PROSPECTUS 2024-2025

Devonshire Infant School Prospectus 2024/2025

Welcome to Devonshire Infant School Vision Statement To be an outstanding school, where all our children develop a lifelong love of learning. Our Aims  To provide a happy, secure and stimulating environment where everyone is nurtured and valued.  That the whole school community work together to ensure that all children realise their full potential.  To provide a broad, creative and challenging curriculum.  To build self esteem and confidence through praise and encouragement. Our Values  Respect for yourself, others and property  Appreciation of our diverse community  High expectations for all  Honesty  Politeness  Consideration  Self-discipline  Independence Dear Parents/Carers I am delighted to welcome you and your child to Devonshire Infant School. I hope as you read our prospectus you will see that your child will receive the best education we can provide. We believe that every child is an important individual with experiences which we value, and we look forward to developing and extending their learning. We are committed to making your child’s first experience of school life happy, rewarding and challenging. We encourage and value the partnership with you as parents in achieving the best for your child. We look forward to getting to know you and your child. Yours sincerely Miss Jackie Collins Headteacher The school’s most recent Ofsted Report (June 2022) is available on request or can be accessed via the Ofsted website on www.ofsted.gov.uk -1-

Contents Page 3 Page 5 Official information Page 8 Admissions Page 9 Holidays and Absences Page 11 Lunchtimes and Breaktimes Page 11 Home School Partnership Page 12 School Uniform Page 12 Medical Information Page 13 Extra-Curricular Activities Page 19 Curriculum Page 20 Assessing, Recording & Reporting Progress Page 22 Inclusion Page 23 Management of Pupil Behaviour Page 23 Health and Welfare Complaints Please refer to index at the back of this booklet for a fully numbered A-Z listing The information in this booklet is correct at the time of printing. It should not be assumed that there will be no change during the school year. -2-

Official Information School Address Telephone: 023 9273 4902 Devonshire Infant School Email: [email protected] Francis Avenue Website: www.devonshire.portsmouth.sch.uk Southsea PO4 OAG School Office The school office is open Monday to Friday between 8.30 am - 3.30 pm to deal with enquiries, messages and general matters of administration. Please do not hesitate to call with any queries, concerns etc. Matters of urgency will always be dealt with as soon as possible. The School and Its Organisation The school is housed in a Victorian building dated 1897 and shares a site with Fernhurst Junior School. We are fortunate that the size of the building provides space and scope to develop a rich and stimulating environment for learning. We have a large central hall and an area containing a well stocked library, organised into fiction and non fiction areas and a computer suite. Each room has been refurbished, carpeted and resourced to ensure that children learn in comfortable, well ordered surroundings, with equipment and furniture suited to their age and stage of development. Our school grounds provide enhanced opportunities for play and for environmental work. There are currently 190 children attending the school. They are in 6 classes, grouped by chronological age. The school also has an Inclusion Centre which caters for up to 10 children. They are referred here to have a period of very personalised teaching as they have been identified as having complex special needs particularly in areas of communication and interaction. These children may attend from any area of the city. Valuable pre-school links are maintained through the Fledglings Pre-school, which meets every morning and afternoon in one of our classrooms. The school is maintained by Portsmouth Local Authority and caters for children aged 4 to 7 years. Any information that is required from the Authority should normally be obtained from the City Education Officer whose address and telephone number are as follows: Education, Children & Young People’s Services Portsmouth City Council Civic Offices Guildhall Square Portsmouth PO1 2EA Telephone: 023 9284 1209 School Times Years 1 & 2: Mornings: 8.40 am - 12.30 pm Afternoons: 1.30 pm - 3.00 pm Afternoons: 1.30 pm - 2.55 pm Year R: Mornings: 8.40 am - 12.30 pm Inclusion Centre Times Afternoons: 1.00 pm - 2.30 pm Mornings: 8.40 am - 12.30 pm You are very welcome to bring your child into the classroom first thing in the morning, and to stay and work with them until 8.50 am. Please time your arrival for just before 8.40 am. Please ensure that you are on time to collect your child from the playground at the end of the day. Children whose parents are late will be kept under the shelter in the playground until 3.10 pm and then must be collected via the office, where you will have to sign the late book. The school cannot take responsibility for children before school opening or after the end of school. Teaching time per week: 23 hours Morning break 10.10 am - 10.25 am Daily assembly: 10.35 am - 10.50 am No Smoking/No Dogs The school has a no smoking policy which covers the school building and playground. We would appreciate your co-operation in NOT smoking in school or in the playground. No dogs, other than guide dogs, are allowed anywhere on the school premises. -3-

The Staff Teaching Headteacher Jacqueline Collins Deputy Headteacher/Class Teacher Rachel Arnold Inclusion Leader/Inclusion Centre Teacher Lisa Adams Class Teacher Shelly Crocker Class Teacher Yvonne Cumming Class Teacher Rhian Evans Class Teacher Helen Loizides Class Teacher Lucy Sliwinski Class Teacher Natasha Wallace Support Teacher Sam Cooper Support Teacher Cathie Harris Finance Manager Mandy Brittan Support Officer (Pupil Services) Administration Paulette Tuson Support Officer (Finance) Teaching Assistant Dawn Timms Teaching Assistant Teaching Assistant Teaching Assistants Teaching Assistant Lindsay Harrison Teaching Assistant Deena Atkinson Teaching Assistant Jenny Hart Teaching Assistant Kerry Beech Teaching Assistant Lisa Hedges ICT Technician Sarah Blake Teaching Assistant Karen Hunter ICT TA/ICT Technician Ellen Clark Teaching Assistant Tracey Upton Rachel Conway Teaching Assistant Andrew Coates Supervisory Assistant Nicky Harris Paul Horten Supervisory Assistant Supervisory Assistant Lunch Time Senior Supervisor Deborah Crabbe Yvette Kitchenham Supervisory Assistant Shefali Rehman Cleaner Kerry Beech Supervisory Assistant Claire Way Cleaner Shakera Choudhry Site Manager Yvette Kitchenham Caretaking Cleaner Stella Klironomou Barry Clarke Jan Clare The Governing Body (c/o Devonshire Infant School, Francis Avenue, Southsea PO4 0AG) Mrs K Stevens LA Governor (Chair of Governors) Mrs C Goodson Co-opted Governor (Vice Chair of Governors) Mr S Morey LA Governor Mrs D Atkinson Co-opted Governor Mrs L Harrison Co-opted Governor Mrs S Matthews Parent Governor Ms N James Parent Governor Miss J Collins Staff Governor (Headteacher) To Be Appointed Staff Governor Ms G Harvey Clerk to the Governors Full Governing Body meetings are held 4 times each year. In addition to this the Finance Committee meet termly. Approved minutes of the Governors’ meetings are available from the office. -4-

