Northumberland
County Council
2015/2016 PROSPECTUS
SCHOOL ADDRESS:
SCREMERSTON FIRST SCHOOL
SCREMERSTON
BERWICK UPON TWEED
NORTHUMBERLAND
TD15 2RB
TELEPHONE:
01289 307536
Enquiries
Mrs Helen Harrison, Head Teacher
E-mail
[email protected]
Website
http://scremerstonschool.org.uk
INTRODUCTION
Welcome to Scremerston First School. We are a small village school, which plays an important part in
the life of our local community. In addition to the children of the village, we welcome children from the
surrounding areas and Berwick.
This document provides information for parents of pupils who are expected to enter school from within
the catchment area; and also for other parents who wish to know about the opportunities available.
Information concerning the general arrangements in Northumberland is given separately in the County
Education booklet, copies of which are available for parents of pupils who are starting or transferring
schools next September.
Parents who wish their children to attend the school, may complete an online School Application at
www.northumberland.gov.uk or submit an application by completing a School Preference Form (copies of
which are obtainable from the school or the County Education office), and sending it to:
The Director of Education,
County Hall,
Morpeth,
Northumberland. NE61 2EF
Requests for places in Reception Class for September 2015, should be received by the Director of
Education by 15th January 2015.
Children from our school usually transfer at the age of 9+ to Berwick Middle School but some also
attend Tweedmouth Middle School. Most then transfer at 13+ to Berwick Academy.
The school was inspected by OFSTED in February 2011. They noted “Scremerston is a good
school. It has several outstanding features. Because they find school a happy and safe place to
learn, pupils behave well and develop positive attitudes to learning. The school is highly
successful in ensuring that pupils flourish in a cohesive school community and is rightly proud
of the outstanding quality of its pastoral care. As a result, pupils' sense of community, their
knowledge of how to keep themselves safe and how to follow a healthy lifestyle are excellent.
Pupils benefit greatly from the outstanding partnerships developed with parents, carers and
other agencies. For example, parents and carers contribute very effectively to the
development of their children’s reading skills. The school’s links with other schools and through
their creative partnership have a very positive impact on pupils’ attainment.” A copy of our
Ofsted Report is available at www.ofsted.gov.uk under the Inspection Reports heading.
The details contained in this document are correct at the time of printing.
Helen Harrison
Headteacher
SCHOOL STAFF
Teaching Staff
Head Teacher
Ash Class Teacher (Y3&Y4)
Pine Class Teacher (part time) (Y3)
Oak Class Teacher (Y1&Y2)
Elm Class Teacher (Rec & Y1)
Peripatetic Music Teacher (Guitar)
Mrs Helen Harrison
Mrs Bryony Haggerstone
Ms Emily McElroy
Miss Emma Holleywell
Mrs Barbara Hubbard
Mr Darren Holleywell
Support Staff
Teaching Assistant
Teaching Assistant
Teaching Assistant
Teaching Assistant
Teaching Assistant
Teaching Assistant
School Secretary
Cleaner-in-Charge
Cleaner
Catering Unit Manager
Lunch-time Supervisors
Mrs Shirley Holleywell
Mrs Carol Stevenson
Mrs Leslie Cockburn
Mrs Anne Rooney
Mrs Helen Huntly
Ms Debbie Ineson
Mrs Julia Bradbury
Mr Neil Strachan
Mrs. Susan Bell
Mrs Dawn Blackburn
Mrs Joan Scott
Mrs Leslie Cockburn
THE GOVERNING BODY
The Governing Body plays an important part in the life of our school. The Governors are responsible for
the appointment of staff, management of the school, maintenance of the building, and a range of other
matters which enable the school to function smoothly.
Governors formally visit school once a term and report back to the Governors’ termly meeting. Minutes
of Governors’ meetings are available in school for inspection by parents.
School Governors
Community Governor
LEA Governor
LEA Governor
Parent Governor
Parent Governor
Parent Governor
Parent Governor
Community Governor
Community Governor
Headteacher Governor
Teacher Governor
-
Mr George Dance – Chairperson
Mrs Caroline Tyser
Mr John Whiteford – Vice Chairperson
Mrs Lynsey Jardine
Mr Phil Rogers
Mr Brian Bowden
Mrs Gemma Dodds
Rev Matthew Knox
Mrs Barbara Reed
Mrs Helen Harrison
Mrs Barbara Hubbard
OUR SCHOOL ETHOS
In the caring environment of our school and its community everyone is valued.
We provide a happy, safe and stimulating environment in which our children feel secure, learn
and develop. We nurture and help the children to achieve academically, socially, emotionally
and physically. We develop each child’s independence, and willingness to take responsibility for
his/her own learning and behaviour. The children’s lives are enriched as they enjoy the
creative and imaginative curriculum we provide. Expectations of our children are high, and we
raise the standards achieved wherever possible, encouraging each child to realise their full
potential.
We nurture within the children a sense of social responsibility, and an awareness of their role
in the wider community. Children become more self confident as they express their thoughts
and know that their contributions are valued. Children are prepared to become fulfilled adults
who contribute to society.
Our common purpose can be summed-up as:
v Care for all our pupils and staff
v Concern for the highest possible quality of education
v Creativity in our approach.
