Marcham Primary School Prospectus 2011-12

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Marcham Church of England Primary School

Prospectus

2011 –2012

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Marcham Church of England Primary School Prospectus 2011—2012

Welcome 3 The History Of Our School 4 Messages To Your Child 5 General Information 6 Health and Safety 9 Learning and teaching 10 Parental involvement 16 SATs and SATs results 17 Staff and Governing Body 18

Marcham Church of England Primary School

Morland Road

Marcham Oxon

OX13 6PY

Telephone: 01865 391 448

E-mail: [email protected]

www.marcham.oxon.sch.uk

Headteacher: Mrs Viv Hutchinson

Chair of Governors: Mrs Sarah Leese

Version: Sept ‘11

Children learning to play violins and cellos

Cooking produce grown in Gardening Club.

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Dear Parents/Carers Welcome to Marcham Church of England Primary School. This prospectus offers you a broad introduction to our school. We want your child to feel motivated, happy and confident at school in order to make the best possible progress. We provide a lively curriculum that recognizes and values each child. During the years your child spends with us, we share a whole range of experiences in which he or she can develop and learn the skills, knowledge and under-standing needed for the future. As a small school, we pride ourselves on knowing our children and our fami-lies well. We take our distinctiveness as a Church school seriously and set great strength by the quality of the relationships within our community. We are committed to working in partnership with you to provide a rich, stimulating and varied education for your child. I hope that having read this prospectus, you will want to come and see us. To make an appointment, ring or e-mail Jane Jefferies in the office, and we will be delighted to arrange a convenient time for you to visit. Alternatively, visit our website at www.marcham.oxon.sch.uk for more information. I look forward to meeting you. Yours sincerely

Viv Hutchinson Headteacher

“...the pupils recognised ’a special feeling’ in

their school and readily associated this with the way they were treated.”

2008 SIAS report

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We take pride in working closely with our local

community and benefit from the mutual support

offered.

There has been a primary school in Marcham since 1870. The original school was sited in Mill Road, and forged close links with the parish church. Over the years the school out-grew its Victorian building. Eventually, the school made the 'big move' across the village to the present building on 29 March 1966, described as 'smart, new and attractive.' The school has continued to change and develop since that time. As well as changes to the internal structure and organisation, we were de-lighted to have a new class-room built in 2009 to accom-modate growing numbers. Improvements were also made to access and security arrangements and the front entrance in 2011.

Since 2007 we have been privileged to house Marcham Pre-school and enjoy a thriv-ing, happy and productive partnership with them. Our school today We build upon the strength of our village foundations by wel-coming all children from a range of backgrounds. We of-fer many experiences beyond our village community to help children to find their place in a dynamic and cosmopolitan society. We now enjoy spacious, well-kept grounds and premises. Our lovely site has the benefit of a large, flat field, ideal for games and dry weather play-times. We encourage a range of playtime and learning ex-periences by also having 'wild' areas, a secure pond area, more shaded spots and beds for growing plants, vegetables and flowers. Inside, we have five classrooms arranged at either end of a central hall. The youngest classes have ready access to the 'outside' class-room, together with plenty of space for play-based learning, and all children have access to ICT, the library and music, Art/DT and PE facilities.

THE HISTORY OF OUR SCHOOL

“Pupils...contribute positively to the local

community, for in-stance, singing to the residents of the local

day care centre or writ-ing in the village news-

letter” 2008 Ofsted Report

The opening of our new Foundation Stage Classroom in October, 2009.

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Messages to your child from the children of Marcham C of E Primary School and quotes from the 2008 Ofsted Report

The teach-ers at this school are really nice

It’s really easy to make new friends.

“They are very keen to learn and have very positive atti-tudes towards each other.”

2008 Ofsted Report

“Pupils’ personal develop-ment and well-being are good and contribute well to their progress.” 2008 Ofsted Report

I am really happy at the school and enjoy going in each day.

“Relationships between staff and pupils are highly positive...Links with the church are strong and an ethos of care and concern for others permeates the life of the school.”

2008 Ofsted Report

Our Vision

Our vision is for all children to achieve their full potential and to be-come confident independent learners, able to contribute actively in a fast-changing, vibrant society.

Our Mission Statement

Our mission is to achieve excellence in education in a safe, caring, collaborative community where learning is fun.