Admissions Admission to School Parents are very welcome to visit the school when considering applying for a place. Please contact the office to make an appointment with the headteacher. Children starting school for the first time are admitted in September each year. If your child will be five between 1st September and 31st August he/she will be able to come to school. The school’s standard number is 60. Last year all 60 places were filled. Please see the school’s admission policy for the criteria for admission to this school. Applications for admission must be made by the published date each year. Once a place has been accepted, we will contact you during the term before your child is due to start school with details of all the arrangements, times etc. Admissions Policy 2024/2025 We will ensure that admissions criteria are open to all and administered consistently and fairly. If you would like your child to come to our school in September 2024 you must return your completed application form to the Local Authority Admissions Team, Education Department, Portsmouth City Council, Civic Offices, Guildhall Square, Portsmouth, PO1 2EA by 15 January 2024. Places will be allocated on all the applications received by that date in accordance with the Local Authority admissions policy. Parents will be informed of their decision, and if offered a place must confirm their acceptance by the date specified. Our school has an admission limit of 60 places. This means we can admit up to this number of children to the reception classes. If we receive more than 60 applications, the Local Authority will use the following priorities in the order below to decide the children we can admit: Children who have an Education, Health and Care plan, and name Devonshire as their preferred school will have priority for admission over and above all other admission applications and will be included in the admissions allocation process. 1. Children who are looked after by a local authority (i.e. in their care or provided with accommodation by the authority for a continuous period of more than 24 hours). Children who were previously looked after but immediately following being looked after became subject to an adoption order, residence or special guardianship order. 2. Children or families who have a significant medical, physical, psychological or social need. Evidence must be attached with the application form. Applications under this criterion must be supported by written evidence from an appropriate professional involved, stating clearly why the preferred school is the most appropriate for the child and reasons why other schools in the city are inappropriate. All applications received under this category are considered by a multi-disciplinary team of the local authority. Failure to attach supporting evidence will delay the progress of your application and result in not being considered under this criterion. It is your responsibility to provide the necessary to support your application. All information given will be treated confidentially. If you are in any doubt about whether or not to include details, please contact the Admissions Team for further advice. 3. Children living within the school’s designated catchment area. If the school cannot admit all applications from the catchment area, applicants will be ranked within this category in accordance with priorities 4(i) to (iv) below. 4. Children living outside the school’s catchment area in the following priority order:- i) children who have a brother or sister (living within the same household) at Devonshire or Fernhurst in the academic year commencing September 2024; Note – this category includes step-brothers/step-sisters, adoptive brothers/sisters living within the same household or children whose parents are married or cohabiting and live together within the same household. -5-

ii) children eligible for service premium; Note – service premium is paid to eligible children of armed services personnel under S14 of the Education Act 2002. iii) children of staff employed at Devonshire or Fernhurst; a) where the member of staff has been employed at the school for 2 or more years at the time at which the application is made, or b) the member of staff is recruited to fill a vacant post for which there is a skill shortage iv) children who live closest to the school, based on the shortest distance from home to school, measured on a straight line ‘as the crow flies’. (This distance will be used where necessary to prioritise applications). Should a school be oversubscribed from within any of the criteria 4(i) to 4(iv) above then distances as given in 4(iii) will be used to prioritise applications within these categories. Should there be two or more identical distances requiring prioritisation, this will be done by casting lots. Where the Local Authority is unable to meet a parental preference in relation to a catchment school, they will have to allocate a place at a lower preference school or even allocate the next nearest school with places available. Parents may prefer to then try and get a place for another sibling at the same school. In such instances, this school could then be treated as the catchment school for subsequent sibling applications. Parents would have to notify the Local Authority on application that they consider this exception applies. If the application was for the actual catchment school this criterion would still be applied. This would be applicable to Portsmouth schools who have catchment criterion as part of their admissions policy. Other Applications Some parents may apply after the admissions deadline has passed, or when their child is older than would normally be the case for admission to a school, for example because they have recently moved into the area. All applications must be made to the Local Authority who will make decisions about who will be admitted. Appeals If a parent is unsuccessful with any of their preferences they will have the right of appeal to an independent appeal panel and will be provided with the relevant documentation and advice by the Local Authority’s Admissions Service. Waiting Lists All parents who have been refused a place at Devonshire will have the option to remain on the waiting list – via a tick box on the allocation response form online or on a paper reply slip. Children will be held on the waiting list by order of the criteria in the Admissions Policy. No account can be taken of the length of time a pupil is on the list. A pupil’s position can change on the list as new children join or other applicants come off the waiting list. Children will remain on a waiting list until the end of the academic year August 2025; if parents want their children to be on the waiting list for the following academic year, they must reapply. Admission Arrangements (Year R) The statutory position is that parents do not have to send their child to school until the term following their child’s fifth birthday. However, most Portsmouth community and controlled infant and primary schools admit year R pupils on to the school roll before the end of September, in the school year in which the child has his/her fifth birthday. This is subject to the Headteacher’s professional judgement, following discussion with the parent, on:  when a child is ready to be admitted;  how many sessions the child should attend;  the arrangements for the child moving from part-time to full-time attendance. This will need to take into account the child’s pre-school education experience and readiness to cope with the number of sessions. -6-

