OLIVER GOLDSMITH
PRIMARY SCHOOL
Tel: 0208 205 6038/7693
020 8205 6800 (Nursery)
Fax: 0208 205 4987
Email:
[email protected]
Coniston Gardens
Kingsbury
London
NW9 0BD
Dear Parents/Carers
We believe that all children are entitled to a quality education. Our aim is to create a
happy, well-organised and stimulating atmosphere, where each child can be helped
to reach his/her potential.
We want each child’s time at this school to be enjoyable, fulfilling and successful.
We believe it is only by working together with parents that children will gain the full
benefit from their time here.
This booklet contains information about the aims, organisation and curriculum of the
school, which we hope you will find both interesting and useful.
If your child joins us at Oliver Goldsmith, we welcome both you and your child and
look forward to your future involvement with the school.
Yours sincerely
The Oliver Goldsmith Staff Team
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GENERAL INFORMATION
Oliver Goldsmith School is a two form entry community primary school maintained by
the London Borough of Brent. The school is on a pleasant site with good views over
London.
Our school takes its name from the famous writer Oliver Goldsmith who was born in
1728 and died in 1774. His famous works include a novel ‘The Vicar of Wakefield’,
a poem ‘The Deserted Village’ and a play ‘She Stoops to Conquer’. He spent part
of his life living in our school district on a hill just outside the village of Hyde, which is
now the Springfield Estate.
Our school, which was built in 1937, took the name of Oliver Goldsmith School at
its official opening in February 1938. The children transferred to this new building
from an old school building called ‘The Kingsbury School’ situated on the Kingsbury
Road near to the Edgware Road.
The school admits children from 3 – 11. We have a new and beautifully designed
purpose built nursery set in its own outdoor play space. Our large reception
classrooms interlink and share an outdoor area. We have 12 well resourced
classrooms for years 1 -6 and smaller group rooms for individual or group sessions.
From Reception to year 6 there are two mixed ability classes in each year group with
30 children in each class. The school has two large halls, one with a stage and a
lighting and sound system. We have a well stocked library, an ICT room, a music
room and a large nature reserve.
The school serves a community in the north of the London Borough of Brent which is
ethnically, linguistically and socially diverse. Our school community fully reflects the
local community and is enriched by its diversity. Children from a variety of
backgrounds enjoy learning and playing together.
The school helps children to develop the ability to think logically and creatively,
observe, enquire and question, discuss rationally and work independently and
co-operatively. It aims to ensure that all children develop respect, understanding,
tolerance and affection towards their fellow human beings. In this way we hope to
develop the attitudes and skills which they will need to make the best of their
schooling and adult life.
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OLIVER GOLDSMITH SCHOOL
STATEMENT OF PRINCIPLES
AND PURPOSE
Our aspiration at Oliver Goldsmith School is to create a teaching
and learning environment that develops each child academically,
socially, emotionally and physically within an inclusive, secure and
happy setting. We know that all children have great potential for
development and believe they are entitled to quality and excellence
in the education they receive.
At Oliver Goldsmith School we believe in the importance of
 high standards in the basic skills of literacy and numeracy
 opportunities in the arts, sciences, technology, languages,
humanities, sport, health and fitness in a broad and balanced
curriculum
 developing social and emotional confidence and self esteem
 making a positive contribution to the community
 treating each other with courtesy and respect
 responsibility, self discipline and hard work
We will develop this in a setting which
 is secure and happy
 fosters an enthusiasm for learning
 offers support and challenge
 is inclusive and promotes equality of opportunity
 values all children equally and values the diversity they bring to
the school
 celebrates cultural and religious diversity
 seeks partnerships with parents and others
We are a Rights Respecting School. Children are taught about the
rights of every child and the responsibilities that come with these
rights. Children and staff are asked to treat others as they would
like to be treated themselves and to model the Oliver Goldsmith key
values.
