ST AMBROSE BARLOW

CATHOLIC PRIMARY SCHOOL

SCHOOL PROSPECTUS

MISSION STATEMENT

With St Ambrose Barlow as our guide

and Jesus at our side,

we are all learning to live, love

and work together.

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ST AMBROSE BARLOW CATHOLIC PRIMARY SCHOOL

Address: 841 Shirley Road

Hall Green Birmingham

B28 9JJ

Tel: (0121) 464 2791

Email: enquiry@sab.bham.sch.uk

Website: www.sab.bham.sch.uk

School Governors

Mr B O’Driscoll - Chairman/Foundation Governor

C/o St Ambrose Barlow Catholic Primary School

Mr A Harries - Foundation Governor

Mrs Cunnane - Elected Parent Governor

Mr English - Elected Parent Governor

Mrs Fayaz - Staff Governor

Mrs M Grew - Foundation Governor

Mrs M Griffin - Foundation Governor

Mr J Hall - Foundation Parent Governor

Mrs K Jenkins - Local Authority Representative

Fr Paul Johnson - Foundation Governor

Dr McMahon - Foundation Governor

Mrs M Winters - Headteacher

Clerk to the Governors - c/o St Ambrose Barlow School

Teaching Staff

Mrs M Winters - Headteacher

Mrs L Kavanagh - Deputy Headteacher

Miss E Ball - Classteacher

Miss Z Ghanbari - Classteacher

Mrs J Healy - Classteacher

Miss C McLeish - Classteacher

Miss C Murphy - Classteacher

Miss L Newman - Classteacher

Miss E Traynor - Classteacher

Mr R Winters - Classteacher

Support Staff

Mrs M Drewry - Teaching Assistant

Mrs S Fayaz - Teaching Assistant

Mrs M Hardiman - Cook in Charge

Mrs D Haughton - Teaching Assistant

Miss P James - Office Manager

Mrs J O’Driscoll - Teaching Assistant

Mr L Turner - Teaching Assistant

Mrs C Thompson - Teaching Assistant

Mr J Hawkins - Building Services Supervisor

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CRITERIA OF ADMISSION

The admissions process is part of the Birmingham local authority co-ordinated scheme.

The Admission Policy of the Governors of St Ambrose Barlow Catholic School is as follows:

The ethos of this school is Catholic. The school was founded by the Catholic Church to provide

education for children of Catholic families. The school is conducted by its governing body as part of

the Catholic Church in accordance with its Trust Deed and Instrument of Government and seeks at all

times to be a witness to Jesus Christ. We ask all parents applying for a place here to respect this ethos

and its importance to the school community. This does not affect the right of parents who are not of

the faith of this school to apply for and be considered for a place here.

The School’s Admission Number for the school year 2020/21 is 30.

If the number of applications exceeds the admission number, the governors will give priority to

applications in accordance with the criteria listed, provided that the governors are made aware of that

application before decisions on admissions are made (see Note 1 below). If there is oversubscription

within a category, the governors will give priority to children living closest to the school determined

by shortest distance (see Note 4).

A map of the parish boundary is available at the school and parish or by post on request.

1. Baptised Catholic children (see Note 2 below) who are in the care of a local authority (children in

care) or provided with accommodation by them (e.g. children with foster parents) (Section 22 of

the Children Act 1989), and children who were previously looked after but ceased to be so

because they were adopted (or became subject to a residence order or special guardianship order).

2. Baptised Catholic children living within the Parish of St Ambrose Barlow who have a brother or

sister (see Note 3 below) in the school at the time of admission

3. Baptised Catholic children living within the Parish of St Ambrose Barlow

4. Other Baptised Catholic children who have a brother or sister in the school at the time of

admission

5. Other Baptised Catholic children

6. Non-Catholic children who are in the care of a local authority (children in care) or provided with

accommodation by them (e.g. children with foster parents) (Section 22 of the Children Act 1989),

and children who were previously looked after but ceased to be so because they were adopted (or

became subject to a residence order or special guardianship order).

7. Non-Catholic children who have a brother or sister in the school at the time of admission

8. Non-Catholic children

Note 1

Children with a Statement of Special Educational Needs or Education, Health and Care (EHC) Plans,

that names the school must be admitted. This will reduce the number of places available to

applicants. This is not an oversubscription criterion.

Note 2

In all categories, for a child to be considered as a Catholic, evidence of Catholic Baptism or

Reception into the Church will be required. For a definition of a Baptised Catholic see the Appendix.

Those who face difficulties in producing written evidence of Catholic Baptism/Reception should

contact their Parish Priest.

Parents making an application for a Catholic child should also complete a supplementary information

form (SIF). Failure to complete the SIF/provide evidence of Catholic Baptism/Reception may affect

the criterion the child’s name is placed in.

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Note 3

For Catholic and non-Catholic children the definition of a brother or sister is:

A brother or sister sharing the same parents;

Half-brother or half-sister, where two children share one common parent;

Step-brother or step-sister, where two children are related by a parent’s marriage;

Step-brother or step-sister;

Adopted or fostered children

The children must be living permanently in the same household

Note 4

Distances are calculated on the basis of a straight-line measurement between the applicant’s home

address and the school’s front gate. The local authority uses a computerised system, which measures

all distances in metres. Ordnance Survey supply the co-ordinates that are used to plot an applicant’s

home address within this system.