Deferred Entry: Where parents do not wish to take this opportunity for early admission, they may defer entry of their child(ren) to the beginning of either the spring term or the summer term. Entry cannot be deferred beyond the beginning of term after the child’s fifth birthday, nor beyond the academic year for which admission is sought. It is expected that before being admitted children will:  be able to use the toilet independently (and usually be dry during the day);  have some independence in dressing and feeding themselves;  be able to communicate their needs;  be able to cope with the demands of a school setting. Fledglings Pre-School There is a privately run pre-school group on our premises. Please note even if your child attends Fledglings this does not mean that they will be guaranteed a place in Year R at Devonshire. You MUST follow the admissions process and submit your application by 15 January 2024. Transfer to Junior School Children transfer from Infant school at the end of the summer term of the year in which they are 7 on or before the 31 August. -7-

Holidays and Absences Holiday and Term Events The school year for children is 190 days. The published term dates cover 195 days so there will be 5 days within the published term dates when the school will be closed for children. This time is used for staff training. Each Newsletter (approx 2 a term) will include dates of major events and notice of any training days. SCHOOL TERM AND HOLIDAYS 2024 – 2025 Autumn Term 2024 Spring Term 2025 Summer Term 2025 2 September – 20 December 6 January – 4 April 22 April – 22 July Half-term 28 October-1 November Half-term 17-21 February Half-term 26-30 May Attendance It is vital that good attendance is instilled in children from the beginning of school life. Doors open at 8.40 am and school begins at 8.45 am. It is important that children are punctual. Arriving in time means a settled start to the day in class and ensures that no tasks or instructions are missed. Our registers are taken at 8.55 am. Children arriving after that time will receive a late mark and parents will have to sign the late book. Absence from School Please notify us as soon as possible if your child is likely to be absent from school because he/she is ill. Please telephone the school and send in a written note when your child returns. Dentist or doctors’ appointments should be arranged outside of school as much as possible but if this is not possible please inform us in advance especially if you wish a dinner to be ordered. Please also provide us with written proof of all appointments so that your child’s absence can be authorised. No child will be allowed out of school unless you or an adult nominated by you comes to collect him/her. (See collecting children section.) Authorised Absence A child’s absence may be treated as authorised:  by means of sickness or unavoidable cause  on a day for religious observance  with leave granted by the Headteacher. If the school is not informed or because of a reason different to those above the absence is recorded as unauthorised. Parents’ Holiday We would request that holidays are not taken during term time, as they will not be authorised. In the event of an unauthorised holiday being taken it is a possibility that a fine will be issued. We understand that sometimes there are exceptional circumstances, where a request for a holiday during term time may be made and in this event the holiday would be authorised at the Headteacher’s discretion. A holiday form (which is available from the display unit in the entrance) should be filled in and returned to the Headteacher. Contact You will be asked to fill in a contact form so that we can contact you or a relative during the day if necessary. Please also tell us of any change in circumstances which might affect your child. This might be a change of contact number or someone in the family going into hospital. Collecting children If your child needs to be collected during the day eg hospital appointment, when you come to collect him/her, please go to the office via the MAIN ENTRANCE. Your child will be collected from class by one of the office staff. Similarly, when bringing a child in late please go straight to the office. This is to ensure the safety and security of the children. -8-

Lunchtimes and Breaktimes School Meals All children in YR, Y1 and Y2 are entitled to a free school meal each day. However, please still ensure you complete the online free school meal form via this link apply for Free School Meals so that we know which children are entitled to pupil premium funding. We adopt an online pre-ordering system in school via SCOPAY which all parents must register for even if children are having a packed lunch. Parents are responsible for completing the online dinner choices in advance and can pick either a meat, vegetarian, or jacket potato option or select packed lunch. Packed lunches should be in a plastic box with the child’s name and class on the outside and should include a drink. As we want to promote healthy eating we do not allow chocolate bars or sweets and would encourage you to provide your child with a healthy packed lunch. We are a nut-free school so please do not include any items which might even have a trace of nuts. If you prefer your child to go home to lunch, please collect him/her at 12.30 pm and return him/her at 1.30 pm. Water All children have a named water bottle which they can use at any time during the day. Lunchtime Readers During lunchtimes we operate a Lunchtime Reader scheme. This involves Year 2 children volunteering to read stories and share books with the younger children out in the playground. Bookworm Club During lunchtimes we also operate a Bookworm Club in the school library. This is where a group of children from each class are able to spend their lunchtime break reading books in the school library individually or with friends. Play Boxes During lunch and break times the children have the opportunity to use a variety of play equipment and go on the outside \"trim trail\". This is done on a timetabled rota system so that all the children get an opportunity to develop their play, and physical skills during the course of the week. -9-

