BRONINGTON CHURCH IN WALES
V.A.P. SCHOOL
SCHOOL PROSPECTUS
BRONINGTON CHURCH IN WALES VOLUNTARY
AIDED PRIMARY SCHOOL
September 2015
Dear Parents/Guardian
On behalf of our school, I would like to welcome you into our caring community. We
are blessed with a highly committed teaching and support staff, who work extremely
hard to get the best out of our pupils both academically and socially.
As a school, we set extremely high levels of expectation; this has been confirmed by
our last ESTYN inspection and our Annual End of Key Stage Performance Indicators.
Our expectations set targets for hard work, good behaviour and smart dress. We
encourage our pupils to take part in a variety of extra-curricular activities and we
fervently hope that they will enjoy their school days at Bronington.
We view parents as partners in developing the child’s potential to the full. We
encourage regular informal contact as well as organized parental consultation.
Our P.T.A. plays a big part in supporting home/school relationships as well as raising
significant sums of money through their hard work.
We are proud of our school and feel confident that you too will be impressed.
I look forward to working with you during the coming years.
A Birkinshaw
Headteacher
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HEADTEACHER:
POSTAL ADDRESS:
School Lane,
Bronington,
Whitchurch,
Shropshire, SY13 3HN
Mrs A Birkinshaw
Telephone:
(01948) 780283
GOVERNING BODY:
Chair:
Mr. E. Wardle
Bank
Vice- Chairman:
Mr. J. Nicholson
(Foundation governor)
Foundation Governors:
Rev. C. Hughes
Mr. S. Cobbold
Mr. S. Ayee
Mrs. P. Sokolowski
Mrs. G. Mottershead
Mr. D. Henderson
Community Council Representative:
Mrs. C. Henderson
County Council Representatives:
Mr. C. Nunnerley
Teacher Governor:
Mrs. F Smith
The School
Staff Governor:
Mrs. A Owen
The School
Correspondent:
Miss. M. Hockenhull
The School
Total number of pupils in
September 2013 –
94 full time +
9 part time
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TEACHING STAFF: 2014-2015
The staff view the education of our pupils as a continuous process. Each staff member
is mutually supportive and involved in preparing, planning and delivering a broad,
balanced curriculum. This whole school teaching approach ensures that the pupils’
total education is continuous, becoming progressively more demanding and challenging
according to their age, stage and ability level.
Teaching:
Early Years’ Unit
Nursery (a.m.), Reception
Year 1 / 2
(5 - 7 year olds)
Mr. M. Hughes
Senior Teacher
Mrs. R Barlow
Year 3 / 4
(8 – 9 year olds)
Mrs. F. Smith
Year 5 / 6
(9 – 11 year olds)
Miss. H.Braisdell
Mrs. S. Williams
P.P.A. Cover
Mrs A Birkinshaw
Support Staff:
Nursery NNEB
A.S.W.
A.S.W.
A.S.W.
A.S.W.
A.S.W.
A.S.W.
Secretary
Mrs. L. Jones
Mrs. A. Owen
Mrs. L. Watson
Mrs. N. Williams
Mrs. L. Arthan
Mrs M. Rigby
Mrs O. Gent
Miss M Hockenhull
Members of the Ancillary Staff:
Caretaker
Cleaner
Cleaner
Senior Mid-day Supervisor
Mid-day Supervisor
Mid-Day Supervisor
Cook in Charge
Mr. D Jones
Ms. E. Chesters
Mrs. J. Phillips
Mrs. L. Jones
Mrs. N. Williams
Mrs. L. Sands
Mrs. S. Gaughan
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Kitchen Cook
IMPORTANT NAMES AND ADDRESSES:
Mrs. E. Young
Education Authority:
Wrexham County Borough Council
Children & Young People Services
16 Lord Street
Wrexham,
LL13 1LG
Chief Learning & Achieving Officer of Children & Young People Services:
Mr. John Davies
Wrexham Health Authority:
Grosvenor Road, Wrexham
Tel: Wrexham (01978) 356551
Local Clinic:
Overton Clinic
Tel: Overton (01978) 711919
Local Secondary Schools:
The Maelor School
Penley, Wrexham
Sir John Talbots School
Whitchurch
Tel: Hanmer (01948) 830291
Tel: Whitchurch (01948) 660600
Bishop Heber High School
Malpas, Cheshire
Lakelands School
Ellesmere
Tel: Malpas (01948) 860571
Tel: Ellesmere (01691) 622543
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ABOUT OUR SCHOOL
Bronington Church in Wales Voluntary Aided Primary School is a co-educational day
school. It is a village school, situated in the rural area of Wrexham, close to the borders
of Shropshire and Cheshire.
With a long history of serving the community, the school was located to its present
building in School Lane in 1988.
The attractive, well presented building is of a modern semi-open plan design. It has
four well equipped main classrooms downstairs, with an additional classroom and
resource room upstairs. Central to the building is an atrium with adjoining activity areas
for cookery, design and technology, and art and craft. These activity areas are also
utilized by a further nursery unit.
There is also a double mobile classroom in use.
The Reference Library offers a range of reference and reading materials.
The School Hall is used for assemblies, services, gymnastics, drama and some music
lessons. It is also used at lunchtime for dining.
We are fortunate to have well cared for grounds, a large playground, spacious sports
fields and an excellent natural environment which is a valuable resource for our
scientific, investigational and artistic work.
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AIMS AND PHILOSOPHY
Ethos Statement:
Recognizing its historical foundation, the school will preserve and develop its religious
character in accordance with the principles of the Church in Wales and in partnership
with the Church at Parish and Diocesan levels.
The school aims to serve the community by providing an education of the highest
quality within the context of Christian belief and practice. It encourages an
understanding of the meaning and significance of faith and promotes Christian values
through the experience it offers to all its pupils.
We aim to provide every pupil with a first class, broadly based education which will be a
foundation for further learning. By creating a happy, secure and caring atmosphere, it
is hoped all children will increase in confidence to enjoy and actively engage in the
learning process. The staff and Governors are proud of our physically aesthetic and
stimulating environment.
We expect high standards and aim to provide appropriate, high quality opportunities
and experiences to develop fully their academic and physical abilities, interests and
potential and effectively promote pupils’ spiritual, moral, cultural and social
development.
