2011-2012 Prospectus Website

7/31/2019 2011-2012 Prospectus Website

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Jesmond Gardens

Primary School

Prospectus 2011-2012


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Jesmond Gardens Primary School Prospectus2011-2012

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Contents

Page1-2 Contents Page3 School information4 Welcome from the Headteacher5 Introduction5 Values Promoted at Jesmond Gardens Primary School6 School Governors7 School Staff8 Session Times8 Teaching Time Key Stage 19 Teaching Time Key Stage 29 Visiting Arrangements

10-12 Organisation and the National Curriculum13 Teaching Arrangements Key stage 213 Teaching Arrangements Key stage 113 Pupils with Special Educational Needs14 Inclusion14 Admission and Access for pupils with disabilities14 Homework14 How the school provides for children who are gifted and talented15 Assessment15 Standard Assessment Tests (SATs)15 Extra curricular activities

15 Racial Equality15 Religious Affiliation16 Religious Education Policy16 Sex Education17 Care of Children17 If your child is ill or has an accident18 Behaviour and Discipline19 Against Bullying20 Dress and Appearance20 Money and other Valuables20 Lunchtimes

21 Lunchtimes (cont)22 Attendance22 Holidays23 Withdrawing your child from school23 Admissions to Jesmond Gardens School24 How can we help each other25 Charging Policy25 The school Fund25 Child Protection

26-7 Friends of Jesmond Gardens Primary School27 Services from which the school benefits

27 Complaints Procedure28 Documents Available28 Disclaimer


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28 Date of issue29 Appendix A Absences29 Appendix B School Holiday 2011/201230 Appendix C Targets

31 Appendix D School and National Results for Key Stage 2 201032 School and National Results for Key Stage 1 2010

33-5 Appendix E The authoritys current policy in relation to charging and remissionof school activities.


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Jesmond Gardens Primary School

School Prospectus 2011-2012

Address: Jesmond Gardens Primary SchoolPercy Street,Hartlepool,TS24 8PJ

Telephone: 01429 274672

Fax: 01429 274672

e-mail: [email protected]

Website www.jesmondgardens.com

Headteacher: Mrs. Jane Loomes

Chair of the Governing Body: Mr. John Ibbotson

Type of School: The school is a Community Co-educational Day School catering forchildren aged 4 11 years.


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Dear Parents/Carers,

Welcome to Jesmond Gardens Primary School.

We are very excited and pleased that we moving in September from Jesmond Road Primary School toJesmond Gardens Primary School. We are very proud of what this new school building will provide for ourchildren. The environment, provision of ICT and the exciting and innovative way in which we can helpchildren learn is unique. No other school in Britain is designed in the way that our new school is. Thisapproach will maximise the safety and well being of your children as well as providing the support each childneeds in order to grow as people and respond to the ever-changing requirements of our society. We hopethat your child will have a happy and successful time with us and that over time we can develop a strongpartnership and friendship with you for the benefit of your child.

This brochure tries to answer as many questions as possible but it can only provide a brief snapshot. Inaddition many aspects are new due to the transfer to the new building. Please do not hesitate to contact anyof the staff or myself if you have any questions regarding the school. If you wish you can email me anyquestions you have at [email protected] where I will guarantee you a replywithin a few days.

I look forward to meeting you and working with you and your child in the future.

Yours Sincerely,

Jane Loomes Headteacher

On behalf of the Governors and Staff of Jesmond Gardens Primary School


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IntroductionThis prospectus is designed to give you all the information you need to ensure that your child gets the bestout of what we offer.

We think you have made a wise choice in choosing Jesmond Gardens Primary School as the place for yourchild to learn. We accept this great responsibility and are pleased to inform you of our aims.

We want these things for your child:

A broad and balanced curriculum, which challenges and stretches each individual at his or her ownlevel.

The best quality teaching.

A safe and orderly school environment in which children feel secure.

Achieving these aims is impossible without your help and support. This prospectus will give you some ideasof how best to do this. We recognise that partnership works both ways. So, if there is anything we can do orany information that you need please come into school. We are normally available to help immediately beforeand after school.

Values promoted at Jesmond Gardens Primary SchoolThe core activities of Jesmond Gardens Primary School are learning and teaching.

We are committed to maximising the educational opportunities of all children within the school and beyond.

This will be achieved by:

Providing each child with access to a relevant and challenging curriculum, which includes citizenship andan appreciation of the world around them

Supporting the social development of every child and to ensure they have the potential to be responsibleadults

Offering high quality learning and teaching which is suited to the needs of each child.

Ensuring a safe, orderly, and attractive learning environment.

Promoting high standards of conduct and behaviour and encouraging personal responsibility.

This school presents itself as a school at the centre of the community it serves and is committed toworking in partnership with families and agencies that hold a stake in our success.


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The school GovernorsSchool Governors meet regularly to review the work of the school and to set school policy. Mr John Ibbotsonis the current Chair of the Governing Body with Mr. Mike Ward as Vice Chair; both can be contacted via the

school. The clerk to the Governing Body can be contacted at Governing Body Services at the Civic Centre,Hartlepool.

Governor Designation Term of Office ends

VacantParentGovernor

Miss R. RobinsonParentGovernor

15/11/2014

Mrs. M. MayesParentGovernor

27/10/2012

Mrs A. Kelly ParentGovernor

15/11/2014

Mr. P. BarkleyParentGovernor

23/07/2013

VacantParentGovernor

Mrs. B. WatsonL.A.representative

21/05/2012

Mr. M. WardL.A.representative

05/02/2014

Mr. K. GardnerLArepresentative 09/12/2014

Mrs. S. SaintLArepresentative

12/01/2013

Mrs. H. ODriscollCommunityGovernor

16/03/2013

Mr. J. IbbotsonCommunityGovernor

25/06/2014

Mr. N. PhillipsCommunityGovernor

09/03/2015

Mrs. I GreenCommunity

Governor04/06/2014

Mrs J. MelroseStaffGovernor

28/09/2014

Mr. P. MartindaleStaffGovernor

15/11/2014

Mrs R. BrownStaffGovernor

14/10/2013

Mrs. J. Loomes Headteacher

The school needscommitted and enthusiasticparents to act as Governors. Training isprovided to all governors to help themperform their duties well and the only

qualifications needed are a desire to make adifference and common sense.