Safeguarding Statement for Parents and Carers
Scremerston First School is committed to safeguarding and promoting the welfare of children
and young people and expects all staff and volunteers to share this commitment. Our service
is committed to keeping children safe, and to work with parents, carers and others to do so.
We have clear policies and procedures in place to help us to protect children, and our staff and
volunteers are trained to understand how to use them. This statement helps parents, carers
and other service users to understand how they can share the responsibility to safeguard
children. We know that throughout a child’s life, minor accidents are to be expected, as well
as changes in behaviour. Our staff expect these changes and will discuss any minor concerns
they may have about children with the parent or carer. Any unusual, repetitive or sudden
changes in children’s behaviour, or unusual physical injuries, which can not be adequately
explained, may give us more cause for concern. Our staff and volunteers have a responsibility
to report these higher level concerns to the appropriate person within the organisation.
Sometimes it is in the best interests of the child to share information about our concerns, and
seek advice from Children’s Services. This information will be dealt with in confidence and
parents will always be consulted and informed where possible.
How can parents and carers help to safeguard children?
v Tell staff about any reasons that you know of which may cause a change in your child’s
behaviour.
v Tell staff about any injuries or accidents which your child has had outside of the setting
and be prepared to sign a record which records any existing injuries.
v If you have any concerns about the care which your child receives at school, please talk
to a member of staff or the Head Teacher.
v The person with overall responsibility for safeguarding in our setting is the Head
Teacher.
SCHOOL ORGANISATION
School Hours
Morning Session : 8.40am - 12.05 noon
Morning Assembly 9.10 – 9.30am
Afternoon Session: 1.00pm - 3.00pm
Classes Elm and Oak, Lesson times:
8.40 am – 9.10 am
9.30 am – 10.40 am
11.00 am - 12.05 pm
1.00 pm - 2.00 pm
2.15 pm - 3.00 pm
Ash and Pine Class Lesson times:
8.40 am – 9.10 am
9.30 am – 10.40 am
11.00 am - 12.05 pm
1.00 pm - 3.00 pm
Hours per week: 22hours 5 minutes
Hours per week: 23hours 45 minutes
Class Organisation
There are four classes on four mornings and for two afternoons per week. For three afternoons and
one
morning there are three classes (On Wednesday morning all children go swimming)
Elm consists of Reception children (4 - 5 years) and Year One children (5 - 6 years).
Oak Class consists of children in Year One (5 - 6 years) and Year Two (6 - 7 years).
Ash Class consists of children in Year Three (7 - 8 years) and Year Four (8 - 9 years).
Pine Class caters for children in Year 3 for two days and two mornings per week.
Class sizes in the academic year 2014/15 were: Elm Class 21 children; Oak Class 27 children; Ash Class
20 children and Pine Class 10 children;
Pre-School Education
Our school has a popular Stay and Play session for pre-schoolers aged 0 - 5 years, organised during term
time, on Thursdays in the School Hall from 1.30pm – 3.00pm.
Lucky Ducks is Scremerston’s Pre-school Group. They run every morning (Monday – Friday) and every
afternoon in the Community Building between 8.45am – 3pm and the children can stay and enjoy a school
dinner every day if they wish. The leader is Mrs Shirley Holleywell, a qualified Nursery Nurse, and
there are five assistants, Dorothy Purvis, Anna-Marie Murray, Sam Morris, Hollie Gregory and Bev
Sprot. The sessions cater for the needs of children aged 2½ - 4 years and fees are £3.00 per hour.
Funding is available through the National Childcare Strategy the term after your child turns 3 years old
when your child will be entitled to 15 hours free of charge per week. Some children are eligible for
funding from age 2 years. Please ask for details. The Pre-school is a member of the Pre-School
Learning Alliance. The close liaison between the staff of the Pre-school and school ensures a very
smooth transition into full-time education for our youngest pupils.
Admission Procedures
The School operates the Northumberland LEA admissions policy, a copy of which can be seen in school.
The standard admission number for our school is 18. Prospective parents are invited into school for
meetings with the Head Teacher and staff in the Summer Term prior to admission. However,
prospective parents may telephone the school for an appointment at any other time. Arrangements are
made during the Summer Term for new starters to enjoy classroom visits, when a range of activities can
be experienced. Parents are invited to discuss their child with the Reception Class Teacher in the
Summer Term,
Admission Requests
There were five requests from outside the catchment area for admission to the school during
2013/2014. We welcome applications from children living outside our catchment area.
THE CURRICULUM OF OUR SCHOOL
The National Curriculum 2014 applies to all State schools in England and Wales. The National
Curriculum applies to children aged 5 years to 16 years, and sets out a broad range of subjects and what
pupils should be taught. The full programmes of study are taught for English, Mathematics, Science,
History, Computing, Geography, Art and Design, Music, Design and Technology, Physical Education and
Languages (French) at Key Stage 2. In addition the children study French, Religious Education and
Personal, Social and Health Education. Children in their Reception Year follow the Early Years
Foundation Stage curriculum. Further information is outlined below and can also be obtained by
contacting the Head Teacher.