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Admissions Children are admitted to Marcham CE Primary School through the co-ordinated admission scheme for Oxfordshire. We follow the guidelines, schedules, admissions cri-teria and arrangements in compliance with the re-quirements of Oxfordshire Local Authority. Children can join our early years class from the September after their fourth birthday. All children are now entitled to a full-time place. Although parents have the right to defer the take-up of this full-time place, there is a legal requirement that all children have to be in full time education by the be-ginning of the term after their fifth birthday. A supportive induction programme is offered in the Summer Term for new children, prior to them joining the school in September. It aims to ensure that all chil-dren and parents feel well supported and clear about how we support learning in the Foundation Stage. With a strong partnership with Marcham Pre-school, we are increasingly working together to ensure a continu-ity of provision for our Foun-dation Stage children in line with the requirements of the Early Years Foundation Stage.

Although we strongly en-courage visits and the infor-mal registering of your inten-tion to apply for a place at our school, all applications for the Foundation Stage 1 must be made using County forms by mid November prior to the September in which you wish your child to start. Parents and schools are informed of placement decisions from the Local Au-thority, in order to allow us to plan our induction pro-gramme and class group-ings. Should you require a place at a point after the Founda-tion Stage, again applica-tions must be made via the County scheme. If places are available, they are of-fered according to the fol-lowing order of priority: 1 Children living in the school catchment area (Marcham, Frilford, and Garford). 2 Children who have a brother or sister already attending the school at the time of the child's admission. 3 Children of parents who wish for a Church School education for their child. Please refer to the office should you wish to see any of our full policy documents.

Organisation of classes Our school has flexibly grouped classes that vary from year to year according to how our numbers spread across each year group. Staff work closely, planning carefully, assessing and evaluating the progress of the children in their care. By working as a team, we ensure continuity of your child’s learning, with clear progression as they develop new skills. Records are kept on children’s progress. Parents can request access to this information, provided reasonable notice (as specified in the Data Protection Act of 1998) is given. Classes benefit from additional help, provided by our experienced team of Teaching Assistants.

Teaching time at present is 23 hours and 20 minutes for the younger children and 23 hours and 45 minutes for key stage 2 children. This ensures that the younger children have additional play sessions throughout the day. All children finish school at the same time.

GENERAL INFORMATION

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Our school day Doors open at 8:45 am.

On arrival, children go straight to their classrooms and you are welcome to join them to share in morning activities. (The older children are expected to be more in-dependent at settling into daily routines). Registration is at 8.55 am. Morning teaching is from 9:00-12:00, with morning break at 10:30-10.45am. Lunchtime 12.00-1.00pm Afternoon teaching is from 1:00-3:15pm. For the younger children, there is a much more flexible day . Play is celebrated as a crucial aspect of children’s development and they use the outside areas continually as part of their learning. Days and times of activities run before school, during lunchtime and after school vary termly, so please refer to our newsletter and Par-ents noticeboard for details.

“Teaching and learning

are good.”

2008 Ofsted Report

Other snacks are not allowed, except where there are specific dietary needs (such as diabetic requirements) that have

Morning session

8:55am—12:00 noon

Afternoon session

1:00pm—3:15pm

Lunches Lunches are eaten in the school hall. Cooked meals are available or you may send a packed lunch in a clearly named lunchbox. Lunches are supervised in the hall and afterwards chil-dren can play in the play-ground where they are also supervised by midday assis-tants. Children whose parents re-ceive income support are entitled to free school meals. Details can be ob-tained in confidence from the school office. We are proud to have been awarded ‘Healthy Schools’ status in November 2007 and children are encour-aged to bring a healthy fruit snack for morning break times. Although we have water fountains, we also actively encourage children to bring their own water bot-tles (available for £1 from the school office).

been agreed with the Headteacher. Dinner money and money in school Your child does not need money in school on a day to day basis. If money is sent to school for lunches or a school visit, it should be in a sealed envelope clearly marked with your child’s name, class and the amount and placed in the containers provided in each class. It would with our financial ar-rangements if money could be brought in on a Monday morning. Alternatively, you can pay for school lunches termly or half termly in ad-vance.

Car Parking We are fortunate in having ample safe parking space in the roads near the school. Please do respect our re-quest not to drive onto the school premises as many families with small children walk between our two en-trances. We would encour-age you, as far as is possi-ble, to walk or cycle to school .

