Astwood Bank First School

Welcome to Astwood Bank First School A community school Dear Parents, I would like to take this opportunity to introduce you to our school through our Prospectus, which, as you can see, contains a wide range of information. However detailed and interesting a Prospectus is, it cannot effectively portray the ethos of the school and the classroom atmosphere that is rooted in the relationship between the parents, pupils and their teacher. This relationship permeates a wide range of activities and situations and is built on ‘trust’ and ‘respect.’ Our aim is to offer all pupils a broad and stimulating curriculum that recognises the importance of providing pupils with the basic skills of literacy and numeracy. In addition to this, the curriculum the pupils experience will give them the opportunities to develop skills, knowledge and understanding in a wide range of areas, and apply these skills in a creative environment as well as give them an enthusiasm for learning and equip them for their next stage of education and later adult life. We recognise the need to provide for the abilities of all pupils by including higher attaining pupils and supporting those whose educational needs require special provision. We value and seek to improve links with parents and to this end, a series of induction sessions are offered to assist in preparing your child for school. The years your child will spend at this school are some of the most exciting and rewarding to share in. I do hope you will always feel that you can come and talk to me and my staff about anything you want to know or are concerned with. Children observing their parents working in harmony with and supporting the school can be the most influential and positive force in their early years development. Please make an appointment to visit the school during the working day, if you have not already done so, and gain first hand experience of the information this Prospectus provides. In addition to this you can visit our website at www.astwoodbank.worcs.sch.uk to keep up with news of our school. We look forward to working with you and your child. Yours sincerely, Mrs Debbie Yarnold, Head Teacher 1

Ofsted Report 2010: 'Perhaps the most outstanding feature in a long list is the richness and variety of the curriculum. The enthusiasm generated spills over into all aspects of school life and pupils show excitement and keenness in lessons and around school.’ Children Learn What They Live If a child lives with criticism he learns to condemn If a child lives with hostility he learns to fight If a child lives with ridicule he learns to be shy If a child lives with shame he learns to feel guilty If a child lives with tolerance he learns to be patient If a child lives with encouragement he learns confidence If a child lives with praise he learns to appreciate If a child lives with fairness he learns justice If a child lives with security he learns to have faith If a child lives with approval he learns to like himself If a child lives with acceptance and friendship he learns to find love in the world The Governors and Staff welcome you and your child to Astwood Bank First School and we look forward to a happy and fruitful relationship 2

Ofsted Report 2010: ‘Pupils are developing exceptionally well into polite, extremely well behaved and confident young people who are very conscious of their place in society and their responsibilities towards it. This is largely due to the outstanding care, guidance and support provided for them. The school has a very high commitment to equality of opportunity and all pupils and their needs are very well known to staff.’ Our School Values  Everyone has the right to be treated with respect  All pupils deserve equal access to a broad, balanced curriculum and a wide range of opportunities  We value the need for a stimulating ‘learning’ environment that promotes active learning, lively enquiring minds and an ability to question rationally  We recognise that everyone has personal strengths and qualities that are developed through opportunities created to suit individual learning styles  Each person is of equal importance and excellence as achieved through opportunity, encouragement and recognition  We value the partnership between parents and the community, teamwork and the importance of shared responsibility 3

The Aims of the School o To provide a happy secure environment and foster attitudes which will instil self confidence and create a sense of personal worth o To provide a broad and balanced curriculum that stimulates and challenges pupils to enable them to acquire knowledge, skills st and understanding relevant to life in the 21 Century o To provide a learning environment with a range of sensory opportunities in which pupils can access and organise resources/aspects of their work and become independent learners o To provide a curriculum that takes account of individual learning styles as well as promoting physical, social, emotional, creative and spiritual development o To promote an atmosphere fostering a sense of caring, tolerance and support alongside an appreciation of different view points which enables each to achieve their own potential o To communicate effectively with parents and community and to develop shared goals and values that will support and challenge the pupils 4

Introducing the School Astwood Bank School was opened in 1877 as an all-age school serving the village of Astwood Bank. In the subsequent hundred years the school underwent a number of changes culminating in its redevelopment as a First School during the 1970’s, when the three tier system of education was introduced in Redditch. Today, the school catchment includes the villages of Astwood Bank and Cookhill. During the last 10 years, the number of pupils attending the school from outside the catchment area has risen to its present level of 60% of our total intake. In 2010 it was judged outstanding by Ofsted and we currently support effective practice in Worcestershire. The school has always been an integral part of the village community and strong links have existed for a number of years with the neighbouring Church and a variety of village groups. Since September 2001 the school has been constantly updated. In March 2002 we opened a purpose- built Early Years Unit, which comprises two classrooms and an outdoor classroom area, together with a new Key Stage 1 classroom. During 2006 and 2007 a new hall was built in addition to upgrading our original facilities which now house a music room and an art room. This was developed further in 2010 with the addition of a servery to enable the school to provide hot lunches. In autumn 2013 we opened a “Nature/ Nurture” room situated near the Forest School area which is used as a nurture space for small groups, a Forest School classroom and as an extra classroom space for special curriculum activities. We are now building a new six classroom block to house the Year 5 and 6 children as we convert to a ‘Primary School’ from September 2017. The main block houses eight classrooms, and enclosed outdoor learning area. The Hall is used for Physical Education, Assemblies and Drama Productions, as well as large meetings and special events. The additional permanent block was purpose-built for younger pupils in the 1960’s and contains two spacious L-shaped classrooms. The school has its own Environmental Area containing a pond and a small wood and providing a habitat for a variety of wildlife. Our Reception and Year 1 children have a weekly Forest School session. The playing fields are directly behind the classrooms and the playgrounds are situated around the teaching block. We have a very interesting web site with a great deal of information and pictures and we strongly recommend that you use this site for all the current information and news about our school. www.astwoodbank.worcs.sch.uk. We have provision for 300 pupils aged 4 years to 9 years on roll. Currently we have 300 pupils. We are converting to a Primary School in September 2017 and therefore will become 420 pupils with Year 5 and 6 from 2018. The admissions criteria is published in the Local Authority’s ‘Information for Parents Handbook. Head Teacher : Debbie Yarnold B Ed Hons Postal Address: Astwood Bank First School, Church Road, Astwood Bank, Redditch, Worcs. B96 6EH Telephone: 01527 892681 Fax: 01527 892615 E-mail: [email protected] Website: www.astwoodbank.worcs.sch.uk PLEASE NOTE: Astwood Bank First School is a Non Smoking site. Smoking is not tolerated at any time. 5

