Tardebigge First School Prospectus

Head Teacher: Tardebigge C.E. Aided First School Mrs Julie Cutler Church Lane Tel: (01527) 872886 Tardebigge Fax: (01527) 578446 Nr. Bromsgrove Web link: Tardebigge School Worcs Email contact: B60 3AH [email protected] [email protected] A rainbow of opportunity Welcome to the School Dear Parents Welcome to Tardebigge First School. We are proud to be a Church School where every child is valued and respected. Our aim is to provide a caring, safe, secure and stimulating environment, where your child is encouraged to become self- confident and self-disciplined. We believe that the partnership that develops between parents/carers and school is crucial to the very best learning and teaching. You are invited to be involved in your child’s education. I am very proud to be part of the Tardebigge community and look forward to developing a positive relationship between home and school. Working in partnership, we can ensure that your child enjoys their time with. We believe that potential is without limit if you are motivated and engaged. This prospectus is an introduction to our school. Please visit, telephone or write to me for further information. Kindest regards Mrs Julie Cutler Head Teacher

Tardebigge C.E. (Aided) First School Prospectus 2014/2015 Tardebigge C.E. (Aided) First School Church Lane, Tardebigge, Nr. Bromsgrove, Worcs. B60 3AH Tel: (01527) 872886 Fax: (01527) 578446 Web: tardebiggefirstschool.com Email: [email protected] Head teacher - Mrs J Cutler Chair of Governors – Mrs J Ogden 2

CONTENTS OUR VISION ........................................................................................................................... 4 THE SCHOOL’S AIMS ............................................................................................................................................ 5 THE SCHOOL COMMUNITY ................................................................................................................................ 6 WELCOME TO TARDEBIGGE SCHOOL ........................................................................................................... 7 THE CURRICULUM ................................................................................................................................................ 8 EARLY YEARS ....................................................................................................................................................... 8 LITERACY .............................................................................................................................................................. 9 NUMERACY ......................................................................................................................................................... 10 SCIENCE ............................................................................................................................................................... 10 ART ........................................................................................................................................................................ 10 DESIGN/TECHNOLOGY ..................................................................................................................................... 10 GEOGRAPHY ....................................................................................................................................................... 11 ECO SCHOOL ....................................................................................................................................................... 11 PERSONAL, SOCIAL AND HEALTH EDUCATION ......................................................................................... 11 CITIZENSHIP ........................................................................................................................................................ 11 HISTORY............................................................................................................................................................... 11 MUSIC ................................................................................................................................................................... 11 PHYSICAL EDUCATION .................................................................................................................................... 12 INFORMATION COMMUNICATIONS TECHNOLOGY .................................................................................. 12 RELIGIOUS EDUCATION ................................................................................................................................... 13 COLLECTIVE WORSHIP ..................................................................................................................................... 13 ASSESSMENT AND REPORTING ARRANGEMENTS .................................................................................... 13 SPECIAL EDUCATIONAL NEEDS AND GIFTED AND TALENTED .............................................................. 13 CHILDREN WITH DISABILITIES ...................................................................................................................... 14 GENERAL INFORMATION.................................................................................................................................. 15 ADMISSION OF PUPILS ...................................................................................................................................... 15 ANTI BULLYING POLICY (INCLUDES CYBERBULLYING) ................................................................................... 16 ATTENDANCE ..................................................................................................................................................... 17 CHILD PROTECTION .......................................................................................................................................... 18 CHURCH AND SCHOOL LINKS ......................................................................................................................... 18 CHARGES FOR SCHOOL ACTIVITIES ............................................................................................................. 19 COMPLAINTS POLICY AND PROCEDURES ................................................................................................... 19 DELIVERY AND COLLECTION OF YOUR CHILD .......................................................................................... 21 EXTENDED SCHOOL SERVICES ...................................................................................................................... 21 EXTRA CURRICULAR ACTIVITIES ................................................................................................................. 21 MEALS .................................................................................................................................................................. 21 HOMEWORK ........................................................................................................................................................ 22 MEDICAL .............................................................................................................................................................. 22 MONEY AND JEWELLERY ................................................................................................................................ 22 RACIAL EQUALITY ............................................................................................................................................ 23 SAFEGUARDING ................................................................................................................................................. 23 SCHOOL HOURS .................................................................................................................................................. 23 SCHOOL UNIFORM ............................................................................................................................................. 23 TARDEBIGGE RELIEF FUND............................................................................................................................. 24 THE GOVERNING BODY .................................................................................................................................... 24 TRANSPORT ......................................................................................................................................................... 25 TRAVEL PLAN ..................................................................................................................................................... 25 FRIENDS OF TARDEBIGGE SCHOOL (FOTS) OUR PARENT ASSOCIATION ............................................. 26 ST BARTHOLOMEW’S CHURCH, TARDEBIGGE ........................................................................................... 27 APPENDIX ............................................................................................................................................................ 28 3

Our Vision A rainbow of opportunity The Vision for the School (at the end of our rainbow) Central to our philosophy is that: “Human potential is without limit if we are motivated and engaged” Cherishing its historic foundation as a Church of England Voluntary Aided School in the Diocese of Worcester, all at Tardebigge seek to work in partnership to preserve and develop its Christian character. At our school everyone is encouraged to value and nurture mutual respect for each other and the very special world in which we live. Our vision for Tardebigge is to create an efficient and effective learning community with high expectations of its staff, parents and children. We want our school to create an exciting, high quality learning environment that meets the needs of all its learners. We want our children’s experiences to broaden their horizons and prepare them for their future lives, and the paths they choose to take in becoming, responsible, confident members of society. We want each child, each member of staff and each parent and carer to feel happy and valued within a caring Christian community. We all strive for excellence and to improve on our previous best. All our children, staff and parents are unique. We recognise that we all have different strengths and abilities and preferred ways of learning. Every child matters to God. We will promote a ‘can do’ culture where everyone’s best is commended and recognised. The School Mission Statement (how we will climb the rainbow) 'We believe that potential is without limit so it is important that we provide quality opportunities to engage and motivate all learners at Tardebigge. Tardebigge School is committed to striving continuously to raise achievement and personal best.” Tardebigge seeks to provide a ‘hands on’ learning experience in which children feel exceptionally safe. We strive to make the curriculum personal and exciting for all our learners. High standards will be pursued in the core skills of English, Maths, Science and Information Communication Technology and with the help of extended schools, we will offer enriched opportunities for each learner to develop interest and abilities in Music, Art, Drama and Sport. As a Church of England school we celebrate everyone’s uniqueness in the sight of God. We aim to create an atmosphere of serving God in others and to provide a Christian ethos that permeates throughout the whole school, including opportunities to worship together and experience awe and wonder. The school achieves high standards of behaviour and co-operation. We will work in partnership with parents to develop the joy of learning through success. 4

The School’s Aims At Tardebigge we aim to:  create a love for coming to school where both staff and childrens’ health and well-being is of paramount importance and everyone thoroughly enjoys their learning experience;  We aim to create an atmosphere of serving God in others and to nurture an ethos that reflects the school’s Christian tradition, develops the self-esteem of all those involved and encourages mutual respect for the religious beliefs and cultures of others in our global community;  improve the attainment of children and the efficiency of staff through the use of ICT;  ensure all children and adults strive to improve on their previous personal best in their spiritual, moral, intellectual, and physical development;  be an inclusive, safe school that provides equal opportunities for all and meets the needs of all children;  provide an exciting, hands on learning environment which establishes a working partnership between school and home that achieves excellence in work, behaviour and attendance;  deliver a personal, creative and balanced curriculum that instils an awareness of the importance of a healthy lifestyle and the need to care for the environment;  ensure that rigorous self-evaluation and focused continual professional development of all staff leads to continual improvement within a supportive environment where expertise is shared and financial resources are targeted appropriately. All members of the school community were consulted and included in producing Tardebigge’s Vision, Mission and Aims statements. Finally, we recognise that we are on a journey and within the context of that journey we will continually review our School’s Aims. We welcome thoughts and input with regard to the aims of the school from all quarters and at any time. 5

The School Community Members of Staff Head teacher: Mrs Julie Cutler Teachers: Miss K Hudson Miss R Sutton Mrs S Price Mrs S Welsh Mrs K Horton Miss S Cox Administration Mrs S Atkinson Mrs J Clarkson Mrs Biddlestone Mrs A Green: Inclusion Manager Assistants Mrs K Barnett Mrs F Taylor Mrs L Medlicott Miss S Blantford Mrs J Clarkson Mrs L Feighoney Ms S Walker Miss H Luke Mrs C Duggan Lunch Supervisors Mrs Palmer Ms J McElhoney Mrs J Beecham Mrs J Gavan Miss Dixon Mrs E Bridgwater Mrs L Withers Mrs J Hall Cleaner in Charge Mrs G Stanfield Members of the Governing body Mrs J Ogden ( chair) Mr L Moody Mrs N Lee Mr M Wyatt Mr Hall Mrs J Prosser Mrs S Welsh Rev R Clark Mr R Wood Mrs J Fredrick (Clerk) Mrs D Henderson Head Teacher – Mrs J Cutler 6