OLIVER GOLDSMITH SCHOOL
VALUES STATEMENT
At Oliver Goldsmith School we value
O
IVING OUR COMMITMENT
PENESS
LEARNING FROM EACH OTHER
I
V
E
R
G
O
L
D
S
M
I
T
H
NCLUSION
ALUING EACH OTHER
NTHUSIASM & ENJOYMENT
ELIABILITY & RESPONSIBILITY
S
C
H
O
O
L
HARING & PARTNERSHIPS
UR TEAMWORK
ARE, COURTESY & COMPASSION
OYALTY
APPINESS
IVERSITY & EQUALITY
ELF ESTEEM/SELF DISCIPLINE
PPORTUNITY
BLIGATION TO EACH OTHER
UTUAL RESPECT
NTEGRITY
OLERANCE & TRUST
ONESTY & HARD WORK
OVE FOR LEARNING
OUR AIMS
Our statements of principles, purpose and values are expressed in detail in the aims we
have for all the children. We are committed to provide a high quality of teaching and
learning and a broad and balanced curriculum in a secure and stimulating environment
to support these aims:
a)
To help children to acquire and develop the skills, understanding,
knowledge and attitudes that are needed for their education across the
curriculum and for adult life.
b)
To attain high standards in literacy and numeracy which are age
appropriate or above for the majority of students.
c)
To encourage and support each child to work for improvement in order to
make progress from their starting point and achieve higher standards in all
curriculum areas.
d)
To support children with learning difficulties to improve literacy and
numeracy skills.
e)
To support children with English as an additional language to gain fluency
in speaking and to improve literacy skills.
f)
To encourage children to develop lively and enquiring minds and the ability
to think for themselves, to question, to seek information, to discuss
rationally and to analyse and solve problems.
g)
To help children understand the world in which they live and develop their
responsibility towards it as citizens of that world
h)
To develop the spiritual, moral, social and cultural dimensions of their lives
as well as the cognitive and intellectual dimensions.
i)
To explore and communicate ideas in a variety of aesthetic, creative,
technological and imaginative ways.
j)
To promote interest, enjoyment and satisfaction in learning.
k)
To encourage in children the development of self-esteem, confidence,
assertiveness, a sense of value and a positive self image.
l)
To encourage children to respect and be sensitive towards the feelings,
interests, beliefs and rights of others.
m)
To acquire a set of moral values which are based on tolerance, fairness,
honesty, equality, sensitivity and understanding; and opposed to injustice,
discrimination and inequality.
n)
To develop positive social relationships with peers and adults. To be able
to work co-operatively in order to play a productive part in the groups and
communities to which they belong.
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o)
To encourage children to develop as independent learners, able to apply
themselves to tasks, make decisions and take increased responsibility for
their own learning.
p)
To develop habits of self-discipline and appropriate standards of behaviour.
THE CURRICULUM
FOUNDATION STAGE CURRICULUM
All the activities that take place in the Nursery and Reception are designed to
encourage the children’s early learning in six key areas. These are:

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Personal, Social and Emotional Development
Communication, Language and Literacy
Problem solving, Reasoning and Numeracy
Knowledge and understanding of the world
Physical Development
Creative Development.
Play, exploration, observation and physical activities are the foundation of learning in
nursery and reception. Children learn both from their own self-directed play as well
as adult directed activities. Children have access to a wide range of activities and
experience both in the classroom and outdoors.
These activities help children to develop early literacy and mathematical skills and
their understanding of the world. We encourage the acquisition of physical skills such
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as using scissors, pencils and dealing with clothes. Children learn how to play
together, to relate to each other and adults, to share, listen and co-operate.
Our main aim for the foundation stage is that children should be confident learners.
YEARS 1 – 6
The curriculum includes all the subjects of the National Curriculum and more. The
core subjects of English and mathematics and core ICT skills play a major part but
the curriculum is broad and includes Science, History, Geography, Design
Technology, Music, Art, Physical Education, Personal, Social, Health & Citizenship
Education, French and Religious Education as well as cross-curricular features such
as Environmental Education and Health and Safety Education. The curriculum is
sometimes taught in separate subject areas and sometimes linked in creative themes
or topics.
The curriculum is planned so that children have a chance to develop skills, acquire
knowledge and understand the processes involved in all the curriculum areas. We
focus on achieving high standards in the basic core subjects as well as providing a
broad and balanced learning experience. We have gained the highest Artsmark Gold
award from the Arts Council three times in a row for our commitment to high quality
provision in the creative arts (art, music, dance and drama). We have also achieved
Healthy Schools Status for our provision for personal, social, health and citizenship
education and are part of a School Sports coordinator scheme, linking with other
local schools, to provide more sporting opportunities.