The Organisation of the Curriculum T he Education Reform Act 1988 entitles every child to a curriculum which is balanced and broadly based and relevant to his or her needs. The National Curriculum consists of: Core Subjects Foundation Subjects English Design & Technology Mathematics History Science Geography computing Music Art Physical Education Religious Education is a compulsory subject but not directed by the National Curriculum. Our curriculum is planned in year groups and as a continuum from Foundation Stage to the beginning of K.S.2. Throughout the five years children are given a variety of opportunities to allow access to a broad and balanced curriculum. The curriculum for pupils in Reception is initially based on Key Areas of Learning, which make up the prescribed curriculum for children under 5 years of age. Much of the learning for pupils of this age is delivered through play based activities. The skills, concepts and understanding they learn allow them to fully access the National Curriculum when they are ready and we especially want to promote the development of learning dispositions which will enable children to meet the challenges of the 21 Century. st At Astwood Bank First School a large proportion of time is dedicated to the teaching of English and Mathematics and we aim to teach children to read, write and use number effectively to enable them to benefit from the wide range of learning opportunities that are open to them. These skills may be taught in conjunction with the Foundation subjects. We aim to see ways of promoting greater understanding by inter-linking curriculum areas. Considerable emphasis is placed on pupils becoming independent learners. From a young age pupils are encouraged to use a wide range of basic reference material, conduct surveys, collect data and present their findings in a variety of ways. We aim to give many opportunities through the five years to use and apply their skills to problem solving. We recognise pupils’ achievements in all areas of learning and celebrate their successes publicly in our Friday Assembly. The teachers are the most valuable resource we have and are skilled in facilitating the pupils’ learning. We utilise the curriculum expertise and interest of all our staff to raise standards for all pupils. Teachers plan collaboratively in year groups on a weekly basis and give careful consideration to specific learning objectives. We have for a number of years valued the additional curriculum enrichment provided by visiting artists, sports specialists and theatre groups and with the support of the donations to the Curriculum Fund (currently £20 a year) we are able to buy these in. 6

Curriculum Assessment Teachers continually assess pupils’ learning. Each child’s progress in a range of language and mathematics skills is recorded throughout their time in school, to enable teachers to set targets and maintain pupils’ rate of progress. From Year 1 onwards children have their own “Learning Ladders” and are able to monitor their own progress and see their next steps in learning. Pupils are involved in the planning process and curriculum planning is linked to pupil assessment to ensure that the curriculum the pupils receive is matched to their needs. At the start of the autumn term parents are invited into school to meet their child’s class teacher. They receive a curriculum plan each term, which identifies the major areas of learning. Other curriculum plans are available in school, which show how the different areas of learning are taught in each subject. Standard Assessment Tasks (SATs) are taken at school by all Year 2 pupils, usually during May. These are used to support Teacher Assessment. These tests help to inform teacher’s judgements when making end of Key Stage 1 assessments. Our school Curriculum Plan, the Curriculum Policies and the Ofsted Report 2010 are available to parents from the School office on request. The Ofsted report is available on-line. Ofsted Report 2010 ‘The school has tapped into an exceptionally wide range of opportunities, many involving outside agencies such as Young Enterprise personnel and modern dance teachers, to ensure that learning is relevant, interesting and exciting.’ ‘Typical comments such as ‘School is awesome’ and ‘School is brilliant’ from pupils demonstrate this well.' Staff analyse carefully what works and what needs to be improved and this is backed by a strong commitment to professional development. 7

ENGLISH In the early years, the development of good language skills is a high priority as it provides the foundation in all areas of learning. We want the children to be able to communicate effectively in a confident, appropriate and well presented manner. Learning to listen, speak clearly, discuss and share ideas, read for pleasure and read to access information and to write in a thoughtful and well structured way are on-going daily learning outcomes for children. We plan our English teaching ensuring that we cover the Learning Objectives set out in the National Primary Framework. Children in Reception and Year 1 have daily phonics teaching to give them a good understanding of the ‘code’, ready for reading and writing. Links are often made with topic work, for example the children may research and write about life in another country or period of time. Children in Reception take part in The Listening Project which supports their listening for learning. READING We recognise the importance and power of reading in our lives and the influence it has on achievement throughout the whole curriculum. Great emphasis is placed on ensuring readiness for reading in the Reception class. This includes a variety of sequencing, matching and building tasks which may not immediately appear relevant to reading development, but are actually vital components in getting children ready to read. Children will be ‘taken on from where they are’. Beginning in Reception, children will learn to segment words into sounds and to link these sounds with letters or groups of letters using Jolly Phonics. Reading and spelling are seen as reversible processes. Several reading schemes are used in the school, including Read Write Inc and the Oxford Reading Tree, Literacy Web, and the Tree Tops books. Other books are used in conjunction with these schemes to give variety and depth. This means that the teacher can choose the book most suited to the child’s needs at every stage, and can encourage continuous progression. In the early stages, each child reads individually to the teacher and so can progress at their own rate. Later, children will also read to the teacher in small groups, discussing the chosen text and looking at the vocabulary and layout. Children learn to read in different ways, and we therefore use both phonic and Look and Say methods to help them develop their skills. Children are encouraged to develop a love of reading, with the emphasis being placed on interest, understanding and enjoyment rather than mere decoding of text. This sometimes means reading text well within our reading ability so that a child can develop fluency and comprehension skills. As pupils move into Key Stage 2, most are proficient readers and leave the Reading Scheme and are given a guided, and eventually, free choice of reading material. From time to time we arrange for shared reading opportunities with other year groups. 8

