionally your child may become upset by something that happens at school. For this reason, if your child has concerns, please encourage them to talk to their teacher or another trusted adult such as a teaching assistant. If you are concerned about your child’s happiness in school, please contact the class teacher or headteacher and we will work quickly to resolve the situation. Thrive Programme The school seeks to support our children in all aspects of their learning and we have developed our Thrive nurture provision to help children in their emotional and social skills. Whether working as a class, in small groups or as individuals, our Thrive trained staff help children understand their feelings, how to regulate their emotions and to recognise the needs of others in the school around them. Parents of children supported within the Thrive programme are a vital part of the work we do, with the best outcomes achieved when home, school and the child work as a team. 11

The School Day The school is divided into Phase Groups: Reception Phase Leader: Miss Carter Phase 1 (Years 1 and 2) Phase Leader: Mrs Davies Phase 2 (Years 3 and 4) Phase Leader: Mrs Preece Phase 3 (Years 5 and 6) Phase Leader: Miss Stone Times of the Day Phases 1, 2 and 3 start the day at 8.55 am and finish at 3.15 pm. Reception start the day at 9.00 a.m. and come out on to the playground for collection between 3.10 and 3.15p.m. Morning Break Phase 1 10.15 am - 10.30 am Phase 2 11:00 am - 11.15 am Phase 3 11.30 am - 11.45 am Lunch Times Reception 12.00 pm - 1.00 pm Phase 1 12.00 pm - 1.00 pm Phase 2 12.30 pm - 1.30 pm Phase 3 12.45 pm - 1.45 pm Afternoon Break Reception 2.15 pm - 2.30 pm Phase 1 2.00 pm - 2:15 pm Phases 2 and 3 do not have an afternoon break. Mornings In the morning staff are on the gate from 8.50 a.m. Please let your child cross the playground on their own. If your child is upset, please do not escort them to their classroom, instead please ask the member of staff on the gate for assistance or, if you arrive late, take your child round to the school office. If your child is in Reception, once the other children are clear of the playground, we ask that you take your child to the door of the Reception block. As the year goes on, we encourage Reception children to start crossing the playground on their own. In extremely wet conditions, parents may escort their younger children across the playground to keep them dry and likewise in very icy conditions. Please escort them only as far as the entrance to the school and not into the building itself. 12

After school The ‘adult free zone’ also applies after school. Parents wait on the edge of the playground at 3.15 pm (3.10 pm for Reception). This has the added advantage of ensuring: 1) that classes in the blue block are not distracted; 2) that parents of our Reception children can easily be identified at the playground edge; 3) that children in Years 1 and 2 can be met in a more open area as they come around the building. The children have been told to return to their teacher if they cannot find the person who is meeting them and they will be looked after until they are collected. If your child’s teacher wishes to speak to you for any reason, they will send a message asking you to come and see them. Absence Should a child be absent from school we have no way of knowing if they are safe unless the parent has phoned to let us know. For this reason, please remember that if your child is absent from school for any reason, you should inform the school by telephone and send a note when the child returns to school. The school phones are manned from 8.30 a.m. to 3.45 pm but outside of this, messages can be left on the answer phone. We operate a ‘first day absence’ policy, whereby we make a telephone call home, to ascertain why children are absent from school if parents have not telephoned the school before 9am. Holidays taken during term-time In line with Government guidelines school does not authorise any holidays except in a few exceptional circumstances, but any holidays that you plan to take during term time must be notified to the school. Unauthorised absences relating to holiday may result in referral to the Education Investigation Service (EIS) and/or a penalty fine. 13

Contact with teachers Contact between parents and teachers is very important and we hope this is not just reserved for parents evenings. There are various ways of making contact:-  Writing a message in the blue home/school book is one way to make contact.  All parents wishing to see a teacher, including myself or the Special Needs Coordinator, Mrs Maddock, should book a mutually convenient time by writing a note to the teacher or phoning the school.  Parents of children in Reception to Year 3 may also speak to their child’s teacher on the playground at the end of the school day. Myself and Mr Card are also often available to talk to at the end of the day. Please refrain from speaking to your child’s teacher in the morning because they will be setting up for the school day. Urgent messages can be left at the school office and the office staff will send for teachers if it is important to do so. I am often available to speak to on the school playground between 8.50 and 9.00 a.m. and can pass on messages or discuss concerns.  In Years 4 to 6, on one evening a week, we run ‘drop in’ sessions for parents. These provide an opportunity for you to meet your child’s class teacher to answer any questions arising about your child’s progress or to be made aware of any issues relating to their health and well being. To see your child’s teacher you simply need to go to the office at the end of the school day after collecting your child and let the office staff know who you are coming to see. They will then make the arrangements for you to go through to the classroom. Please don’t enter the school any other way, as you need to be signed in via the school’s secure entry system.  Many teachers have given out their school email addresses and so non-urgent messages may be communicated to them this way. However, they must be non- urgent ones as the teacher may not check their emails daily. 14

