SACRED HEART CATHOLIC PRIMARY SCHOOL
2 Oakleigh Park South, Whetstone, London N20 9JU
telephone 020 8445 3854 fax 020 8445 0862 e-mail [email protected]
headteacher Mrs C A McMahon MA PGCE NPQH
deputy headteacher Mrs M Holloway
Welcome to The Sacred Heart Catholic Primary School
Dear Parents
The Sacred Heart School Community is pleased to welcome you and your child.
This prospectus contains information about our school and the opportunities and
facilities we offer.
The Church teaches us that Parents have the first responsibility for the
education of their children and we are aware that your child has already learnt a
great deal from you and through his / her pre-school experiences at nursery or
play group.
At this school we aim to extend and build on this previous learning through a
successful partnership with you.
We hope that your child will enjoy and benefit from the experiences we provide.
C A McMahon
Headteacher
Parents\Information\Prospectus Nov 2016
Archdiocese of Westminster London Borough of Barnet
The Sacred Heart Catholic Primary School
“Learning Together in God’s Love”
Mission Statement
History
The Sacred Heart Catholic Primary School is a Roman Catholic Voluntary Aided Primary School
under the trusteeship of the Diocese of Westminster.
The school opened on this site in 1961 as an independent girls’ secondary school. A primary
school existed across the road where the flats are now. In 1967 the existing site became a
two form entry primary school linked to the Borough of Barnet.
Ethos
The ethos of our school is based upon Christ’s commandment to love God and to love our
neighbour. The teaching of Christ therefore pervades all aspects of school life. We encourage
an atmosphere of love, understanding and tolerance where children develop confidence, selfrespect and self-discipline. Within our school all children are treated equally, regardless of
gender, age, race, creed or ability. Children in their turn are encouraged to learn, play and
worship together, with Jesus as the centre of their lives.
Values
Our predominant school values of respect, honesty, love, trust and tolerance are made
manifest through our Mission Statement which gives our school its identity and permeates all
aspects of school life.
Vision Statement

Our school will provide a happy, secure and stimulating environment where everyone
will be inspired to do their best.

Our pupils will be guided towards a loving relationship with God through example,
prayer and the teachings of Christ.

They will be competent, independent lifelong learners, with high self-esteem.
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
They will be confident and caring in their relationships with others in the school and
with the community at large.

They will be creative and critical thinkers who will be able to respond positively and
enthusiastically to the challenges of our ever-changing world.

They will have a desire to contribute positively to society and to take responsibility for
each other and the environment.
Learning Together in God’s love
at the Sacred Heart Catholic Primary School
Our focus within the school is effective learning for all – children and adults.
Staff keep up to date with the latest research about children’s learning including recent
studies in brain-friendly learning, accelerated learning, multiple intelligences, learning styles,
problem solving and creativity.
We know that children of different ages have different concentration spans and make sure
that the children’s learning is tailored to their stage of development. Our classrooms make
full use of brain gym, breathing exercises and music to aid learning and water is always
available.
We encourage our children to eat healthily and take exercise. Perhaps, most importantly, we
have a lot of fun learning.
Our intention is to deliver a curriculum that will fit individual children’s needs. In order to
ensure relevance for our pupils we deliver our curriculum through broad and balanced crosscurricular topics.
When teachers begin to introduce a topic children are asked three questions:



What do you already know about this topic?
What would you like to know?
How do you think we will be able to find the answers?
The outcomes from these discussions are referred to throughout the topic as a review tool
and at the end of the topic to enable the children to evaluate their learning.
The focus of our curriculum is more about the process skills of being an effective learner
rather than the content. Children are encouraged to reflect on their learning and selfevaluate their developing key skills and achievements.
Our children have a love of learning and can speak confidently about their future learning
needs. They can be self-critical whilst maintaining high self-esteem – skills that will stand
them in good stead throughout the whole of their lives.
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We aim to provide our pupils with a safe, secure, welcoming environment and a lively and
stimulating atmosphere in which this effective learning can take place.