Welcome to Tardebigge School Our Ethos The family that is Tardebigge School ensure all members of the school community feel safe and cared for. All individuals are valued, nurtured and respected. We demonstrate our Christianity in the love and care we show others and the understanding and acceptance we have of other races, cultures and religions. As a popular Church of England school with a very good reputation, we strive to ensure all children enjoy their time with us, develop positive attitudes towards lifelong learning and one another and prepare for their journey into the next phase of their education. At Tardebigge ‘Every Child Matters’! We believe childhood is a very special time that should be valued and enriched. All staff work hard to recognise the strengths and qualities inherent in each individual, placing emphasis on ‘boosting’ self esteem and motivating each youngster to reach their full potential. The school undertakes to deliver a creative curriculum which encourages the development of the whole child in partnership with parents and carers. There are 5 single age classes in the school which cater for children from 4 – 9 years old. There is full time Teaching Assistant support in year R and part time Teaching Assistant support in years 1, 2, 3 and 4. In additional we have a specially trained Teaching Assistant to support children identified as having Special Educational Needs or who may need additional help with basic skills. As a consequence of this we have significantly reduced the number of children on our Special Needs Register and been awarded the Leading Aspect Award. The school was established in 1815 and while the rural school atmosphere has been retained, st considerable investment has been made in equipping classrooms for the 21 century. Provision is excellent with Touch screens in every classroom, Wi-Fi and thirty notebooks (laptops) ICT suite and computers in every room. The school location is magnificent with rustic play areas, wide open spaces and a small wood. Staff work hard to make learning fun and standards are high. Results are consistently above the National Average and progress of individual children takes priority. The school was awarded the ECO Green Flag Award in 2012 and the Healthy School Award in 2005. As part of our drive to become a healthy school we introduced, good quality, healthy, well cooked school meals in 2005 for the children and members of the school community. Children are encouraged to take an active part in decisions about ‘their’ school and the Schools Council is central to this. Our extra curricula provision is varied and caters for children with musical, sporting or artistic interests. We have high quality before and after school care which operates from 7.45 a.m. until 8.55 a.m. and from 3.15 p.m. to 6.00 p.m. in our Church Hall. This service is provided by FUNZONE, a privately managed organisation which works closely with school staff. The school is currently developing Extended School Services with other local schools in Redditch. In the Community Hall children benefit from access to a fully equipped hall for P.E., dance and games. This hall is also used for assemblies and whole school drama productions, with Collective Worship taking place in St Bartholomew’s church. The church, which is next to the school, is linked closely to the school ensuring the School’s Christian character can be celebrated through joint services and visits from our vicar and representatives of other faiths. We take the induction and transfer of our children very seriously and invest time in ensuring there is a full exchange of information both between pre-school settings and the reception class and then between year 4 and middle schools. Children move to a variety of local middle schools and we have experienced staffs who prepare the children very well for this important transition. The school recognises that discrimination of any kind is unacceptable. We aim to promote equal opportunities and actively work against all kinds of discrimination. We take issues of children protection very seriously. Under the Children’s Act of 1989 it is our responsibility to pass on concerns relating to a child’s well-being to the relevant authority. We hope you will find the following information interesting and helpful and we look forward to meeting you and answering any of your queries or concerns. 7

The Curriculum Statement from the National Curriculum 2014 Every state-funded school must offer a curriculum which is balanced and broadly based and which:  promotes the spiritual, moral, cultural, mental and physical development of pupils at school and of pupils at school and of society, and  prepares pupils at the school for the opportunities, responsibilities and experiences of later life. The school curriculum comprises all learning and other experiences that each school plans for its own pupils. The National Curriculum forms one part of the school curriculum. Here at Tardebigge the curriculum consists of: The New National Curriculum (2014) – In England the following subjects are included in the National New Curriculum at Key Stages 1 and 2:  English, Mathematics and Science  Art, Design Technology, Computing, Geography, History, French, PSHE, Music and Physical Education.  Religious Education In addition to the National Curriculum, the curriculum of this school includes a range of practices to promote:  Good health and the personal and social development of pupils  Positive attitudes and Christian values  The effective involvement of parents/carers and the wider community  Citizenship EARLY YEARS We welcome children into our reception class and offer a happy, secure, relaxed and stimulating environment. The reception class is staffed by an experienced class teacher and full teaching assistant support. The classroom is large and has access to an outdoor classroom. The curriculum is planned to incorporate the Early Learning Goals which cover six areas: Prime Areas:  Personal, Social and Emotional Development o Making Relationships o Self-confidence and self-awareness o Managing feelings and behaviour  Physical Development o Moving and handling o Health and self- care  Communication and Language o Listening and Attention o Understanding o Speaking Specific Areas:  Literacy o Reading o Writing  Mathematics o Number 8

o Shape, Space and Measures  Understanding the World o People and Communities o The World o Technology  Expressive Arts and Design o Exploring and Using media o Being Imaginative Careful assessment and planning ensure individual needs are met. The staff provide opportunities so children can develop the characteristics of good learning. These include children being able to demonstrate being able to engage with their learning, being motivated to play and to use thinking skills. We recognise the need to work with parents and carers to facilitate daily contact with staff. FOREST SCHOOL We have developed a Forest School to provide our children with opportunities to work in a natural environment. Experiences in the Forest School ensure the children develop their confidence, self esteem, independence and skill. We use our Forest School throughout the year. LITERACY We work hard to ensure all our children learn to read. The children’s literacy lessons are based on the Literacy Framework. The lessons provide the children with opportunities to develop reading, writing, and communication skills. Drama – This forms part of the curriculum and develops children’s’ confidence and speaking and listening skills. Poetry – Children are encouraged to read and listen to poems and to produce their own poetry. Reading – children are encouraged to read from a wide range of books available centrally, in classrooms and in the well-used library area. Reading schemes are structured in order to give continuity and progression. We aim to produce confident, enthusiastic readers. As well as reading being an important daily activity in school, children are encouraged to take books home and to read them to and with parents. We rely on your support in this. All children are automatically given membership of the school library and regular sessions are arranged for them to choose and change their books. The school participates in the Worcestershire ‘Better Reading Partnership’. This scheme involves parents, who have undertaken a two day training course, in hearing specially selected children read. We operate the Additional Literacy Strategy and Early Literacy Strategy. These are Government initiatives that aim to raise the literacy levels of those children who need additional support. The school also has a Reading Buddy Scheme operating. At least 5 Reading Buddies come into school to give children additional reading practice. Speaking and Listening – Through listening to stories, poems, etc., the children are encouraged to develop listening skills and respond as speakers in group activities, including imaginative play and discussion groups. Written communication – through carefully structured experiences, the children are encouraged to develop factual, descriptive and creative writing styles, to develop secretarial aspects of language – spelling, punctuation and handwriting, and to further their understanding through comprehension skills. When appropriate, use is made of radio and television programmes, tape recorders and word processors. 9

NUMERACY Mathematics is an important basic skill. Our aim is to help children to enjoy the work, to find it exciting, to help them gain confidence and to realise that mathematics is concerned with problem solving and the recognition of pattern. A variety of resources are used to support numeracy learning objectives. These include work with computers, calculators and games, which provide practice in mental and recorded mathematics. We recognise the need for children to learn tables, and gain a sound grasp of computation. Tasks are matched to the ability of the children. SCIENCE Science is an important aspect of the children’s curriculum. Investigations are central to the teaching of science. Children are encouraged to make predictions, plan and make careful and appropriate observations. The National Curriculum(2014) for science aims to ensure that all pupils: o Develop scientific knowledge and conceptual understanding through the specific disciplines of biology chemistry and physics. o Develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them. o Are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future. A broad, balanced course of study is presented through themes and topics. Reception – In the reception class we follow the foundation curriculum. Children will be exploring scientific themes such as Similarities and Differences, Change, Colour, Investigating How Things Work, Water and Living Things. Key Stage 1 – Children will explore Animals, including humans (naming body parts), Plants and their Environment(deciduous and evergreen trees), Every day Materials(naming and properties), Seasonal changes and Living things and their habitats. Key Stage 2 – Children will explore Nutrition for a variety of animals including humans, skeletons, Light, Rocks and Soils, Electricity, Light and Shadows, Liquids and Solids, Electricity, Forces and magnets, Solids and Sound. Children build on past experiences and prior learning to extend their knowledge and understanding, and they are encouraged to explore their environment. Activities are not confined to the classroom, outside visits are also planned. Whilst studying Science, children are encouraged to develop and use a variety of communication skills and techniques, including those associated with I.C.T. ART Our aim is to develop the creative skills aspect of this subject in every child and also to encourage a visual and aesthetic awareness of the environment, thus increasing the child’s powers of observation and communication. Through studying and evaluating the work of artists, craftsmen, and designers, each child has the opportunity to develop knowledge and understanding of the subject. DESIGN/TECHNOLOGY In Design and Technology, the children are concerned with identifying problems and generating ideas, then producing solutions and evaluating their work. They work with a wide range of tools and materials and cover a variety of topics including structures, mechanics, food technology and textiles. 10

