Ellesmere Primary SchoolProspectus and Parent Information Book

3. Vision and Aims6. Admission Arrangements7. Buildings, Grounds and the School Day9. Lunch Time10. Absences

11. School Visits, Healthcare, Transport, Homework13. Extra curricular activities14. Clothing15. School Council, School Fund, Secondary

Education, Charges & Remissions

The Ethos ofEllesmere Primary School

Staff at Ellesmere Primary School believe it is

important that pupils should want to attend our

school knowing that they will be in a secure,

happy and supportive community.

Pupils act responsibly towards fellow pupils

and a courteous relationship exists between

parents, pupils and all who work at our school.

It is recognized that parents are a crucial

partner in the life and work of the school and

that the support parents give to children and

staff makes a significant contribution to the

success and the high quality ethos achieved by

our school.

Such support enhances the learning culture

of Ellesmere Primary School enabling pupils

to perform well and to proceed to secondary

school well equipped to undertake new

challenges as well as become responsible

members of their local community.

Our pupils are able to grow and develop in a

positive and caring environment and the good

levels of attainment and achievement by pupils

show that they have been well challenged and

extended in all aspects of their learning.

There is a school ethos, which recognizes and

utilizes the strengths of all staff, parents and

the wider community to enable pupils to meet

their potential within the taught curriculum and

in the provision of extra curricular activities.

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17. Complaints18. Parents19. Teaching & Learning, Assessment of pupil

attainment and achievement20. Curriculum, Gifted and Talented Pupils,

Behaviour and Discipline21. Subject Areas: Key aims for pupils27. Special Educational Needs29. What the pupils say...

Vision Statement

Ellesmere Primary School staff and governors, supported by the Local Authority, work hard to succeed in the aspiration of making learning irresistible to young people.

Pupils are provided with high quality working conditions and curriculum content enhanced with well planned, sensitive, effective and inclusive teaching.

The commitment by our staff encourages pupils to continually improve in every aspect of their development: intellectual, social, physical, creative, emotional, moral and spiritual, enabling them to seize and take full advantage of the opportunities presented to them throughout their time at school and in adult life.

Ellesmere Primary School also emphasizes the five learning outcomes for children included in the DfE publication Every Child Matters.

Be healthy•

Stay safe•

Enjoy and • achieve

Make a positive • contribution

Achieve economic • well-being

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At Ellesmere Primary School we aim to:

Co-operate and learn togetherPupils are actively encouraged to be independent and to

take responsibility for their own learning and behaviour. Learning is often a social activity and pupils are taught a range of fundamental personal, social and learning skills and attitudes, how to work as a team, to share ideas and to learn from each other.

Meet potentialPupils are encouraged, supported and guided to make

progress, they know what they have to do to improve. Pupils achieve best when they know what is expected of them, what they have to do, why they have to do it and how it will help them.

Senior staff monitor and evaluate standards of teaching and learning on a termly basis through implementation of the School Self Evaluation Policy and data analysis of school performance. Pupils’ progress is tracked termly in the core subjects of Literacy, Numeracy, Science and ICT through the implementation of the schools Assessment, Recording and Reporting Policy.

All school staff are encouraged, supported and guided to improve through self-responsibility for Continuing Professional Development and Performance Management & Appraisal strategies.

Learn to get on with people ... and life!Each pupil is unique, and personal and social skills

are taught to enable pupils to understand each other and confidently express themselves within a mutually caring environment. Pupils need to respect other’s interests and opinions as well as their own, and they are taught how to build friendships and resolve conflict. The school emphasizes the importance of Personal, Social and Health Education (PSHE) in its curriculum, which includes citizenship, equal opportunities, inclusion and a range of other ‘life related’ issues. Promoting pupils’ self-confidence and esteem has a very positive effect on attainment.

Be a learning communityThe development of independent learning skills in pupils, school staff, parents and governors is a life long process.The ethos of the school imparts a desire for effective learning, knowing and acknowledging that everyone learns in different ways. Curriculum planning, resources and independent learning time enables teachers to effectively respond to a range of preferred learning styles.

Be secure, happy and safe all the timeOur school is a safe place for pupils so they can

be relaxed and worry free, to focus themselves more effectively on learning.

New pupils are supported to settle quickly and gain friendships to begin a happy time at our school.

Everyone has a voice that can be heard, no matter how they are feeling.

Teach Pupils what they need to knowThe curriculum is broad and interesting with high

quality, often first hand, learning experiences and a balance between academic, creative and physical learning. A variety of visits and visitors to school, related to what is being taught, are arranged, and all pupils in Key Stage 2 have the opportunity to participate in residential outdoor activities.

The creative use of ICT is emphasized, both as a learning resource and for communicating.

The National Literacy and Numeracy strategies promote high standards in English and Mathematics, and the school aims to perform beyond national expectations in the SATS.

Long term planning is brought together into cohesive termly study units, which are ‘learning objective’ led, with meaningful links made between subjects. Cross curricular opportunities are planned termly in literacy, numeracy and ICT. Each term, the study unit also provides a whole Key Stage focus, usually lasting a week, during which time the normal timetable is suspended. This may, for example, be in the form of an Arts Week, Sports Festival or Design and Technology Challenge.

Encourage a home-school partnershipAll school staff and governors aim to develop a positive

working relationship with parents, based on mutual respect, with shared responsibility for pupils’ well-being in the widest sense.

Parents are encouraged to be fully involved in school life, including activities through the PTA and Parents’ Forum, and are consulted on key issues when appropriate and kept informed of their child’s progress.

Learn to be part of our worldPupils gain a clear understanding of other faiths and respect for those who hold them.The curriculum aims to promote a compassionate, intelligent attitude towards the world we live in, and those who live in it, especially those who are worse off than ourselves.

