School Prospectus

Caerphilly County Borough Council

Tynewydd Primary School

Greenfield, Newbridge, NP11 4QZ

Telephone: 01495 243312 Fax: 01495 247977

E-Mail: [email protected]

Web Address/ Learning Environment

http://learn.caerphilly.org.uk/tynewyddprimary

Director of Education and leisure Ty Penallta

Ystrad Mynach Hengoed CF82 7PG

Telephone: 01443 815588


Tynewydd Primary School was officially opened in June 1998. The staff and children moved in September 1997. Old Tynewydd Primary School was built in 1896 and was once a separate Infant and Junior School, this school closed in July 1997. It is located in the Ebbw Valley in the north-eastern part of Caerphilly County Borough Council. The local area is known as Islwyn and before re-organisation it was part of Gwent. The school houses 273 children in the main school and there are 52 spaces for nursery children. It has 10 classrooms and a separate nursery unit. The comprehensive school for the Newbridge group of schools is Newbridge Comprehensive School. Children out of catchment may apply to attend. The school is in an urban area and most of the children live close by. The catchment area spreads as far as Pentwynmawr in the west to Newbridge in the east. The Newbridge Group of schools: - Abercarn Primary School Crumlin Primary School Cwmcarn Primary School Pantside Primary School Pentwynmawr Primary School Tynewydd Primary School Waunfawr Primary School Newbridge Comprehensive School Staff liase with other staff in the schools and children are helped through each transitional stage by visits and discussion with teachers.

Mission Statement

The Governing Body and staff, teaching and non-teaching, are united in the determination to ensure that all children attending in this school will receive the best possible education and the mission statement is:

‘All Challenges met and mastered’


School Governors

LEA Representative Mrs. K. Baker

LEA Representative Mrs. M. Davies Parent Representative Mrs. S. Newell (Vice-Chair) Parent Representative Mrs M. Davies Parent Representative Miss J. Bishop Parent Representative Mrs S. Williams Co-opted Representative Mr. C. Brimfield Co-opted Representative Mr. D. Agland (Chair) Co-opted Representative Mrs L. Garnett Teacher Representative Mrs. N. Davies Staff Representative Mrs. A. Spencer Headteacher Mrs. J. C. Havard

Teaching Staff

Headteacher Mrs. J. C. Havard

Deputy Headteacher Mr. R. Robinson Foundation Phase Mrs C. Jenkins Miss C. Stark Mrs. J. Suret Mrs. Rowland Year 2 Mrs. S. Ward Year 3 Miss L. Wright Year 3/4 Mrs. N. Davies Year 4/5 Mr. D. Davies Year 5/6 Mr. G. Tudball Year 5/6 Mr. R. Robinson SENCO Mrs. J. Bevan

Ancillary Staff

School Secretary Mrs. S. Tedstone

Foundation Phase Miss L. Cooper Mrs S. Roberts Miss J. Tovey Mrs V. Thomas Miss K. Nelson Miss M. Davies Nursery Nurses Mrs. R. Hale Teaching Assistant Mrs P. Price Caretaker Mr. S. Gardner Midday Supervisors Mrs. P. Price (Senior) Mrs. A. Spencer Mrs. C. Powell Mrs S. Williams Cleaners Mrs. L. Monday Mrs A. Howe

Mrs. M. Mason Mrs. M. Williams Canteen Staff Mrs. C. Brook (Cook)

Mrs. H. Vass Mrs. C. Pritchard


September 2011

Foundation Phase

All classes will have a maximum of 30 pupils, the structure of the classes will be: -

�ursery

Reception / Year 1

Reception / Year 1

Year 1 / Year 2

Year 1 / Year 2

Key Stage 2

All classes will have a maximum of 30 pupils, the structure of the classes will be: -

Year 3

Year 4 / 5

Year 4 / 5

Year 5 / 6

Year 5 / 6


Admission/New Intake

All parents must complete an admission form before the child is accepted into school. Parents

of reception children are invited to the school the term before their child starts school.

School Meals

School meals are provided in school each lunchtime for all full time pupils wishing to stay for

school lunch. Each meal costs £1.80. A menu for the week is placed on the canteen wall. If your

child requires school lunch, it is payable by cheque only on a Monday, in an envelope stating

your child’s name, the amount of money and the days on which lunch is required. Provision is

made for those children who bring their own sandwiches for lunch.

Dinner Money cheques are made payable to:

Caerphilly County Borough Council

Free Meals

Application forms are available from the secretary and when completed should be returned to

either Tynewydd School or to:

The Director of Education and Leisure

Grants and Transport Division

Council Offices

Ty Penallta

Ystrad Mynach

Hengoed

CF82 7PG

In case of Emergency

Parents are asked to provide two telephone numbers where they may be contacted in an

emergency e.g. illness or closure of school due to weather conditions. In the case of the latter

the telephone number of a relative or of a neighbour may also be needed if school needs to be

closed before parents return from work.


Our School Aims

We considered a detailed report from the staff concerning the aims and objectives of the school.

We have agreed that our vision for this school is that ‘Together we achieve excellence’. In order

to help us move towards that vision, we have also set out our approach and have encapsulated

this in a mission statement ‘All Challenges Met and Mastered’. The school will provide for the

intellectual, moral, spiritual, cultural and physical developments of all pupils.