School clubs When you collect your child from a school club, please wait on the playground for them to come out. Car Park Between 8.45 to 9.00 a.m. and 3.15 to 3.30 p.m. literally hundreds of pedestrians use Timberdine Avenue. Should cars be manoeuvring in the area, or blocking pathways, then they are likely to cause a serious accident. To address this, we ask that between the times indicated, there should be no parking or turning in Timberdine Close, or the school car park (except staff parking and disabled drivers). On no account should the car park of the Timberdine Centre be used. Site Safety and Visitors At Cherry Orchard we value the safety of all those involved with the school; pupils, staff, parents and visitors alike. We also strive for the school to be a welcoming and accessible place. These two can conflict. We hope that, with the following clarification, they will not. For many reasons, including fire safety, we need to know who is in the building at any given time. If you need to come into the school building at any time please enter via the main door and report to the school office. If you are staying in school, for example to help in a classroom (for which – many thanks) please sign in. You will receive a pass to be in school. If you are collecting your child early for any reason, please ask at the office. Your child will be brought to you and you will be asked to sign your child out, explaining the reason for them leaving. If you bring in something for your child during the day (e.g. forgotten PE Kit) then please deliver it to the office and we will arrange for it to get to your child. 15

Policy on Snacks and Drinks We encourage all food which is eaten in school to be part of a healthy balanced diet. Only fruit is allowed at playtime. This is provided free for Reception and Phase 1 children. Children in Reception have an indoor break with time to eat their fruit and to drink their milk. Milk is provided free until their 5th birthday. We encourage healthy packed lunches. We ask that no confectionary; sweets or chocolate bars, appear in packed lunches. Chocolate covered biscuit bars or crisps are acceptable as part of a healthy lunch box, although we encourage healthy versions or alternatives where possible. Full details of the school healthy eating policy are available upon request and details of healthy lunch box ideas are available from www.eatwell.gov.uk/agesandstages/children/lunchboxsect/ and www.schoolfoodtrust.org.uk Our school meal provider Aspens follows the DE Food Based Standards, in effect from September 2007, found in annex 1 of their Food in School Policy. They provide healthy, nutritionally balanced, fresh meals daily. We have an enviable kitchen facility which has enabled us to ensure that the Universal Free School Meals for all infants (pupils in Reception, Year 1 and Year 2) has been successfully implemented at Cherry Orchard. Under the current scheme, parents have the option for their child to enjoy a hot or cold free school meal, worth around £400 per pupil over the academic year. We encourage children to bring water to drink at any time during the day. This needs to be brought in a named spill proof sports type bottle. To encourage children to have healthy diet, only fruit is permitted at playtime. Sweets and chewing gum are not allowed in school at anytime. Lunchtime Supervisors During the lunch hour the children have half an hour in their classrooms or the Dining Hall to eat their lunch. Every class is allocated a lunchtime supervisor who is responsible for the safety and well being of your child during the lunchtime. The lunchtime supervisors follow the school behaviour policy and work closely with the class teachers and Headteacher. They also administer minor first aid and know the Child Protection procedures. 16

