Falkland Primary School Prospectus 2017 18 Falkland

Falkland Primary School Prospectus 2017 / 18 ‘Falkland Primary School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. ’ 1

Contents • Contents Page 2 • Contact Detail and Important Web Links Page 3 • Headteacher’s Welcome Page 4 • The Aims of the School Page 5 • The Location of the School Page 6 • The School Site Page 7 • Home-School Partnership Page 8 • The School Curriculum Page 9 • Beyond the Classroom Page 13 • Pupil Voice Page 15 • In Conclusion • School Organisation • Results and Targets Page 21 • Homework Policy Page 22 • Pupils with Special Educational Needs Page 23 • Able and More Able Pupils Page 24 • General Information Page 25 Additional Information Page 16 Page 17 2

Contact Details and Important Web Links Falkland Primary School, Andover Road, Wash Common, Newbury, RG 14 6 NU Phone: 01635 44949 E-mail: office@falkland. w-berks. sch. uk web address: http: //www. falklandprimaryschool. org. uk To view our latest Ofsted Report click below or go to: http: //www. ofsted. gov. uk/oxedu_providers/full/(urn)/109871 To view our School Profile click below or go to: http: //schoolsfinder. direct. gov. uk/8692140/school-profile West Berkshire Council, Council Offices, Market Street, Newbury, RG 14 5 LD ØPhone: 01635 42400 ØWeb address: www. westberks. gov. uk Safeguarding Designated Person Mrs Linda Wood – Head, if unavailable, Mrs Kavashni Bamfield – Deputy Head Either can be contacted via the school as above 3

Headteacher’s Welcome to our Prospectus. We hope that you will find it both informative and useful. Our mission is to establish a caring, learning community for everyone. A community which produces competent, confident and well rounded pupils suitably equipped to meet the challenges facing them in secondary school and beyond. As a Community School within the West Berkshire Education Authority, we provide education for Foundation Stage 2, Infant and Junior pupils aged from 4 - 11 years, at Key Stages 1 and 2 of the National Curriculum. It is our belief that the quality of the school's environment provides a strong foundation for the Curriculum and we set out to create for our pupils a safe, stimulating and exciting setting in which to learn. Falkland has a very effective and highly committed staff and governing body. Alongside our full-time staff, specialist staff help to develop the full potential of all our pupils. Parents are encouraged to have an active involvement in all aspects of school life. Such support, along with that of the local community, has ensured the continued development and success of the school. Over recent years our vision has resulted in a wider range of curricular and extra-curricular opportunities for children, improved facilities and higher staff-pupil ratios. We are proud of our school, we are always pleased to welcome visitors and will be very happy to show you round. If you have any questions please do not hesitate to contact us. Linda Wood Headteacher 4

The Aims of the School The Governing Body and Staff at Falkland School have a continuing commitment to excellence in leadership and teaching. It is our aim that all our pupils fulfil their potential educationally, spiritually, morally and personally in an environment which is happy, safe, and stimulating, and disciplined by: Providing a learning environment where each pupil can be fully motivated and absorb knowledge with an eager and enquiring mind. Instilling in our pupils a sense of self worth and self respect as well as sensitivity to the needs of others. Developing in our pupils the ability to listen and to communicate in a variety of ways appropriate to different occasions and purposes. Encouraging our pupils to develop a ‘critical eye’ enabling them to examine, record and draw conclusions from all aspects of life. Creating an environment where children can develop skills, attitudes and practical abilities to equip them for lifelong earning as well as for the challenges and opportunities of adulthood. Fostering in our pupils a sense of social awareness and responsibility for themselves, the wider community and the environment. Enabling our pupils, in a changing world, to be flexible and adaptable as individuals, as citizens and as co-operative members of a group. 5

The Location of the School Falkland Primary School is situated in an area of historical importance to the south west of Newbury, known as Wash Common. The First Battle of Newbury took place nearby and the local street names reflect this. Our school is named after the 2 nd Viscount Falkland, Lucius Cary, who died in the 1 st Battle of Newbury in 1643. 6