GEOGRAPHY Through Geography, children begin to make sense of their surroundings and gain a better appreciation and understanding of the variety of physical and human conditions on the earth’s surface. Children investigate features of their local environment at first hand and learn about other areas of the world. They gain an insight into some of the ways in which people have used, and abused, their surroundings and also how environmental conditions influence the lives of people here and around the world. Children learn how to use maps, a compass, atlases and globes. They record data and learn how to interpret it. Through such activities, they build an idea of why the world is as it is and how it changes. ECO SCHOOL We encourage our children to value the wonderful location of the school and to respect the natural environment. We achieved Green Flag Status in 2012 because of the work we do to raise awareness amongst our children of the importance of conserving resources. We have a school garden, wildlife area, long grass area and huge grounds. PERSONAL, SOCIAL AND HEALTH EDUCATION P.S.H.E. is concerned with developing children’s knowledge of themselves as individuals and as members of a family and school. Each year group follows a structured programme that is delivered in a relaxed, classroom atmosphere. In Spring 2006 we achieved the Healthy School Award in recognition of our work to promote a healthy lifestyle. CITIZENSHIP Children are encouraged to cooperate and contribute to decisions made by staff. They care for the school environment and one another. Each term a Schools Council is elected. The meetings of the council shape lunchtime and playtime practice. Children make suggestions for the improvement of the school. HISTORY Lessons in History are designed to develop children’s interest in the past, to help them understand the modern world, and to show that we are all connected with the past by our own histories. At Tardebigge we have a wide variety of resources and use many site visits or guests to enhance the children’s knowledge. At Key Stage 1 the children cover Old and New, Famous People from the past, Victorians, and Seaside Experiences - the people and their lives, the History of Our School, Canals and Famous Events. At Key Stage 2 they study Romans or Vikings, Local History, Medieval Monasteries and the Egyptians. MUSIC The school has a proud musical tradition. Each class follows a programme of lessons which assist in the acquisition of listening and singing skills, but these will be extended by involving the children in performing and composing, with the aid of un-pitched and pitched instruments. There is an opportunity for children to play various instruments and take part in singing activities. This provides an excellent introduction to the reading and playing of music, and provides a springboard for future musical achievements. Worcestershire Youth Music provides tuition for various instruments including flute, clarinet, violin recorder and keyboard. 11

MODERN FOREIGN LANGUAGE In September 2008 we introduced the teaching of French across the school, starting in the reception class. Through a range of activities children will learn basic vocabulary and phrases while at the same time developing an understanding of the culture of France. PHYSICAL EDUCATION Physical education includes games, swimming, gymnastics, athletics, movement and dance. Through experience in these areas, the children will develop body awareness and control. The main emphasis is to encourage all children to take part readily and safely and to promote skill as well as enjoyment in sport. We believe that there should be plenty of opportunities for children, of all abilities, to become as fully involved as possible in sporting activities. It is important that they leave the school with positive attitudes toward their own personal health and fitness, which will benefit them in later years. The school is a member of the Redditch P E Partnership and children take part in inter- school football/skittleball tournaments, sports days, cross country events and swimming galas. We have been fortunate to have ‘Action Sport’ from Redditch, and Aston Villa Football Club Outreach programme, for extra games work to enhance our P.E. curriculum The school encourages the children to take part in sport outside of school hours, with clubs for Football and Netball to name just two options. We have a fine hard surface playground, a large playing field for all outdoor sports and games and a well-equipped Gym for teaching gymnastics and dance. Swimming – parents of the year 3 children who go swimming are asked for a ‘voluntary contribution’ to cover the cost of transport to and from the baths. Please refer to Tardebigge School Governors’ Policy for Charging and Remission of Charges for School Activities. The school has a fine record of achievement in swimming. The children take awards at all levels of the A.S.A. Swimming Challenge Awards, from Level One through to Gold Standards. We are concerned that all children should learn to swim, not only for their own safety in water, but that, in so doing, they are able to participate more safely in a wide variety of water sports at a later stage. We run a variety of after school sports clubs, e.g. cricket, football, tennis, hoola hooping etc. COMPUTING and INFORMATION COMMUNICATIONS TECHNOLOGY By the end of each key stage, our pupils will be expected to know, apply and understand the matters, skills and processes. This involves:  Using information sources and I.C.T. to solve problems  Programming, creating and debugging simple programs  Understand what algorithms are and following precise and unambiguous instructions,  Using I.C.T. tools and information sources such as computer systems and software packages to support learning in a variety of contexts. We are fortunate, here at Tardebigge, to have a well-resourced ICT suite, Touch screens in every classroom, laptops for every teacher and two computers in every room. The school has its own web site and facilities for email. Children can access the Internet under adult supervision, the school being networked throughout and linked to broadband. E Safety: Our Acceptable Use policy recognises that internet safety is a whole school responsibility (staff, pupils, parents). 12

Children and young people may expose themselves to danger, whether knowingly or unknowingly, when using the internet and other technologies. Additionally, some young people may find themselves involved in activities which are inappropriate or possibly illegal. We therefore recognise our responsibility to educate our pupils, teaching them the appropriate behaviours and critical thinking skills to enable them to remain both safe and legal when using the internet and related technologies. RELIGIOUS EDUCATION Religious education has a vital role to play in the development of the individual. Through religious education children learn about the bible and a variety of other world faiths. They begin to reflect on the views and beliefs of others, ask questions about world issues and think deeply about them. Our school is closely associated with St Bartholomew’s church. Religious education is statutory in all schools. At Tardebigge R.E is based on an approved syllabus recommended by Worcester Diocese Board of Education. COLLECTIVE WORSHIP Staff and children come together each day in an act of collective worship. The worship takes different forms and the priority is to involve the children and encourage participation, reflection and celebration. The vicar of St Bartholomew’s church leads our worship at least once a term and a variety of visitors also contribute to the worship, for example representatives of charitable organisations and members of the local community. Parents have the right to withdraw children from collective worship or R.E lessons on grounds of conscience. Governors encourage parents to discuss their reasons for withdrawal with the head teacher. Being a Church school does not make us ‘exclusive’ and we are delighted to serve children and families from the community irrespective of their religious beliefs. ASSESSMENT AND REPORTING ARRANGEMENTS Class teachers use assessment to inform their teaching. Information gleaned through assessment is used by staff to ensure lessons are matched to the ability of the children. All children in year 2 are assessed in the core subjects of English and Mathematics and are assessed by the teacher in Science. The DCSF considers that, at this time, Level 2b indicates the attainment of an average 7 year old. Tardebigge School compares very favourably with national results. A copy of last year’s results is attached. (see Appendix). In years 3 and 4 we assess the pupils using QCA & APP tests. The results of these tests can be discussed individually with your child’s teacher. The staff prepare one report each year on the pupils and two parent evenings are organised for pupil progress to be discussed. SPECIAL EDUCATIONAL NEEDS AND GIFTED AND TALENTED The school takes its special needs provision very seriously. The policy is reviewed annually and staff endeavour to work with parents to meet the needs of children. Early identification serves to ensure appropriate provision is sought. Our SEN teaching assistant works with the SENCO (Special Education Needs Co-ordinator) to address the needs of identified pupils. At Tardebigge we believe every child has the right to be included and feel included. Children are taught in mixed ability classes but staff acknowledge their different abilities. In response to the needs of individual children, class teachers design activities that provide appropriate challenges and which are realistic and attainable. Pupils have special education needs when it is apparent that their pattern of learning is significantly different from the majority of their peers. They may be having difficulties with their learning, or may be very able. Their special needs may be temporary or long lasting. 13

Inclusion: At certain times however intervention provision may be necessary and may include  Advice and support from the schools special needs co-ordinator  A special programme of work (Pupil Support Plan PSP.)  Withdrawal from class for tuition, either individually or as a member of a small group of children with a similar difficulty or strength  Referral to the Local Education Support Service  Advice or support provided by the Local Education Authority for those children who have been given a Health and Care plan for any specific needs. Parents/Carers who feel their child is not making normal progress with their learning are to contact the class teacher and/or Head teacher to discuss any issues. If your child is identified as academically able, they will be included on a register. Staff ensure they are provided with appropriate learning opportunities and experiences. CHILDREN WITH DISABILITIES Tardebigge has drawn up a strategic development plan to address the needs of children with disabilities. The schools Disability Policy affirms our commitment to welcome all children to the school and ensure adequate resources are provided by the LA or outside agencies. The school consults regularly with parents to ensure facilities in the school are welcoming to adults with disabilities too. Parents and carers are encouraged to visit the school to talk with the head teacher and teachers concerning their children’s education and welfare. The Governors trust that such visits will solve any problems, but affirms the arrangements agreed by the L.A. for dealing with complaints about the curriculum that cannot be settled satisfactorily through school channels. 14