Playground Friends During lunch and break times, we operate a system of Playground Friends. These are selected Year 2 children who have a number of responsibilities including: identifying children who have nobody to play with, taking any hurt children to an adult, and intervening to help with any minor disputes between children. These children are identifiable by the bright yellow caps they wear. Friendship Stop On the outside wall of the school there is a Friendship Stop. This is where children go to stand if they would like a friend to play with. When a Playground Friend sees someone at the Friendship Stop they will go and get them and help them find someone to play with. Break-time snack We are involved with the NHS Fruit Scheme which provides a piece of fruit for every child each day. However, if you know your child only likes certain fruit you are welcome to provide your own fruit as long as it is prepared and brought in a plastic container (if necessary) with the child’s name and class on the outside. School Milk We operate a scheme via Cool Milk and should you wish your child to receive a small bottle of milk at morning break you must register your child online at www.coolmilk.com. Milk is free for all under-fives and those children whose parents are in receipt of income-based support. It is subsidised for pupils aged five or older currently at a cost of 26p per day. Quiet Reading Zone During the summer term at break times the children have the opportunity to read books quietly on the grass, independently or with friends. - 10 -

Home School Partnership We encourage parents to support our Home/School agreement. This values the partnership between parents and school in ensuring a good education for your children. Parents will be asked to “sign up” when their child starts school. Parents/Carers are welcome in this school. We hope that you will be able to bring your child into the classroom in the mornings and if you have time, to stay for the first ten minutes. This will give you the opportunity to see that your child is settled, to help with the first task and to speak, if you wish, to the teacher. We maintain an open atmosphere where you will feel welcome to come in at any time. It is helpful if you can arrange to see a class teacher at a mutually convenient time eg the end of the day. In cases of urgency, however, every effort will be made to ensure that the Headteacher or a senior member of staff will be available. Frequent contact is maintained throughout the year by regular parent interviews to discuss progress. Once a year you will receive a written report on your child’s progress. Parents are also invited to meetings and workshops where the school’s approach to learning in different areas of the curriculum is shared to keep you informed of developments in school and to build mutual understanding. A regular newsletter keeps you in touch with current events, arrangements and dates. Photographs/Videos During class assemblies, Christmas performances etc, parents are welcome to take photographs and video their children for personal use only. Please note it is school policy under the General Data Protection Regulation (GDPR) that these are not to be shared or posted on social media sites, eg, Facebook, Instagram etc without the consent of the other people in the photos/videos. If you do not want your child to be in the photographs/video please let us know and they will be kept out of the performance. School Uniform The school colours are red and grey. Children are usually very proud of their school uniform. This leads to pride in their school and work. We ask parents to support us in this. This uniform is designed to be inexpensive but smart, comfortable and easily managed by young children. It is a great help to teachers and gives confidence to the child if he/she can manage as much of his/her own clothing as possible – zips, buttons etc. Uniform bearing the school logo can be bought in school or online direct from Skoolkit at www.skoolkit.co.uk. Red jumpers or cardigans may be worn with grey trousers, shorts, skirts or pinafores. In the summer girls may wear red checked/striped dresses. Uniform is sold at trade price in school from 1-3.30 pm term time only and prices are currently: Sweatshirts £10.00 PE T-Shirts £5.25 Caps £5.00 Sweat Cardigans £11.25 PE Shorts £3.00 Polo shirts PE bags £5.00 Safari Caps £5.80 Fleeces (ordered) £9.25 Book bags £5.50 £14.50 Knitted Hats £3.75 PLEASE MAKE SURE ALL SCHOOL CLOTHES ARE NAMED!! This avoids confusion and loss. - 11 -

Jewellery of any kind can be a danger so we ask that it is not worn in school. If earrings are worn they must be removed for PE for health and safety reasons. Please provide your child with a PE kit and plimsolls. These should be kept in a bag at school ready for PE. Lost property is kept in a box situated near the office. If clothing is named it is nearly always returned to its owner. Unclaimed items are disposed of. We would be very grateful if you would not let your child bring toys to school. These can cause problems with damage and loss and also heartache when toys are ‘lent’ or ‘borrowed’. If the teacher has asked for something particular to help with the curriculum we will make every effort to safeguard these items. Medical Information It is very important that we are made aware of any medical conditions your child may have. This may be hearing, speech and in particular any allergies. Please make sure that this information is recorded on the contact form. Medicine This can only be given following agreement with the Headteacher and applies to prescribed medicine only. Such medicine must be clearly marked with name and dosage and brought to and collected from the office by an adult who must also complete the medicine form. Whenever possible it is helpful if medicine is given at home or by a parent/carer who comes to school. Children with Asthma If your child has asthma and needs an inhaler at school, please ask in the office for an asthma card to fill in. Inhalers are kept in the classroom for ease of access and children should be able to use these themselves. It is parents’ responsibility to ensure that asthma cards and medication are kept up to date. Extra Curricular Activities Breakfast Club A breakfast club is available in the Francis Community Lodge situated in the playground. It opens at 7.00 am. You will need to apply for a place by emailing Mrs Nicky Harris at [email protected] The telephone number is available from the school office. The Breakfast Club’s admissions policy is separate from the school. After School Clubs A range of after school clubs are offered during the school year. These are run by external agencies. - 12 -