At Cherry Orchard we believe that, as part of the process of teaching and learning, homework can make an important contribution to the development of our pupils. As parent/carer you can play a vital role in your child’s education by helping your child with a range of activities outside of school. READING Daily reading is recommended throughout the school, starting with a variety of scheme books and progressing to longer books, both fiction and non-fiction, of the child’s own choosing. KIRFS KIRFs (Key Instant Recall Facts) are designed to support the development of the mental skills that underpin much of the maths work in schools. We use these from Reception to Year 6. KIRFS are particularly useful when calculating, be it adding, subtracting, multiplying or dividing. An important part of maths tuition has always been rote learning of certain numeracy facts. Each half term children are given Key Instant Recall Facts (KIRFs) to practise and learn at home as well as the work in school. These are sent home on A4 laminated sheets, with a KIRF for each half-term on each side and include practical ideas for parents / helpers to assist children in grasping the key facts. It is important that they know these thoroughly and can recall specific facts instantly. We strongly encourage you to engage with your children in the learning of their KIRFs; fun, practical ideas are included on the reverse of your laminated sheet and should be undertaken daily as part of their homework schedule. We know that, by internalising these key facts which have been carefully structured to build upon each other term by term, year by year, children will leave Cherry Orchard Primary with a much stronger foundation of mathematical understanding to build upon. HOMEWORK GRIDS We feel that, alongside daily reading and practising of the half termly KIRFS in all year groups, it is beneficial to do some more creative activities too. From Year 1 onwards, these are presented in the form of a grid for the whole term and any activity can be chosen each week. The activities are based on three ideas: Time to Talk, Practice makes Perfect and Get Creative and relate to the School Aims. Some will be active, some use the outdoors and some will be creative, but all of them will definitely be fun! They also include activities which link to our schools aims and in particular the area of showing resilience. Children will be encouraged to show/tell the rest of the class about what they have done at some point during the week. This might just be a photograph, a demonstration of a new skill or a recount of the activity undertaken. They can then tick off the activity on their individual grid. The grids will be placed on the website in case they are lost at home. You can see them at www.cherryorchard-pri.worcs.sch.uk/Homework.html 17

EXTRAS At other times throughout the year children will be set separate homework or extended research projects which tie into their class work or their own individual needs. MUSIC All children who receive tuition in a musical instrument at school will be given a weekly practice timetable from their music teacher. 18

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At Cherry Orchard Primary School it is our philosophy to develop and maximise the full potential of every individual. The 2014 S.E.N.D Code of Practice devised a model of action and intervention in schools to support children identified as having a special educational need. This model is referred to as ‘The Graduated Approach’ and has a four part cycle of ‘Plan-Revisit-Refine-Revise’. We aim for all children to have access to a broad and balanced education. In many cases we are able to meet the children’s needs within school. If it is felt that further advice and guidance is needed from an outside agency then this would be highlighted as part of the termly review. These outside agencies will then provide advice and resources as appropriate to the child’s needs and will aid the writing of the Individual Provision Plan or Pupil profile. A full copy of the SEN policy is available on request. What is sex and relationship education? Sex and relationship education (SRE) is lifelong learning about physical, moral and emotional development. At Cherry Orchard SRE is planned as part of Personal, Social Health and Citizenship Education (PSHCE) and the healthy school agenda. Many aspects are also covered within the Science curriculum. SRE is learning about our bodies, health and relationships. Learning is built up year-by-year in a way that is appropriate to the age and maturity of the pupils; responds to the needs they have, and enables them to successfully manage the challenges they face as they grow up. SRE teaches children to develop values and attitudes, and learn personal and social skills, and increase their knowledge and understanding to enable them to make informed decisions and healthier life choices. SRE makes an important contribution to safeguarding children. The criterion for pupils being eligible for Free School Meals (FSM) are listed below: Free School Meals can only be awarded if you or your partner are claiming either;  Income Support  Job Seekers Allowance – Income Based  Employment and Support Allowance - Income Related support under part V1 of the immigration and Asylum Act 1999  Child Tax Credit, provided you are not entitled to Working Tax Credit and have an annual income that does not exceed £16,190  Guarantee element of State Pension Credit. If you feel that this applies to you, please speak to a member of staff in the school office as soon as possible, as the school may be able to claim additional funding, known as the Pupil Premium, which can then be used to support your child in a variety of ways, both in the classroom and to fund certain trips. Parents of pupils whose children are adopted or have a Care Order may also be eligible to Pupil Premium funds too, so please speak to the office directly as they will be able to offer discreet and sensitive advice. 20