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Learning in the key areas of Mathematics and English is emphasised throughout the
school. We hold the Basic Skills Quality Mark for our commitment to progress and
standards in teaching literacy and numeracy.
ENGLISH
We recognise the importance of children’s spoken language and encourage the
children to tell stories, say rhymes, ask questions, share opinions and take part in
discussions. We use drama sessions to encourage children to build their confidence
in speaking and listening. We value literature and the children learn to read using
many books and a combination of teaching strategies. Children are taught to write in
a variety of styles, to use the conventions of spelling and punctuation accurately and
to develop a fluent ‘joined up’ handwriting style. By the end of primary school we
hope all children will speak, read and write with confidence, fluency and
understanding.
MATHEMATICS
In Mathematics children learn about numbers, calculation, measurement, shape and
space, handling data and solving problems. Mental mathematics is an important part
of the curriculum and we encourage children to develop mental maths skills and to
employ a “mental first” approach to problems and calculation. We also teach children
how to use and apply the mathematics they have learnt and become confident in a
range of problem solving strategies.
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SCIENCE
We teach science not only to develop knowledge but also to develop the skills of
scientific enquiry. Children learn to understand scientific vocabulary and to develop
their understanding of planning investigations, presenting evidence, seeking
explanations and drawing conclusions. They develop knowledge and understanding
of life processes and living things, materials and their properties and physical
processes.
DESIGN TECHNOLOGY
Children are involved in designing, making and evaluating technology. Much of this
work is practical and is linked to other curriculum areas. Children develop skills
through a variety of activities. They learn to generate ideas, develop designs and
work with tools, equipment and materials safely.
INFORMATION TECHNOLOGY
Children have access to ICT via our ICT suite, interactive whiteboards in each
classroom, minibooks linked to the school wireless network and our Fronter managed
learning environment. Using these resources children gain proficiency in developing
ICT skills. They also use a range of interactive resources to enhance learning across
the curriculum.
ART
Children learn to work with a variety of media, try out tools and techniques and
practice a range of skills. They are taught about colour, pattern and texture, line and
tone, shape, form and space. They also learn about artists and begin to develop
appreciation of their art.
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MUSIC
Children are taught music by specialist music teachers. They have opportunities to
listen to and appraise a range of music. They learn to sing, play and compose.
There are opportunities for children to learn to play various musical instruments. All
children are taught to play the recorder during key stage 2. It is also possible to learn
to play cello, violin, brass, fife, tabla or harmonium. Children who show commitment
and practise regularly are given the opportunity to play in school concerts.
HISTORY AND GEOGRAPHY
These subjects are sometimes taught separately and sometimes linked as part of a
class topic. In History children learn about life in the past and begin to develop a
sense of time/chronology and an appreciation of historical evidence. In Geography
children learn about their local environment and contrasting environments and begin
to develop associated skills such as mapping.
RELIGIOUS EDUCATION
Religious Education at this school follows the Brent agreed syllabus. It is not specific
to any faith and we do not attempt to influence a child’s own beliefs. Our teaching in
this area is concerned with the moral, spiritual and cultural development of all
children. Religious Education is developed through topic work and religious and
moral stories. As children progress throughout the school, they will learn about the
main festivals of the major faith groups represented in the school.
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PHYSICAL EDUCATION
Children develop their levels of physical co-ordination and fitness throughout their
primary years through dance and movement, gymnastics, athletics and games. In
addition, children in year 4 and 5 have swimming lessons at Vale Farm Sports
Centre.
We promote a range of sport and physical activity not only through PE lessons but
also by promoting extra-curricular sports. In addition to regular PE lessons, specialist
coaches provide football and aerobics sessions on a regular basis. We also have
several opportunities during the year to have visiting coaches running a series of
sessions on different sports e.g. cricket, hockey, rugby, tennis. We run clubs for
dance and many sports. We take part in competitive football, netball and cricket
against other schools. As well as team sports, we have an annual sports day in
which all children take part.
FRENCH
Children in year 3 begin primary French and are taught for one lesson a week
through to year 6. Our aim is to encourage children to feel positive about French, to
develop confidence and willingness to use the language and to learn basic
conversational vocabulary. We hope that this will give them a positive attitude
towards the further learning of languages.