Visiting the School If you wish to visit the school during the day, please al-ways ring for admission at the main school entrance as the doors used by the chil-dren at the start and end of the day are locked to ensure site safety. Please report to the School Administrator in the office. She will be happy to take messages and to ar-range appointments for you.

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Winter Trousers (not leggings or jeans) – grey or black Pinafores or skirts - grey Shirts, blouses – white or grey Sweatshirts – red with school logo Knitwear – red Socks – Grey for the boys and white for the girls Tights – Grey or red Summer Trousers or shorts – grey or black Dresses - red/white Short or longed sleeve shirts – white or grey Sweatshirts – red with school logo Knitwear – red

Shoes All children should have suitable, flat heeled, black shoes for school. Pupils in Years 2-6 will, however, also require trainers for out-door PE sessions. Indoor PE sessions will be done in bare feet. For pupils in FS/Year 1, they too will be expected to wear black school shoes to school and then to change into black plimsolls as in-door shoes and for PE when in school. Every child is entitled to a free school shoe bag which is available at the school office. School PE kit All children will need black shorts, a school T-shirt, and either plimsolls or train-ers for outdoor activities. At Key Stage 2 children may also wear tracksuit

bottoms for outdoor ses-sions. The PE kit should be in school everyday. Long hair must be tied back for PE. Children should not wear jewellery to school. If ears are pierced, only studs should be worn and these should be removed for PE sessions. Buying school uniform You can purchase sweatshirts, PE t-shirts and bookbags from the school office. Sweatshirts - £8.50 T-shirts - £3.50 Book bags - £4.00 Water bottles -£1.00 Hats – £3.50 Shoe bags - £1 We also have some nearly new uniform for sale – please ask in the office for details.

School uniform

Lost property The school cannot accept responsibility for loss or damage to any personal property brought into school – although every care will be taken to ensure its safety. It is really important that all school uniform is clearly named. Please take any lost items found on school property to the school office and we will endeavour to locate the owner.

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Absences If your child is absent from school, please telephone the school as soon as possible, ideally within 30 minutes of the start of the school day. There is no right time to have a holiday during term time, as your child is missing out on this learning time. However, schools will consider parental requests for holidays and have discretionary powers to grant up to 10 days leave during term time. Only in exceptional circumstances will more than 10 days be granted. Unauthorised absences (those for which no reason is given) have to be recorded and reported to parents annually and details are given in the school’s prospectus. If your child has an appointment at hospital, clinic etc please let us know in advance. You may then collect him/her from the main entrance. Children are not allowed to leave the school premises unaccompanied at any time during the school day unless we have received prior notification from the parent. Children in the Foundation Stage must have written permission to go home with someone else at the end of the school day.

Medical If your child has a serious or recurring medical problem, please inform the school as soon as possible – preferably on admission to school, so his/her particular needs can be discussed and catered for. It is not usually possible for us to administer medication in school. If your child needs to receive any medical treatment you may come into school to administer the medicine yourself. Children who suffer from asthma or a severe allergy and need to carry inhalers are an exception to this rule. Inhalers should be clearly labelled with the child’s name and given to the class teacher (if appropriate) for safekeeping. Written details should be registered at the school office. Illness in school If staff suspect illness, parents will be contacted by telephone to collect their child. We will, of course, care for and monitor your child closely until you arrive. If a serious accident occurs we will contact you straight away should we think that hospital treatment may be necessary. If we are unable to contact you it may be

necessary to act “in loco parentis” and arrange this ourselves, whilst of course continuing to try to reach you. Child Protection All members of staff are committed to the safety and protection of children in their care. Staff are trained in and conversant with the procedures laid down by the Oxfordshire Safeguarding Children Board. The school also has its own Safeguarding Pupils policy, a copy of which is available from the school office. We take these responsibili-ties seriously.

Smoking The school and the school grounds are designated ‘No Smoking’ areas. This applies at all times. This is in line with Oxfordshire County Council policy. All adults entering the school and school grounds need to comply with this policy.

HEALTH AND SAFETY

Contact numbers It is vital that the school has up to date and relevant information concerning all parental/guardianship contacts and responsibilities. If any changes occur in personal circumstances of this kind please register them at the school office.