The Sacred Heart Catholic Primary School
“Learning Together in God’s Love”
Ofsted Inspection
An Ofsted inspection in November 2008 described Sacred Heart “As an outstanding school
with many strengths.” They said, “Pupil achievement is excellent overall. By the end of Year
6 standards over time have remained very high because of considerable strengths in the
teaching. Quality and standards are outstanding in the Foundation Stage”
Classes
We are a two-form entry primary school, taking children from four to eleven.
children admitted each year are divided into two parallel classes of mixed ability.
The sixty
Admissions
Admissions are handled by the Governing Body and the London Borough of Barnet. Our
Chair of Governors is Mrs Geraldine Smallbone. We admit children at the start of the school
year in which they are five. All children are admitted in September with those born between
May and August attending part time until the October half term.
Parents may register their children at any time (This is not an application for admission). A
full admission package is sent to parents in the November prior to the academic year in which
their child is due to start school. At the same time Barnet will issue a Common Application
Form.
Before a child is considered for admission parents will be asked to complete a school
Supplementary Form and provide proof of address, birth and baptism certificates and a
reference from a priest. Parents are also required to complete the Barnet Common
Application form listing up to three schools in order of preference.
When the Governors have considered all applications received, our priority listing will be
returned to Barnet who will then inform parents whether or not their application has been
successful.
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Children will start school on a staggered basis to enable the teacher to give them maximum
attention on their first day.
Before the actual start date parents and children are invited to the school during to ‘drop in’
to meet the headteacher, deputy headteacher, class teacher and classroom assistant.
Children and parents are invited to visit the class on a number of occasions during this time
so that children become familiar with their new environment.
Tours of the school are held each term for parents considering application. Anyone wishing
to see around the school outside these dates is welcome to do so by appointment with the
Headteacher.
Please read our Admissions Policy for our criteria for admission.
Environment and Facilities
The school is accommodated in a four-story building. We have a large multi-purpose hall and
a smaller studio, separate playgrounds for infant and junior children, a specialist teaching
area for music, a well stocked library and a modern ICT suite equipped with thirty computers
and an interactive whiteboard.
Equal Opportunities
The whole ethos of our school is based upon Christ’s commandment to love God and to love
our neighbour. Therefore, implicit within our teaching is that all children regardless of
gender, age, race, creed or ability are treated equally and encouraged to work in harmony
with respect for one another. At The Sacred Heart Catholic Primary School we encourage an
atmosphere of love, understanding and tolerance.
Behaviour
The school has a positive attitude towards behaviour. Good manners and respect for other
people and their property are expected at all times. Children are encouraged to take pride in
their work and their appearance. School rules are few but are dictated by the need to create
a safe environment. The health, safety and welfare of the children is a priority. We explain
rules to the children and expect them to co-operate with us. We aim to establish selfdiscipline by giving emphasis to values such as honesty, trust and respect for others.
Children are encouraged to think for themselves and see the consequences of their actions.
Extra-Curricular Activities
We take children on a variety of visits and outings which complement the curriculum. We
also invite drama groups, authors, poets and other organisations to work with the children in
school. A range of after school activities is provided.
Parents
We aim to assist parents in their role as Catholic educators by providing them with the
opportunity to share in the life of the school and to participate in religious celebrations. As a
staff we endeavour to establish a good relationship with all parents. There are opportunities
during the school year for parents to meet with teachers to discuss their child’s progress.
All children are given a written report at the end of summer. This will contain targets for the
children to focus on for the next year.
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If parents have any concerns or worries we encourage them to speak to us.
Weekly newsletters are sent home to keep parents up to date with what is happening in
school.
Special Educational Needs
The school has a designated teacher to manage this area and has a policy for meeting the
needs of children with special educational needs
Every effort will be made to identify children who may have difficulty related to physical,
learning or social needs as early as possible.
Where the school has identified such needs, parents will be contacted immediately and the
matter thoroughly discussed so that possible strategies can be put in place to help the child.
Parents are assured of the confidentiality of this process.
Children will not be referred to outside agencies without parental consultation.