Curriculum  Planning and Organisation The curriculum is based on the principles stated in the school’s aims. Some of the children’s learning is developed through regular practise of basic skills in reading, spelling, handwriting and maths. In each of these an agreed approach throughout the school is in place so that children experience consistency of approach as they go through the school. Where appropriate, these are linked to topics, but will otherwise continue alongside. Other aspects of the curriculum include Religious Education, Spiritual, Moral, Social and Cultural development and Personal, Social & Health Education. Much learning is planned through topics focused on specific aspects of one or two subject areas eg science so that we ensure that children experience all the skills, knowledge and understanding which are required. They can also progress in their learning as each year group’s work builds on and develops further what has been done before. Topics are organised to provide a broad and balanced curriculum. Staff meet regularly in year group teams to plan and evaluate their work with the children. They use the long term plans as the basis for this. This means that consistent high expectations can be maintained. Each teacher plans in detail each week, organising and managing the time so that children carry out the planned tasks at a level appropriate for their stage of learning and understanding. Children work in groups for some activities, individually for others and in some instances, as a class. They also work on some tasks collaboratively, in pairs or small groups. The tasks children are given provide opportunities for them to be actively involved, to learn new skills and knowledge and to apply these in a variety of situations. For further details please see the school Curriculum Policy.  English Reading: Our aim is that all children will become confident, fluent readers who develop a love of reading. Children are taught phonics from the beginning of Year R using a systematic synthetic phonics scheme. This helps develop their decoding skills which they practise during twice weekly guided reading sessions. When children first learn to read they are given a book that exactly matches their phonic knowledge, in line with the phonics programme followed. In addition to reading this book in school, children also take the same book home to help build fluency and confidence. Once children have mastered early phonics and have become a fluent reader, they select their own books from book boxes and the library for enjoyment and challenge on a regular basis. Children are also taught to respond to stories and increase their understanding of what they are reading through answering questions and discussion. Reading is integrated throughout the curriculum and children are taught specific skills as well as having the opportunity to practise and explore these skills independently. Teachers read high quality texts to children every day, which enhances vocabulary and immerses children in the world of books. We encourage children to practise their reading at home and this is shared through their reading diaries. Writing: We use an approach which aims to develop children as confident writers who can write independently in a range of ways (story, poem, report, letter etc) and for different audiences. Children are given a range of high quality stimuli to hook them into a writing journey. Each skill for the journey is taught and children are then given the opportunity to practise them in a range of contexts in order to develop mastery. Children develop an understanding of and ability to use conventions of spelling, punctuation and sentence structure. Spelling, Punctuation and Grammar (SPaG): Initial sounds are taught when children start school using the systematic synthetic phonics programme. Progression to blends and word building follows as their skills in spelling and writing develop. Spelling strategies are taught during phonics and English sessions. These are supported through the use of resources in classrooms. Each year the school runs a Spelling Bee where children are encouraged to practise tricky words that they are expected to spell in their year group. Punctuation and grammar are taught as part of the writing journeys and ensure children are able to use them confidently in independent writing. Handwriting: The handwriting used is a cursive script which enables children to write in joined writing from an early age, encouraging correct letter formation and fluent writing. - 13 -

Speaking and Listening: These skills are developed through a variety of experiences in reporting events, retelling experiences, discussions, questioning, role play, drama and through reflecting on, and discussing tasks and activities they have done in school. Drama: Children develop their skills in drama in three areas; making, performing and responding. They experience these skills through a variety of dramatic forms including: role play, puppets, masks, costumes and mime. Most of these sessions will be linked to their current curriculum topics. They are also involved in workshops with visiting theatre companies. Drama gives the opportunity to develop the imagination and builds good communication, collaboration and negotiation skills, in addition to building confidence and high self-esteem.  Mathematics Children learn by practical experience to ensure that they learn mathematical skills with understanding, can record them appropriately and apply them in everyday situations. The teaching for maths ensures that children can progress through the school in each area of the maths curriculum including number, fractions, measurement, geometry and statistics. A wide range of equipment and resources is available to support learning at each stage. We operate a Maths Homework scheme, where children and parents can borrow a maths game to share together at home. These enable your child to learn and practise new mathematical skills while having fun! Workshops are held for parents to further inform them about the curriculum followed and strategies taught in school in the Foundation Stage and Key Stage 1. - 14 -

 Science Science work involves activities which harness and structure children’s curiosity so that they can begin to understand and make sense of their environment. Through first hand exploration, sorting, questioning, measuring, recording and interpreting results, children develop and build up scientific knowledge and skills. In each year group, topics have been organised to give children learning experiences in the required National Curriculum areas. These are: Plants; Animals including Humans; Everyday Materials and their Uses; Seasonal Changes. Through these topics the children learn to work scientifically and to recognise hazards and risks and to follow instructions to keep themselves safe. Work in science is planned for the whole school so that for each year group the skills, knowledge and understanding have been identified and can be built on and developed year by year.  Computing Computing is a key part of the curriculum, used across all subject areas, giving children progressive experiences in the development of their skills to present information, become digitally literate and begin to understand the basics of computer science. Each class has access to both laptops and other ICT equipment and children in Key Stage 1 classes regularly use the computers in the computer suite. Our ICT Teaching Assistant works with groups of children in the suite, developing, practising and assessing a range of ICT skills in a cross curricular context. Every class has an interactive whiteboard, which is used regularly to support all curriculum areas. Internet access is supervised at all times.  History All children learn to develop an interest in and understanding of the lives of people who lived in the past. Children begin to understand how past events have influenced our lives today. Exploration of objects helps to enrich all areas of the children’s learning in history at Devonshire.  Geography In geography children learn about the local area and places of contrast in other regions. They also learn to compare their lives and to appreciate life in other circumstances and in cultures different from their own.  Design Technology Design Technology gives all children the opportunity to develop their designing and making skills through practical, hands-on experience. Each year children are involved in activities linked to topics and they also take part in food technology activities. These tasks allow children to design, make, test, modify and evaluate their own ideas and they also have the opportunity to work with each other to achieve the targets set. In Year R, science, ICT, history, geography & DT are all covered through the Understanding of the World element of the Foundation Stage curriculum. - 15 -