We encourage teamwork, co-operation, respect and consideration for others, self
discipline, good manners and positive attitudes. We will endeavour to help them
socialise and make friends by being a positive contributor and member of our school
family.
To achieve these aims, our school will encourage good relationships between each
child and his/her peers, between each child and staff, between staff and between
school and home. This will be facilitated by good communication at all times and at all
levels. We encourage an effective home/school partnership approach with parental
trust, co-operation, support and contact being vital and integral to the development of
our pupils.
In summary, our aims and objectives are:
 To provide a family type atmosphere of happiness and cheerfulness.
 To give pupils the ability to read fluently, with enjoyment and purpose and to
increase vocabulary.
 To the development of oral and written language and mathematical skills.
 To the development of scientific and technological skills.
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To promote an awareness of the environment and its conservation.
To promote inventiveness and creativity in both practical and written work.
To foster an interest in the appreciation of music and art.
Physical development, both in skills and enjoyment.
An appreciation of moral values and to always see the other person’s point of view.
To promote the learning of Welsh as a second language and the Y Cwriculwm
Cymreig
To include the teaching of Religious Instruction within the accepted syllabus.
To promote Health and Safety awareness.
To promote awareness and tolerance and respect of cultural and racial diversity.
To promote our awareness and understanding of the needs for sustainable
development and global citizenship.
SCHOOL UNIFORM
Pupils are encouraged to wear school uniform.
In cases of financial hardship, the Authority has schemes for the provision of clothing
for school pupils (P.E. kit not included).
Sweatshirts and ties can be purchased from school.
GIRLS
In Autumn and Spring, Royal blue cardigan, jumper or sweatshirt, white or light blue
blouse, tie, grey skirt/trousers, white or blue socks. During the summer term light, royal
or dark blue gingham dresses can be worn or grey skirt and school polo shirt.
Black sensible shoes (not trainers); open-toed sandals or backless/slip on shoes are
not suitable for school use.
BOYS
In Autumn and Spring, Royal blue V neck sweater or sweatshirt, white or light blue
shirt, tie, grey trousers (no jeans). During Summer months, a school polo shirt can be
used.
Black sensible shoes (not trainers); open-toed sandals or backless/slip on shoes are
not suitable for school use.
RECEPTION/NURSERY
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School polo shirts and Royal blue V neck sweater – no tie.
All clothing and personal equipment should be clearly marked please with your child’s
name.
 Physical Education is an important aspect of the National Curriculum and it is
essential that children are correctly attired for these lessons. It is compulsory they
participate in all P.E. activities.
INDOOR P.E. KIT
Light blue polo shirt, plain white shorts, plimsols (not trainers). These should be in
school each week day and taken home at weekends for laundry purposes.
OUTDOOR GAMES KIT
Suitable appropriate warm clothing and footwear.
Preferably blue tracksuit and change of shorts, socks and shirt, strong shoes/trainers or
football boots, waterproof coat.
We would prefer that earrings are not worn in school as they can be a source of injury
during playtimes and physical activities. If they are worn, they should be small studs;
for swimming lessons these need to be removed independently by the child. The
wearing of other kinds of jewellery, eg necklaces or rings, is discouraged. Other
valuables should not be brought to school and we ask for parents’ co-operation on this
matter.
ADMISSIONS POLICY
Pupils are admitted to the Nursery, which is incorporated into our Early Years’ Unit, in
the academic year in which they attain their fourth birthday i.e. any child who is three by
31st August can be admitted in September.
Pupils are admitted to the Infant School (Reception) in the academic year in which they
attain their fifth birthday i.e. any child who is four can be admitted in September. The
planned admission number to the Infant School is 17 pupils each year.
The Education Reform Act, 1988 requires L.E.A.’s and Governing Bodies to admit
pupils at least up to the standard number (17) unless to do so would be inconsistent
with preserving the school’s distinctive nature. Guidance on admissions is contained in
DFE Circulars.
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For More information about admission criteria, please see the school’s Admission
Policy – available from the school directly or downloadable from the school’s website.
It is the school’s policy to accept children at the beginning of September, but, where
unavoidable, admissions will be accepted at other times at the discretion of The
Governing Body.
ATTENDANCE
We encourage punctuality and regular attendance otherwise the educational process is
undermined. In time, irregular attendance will inevitably lead to educational
disadvantage.
On arrival at school, (8.45am) children go directly to their classrooms. In the interests of
safety, children should arrive no earlier than this time unless children attend breakfast
club. The school day starts at 8.55am.
At the end of the day, Nursery and Reception children will be handed over from the
respective teacher’s care. Other children should be met by parents in the school yard.
Children are told to return to the classroom if parents are not there to collect them.
If you are unable to collect your child for any reasons, please inform us and your child
will be accommodated in the building until your arrival.
GENERAL INFORMATION
HOURS OF ATTENDANCE
INFANTS
JUNIORS
Morning Session
8.55 a.m. - 11.55 a.m.
8.55 a.m. - 12.00 noon
Afternoon Session
12.55 p.m. - 3.15 p.m.
12.55 p.m. - 3.20 p.m.
HOURS OF ATTENDANCE
NURSERY
8.55am. – 11.30 am.
Mornings
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ABSENCES
School Attendance
The Welsh Assembly points out that holidays in term time are not a right and should be
agreed by the Headteacher : “Absences authorized under this discretion should be kept
to a minimum. Ten school days should not be regarded as the norm. If a school does
not agree absence and the pupil goes on holiday, the absence is unauthorized.
Holiday permission will only be granted where and individual pupil’s attendance is
above 90%.
Our school is working closely with the local authority and with our parents to help
improve attendance. In extreme cases, our Education Social Worker/Support Officer
will be contacted.
Absences due to illness
A child’s authorized absences are recorded in the school register on receipt of a
telephone call or letter.
Please do not send your child back to school after any illness unless you are certain
he/she has fully recovered.