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Admission Arrangements

Ellesmere Primary School serves the town of Ellesmere and surrounding villages including Tetchill, Perthy, Hordley and Welsh Frankton. Children also attend the school whose home is outside this notional catchment area.

Shropshire Council Admissions PolicyChildren are required by law to start their

compulsory full time education at the beginning of the term after their fifth birthday.

The school’s admissions policy is operated by Shropshire Council on behalf of the school. Full details of the arrangements can be obtained from the Senior Administrator.

From September 2000 Shropshire Council has also administered all admission arrangements. The school will circulate application forms to prospective parents a year prior to admission. Completed forms are returned to Shropshire Council, and parents advised accordingly.

Admission to the Nursery is detailed in the Foundation Stage Handbook.

In Shropshire, children are admitted to a full time Reception class in September if they reach 5 years old between 1st September and 31st August of the following year.

Children born between 1st. September and 31st. August the following year will be in the same year group and will progress through the school together.

Admission CriteriaChildren living within the Shropshire • Council defined catchment area are given priority placements.The school’s standard number is • presently set at 50. This means that only 50 children can be admitted to any year group, and the school’s capacity is therefore 350 children in total.When the standard number has been • reached, all further applications for admission must go to appeal through

Safeguarding.

The school has a duty to safeguard and promote the welfare of all pupils. When a pupil’s welfare gives cause for concern it may be necessary for the school to seek advice and share information with other professional bodies.

Shropshire Council. The Senior Administrator is able to advise parents on the Appeals Procedure.

InductionEvery child starting at Ellesmere Primary School

is taken through an induction process to aid their transition into full time education.

Towards the end of the term before admission to the Reception Class, children are invited to spend a morning in school, meeting their teacher and fellow class mates. They are also invited to stay for lunch.

There is an opportunity for parents to meet with the Headteacher and the Reception Class teacher to talk about their child and starting school. This is particularly helpful for parents who have any worries or on-going problems that they feel the school should know about.

The school administration staff will issue the following paperwork at the appropriate time:

School Entry Form• Ethnicity• Consent of Selective Medical Procedure• School Journeys Form• If applicable Transport and Free School • Meals formsUse of images of pupils for media • purposes

Please contact the school office at any point if you feel you have not been given the correct forms or paperwork.

Parents are welcome to visit the school at any time, to discuss any issues with the Headteacher; please contact the office to make a mutually convenient appointment.

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Buildings The school was built in 1952 and extended in 1970.

Within the main school building there are four Key Stage 1 classrooms, seven Key Stage 2 classrooms, an ICT suite, Personalized Learning room, a small music bay, and libraries in both Key Stages. All rooms have been extensively refurbished, modernized and decorated.

A demountable building accommodates an additional double classroom, the Nursery and a Foundation Stage classroom.

Within the entrance foyer is the reception and administrative office, which welcomes visitors to the school and controls security access during the day. Leading off the entrance foyer, there is a large hall, equipped with a wide range of P.E. apparatus. A separate dining room is accessed from either the foyer or the hall. Meals are prepared on site daily.

Toilet and washing facilities are situated in the nursery, Key Stage 1 and Key Stage 2 departments of the school.

Also on site is a modern indoor heated swimming pool, which is available for school use during term time, and the Ellesmere Children’s Centre which provides a range of children’s services.

Adjacent to the Nursery is the Ducklings Nursery. Please contact them directly on 01691 622310 for further information.

Grounds The school is set within spacious grounds including

three acres of sports fields and separate playgrounds for Nursery, Key Stage 1 and Key Stage 2 pupils. There are various flower, shrub and vegetable beds, pots and window boxes, and a planted trees scheme. The grounds are further enhanced by the Outdoor Classroom, which was built in 2009, and a further outdoor learning area built in 2010.

There is a strict no smoking policy in place throughout the school and grounds.

Before and After School CareThe before and after school club offers reliable, flexible

care for children aged 3 to 11 during the school term. Activities include art and craft, cookery, outdoor play and quiet time. Some activities are provided by outside agencies. For more information contact the school office.

The School DayPupils should arrive at school by 8.45am, but no earlier

than 8.40am, when all external doors are unlocked. They should quietly enter school, hang their coat and bag on a peg in the cloakroom, which in Key Stage 1 is supervised by a Teaching Assistant, and go to their classroom ready to start the day promptly at 8.55am. Teachers will be in their classrooms by 8.45 a.m., to receive earlier arrivals, ensuring a quiet, settled start to the day. The bell will be sounded at 8.55 a.m. when class registers are taken and access security is activated.

Apart from the very youngest, we encourage pupils to enter and exit the school buildings independently, further developing their self-reliance. Parents can cause congestion and noise in the corridors, which can be very unsettling for pupils and disruptive for staff. Pupils who arrive by local authority transport get off the coach or leave the taxi in the car park adjacent to the hall and walk around the school and onto the playground. Pupils in the Reception Year are met by a Teaching Assistant.

Unless parents are disabled, vehicular access to the school site is not permitted. During school hours a barrier will be in place preventing unauthorized access. Details of how to safely access the school are included in the School Travel Plan, which is issued to all parents.

Pupils who cycle to school can store their cycles in the racks on the playground or at the front of the school opposite the swimming pool. A cycle security chain is recommended.

During the morning break, pupils may bring a small snack to eat (fruit, plain biscuits, cereal bars, etc). Fruit is available free of charge to Key Stage 1 pupils.

At the end of the day it is helpful if parents wait for their children in the playground (except those with very young pupils in the Reception class). If parents need to discuss particular issues with teachers, this should be done whenever possible at the end of the day, when teaching responsibilities have finished. The partnership between parents and teachers is of fundamental importance, and it is necessary at times for issues to be discussed, concerns shared, or simply information to be passed on.

Arrivals 8.40 – 8.45am School Opens 8.45 a.m. School begins 8.55 a.m.End of school 3.15pm.