1. We aim to provide a happy school in which your child will be sensitively cared for.

To provide a stimulating environment in which the children can develop enquiring minds, the ability to question and to have the confidence to apply themselves to worthwhile tasks and physical skills.

2. We aim to help every child to reach his/her full potential in all curriculum areas.

3. To help pupils acquire knowledge and skills relevant to adult life and future employment.

4. To help pupils understand the world in which they live, and to appreciate the

achievements of other people.

School is a society within a society and it is our duty to show children the manner in which they ought to live and behave.

5. To instil respect for religious and moral values and an understanding and

appreciation of others.

To foster a sense of self respect, independence, self-motivation and co-operation with others.

6. To achieve these aims we recognise the need for Governors, Staff, Parents and

children to work together.

To instil a respect of a responsibility for the immediate environment in which the children live and develop a good relationship with the local community of Newbridge.

7. To support Governors and Staff carrying out their leadership and management roles

effectively in line with the National Standards / best practice so as to provide a role model for all other staff as well as providing direction for the school being mindful of their social responsibility in terms of

a. community b. diversity c. employer responsibility

Reviewed and Amended October 2010


Home/School Links

Newsletters are regularly sent home with the children to keep parents informed about school

activities and dates for any forthcoming events. Topic Webs are sent home to keep parents

informed about the skills being developed through the term’s topic. These topic webs also

illustrate how the core subjects of the National Curriculum are being covered. Parents may visit

the school to discuss various issues by appointment.

Homework and activities are given as and when appropriate within each class, in line with the

schools home / school link policy.

Parent evenings are held regularly, giving parents an opportunity to discuss their child’s

progress with the class teacher. If parents have any concerns, at any other time, please ring the

school and ask for an appointment with the Headteacher. Similarly, if the school has any

concern about a child’s progress, parents will be contacted. Written reports are issued to

parents at the end of the school year.

Concerts and other school activities are always mentioned in the School Newsletter. The school

receives a lot of support from parents especially for fund raising activities. The school also has a

termly newspaper.


Important Addresses and Telephone Numbers

Tynewydd Primary School,

Greenfield, Newbridge.

NP11 4QZ

Tel: 01495 243312 Fax: 01495 247977

Web Address http://learn.caerphilly.org.uk/tynewyddprimary

Caerphilly County Borough Council, Council Offices,

Ty Penallta Ystrad Mynach,

Hengoed. CF82 7PG

Tel: 01443 815588 Director of Education and Leisure: Mrs Sandra Aspinall School Governing Body Chairman: Mr. David Agland Vice Chairman: Mrs M Davies Representatives: Mrs. N. Davies Mrs. L. Garnett Mrs. A. Spencer Mrs. S. Newell Mrs S. Williams Mrs. M. Davies Mrs. K. Baker Miss J. Bishop Mr. C. Brimfield Ex Officio Mrs. J. C. Havard


The Governing Body

The Education Reform Act of 1988 has made Governors, in partnership with the Headteacher, responsible for Curriculum matters; school organisation; discipline, staff appointments; admission to school; R.E. community use of the school, school activities and reporting to parents. Since April 1993, the governing body has also been responsible for overseeing the spending of monies allocated to the school. Most recently, with ‘Fair Funding’ the responsibilities of the governing body have become even greater with the onset of the delegation of the monies for buildings and supply and virtually all school expenditure. Governors meet regularly to discuss school matters. In addition the Governing Body hold an annual meeting of parents in order to inform parents of the work they, and the school, have covered during the year. This is a very important meeting as it gives parents an opportunity to discuss, question and suggest on a variety of matters associated with the running of the school. Parents will be informed by letter of the date of this meeting. Governors have also been allocated curriculum areas. Each link governor is allocated a subject area and visits school to work with staff and be updated on the position in areas of the curriculum.


School Term Dates for 2011/2012

Autumn Term 2011 Commences: Friday 2nd September Ends: Tuesday 20th December Half-term holiday: Monday 24th October – Friday 28th October inclusive

Spring Term 2012 Commences: Tuesday 3rd January Ends: Thursday 5th April Half-term holiday: Monday 13th February – Friday 17th February inclusive

Summer Term 2012 Commences: Monday 23rd April Ends: Thursday 19th July Half-term holiday: Monday 4th June – Friday 8th June inclusive


School Times

Nursery Unit begins: Morning 8.55 a.m. – 11.25 a.m. Afternoon 12.25 p.m. – 2.55 p.m. Morning School Begins: 8.50 a.m. Morning Break: 10.30 a.m. – 10.45 a.m. (infants) 10.30 a.m. – 10.40 a.m. (juniors) Morning School Ends: 12.00 a.m. Afternoon School Begins: 1.00 p.m. Afternoon Break: 2.00 p.m. – 2.10 p.m. (infants only) Afternoon School Ends: 3.00 p.m. Please could you ensure that your child arrives at school on time. Morning session begins at 8.50 a.m. and staff are on duty from 8.45 a.m. At lunchtime children are expected back at 12.55 p.m. at the earliest. In the interest of safety, parents are asked to make sure that children do not arrive in school before this time. The bell is rung for the start of school where the children stand quietly and wait for a second bell. After this bell the children are expected to walk quietly into their classrooms in a safe manner.