The School Site The main school building was opened in 1969. The main school contains pairs of classrooms in Reception, Year 1 and Y 2 classes. Cloakrooms and toilet facilities lie between each pair of classrooms. Most classrooms have a specific outer work area for practical or small group activities or for individual work. Years 3 to 6 are taught adjacent to the main building in modular units added in 1992 and 1999. Central to all the classrooms is the Library, Resources Room, Learning Support Unit and the ICT Suite. The School Hall serves as a multi-purpose area for assemblies, drama and school lunches and also serves as a gymnasium with portable and fixed equipment. We have a Sports Hall, built in 2011, which gives us greater scope for indoor sport and group activities. Outdoors, there are separate Reception, Infant and Junior playgrounds as well as an extensive grassed playing field providing valuable areas for activities and play. Our entrance area was extended in 2007 to include a large reception area, improved offices, new toilets and a dedicated medical room. 7

Home-School Partnership At Falkland School, we pride ourselves on creating and maintaining a strong partnership between home and school, to the benefit of all children in our care. As part of this partnership, we ask parents to observe such formalities as ensuring their child's punctual arrival at school, smartly dressed in school uniform and properly equipped for the day. In the interests of a well-ordered learning environment, the staff set and encourage high standards of behaviour among the pupils and aim to act as would a careful and reasonable parent. At Falkland, we see homework as a consolidation of the partnership between home and school, which both involves parents in their child's learning and extends it beyond what is achieved in the classroom. The School uses a number of assessment procedures, both formal and informal, in order to build up a detailed profile of each pupil. Progress and levels of attainment are regularly monitored, assessed and recorded. Such records form the basis of our Annual Report to Parents as well as for discussion at Parent-teacher Evenings. As a formal statement of our partnership, we have a Home-School Agreement. This document is a national statutory requirement for all schools and is reviewed annually by the School Governors. We ask all parents to read and sign the agreement and Key stage 2 pupils to do likewise at the beginning of Years 3 and 5. Falkland School has an enviable reputation for fund-raising, mainly through the Falkland School Association. This is an informal body made up of parents, staff and friends of the school. All parents of children at Falkland automatically become members and are invited to an annual open meeting at which a co-ordinating group is formed. This group organises a wide range of fund-raising and social events throughout the year which contribute much to the life of the School. All money raised is overseen by the Falkland School Charitable Trust (1076433), who work closely with the School Association, Governors and Staff to ensure that all money raised goes directly to the purchase of educational resources that will be of maximum benefit to all our children. 8

The School Curriculum The Main Curriculum. It is the aim of the School to provide all our pupils with a broad and balanced curriculum, which is differentiated to cater for individual needs and is organised and taught within the framework of the National Curriculum. Our Early Years classes are taught using the Early Years Foundation Stage Curriculum. Ten subjects are identified in the National Curriculum as relating to Primary Schools and all of these are taught in each of the Year Groups 1 - 6. They are: English Mathematics Science Information & Communication Technology Design & Technology History Geography Art & Design Music Physical Education 9

We use the National Literacy Strategy as a basis for the teaching of English. It is our aim that pupils should develop their skills in speaking, listening, reading and writing, enabling them to express themselves creatively and communicate with others effectively. Pupils are encouraged to read widely and our Library uses a simple, graded, colour-coded system for all reading books used throughout the School. Our great variety of fiction and non-fiction books provides extension materials for the development of vital reading skills as well as supporting topic-based work across the curriculum. Mathematics is chiefly taught using the national Numeracy Strategy. Our aim is to enable our pupils to be competent in all basic number skills with an emphasis on developing good mental arithmetic strategies. This will enable them to understand mathematical concepts, solve problems and apply logical thought and reasoning in abstract ways. Specialist topics are the principal means for the teaching of Science. These may be integrated with other curricular elements and usually last for a full or half a term. Opportunities are given for pupils to develop scientific methods of investigation involving skills such as observing, classifying, testing recording and evaluating. The knowledge, skills, concepts and attitudes associated with History and Geography are taught using topics and environmental studies. Elements of Design and Technology, as well as other relevant subject areas, may be incorporated into such cross-curricular work. Information and Communication Technology skills are taught by practical use of a wide range of ICT tools. Pupils are encouraged to use these independently and with initiative to explore, analyse, exchange and present information in ways that will enable them to participate fully in an increasingly technological world. 10