In a very small number of cases it may not be able to decide between the applicants of those pupils

who are qualifiers for a place, when applying the published admission criteria.

For example, this may occur when children in the same year group live at the same address, or if the

distance between the home and school is exactly the same, for example, blocks of flats. If there is no

other way of separating the application according to the admissions criteria and to admit both or all of

the children would cause the legal limit to be exceeded, the local authority will use a computerised

system to randomly select the child to be offered the final place. As an exception, the governing body

will give careful consideration to offering places above the Admission Number to applications from

children whose twin or sibling from a multiple birth is admitted even when there are no other vacant

places.

The home address of a pupil is considered to be the permanent residence of a child. The address must

be the child’s only or main residence for the majority of the school week. Documentary evidence may

be required.

Where care is split equally between mother and father, parents must name which address is to be used

for the purpose of allocating a school place and proof may be requested.

SCHOOL ENTRY

Parents must, by law, ensure that their child is receiving suitable full time education from the

beginning of the term following the child's fifth birthday, when they will have begun to be of

compulsory school age. Whilst a child may start school in the September following their fourth

birthday, a parent may choose to defer their child’s admission until the beginning of the term

following their fifth birthday; however, the child's entry may not be deferred beyond the academic

year for which the parent's original application was accepted.

The parent of a child whose fifth birthday falls during the summer term who wishes to defer their

child's admission to primary/infant school until the beginning of the following academic year (when

the child will have begun to be of compulsory school age) will therefore need to make a separate

application for a place in Year 1 at the school. Any reception class place offered following an

application made during the 2020/2021 admission round will be withdrawn if the child does not take

up that place during the 2020/2021 academic year.

Parents can request that their child attends part-time until the child reaches compulsory school age.

If parents wish for their child to be considered for admission to a class outside of their normal age

group, they should make an application for the normal age group in the first instance. Parents should

then submit a formal request to the Governing Body. This request should be in the form of a written

letter of application outlining the reasons why you wish for your child to be considered to be admitted

into a class outside of their normal age group, and enclosing any supportive evidence and

documentation that you wish to be taken into account as part of that request. The Governing Body

will consider application submitted and advise the parents of the outcome of their application before

the national offer day, having taken into account the information provided by the parents, the child’s

best interests and the views of the Headteacher.

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If parents are considering submitting an application for their child to be admitted into a class outside

of their normal age group, it is strongly recommended that they also read the DFE Guidance which

can be found at:

hhtps://www.gov.uk/government/publications/summer-born-children-school-admission

NURSERY

Parents must apply on the local authority form for a place in Reception Class. Attendance at a

nursery does not automatically guarantee that a place will be offered in main school.

APPEALS

Parents who wish to appeal against the decision of the Governors to refuse their child a place in the

school may apply in writing to Chair of Governors. Appeals will be heard by an independent panel.

REPEAT APPLICATIONS

Any parent can apply for a place for their child at any time outside the admissions round. Parents do

not have the right to a second appeal in respect of the same school for the same academic year unless,

in exceptional circumstances, the admission authority has accepted a second application from the

appellant because of a significant and material change in the circumstances of the parent, child or

school but still refused admission.

LATE APPLICATIONS

Late applications will be dealt with according to the local authority co-ordinated scheme.

WAITING LIST

Parents whose children have not been offered their preferred school will be informed of their right of

appeal and will be added to their preferred schools waiting list.

The Local Authority will send voluntary aided and foundation schools their waiting lists following the

offer of school places.

Waiting lists for admission will remain open until the 31 December 2021 and will then be discarded.

Parents may apply for their child’s name to be reinstated until the end of the academic year when the

list will be discarded.

Waiting lists will not be fixed following the offer of places. They are subject to change. This means

that a child’s waiting list position during the year could go up or down. Any late applicants accepted

will be added to the school’s list in accordance with the order of priority for allocating places.

Inclusion on a school’s waiting list does not mean that a place will eventually become available. It

may be that those already offered places may accept them, thereby filling all available places.

Children who are the subject of a direction by a local authority to admit or who are allocated to a

school in accordance with a Fair Access Protocol take precedence over those on a waiting list.

IN YEAR FAIR ACCESS POLICY

The governing body have adopted the LA fair access policy for admission of previously excluded or

hard to place children.

APPLICATIONS OTHER THAN THE NORMAL INTAKE TO RECEPTION CLASS (In-year

applications)

An application should be made to the governing body at the school.

There is no charge or cost related to the admission of a child to this school.

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OUR VISION

Our vision at St Ambrose Catholic Primary School is to provide an excellent standard of

education, within a stimulating Catholic environment, by committed and caring professionals.

Our whole curriculum is shaped by our school vision which aims to enable all children,

regardless of background, ability, additional needs, to flourish, to become the very best

version of themselves they can possibly be.

Inclusion of all is our central goal based on our belief that we are all created in the image of

God.