Please note if your child is absent through illness and for other reasons, an adult should
ring school on the day as early as possible to confirm their absence and send a letter
please on their return to school. The Welsh Assembly recommend the Health, Safety &
Welfare of pupils should be known at all times and to that end, should a child be absent
from school for any reason and the parent or guardian has not informed school on the
day of the absence, then school where possible, will ring the home to establish the
safety of the pupil i.e. to prevent the scenario – ‘Child A’ sets off for school and never
reached school. The parents thought the child was at school and the school thought
the child was absent at home. This procedure should offer some secure peace of mind
to both home and school.
We also have to record authorised/unauthorised absences in annual returns to the
Welsh Office. We look to parents for co-operation in maintaining our good attendance
record. Frequent absenteeism is investigated by the Education Social Worker.
If, in exceptional circumstances, school has to close, you will be informed as soon as
possible.
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Should it be necessary to take family holidays during term time, an official form will
need to be completed and returned to the school. Holidays during term time that do not
exceed two weeks in each school year will be recorded as “authorised”.
Should you choose to take your child out of school during term time, school will not
provide homework or additional work to complete whilst away.
PASTORAL CARE AND BEHAVIOUR
The school encourages and expects each child to be polite, well-behaved,
conscientious and diligent. Individually and collectively, the staff will endeavour to care
for all pupils and help them to become a positive and valued member of our school and
the wider community.
We believe that school should be a place where all the finest values, attitudes and
practices are found.
We emphasize the importance of encouraging and rewarding good behaviour whilst
showing disapproval and applying appropriate reprimands for bad behaviour.
Cases of unacceptable behaviour will be referred to the Headteacher. Continuous
problems with individual children will be solved by seeking the support, co-operation
and involvement of parents and, if necessary, outside agencies.
It is equally important for parents to keep us informed about your child at home. Please
let us know of circumstances that may affect behaviour or work. Tell us if there has
been an upset at home and share your concerns that may affect your child at school.
SCHOOLS’ COUNCIL
School promotes the positive contribution and involvement by our pupils towards their
own education, the school community, the environment and school ethos.
We believe that pupils’ contributions and involvement in improving our school will
provide ownership of the agreed rules for a healthy, ordered, structured and democratic
school community. Aspects of decision making, responsibility, co-ordination and
‘Buddy’ peer care, support and leadership will be developed further promoting positive
attitudes and better behaviour of our pupils. Therefore, our aim is to provide
opportunities to develop confidence, skills and understanding which will result in
positive citizenship.
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ANTI-BULLYING POLICY
The Governors and staff promote a whole school approach and are totally committed to
eliminate behaviour which is anti-social and which is likely to hurt, frighten or constantly
bring distress to smaller, weaker or more sensitive pupils.
Bullying can be defined as being verbal abuse and physical abuse which is the
persistent, deliberate, unjustifiable and unprovoked use of force. It causes physical,
emotional or mental hurt to the victim; it violates a person’s freedom and rights.
We believe all children deserve to receive their education free from humiliation,
oppression and abuse. Bullying is detrimental to the ethos of the school and therefore
against everything we are working towards.
POSITIVE BEHAVIOUR REINFORCEMENT – ASSERTIVE DISCIPLINE
In order to achieve the aims of education at our school, the governors and staff with the
support of the pupils and their parents very much stress the importance of nurturing
and establishing a positive and successful school ethos.
Through regular discussion and negotiation, we hope to establish a code of conduct or
set of ground rules in which pupils feel respected, safe and able to concentrate on the
key task of learning in both social and academic contexts.
The method of discipline in the school will be a structured approach to the use of
positive behaviour management skills and their impact on the quality of teaching and
learning.
The focus will be on teaching pupils academic and social responsibility through a
proactive and preventative approach by:
The establishment of rules and specific directions that clearly define the limits of
acceptable and unacceptable pupil behaviour.
 To teach the pupils to consistently follow these rules and directions – to choose to
behave responsibly throughout the school day and the school year.
 Provide the pupils with consistence encouragement, recognition, incentives and
awards when they behave appropriately. We hope all our children will be eager for
our positive words of encouragement, praise and rewards.
 Provide a thoroughly safe caring happy atmosphere and environment in school
where there is a developed mutual trust, respect, calm and consistency. We would
hope our pupils’ self-esteem flourishes for them to accomplish and achieve.
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We will communicate with parents and ask for their assistance, support and
cooperation.
HOUSE SYSTEM
A positive system of rewards improves motivation, encourages positive behaviour and
is an integral part of the school ethos. Our house system encourages and highlights
collective and individual good effort, behaviour, attitude, co-operation, manners,
achievement or attainment. It celebrates competition between house groups and the
need for individuals’ experiences to obtain approval of their friends and colleagues.
Points are awarded and aggregated weekly for each house. The house obtaining the
most points is congratulated on the notice board and in Assembly and receives the
weekly trophy. During the year, house points are awarded at events such as School
Competitions, Sports Days and School Eisteddfods. House shields are awarded to the
house with the highest total.
The House names and colours are:
Glendower
Red
Powys
Yellow
Llewellyn
Green
Pupils annually democratically elect House Captains and Vice Captains. It is their
responsibility to set good role models and to encourage pupils in their House to follow
the school rules and code of conduct.
Other monitor and prefect positions of responsibility are also allocated to older pupils.
HOME AND SCHOOL CONTACT
We very much see the education of your children as a partnership between school and
home. From time to time problems may arise. In these instances parents are urged to
contact the Headteacher at the earliest opportunity. Daytime or after school
appointments can be promptly arranged if necessary.
Class Teachers are always willing to discuss matters with parents, but it is hoped that
parents will appreciate that, at the start and end of the day, staff may well be required
to supervise children, thus making it difficult for private discussion to take place.
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We would ask that parents wishing to discuss any matters with a Class Teacher make
contact, in the first instance, with the Headteacher. Again, prompt attention will be
given to arranging an early meeting between Class Teacher and parent.
It is obviously beneficial for home/school discussions to take place at the earliest
opportunity if problems or issues arise. For its part, school will make contact with a
parent when a child’s school work, attitudes or behaviour begins to cause concern.
The School Secretary will deal with queries relating to school meals, visits,music
lessons etc.
COMPLAINTS PROCEDURE
Should you have any concerns or complaint, please approach the school in the first
instance by contacting the Headteacher. Through discussion, we hope that the matter
can then be resolved. The full complaints policy is available on the school website.