Parents who have concerns about their child’s physical, social or learning needs are invited to
make an appointment with the special educational needs co-ordinator (SENCo).
Gifted and Talented Children
We also identify children with particular talents and abilities in academic areas, in the arts and
in sport. An extended curriculum is provided for these children.
Assessment
The first year in school is known as the Foundation Stage. A Foundation Stage Profile is
compiled during this year with evidence of each child’s learning.
In Years 1 and 2, (5 – 7 years) children work through Key stage 1 of the National Curriculum
and in Years 3, 4, 5 and 6 (7 – 11 years) children work through Key Stage 2.
Children are continuously monitored and assessed by their class teacher and are formally
assessed in English and Mathematics at the end of Key Stage 1 and formally tested and
assessed in English and Mathematics at the end of Key Stage 2. Testing takes place in May
and results are reported to parents.
In Year 1 all children’s basic literacy skills are assessed and children who require extra help
are invited to participate in a home/school programme. Since 2012, Year 1 children also take
part in the government’s phonic screening test.
children in in Years 3, 4 and 5 are assessed in English and Mathematics during the Summer
Term and these results are also reported to parents. Spelling and reading tests are carried
out every year for children in key stage 2.
Visits
Visits to museums, historical homes, the theatre or other places of educational interest are
organised in line with the work being covered in class.
Children in Years 5 and 6 participate in residential trips.
Charging Policy
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Voluntary contributions from parents are requested to cover the cost of certain activities
which may take place in school hours, for example a visiting theatre company or a day out to
a museum, but no child will be disadvantaged if a parent does not contribute.
Music tuition, which forms part of the National Curriculum, is free. This includes all vocal
tuition, percussion and recorder. Instrumental tuition is offered to a number of children in
the Key Stage 2 classes. Parental agreement is required before this tuition begins, and
charges are met by parents.
Textbooks, individual equipment and stationery are provided by the school but it is the
parents’ responsibility to provide aprons, sports clothing and football boots.
Attendance
Governors and staff are keen to encourage the good habits of punctuality and high
attendance at school. We ask parents to co-operate with us by not organising or booking
holidays during term time. This is in line with Barnet LA regulations.
Attendance in the academic year 2014-2015 was 96.94%
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Sacred Heart School
Admissions Policy
Academic Year 2017-2018
The Sacred Heart Catholic Primary School is under the Trusteeship of the Diocese of Westminster. The school is
conducted by its Governing Body as part of the Catholic Church in accordance with its Trust Deed and
Instrument of Government, and seeks at all times to be a witness to Jesus Christ.
As a Catholic school, we aim to provide a Catholic education for all our pupils. At a Catholic school, Catholic
doctrine and practice permeate every aspect of the school’s activity. It is essential that the Catholic character of
the school’s education is fully supported by all families in the school. All applicants are therefore expected to
give their full, unreserved and positive support for the aims and ethos of the school.
The Governing Body has responsibility for admissions to this school and intends to admit the published
admissions number of 60 pupils to the Foundation Stage (Reception) classes in the school year which begins in
September 2017.
Applications are invited for September 2017 from families whose child attains four years of age between
01/09/2016 and 31/08/2017. Decisions will be communicated to parents on the national offer day for primary
schools which will be 18th April 2017
OVER SUBSCRIPTION CRITERIA
Where there are more applications for places than the number of places available places will be offered in the
following order of priority.
1.
Catholic looked after children and Catholic children who have been adopted (or made subject to child
arrangements orders or special guardianship orders) immediately following having been looked after.
2.
Baptised Catholic children with a Certificate of Catholic Practice, who have a sibling attending the school
at the time of admission.
3.
Baptised Catholic children with a Certificate of Catholic Practice, who are resident in the parish of: St
Mary Magdalen - Whetstone
4.
Baptised Catholic children with a Certificate of Catholic Practice, who are resident in the parishes of:
St Albans, North Finchley, or
Mary Immaculate and St Peter, New Barnet
5.
Baptised Catholic children with a Certificate of Catholic Practice, who are resident in all other parishes.
6.
Other baptised Catholic children.
7.