Absences In the case of absences parents are asked to ring the school or send a written message as soon as possible. If a child is absent for any length of time, except family holidays, staff are more than happy to discuss and provide suitable work for pupils to do at home. If children arrive in school thirty minutes after the start of the session they will receive a late mark, which is regarded as an unauthorised absence, and will be recorded on their annual record. If it is necessary for a child to leave school early, please provide a written note or ring the school. Children will not be allowed to leave school during the school day, and this includes lunchtime, without being accompanied by an authorised adult, this does not include siblings under the age of 16. We are more than happy to co-operate, but as you can appreciate, our foremost concern is for the safety of your children.


School Uniform

The school has an agreed uniform, which consists of: Winter Boys Grey trousers, navy blue jumper, white shirt, tie. Girls Navy skirt/pinafore, navy blue jumper,

white/blue blouse, tie

Summer Boys As above Girls Skirt and blouse/blue gingham dress.

Parents are requested to label children’s clothing

P E Clothing Navy shorts, white T-shirt, trainers or plimsolls: Football boots and shin pads. For outdoor physical activities tracksuits may be worn. All juniors – swimming kit to be worn.

School Rules/ Discipline

No earrings for physical activities. Within school hours no child is allowed to leave the school premises unless accompanied by an approved adult. This means a person over 16 (older brothers and sisters under 16 will not be allowed to take younger children out of school). We encourage children to be well behaved and obedient at all times. We foster an atmosphere which stresses patience, understanding and care. Our ultimate aim is to develop self-discipline in all pupils. To achieve this, a partnership between home and school is essential. A partnership which stresses the same values. We feel confident of parental support in this matter. Governors and staff review the policy on Discipline annually. The policy was devised by children, staff, governors and parents. The discipline policy is available at school. Procedures on discipline might include: withdrawal of classroom privileges, withdrawal of school privileges, parental report forms, short-term suspension, indefinite suspension and expulsion. Parents are informed if children are badly behaved but if children are counselled about behaviour in school and the problem has been resolved then it may not be necessary to inform parents of the incident.


The Curriculum

The curriculum refers to all subjects taught by the school. The school, in designing its curriculum, has taken account of the authority’s stated aim, ... “To provide a balanced and integrated curriculum to the development of the whole individual child.” Topic work is planned in detail by the members of staff, which links to the subjects of the National Curriculum. Staff also keep detailed records of the progress made by individual pupils through the National Curriculum. The levels achieved by the individual children are reported to parents at the end of each key stage i.e. at the end of the top infant year and the end of the final junior year. It may not be possible to cover everything, within a topic; this will then be covered discretely.

Religious Education Religious Education within the school is, in the main, Christian and non-denominational. Each day there is time set aside for R.E. and it is compulsory UNLESS parents request that their child does not attend. Parental wishes are always respected. Responsibility for this area of the curriculum is given to Mrs Suret. All areas of the curriculum are covered in school and certain teachers and staff are responsible for each area. English Mr. R. Robinson Mathematics Mrs. J.C. Havard Science Mr. G. Tudball Geography Miss. C. Stark History Mrs. S. Ward Information and Communication Technology Mr. D. Davies Design Technology Mrs. N. Davies Art and Design Mrs. C. Jenkins Music K.S.1 Mrs S. Rowland Music K.S.2 Ms L. Wright Physical Education / P.H.S.E. Mr. R. Robinson Welsh K.S.1 Mrs. S. Ward Welsh K.S.2 Mr. D. Davies Foundation Phase Mrs. C. Jenkins

In order to assess continuity and progression throughout the school an Assessment, Record Keeping and Recording Co-ordinator is necessary, Mrs. C. Jenkins has responsibility for this area.

In order to co-ordinate these areas, other responsibilities are: Health and Safety Mrs.J.C. Havard / Mr R. Robinson / Mrs N. Davies Special Educational Needs Mrs.J.Bevan / Mrs N. Davies Discipline Mrs.J.C.Havard / Mr.R.Robinson / Mrs J. Bevan Pastoral Care Mrs.J.Havard / Mrs.J.Bevan / Mr.R.Robinson Student Mentoring Mrs.J.Havard / / Mrs.J.Bevan / Mr.G.Tudball / Mr. R. Robinson / Mr D.

Davies Management and Finance Mrs.J.C.Havard / Mrs.S.Tedstone / Mr.R.Robinson Management and Education Mrs.J.C.Havard / Mr.R.Robinson / Mrs.S.Ward


Special Needs

Children may have special educational needs which interfere with their progress in school. The

problems they experience may arise as a result of a physical, social, emotional or perhaps a

medical condition. It may be that a child has a specific need in one area which affects academic

progression. Parents will be informed if there is any cause for concern. Special Needs Advisory

Teachers visit the school regularly and are more than happy to discuss individual children’s

progress with parents.

It may be necessary to refer some pupils to the Educational Psychologist. Parents will be fully

informed if this proves to be the case. If a child has long term special needs the Educational

Psychologist may ‘statement’ a child. This means that the child will be granted extra help, either

within their own school, or in a special school, or unit, which is more suited to their individual

needs.

The teacher responsible for co-ordinating Special Needs is Mrs. Julie Bevan

The Governor responsible is Mr. David Agland.


Medical

It is absolutely essential that the school is informed of any medical condition suffered by a child.

During their school life, children will be given various medical check ups. Parents will be

informed of these and notified by the County Medical Officer, if any follow up treatment is

necessary. If a child requires medication during the school day, and this should be in

emergency only, the school requires the parents to fill in an appropriate permission form.