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There are many ways we work together to help prepare your child for school. Here are a few practical tips: Foster self-help/independence skills by: ☺ Encouraging your child to do up their own coats, tie laces, get changed and dressed, go to the toilet and wash hands. ☺ Show your child how to get out and clear away equipment and how to use utensils, includ-ing a knife and fork, correctly. Hand/eye control with: ☺ Providing a variety and plenty of colouring, painting, making, cutting and sticking activities. ☺ Playing ball games, both kick-ing and catching, which also helps develop their co-ordination. Writing ☺ We recommend starting big and bold, using fingers in sand and paint or a variety of different sized pens and crayons, and get-ting the feel for letter formation when your child is ready. Reading ☺ Share a love of stories and rhymes to get your child enjoyng language! We offer detailed guidelines at our induction workshops and are always happy to demonstrate and discuss our teaching methods with you. It really helps us if you use ‘environmental print’ in the real world - from reading food labels to road signs and advertising, to help your child appreciate the value of the written word.

We also strongly recommend joining your local library as keeping up with children’s books is great fun! We are privileged to have a mobile library visit the school every two weeks throughout the school year and children are encouraged to choose books from school and from the mobile library to take home in their school book bags to read with their parents . Numbers ☺ You can help your child’s appreciation of numbers with counting games, using buttons, socks etc. En-courage them to look out for numbers in the environ-ment—on doors, as part of car registrations, at shops and around the home. Use vocabulary to compare and ‘measure’ -e.g. more/ less, bigger/smaller, near/ far etc. Sing to and with your child ☺ DVDs, CDs and tapes can be very useful to encourage your child to sing and familiarise themselves with well-known songs and nursery rhymes. There are also many excellent pre-school television programmes, vid-eos and DVDs to enjoy and talk about together. Social skills We really focus on developing ways of learning and playing together, as these are essential life-long skills. Helping children to share, listen to others, take turns and to show politeness and respect, are integral to being confident and helpful members of a school community.

LEARNING AND TEACHING

Children learning through play.

Helping your child make a positive start in school

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We aim to enable each child to build on

personal strengths and overcome difficulties they encounter. We believe that success fosters success and

that children must feel confident and

motivated to be actively engaged in their learning and

progress.

We have created our own Learning and Teaching pol-icy which explains our aims, ethos and philosophy, our focus on teaching, the learning environment and our curriculum statements. The National Curriculum is followed throughout the school, plotted in a more creative and themed ap-proach. Our own schemes of work are balanced, broadly based and varied in order to promote the devel-opment of relevant skills, knowledge and attitudes through a variety of different teaching and learning meth-ods. We seek to create and support a culture where everyone is a learner and lifelong learning is a feature of the school. We aim to deliver high quality teach-ing, where all children can access and engage with a broad, balanced and crea-tive curriculum that ad-dresses their interests, pro-vides appropriate chal-lenges and is differentiated according to their needs. We aim to enable each child to build on personal strengths and overcome difficulties they encounter. We believe that success fosters success and that children must feel confident and motivated to be actively engaged in their learning and progress. Our vision for Marcham CE Primary school is based on a foundation of Christian values and these provide the basis of the spiritual, social, intellectual,

emotional and moral devel-opment of our children. It is important that , as the chil-dren grow up, they learn to choose, develop and deepen their own positive values and consider the implications of their choices in relation to themselves, the communi-ties of which they are a part and society at large. The Learning and Teaching policy is available on request from the school office. Collective Worship We have a short daily act of worship. We see these as a central part of our school life. As a Church school we aim to nurture Christian values to enable our pupils to flourish as individuals and to ensure that they relate sensitively to the beliefs, feelings and sen-sibilities of others. Relevant issues, founded on a range of Christian Values and themes form a basis for most assemblies. The clergy and church representatives lead our assemblies once a week and we cement ties by holding a service each term in our Parish Church. We also have class assemblies on a Thursday and a celebration assembly on a Friday. Par-ents are regularly invited to parents assemblies (2 per term) to share in the chil-dren’s learning.

Parents have the legal right to withdraw their children from these sessions. If you do not wish your child to take part in RE lessons or assemblies, please speak to the Headteacher. so that al-ternative arrangements can be made.