Our vision is to develop the children’s love of the world around them and inspire in pupils a

curiosity and fascination for the planet and their place in it for many years to come.

ETHOS STATEMENT

The school was founded by and is part of the Catholic Church. The school is to be conducted

as a Catholic School in accordance with the canon law and teachings of the Roman Catholic

Church, and in accordance with the Trust Deed of the Archdiocese of Birmingham and in

particular:

a) Religious education is to be in accordance with the teachings, doctrines, discipline and

general and particular norms of the Catholic Church;

b) Religious worship is to be in accordance with the rites, practices, discipline and

liturgical norms of the Catholic Church

As a Catholic school the foundation of all we do is based upon Christ and His Gospel values

of Love, Peace and Justice, developing a Catholic ethos within which all pupils can grow and

flourish, respect others and be respected.

At all times, the school is to serve as a witness to the Catholic faith in Our Lord Jesus Christ.

MISSION STATEMENT

With St. Ambrose Barlow as our guide and Jesus at our side, we are all learning to live, love

and work together.

AIMS OF THE SCHOOL

To develop a Christ-centred community in which the Catholic faith is nurtured and

where a respect for other world religions is fostered.

Foster in children a sense of awe and wonder for God's created world and to have an

awareness of their unique place within it.

To jointly 'hand on the faith' in partnership with home and parish. The faith journey is

begun by parents at Baptism and our aim is to support each child in their journey of

faith, working alongside parents, the first educators of the children.

To provide a safe, happy and caring environment and ethos in which individuals have

the opportunity to develop their spiritual, moral, intellectual, emotional, aesthetic,

social, cultural and physical potential; to enable them to take their place in society,

bearing witness to Gospel values.

Through Emotion Coaching and being attachment aware, both children and adults are

able to both manage their behaviour, to create an environment that is conducive to

learning, building positive relationships between children and staff and children with

their peers.

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To ensure that all children and adults understand the procedures for addressing

disagreements and conflict, and that these are based on respect for children and young

people’s dignity and rights.

That children are empowered to enjoy and exercise their rights and to promote the

rights of others locally and globally. So that all children grow as healthy as possible,

can learn at school, are protected, have their views listened to, and are treated fairly.

Duty bearers are accountable for ensuring that children experience their rights.

To support our children to become reflective thinkers and to not accept any prejudice

in any form.

To inspire our children to aim high, be the best they can be and make the most of every

opportunity that is given to them.

To design and provide a broad, balanced, relevant, and differentiated curriculum,

including the requirements of the National Curriculum, to develop each child’s

potential.

To design and provide a curriculum that builds resilient learners with the knowledge,

understanding and skills to be responsible members of the community locally and

internationally.

For our curriculum to provide children with the opportunity to succeed not only in

statutory curricular subjects, but to participate in and engage positively with a range of

artistic, musical, sporting and cultural opportunities.

To give all of our pupils, particularly the most disadvantaged, the knowledge,

experiences and ‘cultural capital’ necessary to become educated citizens and to

succeed in life.

To encourage and nurture independence in children which forms a strong basis for

them to become life-long learners.

To develop our pupils for the opportunities, responsibilities and experiences of adult

life.

As a Catholic School we actively promote values, virtues and ethics that shape our pupil’s

character and moral perspective, through the teachings of the Church. We are confident

that our continued focus on the Gospel Values will give our pupils the necessary

awareness of what it means to be a good citizen in Britain today, and embed in them the

building blocks of a future successful and productive life.

Saint Ambrose Barlow School is voluntary-aided and serves the parish of Saint Ambrose

Barlow.

As a Catholic School, our religious ethos is to be found across the whole curriculum and not

just within religious education lessons. The aim of the school is the Christian growth of the

child. Parents are closely involved in the preparation of their children for the Sacrament of

the Eucharist through the parish-based programme. The school follows the Birmingham

Diocesan religious education programme, ‘Learning and Growing as the People of God’.

Saint Ambrose Barlow School is committed to the fostering of a spirit of justice and universal

brotherhood, in accordance with the message of the Gospel and the teachings of the Catholic

Church. In particular it recognises the need to prepare pupils for life in a multicultural society

by fostering respect for and understanding of a rich cultural diversity, and by seeking to

counter racist and discriminatory attitudes.

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SCHOOL ORGANISATION

School Roll

The school accommodates 210 boys and girls aged 4-11 years and can admit 30 (4+ years)

pupils each year. There are seven classes which are of mixed ability.

Foundation Stage - (Reception classes)

Key Stage One - (Year One and Year Two)

Key Stage Two - (Years Three, Four, Five and Six)

Term dates for the School Year 2020-21

Autumn Term 2020 Spring Term 2021 Summer Term 2021

Wednesday 2nd September

to

Friday 23rd October

half term

Monday 2nd November

to

Friday 18th December

Monday 4th January

to

Friday 12th February

half term

Monday 22nd February

to

Thursday 1st April

Monday 19th April

to

Friday 28th May

half term

Monday 7th June

to

Wednesday 21st July

Further training days to be arranged

Good Friday 2nd April 2021

May Day – Monday 3rd May 2021

School Hours

The bell rings at 08.55 for a prompt start to the school day. The doors open at 8.45 to

allow a steady intake. Parents should escort their children to the door they enter. Children

should not be left in the playground unsupervised. The school cannot be responsible for the

safety of pupils who arrive earlier and who, therefore, remain unsupervised.