ASSESSMENT, REPORTING AND RECORDING
Class Teachers are continuously assessing the children’s academic progress and
social and physical development. Should there be initial concerns with individual
pupils, this is brought to the attention of the Head so that appropriate action can be
taken. This will generally follow consultation with parents.
The Education Reform Act requires formal assessment on national criteria in our school
at ages 7 and 11. Parental consultation sessions are held twice yearly. Written reports
are used as a basis for discussion between parent and teacher in July.
Appointments can always be arranged, when parents can consult with the Class
Teacher and Headteacher on matters which cause concern at other times.
We feel these processes satisfy the National Reporting Requirements obligations.
Early Years Education – The Foundation Phase
At Bronington Church in Wales V.A.P. School, we view education for the under fives as
the beginning of a continuum of learning. Our pupil’s earliest learning has been gained
from the home environment with parents and family playing a key role in determining
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attitudes and behaviour patterns that will greatly influence our pupil’s potential capacity
to maximise further learning opportunities.
On entry to school it is important, in order to provide appropriate learning programmes,
to establish what a child can do. The picture we must gain of the child’s skills should
range across the whole of the child’s development. Parents will play an important, ongoing part in making this picture as full as possible.
Within the first seven weeks of the children entering Nursery, an On-Entry Assessment
will be carried out in three areas of learning:Personal and Social Development
Language, Literacy and Communication
Mathematical Development
This information will contribute to a profile of each child’s stage of development.
Initially, it will act as a starting point for planning and programme for the individual child
within the broad curriculum provision for the Foundation Phase.
After this initial period, our pupils will continue to be assessed; this provides further
information which will establish clearly what stage our individual pupils are at in the Key
areas of development at a given time and thereby identify their educational needs.
Within the first seven weeks of the children entering Reception, a Baseline Assessment
will be carried out in three areas of learning:Personal and Social Development
Language, Literacy and Communication
Mathematical Development.
Target Setting
The School will set and publish annually the targets for pupils’ performance in
assessments and other external qualifications. The aim is to set realistic and effective
targets which will be a crucial component in the school’s improvement strategy and an
important ingredient in securing higher levels of the pupils’ educational attainment.
Individual Pupil Targets are set regularly by the class teacher. These are shared with
pupils and parents as appropriate. End of Year Next Step targets will be indicated on
each child’s Annual Progress Report.
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Government Inspection of Schools
Under Section 10 of the School Inspections Act 1996, samples of schools from each
Local Education Authority in Wales were chosen for the second five year cycle. Our
school was last inspected by ESTYN under Section 10 during early January 2006 and
also under Section 50 of the Church in Wales Inspection of Schools. The findings of
the reports and the subsequent Action Plans were distributed to parents in accordance
with the Government’s regulations and can be found on the LEA website.
Parents wishing to view the reports and the Action Plans should contact in writing, the
headteacher at the school and these will be made available.
TRANSFER TO SECONDARY EDUCATION
Pupils are transferred to secondary school in the September following their eleventh
birthday.
Application forms for the acceptance into secondary school will be issued to Year 6
pupils at the appropriate time. Completed forms are then forwarded to the respective
secondary schools to receive approval.
MONEY IN SCHOOL
We ask parents for their co-operation.
To reduce teaching and clerical time spent on collecting money from children, any
monies being handed in to school should be in exact amounts and placed in a clearly
marked envelope showing the child’s name, amount and purpose.
Monday morning is the main day for collecting monies especially school meals’ money.
Money is also collected for a range of purposes such as music tuition, educational
visits, charities and donations.
SCHOOL MEALS
A set meal is available daily. The present cost of a meal is £2.20 for Infants and £2.25
for Juniors. Please pay on the first day of the week. The exact money should be
placed in an envelope and labelled with the child’s name and amount being paid. If
your child is not staying for a full week, state clearly the days meals are required.
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Parents in receipt of Income Support or on low income may apply for free meals for
their children. Application forms are available from the school and must be sent directly
to the L.E.A.
We also cater for pupils who wish to bring sandwiches.
TRANSPORT
Parents may wish to apply for the provision of transport to school for their children.
In some cases, this is provided freely, whilst in others a concessionary fare is charged.
Appropriate application forms are available from school and should be forwarded
directly to the L.E.A.
EDUCATIONAL VISITS
Our school environment is a valuable resource from which to base class studies.
However, if funds from parental voluntary contributions allow, class projects and topics
may involve studies which are further afield and may include visits to museums,
theatres and other places of interest.
Details will be given to parents in advance of any educational visit and they will be
asked to sign a consent form, returning them to school once completed. Parents will
also be asked to voluntarily contribute financially, but the Education Reform Act states
that no child should be excluded from educational visits if parents are unable to
contribute. School reserves the right to cancel an educational visit if the contributions
fall significantly short of the actual cost.
PARENT TEACHER ASSOCIATION
We have an active and thriving Committee who provide us with additional funds on
which we are dependent.
All parents are automatically members and are encouraged to join and to participate in
the varied programme of activities which are organised by this much valued group.
Please remember it is your child who benefits from the efforts of the P.T.A.
The P.T.A. has its own constitution, copies of which can be supplied on request.
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The Committee is elected at the Annual General Meeting which is held every October.
Parents can be Committee members for a minimum of one year of a maximum of two
years.
HEALTH
The School Nurse visits the school occasionally to carry out routine sight tests, hearing
tests and to check the children’s general health, to promote healthy lifestyle and to
liaise with school staff regarding any health problems.
Dentists may examine your child’s teeth and recommend treatment if necessary, either
through the school Dental Clinic or the child’s own dentist. The school Dentist does not
administer treatment in school. Parents will be informed of his visit and may decline if
they wish.
Children who have speech problems may be referred to the Speech Therapy Clinic with
the consent of parents.
Any child with emotional or educational problems may be referred to the Educational
Psychologist after discussion with parents.
The school is able to refer to an Educational Welfare Officer if the need arises.
Headlice
Please check your child’s hair regularly and treat any headlice immediately checking
again every 2 weeks. Please inform us so that we can notify other parents of any
outbreak.
Medicines
Health and Safety Regulations allow us to administer medicines only under certain
circumstances. If your child returns to school and is still on medication, school will
administer prescription medicines upon receipt of a completed medical form (available
from the school website, or the school office).