Lessons in religious education and periods of school worship pro-vide valuable opportun-ties for spiritual devel-

opment

2008 SIAS report

“Children play and work well together”-

2008 SIAS report

Learning and teaching policy

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Visits We believe in enriching op-portunities for learning through first hand experience. This is shown in examples of recent visits: Botanical Gardens,

Oxford Living Rainforest ,

Newbury Cogges Farm and

Museum Archeological digs Sulgrave Manor Kingswood Residential

Centre (Staffordshire); County Music Service,

Oxford; Cotswold Wildlife Park

and Zoo. Hill End Study Centre Visitors As well as learning outside the school grounds, we wel-come visitors to school. Ex-perts and enthusiasts - in topics varying from space to circus performance skills have enhanced our learning during the past year. In-school activities Each year we work to provide a lively range of clubs and activities for children before, during and after school time. At present we offer recorders and art and craft clubs for the younger children, together with seasonal sporting activities where possible. Older children are offered a wider selection, including membership of the school’s football, netball (’High 5’s’)

and athletics clubs and, re-cently, a series of ‘taster’ clubs where children may experience more unusual activities, such as flamenco dancing and origami. In ad-dition, a number of clubs are offered in response to inter-est and voluntary support.

Children exploring wildlife at Wittenham Clumps Study Centre.

Children taking part in a Victorian Day as part of their learning.

Charging Policy During the school year our children make many trips and visits out of school. If the activity cannot be funded without voluntary contributions the parents will be notified of this from the outset. The school, therefore, may ask for vol-untary contributions in support of certain school activities, whether during or outside school hours, resi-dential or non-residential. If insufficient contributions are raised, the trip or activity may have to be cancelled. If parents are in receipt of Income Support or other specific financial benefits, activities for which charges have to be made may have alternative arrangements. There is a charging policy which sets out the details of such circumstances and this is available on request from the school office.

Learning outside the classroom

Children at work outside the classroom.

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Special educational needs Children may have special needs in a range of areas e.g. those with exceptional talents, learning difficulties, emotional, social or behavioural concerns. We want all children, whatever their needs and talents, to make the best possible progress and to achieve well in all areas of their learning. We want to work with par-ents to ensure that all chil-dren are properly sup-ported, confident and chal-lenged. Please help us by sharing any concerns you may have with the class teacher, who will know your child best. Some times other support is needed, which may be provided from within the school or from an outside professional. The range of support includes teaching assistants, educational psychologists, doctors, nurses and educational social workers. Mrs Johnson is the Special Needs Co-ordinator for the school. She consults with other professionals as may be necessary, to give ad-vice to teachers and par-ents on strategies to sup-port individual children. We help children in a variety of ways, depending on their needs e.g. within the class-room or withdrawn, in groups or individually. A

full copy of the special needs policy is available for inspection from the school office. Equal opportunities Everything we do should allow every child to achieve their full potential. We therefore think carefully about how we organise and plan learning, the range of resources we use and our day-to-day working relationships. This is reflected in the types of books, displays and other teaching materials used, so that there is no gender or racial bias. Teachers take a positive role and encourage discussion where there is a suggestion of bias through speech or action. We encourage boys and girls to respect themselves and each other and so recognise the joint and individual contribution they can make to school life. Children are encouraged to participate in all activities that are appropriate to them and tasks around the school are allocated fairly. As a largely mono-ethnic school, we are keen to develop aspects of the cur-riculum which appreciates and celebrates the rich-ness and diversity of our wider communities. Complaints procedure If you are unhappy about anything that happens in school, please speak with the member of staff

concerned and then, if not satisfied, with the Head-teacher. We will try to re-solve the problem as soon as possible. However, if we are unable to do so, the matter should be taken to the school Governors. A formal written complaint should be committed to the Clerk to the Governors. We hope that concerns will not reach this point as the Headteacher is always will-ing to try to resolve any is-sues which may be of con-cern. As required by the 1988 Education Act, the LA has a Complaints Procedure, a copy of which is available in school. Secondary transfer Most of the children from our school transfer to Lark-mead School in Abingdon, although we have pupils who move on to Fitzharrys and John Mason Schools in Abingdon, together with other schools in the area. Our Upper Key Stage 2 teacher liaises with staff to ensure a smooth transfer of information and support. The children have opportunities to visit their intended school and teachers from Larkmead

visit here in the summer term. We also maintain links with Abingdon Partnership schools through taking part in local projects, special events and concerts, as well as sharing newsletter up-dates of the success stories of our past pupils.