Could I ask all parents when they are entering and leaving the school site at the beginning and

the end of the day to walk on the left of the pathway. This will keep congestion to a minimum.

Thank you.

Foundation Stage & Key Stage One

Morning session begins at 09.00 and ends at 12.05

Afternoon session begins at 13.15 and ends at 15.30

Key Stage Two

Morning session begins at 09.00 and ends at 12.15

Afternoon session begins at 13.15 and ends at 15.30

Foundation Stage and Key Stage One children should be collected promptly at the end of the

school day. If either parent is unable to collect their children then please ensure that the

classteacher is aware of the arrangements which have been made for his/her collection.

Parents of Key Stage Two children should collect their child from the Key Stage Two

Playground. In Year 6, some children may start to walk home without an adult. We ask

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parents to inform us in writing when they feel their child is ready to walk home without an

adult.

Absence from School

Please inform the school on the first day of your child’s absence from school. It is essential

that we know where a child is if he/she is not present at school. On return to school following

an absence due to illness or another reason, a letter stating the reason for the non-attendance

must be given to the classteacher. It is for the school to decide whether an absence is an

authorised or unauthorised one.

In the interests of their safety and welfare, pupils are not allowed to leave the school premises

during the school hours for medical/dental appointments etc. unless collected by a parent or

other responsible adult. Please ensure that your child’s classteacher is warned in advance of

such absences by means of a note or appointment card. Please try to arrange these

appointments out of school hours, whenever possible. Thank you.

Holidays in Term Time

Parents do not have an automatic right to withdraw pupils from school for a holiday. In the

Education (Pupil Registration) (England) (Amendment) Regulations 2013, all references

to family holiday and extended leave as well as the statutory threshold of ten school days have

been removed. The amendments make clear that Head Teachers may not grant any leave

of absence during term time unless there are exceptional circumstances.

Whilst it will be important to look at the whole situation in making decisions about any

individual request, the normality will be that requests will be refused.

If a parent needs to take their child out of school during term time, they must make very clear

in their request how the circumstances are exceptional. If this is not clear then under the new

legislation, the Headteacher will not be allowed to grant leave.

The parent/carer will be informed of the Headteacher decision as to whether permission has

been granted. A copy is also kept on file by the school.

Health

Parents are reminded to keep the school informed with regard to any medical condition which

their child has which could have a bearing on activities he/she will be involved in at school.

Administering of medicines during the school day

It is normally expected that parents administer medicine to their children. Parents should

request that GPs prescribe medicines in a way which avoids the need for medicines to be

brought onto the school premises. If this is not feasible and the parent would prefer to visit

the school during the lunch break in order to administer medicines him/herself, then this

would be quite acceptable. Children could of course be taken home at lunchtime for this

purpose.

On occasions children require medicines to be administered during the school day. Please be

aware that the school is unable to refrigerate medicines. In an effort to ensure the health and

safety of our children by eliminating error, please comply with the following instructions:-

1. The medicine should be delivered to the school office, by the parent or another

responsible adult.

2. Medicines must be clearly labelled with contents, owner’s name and dosage.

3. A consent form to be completed and returned to the school.

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The school has a policy on Asthma.

Please inform the Headteacher if your child is asthmatic.

Cases in which the school cannot be responsible for the administration of medicine

a) Where the timing of the administration is crucial.

b) Where some technical or medical knowledge or expertise is required.

c) Where intimate contact is necessary.

Headlice

Parents are requested to inform the school if they detect headlice in their child.

Parents are periodically provided with a headlice ‘Information leaflet’.

Daytime Contact Telephone Numbers

It is essential that you provide the school with a telephone number on which you can be

contacted during the day (home/workplace/mobile phone/relative/neighbour) in the event of

illness/injury.

Please inform the school if you move house, or if there is any alteration in the telephone

numbers that you have given.

Pastoral Care

The pastoral care of pupils remains the responsibility of the headteacher who delegates this

function to the pupil’s classteacher. Parents are invited by the headteacher to discuss matters

of interest or concern regarding individual pupils, as and when the need arises.

Child Protection

The school has a policy on Child Protection and follows the procedures as set out in the

Birmingham Local Authority guidelines on Child Protection. Our first priority is your child’s

welfare and therefore there may be occasions when our concern about your child means that

we have to consult other agencies even before we contact you. ‘Safeguarding and promoting

the welfare of children is everyone’s responsibility. Everyone who comes into contact with

children and their families has a role to play. In order to fulfil this responsibility effectively,

all practitioners should make sure their approach is child-centred. This means that they

should consider, at all times, what is in the best interests of the child’. (Keeping Children

Safe in Education. September 2019 para 2) The procedures we follow have been laid down by

this document and Birmingham City Council policies and procedures. The safeguarding

policy is on the school website. If you want to know more about these procedures, please

speak to the Headteacher.

If a parent or carer has any concerns about a child’s safety, please speak to the Headteacher.

