ALL SAINTS’ CE (AIDED)
PRIMARY SCHOOL
SCHOOL BROCHURE
2015-16
To be the best that we can be!
Our Mission Statement
Our mission is to provide the highest quality education for every child entrusted
to our care within a framework of Christian values, positive attitudes and caring
citizenship so that each child can develop love of learning and achieve his or her
potential.
Our key Gospel Values are Fellowship, Friendship and Hope
Head Teacher
Chair of Governors
Mrs Katie Hague
Mr Anthony Slack
A WELCOME FROM THE HEADTEACHER
Welcome to All Saints’ Church of England Primary School. I hope this booklet
will go some way towards answering questions which you may have at this
important time. Confidence in a school comes from knowing and understanding
what is happening within it and at this very early stage. The partnership
between home and school is a very important and powerful one and where this
works well children can achieve their full potential in all aspects of their
development. Could I also emphasise that it is vital that you share with us any
concerns or worries that you may have regarding your child.
We do hope you will be regular visitors to school, joining us in a partnership of
trust and shared responsibility, so that jointly we can do the very best possible
for your child/children.
Mrs K Hague
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ADMISSION POLICY
All Saints’ School is a Church of England School (Aided) taking children from
the age of 3 to the age of eleven. The school has an affiliation to the Church of
England.
This booklet gives information about various aspects of life and work at school
but, as with most brief descriptions, it cannot give a complete picture. Parents
who are considering sending their child to our school may visit the school by
telephoning (01204 333083) to arrange a convenient date and time.
There will be 30 new places in the Reception year group for September 2015.
Application forms for admission are available from Bolton Council either as a
paper copy or on-line at the Councils website www.bolton.gov.uk/admissions.
The admissions process begins in August of the year before your child is due to
begin full-time school. The deadline for admissions is October (of the year
before your child is due to start school).
All admissions are now administered centrally by Bolton Council at Paderborn
House (Pupil & Student Services).
In the event of applications for school exceeding the number available, places
will be allocated using the following criteria
CRITERIA OF ALLOCATION OF SCHOOL PLACES AT ALL SAINTS
The Governors at All Saints’ work in conjunction with Pupil and Student Services
to secure the appropriate number of admissions to the school within its stated
admission number of 30 pupils per year group (26 pupils per each daily session,
morning or afternoon in the Nursery and 16 pupils per each daily session,
morning or afternoon in the 2 year old unit). The Governors will admit all
children having a statement of special educational needs in which the school is
named. In the event of oversubscription for the remaining places the following
criteria will be applied in order.
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Admission criteria:
Criteria 1: Looked after children (children in public care) and previously
looked after children who were looked after, but ceased to be so because they
were adopted or became subject to a residence order or special guardianship
order.
Criteria 2: Children who will have an older brother or sister attending the
school at the time of their admission. Where there are children of multiple
births wishing to be admitted and the sibling is the 30th child, the governors
may admit over the reception class requirement if it is possible to do so.
Criteria 3: Regular worship by the family; this is taken to mean a minimum of
fortnightly attendance at their place of worship in the year prior to 1
September. In the event of over-subscription parents may be asked to provide
supporting evidence from a faith leader in order to meet this criterion.
Criteria 4: Any medical or social reason within the family that influence the
choice of school. These reasons must be put in writing when the application for
admission is made and must be supported by any relevant medical/social reports
from an appropriately qualified professional person. This written evidence must
explain why the child should attend All Saints’ C.E. School rather than any other
school and it is on this evidence that governors will base their decision.
Criteria 5: All other children.
In the event of oversubscription in any category, places will be awarded on the
basis of geographical proximity, with children living nearest to the school having
priority. The distance from the main gate of the school to the child’s normal
home front door in a straight line measured on a map will be used as the
determining factor.
The school operates a waiting list system for those whose applications are
unsuccessful or for those who are applying to join a year group that is already
full. Parents may request that their child’s name is entered on the waiting list
with Pupil and Student Services. Pupil and Student services will contact the
parents of these children to appraise them of the current situation and to
verify that they still wish their child’s name to continue on the waiting list.
When a place becomes available the above criteria will still be applied if the
requests for the year group are in excess of the places available.