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School Council In keeping with our aim to offer children responsibility and a voice in their own school and learning, we are very proud of our School Council. Elected representa-tives from each class work to agree priori-ties for change and development around the school. They then discuss their ideas with the headteacher (and possibly gover-nors), to determine which projects might go ahead. In handling a small budget, they gain valuable experience of a num-ber of life skills, including responding to differing viewpoints, chairing meetings and learning to perform the roles of treas-urer and secretary.

“Pupils enjoy having a say and feel their views are valued by the Head-

teacher and staff.”

2008 Ofsted Report

Behaviour and discipline We know that a calm, caring and motivating environment is essential to maximise learning, so we place great emphasis on fostering good behaviour. All staff and children are expected to show mutual respect and consideration. We have a ‘positive’ discipline policy that emphasizes, models and rewards constructive behaviour. We look for continuous growth in self-discipline and responsibility, motivated by a pride in all aspects of work and of belonging to our school community. These are supplemented by classroom behaviour norms that are agreed with and reviewed by the children. Children understand the fairness of loss of privileges (such as playtime) should they fall short of expectations after verbal reminders. We work closely with parents and carers to monitor any persistent behaviour difficulties, to ensure improvement is sup-ported and acknowledged. Children’s positive behaviour is acknowl-edged on a weekly basis during our Friday Celebration assemblies. Younger children are supported by Play-ground Buddies, a recent initiative, which is designed not only to give responsi-bility to the older pupils but to model good and inclusive play practices for the younger pupils. Our Behaviour policy is available on re-quest from the school office.

Pupil working as ‘Head for the Day’.

Balancing in PE .

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Homework Policy We believe that homework provides a window for you to appreciate some of the things your child is learning. It allows us to promote independent study and responsibility and to encourage creative and individual responses. All children are offered activities appropri-ate to their age and they will be given clear guidelines as to when and how to complete them. Class teachers review and monitor homework assignments, providing written or oral feedback. Assessment and target-setting In addition to on-going formative assessment which takes place through daily conversation, observation and marking, there are termly assessments and annual assessments of a more formal nature that are used for setting targets and monitoring progress. In Years 2 & 6 children complete standardised assessments set by the DfE. In Year 2 these are used to confirm teacher assessments in English and Maths and in Year 6, the tests are externally marked and results returned to the school. In other years children un-dertake standardised papers to help us in monitoring progress and agreeing appropriate targets for your child to aim for in future terms. This supports our aim of offering realistic challenges so that each child reaches his/her potential. ATTENDANCE Rates of absence for 2010/2011

Authorised 4.79% 4.65%

Unauthor-ised

0.56% 0.33%

4.38%

0.05 %

National County Marcham

Their (the pupils’) very good attendance is in-dicative of how much they enjoy school.

2008 Ofsted Report

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Marcham School PTA The PTA at Marcham School is very active. Members donate significant time helping with school activities and projects, organizing fundraising events and running social events. Many of these events raise money for those little extras for the school. Two such events being the Christmas Bazaar and the Summer Fete. All parents and staff are automatically members of the Association and are eligible to attend the AGM which is held during the autumn term. A new committee is elected at this meeting and parents new to the school are encouraged to come to the meeting to find out more about the type of events arranged and how the PTA is run. Committee members share in the organizing and running of the events. The Friends of Marcham School The Friends of Marcham School is a charity set up in 1997 to raise funds for improving school resources. These funds have provided a variety of much valued equipment, from new library books, to extra computers and interactive whiteboards for each class in the school. .

Workshops and curriculum events for parents

From time to time, staff run workshops and special events to encourage a greater understanding for parents of current approaches, teaching methods and learning styles. Sometimes these may focus on a particular year, such as the reception year of the Foundation Stage (FS1), or we might cover ways of teaching spelling, reading or mathe-matical skills.