Asthma
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Please let us know if you child suffers from asthma and what arrangements you wish us
to make for inhalers to be taken e.g. during games and swimming sessions. Generally,
inhalers must be clearly marked with the child’s name; usually they are placed with the
Class Teacher who stores them in the Medical Cupboard.
Safety
Please continue to leave and meet your children at the school gate, especially when it is
raining. In the event of a parent being late to meet their child, they can be assured that
their child would be safe inside school premises. The children should then report back
to staff where they can be supervised
Please do not park down the drive leading from the school gates to School Lane. Thank
you for your continued vigilance and co-operation.
Children’s Liquid Intake at School
We recognise the importance and are keen to encourage our children to regularly take
in water, to re-oxygenerate their brains. Please could provide on a daily basis,
individual re-fillable or throwaway water bottles. Your child’s name should be attached
please.
The Healthy Schools’ Initiative
You will be aware that the Government is promoting a healthy life-style to all ages of the
population. An active leisure life and healthy eating are high on their agenda.
Wrexham L.E.A. is adopting new school menus. Whilst at school we offer the full range
of educational and sporting activities, we also encourage healthy eating and drinking
and to this end, we ask you for your co-operation by encouraging your child to bring
appropriate healthy snacks (preferably fruit or vegetable based).
Welsh Assembly Government’s Primary School Free Breakfast Initiative
Parents are able to enrol children for a free breakfast on a regular basis e.g. every day,
or on selected days each week or on ad hoc basis. Breakfast is served 8.05 a.m., until
8.30 a.m., and children are supervised in the school hall from 8.05 a.m., to 8.45 a.m.
Breakfasts will consist of:- milk, cereals, chopped fruit or fruit juice, toasted bread or bun
with spread and/or jam.
After School Club
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Since July 2010, we have introduced an After School Club facility.
Details of this facility can be obtained from the School Office.
School Milk & Healthy Snacks
Children in Nursery, Reception, Years 1 & 2 are able to have “free milk”. This is a daily
one-third carton arranged under the LEA’s Under 5’s scheme and the Key Stage 1 Milk
Scheme. Children will drink this as part of their morning or afternoon snack. If for any
reason, you would prefer that your child does not have free milk, please inform school
immediately.
In addition, the children are provided with a healthy snack (fruit or vegetable), for which
we ask for a donation of £1.00 per week.
EDUCATION FOR SUSTAINABLE DEVELOPMENT & GLOBAL
CITIZENSHIP.
“This enables people to develop the knowledge, values and skills to participate in
decisions about the way we do things individually and collectively both locally and
globally, that will improve the quality of life now without damaging the planet for the
future and which promotes a more equitable and sustainable world.”
At school, we endeavour to make our pupils aware and to develop and promote: Respect and care for the community of life, the environment locally and the wider
world.
 Recognize the importance of taking individual responsibility and action to make
the world a better place.
 To improve the quality of life, the environment and community.
 Conserve the Earth’s vitality and diversity.
 Help to minimize the depletion of non-renewable resources.
 Change and healthy, positive personal attitudes and practices, lifestyles.
 Why there is a need for harmony and resolutions.
INCLUSION POLICY
Our school is committed to providing an inclusive community and meeting the needs of
all its pupils and ensuring that they have access to the broad and balanced curriculum
to which they are entitled.
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The progress of all children is monitored. Pupils who are identified, either by teachers
and in some cases by parents, as requiring specific needs, will initially work to their
appropriate level within the classroom.
On other occasions, it may be appropriate to withdraw pupils for individual or group
based tuition.
At all times, we welcome the support and liaison with parents, especially when regular
review meetings are held to discuss an individual pupil’s progress.
At certain stages, some pupils will require very specific, individual tuition programmes
and therefore it may be necessary to seek advice from outside agencies such as the
Area Special Needs Support and Educational Psychologists.
More able pupils will be given activities suitable to their requirements.
GIFTED AND TALENTED PUPILS
These are “……those pupils who achieve or have the ability to achieve at a level
significantly in advance of the average of their year group in school” (DFEE 1999).
We will endeavour to ensure we make provision for all of our pupils therefore identifying
the needs of our more able and talented pupils are part of our school’s responsibility.
We will ensure that we provide appropriate opportunities and challenges for pupils who
are identified as more able and talented. This will be a continuous whole school
process that is underpinned by classroom and curriculum arrangements.
EQUAL OPPORTUNITIES
At our school we believe that all children are of equal value and have equal rights to
education whatever their race, gender, class or disability. Within our school community
we aim to ensure mutual respect for all, thus contributing to the general ethos of the
school.
We endeavour to act positively and tactfully to prevent all forms of inequality or unfair
discrimination and to ensure that no pupil or member of staff receive less favourable
treatment on grounds of gender, age, sexuality, race/ culture, language, economic
status or disability.
In order to achieve our aims for pupils, we strive to ensure that our curriculum offers
equal access to all pupils by being broad and balanced. We also recognise the need
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for relevant and differentiated teaching so that we can provide support to children to
enable them to realise their full potential.
RACE EQUALITY & CULTURAL DIVERSITY
This school welcomes its duties under the Race Relations (Amendment) Act 2000. We
are committed to:
 promoting equality of opportunity;
 promoting good relations between members of different racial, cultural and religious
groups and communities;
 eliminating unlawful discrimination.
In fulfilling our legal duties listed above, we are guided by three essential principles:
· Every pupil should have opportunities to achieve the highest possible standards, and
the best possible qualifications for the next stages of their life and education.
· Every pupil should be helped to develop a sense of personal and cultural identity that
is confident and open to change, and that is receptive and respectful towards other
identities.
· Every pupil should develop the knowledge, understandings and skills that they need in
order to participate in Britain's multi-ethnic society, and in the wider context of an
interdependent world.
We ensure that the principles listed above apply to the full range of our policies and
practices,including those that are concerned with:
· pupils' progress, attainment and assessment
· behaviour, discipline and exclusions
· pupils' personal development and pastoral care
· teaching and learning
· admissions and attendance
· the content of the curriculum
· staff recruitment and professional development
· partnerships with parents and communities
The school is opposed to all forms of racism and xenophobia, including those forms
that are directed towards religious groups and communities.