WRITTEN WORK Children enjoy communicating their ideas visually, and start school at very different stages in their experience of using pencils, etc. Regular practice, careful planning and support from the teacher enable children to begin to use letters and small words to communicate their ideas. When children have a range of skills to draw on, they write for a variety of purposes and audiences, e.g. stories, diaries, poems, notes, lists, captions, records and messages. Children in Reception and Year 1 are taught the correct letter formation so that they are ready to move onto joined handwriting by Year 2. When children are ready more detailed attention is given to the key skills of punctuation and spelling. Confident writers will be ready to tackle tasks including: argument, commentary, narrative and dialogue. This will include poems, short dialogue, instructions, reports and letters. As pupils move through Key Stage 2 they produce extensive projects and have many more opportunities for different forms of extended writing. SPEAKING AND LISTENING SKILLS Children develop speaking and listening skills throughout the day. They are encouraged to talk to each other and their teachers about their work and interests. They learn to listen to others and appreciate that there are times when they must be quiet. Their vocabulary is increased with stories, poems, drama, class and group discussions, and through the use of television and radio programmes. Ofsted Report 2010. ‘ Pupils are supported extremely well and have exceptionally clear plans made for their learning, which enable them to make outstanding progress.’ 9

MATHEMATICS We want children to have a sense of enjoyment and curiosity about mathematics. Mathematics is a creative and highly inter-connected discipline and essential to everyday life. Children learn skills and concepts enabling them to apply their knowledge and understanding confidently in real life situations. They are encouraged to ask questions, discuss their work and explain their thinking. Maths teaching is planned to ensure coverage of the National Curriculum. Each year 2, 3 and 4 class has a daily mathematics lesson. In Foundation Stage and year 1 number work runs alongside each week’s topic and children engage in focus and practical maths activities over the course of each week. Programmes of study outlined in the National Curriculum include:  Numbers and place value  Calculations  Fractions  Measurement  Geometry: shape, position and direction  Statistics: data handling A positive attitude is encouraged by presenting maths in interesting and enjoyable ways thus creating a sense of achievement and confidence while helping the children to reach their learning potential. A range of teaching methods and approaches are used to accommodate different learning styles and a variety of resources and teaching tools are used to support the children’s learning. Ofsted Report 2010: ‘Learning is typified by enthusiasm, excitement and a desire by pupils to do well. For instance, in a Year 2 lesson where pupils were retelling the Tiger Child story, pupils were very keen to complete the challenging task and proud to share their results. Pupils are keen to rise to challenges and extend their knowledge and learning.’ 10

SCIENCE Children have a natural curiosity, wanting to know ‘how?’ or ‘why?’ Science allows us to capture that enthusiasm through extended and detailed investigations where children have time to explore, learn from first-hand experience and through the teacher’s guidance and expertise. Children will gain scientific knowledge, skills and understanding through class studies and specific science lessons. They will also have the opportunity of being involved in on-going activities, such as Forest Schools. Every year we hold a Science day where all year groups are engaged in practical based investigations. The areas of Science they will study include as outlined in the National Curriculum: ☼ EXPERIMENTAL and INVESTIGATIVE SCIENCE ☼ LIFE PROCESSES and LIVING THINGS ☼ MATERIALS and THEIR PROPERTIES ☼ PHYSICAL PROCESSES INFORMATION AND COMMUNICATION TECHNOLOGY The school benefits from having a wireless, networked I.C.T. system, which accommodates the Internet and a brand new server computer. We have one mobile suite of laptops available to any class at any time. In addition to this each classroom has access to their own notebook laptops enabling pupils to apply their knowledge and to do research in class based activities. The school benefits from colour laser printers in strategic areas of school. Every classroom has an interactive whiteboard facility. The emphasis is on teaching skills that will enable pupils to access the wide range of software and websites that are available to support all areas of the curriculum. In the next academic year we are planning to fund a suite of iPads for use throughout the school. Throughout their time in school, pupils become familiar with keyboard/typing skills, setting up folders, downloading and creating pictures, creating tunes etc. They will enter and store information on their individual space on the server and retrieve and process the data when required. Pupils learn to operate and programme control devices including ‘Roamers’ and ‘Bee-bots’. Email service is available to all children, as well as recommended websites. The school e-mail address is [email protected] and our website is www.astwoodbank.worcs.sch.uk. 11

DESIGN & TECHNOLOGY ‘Design and Technology is about making things that people want that work well. Creating these things is hugely exciting. It is an inventive, fun activity.’ James Dyson, Chairman Dyson Ltd Design and Technology is about identifying needs, generating ideas, planning, making and reviewing. In Key Stage 1 children build upon their early childhood experiences of investigating objects around them. They explore how familiar things work and talk about, draw and model their ideas. In Key Stage 2, they think about what products are used for and the needs of the people who use them. They plan what has to be done and identify what works well and what could be improved in their own and other people’s designs. They draw on knowledge and understanding from other areas of the curriculum. Children, through design and make assignments, will learn about mechanisms, textiles, structures and food technology to create products individually or in small groups. GEOGRAPHY We aim to provide the children with opportunities to study the physical and human features of their immediate environment and the wider world, The children will be involved in learning about places and themes from local, national and international areas. They will learn a range of geographical skills including making and using maps, using photographic evidence and exploring their local area through field work. Through their growing knowledge and understanding of human geography, children gain an appreciation of life in other cultures. This area of the curriculum is sometimes linked to other subject areas. HISTORY History is also sometimes linked to other curriculum areas. Children will develop an awareness of the past and the ways it was different from the present. They will learn a basic chronological framework and some of the ways in which we find out about the past. Areas of work include: ☼ chronology ☼ historical knowledge and understanding ☼ interpretations of history ☼ historical inquiry ☼ organisation and communication 12