General Information ADMISSION OF PUPILS Children with Special Educational Needs or a physical/ mental disability will not be discriminated against. The following explains the application procedures for Reception class entry and mid-term entry. The school Admission Policy can be found in the Appendix. Worcestershire County Council's Information for Parents Book on Admissions and Transfers to Schools is available to view online at www.worcestershire.gov.uk/schooladmissions A copy of the book is also available to view in Schools, Libraries and at your Local Worcestershire Hub. The Information for Parents book contains full details on the application and allocation process, including the oversubscription admission criteria for each school. You are advised to read the book prior to making an application. The information below briefly explains: How to apply for a school place in the normal round of admissions 2014/15 The parents of ALL pupils resident in Worcestershire, including parents whose preference is for the catchment area school for the child's home address, seeking a place at any First/Primary or Middle School, including any Academy, Foundation or Voluntary Aided Schools, and any School outside Worcestershire, must complete a Worcestershire LA Common Application Form (PA1) on line by the th closing date 15 January 2015. Please note the following important key points: st  All applications are to be made online for intake September 2015 and applications open on 1 th July 2014 until 15 January 2015.  If applicants do not have access to the internet they are being advised to telephone: 01905 822700 for assistance.  For intake September 2014 applications being made after the relevant closing dates, Late Application forms will be made available to download at www.worcestershire.gov.uk/schooladmissions  Admissions and Transfers to Schools Information for Parents Book and the Starting School parental guide, Transfer to Middle School and Transfer to Secondary School parental guides will be available on the website www.worcestershire.gov.uk/schooladmissions The parents of pupils resident outside Worcestershire, but who wish to apply for a place at any Worcestershire school, must complete an application form provided by the 'home' LA. (The 'home' LA is defined as the Local Authority relevant to the Child's home address). The 'home' LA will ensure that the application details are passed onto Worcestershire LA for consideration in the allocation of school places. When are decisions made? For pupils resident in Worcestershire, the offer is given via the internet, by the Pupil Admissions and Transfers Section, even if it is on behalf of the governing body of an Academy, Foundation or Voluntary Aided School, or a school in a neighboring LA. 15

In the few cases, where it may not be possible to offer a place at any of the preferences nominated on the application form, a place will be offered at the nearest school with available places. The offer letter will include an acceptance/decline slip which must be returned by the date specified in the offer letter. For pupils not resident in Worcestershire, the offer or refusal letters will be sent direct to parents by the home LA, even if it is for a school in Worcestershire. Admissions to schools during the year outside the normal round of Admissions 1) Parent/Carer to obtain an application form (CA1), if a resident in Worcestershire, from any of the following sources;  Child’s current school (if in Worcestershire).  School being applied for (if in Worcestershire)  Worcestershire Hub Centre (Tel 01905 822700)  Download form from website (www.worcestershire.gov.uk) 2) Parent/Carer to complete the application form and ensure form is counter-signed by current Head teacher (if already attending a Worcestershire School). 3) The parent should then forward form onto their Home Authority Admissions Team to be processed. 4) The Home Local Authority will co-ordinate with any relevant admission authorities on behalf of the parent to determine which is the highest ranked offer that can be made. 5) The Home Local Authority will write to parents, on behalf of the relevant admission authority, normally within 10 school days, of the form being received to notify of the decision. Where it is not possible to offer a place, parents will be notified of the right of an appeal, on behalf of the relevant admission authority and in most cases, an alternative school will be offered. 6) If there are insufficient places for all applications received at a time, then priority will be decided in accordance with the published admissions criteria for the school. The parents of pupils resident outside Worcestershire, but who wish to apply for a place at any Worcestershire school, must complete an application form provided by the “home” LA. (The “home” LA is defined as the Local Authority relevant to the child’s home address). The “home” LA will ensure that the application details are passed onto Worcestershire LA for consideration in the allocation of school places, the 'home' LA will notify of the decision – see item 4 above). Is there a waiting list for schools that have too many applicants? Waiting lists for Academy, Foundation and Voluntary Aided Schools, are maintained by the individual schools and parents will need to contact the school directly, in order to be included. ANTI BULLYING POLICY (Includes cyberbullying) 'Bullying is deliberate harassment or an aggressive act, which causes hurt to another. The hurt can either be physical or psychological; inflicted by a child or a group.' Elton Report 1989 We aim to develop a warm, caring environment, where the safety of every child is of paramount importance. Our Behaviour Policy stresses the importance of rewarding and encouraging 'good' behaviour. We promote an atmosphere where children and parents are able to talk about bullying. By 16

raising awareness of bullying among parents, children and all staff, we aim to prevent bullying behaviour. We do not tolerate bullying in our school. This definition is from the anti-bullying pack for schools, 'Don't Suffer in Silence', DFEE 1994. There are many definitions of bullying, most have three things in common: - it is deliberate hurtful behaviour - it is repeated often over a period of time - it is difficult for those being bullied to defend themselves.' We are aware that bullying occurs from time to time in every school. Bullying is a label for the behaviour not the child. Retaliation is not an acceptable way of dealing with aggression. It is important that all incidents are dealt with and sanctions applied to the aggressor by teaching or non-teaching staff. It is important to differentiate between bullying and 'one off' incidents, although the latter will always be taken seriously. All staff listen to children. Children are encouraged to tell their teacher if they are being bullied, or think bullying is happening to another child. Bullying behaviour may be: hitting, kicking, pinching, spitting or being threatened, aggressive ‘play’, name calling/constant teasing/spreading rumours, racist language, deliberately destroying another child's property repeatedly excluding a child/ not talking to them/not letting them join in. All teaching and non-teaching staff should be alert to signs of bullying. Incidents should be recorded in a behaviour record book. When bullying behaviour is detected the incident will be taken seriously and action will be taken quickly. Support and advice will be given to the victim. Appropriate sanctions will be applied to the 'aggressor'. The class teacher, Head Teacher, deputy head teacher and senior lunch time supervisor will be informed, the incident will be recorded and subsequent behaviour of the child/children will be monitored. All sets of parents will be informed. Monitoring our Bullying Policy The effectiveness of the bullying policy will be monitored by all staff with reference to the number of reported incidents of bullying. The policy may be reviewed at any time, but will certainly be reviewed annually. In Conclusion It is important to remember that young children often fall in and out of friendships. Sometimes this can last for a few days and the child may be upset. However, it would be unjust to label a child a ‘bully’ merely because they had had an argument with a friend. If the situation is more serious than this and the child is distressed, then the school will do all that it can to help. ATTENDANCE Last year our attendance was 97.3% authorised, 0% unauthorised. The school is now required to keep detailed records of attendance and is legally required to account for every absence throughout the year. If your child is absent from school, please telephone the school on the day of absence and send a note to the class teacher on return to school (explaining his/her absence). No child will be allowed to leave school during the school day, unless collected by a parent or parent representative. If due to unusual circumstances a leave of absence is to be taken during term time, a meeting with the Head Teacher will be arranged and a leave of absence form should be requested from the school office. (This is discouraged, as it causes disruption to your child’s education.) We ask that Parents and Carers support the school and take their children on holiday during the twelve weeks holiday time and not during term time. Notice of all medical and dental appointments during school hours must be given in advance, in writing. The school policy is that if your child is well enough to come to school then your child is well enough to take part in playtimes and forest school. A note is required if your child should be excused from going 17

out to play e.g, a child has a plaster cast or stitches etc.. PE, games and swimming are part of the curriculum entitlement and your child should therefore participate unless they have a broken bone or a particular medical issue. The encouragement of full attendance is a school priority. We ask parents to support the school in this. BEHAVIOUR POLICY School rules are based on the simple principle of ‘consideration for others and respect of self’, and are designed for the safety and protection of the pupils. We operate a positive strategy when managing behaviour i.e. ‘Catch them being good’ and rewards are given for good behaviour. Parents are asked to note the following:  Pupils are expected to be punctual and regular in attendance and to display good behaviour at all times.  Misbehaviour of a minor nature is usually dealt with by the class teacher, by an indication of displeasure at the child’s conduct, by the withdrawal of small privileges or by the child being kept in at break or lunch times.  Other behavioural problems are discussed with the parents concerned, and here successful outcomes depend on a working partnership with the parents. For their own safety:  Children should not be on the premises before 8.40 a.m. as no responsibility can be taken for pupils arriving before this time.  Children must wear appropriate protective clothing for art, craft and design technology.  Those with long hair must be prepared to tie it back when necessary.  Children wishing to ride a bicycle to school must be accompanied by an adult. A Home/School Agreement is issued to all parents when their child enters year 1. The purpose of the document is to promote and strengthen the links between home and school that are so important. A sample agreement is enclosed with this prospectus. CHILD PROTECTION We have a duty of care to report cases of non-accidental injury to Social Services following Child Protection procedures. Both the Head teacher and KS2 Phase Leader teacher are designated to oversee these procedures. (See Safeguarding Statement.) CHURCH AND SCHOOL LINKS The parishioners and congregation of St Bartholomew’s Church and St Mary’s Church, Bentley show interest in the work of the school and are involved in many of the school’s activities. Four of the school’s eight foundation governors are appointed by the Parochial Church Council. School uses St Bartholomew’s for a variety of purposes including services, concerts, meetings and for study. The School’s Christmas services are held each year in the church as well as the school Harvest Festival service and the leavers’ assembly, along with regular school worship. Children and parents are invited to attend the monthly Family Service, usually held on the third Sunday of the month at 11.00 am. You and your children are invited to take part in these services by helping to read the lesson, performing songs and/or by taking the collection. Once a week our vicar joins the Head teacher to lead collective worship in church. Parents and governors are invited to this service. 18