The role takes up four to five evenings eachterm.

If you want to make a difference or getadditional information please see Mrs.

Loomes at school


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The School StaffThis school is staffed by highly qualified professionals who are committed to offering your child the bestpossible education.

The school also ensures that teachers and other professionals are able to update their skills by attending awide range of training activities in and out of school.

The staff for the year 2010/2011 is:

Headteacher Mrs. J. Loomes

Deputy Headteacher Mr. P. Martindale

Leadership Team Mrs. C. RobsonMrs. K. Lowe

Mrs. M. ScottMrs. J. Khelifi

Teaching staff Mrs. R. BrownMiss. N. LeeMrs. L. DochertyMrs. J. StuartMrs. E. HansonMiss J. Collins

Miss. V. WhittakerMrs. R. NicholsonMrs. S. DixonMiss C. WilsonMiss A. WilsonMiss. L. Munro

Teaching Assistants Miss S. DringMrs. M. ProudlockMiss C. CookeMiss N. TaylorMrs. D. Gardner

Mrs. E. Hanson

Mrs. L. HildrethMrs. J. MelroseMrs. N. RooneyMs. D. FeltonMrs. M. Hare

Mrs. J. MelroseSocial Inclusion Mrs. C. Huskisson

Parent Support Advisor Ms. J. HannonSite Manager Mr. D. Hoggarth

School Administration Mrs. A. Beuster Mrs. E. Grylls

In addition the school has nine supervisors whose task is to ensure children have a safe and happylunchtime.


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Session TimesNursery Morning Session 8:45 a.m. 11:45 a.m.

Afternoon Session 12:15 p.m. 3:15 p.m.Reception Morning Session 8:45 a.m. 11:45 a.m.

Afternoon Session 12:15 p.m. 3:15 p.m.

Key Stage 1 Morning 8:50 a.m. 12:00pm.Afternoon 1:00 p.m. 3:10 p.m.

Year 3 and 4 Morning 8:50 a.m. 12:15 p.m.Afternoon 1:15 p.m. 3:15 p.m.

Year 5 and 6 Morning 8:50 a.m. 12:30 p.m.Afternoon 1:30p.m. 3:15 p.m.

(There is one fifteen minute break in the morning)

We like children to be punctual for all sessions and with their attendance. Please try to arrange for them toarrive at school about five minutes before the start of each session. In the mornings there is no one on duty inthe playground before 8:40am; therefore his or her safety is your responsibility. In years 2 to 6 we requestthat children arrive just before 8:40am as these children come straight into school and work on a mentalmaths programme for 10 minutes before school officially starts.

If by some chance you are going to be late, please phone or send a note better a few minutes late thanmiss the complete morning!

At the end of the morning or afternoon sessions, please collect your children from the school playgrounds. Inaddition, our aim is for your children to become as independent as possible in organising themselves andtheir belongings at the end of the day.

Teaching Time

Key Stage 1

Weekly Hours Hours Minutes

Children in school 26 40

Breaks 01 15

Registration 00 50

Assembly 01 40

Teaching Time 22 55


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Key Stage 2

Weekly Hours Hours Minutes

Children in school 27 05

Breaks 01 15

Registration 00 50

Assembly 01 40

Teaching Time 23 20

Visiting ArrangementsAll parents are invited to visit the school in the term before their children start for a full introductory meeting.However visits to the school by prospective parents and children are welcomed at any time, please phone foran appointment. The school operates an open door policy, which means that within reason parents are ableto speak to staff without unnecessary delay. Parents evenings are held twice a year.


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The curriculum

Lessons in school are developed around the National Curriculum. Teaching in Literacy and Numeracy isorganised into units, as set out by the Governments National Strategies. Lessons in the other subjects,where appropriate, are organised into contexts or topics. This combination is intended to provide achallenging and stimulating curriculum which gives children both a purpose for learning and hopefully, instillsa love of learning itself. Ofsted mentioned our curriculum approach in its letter to pupils after its most recentvisit:

We think that teaching is good and so is the curriculum, particularly the new topics you use. We were veryimpressed with the grace you showed when you were learning the foxtrot. (Ofsted Report, letter to pupils,January 2010).

The school is also indebted to a variety of curriculum partners who make the curriculum more enriching andengaging. Local businesses, for example, provide evening wear for the boys attending the Blackout Ball, the

local authority support us to maintain standards such as Healthy Schools and Eco-school status, while wework in partnership with other schools to bring an international context to our curriculum.

Basic skills in Speaking and Listening, Reading and Writing are taught through Literacy units. Thesegenerally follow a style of writing, such as recounts of a previous school visit, stories from other cultures andso on. They are supplemented by phonics lessons and enrichment opportunities which allows pupils toshow-off their literacy skills in other areas of the curriculum. All children are encouraged, on a daily basis, totake home books from the reading programme. Reading with and to your child is an invaluable activity andwe would encourage parents to make time available each day to spend with their children reading. Anyonewho would like advice on how to make best use of this time should contact teachers who will be pleased tohelp.

Numeracy is taught in a similar manner; it is based around blocks of work such as Counting, Partitioning andCalculating, Handling data and measures etc. Many opportunities are taken to make maths real. Problemsolving plays a big part in the curriculum, and the school gets involved in many different initiatives such asMoney Week. Details of events like this are always in the newsletters with ideas of how you can support.

Also, your childs class teacher can help with any queries regarding maths lessons you may have - lots of themethods have changed a lot since us adults were schoolchildren! One final point about maths, from Year 3onwards, children come into school ten minutes early each day to practice their mental maths skills. This issomething they really enjoy (particularly each Friday in celebration assembly - more on that later) and helpsthe children retain everyday facts such as the number of centimetres in a metre, the number of degrees in aright angle or the number of days in a particular month for example.

Many Science lessons are taught as part of the topics used in school. Year 1/2 pupils learn about theconditions for growth and plants within the topic Little Green Fingers, while in the Y3/4 topic Oh, I do like tobe beside the seaside... the children investigate different habitats and the creatures which can be found inthem, as well as the life cycles that exist there. In Years 5 and 6 topics range from the study of micro-organisms, to the study of animals, and how they are suited to their environment. Where a unit of workdoesnt fit with any particular topic, then Science is taught through traditional, stand alone lessons.