Subjects are taught within a framework of topics. Teaching methods employed include whole class,
group work or individual work, as appropriate. The curriculum is planned in three stages – the Early
Years Foundation Stage Curriculum for our Reception children, Key Stage One Curriculum for Years One
and Two children, and Key Stage Two Curriculum for Years Three and Four children. These are our
plans for 2014-15:
KEY STAGE ONE LONG TERM PLANNING - YEAR A 2014-2015
TOPIC
English
Big Write
(assessed)
Science
History
Geography
R.E.
Northumberland
Agreed Syllabus
P.S.H.E.
SEAL themes, P4C,
Circle Time.
Art
D.T.
Computing
Music
P.E.
MFL
Autumn
Spring
Summer
Great Fire of London
Space
Where I live
Stories and Narratives, real and fictional. Instructions, information tests, non-chronological reports.
Traditional stories Classic poetry, Information texts, recounts. Fairy stories Contemporary poetry
Information texts for a range of purposes.
Recount
Letter
Report
Story
Instructions
Story/Poetry
Everyday materials (1)
Uses of everyday materials (2)
Plants (1) (2)
Seasonal changes (1)
(Also on-going throughout the
year)
Events beyond living memory
Change within living memory
Location and place : area of
Human and physical : Weather,
U.K.
The Globe
Christian Communities :
Christian Lifestyles : Myself
Belonging
Jesus : Easter, Symbols
Jesus : Christmas story : Gifts
World faiths : Islam (Family Life)
World faiths : Judaism (Family
Life)
New beginnings, Say no to
Going for goals
bullying
Good to be me.
Getting on and falling out.
Drawing: line, shape, texture
Painting : colour, pattern, space,
Artists, craftmakers,
texture.
designers
Artists, craftmakers, designers
Design, make, evaluate :
Design, make, evaluate :
structures
Mechanisms
Algorithms and programs
Algorithms and programs
Creating digital content
Creating digital content
E-Safety
E-Safety
Voices. Instruments.
Voices. Instruments.
Listening. Create, select,
Listening. Create, select,
combine.
combine.
Swimming, Games, Dance
Swimming, Gymnastics, Games
Songs, rhymes and stories including traditional stories.
Animals, including humans (1) (2)
Living things and their habitats (2)
Local history, Significant people
Skills and fieldwork
Images of God : Creation
World faiths : Islam (Muhammed –
plouh)
World faiths : Judaisim (Torah)
Relationships
Changes
Sculpture : shape, form, space,
texture.
Artists, craftmakers, designers
Design, make, evaluate : Cooking
Algorithms and programs
Creating digital content
E-Safety
Voices. Instruments.
Listening. Create, select, combine.
Swimming, Dance, Gymnastics.
Foundation Stage Learning Objectives for the year 2014-15
Theme
Personal, Social
and Emotional
Communication
and Language
Literacy
Mathematics
Understanding of
the World
Physical
Development
Expressive Arts
and design
Events involving
parents
Autumn
Term 1/2
Ourselves
Festivals/
celebrations
Spring
3/4
Traditional Stories
Easter
Growing
Forming good
relationships and
including others in
play i.e. sharing
Selecting own
resources
Communicating with
peers and listening
Aware of
boundaries
Can show some
listening skills
Follow simple
instructions
Understands the
uses of the
equipment
Can talk about what
has happened
Rhymthmic
activities
Looking at books
and joining in with
refrains
Making marks for
meaning
Use number in play
Recognises numbers up
to 5 and can count out
the right number of
objects/actions
Uses shapes in
pictures
Explains their own
knowledge and asks
questions.
Takes on
responsibility.
Confident in
different social
situations
Aware of others
feelings
Solving their own
problems
Working as a group
Listens with more
interest and
responds to stories
with refrains.
Can describe where
something is with
prepositions
Follows 2 step
instructions
Using and and
because in
sentences.
Use language to
support role play.
Can sit quietly
during an activity
Can listen and then
complete an
activity.
Understands some
humour
Asking questions
Uses different
tenses
Extends vocabulary
and uses new
vocabulary in role
play.
Being aware of
alliteration- initial
sounds- rhyming
string
Aware of the
structure of
stories
Recognising some
words
Blending sounds
Beginning to read
simple words
Matching objects to
numerals
Starts to represent
numbers
Counting up to 10 and
beyond
Counting up to 10
objects
Using positional
language
Uses shape in
construction
Creates patterns
Predicting stories
Describing
different elements
in stories
Rhyming string
Uses storylines in
role play
Uses phonics to
decode
Writing own name
and captions.
Starts to find totals
by combining
One more/one less up
to 5 then 10
Records work with
their marks
Describes shapes2D
and 3D
Orders items by
length/weight/capacity
Orders time sequence
Finds compromise
with peers
Confident to speak
about their own
needs/opinions
Understands their
actions on others
Shows an interest in
their lives and those
of personal
significance.
Knows what makes
them similar and
unique
Comments about
what they have
seen/discovered in
the world
Investigates toys
that use ICT or
have moving parts
Recognises and
describes special
events and joining in
with them
They understand
differences in
different families
Talks abiout how
things work
Knows how simple
ICT works
Uses age
appropriate
software.
Knows that
information can be
selected from the
computer
Completes a simple
program on the
computer.