CHARGES FOR SCHOOL ACTIVITIES Many of you will be aware that part of the Education Reform Act 1988 deals with the charging for st activities that occur during the school day. Since 1 April 1989, schools have not charged for activities that have taken place during the school day. This ruling obviously affects certain activities – payment for transport to the swimming baths, organised school trips, theatre visits, etc. The Governing Body has had to decide a policy in relation to this ruling. Any activities that occur during the school day that involve any cost to the school will only continue to take place if enough voluntary contributions to cover the cost of the activity are forthcoming from you, the parent. It is to be made clear that there is no obligation to contribute and no pupil will be omitted from the activity because his/her parents are unable to contribute. However, if parents are unable to support the activity, then the activity will not take place. There is no limit to the level of voluntary contributions. COMPLAINTS POLICY AND PROCEDURES The family that is Tardebigge School ensures all members of the school community feel safe and cared for. All individuals are valued, nurtured and respected. We demonstrate our Christianity in the love and care we show others in the understanding and acceptance we have of other races, cultures and religions. The head teacher, staff and Governors value the partnership between Home and School. We recognise that parents are the child’s first educator. Through establishing a ‘trusting’ partnership with parents we endeavour to ensure all children reach their full potential. Every child is a valued member of the school community and the views, opinions and information parents have about their child help to inform their teachers in providing for educational development. Pupils, Parents, Staff and Governors have rights and responsibilities. It is important that questions are answered, information is shared, concerns and complaints are dealt with quickly and fairly. It is important that everyone feels issues are resolved. Communication should be frequent and regular. The schools Complaints procedure is outlined below. It would be expected that because of the excellent relationships that exist within the school this procedure will rarely be used. The school aims to share as much information with parents and carers as possible. The following are vehicles for this process:  A termly curriculum newsletter;  Parents and carers invited to weekly and special assemblies;  Weekly general newsletter;  Information on curriculum targets i.e. maths. All staff value face to face contact with parents. The following opportunities aim to facilitate this:  Meeting on the playground at the beginning and end of the day;  Three parents evenings, one each term;  SEN review meetings;  Individual appointments;  Curriculum evenings  Opportunities for parents to work in classes or to work with children, for example Reading Buddies. The school values the views of parents. It is hoped that the atmosphere and ethos within the school makes it easy for this to take place. If a parent has a concern it is important that the school knows what it is. Once staff are aware of a parent’s concern they will work to solve the problem. Everyone benefits from a quick solution. It is important that initially a concern is shared with the person involved. In the first instance this may be the child’s class teacher. If a satisfactory conclusion is not reached the concern 19

should then be taken to the Head teacher. Certain specific concerns (e.g. admissions to school, exclusions, disability, equal opportunity and special educational needs) are dealt with separately and should follow the steps outlined for the complaints procedure (listed below). If a parent is not satisfied with a response to a particular concern they should write either to the Chair of Governors or the Parent Governor. Any unresolved concern about the head teacher should go directly to the Chair of Governors in writing. If a concern becomes a complaint it is an expression of serious dissatisfaction. The following procedure should be followed:  Written complaint submitted to Chair of Governors;  Investigation of the complaint;  Governors complaints panel to meet to discuss the complaint;  Written statement produced and parent invited to attend (with a friend) any hearing that is held, to present the case; The Governing Body may not decide to consider a complaint about something which has occurred more than three months previously.  The parent will be informed, by letter, of the panel’s decision. This decision will be binding on the Governing Body.  If a parent is not happy with the decision they will be advised to contact the LA Parent Partnership Service. Parents can seek further advice with reference to the LA leaflet ‘How Can I Tell the School’ or by contacting Pupil and Parent Support 01905 766086 DATA PROTECTION ACT Schools, local education authorities and the Department for Education and Skills (the government department which deals with education) all hold information on pupils in order to run the education system, and in doing so have to follow the Data Protection Act 1998. This means, among other things, that the data held about pupils must only be used for specific purposes allowed by law. We are therefore writing to tell you about the types of data held, why that data is held, and to whom it may be passed on. Tardebigge holds information on pupils in order to support their teaching and learning, to monitor and report on their progress, to provide appropriate pastoral care, and to assess how well the school as a whole is doing. This information includes contact details, National Curriculum assessment results, attendance information, characteristics such as ethnic group, special educational needs and any relevant medical information. From time to time we are required to pass on some of this date to the Local Education Authority (LEA), to another school to which the pupil is transferring, to the Department for Education and Skills (DfES), and to Qualifications and Curriculum Authority (QCA) which is responsible for the National Curriculum and associated assessment arrangements. Worcestershire LEA uses information about pupils to carry out specific functions for which it is responsible, such as the assessment of any special education needs the pupils may have. It also uses the information to derive statistics to inform decisions on (for example) the funding of schools, and to assess the performance of schools and set targets for them. The statistics are used in such a way that individual pupils cannot be identified from them. No personal information provided to the Council will be passed on to third parties for commercial purposes. Information, however, will be shared within the council and with other agencies where the legal framework allows and required it. This will help the Council to improve and to develop services. 20

The Qualifications and Curriculum authority uses information about pupils to administer the National Curriculum tests and assessments for Key Stages 1 to 3. The results of these are passed on to DfES in order for it to compile statistics on trends and patters in levels of achievement. The QCA uses the information to evaluate the effectiveness of the National Curriculum and the associated assessment arrangements, and to ensure that these are continually improved. The Department for Education and Skills uses information about pupils for statistical purposes, to evaluate and develop education policy and to monitor the performance of the education service as a whole. The statistics (including those based on information provided by the QCA) are used in such a way that individual pupils cannot be identified from them. The DfES will feed back to LEAs and schools information about the pupils where they are lacking this information because it was not passed on by a former school. On occasion information may be shared with other Government departments or agencies strictly for statistical or research purposes only. Pupils, as data subjects, have certain rights under the Data Protection Act, including a general right of access to personal data held on them, with parents exercising their right on their behalf if they are too young to do so themselves. If you wish to access the personal data held about your child, then please contact the relevant organisation in writing:  the school at Tardebigge;  the LEA’s Data Protection Officer at County Hall, Worcester WR5 2NP;  The QCA’s Date Protection Officer at QCA, 83 Piccadilly, LONSDON W1J 8QA;  The DCSF’s Data Protection Officer at DCSF, Caxton House, Tothill Street, LONDON. SW1H Separately from the Data Protection Act, DCFS regulations provide a pupil’s parent (regardless of the age of the pupil) with the right to view, or to have a copy of, their child’s educational record at the school. If you wish to exercise this right you should write to the school. DELIVERY AND COLLECTION OF YOUR CHILD To avoid any congestion in the cloakrooms in school, parents are asked to wait for their child(ren) on the playground, both at the end of the school day, and on arrival in the mornings. At the beginning and end of the school day, please park your car on either the Church/School car park or the Community Hall car park (Reception and year 1 parents/carers to park on the community hall carpark and for year 2,3 and 4 to park on the church carpark . No parents’ cars are permitted in the churchyard except for those in special circumstances, or with disability, who have obtained the Head teacher’s permission and a parking permit. EXTENDED SCHOOL SERVICES Before and after school provision is provided by a privately run organisation FUNZONE who work closely with the school staff. As part of an Extended School initiative Tardebigge has joined with other Redditch Schools to develop provision further. EXTRA CURRICULAR ACTIVITIES Extra curricular activities are organised to develop a range of interests. These may vary from year to year. Activities may include Recorders, Netball, Football, Games, Keyboard, and dance. MEALS As part of our drive to be a ‘Healthy School’ we have introduced good quality, well cooked, meals that are prepared with fresh locally produced produce. Alliance in Partnership Services serve excellent meals in the Community Hall where our staff work hard to ensure the children can eat in a happy atmosphere. As from September 2014 all children in Reception, year 1 and year 2 will be entitled to a hot school lunch free of charge. 21