In Art and Design, our aim is that pupils learn not only how to express themselves through colour, texture, form and pattern but also to understand, compare, discuss and appreciate the visual arts. The teaching of Music involves pupils in a variety of activities such as listening to music, singing, playing instruments and composing. They are also taught to explore, select, organise and combine musical ideas and gain valuable teamwork experience. Physical Education provides our pupils with the opportunity to develop their skills in a wide variety of Dance, Gym and Sports Activities. However, it is our aim that alongside these, they should also learn other skills such as evaluating performance, working as a team and understanding both how the body works and the lifelong benefits of regular exercise. At Falkland, each member of the teaching staff is also a Subject co-ordinator, with responsibility for one or more of the ten subject areas, as well as for Religious Education and Personal, Social & Health Education (PSHE). Religious Education is provided in accordance with the agreed syllabus adopted by West Berkshire Council. Our collective acts of worship are an integral part of School life and although Falkland is non-denominational, our assemblies are broadly Christian in character. Our aim, nonetheless, is to make pupils aware of a wide range of faiths and cultures. Parents may, if they wish, request that their child be withdrawn from all or part of the religious education and collective worship provided by the School. 11

Our aim in teaching Personal, Social & Health Education is to give pupils the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active and responsible members of the community. Citizenship is also included in this area of study and pupils may take part in topical discussions and learn about such diverse issues as democracy, the environment and the media. Some of this work may be integrated across the curriculum. Sex Education is included in the PSHE programme and is taught in appropriate contexts and at suitable times in the pupils’ school careers. The School aims to support the home and to promote good understanding as well as healthy and moral attitudes. (Parents may request the withdrawal of their children from all or part of the sex education provided except that which is require as part of National Curriculum science. ) Children with Special Educational Needs have full access to National Curriculum but may also be withdrawn from classes at times for support to be given. Such pupils are closely monitored and there are strong links between home and School, as well as with other professionals, when required. Where a child has a Statement of Educational Needs or an Education, Health and Care Plan, support may be given in a variety of ways, either in the classroom, the Learning Support area, in a group or on a one-to-one basis. The School also has an ‘Able Child’ policy, which seeks first to identify such pupils and to offer them sustained challenges leading to high achievements. This may be done in a number of ways, such as through giving extension and project work, varying teaching styles and resources, and setting by ability for particular subjects at Key Stage 2. In all cases pupils are closely monitored, supported and encouraged. 12

Beyond the Classroom In keeping with the aims of the School, we place a strong emphasis on offering our children opportunities throughout their time at Falkland to enable them to develop as enthusiastic, independent and caring individuals. With this in mind, our very committed members of staff offer a wide range of clubs and activities at lunchtimes and after school, sometimes aided by parents and governors. We aim to accommodate as many pupils as possible across the Key Stages. Recent activities offered include drama, arts and crafts, knitting, netball, football, tag rugby, athletics, dance, judo and tennis. Some of these clubs may involve competitions or activities with other local schools. Music also plays an important part in our activities. All pupils will be involved in group singing assemblies and have the opportunity to be part of a production during the academic year. Tuition in small groups on such diverse instruments as violin, cello, brass, woodwind, guitar, keyboard and drums is available under Berkshire Maestros. With regard to other areas of the Arts, our pupils, are, at various times, taken on cultural visits as well as concerts. There also opportunities for them to collaborate with other local schools and to experience a range of cultures through the media of dance, theatre and craft from specialist visiting groups and individuals. We are also able to offer a number of different sports as extra-curricular activities and our teams regularly take part in inter-school and district events in athletics, tennis, cricket, netball, football, tag rugby and swimming. 13