Lost/Damaged Property

Lost property, if not claimed by a child is displayed in the school hall. Parents are requested to

label children’s clothing to make identification easier. Parents may be asked to pay replacement

costs of any school property which is lost or wilfully damaged by a pupil.

Visits and Educational Trips

Parents are asked for a voluntary contribution towards the costs of educational visits e.g. visits related to

topic work being covered by the children, theatre visits and residential visits.

A form is enclosed for parent/guardian to sign to enable children to go on short visits, which

enhance their classroom work, during the school day.

Tynewydd Nursery

ADMINISTRATION OF MEDICINES

I _______________________________________________ parent/guardian

of _______________________________

request that a member of staff of TYNEWYDD Primary School administer the following

medicines to my child.

1. ____________________________________________________________

2. ____________________________________________________________

3. ____________________________________________________________

The medicines need to be administered at ___________ hourly intervals.

________ a.m. ________ a.m. ________ p.m. ________ p.m.

I take full responsibility for the administration of the medicines and any reaction there might be to them. If there should be any adverse reaction, be it as a result of the administration of the medicine, or the inability of the staff to administer it for whatever reason, I will not hold the school or its staff responsible.

___________________________________________ parent/guardian



Greenfield

Newbridge

NP11 4QZ

Tel: 01495 243312

Fax: 01495 247977

Dear Parent / Guardian

During the school year your child/children will be going on short visits which enhance their

educational programme. These visits will be during the school day.

Yours faithfully

J.C.Havard

HEADTEACHER

-----------------------------------------------------------------------------------------------------

I *give / do not give permission for my *child / children

NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN

to accompany teachers on visits during the school day.

Signed

NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN...

Parent / Guardian

(*Please delete as appropriate)


During food activities carried out in school, pupils may need to taste food. Could you let us know

if your child has any special dietary needs which could prevent her/him from tasting certain

foods?

I give permission for NNNNNNNNNNNNN (name of pupil) to take part in food activities,

which form part of the school curriculum.

She/he (please cross out the section which does not apply)

a) can eat a variety of foods

b) should not eat the following foods:

NNNNNNNNNNNNN.

NNNNNNNNNNNNN.

NNNNNNNNNNNNN.

Other comments

NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN

NNNNNNNNNNNNNNNNNNNNNNNNNN

Signed

NNNNNNNNNNNNNN parent/guardian

NNNNNNNNNNNNNN date


From time to time pupils have ‘accidents’ in school where they may wet / soil themselves. Staff are qualified to change the children and will do so with your permission.

a) I give permission for my child _________________________ to be changed by a member of staff in school in the event of such an ‘accident’.

or

b) I do not wish to give permission for my child _________________________ to be changed by a member of staff in school in the event of such an ‘accident’. I wish to be notified by telephone (number below) and I will arrange for myself – or an appropriate adult (identified by name) to come to school (ASAP) to change my child.

Signed: ___________________________ Parent / Guardian

Date: ___________________________

Contact number in the event of b) above

Telephone Number : ___________________________

P.S. I’m sure everyone would agree that knowingly leaving my child in this situation for longer

than is reasonably necessary could be deemed neglectful – the school in exceptional

circumstances might therefore need to act in the best interests of the child i.e. no one responds

as per part b) above.


In accordance with new school policy regarding taking photographs of children at school, it is

necessary for us to obtain written permission from parents to photograph their children.

Please could you, therefore sign the permission slip below.

Thank you for your help and co-operation in this matter.

Yours sincerely

J.C.Havard

HEADTEACHER

-----------------------------------------------------------------------------------------------------

I *give / do not give permission for my *child / children

NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN

to be photographed in school and on school visits.

Signed

NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN...

Parent / Guardian

(*Please delete as appropriate)


End of Key Stage 1 Teacher Assessment 2010

Subject Level 2 +

English

School 85

LEA 81

National 83

Science

School 97

LEA 92

National 90

Mathematics

School 91

LEA 86

National 87

Core Subject Indicator School 85% Core Subject Indicator LEA 80% Core Subject Indicator Nationally 82%


End of Key Stage 2 Teacher Assessment 2010

Subject Level 4 +

English

School 90

LEA 81

National 82

Science

School 90

LEA 87

National 86

Mathematics

School 90

LEA 84

National 83

Core Subject Indicator School 90% Core Subject Indicator LEA 78% Core Subject Indicator Nationally 78%


Complaints Procedures

Procedures are in place for complaints. The school follows the LEA Guidelines. Leaflets on the

procedures are available in the foyer on the leaflet table.

Sex Education

The Governing Body has agreed a Policy for Sex Education. This is as part of a six-part Health Education Policy (copies available at school).

R.E.

The school complies with the guidelines for R.E. and parents are made aware of the option for

their children to be absent from Collective Worship (no parent at present has sought this option).

Home – School Agreements

Parents have agreed to the home school policy and most have signed and returned the copies.

Parents were given the opportunity to make suggestions for the policy. The issues for ethos and

values are in the School Aims, Rules and Discipline and part of the National Curriculum

objectives.

Equal Opportunities An Equal Opportunities Policy has been included in this prospectus.

Pupils with Disabilities The school complies with the Disabilities Act and is fully equipped with disabled access to

school e.g. a) ramp

b) lift c) toilets etc.

Attendance for 2010 – 2011

Summer 2010 Autumn 2010 Spring 2011

93.2 92.3 95.8

Unauthorised Attendance

Last year the school had 0% unauthorised attendance.