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RIGHT OF APPEAL
The Governors will apply these criteria consistently to each application received
in the event of oversubscription. Under the School Standards and Framework
Act 1998, parents have the right to appeal to an independent Appeals
Committee. Information about the appeals process is provided by the school and
the Local Authority. Letters of appeal should be addressed to:
Mrs V. Fogg.
Pupil and Student Services.
Children’s’ Services.
Paderborn House.
Civic Centre.
Bolton.
BL1 1JW
Tel No: 01204 332143
List of Governors
The Governing Body is comprised of the Foundation Governors and the
Headteacher, plus Governors who are elected to represent the Local Education
Authority, the teaching staff, pupils and parents. Governors are appointed for
three years. When vacancies for parent Governors occur, all parents are given
the opportunity to participate in nominating and voting.
The Governing body meets at least once every term, but committees which deal
specifically with issues relating to the Curriculum, Finance, Personnel and the
Building meets more often. An annual report (the School Profile) to parents is
produced in the Summer Term and a meeting is held for parents to comment on
the report and ask questions about the life and development of the school
during the early part of the Autumn term.
Chair
Vice-Chair
LA Appointed
LA Additional
Foundation
Foundation
Mr Anthony Slack
Mrs Chris Jones
Mr Aiden Meaghan
Mrs Sylvia Oakes
Mrs Kim McIntyre
Mrs Jackie Powell
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Diocese
Diocese
Parent Governor
Head Teacher Ex-Officio
Diocesan Representative
Elected by Staff
Elected by staff
Clerk to Governors
Rev Carol Pharoah
vacancy
Mrs Shanez Arshad
Mrs Katie Hague
Rev Carol Pharoah
Vacant
Vacant
Mr Jim Haslam - Bolton Council –
Governor Support
Contact details:
Chair of Governors
C/o All Saints’ C of E Primary School
Devon Street
Bolton
BL4 7PY
Teaching Staff (from Sept. 15)
Mrs Katie Hague
Mrs Helen Bullock
Mrs Gemma Owens
Miss Felicity Perry
Miss Natasha Hill
Miss Joanna Newton
Mrs Gemma Owens/Fiona Slack
Miss Chelsea Carr
Miss Nikita Holden
Mrs Rebecca McDade
Miss Karen Clark
Mrs Fiona Slack
Mrs Sarah Dring
Headteacher
Deputy Headteacher
Assistant Headteacher
Nursery
Reception
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
KS1 cover teacher
KS2 cover teacher
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Mr David Walton
Mrs Sue Redford
Miss Charlotte Healey
Support Staff
Teaching Assistants
TA2)
(Business Manager)
(Senior Clerical Assistant)
(Apprentice Clerical Assistant)
(TA3
and
TA3
Mrs Angela Hulstone
Mrs Sandra Martin
Mr Mike Hawkrigg
Mr Garry Murphy
Miss Shirley Powell
Mrs Amanda Jenkin
Mrs Faiza Akhtar
TA2
Mrs Firoza Zaeem
Mrs Claire Duffy
2 Year Old Staff
Mrs Hayley Cain
Miss Gemma Earnshaw
Miss Hannah Seale
Miss Emma Knee
Learning Mentor
Mrs Sue Greenalgh
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Site Manager
Mr Andy Robbins
School Meal’s Supervisory Staff (Dinner ladies)
Mrs Doris Mitchell, Mrs Hafiz Hussain, Mrs Nasreen Arshad, Mrs Smea
Zubair, Mrs Shakila Hussain, Miss Elizabeth Prichard (maternity)
OUR SCHOOL AIMS
The school aims:


To provide a happy, well ordered, safe and caring family environment in
which all children have an equal opportunity to learn, grow and develop to
the best of their ability.
To educate our children intellectually, emotionally, socially, morally,
creatively, physically and spiritually within a Christian context.

To have inclusive access to a broad and rich curriculum

For everyone to have high expectations of themselves and those around
them
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


To prepare our children for the next stage of life in the community and
to help each child to become a well adjusted, responsible member of
society, well able to make a positive contribution.
For each child to develop their own character and feel valued as an
individual, fostering a sense of worth and self esteem.
To promote Christian values within school and to foster in each pupil a
commitment to learning, respect for others and their beliefs, self
reliance, responsibility and moral awareness.