Morning break 10.10 – 10.25 a.m. (KS1) 10.30 – 10.45 a.m. (KS2) Lunch break 11.50 – 12.50 p.m. (Foundation Stage) 11.55 – 12.55 p.m. (KS1) 12.05 – 1.05 p.m. (KS2)

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Lunch Time

During the lunchtime period, pupils are supervised in the dining room and outside by a team of eleven lunchtime supervisors. A range of games equipment is available for children to play with, and games are also marked on the playground.

Packed Lunches Pupils having a packed lunch should store their clearly

named lunch box on the cloakroom shelf upon arrival at school. Drinks should be in ‘safe’ containers, not glass bottles. Drinking cups, plates, cutlery, etc are not supplied.

Home Lunches Pupils should inform their teacher if they are going

home for lunch, preferably by letter if this is not their usual arrangement. They should not return to school before 1.00pm, for reasons related to security, fire and supervision.

School MealsThe menu for each day is displayed in the dining room

and there is always a wide choice available, including vegetarian selections. Children pay on a daily basis as and when they require a school meal. School meals provide a balanced diet.

Ideally, dinner money should be paid weekly, by cheque, with name and address on the reverse. Credit can carry over to the next week if there is an absence. Daily cash payment is also acceptable. All dinner money should be in a purse or sealed container, and these are sent to the kitchen at the beginning of the day. Occasionally, pupils forget their dinner money, and it is possible to arrange for payment to be made the next day. Unfortunately, money cannot be owed for three or more consecutive days.

Free School Meals are available upon application to the Local Authority. Forms are available from the office and administrative staff can advise parents of their eligibility.Absences

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AbsencesIf pupils are ill, or cannot attend school, the school

should be contacted by telephone, or a message sent, so that non-arrivals are accounted for. Upon returning to school, parents should write a brief letter giving the reason for absence. This absence is marked in the attendance register as ‘authorized’ or ‘unauthorized’ depending on the reason for absence. Illness, visits to the doctor/dentist/hospital are examples of authorized absences.

Parents are asked to arrange family holidays within school holiday periods.

Family holidays taken in the first half of the Autumn Term will not normally be authorized. It is very important for pupils not to miss the first few weeks of the new school year. Family holidays taken at this time could result in parents receiving a Fixed Penalty Notice from the Local Authority, costing up to £100 for each child.

Please do not arrange holidays for Year 2 and Year 6 pupils during May.

Absence during the Key Stage 1 and 2 SAT’s in May is not normally authorized. Occasionally absence from school is unavoidable, for this reason, up to 10 school days ‘authorized’ absence is permitted during a calendar year; forms are available from the office.

Parents should contact the school office if they need clarification over any other attendance issue.

Every month, all pupils’ attendances are monitored by the Headteacher and the Education Welfare Officer. Parents will usually be contacted in writing by the Headteacher if a child’s attendance falls to 87% or below. The Educational Welfare Officer will make a home visit if attendance does not improve.

If children become ill during the day, parents will be contacted by telephone and asked to come and collect their child. It is therefore important that the school is informed of any change of telephone contact numbers.

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Weekly teaching timeThe time taken to carry out daily registration (5mins),

and daily acts of worship (15mins), are not included in the length of available teaching time during the week.

At Key Stage 1: weekly teaching time is 23 hrs 20 minsAt Key Stage 2: weekly teaching time is 24 hrs 10 minsThese times exceed the Department for Education

(DfE) recommended guidelines.

Visits and InsuranceA wide variety of visits are made by classes, sporting

teams and other groups of children during the year. Most of these are local and within walking distance, but some require travel by coach. Upon admission to school, parents sign a consent form relating to local visits avoiding the need to gain parental consent for every visit beyond the school grounds. However, parents will be informed of all visits that are planned.

Where coach travel is necessary, parents will be informed by letter, which will include a consent form for that visit. All coaches used by the school are fitted with seat belts and the number of adults and teaching staff accompanying each visit is always higher than the minimum ratio of 1:20 required by Shropshire Council.

The Local Authority provides insurance cover for pupils should they suffer injury, damage or loss through negligent action by staff or others engaged on council business. The local authority does not provide any personal accident insurance (i.e., where no one is negligent or to blame) or insurance cover for personal effects, whether children are in school or participating in a visit.

The school takes out its own annual travel insurance policy for all school visits, which essentially covers personal injury and loss; details of the policy can be obtained from the school office.

All adults who help in school for any reason are CRB checked.

School Health ServiceThe School Nurse is based at Oswestry Child Health

Clinic and can be contacted on 01692 663415. The School Doctor is a Community Paediatrician.

During pupils’ first term at school they are offered a simple health check, including a measurement of height and weight, eyesight and hearing tests. Parents are notified when general health checks are carried out, but are not usually expected to attend. A Selective School Medical Procedure Consent Form is part of the Admissions administration. The height and weight measurements are repeated in Year 6.

If parents have any concerns about their children’s health in school, including bed-wetting, soiling and behaviour at home, the School Nurse should be contacted, who will be pleased to discuss those concerns with the doctor. The doctor will then contact the parent concerned, and may

arrange an appointment involving parents and children.

Local Authority Children’s ServicesEllesmere’s Children’s Centre brings together of a range

of services for children under 5 years of age and their families. Flexible and adaptable services across all areas support their needs related to care, education, health and well-being.

Please contact the school office if you would like any further information.

Medication If it is essential that medicines need to be administered

during the school day, parents must contact the school office for a Medicines Request form. This provides important information related to the medicine, identifies parental responsibilities and consents to a member of staff administering the medicine.

The School Office Manager is the designated member of staff responsible for safely storing and administering medicines. Children needing medicine during the school day will need to go to the school office.