Accommodation is provided for children to bring their own food. Some children currently bring a packed lunch to school. Children are encouraged to bring a fruit snack for mid morning break and children in the Reception Class and Key Stage 1 receive free fruit. No sweets, chocolate bars or fizzy drinks are allowed in lunch boxes. Forms for the application of free school meals are available from the Head teacher/school office. Confidentiality is respected here and parents can write personally to the Head teacher for information. FRIENDS OF THE SCHOOL(FOT’s) This is you, the parents, teachers, past parents and friends, who have shown enthusiasm in supporting the school since Friends of the School was formed in 1983. Since its formation, money has been raised to purchase computers, monitors and printers, cassette recorders, video camera, sports shed, language centres, digital piano, percussion instruments and also a play area and a quiet area. It has provided money for visits to the theatre and places of local interest. Volunteers hold a variety of events, with a happy mix of both social and fund-raising activities. We can never have too many helpers – your support and suggestions are most welcome. If you are a new parent we aim to involve you from the outset. WORK AT HOME Many of our children enjoy doing work at home. We try to encourage this. We hope they will become involved in their topic work, sharing the information they find out, bringing in and sharing their own books and resources, and talking to their peers about relevant subjects. Children are encouraged to take home books from school to further their studies. Reading books along with a comment/contact book, are sent home and exchanged on completion. From year 1 children have a library time during the week, when the children can choose a library book to take home From year 1 children will start to take home maths booklets. Home work is also provided via the internet – Education City. An access code will be allocated to each pupil. From Year 3 a Homework Diary is part of the shared partnership between home and school. Parents are asked to sign and make any comment when necessary. MEDICAL Medical examinations take place at intervals throughout the year. Special medical examinations can be arranged at the request of parents. Parents are informed of the date of the examination and are invited to be present. The School Nurse makes regular visits to the school. Children in the school also have their hearing and sight tested. In accordance with the County Policy, medicines that have been prescribed by a doctor, and need to be administered to the child in school hours, must be handed into and collected from the school office by an adult. Written instructions regarding dosage must accompany the medicine, which should be signed by the parent or guardian. We are sorry, but the staff are not permitted to administer any medication which is paracetamol based unless it is prescribed by a doctor. MONEY AND JEWELLERY All money forwarded to school should be in an envelope, clearly marked with the child’s name and class and given to the class teacher. 22

Pupils must not bring valuables to school or leave money, watches or other expensive articles unattended. The wearing of jewellery in school creates security difficulties and can be hazardous, particularly in PE and during ‘active’ lessons. Earrings can be particularly dangerous and children with pierced ears are requested to wear studs during the school day. Guidelines from the County Council state that these must be removed for PE and swimming. Children should not wear jewellery such as bracelets, necklaces, rings or watches. RACIAL EQUALITY The staff take incidents of racial harassment very seriously. The schools Racial Equality Policy condemns racism in any form and endeavours to develop children’s awareness of the strengths of a multicultural society. SAFEGUARDING Tardebigge C E School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Further information and persons available to speak to or contact regarding any concerns are available via the Head teacher . SCHOOL HOURS Key Stage 1 Key Stage 2 08.55 – 12.00 08.55 – 12.10 12.00 – 13.00 (Lunchtime) 12.10 – 13.00 (Lunchtime) 13.00 – 15.15 13.00 - 15.15 Reception Class Reception Class Part time 8.55 – 12.30 (First week of Autumn Full time 8.55 – 3.15 Term) A bell will sound at 8.45am for children to walk into school ready for the start of the school day. Parents and carers are responsible for seeing their children into school. SCHOOL UNIFORM  No DENIM JEANS please  Shoes: The wearing of trainers is discouraged. All shoes, summer or winter to have closed toes.  Hair: Long hair to be tied back with accessories to be either red or blue and plain in style. No shaved patterns/’hair art’ Winter Girls: Navy blue skirt, pinafore, trousers Red polo shirt, and/or sweatshirt, jumper or cardigan Red or navy socks or tights. Boys: Navy blue trousers Red polo shirt, and/or sweatshirt, jumper Red or navy socks. Summer Girls: Red and white dress or skirt and polo shirt 23

Boys: Navy trousers/shorts and red polo shirt. The school sells sweatshirts, cardigans, tee shirts, polo shirts, P.E. shorts, book bags, swimming/P.E. bags with the Tardebigge logo. Red baseball caps are also available. Uniform order forms are available from the school office. Please contact us for more details. Physical education - (to be kept in school during term time) Tee shirt, shorts, pumps and pump bag. Shorts are recommended for all gym work. Tracksuits may also be kept in school and are very useful in the colder months!. Older children attend swimming lessons at Hewell Road Swimming Baths. Swimming hats are essential and caps with the school logo are available from the office. Art/Craft/Technology - (to be kept in school during term time) Apron, red/blue or old shirt. All items of clothing and personal property brought to school should be clearly labelled. TARDEBIGGE RELIEF FUND This fund is available to support families who may have financial difficulties. It may be used for the purchase of school uniform, supplementary musical tuition etc. Application forms are available from the Head teacher. THE GOVERNING BODY Governors fulfil a strategic management role in the running of the school. They support, advise and are ambassadors for the school. As a Church of England Aided School our governors have a greater responsibility than a local authority school. Responsibilities of the Governing Body include:  Deciding what is taught – taking into account the National Curriculum  Managing the budget  Interviewing and selecting staff  Setting standards of behaviour  Maintaining and developing buildings and grounds  Fostering links with parents and the community  Ensuring equal opportunities  Implementing the school’s Admissions Policy  Ensuring good attendance across the school The Governing Body, in partnership with the Head teacher and staff at the school, is the agency through which the school is accountable to the Local Education Authority and to parents. Working via committees, governors make collective decisions at regularly held meetings. Tardebigge governors are a friendly, enthusiastic team comprising:  2 elected members of staff from the school  3 elected parents  4 nominated by the Parochial Church Council – Foundation Governors  4 nominated by the Diocesan Board of Education – Foundation Governors  1 nominated by the Education Authority  1 nominated by the Archdeacon of Dudley – normally the incumbent (ex-officio)  Head Teacher  Support by an appointed clerk Parent governors 24

 Have a child in the school  Are elected by parents  Serve (as do other governors) for four years. Local Authority/Co-opted governors Volunteers drawn from the local community with wide ranging skills, experience and views, who bring differing perspectives to the decision making process. Tardebigge governors believe that effective management can only be achieved in collaboration with the staff, parents and pupils. Suggestions on how the school and the education it provides can be improved are always welcome. Details of all the governors and their areas of responsibility are available at the school. TRANSPORT The Education Authority may provide school transport for pupils who live a distance from the school. If you think you may qualify and wish to find out more about this service, please speak to the Education Department’s transport section. They will advise you further on the rules governing the provision of school transport and the Vacant Seats Payment Scheme that operates if there are empty seats on the school bus/taxi. Application forms are available from the school office. TRAVEL PLAN The school has worked with the Local Authority to draw up a Travel Plan that encourages a healthy lifestyle. Our Walking Bus is very popular and has helped us reduce the amount of traffic using our car park. Important Note The academic information in this booklet applies to the year 2014/2015 and though the particulars are correct in relation to this year, it should not be assumed that there would be no change. 25

FRIENDS OF TARDEBIGGE SCHOOL (FOTS) OUR PARENT ASSOCIATION Friends of Tardebigge School The Friends of Tardebigge School (FOTS) is the name given to Tardebigge School’s PTA. We are a registered charity and help by trying to provide ‘extras’ that might otherwise not happen! For example the children’s Christmas parties, providing dictionaries for the children leaving year 4 and clothes for forest school. We have most recently purchased tracksuits with the school logo for the children who go off site to represent the school. Another big purchase has been books for Mrs Green to use with the Sunshine children. Although the committee obviously has to raise funds to finance these projects we do not feel that this is our only role, we are also a good link between parents and school, especially working parents who do not get to spend as much time at school as they would like to. Anyone at Tardebigge can be involved with FOTS; even if you can’t attend the meetings there are many ways in which you can support us. The committee always welcomes new members. Just because you might be a new parent, please don’t feel you need to hold back! We are always on the lookout for new skills and new contacts and a good contact to bring the feelings of other parents in their year to the meetings. We look forward to meeting you all. Beccy Brandon Chair of FOTS 26