To work in partnership with parents, carers and all involved agencies in
providing the best possible education for our children.
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THE ORGANISATION OF TEACHING AND LEARNING
As children move through the school their progress will be measured in the
following way:1
Teachers will use on-going assessment to help plan further work for the
children and to check their progress.
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There will be national tests known as 'standard assessment tasks'.
These tests will be given at the age of seven years and eleven years.
There is also a phonics check in Year 1. The school also uses voluntary
national tests in Yrs 3, 4 & 5. Pupil achievements are tracked to inform
staff and enable each child to reach his or her potential each term.
Each term parents are sent a short report about their child’s achievements in
reading, writing and maths and their attitude to learning. At the end of the
summer term, parents will be sent a full school report of their child’s
achievements and effort in all subjects. There are also parents' evenings in
Autumn and Spring Term when there is be an opportunity to discuss your child's
work with the class teacher.
Your child’s time in primary school is divided into three stages. Whilst in the
nursery or reception year your child is in the Foundation Stage. They will be
taught according to the Early Years Foundation Stage Curriculum which forms
the statutory curriculum for three, four and five year olds and links into the
National Curriculum which begins at the start of Year 1.
Teaching Methods:
Children work together in class groups. We believe children should be given the
skills to become independent learners. Each child will be encouraged to become
more independent and take on more responsibility for their education as they
grow older. The skills which each child begins to develop here at All Saints’ will
be further developed in secondary school, further education and adult life. Our
world is changing rapidly and tomorrow’s citizens will need the skills that will
enable them to change and adapt with it.
In order to develop these skills, class teachers will use a variety of teaching and
assessment methods. These will include working with a whole class, group work
and sometimes working with children on an individual basis.
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Our Curriculum
The (EYFS) Early Years Foundation Stage Curriculum
The EYFS (Early Years Foundation Stage) curriculum is organised into seven
areas of learning and development; 3 prime areas and 4 specific.
Prime



areas:
Communication and Language
Physical Development
Personal, Social and Emotional Development
Specific Areas:
 Literacy
 Mathematics
 Understanding the World
 Expressive Arts and Design
This does not mean that all of the children’s learning is divided up into areas. In
one activity they can be developing knowledge, understanding and new skills
across several areas of learning at once. For example, in making and playing with
play dough they may go to the shops to buy ingredients (understanding the
world), look at a recipe and talk about the instructions (communication and
language), count out spoonfuls of flour (mathematics), mix and roll out dough
(physical development) and then use their imagination to make snakes, animals
cakes etc. (expressive arts and design).
Prime areas of learning:
Communication and language: This helps children to develop language
through talking, thinking and listening in different situations. Developing a
child’s vocabulary and confidence as a talker at this stage of their development
is the foundation for a child acquiring the specific literacy skills of reading and
writing.
Physical Development:
Making progress in physical development gives
children confidence and enables them to feel the benefits of being healthy and
active.
Your child will participate in structured PE and dance sessions,
improving their skills of co-ordination, control and movement. There will be
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many opportunities for your child to develop fine motor skills – e.g. through
using scissors, glue, paintbrushes and pencils.
Personal, social and emotional development: This area of learning
helps children to feel good about themselves and others so they are able to
develop positive relationships.
It supports them to become independent,
excited and motivated learners.
The specific areas of learning:
Literacy: This area of learning includes developing children’s reading and
writing skills. To support children in their early reading and writing they are
encouraged to mark make, enjoy stories, books and rhymes and link sounds and
letters. Children will be taught to recognise their letter sounds and names in
short daily phonic sessions using the Letters and Sounds Scheme and to learn to
read and then spell high frequency words. These skills will support your child in
becoming a confident reader and writer.
Mathematics: This area of learning includes developing mathematical
understanding through stories, songs, games, everyday activities and imaginative
play so that children enjoy experimenting and become confident and curious
about numbers, shapes patterns and measures. Children will be taught to
recognise their numbers and how to complete simple calculations. Children will
be challenged to solve problems using their mathematical knowledge.
Understanding the World: In this area of learning, children develop
knowledge, skills and understanding that help them to make sense of the world.
This is the foundation for later work in history, geography, science, RE, design
technology and ICT.