Other looked after children and children who have been adopted (or made subject to child arrangements
orders or special guardianship orders) immediately following having been looked after.
8.
Catechumens and members of an Eastern Christian Church
9.
Christian children of other denominations whose application is supported by a letter confirming
membership of that faith community.
10.
Children of other faiths whose application is supported by a letter confirming membership of that faith
community.
11.
Any other applicants.
The governing body will give top priority within a category where compelling evidence is provided at the time of
application, by a doctor, social worker or other appropriate professional, of an exceptional social, medical or
pastoral need of the child which can only be met at this school.
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Where the offer of places to all the applicants in any of the categories listed above would lead to
oversubscription, the places up to the admission number will be offered to those living nearest to the school in a
straight line measured from the front door of the child’s home address including flats, to the main school gate.
The distance between these points is calculated using Barnet Council’s computerised Geographical Information
System.
Where the final place is offered to a child who has a twin/triplet etc. applying for a place in the same school
year, these siblings will also be admitted.
NOTES
In criteria 2,3,4,5, 6 and 8 baptised means baptised at the time of application.
‘Certificate of Catholic Practice’ means a certificate given by the family’s parish priest (or the priest in
charge of the church where the family practises) in the form laid down by the Bishops’ Conference of England
and Wales.
A sibling is a brother or sister, a step or half brother or sister.
‘Looked after child’ has the same meaning as in section 22 of the Children Act 1989, and means any child in
the care of a local authority or provided with accommodation by them
(e.g. children with foster parents)
‘Catholic’ means a member of a Church in full communion with the See of Rome. This includes the Eastern
Catholic Churches. This will normally be evidenced by a certificate of baptism in a Catholic Church or a certificate
of reception into the full communion of the Catholic Church.
For the purposes of this policy, it includes a looked after child who is part of a Catholic family where a Certificate
of Catholic Practice (CCP) demonstrates that the child would have been baptised or received if it were not for
their status as a looked after child (e.g. a looked after child in the process of adoption by a Catholic family).
‘Catechumen’ means a member of the catechumenate of a Catholic Church. This will normally be evidenced
by a certificate of reception into the order of catechumens.
‘Eastern Christian Church’ includes Orthodox Churches, and is normally evidenced by a certificate of baptism
or reception from the authorities of that Church.
‘Child arrangements Order’. A child arrangements order is an order under the terms of the Children Act 1989
s.8 which defines it as an order settling the arrangements to be made as to the person with whom the child is to
live.
‘Special Guardianship Order’. A special guardianship order is an order under the terms of the Children Act
1989 s.14A which defines it as an order appointing one or more individuals to be a child’s special guardian(s).
‘Parent’ means the adult or adults with legal responsibility for the child.
‘Adopted’ means any child whose parents can provide proof of adoption, immediately following being lookedafter.
‘Christian’ for the purposes of this policy, means a member of one of the Churches affiliated to ‘Churches
Together in Britain and Ireland’.
Parish Boundaries – for the purposes of this Policy, the parish boundaries are shown on the Diocese Of
Westminster website: www.rcdow.org.uk.
‘Home Address’ is the address at which a child lives for 50% or more of the school week.
A council tax bill and two utility bills from the same service will be required as evidence to prove residency. Any
offer made on the basis of false information will be withdrawn.
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APPLICATION PROCEDURES AND TIMETABLE
To apply for a place at this school, you should complete and return two separate forms in order to make a
full application. (If you do not submit a Supplementary Information Form this may affect your child’s application)
You should complete the school’s Supplementary Information Form attached to this policy, and return it
to:
The School Secretary,
Sacred Heart Catholic Primary School
2, Oakleigh Park South
Whetstone
London
N20 9JU
SUPPLEMENTARY INFORMATION FORM (SIF)
The Supplementary Information Form (SIF) and the Certificate of Catholic Practice (CCP) are obtainable from
the school website www.sacredheartprimary.co.uk. If you prefer you can collect the SIF and CCP from the
school or contact the school and ask for them to be sent to you. The SIF is also obtainable from the LA offices
and the LA website www.barnet.gov.uk.