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PERSONAL, SOCIAL AND HEALTH EDUCATION AND CITIZENSHIP
PHSE and Citizenship is taught throughout the school both as specific lessons and
incorporated into other work across the curriculum. Class discussions, circle times,
assemblies and visiting speakers also focus on developing confidence and
responsibility, playing an active role as citizens and developing a healthy, safe life
style.
We have an Infant and a Junior School Council that consist of elected class
representatives who meet regularly to discuss issues of concern to children. We have
a team of Junior Road Safety officers to encourage parents to drive and park safely
outside the school and a team of Peer Mentors to support children in the playground.
SPECIAL EDUCATIONAL NEEDS
We believe that all children are entitled to an education that meets their individual
needs. Each year we carry out an audit to identify children who have special needs.
We use various strategies to support these children including support sessions in
small teaching groups for literacy and numeracy, and specialist Numbers Count and
Reading Recovery interventions for individual children. Learning support assistants
work with some children following speech and language programmes and giving
class based support. We also receive support from various agencies such as
education psychology, speech and language service, occupational health.
Children on the SEN register are regularly reviewed to check on their progress.
Parents have opportunities to discuss their child’s progress with the support teacher
as well as the class teacher. We take measures to ensure that children with special
educational needs can take part as fully as possible in all aspects of school life.
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EDUCATIONAL VISITS AND EXTENDED CURRICULUM
ACTIVITIES
Educational visits are a way of giving children direct experience of some of the ideas
they are developing in their schoolwork and providing a different perspective on their
learning. We believe that the learning experience provided by these visits is of major
benefit to the children and consequently teachers seek to include educational visits in
their curriculum planning when appropriate.
We also provide many curriculum enrichment activities in school including
workshops, theatre groups, concerts and exhibitions. Every year we have a special
curriculum week during which many special activities take place. All classes in the
school are involved in this. These curriculum weeks follow a four year cycle, each
one focusing on a different aspect of the curriculum i.e. “creative arts”, “health and
fitness”, “science, maths and technology” and “literacy and humanities”
Two residential school journeys are organised during your child’s primary school
years. In year 5, children can stay at an outdoor education centre following a
programme of environmental education.
In year 6 children can stay at an adventure holiday centre where they follow a varied
programme of physical activities.
After school and lunchtime activities are also provided for children. These include
football, cricket, gymnastics, dance, Bollywood, drama, art, music, choir, ensemble
and boys’ book club.
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ASSEMBLIES AND COLLECTIVE WORSHIP
Our school has a “determination” from the Brent Standing Advisory Council on
Religious Education which allows us to provide acts of collective worship following
the Brent recommended approach. This means that our assemblies are suitable for
all children.
They are not distinctive of any faith background but explore universal values such as
fairness, friendship, justice and forgiveness. Sometimes stories from different
religions are told. We also use assemblies to celebrate the achievements of children
in the school. There is usually a special assembly to celebrate the major religious
festivals from various faiths. Different year groups take these assemblies and
parents are invited.
Because our assemblies are multi-faith, we hope that all children will attend them.
However, you do have the right to withdraw your child from collective worship and
religious education and should apply to the Headteacher if you wish to do this.
CHILDREN’S BEHAVIOUR
All adults at this school expect a good standard of behaviour from children at all
times. Parents have a responsibility to help children in these expected behaviours.
Children should:
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Come to class on time.
Respect the teacher and each other.
Work sensibly and try their best
Take care of schoolbooks and equipment.
Be considerate and polite towards each other and adults.
Be caring, friendly and helpful to each other.
Play happily and sensibly at playtime.
Take care that they do not hurt anybody.
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All children have the right to feel safe and happy and with this comes the
responsibility to make others feel safe and happy. Bullying and incidents of name
calling, particularly racist or sexist remarks will be dealt with firmly.
We believe that all human beings owe it to each other to be considerate, polite,
tolerant and fair and hope that by our example and your own example, we may
encourage this.
YOUR CHILD’S PROGRESS
For your child to make the best possible progress at school, he/she needs to be
secure, confident and happy. Parents and school must work together to achieve this.
We believe it is important for you to be given information about what your child will be
learning, how you can help and what progress your child is making. In September a
booklet is sent home to give an overview of what your child will be learning that year.