 School Library The library is situated in a carpeted area and provides opportunities for children to read fiction and non-fiction books. Children have the opportunity to visit the library to borrow books on four mornings a week if they wish to select a book to read with an adult, or independently if they are able. Once your child’s book is returned they are able to borrow another one. Children also have a fortnightly library session where they learn library skills with the school’s librarian.  Art and Design Children develop a range of skills associated with art, craft and design. They work with a variety of different media including paint, pastels, clay and collage. The children regularly have an Art Week where a specific artist or style of art is studied.  Music Music gives the children a variety of experiences which allows them to develop the skills associated with composing and performing using simple instruments, rhythmic patterns and singing. This includes investigation of sounds and sound sources. They also have the opportunity to listen and respond to short pieces of music of different times, cultures and styles. Children have experiences involving experts coming in to school to do workshops and attend a variety of musical performances organised by the Local Authority. - 16 -

 PE Our aim is that children enjoy physical activity, participate with increasing confidence, and recognise that it is essential for a healthy lifestyle. We support children in developing their agility, balance, co-ordination and fundamental movement skills, and then applying these abilities in a range of sporting activities – gymnastics, ball games, athletics and dance. Children also learn to work creatively, co-operatively and safely. We encourage active outdoor play and children have regular opportunities to use a variety of play equipment in the playground. We frequently invite coaches from external sporting agencies to come into school and lead sessions with the children. We explore opportunities for children to take part in sports festivals and competitions. We offer a number of PE clubs when coaches are available. We hold some whole school sporting events such as Circus Skills Week, our annual year group sports sessions and we also support Sport Relief.  Spiritual, Moral, Social and Cultural Development Children are learning about themselves and the world in every experience which they meet. At school children are encouraged to become thoughtful, considerate members of the community, with a sense of responsibility for themselves, others and the environment; to come to terms with their own feelings and thoughts while considering those of others; and to develop a sense of wonder and search for meaning about the world around them.  Religious Education Religious Education is based on the agreed syllabus ‘Living Difference’ which involves children in learning about stories from Christianity and other religions, about forms of religious expression eg festivals, artefacts and buildings, and in reflecting on and responding to their own experiences and religious concepts. Themes are followed each term and are linked to other curricular topics where appropriate.  Collective Worship The school meets for assembly each day. This is a time when children meet together to share experiences and celebrations and to consider, respond to and reflect on concepts and themes of a religious or moral nature through story, music, role play and use of artefacts. Assemblies and Religious Education are mainly Christian. Parents may decide whether they wish their child to take part or not. Please let us know in writing if you wish your child to be withdrawn. Children who do not attend assembly will be supervised by a member of staff.  Personal, Social and Health Education (PSHE) and Citizenship The PSHE and Citizenship curriculum enables children to become healthy, independent and responsible members of society. We encourage and offer opportunities to our children to play a positive role in contributing to the life of the school and the wider community. PSHE and citizenship is taught in a variety of ways including: focused lessons, collective worship, circle time, golden time and through other topics. A whole school scheme of work ensures that children develop their skills, attitudes and knowledge year by year. - 17 -

 School Council The school has an established school council which enables the children to play a key role in making decisions that affect them and the school. Each class has 2 school councillors – 1 boy and 1 girl, who are elected by the children in their class. Councillors remain in post for approximately one term, after which new councillors are elected. The school council has already been involved in a number of exciting ventures including interviewing potential Deputy Head candidates.  Sex and Relationship Education No formal sex education is given, but our relationship education policy details the attitudes and values that we develop in our children. The science curriculum also includes teaching on life processes and living things.  Educational Visits/Visitors There are opportunities during the school year for visits of an educational nature which support and extend the curriculum. The school’s policy for such visits is to sometimes request a voluntary contribution from parents towards the cost of these although in recent years the school has been in a financial position to cover the costs of all trips. We also appreciate help from parents when we actually go out on visits. The school values and encourages visits from a range of visitors including Shooting Stars Circus Skills and Popell Barns Mobile Farm. The children go on a number of visits during the year to places of interest in the local community, such as the Central Library, Southsea Castle, Guildhall and Portsmouth Historic Dockyard.  Homework We set a variety of homework activities in YR, Y1 and Y2. The amount of homework increases as the children progress through the school and may become more formal. The most common types of homework that we set include reading with your child, sharing a public or school library book, maths homework such as practising number bonds or learning times tables and playing maths homework games, which can be borrowed from the school library and researching for a topic. - 18 -

Assessing, Recording and Reporting Progress Assessing children’s work is an integral part of the planning and organisation of the curriculum. It shows the teacher the stage of learning and understanding which the child has reached. Appropriate work can then be given to the child to progress to something new or to give him/her further practise if necessary. This school has an agreed framework for assessing and keeping records of pupils’ progress, so that a picture of each child’s development is built up over time. Marking is an integral part of Assessment for Learning and staff use a range of strategies to mark children’s work which shows what they have done well and what they need to do to improve. Regular parents’ meetings are held at which you are able to speak to the class teacher. We operate an appointment system of interviews which last up to 15 minutes. Should it be necessary for a longer discussion another meeting will be arranged. Each year you will receive a written report of your child’s achievements and we arrange a parents afternoon/evening to discuss this. You are of course welcome to discuss queries, issues or concerns at any time during the year. The Foundation Stage Profile is used in the reception classes and staff continually assess children’s learning in the 7 areas of: Communication and Language; Physical Development, Personal, Social and Emotional Development; Literacy; Mathematics; Understanding the World and Expressive Arts and Design. You will receive information about your child’s level of attainment in YR at the end of the summer term. In the summer term in Y1, all children are required to take a Phonic Screening Test; the results of which are shared with parents at the end of the Summer term. The final year of your child’s time here marks the end of the first key stage of the National Curriculum. This means that in the Summer term you will receive information about the level of attainment he/she has reached in the core subjects of English, Maths and Science. Parental Access to School Records: Portsmouth school records are marked ‘Confidential’ as they are not open documents in the sense that pupils’ records may be consulted by anyone. They are ‘confidential’ to the school and to the child’s parents or guardians. Parents may, within the arrangements made by a school, ask to read their child’s school records, but it will probably be most helpful if progress is discussed in a general way with the child’s teacher when fuller explanations can be given than it is possible to record on official records. - 19 -