Expressive Art and Design:
This area of learning includes art, music,
dance, drama and imaginative play – opportunities for children to try new
experiences and express themselves in a variety of ways.
Creativity is an
important part of successful learning; it enables children to make connections
between experiences, solve problems and be inventive.
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Key Stage 1 and 2 Curriculum
From Year 1 onwards children follow the National Curriculum:

Literacy, Mathematics, Science, Computing and Religious Education form
the core of the curriculum.

History, Geography, Design Technology, Art, Music, PSHE (Personal,
Social and Health Education) & Physical Education form the remainder.
We have a Learning Mentor in school who supports children who for whatever
reason are experiencing difficulties which may hinder their progress. Parents
are involved and kept informed at all stages if a child is referred to the
Learning Mentor by staff. Parents can also request a referral for their child to
the Mentor – please liaise with the class teacher.
Copies of all curriculum and general policies are available in school for parents
to see on request. In addition the minutes of the Governors’ Meetings are
available by request from the school office.
The school curriculum centres on development and progression within the basic
skills and therefore children will be provided with many opportunities to develop
these skills of communication, reading, writing and maths across all subjects.
Our children also receive high quality teaching and learning from the Music
Service and Sport Education Service and from our partnerships with the local
secondary schools.
All Saints’ is a Church school and as such significant importance is placed upon
learning experiences that develop understanding and awareness of the Christian
faith and also other major faiths in addition to on-going development of
personal, social and emotional understanding and awareness.
Literacy
At All Saints we aim to foster an enjoyment and competency in reading and
writing in our children and the ability to express themselves orally in a clear and
appropriate manner.
Speaking and Listening
This is the foundation for a child acquiring the specific literacy skills of reading
and writing and a high emphasis is placed on developing children’s vocabulary
across the whole curriculum and providing them will lots of opportunities to use
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their speaking and listening skills through drama, collaborative group work,
talking partners. Class assemblies and whole school performances provide
children with further opportunities to develop these skills.
Phonics/ Spelling
Children will be taught in ability groups from Year 1 to Year 4 for phonics using
the Letters and Sounds Programme. Year 5 and 6 will be taught spelling using
the Support for Spelling Programme. There is provision for those children in
Year 5 and 6 not ready for the Support for Spelling Programme for them to
continue with the Letters and Sounds Programme.
Reading
All children will have a home reading book and will be read with in school
(Foundation Stage and KS1 children twice per week and KS2 children once per
week.) Home reading books are a mix of fiction and non-fiction collections from
Oxford Reading Tree – they are levelled and children move through the scheme
at their own pace. In addition to this reading, children will be grouped according
to ability to read as a guided group with the class teacher once per week. The
books used for guided reading are a collection of real books, Phonic Bugs and
Project X and Lightning Schemes that have been levelled and graded for
different reading abilities. Comprehension activities are also given each week
from Year 2 upwards.
Reading and research activities are included across the curriculum to ensure
that children gain lots of experience in applying these skills.
To support children’s reading further, a high emphasis is placed on the teaching
of high frequency words from the Foundation Stage and into Key Stage 1.
Children are rewarded for their ability to learn how to read and spell these key
words through reward charts.
For children Year 2 and above who have been identified as needing additional
support to achieve their reading targets an intervention programme is
introduced into their curriculum. The intervention programme is called ARROW
and is an IT based intervention programme that supports children in improving
both their reading and spelling ages.
Writing
Writing is taught specifically through literacy lessons and a Big Write session
each week. Children are progressively introduced to more genres of writing
(fiction and non-fiction) as they progress through the school to support them as
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confident writers. There are lots of opportunities to read and explore good
examples of writing and opportunities to participate in drama activities to
support their own writing. Opportunities for children to write are included
across the curriculum to ensure that the children have lots of opportunities to
write for a purpose and practise these skills.
Mathematics
At All Saints we aim to provide a Mathematics curriculum that provides children
with the ability to tackle a range of practical tasks and real life problems. The
curriculum also provides children with the means of exploring exciting new
concepts, and it is through this exploration that they discover new ideas and
see connections which link aspects of Mathematics.