Very young children will begin by learning to identify simple signs that indicate ‘old’ and ‘new.’ Eg. toys and houses. Older children will work towards studies of important episodes in Britain’s past and about other civilisations. MUSIC Music plays an important part in the life of the school, helping children to express themselves and creating a sense of togetherness and team spirit. It is also an engaging and enjoyable activity which can provide fulfillment throughout life. AIMS  To introduce the children to a variety of musical genres,  To develop understanding and appreciation, thus encouraging a life-long love of music.  To teach the children to sing skillfully and to enjoy choral activities.  To develop ensemble playing on a range of tuned and un-tuned instruments; using a variety of notation and including children’s own compositions.  To give opportunity to perform confidently to audiences ranging from a peer group to a large-capacity concert venue.  To develop skills which support learning in other areas and encourage vital life skills such as concentration, creativity, self-confidence, aesthetic sensitivity, co-operation and the ability to hold a sense of shared purpose.  To promote pupils’ spiritual, moral, social and cultural development. ART Through art work we aim to help the children to respond with enjoyment and pleasure to the visual and tactile world and develop their technical and creative skills. Children’s individual personalities and expressions of their feelings and views on life are captured through this vital form of communication. Children are taught to use and look at a variety of tools, techniques and elements of art. Children study different artists’ work, their styles and techniques Art enriches many other areas o the curriculum and as such is seen as at the heart of much of the children’s work as well as discreet lessons. Children are given opportunities to enjoy ‘Art Days’, when they learn about different artists and techniques. The school proudly exhibits art work at the annual ‘Voices and Visions’ exhibition held at Worcester Cathedral. 13

PHYSICAL EDUCATION (P.E) Physical Education involves children in the continuous process of planning, performing and evaluation. Emphasis is placed on performance. We will promote physical activity and healthy lifestyles for our children, helping them to develop positive attitudes, and ensuring safe practice during activities. Areas of activity include: Key Stage 1 Key Stage 2 ATHLETICS SWIMMING IN YEAR 3 GYMASTICS OUTDOOR ADVENTURE DANCE TRI-GOLF GAMES including ball skills, football, TEAM GAMES cricket, and tag rugby including football, basket ball netball, cricket, badminton, tennis and tag rugby We value the importance that physical education plays in developing many important ‘life skills’ for children and that their whole attitude to learning can be made more positive through their achievements in this area of the curriculum. Younger children learn to play as individuals, in pairs and in small groups. Older children are ready to learn simplified competitive team games and the associated skills needed to play them. Learning to be part of a team and observing the conventions of fair play, honest competition and good sporting behaviour are important factors in our planned objectives. Children are encouraged to improve their own skill levels and are praised for their individual successes. We have a full range of facilities and equipment including a hall with apparatus, and grassed and hard play areas. In Key Stage 2 all pupils have the opportunity to take part in a number of sporting festivals and represent the school in individual sports and team games. 14

RELIGIOUS EDUCATION Religious Education is taught in accordance with the Locally Agreed Syllabus in Worcestershire. Assemblies are held several times a week and are non-denominational. A prayer is offered at lunchtime and at the end of the day. This syllabus recognises the influence of Christianity on our society and this is reflected through the areas of learning. In Foundation Stage and Key Stage 1, pupils learn about many festivals including those from other faiths, stories of famous religious people and prayer. The older children in Key Stage 2 study places of worship, the Hindu faith and explore the life and teachings of Jesus. The aim of Religious education in the school is to encourage the children to develop their own religious understanding, beliefs and values, and to develop certain attitudes such as self-confidence, self-esteem, tolerance, respect and consideration for others. Parents have the right to withdraw their children from Religious Education lessons and collective worship. Please discuss this with the class/head teacher. . SEX EDUCATION The Governors have agreed that there will be no formal sex education in this school, but it will be discussed as and when queries arise in the day to day activities of the classroom. If there is any change in policy, parents will be notified before any change is put into effect. PSHE Aspects of the PSHE curriculum are taught in discreet topic areas. However, we believe that this curriculum is at the core of everything we do and is in the fabric of our school. We do monitor each child’s wellbeing throughout the year. 15

THE SCHOOL DAY Time of opening: Morning: 9.00am – 12.30pm With a 20 minute break at 10.40am Afternoon: 1.30pm – 3.00pm Reception classes finish at 2.55pm It is very important that every effort is made by parents to ensure that children arrive punctually. Pupils can arrive from 8.50am and proceed to their classroom. We do not have any facilities to accommodate any pre-school care and it is the parents’ responsibility to ensure their child’s safety before 8.50am. Any late arrivals will have to sign in our late book in the Office and children taken to their class. A before and after school club operate on site. For further details please contact Funzone on 07961 113638, or email [email protected]. Our formal Assemblies are: Monday p.m. Whole school assembly Tuesday a.m. Full assembly Key Stage 1 and 2 song practice Wednesday a.m. Key Stage Assemblies Thursday p.m. Class Assemblies Friday a.m. Celebration Assembly for the whole school, when we celebrate the special achievements accomplished by pupils during the week. Excluding break- times, registration and assemblies, 22 hours a week are allocated to teaching time. Registration Policy We like the children to be in school for 9.00am and then the register is taken. If the doors are locked your child will have to sign the late book in the office and they will be seen to their class. The registers are officially closed at 9.30 am. Any child arriving after this time will be officially marked as a late arrival after the close of registration with the appropriate code for unauthorised absence 16