The governing body is responsible for ensuring that the school complies with
legislation, and that this policy and its related procedures and strategies are
implemented.
The headteacher is responsible for implementing the policy; for ensuring that all staff
are aware of their responsibilities and are given appropriate training and support; and
for taking appropriate action in any cases of unlawful discrimination.
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All staff are expected to deal with racist incidents that may occur; to know how to
identify and challenge racial and cultural bias and stereotyping; to support pupils in their
class for whom they are responsible.
English is an additional language; and to incorporate principles of equality and diversity
into all aspects of their work.
CWRICWLWM CYMREIG
There are five elements that constitute the Y Cwricwlwm Cymreig.
These elements are:
 A sense of belonging
 A sense of place and heritage
 An awareness of the importance of language and of literature in the history and life
of Wales.
 An understanding of the creative and expressive arts in Wales
 An awareness of the factors that have shaped Welsh religious beliefs and practices.
“A Curriculum Cymreig helps pupils to understand and celebrate the distinctive quality
of living and learning in Wales in the twenty-first century, to identify their own sense of
Welshness and to feel a heightened sense of belonging to their local community and
country. It also helps to foster in pupils an understanding of an outward-looking and
international Wales, promoting global citizenship and concern for sustainable
development. ……..the Welsh experience, in all its aspects, can provide an invaluable
opportunity to extend the educational experience for all pupils in Wales.” (ACCAC :
‘Developing the Curriculum Cymreig’ in 2003.)
This statement is deliberately inclusive and aims to reflect the plurality and diversity of
Wales in the twenty-first century. Its requirements will help pupils to understand what is
distinctive about life in Wales, to celebrate diversity and to acquire a real sense of
belonging.
We will endeavour to promote learners’ bilingual skills and reflect the languages and
culture in Wales and contribute to the development of pupils’ knowledge and
understanding of the cultural, economic, environmental, historical and linguistic
characteristics of Wales.
PERSONAL & SOCIAL EDUCATION
Our whole-school approach to PSE will incorporate a range of experiences to promote
the personal and social well-being of children and young people and enable them to
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develop a sense of self-worth and relate effectively to others. PSE will equip them to
be more informed, confident and skilled in order to take an active and responsible part
in society and it will enhance learning, motivation, performance and achievement.
The aims of PSE are to:
 Equip pupils to be personally and socially effective by providing learning
experiences in which pupils can develop skills, explore attitudes, values and
personal qualities, and acquire, evaluate and apply appropriate knowledge and
understanding..
 Develop pupils’ self-esteem and personal responsibility.
 Prepare pupils for the challenges, choices and responsibilities of work and
employment and lifelong learning.
 Empower pupils to participate in their communities as active citizens and to develop
a global perspective.
 Assist pupils to live healthy and fulfilled lives.
 Foster and encourage positive attitudes and behaviour towards the environment and
the principles of sustainable development locally, nationally and globally.
THE SCHOOL’S CURRICULUM
Our school’s curriculum aims follow the requirements of the Education Reform Acts and
Wrexham County policies. We provide a broad and balanced curriculum which
promotes the intellectual, spiritual, moral, cultural and physical development of all
pupils at our school. The school aims to prepare such pupils for the opportunities,
responsibilities and experiences of adult life.
The school adapts its curriculum within the guidelines of the Government’s National
Curriculum. The core subjects of the National Curriculum are English, Mathematics
and Science. The foundation subjects are Design Technology, History, Geography,
Art, Music, Physical Education, Welsh as a second language, and Information
Technology. Religious Education is also a requirement of the Act.
In each subject area, the National Curriculum comprises a set of challenging targets
which cover a series of steps or levels on a common national scale. This scale, graded
from levels 1 to 8, except for, music and P.E., where descriptions of the standard which
pupils are expected to reach at the end of Key Stage are used.
These levels show how the subjects become progressively more difficult as children get
older, and provide clear goals to aim for. It enables teachers to plan lessons according
to age and ability and helps to measure progress.
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Our school curriculum is delivered mainly through integrated cross curricular topics and
projects, as well as subject specific lessons. The main emphasis is in the development
of basis skills in language, number and science taught through whole class, group
based and individual work. However a variety of opportunities, activities and learning
experiences provide for pupils’ creative, physical, moral and spiritual development.
Skills, concepts, knowledge and understanding are acquired from direct pupil/teacher
contact, leading to questionning and experimentation, and later to the conducting of a
certain amount of research and development. Every pupil is encouraged to work at
his/her own pace. Children who have difficulty with language or number will be given
extra tuition. It is also our aim to encourage and develop any talent that each
individual child may possess.
FOUNDATION PHASE
The Foundation Phase is a new approach to learning for children from 3-7 years of age.
It combines what we currently call Early Years Education (for 3 to 5-year-olds) and Key
Stage 1 (5 to 7-year-olds) of the National Curriculum.
The Foundation Phase is based on the principle that early years’ provision should offer
a sound foundation for future learning through a developmentally appropriate
curriculum.
It brings more consistency and continuity to children’s education at such an allimportant period in their development.
The Foundation Phase places great emphasis on children learning by doing. Young
children are given more opportunities to gain first hand experiences through play and
active involvement rather than by completing exercises in books. They are given time to
develop their speaking and listening skills and to become confident in their reading and
writing abilities.
Mathematics is more practical so that children can see how problems are solved and
how important mathematics is in their everyday lives. There is more emphasis on
children understanding how things work and on finding different ways to solve
problems.
The curriculum focuses on experiential learning, active involvement and developing
each child’s: Skills and understanding
 Personal, social, emotional, physical and intellectual well being so as to develop
the whole child.
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 Positive attitudes to learning so that they enjoy it and want to continue
 Self esteem and self-confidence to experiment, investigate, learn new things and
form new relationships.
 Creative, expressive and observational skills to encourage their development as
individuals with different ways of responding to experiences.
 Activities in the outdoors where they have first-hand experience of solving reallife problems and learn about conservation and sustainability.
This framework sets out the curriculum and outcomes under seven Areas of Learning.
Creative Development
This area of learning focuses on developing imagination and creativity. Their natural
curiosity and disposition to learn is stimulated by everyday sensory experiences.