Official Documents

Official documents, including school policies (Curriculum/Educational Visits etc) are made

available to parents on request. The minutes of the meetings of the governing body are

available to read in the school office.

Open Day for Parents of Intending Pupils

Parents who make application for admission to the school for their children are invited to an

open day at the school prior to admission.

Parents of 4+ children are invited to accompany their children on an afternoon visit to the

school in the June prior to the September admission date.

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School Meals

Reception, Y1 & Y2

The government currently funds ‘universal free school meals’ at lunchtime for all pupils in

Reception, Year 1 and Year 2. This offer does not depend on your household income or

whether you receive any benefits – every child in these classes is eligible to take up the offer.

In a trial, it was found that pupils who ate a high quality school lunch achieved better

academically than those who did not. They were also more likely to eat healthier foods such as

vegetables.

Y3, Y4, Y5 & Y6

From April 2020 the cost of a school meal is £2.40 (£12.00 per week). We use a cashless

system in school which allows parents to make online payments directly to their child’s school

system account. Parents are able to pay quickly and securely for School Dinners, Milk,

School Trips, After School Activities, Music Lessons and many other events. You will simply

top-up your ‘School Money’ account online by a debit or credit card. An information booklet

on the 'School Money' website will be given to all parents in September.

If you have any questions regarding the above please contact the school office who will be

more than happy to help you.

When your child attends a school trip you will need to provide them with a packed lunch or

order a packed lunch from the school kitchen which will be charged as a normal school meal.

The kitchen holds a weekly ‘pizza day’ each Friday, charged at the normal cost of a school

meal. Money for the pizza day is collected half termly in advance.

Free School Meals

If you are in receipt of Income Support, Income Based Job Seekers Allowance, Income-related

employment and support allowance, Support under part V1 of the Immigration and Asylum

Act 1999, Child Tax Credit only (provided you are not entitled to Working Tax Credit) or

Guaranteed element of State Pension Credit, your child may be entitled to free school meals.

Application for free meals should be made through the School office.

Sandwich Meals

Facilities are available for children to eat sandwich meals brought from home. Children may

change from school meals to sandwiches or vice-versa only at the beginning of each half-term.

Please inform the school office, in writing, when changes are required. When your child

attends a school trip you will need to provide them with a packed lunch or order a packed

lunch from the school kitchen which will be charged as a normal school meal.

Healthy School Lunchboxes

Schools are powerful places to shape the health, education and well-being of our children. We

would remind parents that sweets, crisps and chocolate are not allowed as part of a pupil’s

packed lunch. We would request that pupils are encouraged to bring healthy, tasty foods like

whole grain bread, fresh fruits and veggies, lean meats, low-fat (1%). Healthy students are

better able to concentrate on their work, attend school on a regular basis and perform better in

class. We appreciate your support in keeping St. Ambrose Barlow a ‘Healthy Eating School’.

If there are any chocolate bars or crisps etc. Your child will be asked to take them home.

Would parents please remind their child that any food not eaten at lunchtime must be taken

home. This is to ensure that parents are aware of what their child has actually eaten throughout

the school day.

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Healthy Eating

Pupils should not bring sweets to school on a regular basis e.g. in lunchboxes or to eat at

break-times. Sweets are only permitted on special occasions such as Christmas, Easter and

birthday celebrations. Please do not send in ‘lollipops’ due to the potential hazards they pose

with regard to choking. Similarly, ‘fizzy’ drinks should not be brought to school.

Milk

A 200ml beaker of milk (which is kept refrigerated) can be supplied for your child on a daily

basis. The cost currently is £0.22p (milk) per day paid termly in advance.

Water

There is considerable evidence that dehydration causes tiredness and a lack of mental alertness

in children. To help remedy this situation in schools, the ‘Water is Cool in School Campaign’

has publicised the need for children to have access to water in class. The campaign has found

that the best way to keep children hydrated is for them to sip water at their desks. Children

are encouraged to bring a drink of water from home (in addition to the drinks they normally

bring for mid-morning break and lunchtime). The water should be in a re-usable clear plastic

bottle with non-spill cap and labelled with your child’s name.

Mid-Morning Snack

Foundation Stage (Reception) and Key Stage One pupils currently receive a piece of fruit each

day under the DFES Scheme. The fruit is eaten at morning playtime. Please inform the school

if your child is allergic to a particular fruit.

Key stage two pupils may bring fruit to eat at morning playtime. Key Stage Two pupils may

buy toast from the school kitchen at morning break if required.

Dress: School Uniform

Boys Girls

White school shirt

School tie

Grey ‘v’ neck school pullover

Grey school trousers (short or long)

Plain grey socks

Black Shoes*

Coats should be in line with school colours.

Blue or Black

White school shirt

School tie

Grey ‘v’ neck school cardigan/pullover

Grey school skirt/pinafore dress or grey school

trousers

Plain grey or white socks

Plain grey, or black tights

Black Shoes*

Hair attachments must be in line with school

colours

Coats should be in line with school colours.