Inclusion Devonshire Infant School is an inclusive school, where all children are valued as individuals, and differing needs are planned for.  Special Educational Needs & Disabilities When children are identified as having additional learning needs they are given extra support to help them reach their full potential. If your child is identified as needing extra help, this will be discussed with you and you will be kept involved and informed. Support is given in a variety of ways, depending on the needs of each child. It may be given in class, in small groups or individually by the teacher or teaching assistant. Targets are set and each child’s progress is kept under regular review. Where appropriate, other agencies eg Educational Psychologists, are consulted with the permission of parents. Identification and Assessment of Children with SEND Procedures follow the SEND Code of Practice 2014. Children with SEND will have additional support in school and may also have involvement from outside agencies. Children with an Education, Health & Care Plan will work with a range of outside agencies and school staff to meet personalised outcomes identified in their plan. School assessment and recording routines enable class teachers to make judgements about a child’s educational needs. Progress is measured as part of an ongoing process. Where a child is on our SEN support register, the Inclusion Manager may be involved in devising programmes of work related to individual need and outside agencies will be enlisted where appropriate. Regular review meetings with all involved will take place to ensure appropriate provision. Special Educational Needs & Disabilities Policy As specified in the SEND policy all staff ensure that pupils are supported appropriately by the use of differentiated resources and curriculum, and through liaison with a variety of outside agencies e.g. Educational Psychology, Multi Agency Behaviour Support and Speech and Language Therapy. Personalised targets are set for children as part of an Individual Education Plan and these are reviewed and amended regularly. Parental support is of paramount importance and staff ensure that positive home-school relationships are maintained and that parents are aware of their child’s targets and how they can support their child at home. Rationale The staff and governors believe that all children in the school should be encouraged, valued and accepted equally. Children who have a greater difficulty in learning than the majority of children in their age group, or a disability which hinders them from making full use of educational facilities, will be given support to enable them to make progress and reach their full potential. We believe that parents/carers have a valuable contribution to make towards their child’s development and learning. We acknowledge current legislation and recognise that a percentage of children will have a special need at this stage of their school career. Some children may have an Education, Health and Care Plan. Devonshire operates within the structure of the Portsmouth City Council Policy and has produced an annual SEND report as required by the SEND Code of Practice 2014 which identifies current practice in identifying and assessing Special Educational Needs & Disabilities. Aims  to continue to develop every teacher as a teacher of SEN;  to provide a broad, balanced and relevant curriculum which is differentiated to meet individual needs;  to support each child appropriately according to their level of need;  to encourage each child to achieve the progress of which he/she is capable;  to support each child in developing an awareness of the progress they have made and to celebrate these achievements;  to involve parents/carers in their child’s learning and to keep them informed of the support being given. - 20 -

Objectives  to identify children with SEND at the earliest opportunity, using agreed criteria and to plan and implement support for them;  to provide Individual Education Programmes (IEPs) for all children who have an Education, Health & Care Plan and an IEP for children who are identified as SEN support (as defined in the SEND Code of Practice 2014).  To regularly consult and work co-operatively with parents/carers;  to consult external agencies where appropriate and in accordance with legislation;  to maintain an up-to-date register of children with SEND;  to ensure that there is clear communication among all staff involved, and understanding of responsibilities among staff and governors. Specialist provision: INCLUSION CENTRE Our Inclusion Centre provides 10 places for children with a significant learning difficulty or delay in their development in the area of communication and interaction. Children are referred to a Local Authority Inclusion Support Panel following an assessment by an Educational Psychologist. The panel make the decision about which children should be offered a place in the provision. A placement in the Inclusion Centre will last for between one and three years during which time the child’s needs are assessed and their future provision is agreed. Children have very personalised support which is delivered alongside the Early Years Foundation Stage or National Curriculum as appropriate. Where appropriate, as part of their support package, children are offered increasing opportunities to integrate into mainstream classes as the year progresses.  Children with Disabilities Disabled children have the same entitlement to the curriculum as the other children, and are given the same opportunities wherever possible. We are constantly looking for ways to make our school even more accessible to disabled pupils and parents. There is wheelchair access to both the front and rear of the school, and we also have an accessible toilet. The school has a portable hearing loop for children with hearing problems.  Children with English as an Additional Language Some children need support because they speak a language other than English as their first language. This is given in class by the class teacher and teaching assistant. They work together to enable each child to develop skills in learning and in the use of English. Where first language support is appropriate a referral will be made to the Ethnic Minority Achievement Service (EMAS), who may be able to provide a Bilingual Assistant to work alongside the child on a regular basis.  Racial Equality Policy The school actively promotes racial equality and supports the standards outlined by the Commission for Racial Equality. - 21 -