Parents should inform class teachers if their children are asthmatic, or have allergies and what circumstances are likely to provoke an attack. Asthma

Key Stage 2 pupils are responsible for ensuring their inhalers are close by at all times and are available for immediate use. Inhalers for infant children are kept by the class teacher.Allergies

An epi-pen should be provided, to be kept in school if this has been prescribed by a doctor. Key members of staff have been trained in the use of epi-pens.

School TransportPupils who live more than two miles from the school,

and are within the Local Authority defined ‘catchment area’, qualify for free school transport; other factors can also support travel applications. Forms are available from the school office. At the end of the school day, pupils using local authority transport are supervised by teaching staff, and are escorted onto the appropriate coach or taxi. There is a Code of Conduct expected of pupils using Local Authority transport given to parents with their application form.

HomeworkHomework further develops an effective partnership

between the school and parents or carers, in line with the Home-School Agreement, to:

Consolidate and reinforce skills and • understanding in literacy and numeracyExploit resources for learning of all kinds at • home and out of school

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Encourage pupils as they get older to develop • independence and self-responsibility for their own learning, and prepare them for the study needs of secondary schoolMaximize all available teacher time to • promote effective learning

During the Foundation Stage and Key Stage 1, homework is aimed at developing a partnership with parents or carers. The key purpose of the activities they do at home is to involve parents or carers in their child’s learning. Homework takes the form of short activities of different kinds – simple games, learning spellings and number facts and reading together.

The main focus for Homework for our pupils will be literacy and numeracy. Homework will not mean completing discrete formal tasks set by the teacher without adult support. The involvement of parents or carers in Homework tasks is crucial; learning is often a social activity for young children and talking about what they are

doing is central to the learning process.As pupils move through Key Stage 2, Homework

provides an opportunity to develop the skills of independent learning and self responsibility, and this should increasingly become its main purpose.

In Years 5 and 6 pupils should gradually get into the habit of regularly devoting short periods of time to study on their own, so that the move to Year 7 and secondary school is as smooth as possible.

Each term, parents are informed by letter of:what is being taught in all subjects• activities that parents can do at home to • support what is being taught at school.

Parents’ booklets for reading, phonics, and calculating provide further information to support learning at home. Periodically during the school year literacy and numeracy workshops are held for parents.

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DramaAn after school club that has a lively mix of acting and dance performance.

FootballPractice sessions are held after school during the Autumn and Spring terms.

AthleticsThe school enters the Oswestry Schools indoor and outdoor athletics competitions annually.

SwimmingAfter school sessions are held for beginners to further develop their water skills, and for more competent swimmers to develop stroke style and speed.

Cricket Cricket is played at lunchtimes throughout the year, and a team is entered in the County and Kwik Cricket tournaments.

Cross CountryPractice sessions are held during lunchtime in the Autumn and Spring terms. Children are entered collectively and individually in local area events with neighbouring schools, and in the County Championships.

RugbyExpert coaching is provided by an RFU qualified coach from Oswestry Rugby Club at an after school session.

RoundersPractice sessions are held during

lunchtimes in the Summer Term, and a ‘mixed’ team

is entered into the Area Schools Tournament.

Ju-JitsuAn after school club is provided by a qualified instructor.

French ClubAfter school

sessions are held every week throughout the year. These are taught by a qualified French teacher and are very well attended.

MusicA wide range of music tuition is available during the school day including piano, cello, violin,

guitar, drums, flute, clarinet and recorder. Private tutors teach in school.

Library ClubA lunchtime activity for each year group in Key Stage 2.

Extra curricular activities

A wide range of activities are offered to pupils throughout the school year, some of which involve a weekly charge to cover the costs of the coach or trainer.

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Clothing

Day wearThe school has a uniform consisting of:

Grey or black trousers/shorts/skirt• Sensible footwear, preferably black shoes• White shirt/blouse/school T-shirt with logo• Blue sweater/cardigan/school sweatshirt with • logoBlue and white gingham dresses for girls in • warm weatherFleece with school logo in cold weather•

The school positively seeks the support of all parents in dressing their children in school uniform. It is practical, sensibly priced, gives pupils a sense of identity and looks smart. It ensures children come to school appropriately dressed and ready to learn. Uniform can be ordered and paid for at the school office. Orders usually arrive within one week P.E. Kit, Book Bag, and Swimming Bag are also available.

It is not necessary for any pupil to come to school wearing any kind of jewelry, unless there is a genuine religious significance. Please inform the Headteacher if this is the case. Pupils with pierced ears do not need to wear studs or any other kind of earring after the piercing has healed. Earrings present a significant Health and Safety risk at school, especially during P.E. activities. Any other kind of piercing is inappropriate.

It is also inappropriate for pupils to have extreme hair styles. For example dyed or coloured hair and designs shaved into their hair are not acceptable. Coloured nail varnish is also unacceptable.

P.E. and SportChildren need a complete change of kit for P.E. and

sport, including socks and shoes, in order to promote good standards of hygiene and safety, to keep the school free of mud and to allow children to keep their school clothes clean. All items of clothing should be clearly named.Summer

T-shirt, shorts or P.E. Skirt, leggings or jogging bottoms, socks, pumps or trainers.Winter

T-shirt, long sleeved top, leggings, jogging bottoms or track suit, socks, pumps or trainers.Swimming

One piece swimming costume (boys and girls), cap, and towel. (goggles not to be worn unless medically advised)

All kit should be kept in a reasonable sized bag which can be safely stored in the cloakroom. Parents should ensure that children have their kit in school on the days when physical education activities are time-tabled, as shown in their child’s termly curriculum letter.