Moves freely using
suitable spaces and
speed
Draws lines and circles
Holding a pen
correctly
Understands their own
needs
hunger/toilet/personal
hygiene
Dresses with support
Knows equipment
needs to be used
safely
Moves freely in a
variety of different
ways
Uses scissors and
other tools safely
Show a dominant hand
Makes anticlockwise
movement
Understands the need
for varied and healthy
food
Learning new songs
Simple construction
Using simple tools
Familiar role play
Parent’s Evening
Harvest Festival
Moving to music
rhymically
Exploring
colour/texture to
make pictures
Sounds of
instruments
Joining in with a
wider variety of
role play
Xmas play
Can stand on one foot
Can catch a ball
Can write some letters
and copy their name
Experiments moving in
different ways on
equipment and jumps
landing safely
Manages own risk
assessment.
Helps to put away
equipment correctly.
Repeated rhythms
Movement to music
Learning a wider
variety of songs
Constructing with
purpose
Expressive in
art/drama/dance
Parent’s Evening
Mother’s Day
celebration
Summer
5/6
Being
Healthy
Sporty
Me!
Taking turns
Expressing preference
of activity with
reasoning
Knowing that some
behaviour is
unacceptable.
Listening
attentively in
different
situations.
Able to follow a
story without
pictures or props.
Uses intonation
Links statements in
an organised way.
Using information
books
Reading and
understanding
simple sentences
Attempting to write
simple sentences
using phonics
Estimating
More/fewer language
Subtraction in taking
away
Counting up to 20
Ordering numbers to
20
Use time and money
language
Patterns
Include others ideas
in their activity.
Can say when they
need or don’t need
help.
Adjust their behaviour
to different situations
and can adapt with a
new routine.
Listens o stories
and responds
appropriately.
Listens and
responds to peers
ideas
Listen to more
complex
instructions
Able to express
themselves being
aware of the
listener
Responds
appropriately to
different
situations
Using tense
correctly
Create their own
narrative.
Demonstrating
understanding of
what they have
read
Writing irregular
common words
Writing sentences
that they and
others can read
Using mathematical
language to create
and solve
mathematical
problems
One more one less
without apparatus
Subtractioncounting backwards
Writing more
sentences using
phonetically
plausible and
knowing using some
high frequency
words
Using a number line
to count on and
backwards to solve
addition and
subtraction
Doubling and halving
Mathematical
language to describe
3D shapes
Using distance
language
Demonstrate
sensitivity to other
children and form
positive relationships
with other children.
Understands that children
don’t always enjoy the same
thing
Understands growth and
decay
Shows a concern for the
living things
Looks at patterns and change
in the environment
Understands that technology
is all around us
Shows an interest in
different occupation.
Know about
similarities/differences with
enviroments/materials
/living things/places
Demonstrates increasing
control over objects
Used tools to change to
materials
Moving confidently
Uses safety measures without
direct supervision
Creating different
textures
Selecting a wider
range of tools
Introducing
storylines to their
role play
Easter
service
Good control and co-ordination
in large and small movement
Understand the importance
for good health of physical
exercise, healthy diet and
talks about different ways to
keep healthy and safe
Adapting work
when necessary
Develop a narrative
Experimentation
with different
textures
Reports to
Parents
Parents
Evening
Make observation of animals
and plants and explain why
some differences have
occurred
Sports day and physical
activities that are included
within this using a variety of
equipment.
Children creating
their own songs and
adding their own
music
Creating their own
art pieces and
explaining them
Sports Day
Dolphins
Graduation
KEY STAGE TWO LONG TERM PLANNING - YEAR A 2014-2015
TOPIC
English
Fiction
Non-fiction
Big Write
(assessed)
Science
History
Geography
R.E.
Northumberland
Agreed Syllabus
P.S.H.E. SEAL
themes, P4C,
Circle Time.
Art
D.T.
Computing
MFL
Music
P.E.
Autumn
Ancient Greece
Recounts
Biographies and
Autobiographies
Narrative Poems
Letters to Santa
Recount
Letter
Rocks (3)
Ancient Greece
Location and place :
Europe
Mountains, Volcanoes,
Earthquakes.
Christian Communities :
Belonging
Jesus : Jesus birth
World faiths : Islam
(Mosque)
Spring
Rainforests
Traditional Tales (inc those
from other cultures)
Information Texts
Reports
Persuasive Writing - zoos
Persuasive
Story
Writing
Plants (3)
States of matter (4)
Non-European Society
Human and physical :
Rainforests
Compare UK, South America
Christian Lifestyles :
Behaviour
Jesus : Baptism
World faiths : Judaism
(Sacred Writings)
Summer
Me
Contemporary Fiction – Jacqueline
Wilson
Information Texts - bodies
Explanations – Guides to School
for new pupils
Explanation
Story / Poetry
Animals including humans (3,4)
Living things and their habitats
(4)
Local history study
Skills and fieldwork : Map skills
Human and physical : Local area.
Images of God : Old Testament,
Stories of Jesus
World faiths : Islam (Allah)
World faiths : Judaism
(Celebrations)
New beginnings, Say no to Going for goals
Relationships
bullying
Good to be me.
Changes
Getting on and falling out.
Drawing: line, shape,
Painting : colour, pattern,
Sculpture : colour, pattern, space,
texture
space, texture.
texture.
Artists, architects,
designers
Design, make, evaluate :
Design, make, evaluate :
Design, make, evaluate : Cooking
structures
Mechanical systems
Algorithms, programs and networks.