E-ADMISSIONS FORM
You must also complete and submit an E-Admissions form with the London Borough of Barnet if you are a
resident of Barnet (via www.barnet.gov.uk)
Both these forms must be received by the closing date of 15th January 2017 advised by Barnet Local
Authority. If you live outside Barnet, an E-Admissions form must be obtained from and returned to your home
Local Authority i.e. the LA to which you pay council tax. You will be advised of the outcome of your application
by the designated date 18th April 2017 initially by the LA on our behalf.
LATE APPLICATIONS
If you do not complete BOTH the E-Admissions form and the SIF and return them by the closing date, the
governing body may be unable to consider your application fully and it is very unlikely that your child will get a
place at the school.
Applications arriving after the closing date will be dealt with after all initial offers have been made.
RIGHT OF APPEAL
If you are unsuccessful you may ask us for the reasons for the refusal of a place. These reasons will be related
to the oversubscription criteria listed in the Policy and you will have the right of appeal to an independent panel.
Should you wish to appeal please contact the school as soon as possible for an appeal form on which you must
list your reasons for making an appeal. Appeals must be submitted to the school in writing by Friday 27 May
2017.
WAITING LIST
In addition to their right of appeal, unsuccessful candidates will be offered the opportunity to be placed on a
waiting list. This list will be maintained in order of the oversubscription criteria set out in the Policy and not in
the order in which applications are received or added to the list. Names are removed from the list after one
year, unless applicants request to remain on the list.
IN YEAR ADMISSIONS
Applications for In-Year admissions are made directly to the school. Where there is no waiting list the local
authority will be notified and the child will be admitted. If more applications are received than there are places
available then applications will be ranked by the governing body in accordance with the oversubscription criteria.
If a place cannot be offered at this time then you may ask us for the reasons and you will be informed of your
Parents\Information\Prospectus Nov 2016
right of appeal. You will be offered the opportunity of being placed on a waiting list. This waiting list will be
maintained by the governing body in the order of the oversubscription criteria and not in the order in which the
applications are received. Names are removed from the list at the end of each academic year. When a place
becomes available the governing body will re-rank the list so that an offer can be made.
CHILDREN EDUCATED OUTSIDE THEIR CHRONOLOGICAL AGE GROUP (except summer born
children)
Parents may apply for their child to be educated outside his/her chronological age group i.e. a year behind or a
year ahead. Application should be made to the Chair of Governors at the time of application and any supporting
evidence should be submitted at the same time. Governors will consider each case on its own merits and
permission will only be given in exceptional circumstances.
RECEPTION YEAR DEFERRED ENTRY
Applicants may defer entry to school up until statutory school age i.e. the first day of term following the child’s
fifth birthday. Application is made in the usual way and then the deferral is requested. The place will then be
held until the first day of the spring or summer term as applicable. Applicants may also request that their child
attend part-time until statutory school age is reached. Entry may not be deferred beyond statutory school age or
beyond the year of application; therefore applicants whose children have birthdays in the summer term (1st April
– 31st August 2013) may only defer full-time entry until the 1st April 2018.
SUMMER BORN CHILDREN
If a parent wishes his/her child to be educated outside his/her normal age group, i.e. a child born between 1 st
April – 31st August 2013 being admitted to Reception at 5 years of age, they should make the school aware of
this by writing a letter to the Chair of Governors at the time of application. Parents must then submit an
application in the normal way. This application will be treated in the same way as all other applications and
there is no guarantee that an offer will be made.
PUPILS WITH AN EDUCATION, HEALTH AND CARE PLAN (EHC)
The admission of pupils with an Education, Health and Care Plan (EHC) is dealt with by a completely separate
procedure. (This used to be called a Statement of Special Educational Needs) Details of this separate procedure
are set out in the Special Education Needs Code of Practice. If you child has an EHC plan you must contact your
local authority SEN officer. Children with this school named in their EHC Plan will be admitted.