Security The school is equipped with a modern security system and censors are placed in classrooms and corridors. All doors are locked 10mins after school begins. The main reception area is the only entrance for latecomers and visitors. Visitors have visitor badges and are informed of Health and Safety issues.


Curriculum Audit 2010 – 2011

Governor

Co-ordinator

Mrs M

.

Da

vie

s

Mr

C.B

rim

field

Mrs

N.D

avie

s

Mrs

N.

Davie

s

Mrs

A. S

pe

ncer

Mrs

S.N

ew

ell

Mr

D.

Ag

lan

d

Mr

C.

Brim

field

Mr

D.A

gla

nd

Mr

D.A

gla

nd

Mis

s

Bis

ho

p

Mis

s B

ish

op

Mrs

K.B

ake

r

Mrs

May

Da

vie

s

Mrs

N.D

avie

s

Mrs

A. S

pe

ncer

Mr

D.A

gla

nd

Mrs

L.

Ga

rnett

Mr

C.

Brim

fie

ld

Mr.

C. B

rim

fie

ld

Mrs

M.

Davie

s

Other

Responsibilities

Whole

School

Managem

ent

School M

ento

r

E.V

.C

S.M

.T.

Sch

ool M

en

tor

Dis

cip

line

S.M

.T.

He

ad

of In

fan

ts

S.A

.P.

Facili

tato

r

Se

nio

r S

ch

oo

l M

en

tor

Ca

tch

Up E

ng

lish

S.M

.T.

He

ad

of F

ou

nd

atio

n

Ph

ase

S.A

.P.

Fa

cili

tato

r

Lin

ks w

ith

Ind

ustr

y

Stu

de

nt M

en

tor

S.M

.T.

S.A

.P. F

acili

tato

r

First

Aid

Com

eniu

s /

Inte

rnation

al

Lin

ks /

E.V

.C

Dra

ma

Clu

b

Shadow

Co-ordinator

Mrs

N.D

avie

s

Mr

R.R

ob

inso

n

Mrs

J.B

eva

n

Mr

G.T

udb

all

Mrs

N.D

avie

s

Mr.

D.D

avie

s

Mr

R.R

ob

inso

n

Mrs

N.

Davie

s

Mis

s S

. Jam

es

Ms L

. W

rig

ht

Mrs

N.D

avie

s

Mrs

N.D

avie

s

Mis

s C

. S

tark

Mrs

C.J

enkin

s

Mrs

J.

Su

ret

Mrs

J.C

.Ha

va

rd

Mrs

S

.Wa

rd

Mrs

J.B

eva

n

Mis

s C

.A.S

tark

Mr

G.T

udb

all

Mrs

S.W

ard

Mrs

J.H

ava

rd

Mr

R.R

ob

inso

n

Ms L

. W

rig

ht

Mrs

J.B

eva

n

Mis

s S

. Jam

es

Mrs

J.B

eva

n

Mr

R.

Ro

bin

so

n

Curriculum

Responsibility

Ab

le a

nd

Ta

lente

d

Ma

the

matics

En

glis

h

P.E

.

P.H

.S.E

.

We

lsh

(K

.S.1

)

His

tory

S.E

.N.C

.O

Mu

sic

Te

am

A.R

.R.

Art

an

d D

esig

n

Fo

un

da

tion

Ph

ase

Fo

rest S

cho

ols

Eco

Sch

ools

Ge

og

rap

hy

R.E

.

He

althy S

ch

ools

Scie

nce

I.C

.T.

We

lsh

(K

.S.2

)

Pla

nnin

g

& C

urr

iculu

m

& L

earn

ing

Desig

n T

ech

nolo

gy

Mu

sic

Te

am

Mu

sic

Te

am

P.P

.A /

Dra

ma

Main/Major

Subject

Ma

the

matics

P.E

.

En

glis

h

R.E

.

Mu

sic

Art

an

d D

esig

n

Scie

nce

En

glis

h

P.E

.

Scie

nce

P.E

.

We

lsh

I.C

.T.

I.C

.T

Mu

sic

Mu

sic

Art

Date of

Qualification

19

69

19

96

19

72

19

72

19

99

19

99

20

01

20

02

20

04

20

06

20

06

19

92

19

80

Initial

Qualification

Te

ach

ing

Ce

rtific

ate

B.E

d H

on

s

Te

ach

ing

Ce

rtific

ate

Dip

.Hu

m.

Te

ach

ing

Ce

rtific

ate

B.E

d H

on

s

B.A

. H

on

s

QT

S

B.A

./B

.Sc.

PG

CE

B.A

. H

on

s

QT

S

B.A

. H

on

s

QT

S

B.A

. H

on

s

QT

S

B.A

. H

on

s

QT

S

B.

A H

on

s

Mu

sic

PG

CE

Te

ach

ing

Ce

rtific

ate

Name

Mrs

J.C

.Ha

va

rd

He

ad

teach

er

Mr

R.R

obin

so

n

Deputy

Headte

acher

Mrs

S.W

ard

Mrs

J.B

eva

n

Mrs

C.J

enkin

s

Mis

s C

.Sta

rk

Mrs

J.

Su

ret

Mr

G.T

udb

all

Mr

D.D

avie

s

Mrs

N.D

avie

s

Mrs

S.

Ro

wla

nd

Ms L

. W

rig

ht

Mrs

W.