…. . and there’s more! The School encourages a range of environmental studies and outdoor pursuits , much of which is related to our residential education programme in Years 4, 5 and 6. Year 4 have visited Oxenwood Outdoor Education Centre near Marlborough for an overnight stay in the summer term. Year 5 stay for two nights at Ufton Court as part of their ‘Vikings’ study. Year 6 have a week long visit to the Rhos-y-Gwaliau Outdoor Education Centre in North Wales where they take part in a variety of activities such as canoeing, hill walking and orienteering as well as their environmental studies. In our experience, this is an excellent way for our most senior pupils to develop their personal and social awareness as well as their independence in preparation for life at secondary school. At Falkland, we value our place as part of the local community and have strong links with it at many levels, including involvement with St. George’s Church, the local Guiding and Scouting movements and the local pre-school groups. Furthermore, our membership of West Berkshire Education Business Partnership benefits our pupils at all levels. We are also active in raising funds and resources for a number of charities at local, national and international levels. We believe very strongly that it is never too early to encourage children to see themselves as part of a wider community and are unfailingly impressed by their response. 14

Pupil Voice School Council Our pupils at Falkland have the opportunity to be elected onto the School Council and help implement ideas raised by other pupils. Regular meetings and fundraising events result in a dynamic area of pupil involvement. Recent successes include extra seating for the playgrounds. Playground Squad Our pupils at Falkland have the opportunity to become a member of the Playground Squad and help pupils join in games and make friends. They monitor the ‘Buddy Stops’ and look out for pupils needing help in the playground. Eco-Squad Our pupils at Falkland have the opportunity to become a member of the Eco-Squad and help promote a greener environment. They ensure lights and equipment are switched off when not in use. They are monitoring the energy use in school and ways to conserve energy and save money. Their efforts have resulted in us being awarded a Bronze Eco award and they are now working towards their Silver award. As these areas of ‘Pupil Voice’ develop we hope to see all groups working together to enhance provision and give pupils a sense of ownership. 15

In Conclusion The information contained in this prospectus is correct at the time of publication but parents cannot assume that certain particulars will not be subject to change. Any parent who wishes to obtain further information on matters such as a specific School policy, previous Ofsted Report or LA and government regulations concerning education should contact the School. Furthermore, should you have a concern or complaint at any time, please contact an appropriate member of staff or the Chair of Governors. A copy of the LA complaints procedure is also available from the School. It is our belief that a well-informed body of parents is a vital part of a happy and well-run school and we will always be pleased to respond to your requests and comments. The Headteacher, Governors and Staff of Falkland School hope that you have enjoyed reading this prospectus and found the information contained in it to be of use. Should you have any questions about an aspect of the prospectus, a particular area of school life or your child’s education in general, then please do not hesitate to contact us. 16

Chair of Governors - Mrs Emily Langdon Headteacher -Mrs Linda Wood Deputy Headteacher – Mrs Kavashni Bamfield ORGANISATION AND STAFFING 2017/2018 From September 2018 there will be approximately 453 pupils on roll. Pupils are organised into 15 classes based on 4 Teams. Reception R Avon – Mr B Jones R Kennet - Mrs A Barlow and Mrs E Hancock Year 1 1 Avon – Miss S Curtis and Mrs E Patton 1 Kennet - Miss R Cook Year 2 2 Avon – Miss F Duff 2 Kennet - Miss S Sale Year 3 3 Avon – Miss R Green 3 Kennet - Miss B Hensman Year 4 4 Avon – Miss J Shepherd 4 Kennet – Miss A Corfield 4 Lambourn - Miss K Collins Year 5 5 Avon – Mrs V Brambley 5 Kennet - Mrs L Hassett and Mrs S Skuse Year 6 6 Avon – Mrs D Prentice and Mrs E Noyce 6 Kennet – Mrs C Abernethy 17