Creating digital programs, systems and content.
ESafety and responsible use of technology.
Me and my family.
Stories, rhymes and songs.
Pastimes.
Singing, Instruments – play and perform, Composition, Listening, Notation, History of Music.
Swimming, Games, Dance
Swimming, Gymnastics, Games
Swimming, Dance, Gymnastics,
Athletics
Outdoor and adventurous
Our approach to teaching phonics and reading
The Read Write Inc scheme is used across the school to teach phonics for reading and spelling. It is also used as
an intervention strategy for any children not making expected progress. Reading schemes in use in school include
Oxford Reading Tree, All Aboard, Code X. Children also read library books from the School Library and books
about topics being studied.
Checking on progress
Teachers assess the children in class throughout each term. Progress reports to parents are made regularly
including at parents' conferences, and by a written report in the Summer Term. The Phonics Screening Check in
Year One and Standard Assessment Tasks (SATs) form part of the assessment processes during and at the end
of Key Stage One. Optional SATs are used to aid assessment at the end of Year Three and Year Four. Other
assessments for Reading, Spelling and Maths attainment and progress are also made.The children are encouraged
to assess their own efforts and achievements.
Achievements in academic, creative, sporting and social contexts are given recognition by a system of praise and
rewards, including “Star” awards and certificates and team points.
Extra-Curricular Activities
Children in Years Two, Three and Four have the opportunity to join our After-School Activities Club. The Club is
held on a Wednesday from 3pm – 4.15pm. A range of activities including Art, Gardening, Sports, Cookery and
Computers are organised for the children.
Weekly tuition for children from any year group in Guitar is provided by our peripatetic music teacher. Termly
fees are payable for those children wishing to play the guitar. A remission scheme for children on Free School
Meals or Looked After Children, is available.
Messy Monday Church Club runs each Monday from 3 – 4.15pm organised by St. Peter’s Church, Scremerston.
The club is open to all school-aged children.
A Parents’ and Toddlers’ Stay and Play session meets on Thursdays in the School Hall from 1.30pm – 3.00pm.
Out of School Hours specialist sports coaching courses are regularly available throughout the year.
Tea and Toast is available in the Community Room each Wednesday from 8.45-9.45am. This is run by members of
the local Church and is open to everyone.
A Craft and Cake group meets each Thursday, 1.30pm – 3pm, in the Community Room. All welcome.
Results of the National Curriculum Assessments of 7 year olds
in Scremerston First School
The results for the nineteen children in Year Two taking SATs in 2014 are detailed below.
Percentage at each level
Speaking and
Listening
Reading
Writing
Mathematics
Science
W
W
1
21
2
or above
79
0
0
0
0
0
3
37
5
10
10
5
95
90
90
95
71
16
11
32
represents pupils who are working towards level 1, but have not yet achieved the standard
needed for level 1.
Personal, Social and Health Education, (PSHE)
We aim to give the children the knowledge, skills and understanding they need to lead confident, healthy,
independent lives. As members of a class and school community and the local community, they learn social skills,
and have opportunities to show they can take some responsibility for themselves and their environment. They
take part in philosophical discussions and circle time activities which encourage reasoned debate and respect for
the opinions of others. We use the Social and Emotional Aspects of Learning (SEAL) programme as a framework
for our PSHE work.
Religious Education
We implement the Northumberland Agreed Syllabus for R.E., a copy of which is available in school. There are
daily acts of collective worship, at some of which visiting speakers are welcomed. Our children learn about the
main Christian Festivals and the life of Jesus. They are introduced to aspects of the major world religions, and
we aim to raise their awareness of moral and spiritual issues. Clergy from St. Peter’s Church, Scremerston
conduct some assemblies and we celebrate the children’s successes with a special Achievement Assembly every
Friday. We respect the right of parents to withdraw their children from R.E. lessons, or the daily act of
collective worship, and parents who wish to do so are asked to inform the Head Teacher. Pupils who are
withdrawn are supervised by a member of staff and given a variety of appropriate work to do.
Sex Education
Although no formal sex education is given, the children encounter ideas of human growth and development, during
their Health Education studies. These are incorporated into our Science curriculum. Work in PSHE aims to
raise self confidence and self esteem. We aim to provide the children with accurate knowledge and information
at a level appropriate to their age and understanding. We accept the right of parents to withdraw their children
from all, or part, of the Sex Education offered and parents who wish to do so are asked to inform the Head
Teacher.
Homework
The children are encouraged to take home their reading books daily, and parents are asked to hear them read as
often as possible. We expect the children to read daily, both in school and at home. Children are also set a
regular amount of literacy, numeracy and topic-related homework each week, some of which is accessed online via
NorTLE (Northumberland learning platform).
Health and Safety
These subjects are incorporated wherever possible into topic work. Safety awareness, including playing safely,
keeping oneself safe, E-safety and looking after our bodies, comprises much of this programme. A copy of our
Health and Safety policy is available for inspection in school. In partnership with the LEA, the Governing Body
recognises its responsibility to provide a secure, safe and healthy environment for teaching and support staff,
pupils, contractors and other visitors to the premises. The current system ensures controlled access from
outside the building while affording easy escape from inside. The school has received the National Healthy
Schools Award.