The use ofICT is widespread throughout the curriculum. Usually, skills are taught in a discrete lesson, thenchildren are given many opportunities to practice and develop these skills within other subjects. During theirtime at Jesmond Gardens, pupils will work with a range of devices and programs; they will be able to control

and program simple devices such as a Roamer, use digital cameras and video recorders to capture sounds,images and videos. They will be able to do things like use graphics software, using Google Sketch Up in Y5/6to design settlements in History, or design their own web-pages to advertise truffles in Y3/4. They will createtables and charts to support their work in maths lessons, and create story-boards using Comic Life to support


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Literacy. Children also have access to the latest handheld devices to personalise and support their learning;this could range from voting devices used as a whole class, to ipods which they can use to learn on theirown.

History and Geography are usually found within a particular topic. In Y1/2 for example, children begin tounderstand the past, present and future within the topic Back and to the future by making their own familytrees. In the topic International Rescue they learn about the past through studying Florence Nightingale andMary Secole. In Land Ahoy, children develop their Geography skills by looking at, and creating maps of theirown. In Y3/4, Geography skills are developed through the topic A taste of India, where children comparesimilarities and differences between the country and ours, and through Oh, I do like to be beside theseaside...which looks at Hartlepool as a port and how it is changing to become a tourist attraction. Y5/6extend their Geography skills through Our Fragile Earth, where they look at the evidence for and againstGlobal Warming, and the effect climate change is having on our planet. After studying Egyptians in Y3/4,children learn about life in Britain under various Invaders, before celebrating learning about life during WW2through the topic Who do you think you are kidding Mr Hitler? which culminates with a much-loved Blackout

Ball.

Opportunities in Art and DT, as with History and Geography above, are a fundamental part of our topics.Some examples include: In the Y1/2 topic Back and to the future, children plan, make and evaluate theirown dinosaur parks. In Little Green Fingers, children paint and print with different fruit and vegetables, whilein Land Ahoy, the children create sea pictures after looking at different artists who have used the sea astheir stimulus. In Y3/4 Diwali pots and candles are made in the Taste of India topic, while packages aredesigned and made to complement the chocolate truffles made in the Food Glorious Foodtopic (these arethen sold at the Christmas Fayre as an enterprise project... and are usually sold out in minutes!). In Y5/6 theuse of photography is investigated as part of the Fragile Earth topic. In the Who do you think you are kiddingMr Hitler? topic, children make food to be served at their Blackout Ball, while also making flags and

propaganda posters as part of its decoration! After a trip to London, as part of the Our Capital City topic,children are keen to design and make their own replicas of the citys famous landmarks.

Gymnastics, dance and games are at the keystones on which our PE curriculum is designed. In dance, thismay be anything ranging from exploring moves and creating sequences in Y1/2 to learning the foxtrot andhow to street-dance in Y5/6. Gymnastic skills are progressive and complemented through gymnastic clubs.Games are varied; badminton, tennis, indoor hockey are complemented by the traditional football and netball.

Adventurous tastes are also catered for; a rock climbing wall is brought into school PE lessons to prepare thechildren for the more varied terrain they may encounter weaselling or abseiling while at Carlton Camp. Otherways of providing physical activity for your child at Jesmond Gardens are mentioned below under ExtendedSchools.


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Other subjects and areas of the curriculum

The remaining national curriculum subjects are woven throughout many of the topics already describedabove. Music is taught through Sea Shanties in Land Ahoy, through instruments and dance in A taste ofIndia, while in Y5/6 children learn to read notation and play wartime favourites on the keyboard in Who doyou think you are kidding Mr Hitler?Children are introduced to French through a native French teacher, whohas created a curriculum which is then extended by class teachers. RE focuses primarily on Christianity, andis celebrated during Christmas and Easter performances. In line with the Hartlepool Agreed Syllabus, we alsoinclude other key religions, such as Hinduism, Judaism and Sikhism, where appropriate.

PSHE and Citizenship is an integral part of the school week. We include social, emotional and behaviourallearning as part of this, where the children take part in topics such as Its good to be me, New Beginningsand so on. Citizenship culminates in Y6 with a look at democracy and what this means in real life. SexEducation is taught in line with current legislation. Whole-school materials are provided by the local authority.

As in other local schools, children learn, at age-appropriate stages, about their bodies, health, personalhygiene, and in Years 5 and 6 about how their bodies change. This is done through the stories of two fictionalcharacters, Lucinda and Godfrey.

Extended curriculum offer

As has already been mentioned, school doesnt simply start at 8:50 and end at 3:15. Year 3 and older comein early to take part in maths challenges, and after school provision includes activities such as street dance,boxing, hair and beauty, choir, museum explorers... the list is endless! The school has a long tradition offielding successful football and netball teams, and these continue to take part in league, cup and other gamesagainst schools across Hartlepool. Residential trips to Carlton Camp and London enrich the curriculum in KeyStage 2 and are, for many, a first time away from the family!


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Teaching ArrangementsFrom September 2011 the school will consist of 3 teaching areas plus foundation stage (nursery andreception). These teaching areas are organised as follows: -

Teaching Area 1 All children in year 5 and 6Teaching Area 2 All children in year 3 and 4Teaching Area 3 All children in year 1 and 2Foundation Stage All reception and nursery children

Each teaching area in Jesmond Gardens will consist of three learning and teaching areas with two additionalareas for small group teaching or where children will be able to work independently on their own learningperhaps using some of our exciting new handheld devices.

Each teaching area will have 3 teachers and 2 teaching assistants, which will give a pupil to teacher ratio of

no more than 30. There will be a maximum of 90 children in each area as the capacity of Jesmond Gardensis 45 per year group. However, in Key Stage 2 the number will be well below this particularly in year 3 and 4.This arrangement will benefit all children by providing for them a much more personalised education as wewill be able to deploy staff in much more creative ways to meet the individual learning needs of our children.Children will quickly adapt to the fact that they will work on a daily basis with a number of adults for differentsubjects but always within the same teaching area. This principle works very well in our current foundationstage, which the building of Jesmond Gardens is based upon.