SPECIALIST STAFF Mrs L Dove is our SENCo supporting pupils with special educational needs. She is assisted by SENTA Mrs L Rudd. A range of TA’s (Teaching Assistants) support pupils at both Key Stage 1 (Infants) and Key Stage 2 (Juniors). Other key staff include: Mrs Alison Pontin Finance Officer Mrs Carol Hawkins School Business Manager Mrs Lisa Davey Administration Officer Mrs Alison Atkinson Administration Assistant Mrs Annette Evans Administration Assistant Mrs Gail Rodd School Nurse Mrs Alex Brown Librarian Mr Ian Banister Site Controller 18

TIME OF SCHOOL SESSIONS Reception Infants Lower Juniors Upper Juniors Morning session 9. 00 am - 11. 50 am Afternoon session 1. 00 pm - 3. 15 pm Morning session 9. 00 am - 12. 00 pm Afternoon session 1. 00 pm - 3. 15 pm Morning session 9. 00 am - 12. 15 pm Afternoon session 1. 15 pm - 3. 15 pm Morning session 9. 00 am - 12. 30 pm Afternoon session 1. 30 pm - 3. 15 pm ATTENDANCE The total number of pupils of compulsory school age on roll for at least one session during the reporting period up to and including 23. 7. 2017 - 458 The percentage of half days (sessions) missed through: authorised absence – 3. 20% unauthorised absence – 0. 10% RELIGIOUS EDUCATION AND SEX AND RELATIONSHIPS EDUCATION In line with Df. E policy, parents are reminded that they can withdraw their children from all or part of the religious education and collective worship provided by the school as well as sex and relationships education. Alternate and suitable provision will be discussed and arranged with parents as appropriate. Copies of policies for each of these areas of the curriculum are available from the school. OTHER MATTERS Details of the dates of school holidays, our charging and remissions policy, information related to policies and schemes of work, recent Ofsted reports and arrangements for dealing with formal complaints can be obtained from our website, the school office or direct from the Headteacher. If at any time you have an enquiry about your child’s education or aspect of school life please do not hesitate to contact us. 19

HOMEWORK POLICY – the full policy is available on the school website – Public- About Us – School Policies We believe that homework should develop an effective partnership between school, parents and other carers in pursing the aims of the school. It is our policy that throughout the school homework should be used to: consolidate and reinforce skills and understanding, particularly in numeracy and literacy; extend school learning, for example through 15 minutes daily additional reading; exploit resources for leaning, of all kinds, at home; encourage pupils as they get older to develop the confidence and self discipline needed to study on their own, and prepare them for the requirements of secondary school (for example, through researching information relating to work on a particular theme or topic; such as a homework challenge); enable the development of social skills as well as other skills through the preparation of presentations. The school will ensure that: children are provided with a home/school diary at Key Stage 2 for daily use; children in Key Stage 1 will be provided with explanatory notes for home support; activities are manageable for teachers, pupils and parents; regular reading, spelling and number work activities are provided; parents/carers will be informed of the patterns of homework in a newsletter; the purpose of the activity will be communicated; children with particular learning needs will be catered for as appropriate; homework activities are responded to and diaries checked by staff; there will be a consistent pattern appropriate to the set, year group etc; We expect parents/carers to provide their children with: a suitable place to carry out work or activities; some time to complete the activity; appropriate support depending on the age of the child and the activity; to sign their child’s home/school diary on a weekly basis. We believe that the activities set and the way they are planned to support learning is more important than the precise amount of time spent on homework. In this way we aim to give all pupils plenty of opportunity to develop their skills and understanding. 20