At the beginning of each term a more detailed programme of study for the term is
sent out. Class teachers have discussions with each child to discuss progress and to
agree learning targets which are shared with parents. Once each term parents are
invited to talk to the teacher and see their child’s work at parents’ evenings. A written
report is also sent out near the end of the school year. Should you wish to speak to a
teacher or the Headteacher at any other time, we will always arrange this.
It is also important that you keep us informed of any circumstances at home that may
affect your child’s progress or behaviour at school. If we know that a child is upset or
unsettled in any way, we will all try to help.
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PARENTAL INVOLVEMENT
There are many activities in school that are easier for us with your help. These
activities include:
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Accompanying classes on educational visits.
Providing transport for sports teams to visit other schools.
Helping with team practices or other extra-curricular activities.
Helping with activities in the classroom such as educational games, sewing,
cooking, ICT.
Talking to the class about something you have some expertise in.
Supporting school events such as assemblies, sports days.
Becoming an active member of the Parent/Staff Association (PSA)
If you think you can help in any other way, please talk to the class teacher.
PARENT/STAFF ASSOCIATION
The school has a flourishing Parent/Staff Association that organises many fund
raising events, such as disco/barbecues, summer fetes, raffles, bake days etc. All
parents are members of the Parent/Staff Association and help is always needed at all
the association’s events. Coffee mornings are organised so that you can meet other
parents. The PSA is always looking for more parents to take a lead in running
events. If you would like to be on the committee of the PSA please contact the
secretary.
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SCHOOL ORGANISATION
GOVERNING BODY
Oliver Goldsmith Primary School, in common with all community schools, has a
Governing Body, which has responsibility for exercising oversight of the conduct and
curriculum of the school. In consultation with the headteacher, governors help in
interviewing and selecting staff, setting the budget and deciding on aspects of the
curriculum and organisation.
The full Governing Body meets three times a year and there are additional committee
meetings. Parents elect their own representatives to the Governing Body who serve a
term of four years. All parents are eligible to stand for election when a vacancy
occurs
SCHOOL UNIFORM
The school has a uniform and its colours are Royal Blue, Grey and White. The
uniform is for all children and we ask for your help in enforcing this. The uniform
consists of the following:
Royal Blue Jogging Bottoms, Royal Blue Sweatshirts with the school crest, Blue or
White Polo Shirts with the school crest. These are available from our two uniform
suppliers, Ace clothing who deliver to the school and Mayfair in the Kingsbury Road.
Children can also wear grey trousers, skirts or pinafore dresses with the school
sweatshirt.
In summer, dresses with small gingham check in royal blue and white can be worn.
Short trousers and school polo shirts can also be worn.
For PE and Games, your child will need Royal Blue Shorts and a yellow PE t-shirt,
also available from our suppliers. Plimsolls or trainers will be needed for outside
games sessions.
All items of school uniform should be clearly labelled with your child’s name.
We do not allow jewellery unless it needs to be worn for reasons of faith.
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SCHOOL TIMES
There are fourteen classes in the school. Classes are arranged in year groups and
there are two mixed ability classes in each year. For all classes, school begins at
8.50am.
All children should wait in the playground until this time when their teacher will collect
them. For their own safety, children should not arrive at school too early in the
morning.
Registers are closed at 9.00am and children not in class by that time are marked as
late.
School finishes at 3.30p.m. Parents should wait in the school playground for their
children.
NURSERY TIMES
We also have a nursery that caters for 3-4 year olds. This has two separate half-day
sessions.
Morning Session
Afternoon Session
8.45am - 11.45am
12.45pm - 3.45pm
ATTENDANCE AND PUNCTUALITY
It is important that your child attends school regularly to have the best chance of
making good educational progress. If your child is absent from school you must
inform the school of the reason either by letter, telephone or in person. If you know in
advance that your child is going to be absent from school, please communicate with
the class teacher.
It is not a good idea to take holidays in school time. Children miss out on important
work and often find difficulty ‘catching up’. If you do need to take your child out of
school for a period, you must seek permission from the headteacher who will
consider your request and decide whether to grant leave of absence.
It is important that children arrive at school on time. If you allow your child to be
persistently late, you are encouraging him/her into bad time keeping habits, which
may prove difficult in adult life. You are also putting him/her into an embarrassing
situation of having to explain lateness.