Blue or Black

Summer Uniform

Boys Girls

Grey school trousers (short or long)

Pale blue polo shirt (with school logo)

or short-sleeved school shirt & school tie

Grey ‘v’ neck school pullover

Plain grey socks

Shoes*

School uniform checked or striped dress or

Grey school skirt/trousers

Pale blue polo shirt (with school logo) or

short-sleeved open neck school blouse (with

school logo)

Grey ‘v’ neck school cardigan/pullover

Plain grey or white socks

Shoes or sandals*

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*Footwear should be suitable for school use taking into account that children have to

negotiate stairs and are involved in informal games in the playground. Shoes must be black in

colour and have a velcro strap/ buckle strap or laces. Trainers or boots may not be worn.

PE Uniform (All)

Blue t-shirt with school logo

Navy blue shorts

Black plimsolls

Please label all of your child’s clothing clearly so as to avoid confusion.

Hairstyles

No extremes of hairstyles are permitted e.g.: no child to have less than a ‘No. 2’ cut; no

lines or patterns, no extreme spiking or gelling; no artificial colouring. Long hair should

be tied back and secured with hair attachment appropriate to school colours.

Jewellery

All pupils are allowed to wear a watch. Girls are allowed to wear one pair of ear studs. Other

items of jewellery should not be brought to school as the wearing of jewellery can be a safety

hazard. Valuables should not be brought to school as the school cannot be responsible in the

case of the loss of such items.

Teacher-Parent Consultations

These are held twice a year. You will be informed well in advance of the time and dates of

the Teacher-Parent Consultations sessions, when you will have the opportunity to see some of

the work that your child has been involved in and to be able to discuss your child’s progress

with his/her classteacher. An annual report on your child’s progress will be available during

July. Parents can, under normal circumstances, see the classteacher before or after school, by

arrangement. The headteacher can be available to see parents by appointment other than for

matters of urgent importance.

School Discipline

The cooperation and support of parents is considered to be essential in the maintenance of

good order within the school. The school has a policy for pupil behaviour which is outlined

below:-

Behaviour Policy

This policy is to provide a framework for the creation of a happy, secure and orderly

environment in which our children can learn and develop as caring and responsible members

of a Christ-centred community.

We feel that our aims will best be achieved in a calm atmosphere in which our children are

able to give of their best, both in the classroom and in other activities they may be involved in.

In this way our children are encouraged to fulfil their potential. We have a positive policy of

encouraging good attitudes, rewarding and praising where possible.

We feel that our children are more likely to accept our school’s code of behaviour if it is

clearly understood, consistently and justly applied, and shown to be reasonable, sensitive and

effective.

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At St Ambrose Barlow we recognise that understanding our emotions is a key aspect of

understanding and managing behaviour. Through Emotion Coaching and being attachment

aware, both children and adults are able to both manage their behaviour and to create an

environment that is conducive to learning, building positive relationships between children,

staff and children with their peers. We understand that part of our role, in partnership with

home, is to help pupils to understand what is right and wrong.

Underpinning the behaviour policy is the belief that everyone can learn to self-manage/self-

regulate their own emotions and behaviour. Through this we encourage reflective thinking and

do not accept prejudice in any form. Ultimately, we wish to give our children confidence

about their capacity to think for themselves and to make sense of their own lives and

experiences, hopefully beyond school and into the “real” world”.

Emotional Coaching

All staff use the Emotion Coaching approach to help them deal with behaviour incidents.

Emotional coaching enables children to manage their own behaviour through helping them to

understand the different emotions they experience, why they occur, and how to handle them. It

is a practical three-step approach to dealing with behaviour in the moment:

Using the principles of Emotional Coaching:

Step 1 - Recognising, empathising, soothing to calm, validating the feelings of the child and

labelling them. (‘I understand how you feel, you’re not alone’) This allows the child to calm

down through co-regulation. It is important that the adult sets the emotional tone so that the

child is able to reflect back the calm empathic face of the adult.

Step 2 - Setting limits on behaviour. Co-learning through stating the boundary limits of

acceptable behaviour and making it clear that some behaviours cannot be accepted. (‘We can’t

always get what we want’)

Step 3 - Problem-solving with the child or young person when the child is calm and in a

relaxed and rational state. (‘We can sort this out’) Explore the feelings that gave rise to the

behaviour, problem, or incident. Scaffold alternative ideas and actions that could lead to more

appropriate and productive outcomes. Empower the child or young person to believe they can

overcome difficulties and manage their own feelings and behaviour.

The child may need time to calm down between steps 2 and 3, which could be a period of

‘Time Out’ – see stage 3.

Our aims for behaviour are that all of our children will:-

be tolerant and understanding towards all members of the school community

learn to self-manage/self-regulate their own emotions and behaviour

become reflective thinkers and do not accept prejudice in any form

show mutual respect for all members of the school community

develop a responsible and co-operative attitude towards their work

develop their self esteem

take pride and responsibility in caring for their school environment

develop a sense of self discipline and an acceptance of responsibility for their own actions

understand the procedures for addressing disagreements and conflict, and that these are

based on respect for children and young people’s dignity and rights

follow the whole school Behaviour and Class Charter and behave appropriately

know that consequences will be put in place in these expectations are not met at any

time during the school day

listen to each other and to all the adults in the school and respect each other’s feelings

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The emphasis on discipline in our school is on the positive approach of encouragement and

praise. Praise is given in many ways and includes the following:-

a quiet word

an exercise book comment

a public word of praise in a group, a class or the whole school

an entry in the Golden Book

favourable school report comments with regard to behaviour and general attitude

presenting pupils with merit stickers for effort, achievement etc

Code of Behaviour At St. Ambrose Barlow Catholic Primary School we recognise that inappropriate behaviour

will arise. We accept that this is normal when children are learning and testing the boundaries

of acceptable behaviour. However, we assert that children have a right to learn and that

teachers have a right to teach. No-one should be prevented from learning by the poor

behaviour of others.