Pupils with Special Responsibilities

Special sweatshirts are given to pupils who have been chosen to carry out responsible tasks:

School Council• IT Tekkies – computer technicians• Librarians to help with lunchtime clubs• VIPs – Very Important Pupils who support • school staff at break and lunchtimes

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School CouncilNominations are held annually in September to select

one girl and one boy representative from each class. The Council meets twice each half-term with an Assistant Headteacher to discuss a range of school-related issues including:

Facilities available at break times• Use of the school, including outside, during • break times and after schoolImprovements in school, to include facilities • and curriculumFund raising events in order to sponsor • various projectsPlanning of social events during school time•

This is an opportunity for children to directly contribute to school developments, thereby gaining a greater sense of ownership of their school. The participation of non-teaching staff, parents and others is needed at times, depending upon the event. At the first meeting in September, a Chairman and Secretary are appointed. Agendas are circulated for all meetings, which are minuted.

School FundSchool fund accounts are administered by the School

Office Manager, externally audited annually, and available to parents on request.

The school fund account subsidizes visits, travelling expenses, consumable teaching materials and various other small purchases.

Income is generated for the School Fund from various other sources, e.g. sale of school photographs (a percentage of the total takings).

Secondary EducationMost children transfer to Lakelands School in Ellesmere

at the end of Year 6, on reaching 11 years of age. There is a great deal of liaison between ourselves and Lakelands school to enable continuity and progression in every pupil’s learning, and a smooth transfer from primary to secondary education. This is facilitated by:

Inter-school staff development programmes• Sharing of resources, and sports facilities• Induction periods for Year 6 children at the • Lakelands schoolThe Lakelands staff teaching Year 6 children • at our school

The school can be contacted at:Lakelands SchoolOswestry Road, Ellesmere, Shropshire. SY12 OEA Tel: 01691 622543

Parents should contact Lakelands School if they have any concerns related to secondary education. An appointment can be made to see the Headteacher, who will be willing to clarify any issue causing concern.

Charges and Remissions PolicyThe Education Reform Act 1988, allows the school to

make charges for:Optional Extras - Activities not related to • the National Curriculum or to fulfill duties relating to Religious Education taking place out of school time.Individual instrumental tuition not related • to the Music National Curriculum or to prescribed public examinations.Materials used in craft activities - subject to • parents having agreed in advance that they wish to own the finished product.Board and lodging - At any time (in school • time or otherwise), subject to full charges remission to those parents in receipt of Income Support or Family Credit Benefits, for some residential visits.

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Please note:No charges may be levied for school activities • taking place or deemed to take place in school time.Voluntary contributions must be genuinely • voluntary.There is no obligation on parents to • contribute.Children will not be treated differently • according to whether or not their parents have made any contribution.

The school anticipates that the level of visits and activities already established will continue. The School Fund subsidises educational visits up to a maximum of 10%.

A subsidy of 5% is allocated to each child, allowing a small ‘surplus’ funding to cover any child whose parents do not make a voluntary contribution of the required amount.

Money received for a visit or activity must equal or exceed 90% of the cost involved, otherwise the visit or activity may be cancelled. This will be done with great reluctance, but it does not need many non-contributors to exceed the 10% subsidy.

Parents are not debarred from making voluntary contributions in any situation, including those in receipt of Income Support and Family Credit.

The Local Authority will fund board and lodging remission costs for ‘in school time’ visits to the Shropshire Outdoor Education Centre, at Arthog, North Wales.

Parents will be asked to meet or contribute towards the cost of damage to, or loss of school property arising out of pupil’s inappropriate behaviour.

Charging and Remissions Policies for the Governing Body, and the Local Authority are available from the Senior Administrator.

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Complaints Procedures

The Curriculum and Religious WorshipUnder Section 23 of the Education Reform Act 1988, the

Local Authority has established arrangements, approved by the Secretary of State, for dealing with formal complaints about the curriculum, religious worship or any related matter to the governing body, the Local Authority or both. Parents and others who want to find out more about this matter should contact the Headteacher in the first instance, who will be able to let them see a copy of the Local Authority’s approved arrangements.

Other ComplaintsIf parents have any other concerns, queries or

complaints, then the class teacher should be contacted in the first instance. If this does not resolve the issue, a mutually agreeable appointment should be made with the Headteacher, via the Senior Administrator. This can often be done at very short notice, and further discussion usually clarifies the issue.

Should it not be possible to resolve any complaint or concern satisfactorily in this way, further information can be found in the School’s Complaints Policy, which is available from the school office.

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Parents

Reporting children’s achievements to parentsTeachers assess pupils’ work and progress on a regular

basis and parents are welcome to discuss their child’s progress with their class teacher at any time, but preferably at the end of the school day. Issues causing concern should be promptly clarified and monitored for an agreed period of time.

Each term, a Parents’ Evening is arranged to discuss children’s progress. At least once a year, parents receive a written report as part of their children’s profile. Comments focus on what pupils can do, know and understand, and what the next stage of learning should involve.

Profiles will also contain the results of recent ‘formal’ assessments:

F2 - Foundation Stage Profile.• Year1 - NFER tests in English and • Mathematics.Year 2 - Key Stage 1 SATS in reading, writing • and mathematics.Year 3, 4, 5 - QCA tests in reading, spelling, • writing, mathematics and mental arithmetic.Year 6 - Key Stage 2 SATS in English, • mathematics and science.

Pupils and parents are asked to record their comments within the Profiles, which are intended to be informative and developmental, further promoting a three-way partnership between teachers, children and parents.

CurriculumA termly Open Meeting for parents is usually held to:

Share information• Discuss aspects of school policy• Heighten awareness of a particular subject area•

Parents’ comments and views are an integral part of the self evaluation process.

EventsThere are various special events during the school year to

which parents are invited to attend, including; the Harvest Festival, the Swimming Gala, Sports Days, the Christmas Concert, the End of Term Service, etc.

Help in schoolMany parents help in school, on a regular basis, in a range

of different ways. Class teachers very much appreciate this support.

If you can offer some time on a regular basis, please see the Deputy Head. All helpers will be CRB checked.

Parent Teacher AssociationThe Parent Teacher Association (PTA) at Ellesmere

Primary School is a thriving charity organization, which characterizes the importance of the link between home and school.