Co

rnis

h


Foundation Phase National Curriculum

To satisfy the requirements of the New

National Curriculum Orders and the high

expectations of parents we do our utmost to

ensure that pupils are equipped with the basic

tools of learning. In particular numeracy,

literacy and oracy are given the highest

priority. We give due recognition to the

importance of first hand experiences and

practical tasks in the acquisition of knowledge

and skills. Pupils are led to ask questions and

seek answers individually and in co-operation

with others. They are encouraged to become

self confident, self-disciplined, courteous and

to set their own high standards.

Under the 1988 Education Reform Act the

school is required to provide a basic

curriculum which included Religious

Education and the National Curriculum which

consists of the following core and foundation

subjects.

Core Subjects

Mathematics, Language, Science.

Foundation Subjects

History, Geography, Design Technology,

Music, Art and Physical Education

Teachers employ a variety of teaching styles depending on the nature of the work to be covered. Children will be taught through whole class teaching as well as in small groups or on an individual basis.

The Foundation Phase is about enhancing the learning experiences which enable children to be creative, imaginative and to have fun whilst learning. Children will be given more opportunities to explore the world around them and to understand how things work through engaging in relevant practical activities which are fun and enjoyable and relevant to their developmental stages. The Foundation Phase places greater emphasis on experiential learning, active involvement and developing each child’s:

• Skills and understanding.

• Personal, social, emotional, physical and intellectual well-being, so as to develop the whole child

• Positive attitudes to learning so that they enjoy it and will want to continue with their education for longer.

• Self-esteem and self-confidence to experiment, investigate, learn new things and form new relationships.

• Creative, expressive and observational skills to encourage their development as individuals with different ways of responding to experiences, and

• Activities in the outdoors where they have first-hand experience of solving real-life problems and learn about conservation and sustainability.


LANGUAGE The schools’ aims are:

• to develop the pupil’s ability to read with confidence, fluency and understanding.

• to nurture an enthusiasm for literature by providing access to a wide variety of quality fiction and non-fiction texts throughout the school.

• to develop pupils’ oral and written skills thus developing their powers of imagination, inventiveness and critical awareness.

The key areas of language are:

• Reading and understanding (Text Level)

• Spelling strategies and conventions, word investigations (Word Level)

• Grammatical awareness, sentence construction and punctuation (Sentence Level)

The school strives to meet the requirements of the National Literacy Strategy as fully and as sensitively as possible with a due regard for each individual, irrespective of age and ability.

Reading

The development of the ability to read and understand the written word is of paramount importance. Without this skill, a child will struggle to achieve in all areas of his/her life. The key to successful development in reading is to enjoy books and to develop positive attitudes that books matter. The school aims to develop a respect for, and an enjoyment of all types of literature, as we believe that

• Literacy offers the possibility of pleasure.

• Reading success grows out of that pleasure.

• The nature of the reading powerfully influences the reading future.

Writing

Writing is closely related to reading – the two activities reinforce each other. The context of pupils’ reading i.e. the texts give

structures, themes and purposes for much of their writing, while the

focused teaching of word and sentence level skills contributes to the organisation and accuracy of their writing. Writing processes are

modelled by the teacher these include a wide range of forms e.g.

stories, poems, explanations and persuasive writing. Pupils regularly participate in composing, spelling and handwriting activities with the

class as a whole or as a member of a small group.

Phonics, spelling and handwriting are taught from an early stage to encourage independent writing and to build up accuracy and speed. Through Key Stage 2 there is a more progressive emphasis on the skills of planning, drafting, revising, proof-reading and presentation of writing. Spelling and handwriting skills are continued throughout the key stage.

Speaking and Listening

It is important that the pupils’ communication skills can be developed both in the school environment and in the outside world. Pupils are taught to speak clearly and audibly, to describe experiences, express opinions and convey information in a variety of ways and settings. Good oral work enhances pupils’ understanding of language in both oral and written forms and in the way language can be used to communicate. Pupils are encouraged to speak to a variety of audiences and this in turn develops their confidence in all social situations. More Able and Talented pupils are supported through differentiated learning activities within the classroom as well as extra curricular drama activities and classes provided by the LEA.


MATHEMATICS

‘Numeracy is a key skill. Without basic numeracy skills, our children will be disadvantaged throughout life.’ Secretary of State for Education and Employment. As one of the core subjects of the National Curriculum, Mathematics is given high priority within the schools curriculum. Mathematics is a language through which relationships can be expressed and quantified, ideas developed, hypotheses made and tested and patterns defined. The schools aims are:

• To develop the ability to use mathematical language effectively.

• To ensure that skills learned can be confidently and usefully employed.

• To ensure that children are equipped with the mathematical skills needed to meet the demands of everyday life in the modern world through the implementation of the Framework for Teaching Mathematics from Reception to Year 6.

The approach to teaching recommended by the National Numeracy Strategy is based on four key principles:

• Dedicated mathematics lessons everyday.

• Direct teaching and interactive oral work with the whole class and in groups.

• An emphasis on mental calculation.

• Controlled differentiation, with all pupils engaged in mathematics relating to a common theme.

A typical 45 to 60 minute lesson in Years 1 to 6 will be structured like this:

• oral work and mental calculation

(about 5 to 10 minutes) whole class work to rehearse, sharpen and develop mental and oral skills.

• the main teaching activity (about 30 to 40 minutes) teaching input and pupil activities, work as a whole class, in groups, in pairs or as individuals.