ST BARTHOLOMEW’S CHURCH, TARDEBIGGE This letter of ‘WELCOME’ comes to you from St Bartholomew’s Church, Tardebigge. Our church plays a key role in the day to day life of the children at Tardebigge School – special services and performances being taken here. Church Services We have a wide range of services each month to suit all ages but in particular: nd * Family Service on the 2 Sunday of every month starting at 11.00 am and finishing at 11.45 am. This is lovely service for all the family. Refreshments are usually served afterwards. th * ‘Worship For All’ held on the 4 Sunday of every month - an extremely popular service, well attended by people with young families. It starts at 9.30 am and finishes at 10.15 am. This is a contemporary service with worship songs led by musicians. There is a segment in this service where the children are asked to participate together with a ‘food for thought’ talk for the adults. There is a children’s area to the rear of church should you wish to join any of the services. Children are part of the living church and the congregation are always on hand to ensure your time at St Bartholomew’s is spiritual and fulfilling. Women’s Fellowship rd The Spring Greens is a Women’s Group set up in 2009. We usually meet on the 3 Thursday of every month between 7.45 pm and 9.30 pm in the church hall. Already it is a fabulous success. Our aim is to bring women together as a Christian community for friendship, fun and debate. The group is informal and gives you time to focus on ‘you’ in a relaxed environment. You are free to either just come along for a chat, to escape the bedtime routines, or to let off steam(!) as well as joining in the various creative activities that will be on offer. We will also be supporting numerous charities with the slant on women and families. For further information please contact Elisabeth Gill on 01527 465034. General St Bartholomew’s has a good Parish Magazine produced monthly and on sale at 50p (subscriptions available!). Full details of all church services can be found in here together with church/school/local news. Why not give it a try? We hope this letter, as part of your ‘Welcome Pack’, offers you an insight into the close community of support that surrounds Tardebigge Church of England First School … a most splendid school! With very best wishes to you and your child(ren). 27

APPENDIX  Copy of SATs results 2014  Copy of Admissions Policy from September 2014  Copy of Admissions Policy from September 2015  Copy of Term dates 2014/2015  Copy of Term dates 2015/2016



Tardebigge Church of England (Voluntary Aided) First School Policy for Admissions from September 2014 Church Lane, Tardebigge, near Bromsgrove, Worcestershire B60 3AH Tel: 01527-872886 Fax: 01527-578446 Email: [email protected] It is the Governors' legal responsibility to produce the Admissions Policy and to allocate places at Tardebigge School. They always adhere strictly, and without favour, to the policy when considering an application and all preferences are treated equally. Applicants are advised to read all the additional information below before completing an application form. If you are unclear about any aspects of the admissions procedure, please contact the Head Teacher without delay. The Head Teacher also welcomes visits and informal enquiries. In accordance with legislation, a child with a statement of Special Educational Needs will be offered a place if Tardebigge School is named in the statement. When the number of applications exceeds the Admission Number of 30, Places will be allocated using the following criteria in the following order: (a) Relevant ‘Looked After’ Children. ’Looked after’ means all those currently accommodated by a Local Authority under the terms of the Children Act 1989 and children who were previously accommodated by a Local Authority but immediately after being looked after, became subject to an adoption, residence or special guardianship order. (b) Sibling(s). Children who have a brother or sister at Tardebigge School at the time of application, and who will also be at the school at the time of admission. This definition will include half-siblings (that is children who share birth parents), fostered and legally adopted children and includes children living permanently at the same address. (c) Sole Catchment. Children whose primary residence is within the Ecclesiastical Parish of Tardebigge and the Civil Parishes of Tutnall and Cobley and Bentley Pauncefoot, and for whom Tardebigge is the sole provided school. The School, Local Authority and Diocesan Board of Education have a map defining this area. Applicants in the process of moving into the area should read the additional information provided in the accompanying notes. (d) Denominational. Children for whom this is the nearest Church of England Aided School (as measured in accordance with the definition under criterion (h) below) and whose parents or legal guardians are active and practising members of St Bartholomew’s Church, Tardebigge, or St. Mary’s, Bentley. The school’s Ministerial form, duly completed by the parish priest must accompany the application. This must include written confirmation of a history of at least monthly church attendance for a minimum period of a year prior to the date of application. If this information is missing, this criterion is not met. (e) Shared Catchment. Other children whose primary residence is within the Ecclesiastical Parish of Tardebigge and the Civil Parishes of Tutnall and Cobley and Bentley Pauncefoot and for whom Tardebigge is not the sole provided school. The School, Local Authority and Diocesan Board of Education have a map defining this area. Applicants in the process of moving into the area should read the additional information provided in the accompanying notes. (f) Significant Reasons. Children with a significant reason for admission. Validity will be determined by the Governors and will include medical, physical, social or compassionate grounds. A letter from an independent source is always required to satisfy this criterion, and parents are required to submit a medical certificate or other supporting information directly to the school at the time of application. (g) Other denominational and religious faiths. Children whose parents or legal guardians are active and practising members of established Christian and non-Christian religious faiths. For all applicants, the school’s Ministerial form, duly completed by the parish priest or faith leader must accompany the application. This must include written confirmation of a history of at least monthly attendance at their place of worship for a minimum period of a year prior to the date of application. If this information is missing, this criterion is not met. (h) Distance. Children who live nearest to the school determined 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 use a software package called Arcview GIS to determine distance. Ordnance Survey supply 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 the governors will supervise this process).This criterion will also be applied in the event of oversubscription in any of the above criteria (a) to (g).

Tardebigge Policy for Admissions 2014 - pg 2 of 2 st APPLICATION PROCEDURE: For applications for the academic year starting 1 September 2014, the application process must be completed and submitted on-line, with any supporting documentation that parents wish to be considered forwarded direct th to the school, by the closing date of 15 January 2014. The Admissions Committee of the Governing Body will make formal assessment of all applications and the LA will notify successful and unsuccessful applicants. The 30 places cannot be exceeded even in such circumstances as multiple births. The places are offered on the basis of full acceptance of all school procedures, including the induction procedure. On-line and paper applicants must ensure that all necessary supporting information, for any of the relevant criteria, is submitted directly to the school by the closing date. No information received after the closing date will be considered. Please make sure you have understood the precise application requirements. LATE APPLICATION: the school adheres to the Local Authority’s School Admission Guide which can be found at www.worcestershire.gov.uk/schooladmissions DENOMINATION: The School’s Ministerial form is available to Parents from the school office or via the school website or the Local Authority. RESIDENCY: The address given on the application form must be the primary residence of the children (the address where the child spend most of his or her time). A copy of the map defining the catchment area is available on the schools website. APPLICANTS IN THE PROCESS OF MOVING TO THE AREA: For applicants in the process of moving into this area, firm independent written evidence of when you will actually begin to live in the catchment area must be provided by the closing date for applications. This evidence will need to be in the form of one of the following:  a letter from your solicitor stating that contracts of purchase have been exchanged and also stating the date of completion  written evidence of a tenancy agreement or lease including the start date  independent written evidence stating the date of returning to live permanently in property already owned within the area. PRINCIPLES: In considering applications, the governors will take no account of gender, disability, racial or ethnic origin, or of religious beliefs other than those set out in this policy. Fraudulent applications will normally be disqualified. School staff and governors with a conflict of interest are barred from taking any part in processing applications. WAITING LIST: All unsuccessful applicants who are still seeking a place for the intake year at the school are placed by the st school governors on a waiting list. This list is ranked according to the Admissions Policy criteria and maintained until 31 August st 2014. From 1 September each academic year, anyone wishing to place their child’s name on an ‘In-Year’ Waiting List should complete and submit the ‘Waiting List’ form which is available direct from the school office or via our website. The list will be maintained for one academic year and then destroyed in order to ensure a list of only interested applicants is held. You must submit a new form for each following academic year. The list is an active document therefore as forms are received the position of an individual child already on the list can change. The list does not give priority based simply on the date an application was added to the list. th DEFERRED ENTRY: Parents are entitled to access full time education in the September following their child’s 4 birthday. They also have the option to defer their child’s entry into the reception class until later in the school year. A parent/carer would not be able to defer entry beyond the beginning of the term after a child’s fifth birthday, nor beyond the academic year for which admission is sought. APPEALS: Parents of children who are unsuccessful in being allocated a place have the right of appeal to an Independent Appeals Panel. They should write in the first instance to the Chair of Admissions Committee, at the school address, within two weeks of receipt of the refusal letter. IN-YEAR ADMISSIONS: Parents/Carers with a first preference application for 'In Year' transfers into an Academy, Foundation, Voluntary Aided School in Worcestershire or a school in another Local Authority must forwarded the application to the individual schools. For all other schools the application form should be submitted to the relevant Local Authority. NUMBER OF APPLICATIONS RECEIVED FOR SEPTEMBER 2013: The school received 77 applications for 30 designated places; of these applications, 17 met the siblings criterion, 2 sole provided school catchment, 7 Denominational; 15 shared catchment, 0 Significant Reasons; 9 Other Denominational and Religious Faiths and 27 Distance. AFFILIATION: Tardebigge School does not have an affiliation with any pre-school educational provider; therefore attendance at any such setting does not give entitlement to a place at the school. FAIR ACCESS PROTOCOL: Tardebigge School adopts the Local Authority’s Fair Access Protocol.