At the beginning of Year 6, parents are invited to express which secondary school they would prefer theirchild to be allocated.

Pupils with Special Educational NeedsDuring their time in school, many children have problems, which require some extra help from school staff orvisiting specialist teachers.

Mrs. Dixon co-ordinates all this work in school and if you or your child's teacher feel that there is a cause forconcern then your child may be placed on the Special Educational Needs Register. Parents will always beinformed when this is proposed.

From this stage we make assessments of your child's needs and use the resources we have available inschool to provide learning experiences that are designed to help your child make better progress. This iscalled an Individual Educational Plan. Parents will be able to attend thrice-yearly formal review meetings

when the progress of the child is discussed. At all stages, the Individual Education Plan is discussed withparents and their views and opinions sought. Between these formal review meetings, the effectiveness of theEducation Plan is carefully monitored and assessed by the class teacher, support staff and any ChildrensServices staff involved.

If it is appropriate, then we can ask for help from Childrens Services, who can offer a range of specialistsupport for your child, including educational psychologist assistance.

Most children with problems have their special educational need met in school in this way. For a minorityhowever, more help is needed and the school may ask for your support in asking for statutory assessment tobe made. This could result in a child receiving a Statement of Special Educational Need, which clearlyidentifies what your child's needs are.


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A copy of the schools Special Educational Needs policy, in response to the Special Educational Needs Codeof Practice, is available in school. This policy was reviewed and ratified by the Governing Body during the

Autumn Term 2008, was reviewed in September 2010, and will be reviewed again in September 2012.

The Policy includes information about:

The school objectives;

How children are assessed and the allocation of resource;

Partnership with parents;

Complaints procedure;

Staff training and development;

Links with agencies outside the school.

InclusionAll children are encouraged to take a full and active part in all aspects of school life unless in doing so, theyjeopardise their own or other peoples safety. The mission statement and ethos of the school are such thatmutual care and respect are emphasised thus preventing children with any form of disability whether mentallyor physically from being treated less favourably than others.

Admission and Access for Pupils with disabilitiesThe school will welcome applications from parents of children with disabilities and as such, we will workclosely with parents to ensure we can accommodate the childs needs.

Our new school Jesmond Gardens will also be able to provide facilities for children with physical needs. Thedesign has ensured all physical needs can be met. We would appreciate early visits from parents in thisposition so that we can discuss the childs needs and ensure everything is in place to include the child fully inthe life of the school.

HomeworkChildren are encouraged to take home their reading books each evening. Tables are an important part of the

school week and from time to time children will be asked to undertake some tasks at home. A Homeworkpolicy is established and available in school.

How the school provides for children who are gifted and talentedAll class teachers cater for children with different needs. However, there are occasions when children displaya talent for specific areas of the curriculum, for example maths, art, music or sport. The school keeps aregister of these children and each teacher will ensure that the level of challenge is high to extend thesechildrens learning. In some areas such as music or sport, the school will work closely with parents inarranging access to additional tuition/coaching.

Support for children who are gifted and talented works best where the school and parents work closelytogether. If parents feel that their child has particular talents then we welcome early discussions on how bestto nurture these within school and ensure that the child benefits from activities that will challenge theirlearning.


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AssessmentChildren are regularly assessed in school. This happens so that teachers have up to date information aboutthe progress your child is making. This information is then used to plan what your child needs to learn next.

On three occasions, your child will have a more formal assessment. This happens at the end of theReception Year (Foundation Stage Profile) and at the end of Year 2 and Year 6 (SATs). The results of theseassessments are reported to parents as soon as the results are known.

In addition, the school also tests children in reading, writing, spelling and mathematics at the end of Year 3, 4and 5. We use the information from these results to set targets for future learning and to track children'sprogress through the school. Parents are informed of their child's progress at our termly parents' evenings.

If you need information about how well your child is doing at school at times other than our formal parentsevenings please make an appointment to see your child's teacher after school.

If you would like more information about assessment and testing in school, please contact Mrs Loomes.

Standard Assessment Tests (SATs)The results of the SATs at Key Stage 1 and 2 are forwarded to the appropriate authorities. All parents areinformed of their childs individual progress. The results for Jesmond Gardens Primary School in 2010 can befound in Appendix D along with the national data. In appendix, C can be found summary results and targetsfor the years 2008 to 2012.

Extra curricular activitiesThe school organises a wide range of activities outside of usual school hours. These play an important part inpupils development. The activities offered include netball, football, chess, athletics, and art club to name afew.

Racial EqualityAt Jesmond Gardens Primary School, we believe that the curriculum opportunities given to our pupils ensurethat we have high expectations regardless of ethnic minority. Teachers respond to the diverse needs of theirpupils through planning activities so that all pupils can take part in lessons fully and effectively. Teachers areaware of the differing experiences these pupils bring to school and are sensitive to their needs.

The learning environment ensures all pupils are valued; teachers use approaches appropriate to differentlearning styles and build on cultural experiences. Targets are set that build on previous learning and flexiblegrouping of pupils ensures they are supported in reaching the expected attainment.

Where there are barriers to learning such as disability, English as a second Language (EAL), SpecialEducational needs (SEN) teachers will take into account these requirements and make provision throughdifferentiation and teaching assistant support.

Religious AffiliationThe school is not affiliated with a particular religious denomination.


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Religious Education PolicyReligious Education follows the Hartlepool Agreed Syllabus for religious education. Every day we have aSchool Assembly. Each assembly is led by a member of staff, groups of children or an appropriate visitor toschool.

The school will make alternative arrangements after full consultation with parents who exercise their right ofwithdrawal of their children from religious worship or instruction.

Sex EducationThe School Governing Body has determined that Sex Education will take place in a manner, which isconsistent with the curriculum guidelines published by Childrens Services. The School Sex andRelationships Education Policy aims to ensure children:

learning the importance of values and individual conscience and moral considerations;

learning the value of family life, marriage, and stable and loving relationships for the nurture of children;

learning the value of respect, love and care;

exploring, considering and understanding moral dilemmas;

Develop critical thinking as part of decision-making.