In all disciplinary actions we ensure that the children understand fully that it is their behaviour

which is not acceptable, not them as people.

Although rewards are central to the encouragement of good behaviour, realistically, there is a

need for sanction to register the disapproval of unacceptable behaviour and to protect the

security and stability of the school community. In an environment where respect is central,

loss of respect or disapproval is a powerful sanction.

The procedures for dealing with unacceptable behaviour are as follows:-

Immediate checking of misbehaviour.

All staff will use the Emotional Coaching approach to help them deal with behaviour

incidents.

It must be made clear why the sanction is being applied.

It must be made clear what changes in behaviour are required to avoid future sanctions.

Group sanction should be avoided as it breeds resentment.

There should be a clear distinction between minor and major offences.

Repeated or extra work where work is poorly presented or clearly below the standard

acceptable for that particular child.

Referral to headteacher/deputy headteacher.

Parental consultation – this could throw light on problems behind the misbehaviour.

Behaviour is a form of communication. We view behaviour as a communication of an

emotional need (whether conscious or unconscious), and we will respond accordingly.

Ongoing communication with parents regarding behaviour issues.

Withdrawal from class for a period of time. This would involve supervision of the child.

Exclusion from playtime.

A piece of written work to help the child recognise unacceptable behaviour

Exclusion from school.

If staff become aware of, or have a need to become involved in, situations where a child may

be at risk of hurting themselves or others or, if the behaviour of a child seriously disrupts good

order in the school or causes damage to property, staff may need to take steps to intervene

physically. In such circumstances, staff will follow the school’s policy for dealing with such

situations. Any parents wishing to view this policy may do so on request.

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The same sanctions are applicable to pupils off school premises, for example, when

representing the school in sporting activities, during swimming lessons or on a school trip.

They also apply to pupils displaying inappropriate behaviour on school transport. Behaviour

Support may be necessary. This possibility should be discussed with the Headteacher.

Responsibilities

Staff

Staff are responsible at all times for the behaviour of all pupils when within sight or sound of

them. Our aim is to prevent unacceptable behaviour rather than react to it. The staff support

the behaviour policy aims by:-

being good role models, being courteous, considerate and consistent

using the emotion coaching approach to help children deal with behaviour incidents

having high expectations of good behaviour

providing a challenging and stimulating teaching programme to enable all children to

reach the highest standards of personal achievement

ensuring that learning is progressive and continuous

recognising and providing for the needs of individual children according to ability and

aptitude

providing opportunities for children to discuss appropriate behaviour

enabling children to take increasing responsibility for their own learning and conduct

enabling children to take responsibility for the care of their environment

enabling children to make a contribution towards the well being of other members of the

school community

Pupils

To develop their sense of responsibility as they mature, we expect our pupils, with support

from their parents:-

to arrive at school punctually

to be organised, for example: bringing necessary kit, taking letters home promptly etc.

to show respect for other children and adults

to show respect for property

to listen attentively in class

to take increasing responsibility for their reading books and homework

to take increasing responsibility for their work in class

Our children are expected to comply with the following rules in order to ensure the welfare

and safety of themselves and other members of the school community:-

walk in single file on the left hand side of the stairs

always walk when moving about inside the school building

enter the hall in silence for assemblies

not be present in the school during break times and lunchtimes, unless supervised

adhere to the rota for playground ball games

adhere to the playground rules as displayed

Parents (Please refer to the Home-School Agreement)

We expect our parents to support our behaviour policy:-

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by ensuring that their children attend school regularly

by ensuring that their children arrive at school punctually

by ensuring that they send in absence notes promptly

by taking an active part in their children’s learning, giving due importance to homework,

hearing reading, assisting in learning of tables and spellings etc

by participating in discussions concerning their children’s progress

by ensuring early contact with the school in order to discuss matters which may affect

their child’s well being, progress and behaviour

by providing support for the discipline within the school and for the teacher’s role

by accepting responsibility for the conduct of their children

Complaints

Our school wants to deal with any issues, concerns and complaints that you have as promptly

and effectively as we can, and if you have any concerns we encourage you in the first instance,

to go directly to the person who is most appropriate. This will usually be the class teacher or

another member of staff, or the Headteacher.

The school is required by law to have a complaints procedure that aims to ensure that

concerns and complaints are handled in a fair and non-adversarial manner. A copy of the

Complaints Procedure is available from the school office. Recourse to these formal

arrangements would, in fact, indicate a breakdown in normal relations and we would hope

never to arrive at such a situation.