Tardebigge Church of England (Voluntary Aided) First School Policy for Admissions from September 2015 Church Lane, Tardebigge, near Bromsgrove, Worcestershire B60 3AH Tel: 01527-872886 Fax: 01527-578446 Email: [email protected] It is the Governors' legal responsibility to produce the Admissions Policy and to allocate places at Tardebigge School. They always adhere strictly, and without favour, to the policy when considering an application and all preferences are treated equally. Applicants are advised to read all the additional information below before completing an application form. If you are unclear about any aspects of the admissions procedure, please contact the Head Teacher without delay. The Head Teacher also welcomes visits and informal enquiries. In accordance with legislation, a child with a statement of Special Educational Needs will be offered a place if Tardebigge School is named in the statement. When the number of applications exceeds the Admission Number of 30, Places will be allocated using the following criteria in the following order: (a) Relevant ‘Looked After’ Children. ’Looked after’ means all those currently in the care of or accommodated by a Local Authority under the terms of the Children Act 1989 and children who were previously in the care of or accommodated by a Local Authority but immediately after being looked after, became subject to an adoption, residence or special guardianship order. (b) Sibling(s). Children who have a brother or sister at Tardebigge School at the time of application, and who will also be at the school at the time of admission. This definition will include half-siblings, step-siblings, fostered and legally adopted children living permanently at the same address as the current pupil. (c) Sole Catchment. Children whose primary residence is within the Ecclesiastical Parish of Tardebigge and the Civil Parishes of Tutnall and Cobley and Bentley Pauncefoot, and for whom Tardebigge is the sole provided school. The School, Local Authority and Diocesan Board of Education have a map defining this area. Applicants in the process of moving into the area should read the additional information provided in the accompanying notes. (d) Denominational. Children for whom this is the nearest Church of England Aided School (as measured in accordance with the definition under criterion (h) below) and whose parents or legal guardians are active and practising members of St Bartholomew’s Church, Tardebigge, or St. Mary’s, Bentley. The school’s Ministerial form, duly completed by a member of the clergy team, must accompany the application. This must include written confirmation of a history of at least monthly church attendance for a minimum period of a year prior to the date of application. If this information is missing, this criterion is not met. (e) Shared Catchment. Other children whose primary residence is within the Ecclesiastical Parish of Tardebigge and the Civil Parishes of Tutnall and Cobley and Bentley Pauncefoot and for whom Tardebigge is not the sole provided school. The School, Local Authority and Diocesan Board of Education have a map defining this area. Applicants in the process of moving into the area should read the additional information provided in the accompanying notes. (f) Significant Reasons. Children with a significant reason for admission. Validity will be determined by the Governors and will include medical, physical, social or compassionate grounds. A letter from an independent source is always required to satisfy this criterion, and parents are required to submit a medical certificate or other supporting information directly to the school at the time of application. (g) Other denominational and religious faiths. Children whose parents or legal guardians are active and practising members of established Christian and non-Christian religious faiths. For all applicants, the school’s Ministerial form, duly completed by the parish priest or faith leader must accompany the application. This must include written confirmation of a history of at least monthly attendance at their place of worship for a minimum period of a year prior to the date of application. If this information is missing, this criterion is not met. (h) Distance. Children who live nearest to the school determined 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 use a software package called Arcview GIS to determine distance. Ordnance Survey supply 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 the governors will supervise this process).This criterion will also be applied in the event of oversubscription in any of the above criteria (a) to (g).

Tardebigge Policy for Admissions 2015 - pg 2 of 2 st APPLICATION PROCEDURE: For applications for the academic year starting 1 September 2015, the application process must be completed and submitted on-line, with any supporting documentation that parents wish to be considered forwarded direct th to the school, by the closing date of 15 January 2015. The Admissions Committee of the Governing Body will make formal assessment of all applications and the LA will notify successful and unsuccessful applicants. The 30 places cannot be exceeded even in such circumstances as multiple births. In this event, any place will be allocated by random selection (lottery). The places are offered on the basis of full acceptance of all school procedures, including the induction procedure. On-line and paper applicants must ensure that all necessary supporting information, for any of the relevant criteria, is submitted directly to the school by the closing date. No information received after the closing date will be considered. Please make sure you have understood the precise application requirements. LATE APPLICATION: the school adheres to the Local Authority’s School Admission Guide which can be found at www.worcestershire.gov.uk/schooladmissions DENOMINATION: The School’s Ministerial form is available to Parents from the school office or via the school website or the Local Authority. RESIDENCY: The address given on the application form must be the primary residence of the children (the address where the child spend most of his or her time). A copy of the map defining the catchment area is available on the schools website. APPLICANTS IN THE PROCESS OF MOVING TO THE AREA: For applicants in the process of moving into this area, firm independent written evidence of when you will actually begin to live in the catchment area must be provided by the closing date for applications. This evidence will need to be in the form of one of the following:  a letter from your solicitor stating that contracts of purchase have been exchanged and also stating the date of completion  written evidence of a tenancy agreement or lease including the start date  independent written evidence stating the date of returning to live permanently in property already owned within the area. PRINCIPLES: In considering applications, the governors will take no account of gender, disability, racial or ethnic origin, or of religious beliefs other than those set out in this policy. Fraudulent applications will normally be disqualified. School staff and governors with a conflict of interest are barred from taking any part in processing applications. WAITING LIST: All unsuccessful applicants who are still seeking a place for the intake year at the school are placed by the st school governors on a waiting list. This list is ranked according to the Admissions Policy criteria and maintained until 31 August st 2015. From 1 September each academic year, anyone wishing to place their child’s name on an ‘In-Year’ Waiting List should complete and submit the ‘Waiting List’ form which is available direct from the school office or via our website. The list will be maintained for one academic year and then destroyed in order to ensure a list of only interested applicants is held. You must submit a new form for each following academic year. The list is an active document therefore as forms are received the position of an individual child already on the list can change. The list does not give priority based simply on the date an application was added to the list. th DEFERRED ENTRY: Parents are entitled to access full time education in the September following their child’s 4 birthday. They also have the option to defer their child’s entry into the reception class until later in the school year. A parent/carer would not be able to defer entry beyond the beginning of the term after a child’s fifth birthday, nor beyond the academic year for which admission is sought. APPEALS: Parents of children who are unsuccessful in being allocated a place have the right of appeal to an Independent Appeals Panel. They should write in the first instance to the Chair of Admissions Committee, at the school address, within two weeks of receipt of the refusal letter. IN-YEAR ADMISSIONS: Parents/Carers with a first preference application for 'In Year' transfers into an Academy, Foundation, Voluntary Aided School in Worcestershire or a school in another Local Authority must forwarded the application to the individual schools. For all other schools the application form should be submitted to the relevant Local Authority. NUMBER OF APPLICATIONS RECEIVED FOR SEPTEMBER 2014: The school received 82 applications for 30 designated places; of these applications, 13 met the siblings criterion, 5 sole provided school catchment, 3 Denominational; 29 shared catchment, 0 Significant Reasons; 0 Other Denominational and Religious Faiths and 32 Distance. AFFILIATION: Tardebigge School does not have an affiliation with any pre-school educational provider; therefore attendance at any such setting does not give entitlement to a place at the school. FAIR ACCESS PROTOCOL: Tardebigge School adopts the Local Authority’s Fair Access Protocol.

Educational Services Directorate School Terms and Holiday Dates 2014– 2015 Tardebigge C. E. (Aided) First School AUTUMN TERM 2014 st TE DAY Monday 1 September 2014 TE DAY Tuesday 2nd September 2014 TERM STARTS Wednesday 3rd September 2014 st th HALF TERM Monday 27 October 2014 – Friday 31 October 2014 TERM ENDS Friday 19th December 2014 (73 days) SPRING TERM 2015 th TE DAY Monday 5 January 2015 th TERM STARTS Tuesday 6 January 2015 HALF TERM Monday 16th February 2015 – Friday 20th February 2015 th TERM ENDS Friday 27 March 2015 (54 days) SUMMER TERM 2015 th TE DAY Monday 13 April 2015 TERM STARTS Tuesday 14th April 2015 MAY DAY 4th May – SCHOOL CLOSED th th HALF TERM Monday 25 May 2015 – Friday 29 2015 TERM ENDS Friday 17th July 2015 th TE DAY Monday 20 July 2015 (63 days)

Educational Services Directorate School Terms and Holiday Dates 2015– 2016 Tardebigge C. E. (Aided) First School AUTUMN TERM 2015 rd TE DAY Thursday 3 September 2015 th TE DAY Friday 4 September 2015 th TERM STARTS Monday 7 September 2015 th th HALF TERM Monday 26 October 2015 – Friday 30 October 2015 nd TE DAY Monday 2 November 2015 TERM ENDS Friday 18th December 2015 (69 days) SPRING TERM 2016 th TE DAY Monday 4 January 2016 th TERM STARTS Tuesday 5 January 2016 HALF TERM Monday 15th February 2016 – Friday 19th February 2016 th TERM ENDS Thursday 24 March 2016 (53 days) SUMMER TERM 2016 th TERM STARTS Monday 11 April 2016 nd MAY DAY 2 May – SCHOOL CLOSED rd th HALF TERM Monday 30 May 2016 – Friday 3 June 2016 th TE DAY Monday 6 June 2016 nd TERM ENDS Friday 22 July 2016 (68 days)