It is important that this takes place in a moral framework which recognises the diversity in society and whichis sensitive to values, standards and personal responsibility.

Parents can withdraw their child from all or part of sex education, except those elements taught as part of the

National Curriculum Science.


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Care of ChildrenThis school is a caring school and the welfare of children is a high priority for all staff. This means we aim tokeep your child safe and secure during their time in school. Pastoral care is seen as a shared responsibility.Teaching Assistants are on duty during the morning breaks. Supervisory Assistants care for the children atlunchtimes. Parents/Carers are advised to discuss road safety with their children. There is a designatedcrossing patrol on Jesmond Gardens.

We appreciate your co-operation in keeping information up to date on where parents can be contacted duringthe school day should this be necessary. We ask you to complete a medical/contact sheet at the beginning ofeach year to ensure our information is up to date; though if any changes occur mid-year, please inform usimmediately. The school also has a text messaging system. It can be very effective provided parents ensurewe always have up to date mobile numbers.

If your child is taken ill at school we contact you or your nominee. No child is taken to an empty house when

ill but we have no facilities for the comfort of ill children if we are unable to contact you. Should your childsuffer an accident and medical attention is needed you will be contacted to accompany your child by car orambulance. If you cannot be contacted a member of staff will be in attendance.

We have contacts with a number of support agencies that could be useful to individual parents.


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If your child is ill or has an accidentThere may be times when we feel that a child is too ill to continue with lessons. Where this is the case youwill be informed immediately and asked to collect your child. If you are not available we will contact theperson nominated by you to act in cases of emergency. This person will be asked to act on your behalf.

Accidents occasionally happen and when they do, we act as any responsible parent would. A qualifiedmember of staff gives first aid and you will be contacted. If you are unavailable and we are concerned foryour child we will accompany him or her to the Accident and Emergency department at the hospital.

Behaviour and DisciplineAt Jesmond Gardens Primary School all children are expected to behave well. This means respecting otherpeople and their property, being polite and well mannered and responding to any problems in an appropriateway.

The school operates a Discipline Policy based around rewarding good behaviour and has clear sanctionswhen children choose to behave inappropriately.

We have a few rules that are easily remembered and understood by all children. These rules are:

Tell an adultif you have a problem;

Be polite and well mannered;

Accept responsibilityfor your own actions;

Look after the school and equipment;

Listen and follow instructions;

Keep your hands and feet to yourself.

The school also has Golden Rules. These are moral values, which we expect everyone in the school(children and adults) to adhere to at all times.

We are gentleWe are kind and helpful

We listenWe are honestWe work hard

We look after propertyWe play sensibly

Parents play a vital role in helping us to operate the system well. When your child receives a certificate forgood behaviour, please offer praise and reward at home. If the school has concerns about your child'sbehaviour in school, you will be informed. Please support us by speaking with your child and stressing theneed for good conduct.

Where a child has had a severe problem, or behaviour has been unacceptable for some length of time,parents are asked to come into school to try to find a solution.


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Nine times out of ten, when home and school are united, behaviour improves.

Where there are problems with pupils' behaviour at lunchtime it may be necessary for children to eat at home

for fixed periods. You will be informed in writing if this sanction is to be used.

Physical intervention by authorised staff may be required in special circumstances. These incidents areextremely rare. If restraint of your child is required you will be contacted and asked to come to school. Ourphysical restraint policy is available on request by parents.

A copy of our Good Behaviour Guide is given to all parents of new children but it is always available onrequest at reception. In addition, like all policies, it is on the schools Learning Platform.

Against BullyingWe take our duty of care to your child very seriously. As part of our commitment to ensure your child's safetyand happiness we have a clear policy on combating bullying. All parents are given a copy of our Action

Against Bullying booklet.

We define bullying as deliberately hurtful behaviour that is repeated over time. In these situations it isobviously more intimidating if the victim of bullies finds it difficult to defend their position.

Bullying can take many forms, but the three main kinds are

physical (hitting, kicking, taking belongings);

verbal (name calling, insulting, racist remarks);

Indirect forms (spreading nasty stories, excluding someone from social groups).

We urge children to let their teacher know if they think they are being bullied. If children do not do this, wealso welcome parents letting us know if there are problems.

Whenever we think a child may be being bullied we always act swiftly. Our strategies for tackling the problemvary from case to case but are always designed to ensure the bullying stops as soon as possible.We aim to ensure the bully knows the seriousness of the situation and understands the consequences ofcontinuing to behave in this unacceptable way. We support victims of bullies by teaching ways of avoidingsituations where they may be bullied.

Rewards are a powerful way of reinforcing good learningand good behaviour.Teachers use a number of them in class. Among themare:

praise (the best and most powerful motivator of all)

Jezzy points

certificates

special tasks

trust

involvement in after school activities

special awards


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We will take steps to inform parents of bullies and make it clear that unacceptable behaviour has occurred.

In cases of bullying it is important to be vigilant and we make sure that appropriate staff are aware of any

problems and that children are closely monitored.

We know that bullying can seriously affect a child's learning and needs to be tackled as early as possible.The staff appreciate your support in managing these difficult situations.

Dress and appearanceThe school has a uniform that consists of a Royal Blue sweatshirt, white polo shirt and dark trousers or skirt.

The school sells its own distinctive clothing and children are encouraged to wear this.

Flat shoes are the safest footwear.

Jewellery should not be worn. It can be a safety hazard to your own and other children particularly atplaytimes. It is the policy of the Local Authority that no jewellery is to be worn at Hartlepool schools.

The school cannot accept responsibility for items, which go missing. Therefore, please clearly label allitems with your child's name.

Young children should be able to manage their own clothes and so clothing which is easy to removewould enable your child to become more independent.

The Governing Body has a very clear policy against the wearing of any item of clothing that advertises or

endorses alcohol or tobacco.

Children should come to school with appropriate clothing to change into on days when Physical Education istimetabled. Your child's teacher will advise you about this at the start of the school year but we dorecommend that PE kit is in school every day and taken home on a Friday to be washed ready to be back inschool for Monday.