The PTA’s summer fete

Parent and carer partnership

We strongly believe in the importance of working with you to ensure your child progresses confidently to achieve the very best learning experience at school. Informal contact is encouraged at the start and end of the school day, but we appreciate that this is ‘peak time’ for class teachers. However, we are keen that any issues are dealt with as quickly as possible and parents can arrange appointments with their child's class teacher at a mutually convenient time. We also offer more formal parents' interviews twice a year, in November and February. You may, of course, arrange other times with the class teacher to discuss your child's progress. We also have a Home School agreement which sets out the roles and responsibilities of parents, pupils and the school. A written report of your child’s achievements and attainment is provided at the end of the school year. We communicate through newsletters which go home with your child twice a month, but we also have a Parents' no-ticeboard, a brilliantly active PTA and a developing learning Platform. Additional information about the school is avail-able through the local Marcham and District News and our own school website: www.marcham.oxon.sch.uk

We are always keen to learn how we can improve and de-velop communication with you. We have a Parents Fo-rum which meets on a termly basis to discuss current is-sues. The Headteacher aims to welcome you and your children each morning, although the two entrances to the school makes this a challenge! Please do ar-range an appointment with her should you have any concerns or ideas.

PARENTAL INVOLVEMENT

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School results

These tables show the results of children at Marcham CE Primary School at the end of Key Stages 1 and 2 in 2011. Results are shown as percentages.


Figures may not total 100 percent because of rounding. W represents the number of children who were working towards Level 1 but have not yet

achieved the standards needed for level 1. * represents children who were not entered for the test because they were working below

level in English, Mathematics, or Science; children awarded a compensatory level for the tests; and children entered for but not achieving a level from the tests.

# formerly referred to as disapplied.

Key Stage One

TEST RESULTS

Percentage at each level

Levels Below Level 3

Level 3 Level 4 Level 5

School attain-

ment for levels 4+

National averages for Lev-els 4+

Pupils not en-tered #

Pupils absent

English 0 55 18 27 45 81 0 0

Reading 18 27 27 27 54 / 0 0

Writing 0 55 36 9 45 / 0 0

Mathematics 9 45 18 27 45 80 0 0

TEACHER ASSESSMENT( with test results considered)

Percentage at each level

W 1 2 3 National averages

for 2+

English - Reading 17 39 44 85

English - Writing 12 77 11 81

Mathematics 12 67 22 90

Science 6 67 28 /

School attain-

ment for Level 2+

83

88

88

94

Key Stage Two

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GOVERNING BODY 2011/12 Sarah Leese Chair/Parent Governor Viv Hutchinson Headteacher Katherine Johnson Teacher Governor Teresa Sandall Non-teaching staff Governor Christine Munro Community governor Community governor Chris Chisholm Parent governor Tricia Hawkins Parent governor Simon Pinches Parent governor Ruth Atkins Parent governor Ed Warwick Foundation governor Charles Gaisford Foundation governor Cheryll Sewell Foundation governor Liz Garside Local Authority governor Gwyneth Goss Local Authority governor Paula Hardy Local Authority governor Trish Summers Clerk to Governors

STAFFING (from September 2011) Headteacher Mrs Viv Hutchinson Senior Teacher Mrs Katherine Johnson - Kangaroo Class Teaching staff Miss Corrina Copland - Panda Class Miss Hannah Page - Panda Class Miss Rebecca Wagstaff - Tiger Class Mrs Annabel Eade - Kangaroo Class Mrs Karen Capel - Giraffe Class Mrs Natasha Waldman - Eagle Class Mrs Pam Rook - Owl Class Teaching Assistants Mrs Sarah Harris Mrs Junie Wood Miss Barbara Croker Mrs Jane Kidd Mrs Louise Butt Mrs Debbie Gedling Mrs Jill Ferryman Miss Petra Holla Ms Marina Hodge School Administrator Mrs Jane Jefferies Cleaner in Charge Mrs Teresa Sandall Lunchtime Supervisors Ms Marion Belcher Servery Assistant Mrs Joanne Payne

SCHOOL TERM DATES 2011/12 Term 1: Wed 7th Sept to Fri 21st Oct 2011 Term 2: Tues 1st Nov to Fri 16th Dec 2011 Term 3: Wed 4th Jan to Fri 10th Feb 2012 Term 4: Mon 20th Feb to Fri 30th Mar 2012 Term 5: Mon 16th Apr to Fri 1st June 2012 Term 6: Mon 11th Jun to Fri 20th July 2012 INSeT dates: 5th September; 6th September; 31st October; 4th January

Date post:	30-Oct-2014
Category:	Documents
Upload:	marchamschool
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Marcham Primary School Prospectus 2011-12

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