• a plenary to round off the lesson

(about 10 to 15 minutes) work with the whole class to sort out misconceptions and identify progress, to summarise key facts and ideas and what to remember, to make links to other work and discuss the next steps.


SCIENCE

The school aims are:

• To encourage and develop an interest and enthusiasm for the study of Science.

• To provide first hand practical experiences by observation, exploration and experimentation with objects and phenomena of the physical world.

• To encourage questioning.

• To encourage the formulation of explanations, predictions and hypotheses which can be tested.

• To encourage and guide the design of ‘fair tests’ and, where possible, provide the practical means of carrying them out.

• To encourage the development of clear, accurate, objective observations and measurements appropriate to the task.

• To encourage rational decision making on the basis of evidence.

• To provide opportunities for communicating the work in a variety of forms.

• To provide access to nooks and other resources for background reading, encouraging pupils to seek out answers for themselves.

• To give each child the opportunity to develop skills and understanding to the fullest extent, at a rate appropriate to the individual.

Science is essentially a ‘way of thinking’ and involves: 1.Processes / Skills

• Observation – looking, listening, touching, smelling, comparing, measuring.

• Looking for patterns in observation, sorting, classifying.

• Questioning and reasoning – proposing explanations, making predictions.

• Suggesting ways of answering questions – (what if?), hypothesising, devising fair tests.

• Investigating and experimentations.

• Communicating findings – writing, talking, modelling, graphing.

• Drawing conclusions. All the processes can be experiences by primary children at appropriate levels and will lead naturally to the development of certain attitudes and concepts. 2.Attitudes

• Open-mindedness, curiosity, originality, self-criticism, co-operation, responsibility, perseverance etc.

3. Concepts

• Cause and effect.

• Measurement, time, weight, length, area, volume, force, speed, energy.

• Senses – use of.

• Properties of materials – hard/soft, solid/liquid/gas etc.

• Change – patterns e.g. in weather, plants, life cycles etc.


GEOGRAPHY

HISTORY

Geography explores the relationship between the earth and its people through the study of place, space and environment. The school’s aims are:

• To encourage and develop an interest and enthusiasm for the subject of Geography.

• To develop an interest in personal, local and wider surroundings.

• To explore the variety of physical and human conditions to be fund in the world.

• To develop an informed concern for the environment, and to stimulate a sense of responsibility for the care of the earth and its peoples.

• To acquire the skills necessary for geographical enquiry.

In Tynewydd Foundation Phase (Reception to Year 2) children will be given opportunities to learn about where their locality is, learn about distance and how to follow distances and routes, use and make simple maps, identify natural and human features of their own locality and identify differences between their own locality, localities in Wales and in different parts of the world. At Key Stage 2, the children will study living in Wales – the local area and others in Wales, living in other countries – at different levels of economic development outside the UK and living in my world – caring for places and environments and the importance of being a global citizen.

The aim of teaching History is to help the children’s understanding of the present in the context of the past by encouraging them to learn about the origins of their own families and the other groups to which they belong and the values, institutions and customs which they share. They will also consider other cultures and ancient civilisations and will be taught to search for evidence to reach successful historical conclusions and to show empathy for person and situations. In Tynewydd Foundation Phase, the children will consider their own place in history by looking at their development and their family. They will be encouraged to share experience with their parents and grandparents. They will study the lives of various historical Welsh figures. At Key Stage 2 the units of study are the Celts, the Romans, the Tudors and Stuarts, Victorians and World War II. Local studies to be incorporated into all topics whish incorporate Curriculum Cymreig. Emphasis at both key stages is placed on the skills laid down by the New National Curriculum Orders, each term will focus on one skill and examples given by the co-ordinator.


ART

Children will explore a wide range of stimuli developing their ability to communicate and express their creative ideas and reflect on their own work. This development is continued through integrated engagement with the work of artist, craftworkers and designers, creative investigation and the making of their own work. Art and design stimulates creativity and imagination and challenges learners to make informed judgements and practical decisions. Using a variety of materials and processes they communicate their ideas and feelings through visual, tactile and sensory language. Exploration, appreciation and enjoyment in art and design enriches learners’ personal and public lives. Through the integrated activities of ‘Understanding’, ‘Investigating’ and ‘Making’ the children will develop the skills of Art and Design.

INFORMATION AND COMMUNICATION TECHNOLOGY

Information and Communication Technology is taught throughout the school in seven strands:

• word processing

• handling information

• modelling

• measurement and control

• appreciation

• common skills

• e-safety Broadly speaking ICT is used in a cross-curricular capacity and is taught as an integral part of subjects. ICT is concerned with storing, processing and presenting of information by electronic means. Children use ICT in school and encouraged to use it in the wider community -

• making learning more practical

• giving access to new experiences

• enabling pupils to focus on skills such as analysis, evaluation, prediction and forming hypotheses.

Using a word processor enables the children to develop and review their ideas easily and collaborate in writing activities. Using a database program to sift and present information frees children from laboriously sorting data and enabling them to focus on analysing information, forming hypotheses and drawing conclusions.


DESIGN TECHNOLOGY

Design and Technology capability requires children to combine skills with knowledge and understanding in order to design and make products. In order to develop design and technology capability in children we need to teach how to plan, design, make and evaluate products in a range of materials. Children need to learn about materials and components, mechanisms and structures, how things are put together, how to use control effectively, to strive for quality and to work in safe ways. Aims All children will be given the opportunity to:

• develop a critical awareness of the made and natural world, of the environment and of different cultures and times.