PLEASE NAME ALL CLOTHING AND EQUIPMENT

Money and Other Valuables

We strongly advise parents/carers to dissuade their children from bringing unnecessary money or othervaluables to school since we cannot guarantee their safety. When such items are brought into school, underno circumstances should they be left in coat pockets. Electrical goods such as portable CD players andmobile telephones are not allowed in school. Toys are sometimes allowed in school for Golden Time and aspart of end of term treats. Money and valuables such as watches are the responsibility of the child to keepsafe especially when changing for PE and swimming.

As part of the exciting development of Jesmond Gardens Primary School we may in the future investigatechildren bringing their own hand held electronic devises into school. However, should this happen parents willbe informed and there will be significant communication that will occur between home and school before thishappens. Children are aware that we are thinking about this exciting venture but until you hear anything

officially our current policy is no portable/handheld devices in school please.


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LunchtimesThe school kitchen provides a good quality nutritious meal during the midday break. Most parents takeadvantage of this but some prefer their child to bring a packed lunch. Whichever you choose your child willeat in the main hall or our exciting new Heart and be supervised by school staff.

Lunchtime is a valuable part of your child's personal and social education. To ensure this is the case, poorbehaviour during the lunch break will not be tolerated.

All meals must be ordered by 9.30am. This means that if your child is expected to be out of school for the firstpart of the school day a meal needs to be ordered on the previous day. Meals cannot be provided for childrenarriving at school after 10.30am.

If a child is causing serious disturbance parents will be asked to make arrangements for that child to go homefor lunch. A School lunch currently cost 1.80 each day. This is likely to increase in September 2011.

Envelopes are available from the school office and this should be used to pay for each weeks meals onMonday morning of each week.

All meals must be paid for in advance. We cannot provide meals to children who have not paid and wecannot provide credit.

A free school meal can be provided if you receive some form of benefit. If you think you might be entitled tothis contact Mrs. Grylls.

Lunchtime arrangements should be agreed with the school at the start of each term.

If you decide not to take a school lunch please provide a healthy packed lunch for your child. We appreciateyou not sending sweets, crisps, pure chocolate, fizzy drinks or breakable containers. Unfortunately, we haveno facilities for the cold and secure storage of children's packed lunches.

Children who bring a packed lunch to school eat alongside children having a school dinner. Our lunchtimestaff supervises them. The school currently makes no charge for this service. We advise that parents providean ice pack in lunch boxes especially in summer.

Main course (a choice of)

Tuna meltsSpicy pepper wrapsChicken tikka masalaBeef lasagneCheese and tomato pizzaRoast PotatoesMixed vegetables

A selection of salads and cold meats

Desert (a choice of.)

Milk and biscuitsVariety of sponges and custardChelsea buns and hot chocolate


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AttendanceJesmond Gardens has an improving record of attendance and this is a reflection of the many good things thathappen here. If your child cannot attend on a particular day it is important we know about the reason forabsence. Any child arriving after 9am is recorded as being absent for the whole of that morning session andas such will count against your childs attendance record. However, for safety reasons their name is recordedin the late book.

Any absence that we cannot account for will be unauthorised. The school works closely with ChildrensServices to tackle truancy.

If you have any concerns about your childs attendance please see Mrs. C. Huskisson. Attendanceinformation can be found in Appendix A.

Holidays

The law allows you to keep your child away from school for up to ten days in any one school year for thepurpose of accompanying you on your holiday. We do point out, however, that withdrawing children disruptstheir learning and can interfere with their educational progress. Please try to arrange family holidays outsidethe time that children should be in school. If this is not possible please note that the school may not be in aposition to authorise the absence. Holiday dates for 2011/2012 can be found in Appendix B. There is aseparate attendance policy available for parents.

Withdrawing your child from schoolIf you need to withdraw your child from school for any reason (e.g. dental appointment, doctors etc.) pleaselet us know in writing or in person. Children leaving the premises must be accompanied by an adult.

Admissions to Jesmond Gardens School

In the first instance, places will be awarded to those pupils with a statement of special educational needswhere the school is named in the statement. The remaining places will be awarded in the following priorityorder:

1. Those children who are in the care of the local authority;

2. Those children who live in the schools admission zone;

3. Those children who have older brothers and/or sisters who will be attending the school in September2011;

4. Those children who are distinguished from the great majority of other applicants whether on medicalgrounds or by other exceptional circumstances and who would suffer significant hardship if they wereunable to attend the school;

5. Those children who live closest to the school as determined by the shortest suitable walking distance.

Should it prove necessary to distinguish between children in criteria 2, priority will be given to those withsiblings attending the school, followed by those who live nearest the school.


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How can we help each other?We want you to be involved in what is happening here and this starts from day one. Any prospective parentwho wishes to view the school is welcome to come in and have a look around. Please contact Mrs. Loomesto arrange a convenient time.

Our aim is to form a strong partnership with you for the benefit of your child. We appreciate and hope you willsupport and encourage your child with both work and behaviour. You are the most important people in theworld to your child. You know and understand your child better than anyone. You are your childs first teacherand your child spends far more time in your care than ours. We need to use your expertise to help your childachieve their full potential.

The registration teacher is always ready to discuss your childs development and happiness. They aregenerally available after school though if a longer time is needed it may be best to make an appointment.

Twice a year Open Evenings are held to discuss progress, set targets and in the Spring Term celebratesuccesses. We can provide up to date information about your childs progress and welfare when you need it.Please do not hesitate to get in touch with us at any time, if you feel that there is a concern, just as we willcontact you if we are worried.

The following are some practical examples, which help to give confidence and independence to your child:

Please give time, if you can, on a regular basis and share your skills and expertise help in theclassroom, observe at swimming lessons, join school outings do any of these (or more) and youwill be helping enormously.

Please send dinner money in the supplied envelopes with your childs name, class and amount

enclosed written on the front on a Monday morning or the first day of the week. Cheques should bemade payable to H.B.C. and not Jesmond Gardens Primary School. Packed lunches should besent in one named box, which is stored until lunchtime.

Please label your entire childs property it doesnt stop them losing it, but at least we can give itback!

Please provide a PE bag containing named PE kit (shorts, tee shirt, leotard and plimsolls areacceptable). Please leave these here during the week, but by all means take them home atweekends and at holidays.

For Health and Safety reasons no dogs are allowed on the school premises, except guide dogs.