HOLIDAYS/ATTENDANCE Parents are asked to inform the school by telephone or email ([email protected]), the reasons for their child being absent. Headteachers may not grant any leave of absence during term time unless there are exceptional circumstances. Here are some examples that the DfE give of exceptional circumstances: 1. for the service personnel and other employees who are prevented from taking holidays outside term-time if the holiday will have minimal disruption to the pupil’s education; and 2. when a family needs to spend time together to support each other during a crises. 3. for religious reasons 4. a parent, grandparent or other close relative is seriously ill 5. there may have been a significant trauma in the family recently and the head teacher might consider that an immediate holiday might enable the child to better deal with the situation. Leave of absence is grated at the discretion of the Head Teacher under the direction of the School Governors. Therefore a parent wishing to apply for leave of absence for term-time will need to apply in writing well in advance and before booking. Full disclosure of reasons must be submitted. Any leave of absence not granted will be recorded as unauthorized absence should this leave be taken. Our computerised registration system logs absence and this is accessible to the DFES. Any child dropping below 85% attendance is monitored by Education Welfare. MEALS Some children bring a packed lunch to school which is eaten in the school hall. We endorse the Healthy Eating Initiative and request that parents do not send in sweets and crisps. Hot lunches are also available. Each class has its own lunchtime supervisor who is responsible for the children during the lunch break. Applications for free meals, the entitlement to which is based on parental income, are dealt with by the County Education Officer, P.O. Box 73, Worcester, WR5 2YU Children of parents receiving Income Support, Income Based Job seekers allowance, or Child Tax Credit (but not Working Tax Credit) and with an income that does not exceed £16,190, are automatically entitled to free meals, but an application form (SM12), available from the school office, must be completed by the parent. MILK Milk is available each day at morning break. Unfortunately, in the event of your child’s absence, we are unable to refund money as orders have to be confirmed with the provider in advance. 17

BREAK Children in K.S.1 receive free fruit for their break and we would ask all parents to support this initiative. In K.S.2 we would like the children to continue to bring fruit as their snack, or a cereal bar. Cakes, sweets and crisps are not considered to be a healthy snack. We do encourage children to drink water throughout the day. We ask that children have a named water bottle that will be kept in a central place and that this is taken home daily for cleansing. Please send only water. Juices are more inclined to encourage tooth decay. SCHOOL UNIFORM School Uniform encourages a sense of pride in children of this age group. It looks smart and gives a feeling of identity with the school. Our uniform is designed to be both serviceable and economical. GIRLS: WINTER UNIFORM Grey pinafore dress or skirt – plain or pleated Navy trousers of navy ski pants Blouse – light blue Long sleeve cardigan or pullover – navy blue* Sweatshirt top – navy blue* Socks or tights – navy or white School tie SUMMER UNIFORM Pale blue and white striped/check or plain blue dress White ankle socks Sun Hat/cap BOYS: WINTER UNIFORM Trousers – grey Shirt – light blue Long sleeve pullover – navy blue* Sweatshirt top – navy blue* Socks – grey School tie SUMMER UNIFORM As in winter, but shorts and light blue polo shirt when weather allows Sun Hat/cap NB A navy fleece jacket is available with the logo* P.E. Equipment – white school P.E. shirt, shorts (navy blue – not Lycra), pumps and pump bag Craft/Art – it would be helpful if you could provide an old shirt (shortened sleeves) or an apron for craft/art work. * embroidered with school name if required Please note All items of clothing and footwear should be clearly named 18

MEDICAL INSPECTIONS The School Nurse is a regular visitor, carrying out vision tests and health surveillance work, in addition to the monthly surgery for parents wishing for some advice. Vision and hearing tests are conducted in school and where parents feel their child could have a problem, they should contact the school office, who will arrange for inclusion in the next test. ILLNESS Please do not send your child to school if he or she appears unwell. Facilities for looking after such children are limited. Children cannot concentrate if they are feeling ill, and they could pass the illness on to other children, or disrupt lessons. If your child is taken ill or has an accident at school, we will need to contact you by telephone, and we ask you to supply us with a current contact number. We will contact your named person if we cannot contact you directly. In the event of a serious accident or illness, we will seek medical advice at once. For safety reasons, medicine is not normally administered in school. Inhalers for asthma and epi-pens are kept in the school office and should be clearly marked with the child’s name and class. CHILDREN WITH SPECIAL EDUCATIONAL NEEDS Astwood Bank First School makes provision for integrating children with special needs into school life through an agreed policy, a strong commitment and ethos towards inclusion and through developing a partnership with parents. We ensure that professionals meet and share information to ensure the smooth transition into school. This may involve the preparation of an action plan to assist their transition into school. We target our individual programmes of development to meet special needs of all kinds, including provision for the more able. The parents are informed once a child is placed on the SEN register and advised of their child’s specific difficulties and how the school is meeting those needs. This communication is continued throughout the year. We implement a policy and procedures that are in line with the National Code of Practice. If the school feels it cannot meet the needs of an individual child using our own resources, then, with the parent’s consent, external specialist advice or support may be requested. If parents believe their children have special educational needs, they should draw this to the attention of the Class Teacher at the earliest possible opportunity. The 2001 Code of Practice gives practical guidance on how to identify and assess special educational needs. School Action – Class Teachers identify and record a child’s special educational needs. Information is gathered. School Action Plus – The SENCo writes an Individual Education Plan. The school and SENCo are supported by specialists from outside. Formal Assessment – the LA considers the need for a statutory assessment and, if appropriate make a multi-disciplinary assessment. Statemented – The LEA consider the need for a statement of special education needs and, if appropriate, make a statement and arrange, monitor and review provision. 19