Apart from parents’ evenings and other formal opportunities, parents are encouraged to visit

the school regularly and to share with us immediately any concern that might arise to the

child’s well-being. If you are not a parent or guardian of a child attending the school, you

should contact the Headteacher.

Friends of Saint Ambrose Barlow School

All parents are urged to support FOSABS. The association has a constitution, copies of which

may be obtained from the school. Officers are elected at the Annual General Meeting, held in

the Autumn term, and parents are informed of any events arranged.

School Fund

The school operates a school fund to which parental contributions are voluntary. The school

fund is used to purchase material/equipment and to finance expenditure in addition to

resources provided by the Local Authority.

School Building Fund

There is a School Building Fund which operates under the direction of the Diocesan Schools

Commission. Parents are invited to make a voluntary donation of £30.00 per year to the fund.

Payments are £7.50 termly payable through our online payments system. The School Building

Fund provides the school’s contribution (10%) towards the cost of carrying out major repairs

and improvements which are paid for out of an allocation made for the purpose by the DFES.

Charging and Remissions Policy

The governors have a charging and remissions policy which is available on request from the

school.

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Insurance of Pupils’ Property

Pupils’ property is not covered by insurance. You may find that your insurers will extend

your home contents policy for this purpose.

CURRICULUM

The school aims to provide a broad and balanced curriculum for all pupils. We follow the

Programmes of Study provided by the National Curriculum.

Pupils participate in educational visits which are closely linked to the curriculum and are

planned to enrich the pupil’s learning experience. A copy of the school’s Educational Visits’

Policy will be made available on request.

Within the National Curriculum our pupils are taught the following subjects:-

Core Subjects:

Literacy, Maths, Science and RE.

Foundation Subjects:

History, Geography, PE, Music, Art & Design, Design & Technology, Computing, PSHE and

Modern Foreign Language (KS2 only).

Our aim for all pupils is to develop their knowledge and skills to equip them with the

confidence, independence and self esteem which will enable them to take their place in

society.

Children with Special Educational Needs are supported through:

- having Individual Educational Plans

- extra support (small groups and 1 to 1) from teaching assistants, curriculum support staff

and classteachers

- differentiated work

- advice/support from outside agencies

- termly meetings for parents, with all adults involved with the child, to discuss progress/set

targets

The school has an Inclusion Policy which is on the school website.

There is a school policy on homework which is on the school website.

Any formal complaints regarding the curriculum or any related matter should be made in the

first instance to the Headteacher and if not satisfactorily resolved, submitted thereafter to the

Governing Body.

Extra-Curricular Activities

The following extra-curricular activities are provided for specific year groups: Sports, ICT,

Environment, Running Club, Maths Club, Writing Club, Sign Language, Prayer Group,

Recorder and Library.

Attendance – Total No. of registered pupils of compulsory school age - 180

September 2018 – July 2019

The percentage of half days (sessions) missed through authorised absence - 1.95%

The percentage of half days (sessions) missed through unauthorised absence - 0.59%

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Destination of Year 6 Leavers – Transfer to Secondary School Summer 2019

Archbishop Ilsley Catholic School

Catholic Voluntary Aided

11-18 years

3

St Peter’s Catholic School

Whitefields Road B91 3NE

Catholic Voluntary Aided

11-18 years

19

Bishop Challoner Catholic School &

Sixth Form Centre B14 7EG

Catholic Foundation

Non-Selective 11-18 years

5

Langley Secondary School

School 11-16 years + Sixth Form

2

Tudor Grange

School 11-16 years + Sixth Form

1

King Edward VI Camp Hill School for

Girls

Selective 11-18 years

2

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Results 2019 EYFS

Progress Result

Achieving good level of development 70% (72%)

Phonics Screening Checks

Year Pass Rate

Year 1 87%

Year 2 (Re-sits) 97%

Key Stage 1 (End of Year 2)

Subject Reaching

Expected

Standard*

(1)

Above

Expected

Standard

Reading 87% (75%) 17% (25%)

Writing 77% (69%) 13% (15%)

Mathematics 83% (76%) 17% (22%)

Reading, Writing and Mathematics Combined 77% (65%) 3% (11%)

*Note: The figure for ‘Reaching Expected Standard’ includes those working ‘At’ and ‘Above’ Expected Standard (ie. at Greater Depth).

Key Stage 2 (End of Year 6)

Subject Reaching

Expected

Standard*

(1)

Above

Expected

Standard

Average

Scaled

Score (2)

Reading 77% (73%) 42% (27%) 106.3 (104)

Writing 94% (78%) 19% (20%) N/A

Grammar, Punctuation and Spelling 94% (78%) 48% (36%) 110.1 (106)

Mathematics 97% (79%) 42% (27%) 108 (105)

Reading, Writing and Mathematics Combined 77% (65%) 19% (10%) N/A

*Note: The figure for ‘Reaching Expected Standard’ includes those working ‘At’ and ‘Above’ Expected Standard (ie. at Greater Depth). National average is in brackets.

Progress

Subject Average Progress

(Confidence Intervals)

Reading +0.82

Writing +0.62

Mathematics +2.1