The school site is also designated a no smokingzone this includes all buildings and grounds.

Parking on Jesmond Gardens

Please respect the yellow zigzag lines outside of the school and do not park there. These areas arefor the safety of your children.

There is an in/out drop off area that can be used easily in the mornings. At the time of writing theexact management of this area cannot be developed until the site is complete. All parents will be

asked to adhere to the procedures set down by the school. This will be fully communicated toparents late July.


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Charging PolicyThe Governors have adopted the Authoritys charging and remissions policy. A copy is enclosed as AppendixE.

Child ProtectionEvery school in Hartlepool is required to follow a set procedure in cases of suspected child abuse. Parentsand carers need to be aware that the school has a duty to act to ensure the welfare and safety of all children.In any cases where staff are concerned that a child may be subject to ill treatment or neglect we must followchild protection procedures and inform Childrens Services of their concern. When a school refers a concernabout a pupil to Childrens Services, it is not accusing the parents of abuse but requesting that furtherinvestigation takes place to establish whether a child is at risk.

The current designated teacher is Mrs. J. Loomes.

Friends of Jesmond Gardens Primary SchoolThe Friends of Jesmond Gardens Primary School is a tremendously hardworking group of people who havean aim of making things better for the children. It comprises of teachers, parents and lots of our friends!

What do they do?

During the year they arrange:

Regular discos (usually towards the end of every half term) for the children

A Summer Fair

Cake stalls

Refreshments for School EventsTermly events such as Commonwealth Day

How to spend the grant money they receive

How to support the After School Sports Club

They also:

Give of their time tirelessly

Support school activities

Have fun!

What have they achieved?

The money they have raised has contributed towards and purchased many valuable items including:

Books and library resources

Early Years constructive play equipment

Learning resources throughout the school

Sports equipment.

Subsidised school trips such as visits to the pantomime

Paid for the year 6 end of year treat

Sports Day drinksEaster Eggs for competitions

100% attendance treats


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The Friends of Jesmond Gardens Primary School is incredibly valuable in increasing the role andinvolvement of parents and the community within the school.

When do we meet?

We meet usually once every half term or before an event. Times and dates vary (as not everyone can get onthe same day at the same time) with some meetings during an afternoon and others being in the evening.

Why not come and join us?

We always welcome new members and of course suggestions. If you cannot come to the meeting thenplease offer assistance to run stalls, sell tickets, help at refreshments by seeing contacting the school office.

If you want more information please contact us at school and well be happy to welcome you onboard!


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Services from which the School benefitsAs a school maintained by Hartlepool Borough Council, we are able to draw on a wide range of supportservices, which enrich the quality of the school experience, and to assist those children who have particularneeds.

Services used are:

Parent Support Advisor

Education Catering Service;

Child Health Service;

Education and Library Service;

Advisory and Inspection Service;

Classroom Support Service;

Educational Psychology Service;

Education Welfare Service;

Drug Education Team;

Special Needs Support Services.

Complaints ProcedureThere is a procedure agreed by Childrens Services for dealing with any complaints about the schoolcurriculum and other related issues. A copy of the full complaints procedure is available for reference in theschool.

This procedure provides that there should:

a. Be a preliminary discussion with the Headteacher or other appropriate school staff to see if thecomplaint can be resolved without recourse to the formal procedures.

If the complaint cannot be resolved informally:

b. The complainant should write to the Chair of the Governing Body c/o Jesmond Gardens PrimarySchool.

c. Complaint heard by Governing Body.

d. Following this you are entitled to make a formal complaint to the Childrens Services and you should

contact the civic centre for details of how to do this.


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Documents AvailableThe following documents are available from the Headteacher:

1) Childrens Services statement of Curriculum Policy.

2) All statutory instruments, circulars and administrative memoranda concerning the curriculum,which are sent to schools by the Department for Education and Skills.

3) All schemes of work currently used by the teachers in school.

4) All published Ofsted reports, which refer to the school.

5) All syllabuses followed where appropriate.

6) Childrens Services procedure for dealing with complaints about the curriculum.

7) Childrens Services agreed syllabus for RE.

DisclaimerThe information given in this prospectus, which relates to the school year, was valid at the time of printing. Atthe time of preparation all details are correct. However, as our school improves and develops, certainchanges will be made. These changes will be incorporated into future editions of the Jesmond GardensPrimary School Prospectus. Parents of children already attending the school will receive details of suchchanges in the weekly school newsletter.

All photographs in this prospectus are included with the express permission of parents, children and staff.

Date of Issue:June 2011


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Appendix A - Absences

The data below refers to the academic year 2009/2010 and indicates authorised and unauthorised absencesrates: The attendance details, which we are currently required to publish, are as follows:

Number %

Number of pupil sessions 125489

Number of authorised absences 4994 4.0%

Number of unauthorised absences 1536 1.2%

Appendix B

School Holidays 2010/2011

School Opens School Closes

Thursday 1st September 2011 Friday 21st October 2011

Monday 31st October 2011 Tuesday 20th December 2011

Friday 6th

January 2012 Friday 10th

February 2012Monday 20th February 2012 Friday 30th March 2012

Monday 16th April 2012 Friday 1st June 2012

Monday 11thJune 2010 Friday 20th July 2012

There will be five additional closure days within the above term time for staff training. These dates have yet tobe arranged.


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Appendix C

Summary results and targets at end of Key Stage 2

Targets and summary results for the year 2008

Targets(level 4 plus)

Targets(level 5)

Results(level 4 plus)

Results(level 5)

English 63% 7% 79% 13%

Maths 87% 27% 91% 32%Science NA NA 96% 32%


Targets(level 4 plus)

Targets(level 5)

Results(level 4 plus)

Results(level 5)

English 79% 20% 80% 18%

Maths 92% 23% 82% 35%Science NA NA 92% 45%


Targets Results

English and maths combined level 4 66% 67%Two level gains in English 96% 92%

Two level gains in maths 86% 84%

Targets for the year 2011

English and maths combined level 4 71%

2 level gains in English 100%2 level gains in Maths 93%


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Appendix D

School Results for Key Stage 2 (2010)

These tables show detailedresults for Year 6 pupils (on the roll at the time of the last nationalcurriculum assessments) achieving each level at the school at the end of Key Stage 2 for theacademic year 2010. There were 51 children in total.