The school has facilities including a bathroom management area with a full range of equipment to support any disability. The SEN Policy and Disability Equality Action Plan can be seen on our website or made available at the school office. Ofsted 2010: ‘Children make a considerable contribution to the smooth running of the school, often independently seeing something that needs doing and just getting on and doing it without being asked. They take the initiative in charity fundraising, organising their own events for instance. They are also involved well in the local community, regularly entering a float in the local carnival.’ HELPING YOUR CHILD AT HOME We recognise that as parents you have been educating your child since birth and that the skills, understanding and attitudes your child has gained are due to parenting and pre-school education. When your child starts school, your role as educators continues, but in association with the school. To this end, there is an expectation that you will undertake regular tasks with your child to support him/her and allow you to become more informed about how the school operates. In the early years we would like you to spend a few minutes sharing a book, talking about the characters and story as well as looking at the ‘print’. When a child is ready to read he/she will start to recognise common words/letters. Encouraging your child’s language development is crucial to all other areas of development and we would urge you to spend quality time together discussing stories, events and feelings. Playing games is not only enjoyable but also encourages listening skills and turn taking, both essential for your child’s development. There are a number of practical opportunities to use number e.g. laying the table, cooking, shopping and telling the time. These every day activities provide rich opportunities for developing language and applying skills. Formal Homework/Learning Together As the children get older, more formal homework is set; multiplication tables and spellings are learnt at home and children are required to carry out research for projects, and complete numeracy and writing tasks. Reading at home continues to be essential to ensure that your child continues to enjoy and develop a love of the written word. Children still need to explore their ideas and imagination. The value of board games, such as Monopoly, should not be underestimated as they provide valuable family occasions as well as a wealth of learning. 20

CONDUCT IN SCHOOL We are here to learn and recognise that learning potential is increased through providing a structured and orderly environment with equal opportunity and self-discipline as priorities. School rules are kept to a minimum and are designed for the safety and well-being of the children. The happy school atmosphere encourages the child to develop self-discipline and to respect others. Bullying and fighting are not tolerated and the school has policies on discipline and dealing with bullying. Importance is placed on good manners, honesty, thoughtfulness, respect for others, both adults and children, and taking care of their own and other people’s property. Parents are responsible for their child’s conduct and behaviour at school. These ideals are usually achieved by praise and encouragement, although occasionally some consequences may be necessary. Consequences are of a simple nature, and depend on the misdemeanour and age of the child. The support of the home on these occasions is appreciated. Serious disciplinary problems seldom occur in our school. Should one arise, we would consult with the parents at an early stage. The school uses the Assertive Discipline model of behaviour education. The Head Teacher retains the ultimate option of excluding a pupil in extreme cases of misbehaviour. EDUCATIONAL VISITS AND OFF-SITE ACTIVITIES These visits are often used as a stimulus for a topic or area of study and provide exciting learning opportunities. We do have to limit it to one visit per year due to the high costs. In exceptional circumstances other opportunities may arise and you will be consulted prior to booking. Visits to places for a variety of reasons are undertaken throughout the year. Parents are always given details in advance of a proposed outing or off-site activity. INFORMATION ABOUT CHARGING FOR SCHOOL ACTIVITIES In accordance with D.F.E.S. Circular 2/89, Education Reform Act (Charge for School Activities), the Governing Body is no longer able to levy charges on parents in respect of extra-curricular experiences. To enable these valuable activities to continue we are asking for a donation of £20 per pupil per academic year into our curriculum fund. This will cover any extra curricular experiences e.g. workshops, drama, art, cooking. It will not cover swimming, the Pantomime visit, Year 4 JCA weekend, or the school outings. For these activities there will be an additional request for costs. We work hard to keep these costs to the minimum and we will only be able to provide these activities if parents support us. 21

SWIMMING Swimming is taught in Year 3 at the Kingsley Swimming Pool. The Local Authority no longer covers the cost of transport and parents are asked to make a voluntary contribution towards the cost of the coaches and tuition. We can only continue this activity if it is self financing. We value this area of development and children are able to attain certificates and badges for achievement. LEARNING TO PLAY AN INSTRUMENT Pupils have the opportunity to learn to play a musical instrument. Specialist peripatetic teachers employed by the L.A. visit the school each week to teach small groups of children in a variety of instruments. A charge is made for the lessons and pupils are able to hire instruments if needed. We administer this service to help keep the costs to you down – and need to have the payment made termly prior to the commencement of the lessons. CLUBS AND EXTRA CURRICULAR ACTIVITIES As a school, we value the opportunity that clubs and extra curricular activities offer. During the course of the academic year, we offer the children the opportunity to join in a range of clubs, for example: French Pottery Eco club Ballet Sewing/textiles Tennis Choir Drama Forest Schools Recorders Football The clubs vary from year to year as it is dependent on our staffing. A variety of sports teams are run during the sporting seasons. Representative teams take part in the Cricket, Football and Athletic competitions. The school choir meets weekly and performs at local events, festivals and services. Children have the opportunity to learn French through rhymes, songs and role play activities run by a provider, ‘Language in Action’. A local tennis coach also runs a Short Tennis club at school. A small charge is made for both clubs. We also have a Football Club run by a private organisation. These Clubs are run by private bodies and they have use of the school Hall. 22