There is a strong emphasis within our mathematics curriculum for learning the
essential number skills. Children from Year 2 upwards will be rewarded by
learning their times tables weekly and will have opportunity weekly to practise
these skills weekly.
The Primary Mathematics Framework has been adapted to provide a greater
emphasis on the teaching of number skills and to provide regular weekly
opportunities for the development of using and applying skills through problem
solving activities.
This is supported further in Key Stage 2 through weekly Big Maths sessions
where children from Year 3 to Year 6 are taught basic skills one lesson per
week in small ability groups.
Science
The curriculum covers 4 areas which include Scientific Investigation, Life and
Living Processes, Material and their Properties and Physical Processes – all of
which are revisited in Key Stage 1 and 2.
We aim to give our children the opportunity to develop scientific understanding
and knowledge by first hand experience and opportunity to observe, question,
investigate, experiment, test, discuss and compare. We seek to foster an
enthusiasm for science and encourage children to think independently.
Computing
A cross curricular approach to Computing is adopted, allowing children to extend
their classroom experience of communicating information by means of data
handling, word processing, designing and control technology.
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In addition to other Information Technology tools such as interactive
whiteboards, television, radio, and tape recorders, the computer is used as a
valuable aid to children's learning.
Religious Education
The Manchester Diocese Scheme of Work has been adapted for the needs of
our school and community. The curriculum covers the teachings of Christianity,
Hinduism, Islam and Judaism and provides the children with lots of learning
experiences that will enable them to identify and understand the similarities
and differences between the religions. Learning from experience is at the
centre of this curriculum and the children will have opportunity to meet visitors
and to visit places of worship and religious interest.
Each day children have the opportunity to take part in a collective act of
worship and we hope that all pupils will join us.
Any parents who do not wish their child to take part in daily worship or
religious education should contact the Head teacher.
Personal, Social & Health Education
The school places great importance on the fostering of personal and social
development of each pupil. We regard ourselves as a 'school family' and
encourage our children to be caring and supportive of each other by the way we
as adults care and support not only the children but each other. If children
have problems there is always someone to listen to them and willing to help.
Problems which arise at home can have a considerable effect on children in
school.
Parents are encouraged to discuss any such matters with the
Headteacher or class teacher so that the child may be helped in the best
possible way.
The curriculum is supported by the use of the SEAL scheme and by the inclusion
of outside providers for example: the Road Safety team, school nurse,
community police, fire service, community groups, local vicar and dental
hygienists.
Sex and Relationships Education is delivered through our PSHE programme, and
through national curriculum subjects e.g. Science, Literacy & RE. It will be
delivered by class teachers and other relevant agencies e.g. school nurse,
community police. Where appropriate, lessons will be delivered to single gender
groups. A copy of the policy is available on request for parents.
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Any parents who wish to withdraw their child from this aspect of the
curriculum should contact the Head teacher.
Physical Education
Physical Education contributes positively to the overall educational development
of young people as well as contributing to a healthy lifestyle. It builds physical
competence through the development of motor skills and techniques, and it
caters for the abilities of each child in a range of activities which include both
co-operation and competition. We ensure that all children have the opportunity
to engage in a wide range of activities, over the statutory period of 2 hours per
week. Children in Key Stage 2 are taught by a Sport specialist for one lesson
per week.
Thematic curriculum – History, Geography, Art and DT
The foundation subjects: History, Geography, Art and DT are not taught
discretely but through a topic based approach. Key skills in each of these
subject areas have been identified for each year group and topics incorporate
the teaching of these skills. The themes for the topics ensure that the children
experience a breadth of coverage across all subjects over a key stage. Every
topic includes a WOW event to give children a first-hand experience and bring
their learning alive. These experiences take place both on and off site ranging
from a visit to a museum to learn about Space to a specialist coming in to teach
them in school about dinosaurs. This skill based, first-hand experience approach
enables the children to become immersed in the topic they are learning about
and to learn and apply key skills from discrete subjects in a purposeful way.
Music
Music is a practical subject made up of composing, listening, appraising and
performing activities. Music provides enjoyment for pupils, staff and the wider
school and community. In the music curriculum, children experience music of
varied kinds which will develop their sensitivity and self-esteem as well as
stimulating responses both on emotional and intellectual levels. A Music
specialist delivers the music curriculum in Key Stage 1 and 2 supported by class
teachers.