The Headteacher is happy to show parents considering applying to Cherry Orchard round the school whilst it is in session. Days are set aside for this, but if you cannot make that day individual visits can be arranged if mutually convenient. Any questions that you may have can be answered during these visits, and you will have the opportunity to evaluate the effectiveness of the school through observing it at work. We are fortunate that we are a popular school, but this has given rise on some occasions to us not having places available for all who apply. When this is the case we apply the agreed rules for Community Schools as follows. When there are more applications than places, in a Community or Voluntary Controlled school, children are admitted in the following order of priority: i) Relevant ‘Looked after’ children ii) Siblings (see below for definition) of pupils attending the school and living within the catchment area of the school. In order to qualify for a place on the grounds of a sibling attending the school, the sibling must already be attending the school at the time of application and still be attending at the time of admission. Copies of catchment area maps, if required are available from the LA, or can be viewed in schools. In the event of a school catchment area change being approved, pupils who would still have a sibling connection (see below for definition) at the time of admission and who are living at the same address in the previous catchment area for a school, (but not within the revised catchment area), at the time the change was approved will be considered as living within the catchment area. iii) Pupils living within the catchment area of the school. Copies of catchment area maps, if required are available from the LA, or can be viewed in schools; iv) Pupils living outside of the catchment area but who would still have a sibling connection (see below for definition) at school at the time of admission. In order to qualify for a place on the grounds of a sibling attending the school, the sibling must already be attending the school at the time of application and still be attending at the time of admission; v) Children of staff at the mainstream school, where that member of staff has been employed for two or more years, and/or is recruited to fill a post for which there is a demonstrable skill shortage vi) Pupils who live nearest to the school by the shortest straight line distance. The measurement will be taken using the GeoCode Points for each property and the GeoCode point for the centre of the School. The Local Authority uses a software package called Arcview GIS to determine distance. Ordnance Survey supplies the co-ordinates that are used to plot an address within this system. (In the event of equi-distance applicants, any place will be allocated by random selection (lottery). Someone totally independent of Children’s Services will supervise this process). In accordance with legislation, a child with a Statement of Special Educational Needs will be offered a place at the school named in the Statement. Further information available at: http://www.worcestershire.gov.uk/cms/school- information-for-parents/school-admissions/policies-and-appeals/2014-2015-admissions- policies.aspx 21

The school is most appreciative of the support received from parents over the matter of school uniform which is a combination of the following:- Boys Girls Red sweatshirt—’v’ or round neck Red cardigan/sweatshirt Short sleeved white/red polo shirt or Short sleeved white/red polo shirt or Grey trousers / grey school shorts Grey trousers Black shoes Black shoes Grey socks Bottle green skirt or pinafore dress Plain tights (red/green/black) White socks Optional Summer term uniform Boys Girls Summer caps Summer caps Summer dresses - gingham - small red/white squares P.E. Kit Children will need: a pair of pumps for indoor P.E. a pair of trainers for outdoor games (Y1 onwards) black shorts a plain top (white/house colour/Cherry Orchard P.E. top with logo) Football tops with team logos are not appropriate kit for school wear. For outdoor Games (Y1 onwards) a track suit (or joggers and sweatshirt) is required for cooler weather. This should be plain black. Many of the above items, including those with school logos, can be purchased from the school shop, run by the School Association and open every Wednesday 2.45 p.m. - 3.10 p.m. A pump bag is useful when keeping P.E. kit in school and a bag can be purchased from the school shop. All items of clothing should be named. Please note that the following kinds of footwear are unsuitable for school for safety reasons: Sling backs, high heels, platform shoes, jellies and flimsy sandals. Parents are urged to send their children in sensible, comfortable footwear. 22

Jewellery Jewellery has been known to cause some nasty injuries to children. For this reason the only jewellery allowed in school is studs for pierced ears. For P.E. studs must be removed or covered with plaster or tape by the child, as even these can cause injury. Necklaces are not allowed as they are hazardous for children during playtimes or P.E. lessons. Hair Whilst personal presentation is included in our ‘uniform’ policy please remember that for safety’s sake longer hair needs tying back as it can catch on Games or Gymnastics apparatus. This also helps prevent possible head lice infestation. We ask that all pupils maintain a smart and sensible haircut; whilst we appreciate that hairstyles form a part of an individual’s character, we ask that no ‘extreme’ hairstyles such as ‘tram lines’ or coloured dyes are used. Lost property and school shop Lost property is now stored in the main school corridor leading to the hall. Owners will be found quickly if all clothing has a name label in. Unnamed clothing is very difficult to trace indeed. If you wish to check the lost property please either ask your child to check or come to the school office and ask to see the lost property yourself. Most Wednesdays from 2.45 to 3.10 pm COSA run a school shop in the Magnolia room for the sale of uniforms and school badges etc. Please remember to sign in and out at the school office. 23