• promote an understanding of the potential of, and expertise in, those activities which are involved in designing and making.

• foster curiosity, ingenuity and imagination through personal involvement with ideas and materials.

• encourage the spatial aptitudes and interests of the individual.

• Be aware that aspects of design technology can determine the form, content and appearance of the made and natural world.

• increase children’s understanding of physical, social, emotional, intellectual and aesthetic needs of people which change throughout life.

Our children should be able to:

• show interest and motivation in designing and making.

• show knowledge of a variety of materials, tools and equipment.

• safely apply relevant skills to produce quality products.

• creatively apply their knowledge and skills when designing and making.

• communicate and explain their design ideas.

• plan and work individually and as a member of a team.

• evaluate and make appropriate modifications within their designing and making.

• show awareness that design and technology activity may have an effect upon people and the environment.


PHYSICAL EDUCATION

Physical Education is an integral part of the process of education. It can both share and assist in the promotion of the general aims of education. Physical Education has much to contribute to the total development of pupils. Fundamentally this will be directly related to their physical development and movement skills but with careful planning and presentation it can significantly influence personal, social and aesthetic aspects of a child’s development. At Tynewydd the teaching of physical education is closely related to the common needs of the pupils as well as to their individual differences. It takes into account the variations, which exist in their ability, aptitude and interests. It offers experiences through which all will be encouraged to develop to the limits of their personal potential. Our aims are to:

• offer a vigorous, varied and stimulating programme of activity to assist the fullest possible physical development of all pupils.

• aid personal and social development through a variety of games and activities demanding thought,

experimentation, social interaction, decision making and evaluation.

• bring about an awareness of the benefits of physical activity and the opportunities available at school.

It is a most important and an essential aspect of our PE programme to promote the wearing of correct clothing for the activity being undertaken. Reasons for this are numerous but paramount are safety and hygiene as well as the sense of self-esteem form ‘looking the part’. Children are not allowed to participate in physical activity in their everyday clothes. Children need: Indoors Gymnastics / Dance

• white t-shirt and blue shorts

• plimsolls or bare feet Outdoor Games

• white t-shirt and blue shorts (track suit for cold weather)

• training shoes or football boots as appropriate

Swimming

• boys – trunks

• girls – single piece costume


MUSIC

The main aims of music education at Tynewydd is to foster pupils’ sensitivity to, and their understanding and enjoyment of, music through an active involvement in listening, composing and performing. We aim to provide for the progressive development of:

• awareness and appreciation of organised sound patterns.

• sensitive, analytical and critical responses to music.

• the capacity to express ideas, thoughts and feelings through music.

• awareness and understanding of traditions, idioms and musical styles from a variety of cultures, times and places.

• experiences of fulfilment from developing performing skills – either vocal or instrumental.

Pupils of all abilities are encouraged to develop these skills and capacities. Principles of Teaching and Learning of

Music

Music is important because it contributes to the whole school curriculum by developing in pupils the following skills and attributes:

• value a sense of individual and collective achievement.

• Listening skills and sensitively.

• Imagination and inventiveness.

• Intellectual and artistic skills.

• Ability to analyse and solve problems.

• Lengthened concentration span concern for accuracy.

• Communication skills (verbal and non-verbal)

• Social skills such as co-operation, resourcefulness, perseverance, tolerance and self-confidence.

• Self-motivation, self-discipline, self-analysis and self-evaluation.

• Awareness and appreciation of a wide range of cultural traditions.

Foundation Phase uses the scheme ‘Sounds Topical’ and ‘Music Express’ and Key Stage 2 uses the schemes ‘Sounds Musical,’ ‘Sounds Creative,’ ‘Music Express,’ ESIS, 2 Simple and ACCAC as its core framework for the teaching of music. All the musical elements or concepts as enumerated in the National Curriculum are covered thoroughly. The children will be continually experiencing the fundamental activities of singing, playing, composing, cross curricular ICT, 2 Simple, Groovy Music, Garage Band and listening. Opportunities for these occur in every unit. Appraising is an intrinsic part of each lesson.

More Able and Talented pupils are supported by extra curricular activities such as choir and orchestra and through peripatetic lessons in violin / cello / woodwind / brass and guitar.


WELSH

The aims:

• To provide a positive and enthusiastic attitude

• To develop an appreciation of the language

• To develop the ability to respond, read and write with growing confidence

• To develop a good general knowledge of language patterns to ensure a smooth transition to Key Stage 3.

• To encourage each child to reach his/her full potential

• To introduce bilingualism through incidental Welsh in all areas of curriculum where possible.

• To develop ‘Geiriau Bach’ and use of bilingual story sacks.

Teaching Staff are given the ESIS schemes of work and additional ESIS and other relevant materials which can be adapted to suit the needs of the school. Vocabulary and sentence structure are introduced in whole class situations throughout the key stages. Children work in group or paired situations with opportunities to respond to questions. Incidental welsh is done on a daily basis and at every opportunity.

Curriculum Cymreig The aim of Tynewydd Primary School is to develop a sense of identity with Wales within the pupils. This includes listening to Welsh music, folk tales and legends and the history of Wales, which is developed through National Curriculum History.

Date post:	28-Mar-2016
Category:	Documents
Upload:	dean-davies
View:	220 times
Download:	0 times

School Prospectus

Documents