In the event of poor attendance or persistent lateness, the Education Welfare Office
may visit you to investigate the problem. For the sake of your child, please ensure
that attendance is regular and punctual.
OLIVER GOLDSMITH BREAKFAST AND AFTER SCHOOL CLUB
Schoolfriend Club runs a breakfast and after school club on the school premises.
The breakfast club opens at 8.00am and the after school club closes at 5.45pm. The
club provides various activities while looking after children when their parents are at
work. Children must register at the club to attend and a charge is payable. Although
the club operates on the school premises the school is not responsible for its
management.
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HEALTH AND WELFARE
The school welfare staff are qualified first aiders and will administer first aid for minor
accidents in school. They will look after children who become ill at school until
parents are contacted. Please make sure that we always have an up to date contact
number so that we can reach you if your child is ill or has an accident.
Medicines are not normally administered in school. In most cases a child requiring
medicine is not well enough to be at school.
If your child requires medication for conditions such as asthma, our welfare officer
can administer this providing you sign a form giving authorisation. Occasionally, a
child may be prescribed a long course of antibiotics and be fit to return to school
before the course is finished. The welfare officer can also administer this if an
authorisation form is signed. Medicines must be clearly labelled with your child’s
name, class and dosage and be kept with the welfare officer. We do not give nonprescribed medicines to children.
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PERSONAL PROPERTY
The school does not accept responsibility for personal property or money lost on the
school premises. When children need to bring money to school, this should be given
to an adult straight away and not left in the cloakroom or children’s trays.
We do not encourage children to bring toys to school as these often cause problems
especially with younger children. Electronic games, music players and mobile phones
are not allowed in school.
Outdoor clothing and school bags (except book bags) must be kept in the
cloakrooms, which are unsupervised for most of the day. Younger children do not
need to bring a school bag at all. Do not send children to school with expensive
coats or school bags and please make sure that all personal property is labelled.
SCHOOL DINNERS/PACKED LUNCH
The school has a canteen where children eat their mid-day meal. School meals are
cooked on site and a choice is provided which caters for both vegetarian and nonvegetarian meals. School dinners must be paid for in advance.
Children may also bring packed lunches. These are eaten in the school dining hall.
Packed lunches should be brought in containers clearly labelled with your child’s
name. Please try to provide a balanced meal for your child. Sweets are not allowed
and drinks should not be brought in glass bottles. If your child wishes to change from
packed lunch to school dinner or vice versa, you must inform the secretary. These
change-overs will only be allowed at the start of each half term.
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ADMISSIONS
RECEPTION TO YEAR 6
If you would like your child to be admitted to Oliver Goldsmith School you need to
make an application to the London Borough of Brent Schools Admissions Service.
Applications for admission for all Brent community schools are coordinated centrally
and places are allocated strictly according to Brent admissions criteria. Children are
admitted into the Reception Class on the September after their fourth birthday. All
applications for admission are considered each year in April/May. Parents have the
right to appeal to the Local Education Authority if their child is not offered a place.
Once offered a place from the London Borough of Brent you will be sent an Oliver
Goldsmith Admission form. This should be completed and returned to us promptly.
Children can be admitted to the school throughout the year if there are places
available. The maximum number of children that we will take into any class is 30,
unless a successful appeal increases this number.
NURSERY ADMISSIONS
If you would like your child to be admitted to the Nursery, you need to fill in an Oliver
Goldsmith Nursery Admission form and show your child’s birth certificate and proof of
address.
Children are offered places according to the following criteria:
1. Children
in
public
care,
‘looked
after’
by
the
local
authority
2. Children for whom it is essential to be admitted to a specific school because of
special circumstances to do with significant medical needs, social needs or
special educational needs.
3. Brothers or sisters of a child who attends the school and who will continue to
do so on the date of admission.
4. Children living within the school’s catchment area.
5. Children living outside the school’s catchment area. Priority is determined by
proximity to the school.
The Nursery class is organised in separate morning and afternoon sessions.
Children are admitted into Nursery in the September after their third birthday.
Applications for admission are considered in April/May. Priority is given to Brent
residents. Please note that attendance in the Nursery does not guarantee admission
into a reception class.
If you wish to visit the school, please contact the school secretary.