Special Educational Needs
We welcome children with Special Educational Needs, and like to work in partnership with parents in both
identifying needs and supporting learning. Within our school we try to include all SEN pupils in all the everyday
activities. If any parent has any concerns regarding their child, or suspects their child may have special
educational needs, they should feel free to discuss their worries in confidence. Our Special Needs policy is
available in school for parents' reference, and we implement the SEN Code of Practice. Over the last year the
school’s policy for special educational needs has been fully implemented. Pupils within our school are carefully
monitored and have individual records kept. We support children with special educational needs, including those
who are particularly able, gifted and/or talented, through a differentiated curriculum and/or an individual
education plan (I.E.P.). The support services listed below, are just some of the professionals who are able to
provide specialist help. The SEN co-ordinator, Mrs Helen Harrison, will be pleased to discuss individual areas of
concern with parents. As the school in on one level and has a ramp to the front and rear doors, wheelchair users
are easily admitted. There is a disabled toilet which is also wheelchair accessible
Support Services
School Nurse
Ms S. Goulden
Audio-metrician
Ms H. Glyde
School Dental Officer
Mr P. Wilson
Locality Inclusion Support Team which includes Educational Psychologist and Education Welfare
Officer.
Equal Opportunities
We are aware of the need to provide all pupils, whether able or disabled, with access to all areas of the school.
Teachers and Governors work with other agencies, as necessary, to assist the admission of disabled pupils. We
aim to ensure equality of opportunity in all areas of school life.
Our Equal Opportunities policy is available in
school for reference, on request to the Head Teacher.
Child Protection
The school operates a Child Protection Policy which ensures the Head Teacher is trained to implement child
protection procedures. All staff are aware of and alert to child protection issues. A copy of the policy is
available from the office on request. We are a safe school and provide a safe environment for children. Any
issues concerning child protection will be dealt with in line with LEA procedures.
Charging Policy
The school invites voluntary contributions from parents towards the cost of swimming lessons, and for occasional
educational visits and events, which are a desirable, but not essential, support to the curriculum.
Remissions Policy
Guitar lessons are offered to all children. These are provided by specialist instrumental teachers. A remission
scheme for children who are eligible to Free School Meals or Looked After Children, is available. Details are
available form the School Office.
SCHOOL RULES AND DISCIPLINE
Everyone in school is expected to observe the 7 Golden Rules: Be polite
Work hard
Be helpful
Be friendly
Be tidy
Be quiet
Be kind
We encourage good behaviour by a system of recognition and rewards.
Children are selected at the end of each week to take part in Achievement Assembly, in order that the rest of
the school may celebrate their achievements. Their names are displayed on our "Star Board" and they receive a
certificate to take home.
In the interest of health and safety, the children should also uphold the following rules:v
v
v
v
v
v
The children should not be on the school premises more than 10 minutes before school starts.
The children should not leave the premises without permission.
The children should not bring into school anything which may endanger themselves or others.
The children should either wear sandshoes, trainers or be bare-footed in P.E. lessons as appropriate.
The children should not wear jewellery, except for stud earrings for those children with pierced ears.
All personal property should be marked with the child's name.
A behaviour and discipline policy operates within the school. It outlines a code of acceptable behaviours and is
based on the Golden Rules, which all children are expected to observe. A copy of the policy is available for
inspection in school.
Parents are asked to note that the Local Educational Authority cannot accept responsibility for the loss or theft
of pupils' personal property.
When pupils are requested to bring sums of money to school, these should be in a named purse or envelope and
should be taken to the School Office at the earliest opportunity.
Clothing in School
We have an optional school uniform of white shirt or blouse, navy blue sweatshirts or jumpers, and navy blue or
grey dresses, skirts or trousers. In summer blue gingham dresses may be worn. Uniform items are available for
purchase from the school office and cost :Navy Sweatshirt with school logo
P.E. T-shirt with school logo
Small Reading Book Bag
£8.00 White Polo shirt with school logo
£ 7.70
£4.00 Navy splashproof fleece coat with logo £13.45
£4.00
Shorts, T-shirts (preferably in school colours – navy or black shorts and a white t-shirt) and sandshoes or
trainers are necessary for P.E. lessons. ALL ITEMS OF CLOTHING SHOULD BE NAMED. School strips are
provided for team matches.
School Meals
A two-course meal is cooked daily on the premises. Menus are designed to meet the nutritional requirements of
young children. Provision is made for those children who bring a packed lunch. Parents are welcome to sample a
school lunch, and observe the lunch-time arrangements. The cost at 1st September 2014 is £1.95 per day /
£9.75 per week. In addition, the school kitchen provides a Meals-on-Wheels service to senior citizens in the
village. Fruit and milk or water is served each morning at 10.30am. The children are given a piece of fruit. A ⅓
pint carton of milk may be purchased at a charge of approximately £10.00 per term for the milk.
Arrangements in case of Accident or Illness
In the event of a child becoming ill or having an accident at school the Head Teacher will need to contact parents
quickly. Parents are asked, therefore, to give the school the telephone number of an emergency contact in case
they cannot be reached.
Data Protection and School Health Service
For many years schools and the School Health and Dental Services have worked together to ensure that all
children in school are offered immunisation, health and dental surveillance, advice and support. To do this the
School Health and Dental Services need population databases – an up-to-date list of all children attending school.