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Homework
Homework is given throughout school, details of this will be included on the
curriculum leaflet sent to parents each term. It is essential that the children
are encouraged to complete and return this homework. A copy of our Homework
Policy is available upon request from the office.
Children with Special Needs
Amongst the children within a school some will have special educational needs of
one kind or another. All teachers have to be teachers of special needs.
The term special educational needs are used when a child finds it harder to
learn at school than other children of a similar age. It may be restricted to a
particular part of the curriculum such as writing or spelling or it may be of a
more general nature covering several or all aspects of the curriculum.
If during the course of school-life, a class teacher becomes concerned about a
child's progress he/she will ask the school's Special Educational Needs Lead for
advice. The child's parents will be told of this concern and invited into school
to discuss the difficulties and to assist the child at home by working through
agreed activities.
In the event of this action proving unsuccessful further help will be given to the
child in one or more of the following ways.
a.
b.
c.
d.
additional in-class support will be provided.
teaching in small groups, or on a one to one basis.
a special individual programme of work which will be monitored by the
school Special Educational Needs Lead or another member of staff.
Parents will be involved in setting up such programmes and in reviewing
their effect.
for children who need more assistance, the school will work with the
parents, the Educational Psychologist/School Nurse and the Local
Authority to produce an Education, Health and Care Plan which will ensure
further assistance is given to the child.
If parents are concerned about a child's progress they should in the first
instance approach the class teacher or Mrs Helen Bullock (Special Educational
Needs Lead).
The school has a policy on the provision for children with special educational
needs and this is available upon request.
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School Visits
Out of school visits are often arranged, these are usually linked to learning
which is taking part in the classroom. The School Fund subsidises such visits
but sometimes it is necessary to ask parents to help meet part of the cost by
making a voluntary contribution.
Where the cost of these trips causes difficulty parents are encouraged to
contact the child's teacher or headteacher in confidence so that ways of
overcoming difficulties may be found.
All pupils at All Saints’ will be asked to sign a parental permission slip for
local trips at the start of each academic year.
The Partnership Between Home and School
We value and encourage parental involvement and do all we can to foster links
between home and school. A booklet is produced each term to inform parents
about the curriculum and expectations for their child’s learning. Any parent
wishing to help in school should contact the class teacher or Headteacher who
will be happy to discuss the matter and make the necessary arrangements.
Sporting Activities
School teams take part in a range of sporting activities during the year, both
during school time and beyond. Our Physical Education lessons enable pupils to
develop a wide variety of skills in situations suitable for their stage of
development. Out-of-school activities enable children to compete against other
schools in football, cricket and swimming.
Outdoor Play
Your child will have access to the outdoor play equipment during supervised
lunch-times and play-times.
Complaints
In line with Section 58 of the 1988 Education Reform Act, the Governors have
made arrangements for the consideration of complaints about the curriculum
and relevant matters. Copies of this procedure in more detail are available on
request from the school.
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Hopefully, parents will feel able to discuss concerns about the curriculum,
teaching or anything else at a very early stage so that any problems or
difficulties can be quickly resolved. In the first instance they should speak to
the class teacher or Headteacher. If the matter is unresolved they should then
see the Headteacher again to discuss the matter further. In the event that
parents still remain concerned they should contact the Chair of Governors, who
will then see the Headteacher and report back to the parents.
If after all these measures have been taken parents remain dissatisfied they
should contact an Education Officer at the Education Offices in Paderborn
House.
School Meals
Dinner Money is payable each Monday for the week and should be sent in a
purse, envelope or tin marked clearly with your child's name and class, to their
class teacher. Please note dinners will not be provided without payment in
advance or a free meal authorisation form. We do not give credit for school
meals.
Provision can be made for children requiring special diets. A doctor’s note
giving specific details is required for special diets
If your child is visiting the dentist or doctor and will not be in school until after
10.00am. It is very important that you let us know in advance. If a lunch is not
ordered by 10.00am then your child will be unable to remain at school for lunch.
The school meals provided are fully compliant with current government
legislation regarding the balance of food groups and nutrients, which are
essential for a healthy life. Allergy information is available. Parents may provide
packed lunches, but we request that these do not include fizzy drinks, crisps or
chocolate.