RESIDENTIAL VISITS We plan to take Year 5 children on an outdoor residential visit from September 2017. For many children this is their first experience of time away from their family and gives them the opportunity to face challenges such as abseiling, fencing, orienteering and a variety of other outdoor pursuits. PARENTS AND SCHOOL At Astwood Bank First School we welcome the involvement by parents in their child’s education. A successful school can only function effectively if links between Home and School are co- operative and understanding. Confidentiality is respected at all times except where we have child protection concerns. At the start of the autumn term you are invited to a meeting in your child’s class with their teacher. During the autumn and spring terms there is an opportunity for parents to come to school to look through their child’s work. Every term there are opportunities for parents to participate in school activities e.g. “Read with me” sessions. If there are any queries regarding your child’s progress, please contact the school at the earliest possible opportunity. Should your child appear unhappy or worried a telephone call may be all that is necessary to remove the worry. Do not delay making contact with the school should you have any query regarding your child. A number of parents offer their assistance during the school week, working with groups of children in various curriculum areas. If you feel that you would like to work with children in this way, please contact the School Office. Your help will be most appreciated. COMPLAINTS PROCEDURE From time to time, parents may feel that they have a grievance about something that has happened at school or a complaint regarding the curriculum. Complaints or potential complaints should normally be resolved in informal discussion with the class teacher or the Head Teacher. You will be asked to complete a Complaint Resolution Form available from the Head Teacher or School Office. Failure to resolve the complaint at the informal level would then leave the parent with the right to resort formally to either the Governing Body or the Local Authority. You are urged to attempt to resolve any issue by recourse to an informal discussion at the initial stage. 23

PREPARING YOUR CHILD FOR SCHOOL A series of short talks on preparing your child for school are arranged in the Spring and Summer terms, during the afternoon session. A crèche is provided for your child and these occasions give you the opportunity to meet other new parents and your child the opportunity to become familiar with children who may later be in the same class. Pre-School Topic Packs Once your child has been offered a place at our school you are welcome to join our Pre School Topic Pack Scheme, on a loan basis, to encourage adult/child joint activities. Our Packs include construction, art, cooking, puppet, role play activities and participating in these with your child will greatly enhance their development. Listening to an adult read in a relaxed environment and discussing story content along with a prediction of events to come, form an awareness of the reading process. PLANNED TEACHER/PARENT CONTACT Shortly after the Autumn half-term break, parents are invited to a consultation evening when the child’s work is available. Another parents’ consultation evening is arranged at the end of the Spring Term. An Annual Report will be issued for every child in the Summer Term. There is then an opportunity for discussion between teachers and parents if so desired. During the year, we may additionally wish to discuss with parents matters concerning discipline, progress, health or social adjustment. It is important to attend appointments arranged for this purpose. PARENTS & FRIENDS ASSOCIATION There is an enthusiastic and committed Parents & Friends Association which provides additional money for purchases in excess of capitation. A number of events are organised by the group in each academic year. Your support for the events will be warmly welcomed. This group of parents are one of the keys to our success. Not only do they provide much needed funding which almost doubles our resource income, enabling a rich and varied experience for the children, but they also model the importance of home school relationships. 24

JEWELLERY Pupils must not bring valuables to school or leave money, watches or other expensive articles unattended. Children aged five to nine play many games involving chasing; it is our policy that children with pierced ears wear studs with short wires and button backs during the school day as these are less likely to cause damage. LOST PROPERTY Parents are strongly advised to name all items of clothing and personal effects worn to school, as well as P.E. items, pump bags and Wellingtons. Lost items which are named are more likely to be returned and reduce the necessity for expensive replacements. A Lost Property Box is kept in school near the office. This is emptied on a termly basis. DROPPING OFF AND COLLECTING YOUR CHILD Children are able to enter school from 8.50 am where a member of staff will be waiting to greet them. They will go straight to their class where they will do some busy work before school starts at 9.00 am. Parents should say goodbye to their children at the door and children come into school by themselves. If you have a message for your child’s teacher please send a note unless it is urgent and staff will be available at the end of the school day when they see your child out. At the end of the school day, you should collect your child on the playground rather than wait on the narrow pavement outside the school. Parents with younger siblings are requested to keep them close to them. With over 500 people on site at the beginning and end of the day accidents can easily happen. If you have made arrangements for anyone else to collect your child the teacher must have this in writing so that it is clear to everyone what arrangements have been made. In an ‘emergency’ a call to the Office will make the necessary provision – but this would be in exceptional circumstances. SECURITY The school has a security system whereby visitors MUST sign the Day Book in the main office and wear a security badge whilst on the premises. If a pupil is late arriving they need to be signed in and a special card is given to them to take to their teacher. If a pupil needs to be collected during the school day all parents/carers must go to the school office first. Likewise if they return part way through the day. This is a Health & Safety issue and following it is necessary if we are to carry out our duty of care. BRINGING MONIES INTO SCHOOL Please help us by always sending monies to school in separate marked envelopes/bags. Mark the name, class and details of the payment clearly. Please try to send the exact money. 25

SCHOOL ADMISSIONS POLICY 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 2016/17 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 th Worcestershire LA Common Application Form (PA1) by the closing date 15 January 2017. th Applications can be made online up until the closing date, 15 January 2017 by visiting www.worcestershire.gov.uk/schooladmissions If you do not have access to the internet Application Forms are available from the School, Local Worcestershire Hub or by request on Tel no: 01905 822700 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? nd For pupils resident in Worcestershire, the offer notification will be given on 22 April 2017 They will be sent direct to parents, 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 neighbouring LA. 26

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 notification will include an acceptance which must be returned by the date specified. 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 The procedure for in-year admissions for Worcestershire residents is as follows; 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 Headteacher (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). 27