Management of Pupil Behaviour There are a few school rules worded positively, to create a secure, purposeful atmosphere: Golden Rule We always try our best in everything we do to make us a happy, caring school. Rules 1. We walk quietly around the school. 2. We listen when someone is talking and always speak politely to everyone. 3. We will be kind to each other and try not to hurt anyone. 4. We look after everybody and everything. 5. We keep safe in the playground. These rules are brought into focus regularly during assemblies and class lessons. We also have a behaviour management policy which is consistently applied by all staff. Behaviour Management Policy At Devonshire Infant School we believe that there should be a positive approach to behaviour management which emphasises the achievements and actions of each child and the need for individuals to develop as thoughtful, caring members of the community. All adults agree to follow the policy and procedures, which are designed to be fair and consistent. Our behaviour management policy is based on this statement of values: 1. All pupils should feel that they are valued members of the school. 2. All pupils and staff will be treated with courtesy and respect. 3. Staff will endeavour to be sensitive to the needs of all children at all times. 4. Staff will have time to discuss and plan appropriate courses of action with pupils who have specific behavioural difficulties, involving parents where appropriate. 5. Staff have high expectations of children in the belief that low expectations can be reflected in pupil behaviour. 6. We aim to be actively involved in rewarding positive behaviour and modifying inappropriate behaviour. 7. We value pupils’ positive achievements and successes both in and out of school and aim to celebrate and share these achievements with parents in order to encourage a feeling of trust and partnership. 8. Our statement of values will be communicated to all staff, pupils, parents and governors, thus ensuring a whole school approach in implementing the policy. The Governors and staff believe that the issue of bullying is extremely serious and we have a clear anti- bullying policy, which is also applied consistently by all staff. - 22 -

Golden Time On Friday afternoons, those children who have obeyed the school rules and behaved well during the week, thoroughly enjoy Golden Time. This is a time when they are able to take part in a range of less formal activities that they have selected at the beginning of the week. Devonshire Diamonds In addition to Golden Time every week two children from each class are selected to be Devonshire Diamonds. They have the opportunity to do some ‘special’ activities, and children are selected if they are always sensible, well behaved and hard working. Health and Welfare The School Health Service The School Health Service exists to care for all school children and welcomes your co-operation in making sure that your child has a happy and healthy school career. All parents know the importance of good beginnings. Many things affect the way in which children learn and one of the most important is health. The School Nursing Team keep records of all the children’s health and eyesight and hearing are tested as they play a vital part in learning. Medicals may take place and you are requested to be present to discuss your child’s progress and share any health matters that concern you. Attendance Officers Attendance Officers from Portsmouth City Council consult the school on a regular basis to discuss any pupils whose attendance is causing concern and to monitor the school procedures in dealing with unacceptable absence. Child Protection The Portsmouth City Council Child Protection Procedures state that the Headteacher has a responsibility to inform Social Care promptly of concerns and Social Care will then make the decisions as to future contacts and actions. Our first priority is your child’s welfare. There may be occasions when our concern about your child means that we have to consult other agencies even before we contact you. The procedures we follow have been laid down by the Local Safeguarding Children’s Board. Complaints We aim to provide the best education for all our children, and hope that parents will be happy during their time at Devonshire. However, procedures are in place to deal with complaints and we urge parents to discuss any concerns initially with their child’s class teacher or, if it is of a serious nature, with the Headteacher. A copy of our complaints policy is available on request from the school office, or can be found on the school website. - 23 -

General Data Protection Regulation (GDPR) 2018 You may be aware that from 25 May 2018 the rules around data protection changed. The General Data Protection Regulation (GDPR) has been introduced to change how we can use personal data and keep it safe and to also strengthen an individual’s rights over their own data. The point of this is to make sure sensitive or private information about yourselves and your children stays safe. Whilst it is similar to the previous Data Protection Act in many ways, there are a few differences, so we have had to make a few changes at school in order to ensure we remain compliant. One of these changes is that we have updated our Privacy Notice which contains important information about how the school uses personal information about yourselves and your children. You can view the updated Privacy Notice in our school foyer, on our website www.devonshire.portsmouth.sch.uk under the “About Us” tab under “Policies” or request a paper copy from the school office. - 24 -

Index 8 Library 16 6 Literacy 13 Absence 5 Lunchtimes and Breaktimes Admission Arrangements (Year R) 5 Lunchtime Readers 9 Admissions Policy 12 9 Admissions to School 1 After School Clubs 6 Mathematics/Numeracy 14 Aims 16 Medical Information 12 Applications (Other) 19 Medicine 12 Art & Design Milk 10 Assessing, Recording & Reporting 12 Moral, Spiritual and Cultural Development 17 Progress 8 Music 16 Asthma Attendance 23 No Smoking 3 Attendance Officers 8 Authorised Absence Official Information 3 22 Office 3 Behaviour Management Policy 9 Bookworm Club Parental Access to School Records 19 Breakfast Club 12 PE 17 Break-time Snack 10 Personal, Social and Health Education 17 Photographs/Videos 11 Child Protection 23 Play Boxes Collecting Children 8 Playground Friends 9 Collective Worship Planning and Organisation 10 Complaints 17 Privacy Notice 13 Computing 23 24 Contact Form 15 Contents Quiet Reading Zone 10 Curriculum 8 2 Racial Equality Policy 21 Deferred Entry 13 Reading 13 Design Technology Religious Education 17 Devonshire Diamonds 7 Rules 22 Disabilities 15 Drama 23 School Address/Contact Info 3 21 School Council 18 English as an Additional Language 14 School Times Science 3 Fledglings Pre-School 21 Sex and Relationship Education 15 Friendship Stop Speaking and Listening 18 7 Special Educational Needs & Disabilities 13 GDPR 10 SEN & Disabilities (SEND) Policy 20 Geography Spelling, Punctuation and Grammar 20 Gifted & Talented 24 Staff 13 Golden Rule 15 Golden Time 21 4 Governing Body 22 23 Transfer to Junior School 7 Handwriting Health and Welfare 4 Uniform 11 History Holiday Dates 13 Values 1 Holiday (Parents’ Request) 23 Vision Statement 1 Home School Partnership 15 Visits/Visitors 18 Homework 8 Water/Water Bottles 9 Inclusion 8 Writing 13 Inclusion Centre 11 Inclusion Centre Times 18 20 21 3 25