School Uniform
The school uniform consists of:Boys
black trousers
red pullover or sweatshirt.
white polo shirt
black shoes
Girls
black skirt or pinafore dress
red cardigan or sweatshirt
black shoes
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If parents wish, in warmer weather black shorts and a white short sleeved shirt
may be worn by boys and a red and white checked dress by girls. We ask that
parents send children to school in sensible footwear for obvious reasons of
safety.
P.E. Kit
It is essential that all children have suitable clothing for Physical Education. It
would be appreciated if these could be contained in a suitable bag, clearly
labelled with the child's name.
Indoor P.E.
White t-shirt and red shorts or tracksuit and a pair of P.E. shoes.
Outdoor P.E.
P.E. shoes
Tracksuit or other suitable warm clothing
Swimming
Swimming costume (or lycra leggings and leotard) or trunks (children in Year 6)
Jewellery
Teachers cannot be held responsible for loss of personal property brought to
school by children, especially items of jewellery. Earrings, including sleepers,
and bracelets present a particular problem, both with regard to safety and
security. Parents are therefore respectfully requested to avoid sending
children to school in such items.
Children’s Welfare
Medical Information
If children have a serious of recurring medical problem parents should inform
the school immediately.
Children suffering from asthma should always have a spare inhaler in school with
their name and administration details attached.
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School staff will not administer any medicine that does not have a pharmacist
label on it with the child’s name and dosage details. All such medicines need
handing to the class staff who will store it safely.
Parents requesting school to give prescribed medicines need to complete a
medicine consent slip available from the office.
School Nurse
The school nurse is available to discuss any medical problems relating to your
child/children. Please contact school if you wish to arrange to see her.
Safety
Parents bringing children to school by car are respectfully requested not to
bring their cars onto the school premises for obvious reasons of safety, and
to avoid parking on the double yellow or zig zag lines outside school.
It is very busy outside school in a morning and after school and children are
reminded frequently of the need to take care and behave sensibly when
travelling to and from.
Children are not allowed to leave school for visits to the dentist, etc., unless
accompanied by an adult or unless a written request is made. When bringing
children to school or leaving with them after the start of the school day
parents are asked to go to the main office.
Attendance Information
As I am sure you are all aware, if children are to learn to the best of their
ability regular attendance at school is essential. Absence must be kept to the
absolute minimum.
If children are absent, school should be notified immediately by telephone,
verbal message from an adult, or letter. Any absence which is unexplained or
inappropriate is un-authorised and as such should be avoided. Repeated
unauthorised absence will result in a fine being issued by the local authority.
To support all our children to be good attenders, the school uses a traffic light
system to monitor attendance weekly. Class cups are won each week and free
time is earned. Each half term, parents receive a letter informing them of their
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child’s attendance. Those families that have sustained poor attendance will be
invited in to school for an attendance meeting with the Learning Mentor to
discuss ways to improve their attendance.
The school Attendance and Punctuality policy is available on request.
Parents are expected to organise family holidays, including visits to a
country of family origin, during school holiday periods. Absence from school
during term-time will not be permitted except in exceptional circumstances
and must be requested in writing.
Child Protection
Because of day to day contact with children, schools are particularly well placed
to observe outward signs of abuse, changes in behaviour or failure to develop.
Parents should be aware therefore, that where it appears to a member of
school staff that a child may have been abused, the school is required, as part
of the local Child Protection Procedures, to report their concern to the Social
Services Department immediately.
The school policy relating to Child Protection is available on request.
Photographs
In the course of teaching and learning there may be occasions when
photographs are taken of the children. These are for educational reasons or
may happen when the local press have been invited into school to celebrate an
achievement or special occasion.
All parents need to sign the annual consent slip relating to the taking of
photographs.
We understand that on rare occasions for legal reasons parents do not wish to
have their child’s photograph taken. If this is the case please indicate so on the
annual consent slip.
Use of the Internet
As our children become competent using computers they are encouraged to use
the internet to research and gather information. School staff only use internet
sites protected by Bolton Local Authority but our older children will obviously
be capable of accessing other sites.
For this reason it is necessary for each parent to sign an annual internet
agreement slip for their child/children.
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