The group consists of parents, guardians, and teachers who meet on an informal basis at roughly termly intervals. The aims of the PTA are two fold.

To organise social events for parents, pupils of • the school, and the wider communityTo raise further funds for the school and • nursery. This money is used to buy additional equipment and services to complement school budget expenditure

The PTA is made up of members who meet informally as needed and helpers who cannot commit to the meetings, but enjoy helping out at the events. PTA members are always happy to accept new helpers as the more people involved the better and more diverse the events that can be managed.

The main events organized throughout the year are the Christmas and Summer Fetes. These two events usually raise the bulk of the PTA income, but also important are the smaller events such as children’s discos and fund raising days.

PTA volunteers also run the uniform shop and the second hand uniform shop. Profits from these enterprises go towards school improvements.

In the past the PTA has funded:Flexible, robust and lightweight staging for use in the

hall to enhance all drama and school performancesNew lightweight seating for 200 people.Food for events such as the Christmas parties and the

leaver’s ball.

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Teaching and LearningTeaching and learning is designed to inspire, motivate

and enthuse pupils enabling them to become independent learners.

At the beginning of all lessons, pupils are made aware of what is required of them, they are set tasks that require them to be ‘active’ throughout lessons, to remain on task and to develop a sense of pride in their work and to strive for high standards of achievement. Pupils giving of their best have their efforts and achievements valued by teachers as it is believed that recognition of endeavour enables pupils to acquire greater confidence in their ability leading to further success in learning.

Lesson delivery is constantly evaluated, monitored, reviewed by staff and moderated by external agencies including the Local Authority.

In particular, pupils are encouraged to develop greater understanding of their work through teachers’ effective questioning. They also develop research skills using a range of sources, e.g. the library, reference books, the internet,

as well as talking and listening to those with specialist knowledge and sharing ideas and thoughts with others.

Such teaching enables pupils not only to learn, but to learn how to learn and equips them well for future studies.

Assessment of pupil attainment and achievement

Pupil attainment represents their results at the end of the Foundation Stage, and Key Stages 1 and 2. Optional national assessments are also carried out in Years 3, 4 and 5, NFER tests are carried out in Year 1.

Pupil achievement relates to the progress achieved in all aspects of their learning throughout their time at school.

For the curriculum and teaching to be relevant to pupils’ needs, it is crucial that their achievements and attainment levels are regularly recorded. Teachers are able to keep pupils and parents informed of progress, but also teachers can make adjustments to their teaching to secure better results.

Results of pupil attainment and achievement are

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presented to parents regularly and good provision is made for parents to discuss progress at formal parent-teacher evenings and more informally if a particular need arises which requires urgent attention.

CurriculumThe National Curriculum provides the basis and

minimum learning requirements for pupils. The curriculum is broad; arts, humanities, science, language, numeracy and physical education. Religious education is also taught, in line with local agreements, provision is made for Personal, Social and Health Education (PSHE) including relationships and sex education and drug awareness.

The curriculum is designed to deliver all aspects of the Every Child Matters agenda:

Being healthy• Staying safe• Enjoying and achieving• Making a positive contribution• Preparing for economic well being•

• At Ellesmere Primary School, staff recognize that each

child is unique. As well as physical differences, children have different abilities, personalities, temperaments and prior learning experiences. Teaching the curriculum therefore is planned to meet these individual needs through a range of teaching approaches involving whole class, group and individual teaching.

Pupils with Special Educational Needs (SEN), their parents, teachers, support staff and representatives from relevant outside agencies work in close partnership to ensure appropriate teaching is agreed and delivered. This coordinated approach means pupils are able to maximize their potential in all curricular areas.

The curriculum is further enhanced with all pupils having the opportunity to take part in school trips and visits to places of interest and a residential experience at an outdoor education adventure centre. A range of outdoor school based extra curricular activities offers pupils the chance to extend their learning in a chosen activity.

Gifted and Talented PupilsThere is continuous strategic development of provision

for able, gifted and talented pupils, both within the classroom and further support in small groups across all year groups. The school has gained the Challenge Award, which is a nationally recognized accreditation.

Collective WorshipAll children meet for a collective act of worship each day,

either as a whole school, or as a class. This is an important part of the school day, not only to fulfill statutory requirements, but also for children to gather together in larger groups, reinforcing a sense of ‘belonging’ and identity.

Parents have the right to withdraw their children from collective acts of worship. Appropriate supervision arrangements will be made elsewhere in the school.

Behaviour and DisciplineThe school’s behaviour policy is important for raising pupils’ self-esteem and thus their learning potential. All parents are issued with a copy of the Behaviour and Discipline Policy.

All pupils are encouraged to have respect for • themselves, for their peers and for adults.Pupils need to know what is acceptable and • unacceptable behaviour and be responsible for their own behaviour.Good behaviour should be praised and • encouraged, thus raising pupils’ self esteem.Pupils should have a proper respect for • themselves and others, this places a very heavy responsibility on parents, school staff and governors. It is essential that these groups are mutually supportive at all times to provide consistency in the child’s learning.The school ethos is based on consideration • and respect for others, and the importance of working together. Firm, but fair discipline is part of our responsibility towards pupils and their parents. There is also a parental responsibility to foster appropriate behaviour in their children, and ultimately, the children themselves have to accept responsibility for their own actions.The wider community may be involved at • times, including the local police officers, community leaders and other members as appropriate.

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Subject Areas: Key aims for pupils

LiteracyRead and write with confidence, fluency and • understanding.Be able to monitor their reading and correct • their own mistakes.Understand the sound and spelling system • and use this to read and spell accurately.Have fluent and legible handwriting.• Have an interest in words and their • meanings, and a growing vocabulary.Know, understand and be able to write in • a range of genres in fiction and poetry, and understand basic literary ideas of setting, character and plot.Understand, use and be able to write a range • of non-fiction texts.Plan, draft, revise and edit their own writing.• Have a suitable technical vocabulary through • which to understand and discuss their reading and writing.Be interested in books, read with enjoyment • and evaluate and justify their preferences.Through reading and writing, develop their • powers of imagination, inventiveness and critical awareness.