Newsletters Newsletters are sent to all families electronically on a weekly basis, with paper copies available in the school office. These record the key events of the past week and upcoming visits and dates. Newsletters are archived for your reference on the school’s website. As a school, Cherry Orchard works hard at maintaining good communications with parents, primarily through newsletters and the website. If these lines of communication are not sufficient, we encourage parents to phone the school directly on (01905) 352787. The School Website The school website address is: http://www.cherryorchard-pri.worcs.sch.uk Here you will find information about school events; copies of newsletters; photographs of school activities; communications from the School Governors and School Association and other general information about the on-going work of the school. Parents’ Evenings and Reports Parents’ Evenings are held in the Autumn and the Spring terms. These are opportunities to discuss your child’s progress. Obviously, should you wish to discuss matters relating to your child’s education and welfare at any other time, then a mutually convenient time can be arranged through the school office. There is also an annual Open Classrooms Evening where you have the opportunity to look around the school and the different work/displays exhibited in the classroom. From time to time Parents’ Information Evenings are held, focusing on an aspect of the School’s work, for example on the teaching of Numeracy. Policy Documents If you wish to discover more about our approach to key areas in the life of the school (e.g. Behaviour), then please contact the school office who will arrange for you to be forwarded the appropriate information. COSA – CHERRY ORCHARD SCHOOL ASSOCIATION COSA is open to all parents. It is an active organisation which gives great support to the school with a wide range of social and fund- raising activities as well as practical help and support. Details of the various events organised by COSA are sent regularly to parents and you are warmly invited to attend. 24

Child Protection Referral Section 47(1) of the Children Act 1989 gives the local authority a duty to investigate when it is suspected or found that a child is suffering or likely to suffer significant harm. The local authority will then make enquiries from other agencies to enable them to decide whether they should take any action to safeguard or promote the child’s welfare. As a school we have a statutory duty to assist social services departments acting on behalf of children in need or enquiring into allegations of child abuse. As well as this statutory duty we have a pastoral responsibility towards our pupils and we recognise that pupils have a fundamental right to be protected from harm. Children cannot learn effectively unless they feel safe and secure. We therefore have a Safeguarding Children Policy, which reflects both our statutory duty and our pastoral responsibilities. If we have a concern that a child has been abused or is at risk of being abused, we have a duty to refer this to social services. In making any referral, the school is not making any judgement for example about individual parents or carers. It is for social services to decide whether there should be an investigation. Child in Need Referral There may be other circumstances (which are not to do with child protection, but more related to meeting children’s needs) when we feel that you and your family may benefit from some support from other agencies ie. social services. Before we can do this we will need to seek your permission. We will then complete a Child in Need form. In most cases this will be done with you. Child Protection – School Policy Under the 1989 Children Act, schools have certain statutory responsibilities towards the protection of children. We take seriously the well being of the children placed within our care and will always endeavour to meet our responsibilities concerning their safety. Briefly summarised these are as follows:  To designate a senior member of staff to have responsibility for procedure concerning Child Protection. At present this is Mr M Painter, Headteacher.  To liaise with other agencies involved in Child Protection such as Social Services and the police.  To contribute to the prevention of child abuse by teaching both awareness of potential dangers and strategies which help children to protect themselves. This will be discussed in circle time and PSHE.  To ensure that staff take part in training courses that lead to greater professional awareness of the issues involved in Child Protection.  To promptly refer suspected cases of child abuse to the local Social Services department or to the police. In the course of their professional duties, teachers may be made aware of signs that could be indicators of potential child abuse. Sometimes further investigations reveal these signs to have an innocent explanation. As a staff, we are aware that to be involved in such investigations could be a distressing experience for families and one that can arouse strong emotions. Nevertheless, we are charged with reporting any sign that may lead us to suspect that abuse could be taking place, and will not hesitate to do so in such circumstances. We believe that this vigilance is the best way in protecting your children. 25

Whilst as a school we are continually looking for ways to improve, it is pleasing when an Ofsted Inspection confirms your judgements of the school’s strengths. These extracts from the full report, which can be found online, pick out some of the features that we feel make Cherry Orchard Primary School so special. “Pupils are polite and respectful to each other and to the adults who work in the school. They say that they feel safe and happy, both in the lessons and on the playground.” “Teachers have high expectations of pupil behaviour, and relationships are very positive. As a result lessons are very calm and proceed at a good pace with few interruptions. “Teachers encourage the pupils to collaborate and discuss their views” “Lessons are interesting and motivate the pupils…the pupils respond positively and are keen to answer their teachers’ questions. Often the teachers skilfully develop this into an extended dialogue which enhances the pupils’ learning and their understanding.” “The quality of pupils’ writing – notably that of many boys – has flourished as a result of the many steps taken to improve it.” “The curriculum provides the children with a broad and interesting range of activities. Art and Music have a high profile and make a strong contribution to pupils’ spiritual, moral, social and cultural development.” OFSTED REPORT June 2012 26

Cherry Orchard Primary School Tel: 01905 352787 Timberdine Close www.cherryorchard-pri.worcs.sch.uk Worcester WR5 2DD office:@cherryorchard-pri.worcs.sch.uk