Figures may not total 100% because of rounding

TEACHER ASSESSMENT

Percentage at each level

W 1 2 3 4+ 5 6Pupils

DisappliedPupils

Absent

English 0% 0% 4% 25% 71% 22% 0% 0% 0%

Reading 0% 0% 4% 10% 86% 43% 0% 0% 0%

Writing 0% 0% 4% 47% 49% 22% 0% 0% 0%

Speaking and Listening 0% 0% 2% 25% 71% 20% 0% 0% 0%

Mathematics 0% 0% 4% 16% 80% 39% 0% 0% 0%

Science 0% 0% 2% 14% 84% 31% 0% 0% 0%

TEST RESULTS


Below level 3* 3 4+ 5 6Pupils

DisappliedPupils

Absent

English NA NA NA NA NA NA NA

Reading NA NA NA NA NA NA NA

Writing NA NA NA NA NA NA NA

Mathematics NA NA NA NA NA NA NA

Science NA NA NA NA NA NA NA

W represents pupils who are working towards level1, but have not yet achieved the standards neededfor level 1.

* represents pupils who were not entered for the testsbecause they were working below level 3 in English,mathematics or science; pupils awarded a compensatorylevel from the tests; and pupils not achieving a level from

the tests.


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School Results for Key Stage 1 (2010)These tables show detailed results for Year 2 pupils (on the roll at the time of the last national curriculum assessments)achieving each level at the school at the end of Key Stage 1. Figures may not total 100% because of rounding. These

figures relate to the end of the academic year 2010. Number of children eligible was 33.

TEACHER ASSESSMENTNumber ofeligible pupilsin final year ofKey Stage 1


W 1 2+ 3Pupils

DisappliedPupils

Absent

Speaking andListening

0% 12% 89% 15% 0% 0%

Reading 0% 12% 89% 21% 0% 0%

Writing 9% 15% 76% 6% 0% 0%

Mathematics 0% 18% 82% 18% 0% 0%

Science 0% 6% 89% 6% 0% 0%

W represents the pupils who are working towards a level 1, but have not yet achieved the standardsneeded for level 1.


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Appendix E

The authoritys current policy in relation to charging for and remission of

school activities

The Statement of the Childrens Services Charging Policy

a) Charging in kindIf the parents of pupils confirm in advance on a voluntary basis that they wish toown their childrens finished products arising from pupils participation in practicalwork, the actual costs of the ingredients and materials should be met by theparents.

b) Optional ExtrasThese are defined as education provided for registered pupils wholly or mainlyoutside school hours. Childrens Services does not intend to fund directly optionalextras. Provided parents confirm in advance that they wish their children to takepart in optional extras, the actual costs of participation incurred by each pupilshould be met by the parents. The costs can include an appropriate element for apupils travel costs; a pupils board and lodging costs; materials, books,instruments and other equipment; non-teaching staff costs; entrance fees to, for

example, museums, castles and theatres; insurance costs. Where parents haveagreed in advance to pay these charges, but fail to do so, action should be takento recover the sum due as a civil debt from parents.

c) Educational Visits AbroadThe Education Committee will not fund the costs of board and lodging, transportand incidental expenses incurred by pupils participating in educational visitsabroad, which take place both in term time and in school holidays. The actualcharges involved should be met by the parents who should, therefore, be

requested on a voluntary basis to confirm in advance that they wish their childrento participate in the particular educational visit abroad and that they will pay theactual costs incurred.

d) Public Examinationsi) Re-scrutiny of Public Examination ResultsWhere parents make a specific request that their childrens public examinationresults should be re-scrutinised, any costs incurred in the re-scrutiny should be metin full by the parents.


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ii) Double Entries for prescribed Public ExaminationsWhere parents insist on a double entry for a prescribed public examination in thesame subject, the actual cost of the entry fee for one examination should be met

by the parents.

iii) Re-sitting of Prescribed Public ExaminationsWhere no further preparation has been provided for a pupil to re-sit a prescribedpublic examination, the actual cost of the examination entry fee must be met by theparents.

iv) Other Public ExaminationsIf a pupil with parental agreement is entered for a public examination, other thanone of the prescribed list, the examination entry should be considered as anoptional extra. The actual cost of the examination entry fee should be met by theparents in these circumstances.

v) Recovery of Wasted Public Examination FeesIf a pupils fail, without good reason, to complete their examination requirementsfor any public examination for which the governing body or the local authority haspaid, or is liable to pay, examination entry fees, the actual cost of the fees shouldbe recovered from the parents concerned. Failure to complete the examinationrequirements might include failure to complete the necessary coursework and/or

failure to complete the necessary coursework and/or failure to sit the finalexamination(s).

e) Breakages and finesIf there is clear evidence that pupils have damaged school property (e.g. broken awindow) or defaced, damaged or lost educational equipment (e.g. textbook)belonging to the school, the parents should be requested to meet the actualreplacement costs involved.

f) Instrumental Music tuition, Vocal TuitionWhere instrumental music tuition, vocal tuition, and/or any other music relatedactivity is provided outside the normal school day parents will be asked to make acontribution towards the cost of the provision. The costs will be determined andrevised by the music service (subject to approval by Education Committee) and aremission policy will be operated.


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The Statement of Childrens Services Remissions Policy

i. Cost of Instrumental Music Tuition and Vocal Tuition

The remission in full of the cost of music or vocal tuition to pupils whoparticipate in out-of-school music centre activities and whose parents mainsource of income is either:a. Income Supportb. Unemployment benefitsc. Incapacity benefitd. Who are in receipt of family credit

ii Board and Lodging Charges at the Childrens Services Centre

The remission in full of the board and lodging charges to pupils who participatein residential visits at the Childrens Services residential centre and whoseparents main source of income is either.a. Income Supportb. Unemployment benefitsc. Incapacity benefitd. Who are in receipt of family credit

iii Childrens Services will consider on their merit any writtenApplications for remission of costs associated with the education of childrenwhich are submitted by parents; however, it cannot be guaranteed that anyremissions can be made.

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