NumeracyDevelop the tools and skills to solve • mathematical problems in a logical and systematic way. The problems start out practical and become more abstract as the child progresses.Develop understanding of number by • comparing, ordering, reading and writing whole numbers extending to decimals. Develop mental calculations, with quick • recall of number facts and efficient written methods using calculators. Describe patterns and relationships involving • numbers or shapes, explaining, reporting and reasoning findings, solving problems involving all four operations in real life contexts. Read and interpret scales, answer questions • by collecting, organizing and interpreting data using a range of charts, graphs and tables. Describe and classify 2D and 3D shapes, • positions, directions and coordinates

ScienceRetain and develop their natural sense of • curiosity about the world around them and enjoy science.Communicate and relate science to everyday • life.Develop an attitude and way of working that • will promote scientific ways of thinking.Develop a methodical way of thinking • involving careful observations and predictions. Design and carry out fair investigations and • measurements.Draw conclusions from the results of • investigations and evaluate the evidence.Become effective communicators of scientific • ideas, facts and data using appropriate scientific vocabulary.Begin to build up a body of scientific • knowledge and understanding which will serve as a foundation on which to build future knowledge and understanding.Make children aware of health and safety • issues.

MusicDevelop a sense of response to sound and • patterns of music.Develop the capacity to express ideas and • feelings symbolically through sound.Develop an understanding and appreciation • of different types of music and increase their ability to make judgements of musical quality.Develop an awareness of musical traditions in • a variety of cultures and societies.Develop social skills and awareness through • group composition.

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Design & TechnologyEnable pupils to develop an understanding of • how they can control products and systems and how the product can be developed further to improve them. Build and establish good working practices • and understanding of technical concepts and systems and their safe applicationGive all pupils the opportunity and • confidence to tackle and solve engineering problems that are related to the needs of individuals.Encourage an open minded and investigative • approach when tackling design problems.Encourage clear communication of design • concepts whether oral, written or in graphical form.Encourage the use of ICT not only as a • means of communication and learning, but as a design tool.Encourage cooperation and teamwork when • working on a group design

HistoryHelp pupils to develop historical knowledge • and understanding.Introduce pupils to what is involved in • understanding and interpreting the past.Understand the nature of evidence by • emphasizing history as a process of enquiry and developing the range of skills required to interpret primary and secondary source material.Distinguish between historical facts and the • interpretation of those facts.Help pupils to develop a sense of identity • through learning about the development of their local area, Britain, Europe and the world.Help pupils develop a sense of chronology.• Develop an appreciation of the need for both • continuity and change.Develop the ability to communicate historical • knowledge in oral, written and visual forms using appropriate vocabulary and techniques.

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GeographyHelp pupils to understand that geography • is concerned with the study of places, the relationships between the human and physical processes which shape them and the people who live in them.Stimulate the pupil’s interest in their • surroundings and in the variety of physical and human conditions on the earth’s surface, through investigation and enquiry.Help pupils develop a sense of place and • greater understanding about their home areas, their own country and other parts of the world.Enable pupils to recognize some geographical • patterns and relationships revealed in different types of landscapes and activities.Help pupils develop their own values and • attitudes, and their rights and responsibilities towards places and environments.Learn how they can begin to influence • change and encourage sustainability.

Encourage children to work as Geographers • – asking questions, carrying out practical first hand research and making evaluations through open-ended investigations.

ArtProvide a stimulating environment that • fosters aesthetic awareness and promotes a positive attitude towards art and design.Develop skills and techniques associated • with investigating and making in art, craft and design e.g. observation, perception, collaboration, and the manipulation of media, materials and tools.Develop an understanding of the basic visual • elements of art: line, tone, colour, texture, pattern, shape, form and space.Experiment with and use the basic visual • elements to make images and artefacts for different purposes, using different media including ICT.Identify how basic visual elements are used in • images and artefacts for different purposes.Develop imagination and creativity and the • ability to use art as a form of communication and expression.Recognize the ways in which works of art, • craft and design reflect the time and place in which they are made.Record observations and ideas and collect • visual evidence and information using a sketch book.Experiment, reflect and adapt their work • considering what they might develop in the future.

Information Communication Technology (ICT)Use ICT tools with confidence.• Become familiar with different hardware and • software.Use ICT to compose and develop ideas.• Become effective users of information, • understanding the need to question its accuracy, bias and plausibility.Increase use of ICT to support learning in • other areas of work.Become discerning users of ICT.•

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Physical EducationEnjoy and develop positive attitudes towards • participation in physical activity.Appreciate and demonstrate fair play, honesty • in competition and good sporting behaviour.Acquire and develop physical skills.• Set targets for themselves and compete • against others, individually and as a member of a team.Respond to a variety of challenges in a range • of physical contexts and environments.Take initiative, lead activities and focus on • improving aspects of their own performance.Discover their own aptitudes and preferences • for different activities.Make informed decisions about the • importance of exercise in their lives.Develop positive self esteem through • achievement.Be given a firm foundation for life long • participation in sporting activities.

Religious EducationAchieve knowledge and understanding of • religious experiences, insights, beliefs and practices including worship and celebration, religious lifestyles, symbols, guidance and beliefs. Deepen or realize their own beliefs, and • respect the freedom of other people to hold beliefs different from their own, so preparing them for adult life and citizenship in a diverse, multi-faith society.Learn about religious and ethical teaching, • enabling them to make reasoned and informed judgements on religious and moral issues.