FAIR ACCESS PROTOCOL
The school is committed to taking its fair share of children who are vulnerable and/or hard to place, as set out in
locally agreed protocols. Accordingly, outside the normal admissions round the governing body is empowered to
give absolute priority to a child where admission is requested under any local protocol that has been agreed by
both the Diocese and the governing body for the current school year. The governing body has this power even
when admitting the child would mean exceeding the published admission number.
November 2015
Signature of Chair of Governors................................................
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The Curriculum
Our aim is to provide a broad and balanced curriculum which enables all children to achieve
high standards of learning and to develop self-confidence, optimism, high self esteem,
respect for others and a desire for personal excellence.
Curriculum Statement
The Governors and staff of The Sacred Heart Catholic Primary School want all pupils to
receive an education of a high standard provided by teachers dedicated to the task of the
Christian formation of children.
The curriculum consists of everything which takes place in our school. We emphasise the
values, attitudes and expectations which complement and reinforce the knowledge, skills and
concepts of the taught curriculum. The curriculum is therefore not only concerned with what
children learn, but the way in which they learn.
The curriculum consists of:
1.
2.
3.
4.
Religious Education
The Foundation Stage Curriculum
The Primary Curriculum Core and Foundation subjects
Personal, Health and Social Education
Religious Education
As a Catholic School we believe the whole curriculum should be built on the teachings of
Christ. The spiritual development of the child is of paramount importance and permeates
every aspect of school life. We aim to help our children to know and understand God’s love
and compassion for everyone.
While we aim to lead children to an appreciation, knowledge and understanding of the
Catholic tradition, we also teach them about the major world religions and encourage them to
respect other religious beliefs.
The Foundation Stage Curriculum
The early years provide a foundation for much that follows. A lot of what goes on in the
Foundation Stage classrooms will look like play, but play and creative activities provide the
means through which young children can express their thoughts and feelings and explore
their world.
Through carefully constructed activities like weighing, measuring, listening, talking, singing,
exploring and experimenting children will be learning all the time to express ideas, solve
problems, get on with others and to make sense and order out of the world around them.
Many of these activities form the basis from which number (maths) and language (reading
and writing) skills develop.
The school day is not usually divided up into set periods. Instead the curriculum is said to be
integrated which means that subjects are not time-tabled for regular slots each week but
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taken as and when teacher and class find it appropriate. A class will often take a topic or
theme and explore it in depth, which will involve bringing in knowledge from a variety of
subject areas.
As well as developing reading, writing and maths skills, a week in the Foundation Stage
classroom will include Religious Education, stories and poems, art and craft, talking and
listening, topic work, music and physical education.
The classroom is usually an informal, though carefully structured place in which children will
be working at their own pace, in a variety of groupings, engaged in a variety of activities –
from learning games to reading and being read to, painting and making things.
As the children move through the school they will be expected to take more responsibility for
their own learning.
The Curriculum in Key Stages 1 and 2; Core and Foundation Subjects
Language
We set out to develop the children’s use of language in the areas of speaking, listening,
reading and writing.
Reading
Great emphasis is placed upon this subject, as we want children to read avidly and fluently,
with understanding and enjoyment. We stress both reading for pleasure and developing the
skills of reading for information.
We want children to see themselves as readers from the very beginning. Starting in the
Foundation Stage classes, children read books in school and take them home. The emphasis
in the early stages is on sharing books and supporting children to develop their own
competence in reading. We aim to provide a wide range of books, both within the classroom
and in the library.
We like to work in partnership with parents on reading and meetings will be held to give you
information on how you can support your child at home. During the day all classes will have
a period of collaborative group reading or sessions when books are shared with the teacher,
other adults or other children.
Writing
In the early stages children are encouraged to write about their own. Children are
encouraged to see writing as a process and we expect them to develop skills of drafting their
work to become independent writers. We encourage them to be creative in story writing and
poetry and they learn to write for different purposes.
Handwriting and presentation are important skills in the later stages.
Mathematics
We aim to give all children confidence and competence with numbers and measures. Through
our teaching we give children an understanding of the number system, a repertoire of
computational skills and an inclination and ability to solve number problems and carry out
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investigations. Children learn through activity so that they gain an understanding of the basic
mathematical concepts. They present their work in graphs, diagrams, charts and tables.