Physical Development
Enthusiasm and energy for movement is continually promoted through helping children
to use their bodies effectively. Spatial awareness, balance, control and co-ordination is
encouraged to develop motor and manipulative skills.
Knowledge and Understanding of the World
Children will be given experiences that increase their curiosity about the world around
them and to begin to understand past events, people and places, livings things and the
work people do.
Welsh Language Development
Welsh Language skills are developed through communicating in a range of enjoyable,
practical planned activities and using a range of stimuli that build on children’s previous
knowledge and experiences.
Mathematical Development
Children will use numbers in their daily activities and develop a range of flexible
methods for working mentally with numbers. They will then move onto using more
formal methods of working and recording when they are developmentally ready.
Language, Literacy and Communication Skills
These skills will be developed through talking, signing, communicating and listening.
Children will be encouraged to communicate their needs, feelings and thoughts and
retell their experiences.
Personal and Social Education, Well-Being and Cultural Diversity
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This area of learning focuses on children learning about themselves, their relationships
with other children and adults.
The Curriculum – Key Stage 2
English
The English National Curriculum programmes of study incorporate:
 Oracy
 Reading
 Writing (which includes spelling and handwriting)
Under the three headings of range, skills and language development.
From the earliest time the children enter the school in the Nursery stage, they are
encouraged through a variety of experiences and opportunities to develop their
knowledge and understanding through speaking, listening, reading and writing skills.
The differing contexts, purposes and audiences progressively become broader so that,
by the time children come to move to the secondary phase of their education, they are
competent, proficient and confident in all aspects.
To achieve these objectives, numerous teaching methods and strategies are used to
best enable pupils to improve and progress, and for their individual needs to be met.
The children have access to wide ranging resources from school and class libraries
which are used to complement and supplement both fiction and non-fiction reading
books from the published structured reading scheme in use at the school.
The teaching of both spelling and handwriting follow similar structured approaches.
The children are encouraged to develop wide ranging language skills and staff have
high expectations of the children’s achievements.
Science
Science is taught through a series of projects,
and discrete lessons which are related to the
contained in the National Curriculum.
science based topics
programmes of study
Each class teacher is responsible for the delivery of Science within their class. All
science work is carefully structured in a coherent, progressive scheme.
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Children experience a variety of practical investigations, experiments and problem
solving activities which develop their knowledge and understanding of science.
Mathematics
Mathematical education in the National Curriculum is divided into the four areas of:




Using and applying mathematics
Number
Shape and space and measures
Handling data
In our school, we ensure that when the children are taught mathematics, skills,
knowledge and understanding from the appropriate areas.
Children are taught to manipulate numbers in their head by teaching a variety of mental
methods and strategies.
The programmes of study at Key Stage 1 and Key Stage 2 are largely taught through
the use of the Heinemann schemes respectively. In addition a number of other
resources are also utilised.
History
This is a foundation subject of the National Curriculum. Pupils are given opportunities
to develop an awareness of the past, the life of people, key events and personalities
and important developments in the history of Britain as a whole (but particularly Wales)
including the differences and changes during the periods studied.
Children are helped to develop an awareness of chronology and be introduced to
historical sources of different types.
Geography
This foundation subject is based
around geographical enquiries set both within
the classroom and during fieldwork activities. Children are given the opportunity to
develop and apply a progressively widening range of geographical skills, knowledge
and understanding through their studies of different places, themes and environments.
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P.E. and Games
Our philosophy is maximum participation for all pupils who are taught to
work safely alone, in pairs, in groups or as members of a team. Through
enjoyable, practical activities, the children are involved in a continuous
process of planning, performing, and evaluating using indoor and outdoor
environments where appropriate. Such activities are gymnastics, dance
and games at Key Stage 1, with the additional activities of athletics, outdoor
and adventurous activities and swimming at Key Stage 2.
Swimming
The school is fortunate in obtaining the use of The Maelor
Penley’s swimming facilities. Swimming is a compulsory
the P.E. National Curriculum for Key Stage 2 pupils. It is
on a class/year group rota basis.
School,
aspect of
organised
In order to fulfill these requirements, we ask parents to grant their permission for their
children to be transported and for a voluntary contribution towards the cost of travel to
the pool. Currently this is £3:00 per session per individual.
As in other aspects where voluntary contributions are requested, children of parents
who do not wish to make a voluntary contribution will not be disadvantaged and will be
allowed to participate without prejudice.
Please note that the L.E.A. encourages girls to wear a one-piece costume, and a
swimming cap for those pupils with long hair. Parents should state by letter if they wish
their child to wear goggles.
Music
There are three components to the music
curriculum:
 Performing
 Composing
 Appraising
Through a variety of experiences such as presentations, concerts, festivals or
assemblies, we aim for all children to take part in a performance over the year.
Class music lessons are practical and include basic theory, notation, composition and
performance. All children at Key Stage 2 learn to play the recorder as part of the class
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music lessons. We aim to promote confidence, enjoyment and understanding of a wide
variety of music.
Welsh
Welsh is taught as a second language in accordance with the County Policy. Formal
oral and written work is taught during timetabled lessons, but planned incidental
use of language occurs throughout the school day. We try to motivate interest in
learning the language by fostering an interest in Wales, Welsh life, its people
and our cultural heritage. An appreciation of the history and traditions of Wales is very
often linked to educational visits such as Year 5 residential visit to Glan-llyn and Year 6
residential visit to Cardiff. Gwyl Dewi Sant or the Saint David’s Festival proves to be an
enjoyable celebration based around St. David’s Day, March 1st. This celebration takes
the form of eisteddfodau, assemblies, songs, dances, music, choral recitation and
competitions, with all pupils participating.
Design & Technology
Every opportunity is given to pupils to be creative and to help them develop problem
solving skills. Children are taught design and making skills and given the opportunity,
through focused practical tasks and assignments, to develop knowledge, and
investigate, dissemble and evaluate products.
Information Communication Technology
At Key Stage 1, children are taught to use I.T. equipment and software confidently and
purposefully to communicate and handle information, and to support their problem
solving, recording and expressive work.