PSHEProvide opportunities for all pupils to learn • and achieve.Help our pupils to develop self-confidence • and a feeling of worth.Develop a caring and considerate attitude • towards themselves and others.Help our pupils to understand and manage • their feelings.Enable our pupils to make informed choices • about their lives.Help them to work well with others.• Help our pupils to form and maintain • meaningful relationships.Encourage our pupils to make healthy • choices about their lives.

Help pupils to identify ways of responding to • peer pressure.Develop a caring attitude to the environment.• Respect differences in others.• Understand their rights, responsibilities • and duties as individuals and members of a community.Encourage independence.• Help pupils become active and responsible • citizens.Promote spiritual, moral, social and cultural • development.Prepare pupils for the opportunities, • responsibilities and experiences of adult life.

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In Years 5 and 6 in PSHE there is particular focus on aspects of Relationships and Sex Education. A full copy of the policy is available to parents on request.

Each year, prior to the Relationships and Sex Education program being taught, parents will be informed and invited to preview the resources used.

Drug awareness is also an important element of the PSHE curriculum and a full copy of the policy is available to par-ents on request.

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Special Educational Needs

Aims and EthosThe school aims to provide a secure inclusive learning environment where the curriculum is differentiated and adapted to individual pupils’ aptitudes and abilities. This is a whole school ethos and may apply to all children at some time in their school life.It is the responsibility of the Inclusion manager to ensure the Special Education Needs and Inclusion policies are implemented. (The SEN Policy is available on request)InclusionWe strive to create a sense of community and belonging for all our pupils. We have an inclusive ethos with high expectations and suitable targets, providing a broad and balanced curriculum for all children. We have systems in place for early identification of barriers to learning and participation. (The Inclusion Policy is available on request)

DefinitionA child has special educational needs if they have a learning difficulty, which calls for special educational provision to be made for them. Children have a learning difficulty if they:

Have a significantly greater difficulty in • learning than the majority of children of the same age; orHave a disability, which prevents or hinders • them from making use of educational facilities of a kind generally provided for children of the same age in school within the area of the education authority; orAre under compulsory school age and fall • within the definitions above or would do so if special educational provision was not made for them.

Pupils are not regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they are taught.

Responsibilities of the Governing BodyThe governing body of Ellesmere Primary School must ensure that:

The necessary provision is made for any pupil • who has special educational needs.Where the ‘responsible person’ – the head • teacher or the governor- has been informed by the Inclusion manager that a pupil has special educational needs, those needs are made known to all who are likely to teach them.The school is aware of the importance of • identifying, and providing for, those who have special educational needs.

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A pupil with special educational needs • joins in activities of the school so far as is reasonably practical and compatible with the pupil’s ability.The implementation of the school’s policy • for pupils with special educational needs is reported to parents.The procedures embodied in the • Government’s Code of Practice are observed and acted upon when providing for and teaching pupils with special educational needs.Parents are notified of any decision by the • school that SEN provision is being made for their child.

Identification and AssessmentEvidence is gathered over a period of time relating to a pupil’s educational needs. Using this evidence, the class teacher may feel that strategies used in class (Wave 1) and intervention strategies (Wave 2) are not resulting in the child learning as effectively as possible, and their progress is not adequate. At this point the class teacher

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would consult with the Inclusion Manager and liaise with other relevant staff. Information from parents is also very important.The school has a duty to inform parents that educational provision is being made for their child.Detailed information on the different levels of special educational needs is available in the Special Educational Needs and Inclusion policy.

Partnership with ParentsParents of pupils with special educational needs are regarded as vital partners. When pupils are identified by the school as having special educational needs parents are contacted and fully involved in the implementation of appropriate intervention programmes to support their child. The school anticipates parents will support their children by:

Playing an active and valued role in their • child’s education.Attending the school for meetings with • the Inclusion Manager, class teacher or outside agencies concerning the educational provision for their child.

Pupil ParticipationPupils with special educational needs should, where possible, participate in all decision making processes, including setting targets and contributing to their Individual Education Plans. They should attend reviews and meetings concerning their education.

Special Educational Needs TeamWe have a designated special educational needs team within school to ensure all pupils needs are regularly monitored and appropriate intervention programmes are implemented by highly trained and skilled professionals.

School AdmissionsIn our school we welcome all children and endeavour to provide suitable learning experiences appropriate to their needs.Pupils with Statements of Educational Need are admitted into school and fully integrated. The school has a detailed Accessibility Plan for Disabled Pupils which is monitored regularly by the Governing Body to ensure appropriate access and facilities are accessible to disabled parents and pupils.

What the pupils say...

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I like school because we have so much fun and there are loads of toys to play with.

I like literacy because I’m really into handwriting. I like play time and lunch too.

I like doing maths because we get to do capacity and it’s fun.

I go outside to do races.

My best subject is history because you learn about stuff that happened in the past.

I like numeracy because we do activities like murder mystery that has numbers in the clues.

I like it when we do cricket at lunch and maths when we do work with sweets and then you get to eat them.

I like playing cricket at dinner time and when we go and do tournaments.

I like doing cross country after school because we have races. My best is 7th place but I’m determined to win

I like the F2 garden, there are loads of toys and inside there is modelling and cars.

I like the whole bit, I like everything we do.

I like football at afternoon break and writing books and making books.

This prospectus and parents handbook is intended to give a guide to the ethos, principles and policies by which Ellesmere Primary School is run. Every effort is made to ensure the accuracy of the information its contains, but the Headteacher and Governors may from time to time have to make changes to policies and procedures. Parents and carers with specific questions or requirements should discuss these matters with the school. They are welcome to contact the school office

at any time to make an appointment to see the Headteacher or the Chair of Governors.

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Ellesmere Primary School Elson Road, Ellesmere, Shropshire SY12 9EU

Telephone: 01691 622288 Fax: 01691 624893 admin.ellesmereprimary@shropshirelg.net