The teaching programme is based on identified learning objectives and is planned thoroughly
to ensure high expectations, consistent approaches and good progression throughout the
school. The foundations of mental calculation and recall of number facts are established
thoroughly before standard written methods are introduced.
Science
Science is a fundamental part of our lives. It is a way of finding out about the world around
us, trying out ideas and looking for explanations. We help children to develop lively,
enquiring minds so that they can evaluate evidence and have a concern for their
environment. We encourage children to observe, collect information, make predictions,
develop ideas, ask questions, appreciate cause and affect, record and interpret results and
solve problems.
Information Communication Technology
Computers play a large part in the learning of all within the school. They are used in a
variety of ways which include word processing, data handling and graphics. Access to the
Internet is available for both staff and pupils. The school has a Managed Learning
Environment.
History and Geography
Through History and Geography we aim to help the children understand the world in which
they live in the context of both the past and the present.
Both of these subjects are taught through topics so that the children cover a wide but
relevant and balanced curriculum.
The history programme helps children to develop a sense of chronology and to acquire a
knowledge of the past. We also encourage children to study and analyse changes and
developments that have taken place over long periods of time. Local history helps them
appreciate their immediate environment and to link the people and activities around them
with past developments.
Through geography children become aware of the world in which they live and of
developments in their own neighbourhood as well as the wider world.
The children are taught to appreciate and care for their environment and are made aware of
issues of global concern.
Physical Education
Physical activities enhance co-ordination, growth, agility and social skills. Children experience
a programme of dance, gymnastics and games. We also have short fitness sessions where
children engage in physical activities such as skipping or running.
Design and Technology
Design and Technology involve the children in planning, designing, making and evaluating
models and products. Many of the activities arise out of the topics being studied and are
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carried out through group work which enables the children to discuss and solve problems
collaboratively.
Music
Music has a high profile within the school and we have a wide range of instruments including
steel pans and African drums. Children are given every opportunity to develop their musical
appreciation and talents through regular music and singing lessons. Hymns are taught for
assemblies and Masses. We are well supported by LA specialist teachers and children can
benefit from private instrumental lessons if they wish.
Art
Art enables all pupils to express themselves through a variety of mediums and we aim to
ensure that all pupils experience success and satisfaction in this subject.
Personal Health & Social Education
We follow the S.E.A.L. (Social and Emotional Aspects of Learning) Programme which is the
one recommended by the Government. The scheme is expanded through our Religious
Education teaching and includes Circle Time which focuses on the self esteem of the child,
and enables all children to raise and talk about issues important to them, in an atmosphere of
trust and support.
Health education is promoted through many of the topics covered and the children are
encouraged to consider the health and safety issues related to their daily activities.
Our School Council enables the children to have a voice within the school.
Sex Education
We have a health education programme which links to our science curriculum and RE
syllabus.
Children in Year 6 participate in a puberty programme. Parents are invited to see the
materials used in the puberty programme before they are presented to the children and have
the right to withdraw their children from all or part of the sex education programme, except
that which is required as part of National Curriculum Science.
Throughout the school teachers attempt to answer questions about physical differences
between the sexes and about human reproduction as factually, honestly and clearly as
possible. If questions are asked that would require teachers to go beyond basic factual
information, pupils will be encouraged to discuss the issue with their parents.
Homework
Learning at home is an important part of a child’s education. We have a homework policy
that aims to develop an effective partnership between the school and parents.
The purpose of homework is to consolidate and reinforce skills and understanding,
particularly in numeracy and literacy, particularly reading. Tasks are carefully planned and
structured to support progression in learning and there is a regular programme so that
everyone knows what to expect.
Parents\Information\Prospectus Nov 2016
In Key Stage 1 homework might sometimes consist of simple games, learning spellings and
number facts and most important of all reading.
As the children progress to key stage 2 the content of homework will become more
formalised and the time children are expected to spend on it gradually increases.
Parents\Information\Prospectus Nov 2016