These are used to provide programmes, including immunisation against tuberculosis (BCG) and meningitis C and
dental, hearing and vision screening. In response to changes in the Data Protection Act we are required to ensure
that parents know that the school gives your child’s name, address and date of birth to the School Health and
Dental Services for this purpose. If you do not want your child’s information given to the Health Service,
please advise the Headteacher in writing. This information is also held by the LEA (Local Education Authority),
QCA (Qualifications and Curriculum Authority) and the DfES (Department for Education and Skills). Please see
Appendix 1 or contact the Head Teacher if you require further details.
Please note that no immunisation or dental work is carried out without a signed consent form from the parent or
guardian.
Complaints
Any complaint that you may have concerning the school should be raised initially with the Head Teacher, unless it
is a complaint against him/her, in which case it will be investigated by the Chair of Governors. Complaints against
the Chair, or any member of the Governing Body, will be investigated by a Complaints Committee appointed by the
Governing Body.
Absences
Any absence from school should be notified immediately. The child should be provided with a note on return to
school, giving the reason for absence. Any parent wishing to take a child out of school during term time must
apply to the Head Teacher giving an explanation. It is at the Head Teacher’s discretion whether or not the
absence is authorised.
Attendance Data
The Educational (Pupils Attendance Record) Regulations of 1991 require that we publish details of absences for
the academic year 2013/2014. These figures are in accordance with the School Performance Information :
SIMs.
Authorised Absences
3.5%
Unauthorised Absences
0.1%
Total number of pupils authorised absence – 63
Total number of pupils unauthorised absence - 7
Information on Additional Activities
The Community Room within the Community Building is available for groups, courses and meetings during and after
school hours and during school holidays. Bookings can be arranged through the School Office.
The P.T.F.A. organises a variety of social events including parties, Christmas Market and the Summer Fair.
The Scremerston Carpet Bowls Club, a village organisation, meets in the school hall on Monday and Thursday
evenings, commencing at 7.00 pm. New members are always welcome.
Many other social and fund-raising events are enjoyed in school during the course of the year. We are grateful
to the teaching and support staff, P.T.F.A. and Governors for their hard work in this respect, and to the people
of the village for their tremendous support.
Parental Involvement
Parents are welcome to visit school at any time. We value parental involvement, either in relation to their own
child's education, or in relation to school activities and events in general.
News Letters keep parents informed of events in school.
The school has an active Parents', Teachers' and Friends Association, of which every parent is automatically a
member. Events organised by the P.T.F.A. may be social and/or fund-raising events. Money raised in this way is
of great benefit to the school, for example, in helping purchase various items of equipment and to support the
cost of educational visits.
In February we hold the Annual General Meeting of the P.T.F.A. when new committee members are elected.
The 2014/2015 P.T.F.A. Committee
Chairperson
Mrs. L. Jardine
Treasurer
Mr. P. Rogers
Secretary
-
Mrs H. Harrison
Data Protection Act
Schools, Local Education Authorities (LEAs), the Department for Education and Skills (DfES), the government
department which deals with education, the Qualifications and Curriculum Authority (QCA), Ofsted and the
Learning and Skills Council (LSC) all process information on pupils in order to run the education system, and in
doing so have to comply with the Data Protection Act 1998. This means, among other things, that the data held
about pupils must only be used for specific purposes allowed by law. We are therefore writing to tell you about
the types of data held, why that data is held, and to whom it may be passed on.
The School holds information on pupils in order to support their teaching and learning, to monitor and report on
their progress, to provide appropriate pastoral care, and to assess how well the school as a whole is doing. This
information includes contact details, National Curriculum assessment results, attendance information,
characteristics such as ethnic group, special educational needs and any relevant medical information. From time
to time we are required to pass on some of this data to LEAs, the DfES and to agencies, such as QCA, Ofsted
and LSC, that are prescribed by law.
The Local Education Authority uses information about pupils to carry out specific functions for which it is
responsible, such as the assessment of any special educational needs the pupil may have, to assist with the
provision of Home and School Transport, Admissions and Transfers etc. It also uses the information to derive
statistics to inform decisions on (for example) the funding of schools, and to assess the performance of schools
and set targets for them. The statistics are used in such a way that individual pupils cannot be identified from
them.
The Qualifications and Curriculum Authority uses information about pupils to administer the National Curriculum
tests and assessments for Key Stages One to Three. The results of these are passed on to DfES in order for it
to compile statistics on trends and patterns in levels of achievement. The QCA uses the information to evaluate
the effectiveness of the National Curriculum and the associated assessment arrangements, and to ensure that
these are continually improved.
Ofsted uses information about the progress and performance of pupils to help inspectors evaluate the work of
schools, to assist schools in their self-evaluation, and as part of Ofsted’s assessment of the effectiveness of
education initiatives and policy. Inspection reports do not identify individual pupils.
The Learning and Skills Council uses information about pupils for statistical purposes, to evaluate and develop
education policy and to monitor the performance of the education service as a whole. The statistics (including
those based on information provided by the QCA) are used in such a way that individual pupils cannot be
identified from them. On occasion information may be shared with other Government departments or agencies
strictly for statistical or research purposes only.