PUPILS WITH SPECIAL EDUCATIONAL NEEDS The school has the view that all children are special and that each has their own individual needs. For those pupils with specific difficulties, an Education, Health and Care Plan is drawn up by the Local Education Authority and a specific grant is provided to support those needs. Those children who are identified as having special educational needs through the baseline assessment entry to the school (the Surrey Screening Profile) are monitored closely by their class teacher who will provide extra support where necessary on the advice of the Special Needs Co-ordinator (SENCo). At the beginning of Year 2, those who have not made the expected progress are given extra support in small groups with the SENCo, SENTA or a trained TA in an appropriate setting. Through other on-going assessments or by teacher referral, children are placed on a staged support system in line with the Educational Needs Code of Practice. This may mean they receive additional in-class support, additional resources or work in a small group. If necessary, a referral will be made for further support or assessment. This further assessment may involve the work of a teacher from the Learning Support Service, and Educational Psychologist, Speech and Language Therapist or one of many other specialists. A close system of monitoring progress for these pupils is provided through termly review meetings with class teachers. A child’s parents is also involved in the monitoring and evaluation of the process. Specific resources are purchased to support individuals and groups of pupils and are kept within the Support Base, to be used as appropriate within the Base and throughout the school. The use of regular pupil assessments provides a basis for monitoring all pupils. Staff review meetings and regular updates to Governors enable the schools staff to monitor the effectiveness of the SEN (Special Education Needs) provision. There have no significant changes made to the Governing Body’s SEN Policy this year. Following the issue of the revised SEN Code of Practice and supporting SEN Regulations a review of the existing Policy will be completed. School policy also embraces the recommendations included within the Df. E Inclusive School Policy and the LEA Handbook for Special Educational Needs. There is also a designated Governor with responsibility for Special Needs. 21

ABLE AND MORE ABLE PUPILS - the full Gifted and Talented Policy is available on the school website – Public-About Us-School Policies It is recognised that approximately 20% - 30% of a school cohort will be identified as “Able” in any one subject area, 5% - 10% of a school cohort will be identified as “More Able” and 2% nationally will be identified as “Exceptionally Able”. As a school we recognise that breadth of provision and experience creates opportunities for talents and abilities to emerge and be recognised. We endeavour to create additional opportunities and enriching experiences for all children to provide a broad and balanced curriculum. All children benefit from this and it also enables staff to identify children who may excel in these areas. Like all learners, Able and More Able pupils need frequent opportunities to apply their skills and understanding, and to develop their knowledge, within a secure and flexible learning environment. The teachers will take abilities and needs into account when planning lessons. Most needs will be met within the classroom through differentiation. Teachers will also make use of the different strategies recognised as being useful for Able and More Able children. We will try to make productive use of your child’s abilities: celebrating their successes as we do with all children and encouraging them to share with others their talents and gifts. There may also sometimes be enrichment opportunities (additional activities that develop the breadth or depth of their studies) within school. On these occasions your child may work with similar ability children, not necessarily within their own year group. Your child may also be given opportunities to take advantage of local and regional initiatives and events to encourage the development of their abilities. Provision for “Able”, “More Able” or “Exceptionally Able” pupils will be reviewed twice yearly via discussions between the class teacher and the more able co-ordinator. Where necessary these discussions may involve the head teacher, parents, mentors and representatives from outside agencies. The views of children concerned will be taken into account during this regular review cycle either by questionnaire or by informal discussion with the class teacher or more able co-ordinator. Moderation and monitoring the registers will take place during these reviews to ensure that it encompasses all pupils who have abilities and talents well above those found normally within the school and it broadly reflects the school’s social and economic composition, gender and ethnicity. 22

GENERAL INFORMATION CAR PARKING…………PLEASE NOTE: In the interest of safety the Governors ask all parents to implement the following guidance when delivering or collecting children: - do not park on the school driveway; - do not use the driveway to drop off or pick up children; - please note that the car park is for staff and visitor use only. The gates are closed at all times to safeguard our pupils, staff and property. When using the St George’s facilities: - only use the marked spaces; accompany children to the footpath; be aware and considerate towards other vehicles and pedestrians; if the car park is full, do not block other vehicles, seek alternate parking but please park with respect for our neighbours. Where at all possible we advocate families walking to and from school and have made the rear entrance of the school available to reduce the number of cars using the Andover Road and increase the physical health and independence of our pupils. The gate opens at 8. 30 am and closes at 4. 00 pm. 23