At Key Stage 2, children are taught to be more discerning in the selection, suitability of
purpose, and use of I.T. and their extension of the use of the range of I.T. tools used for
communicating and handling data and modeling.
Sex Education
Our school policy is in line with the County Policy. Sex education is taught as it arises,
usually through personal, social and health education.
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Parents are informed by letter prior to any particular lesson or talk by the school nurse
that relates to personal health or development.
The policy has been reviewed by the Governing Body and a statement of the policy is
available for inspection.
Religious Education
At Bronington Church in Wales Voluntary Primary School, we greatly value R.E. which
comprises both a study of religion and opportunities for pupils to explore, respond and
express their own feelings and beliefs. R.E. also has a major contribution to our
children’s spiritual, moral, personal and social development. In addition, it helps our
pupils to gain knowledge and understanding of diverse religious beliefs, customs and
values of different cultures.
Our school has close relationships with Bronington Holy Trinity Church. The Vicar,
Rev. Clive Hughes visits school regularly as the local incumbent and as a governor.
On his visits, he contributes to collective worship and assembly. The pupils visit the
church for significant festivals in the Church Calendar such as Harvest, Christmas and
Easter.
The school is supported by the Diocesan Education Officer and his colleagues at the
Diocesan Resource Centre. The school is also regularly visited by the Bishop’s Visitor
and the Education Officer and as part of curriculum studies.
The content of the Religious Education syllabus is that approved for use in Church in
Wales V.A. Primary Schools.
At all Key Stages some themes and dimensions are taught discreetly.
An act of collective worship occurs on a daily basis for all children. It is broadly
Christian in nature. We regard the place of worship and the times when the whole
school meet together as extremely positive aspects of the curriculum, offering a time for
celebration, reflection, sharing, caring and respect for the whole community and
environment. We celebrate festivals, birthdays and achievements and promote the
feeling of belonging to a school family community.
Please specify formally and in writing to the Headteacher if you do not wish your child
to attend collective worship or receive instruction in Religious Studies.
MUSIC TUITION
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Peripatetic music tuition is arranged for cornet, trumpet, violin, flute and clarinet.
School has purchased instruments thanks to the generosity of the P.T.A. These
instruments are used on an individual and shared loan basis or pupils purchase their
own.
Playing and looking after a musical instrument requires commitment on the part of
parents and children, financially and in time and effort. Parents are required to enter
into a signed agreement that they are prepared to accept these following commitments
should their child receive tuition.
 A tuition book should be purchased when requested by the music teacher.
 Regular practice must be done for at least 20 minutes, five times a week.
 Practice should be recorded on the card provided and the card brought to each
lesson.
 Ensure that the instrument is properly maintained and cleaned according to the
teacher’s instructions and meet any costs of damage done in the home or in transit.
 Replace the parts that wear out.
 Ensure the instrument is taken to school for tuition and taken home again.
 Take full responsibility for the instrument in transit and at home (Please check your
house contents insurance policy regarding school instruments.)
 Return the school instrument in good order at the appropriate time, where
applicable. This may require parents paying for an annual “service” of the loaned
instrument.
PLEASE NOTE:- Peripatetic music tuition is organized through the LEA. The allocation
of time of each tutor to our school is dependent on their own tuition commitments, on
the numbers of our musicians and on the respective instruments available. This also
determines the LEA charges to school.
When pupil tuition vacancies are available, individual music tutors will audition pupils
and ascertain their readiness and suitability to playing the respective instrument.
School encourages maximum participation but relies on the expertise and advice of the
tutors.
If your child is selected, please encourage your child to be committed to the tuition for
at least a year. We do not wish the allocation of time or individual pupil fees to be
affected in any way by children ‘giving up’ their instrument. Thank you for your cooperation.
We all look forward to forthcoming presentations/concerts etc., when our pupils can
perform.
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EXTRA CURRICULAR ACTIVITIES
These may include:
Football
Rugby
Netball
Dance
Athletics
Cricket/Rounders
Chess
Choir
We aim to provide a variety of activities for our pupils to enjoy or participate in. Such
experiences make valuable contributions to the development of the whole child by
offering integrated physical, cognitive, personal and social, creative and aesthetic
education.
HOMEWORK
The DFEE defines homework as “any work or activities which pupils are asked to do
outside lesson time, either on their own or with parents”.
The purpose of the homework changes slightly as the children become older.
Early Years homework will consist mainly of reading – in Nursery, children choose a
book to take home for parents to read to them twice each week. In Reception year,
children also take home library books for their parents to read to them, and books from
our reading scheme which they will be trying to read to their parents.
Homework may be given to consolidate number or phonic work that has been covered
during the week.
Beginning at Key Stage 1, the key purpose is to develop a partnership with parents and
to involve them actively in children’s learning. At Key Stage 1, the type of activities
encouraged are usually literacy and numeracy based, where skills and understanding
are consolidated, reinforced and developed.
These aims are developed further at Key Stage 2 when pupils are encouraged further
to develop the skills, confidence and motivation to study effectively on their own.
School learning is extended especially through exploiting a wider range of learning
resources found in addition to those just found in school.
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The type of homework will focus on activities such as literacy, numeracy, science and
other subjects.
For example:
Children should read to their parents or listen to them read for between 10 to 20
minutes every day.
Support with spelling lists and playing of phonic games and completion of simple
exercises.
Practise of handwriting skills.
Games and activities which encourage the learning of tables, number factors,
shapes and spatial awareness etc.
By Year 5/6, the main purpose will increasingly become an opportunity to develop the
skill of independent learning. The homework weekly schedule will cover a much wider
range of tasks and curriculum content where children are required to find out
information, prepare oral presentations and undertake written assignments.
Homework activities will be planned, prepared and monitored by respective Class
Teachers in consultation with the Headteacher and parents.
It is hoped parents very much see homework as contributing to pupils’ progress and
see their role as a partnership with teachers in which pupils are supported, guided and
helped to meet out stated aims.
In general terms it is hoped parents will help establish homework routines in which
children have a reasonably peaceful, suitable place for doing homework, make clear to
children the value of homework, and support the school in explaining how it can help
them make progress.
Parents are also invaluable in terms of encouragement and checking deadlines are met
and in giving praise, especially to young children, for the completion of homework.
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