The Department for Education and Skills (DfES) uses information about pupils for research and statistical
purposes, inform, influence and improve education policy and to monitor the performance of the education service
as a whole. The DfES will feed back to LEAs and schools information about their pupils for a variety of purposes
that will include data checking exercises, use in self-evaluation analyses and where information is missing because
it was not passed on by a former school. The DfES will also provide Ofsted with pupil level data for use in school
inspection. Where relevant, pupil information may also be shared with post 16 learning institutions to minimise
the administration burden on application for a course and to aid the preparation of learning plans.
Pupil information may be matched with other data sources that the Department holds in order to model and
monitor pupils’ educational progression; and to provide comprehensive information back to LEAs and learning
institutions to support their day to day business. The DfES may also use contact details from these sources to
obtain samples for statistical surveys: these surveys may be carried out by research agencies working under
contract to the Department and participation in such surveys is usually voluntary. The Department may also
match data from these sources to data obtained from statistical surveys.
Pupil data may also be shared with other Government Departments and Agencies (including the Office for
National Statistics) for statistical or research purposes only. In all cases the matching will require that
individualised data is used in the processing operation, but that data will not be processed in such a way that it
supports measures or decisions relating to particular individuals or identifies individuals in any results. This data
sharing will be approved and controlled by the Department’s Chief Statistician.
The DfES may also disclose individual pupil information to independent researchers into the education
achievements of pupils who have a legitimate need for it for their research, but each case will be determined on
its merits and subject to the approval of the Department’s Chief Statistician.
Pupils, as data subjects, have certain rights under the Data Protection Act, including a general right of access to
personal data held on them, with parents exercising this right on their behalf if they are too young to do so
themselves. If you wish to access the personal data held about your child, then please contact the relevant
organisation in writing:
v the school at Scremerston First School, Scremerston, Berwick upon Tweed. TD15 2RB;
v The LEA’s Data Protection Officer at Northumberland County Council, County Hall, Morpeth. NE61
2EF;
v the QCA’s Data Protection Officer at QCA, 83 Piccadilly, LONDON. W1J 8QA;
v Ofsted’s Data Protection Officer at Alexandra House, 33 Kingsway, London. WC2B 6SE;
v LCS’s Data Protection Officer at Cheylesmore House, Quinton Road, Coventry, Warwickshire. CV1
2WT;
v The DfES’s Data Protection Officer at DfES, Caxton House, Tothill Street, LONDON. SW1H 9NA
In order to fulfil their responsibilities under the Act the organisation may, before responding to this request,
seek proof of the requestor’s identity and any further information required to locate the information requested.
Separately from the Data Protection Act, DfES regulations provide a pupil’s parent (regardless of the age of the
pupil) with the right to view, or to have a copy of, their child’s educational record at the school. If you wish to
exercise this right you should write to the school.
Last year parents gave the following reasons why they would
recommend this school.
Ø I would strongly recommend this school because of all of the above
statements and I feel that each child is seen as an individual and treated,
supported and encouraged as such.
Ø The school cares for the children as individuals. Staff know my child well
and she has been challenged with her learning.
Ø Scremerston School is a happy, safe place with good standards and a great
atmosphere. The staff are all approachable and take any concerns
seriously.
Ø I have recommended this school to others, it is such a lovely school and all
of the children seem very happy. I like that if your child is able to they
can learn at a higher level than the year they are in.
Ø It’s a lovely school and everyone is made to feel very welcome. Children are
well mannered and no child is excluded from anything. Children volunteer
for groups and sports and are not picked due to their ability.
Ø Scremerston School is a friendly environment for children to learn. I feel
that the school is supportive to both parents and children and feel
confident my child is well looked after.
Ø Scremerston is a friendly and caring school that encourages children to
develop to their best abilities.
RESULTS OF PARENT’S QUESTIONNAIRE, JULY 2014
1
My child is happy at school.
2
My child feels safe at this school.
3
My child is making good progress at this school.
4
This school ensures my child is well looked after.
5
My child is taught well at this school.
6
There is a good standard of behaviour at this school.
7
This school deals with any cases of bullying effectively.
8
This school helps me to support my child’s learning.
9
This school responds well to my concerns.
10
This school keeps me well informed.
11
This school is well led and managed
12
I would recommend this school to another parent.
Strongly
Agree %
Agree
%
88
88
75
88
75
75
63
75
88
63
88
88
12
12
25
12
25
12
37
25
12
37
12
12
Disagree
%
Strongly
disagree %
Scremerston
First
School
Schedule of School Holidays and Closures for the School Year 2015 - 2016
Holiday or occasion
for Closure
Date on which School
will Close
Date on which School
will Reassemble
Summer 2015
Friday 17 July 2015
Wednesday 2 September 2015
October Mid-Term 2015
Friday 23 October 2015
Monday 2 November 2015
Christmas/New Year 2015/2016
Friday 18 December 2015
Monday 4 January 2016
Spring Mid-Term 2016
Friday 12 February 2016
Monday 22 February 2016
Easter 2016
Thursday 24 March 2016
Monday 11 April 2016
MAY DAY
MONDAY 2 MAY 2016
Summer Mid-Term 2016
Friday 27 May 2016
Monday 6 June 2016
Summer 2016
Wednesday 20 July 2016
Monday 5 September 2016
There are five Teacher Training Dates to add to this list when school will be closed to children