Is there a waiting list for schools that have too many applicants? Waiting lists for Community and Voluntary Controlled Schools, are maintained by the Pupil Admissions and Transfers Section and are operated in line with the admissions criteria for the school. Parents must apply in writing direct to the Pupil Admissions and Transfers Section if they wish to put their son/daughter on a waiting list. Only on receipt of an acknowledgement slip from Pupil Admissions will that child be on the list. The LA will not accept application requests by telephone or via email. If you wish your child to be on the waiting list for the next term you will need to confirm this in writing at the beginning of each term to: Pupil Admissions and Transfers Section Children's Services Directorate PO Box 73 Worcester WR5 2YA Application letters will be destroyed at the end of the preceding term so the waiting list is accurate and active. EQUAL OPPORTUNITY STATEMENT Astwood Bank First School recognises that EQUAL OPPORTUNITY is the right of everyone in our school to equal chances. All individuals, including pupils, staff members and all those associated with our school, should be valued and respected for who they are, irrespective of age, creed, culture, race, language, gender, learning needs/or sensory and physical impairments. It is concerned with justice for all, raising expectations and enabling individuals to have a wider choice in life and the opportunity to fulfil their potential. Equal opportunity is the entitlement of all our pupils to a broad, balanced, relevant and differentiated curriculum, and of parents to regular information on their children’s progress. 28

SAFEGUARDING Astwood Bank First School fully recognises it’s responsibilities for safeguarding and promoting the welfare of children. Our Safeguarding Policy applies to all staff, governors and volunteers working in the school. There are five main elements to our policy:  Ensuring we practice safer recruitment in checking the suitability of staff and volunteers to work with children;  Raising awareness of child protection issues and equipping children with the skills needed to keep them safe;  Developing and then implementing procedures for identifying and reporting cases, or suspected cases of abuse;  Supporting pupils in accordance with his/her agreed child protection plan;  Establishing a safe environment in which children can learn and develop. We will follow the procedures set out by the Local Safeguarding Children Board (LSCB) and take account of guidance ‘Keeping Children Safe in Education’ issued by the Department for Children, Schools and Families (DCSF). 29

Staffing The names of the staff on site are as follows: Head Teacher: Debbie Yarnold Deputy Head Teacher: Dulci Morris Teaching Staff: Jan Cooper Farzana Khan Abbie Cornish Helen Lane Rebecca Miller Esther Paterson Camilla Smart Natalie Roberts Claire Baird Rebecca Stevens Bradley Edginton Michelle Stack Joe George Sheila Handy Diana Holt Teacher in charge of Special Educational Needs – SENCo Michelle Stack Nursery Nurses: Charlotte Avery Lisa Yeates Classroom Support Assistants: Jenny Cole Diane Russell Jo Chambers Lesley Stokes Sandra Everitt Caroline Taylor Bridget Gill Linda Vickridge Vivian Holmes Linda Webb Jill Newman Sam Yates Special Needs Assistants: James Booton Stephanie Neilson- Watts Vicky Bowling Lucy Maddocks Amber D’Anniello Tracey Smith Celia Hale Alison James Lunchtime Supervisors: Gemma Baker Linda Webb Helen Benson Blanche Tinsley Louise Bird Mavis Warrilow Helen Bonehill Denise Rushby Vicky Bowling Ann Heath Viv Holmes Kay Meah Jill Newman 30

Crossing Patrol: Janet Wheeler Business Manager: Sue Warman Secretarial: Eileen Houghton Angela Ravens Sharon Phillipps I.C.T. Technician: Information Business Systems Cleaner in Charge: Kay Meah Cleaners: Denise Rushby Louise Bird SCHOOL GOVERNORS Mrs C Avery (Non-teaching Representative) Mrs A Ravens (Clerk to Governors) Mr T Bolton Mrs Y Bruton Mr P Dolby Mrs A Flower Mr N Grant Mrs A Horner Mr R Poyner Mrs D Morris (Teaching Representative) Mrs M Stack (Teaching Representative) Mr A Hayward-Wright Mr K Sherrington-Lodge Mr A Whelan Governors can be contacted via the Clerk of Governors, Mrs Angela Ravens at the School office. Ofsted 2010 The school has worked hard and successfully to involve parents and/or carers in supporting their children’s education. Recent developments of drop-in times and planned governors’ surgeries are good examples of this and of the support and involvement of the governors. 31

HEALTH AND SAFETY STATEMENT The Governors of Astwood Bank First School recognise their responsibility under the Health and Safety at Work etc Act (1974), so far as is reasonably practicable to: a) provide safe systems of work, plant and equipment; b) provide for the safe use, handling, storage and transport of articles and substances; c) provide such information, instruction, training, and supervision as is necessary for staff and pupils to undertake their work safely; d) provide a safe place of work with safe means of access and egress for all persons using the premises; e) provide a safe and healthy working environment with adequate welfare arrangements; f) provide for the health and safety of persons not employed by the school, but who may be affected by its activities; g) encourage all staff to take reasonable care for their health and safety and to co- operate with the Governors and management of the school in carrying out their statutory duty; h) require all staff to report through the appropriate channels, any problem, defect or hazard likely to lead to a lack of safety or healthy conditions for themselves or others. The Role of the Local Education Authority The Governors recognise the Statement of General Policy of Worcestershire County Council Education Department, together with its organisation and arrangements and undertake to comply with its requirements and procedures in respect of maintaining safe and healthy places of work for the staff and pupils of the school, as laid down in the Department’s Handbook of Safety Information. 32

SCHOOL TERMS AND HOLIDAY DATES 2016 – 2017 Commence on End on Autumn Term 2012 Thursday 1st September Friday 16th December Half Term (inclusive) Monday 24th October Friday 29th October Spring Term 2013 Wednesday 4th January Friday 7th April Half Term (inclusive) Monday 20th February Friday 24th February Summer Term 2013 Monday 25th April Friday 21st July Half Term (inclusive) Monday 29th May Friday 2nd June May Day Monday 1st May 2017 Professional Development days are set for; Wednesday 31st August 2016, Monday 3rd October 2016, Friday 25th November 2016, Monday 3rd January 2017, Monday 24th April 2017. School will be closed to Pupils on these days PUPIL ATTENDANCE 2015/2016 % of unauthorised absence - 0% % of authorised absence – 3% % of actual attendance – 97% These figures are better than the national average and are in line with, or better than the school figures for the last five years. 33