St Joseph’s Catholic Infant School

School Prospectus 2019 - 2020

Mitchell Street Telephone :0191 4102324

Birtley

Chester-le-Street email: valeriegibson@gateshead.gov.uk

Co Durham DH3 1LU

Web address:

http://stjosephsinfantschool.org

Head Teacher: Mrs Valerie M Gibson

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MISSION STATEMENT

"Love one another as I have loved you"

We will try to follow this teaching of Christ

within our school community by addressing these aims

To co-operate with parents and families in their role as primary educators

of their children.

To provide a welcoming and caring Christian community where there is trust and co-operation.

To ensure a happy, stimulating atmosphere where the children, through a well structured curriculum, are helped to achieve and celebrate their full

potential.

To nurture each member of our community within the Catholic faith.

To maintain and develop links within the wider community.

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Introduction Our school brochure has been compiled to give parents and carers a little taste of what we are about. You will find in it, answers to many questions that you may have, but there’s nothing better than visiting us, having a tour of the building, meet the staff and having those questions answered personally. You can see more of our work on our school’s website: www.stjosephsinfantschool.org About the school St Joseph’s Infant School is an increasingly popular school for boys and girls aged 4+ to 7+, mainly drawing its children from the Birtley area. Although we are a Catholic school, we welcome all children whether they belong to any religious denomination or not. Currently there are 75 pupils on roll of which just over half have been baptised catholic. St Joseph’s Infants is a smaller than average school occupying a building erected in 1926, though recently there have been changes to the school building creating a vibrant, bright and stimulating educational environment. School is surrounded by family housing and Birtley Fire Station. We provide a safe and happy environment in which a child can work and play. All the rooms, which are on the ground floor, are bright and cheerful. There are three Classrooms, a small teaching room, a Hall/Dining Room, Secretary’s Room and Children’s Library.

We have a well, designed playground; a small, but beautiful garden; with a small but vibrant outdoor environment with exciting external features to enhance Reception Class provision. Although we do not have a playing field of our own, the school has unlimited access to local authority owned fields adjacent to the school. The Head Teacher and staff work in close partnership with the Local Authority, Governing Body and parents ensuring that our school provides your child with an excellent education, in a caring and friendly atmosphere which welcomes both children and visitors into a 'partnership of learning’. We are committed to maintaining the excellent traditions of the school, whilst looking to constantly improve the education and provision for all pupils. In May 2015 the school was judged as ‘A Good’ school following its Ofsted inspection; and in March 2017 it was judged to be outstanding following its Diocesan Inspection. The successes of the school can primarily be attributed to the close links between home and school. We view parents as partners and, as a partnership, seek to produce the best possible education for our children.

Every child in our school community is respected as a unique individual. In partnership with parents, we aim to build upon and develop a wealth of experience and skills in the hope of creating a caring and stimulating environment, which lays the foundations of every child’s education. We seek to recognise their entitlement to a broad, balanced, differentiated and enriched curriculum. When the children leave St Joseph’s Infants, we would want them to have experienced a quality education, which has broadened their horizons, developed their all-round potential and given them insight that education is an enjoyable lifelong process.

Photographs of the Children’s Library

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Dear Parents, It is my pleasure on behalf of all the governors to welcome you and your child as prospective entrants to St Joseph’s Infant School. Our school aims to provide an environment where your child feels safe and cared for and where they can develop personally, spiritually and academically. St Joseph’s Infant School is a vibrant part of our local community. Friends, family and visitors always comment on the happy, family atmosphere of the school. This was echoed in our last OFSTED (2015) and RE Inspections (2017), which also highlighted outstanding achievement in the personal development of our children enabling them to become impressive ambassadors both for the school and themselves. Our excellent academic performance goes hand in hand with raising standards across the school and the spiritual, moral, social and cultural developments of our pupils. As school governors it is our job to support the school, its dedicated staff and children. On behalf of the governors, I invite you and your child to join us all on this wonderful journey! Mrs M Irwin Chair of Governors

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SCHOOL ORGANISATION STAFFING Head Teacher Assistant Head Teacher Mrs Valerie M Gibson Mrs L Flaherty Year Group Teachers Teaching Assistants Year 2 Mrs L Flaherty HLTA Mrs N Pattison L3 TA Ms K Stott Year 1 Mrs M Graham L2 TA Ms L Walby L2 TA Mrs S Revell Reception Miss N Maggiore L3 TA Mrs E Fuery Secretary Caretaker Mrs S Foster Mr A McKinnon Kitchen Supervisory Assistants Mrs J Wright 1) Mrs D Sutcliffe Mrs V Cockburn 2) Ms L Walby

3) Mrs H Beeby

GOVERNING BODY

Chairman of Governors: Mrs M Irwin Vice Chair of Governors: Mrs U Watson Head Teacher Governor Mrs Valerie M Gibson Foundation Governors: (appointed by the Trustees of the Diocese of Hexham & Newcastle). Deacon P Lavery Mr A Tucker Mr T Quigley Mr A Armstrong Mrs J Carr Ms S Dawson LEA appointed Governors: Mr P Foy Elected Governors: Mrs J Drury (Associate Governor) Mrs C Soulsby (Parent Governor) Staff Governor Mrs S Foster

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ENTRANCE TO SCHOOL School entrance for children is the north side of the school via the park footpath. We request that you do not use Mitchell Street Entrance; this is not a safe exit or entrance to school. SCHOOL DAY School is open to pupils at 8.50am. Please note gates will be locked at 9.00am prompt Morning 9.00am – 12noon (including 15 minute break) Afternoon 1.00pm – 3.15pm (including 15 minute break) 22.15 hours are spent on teaching during the normal school week. This includes religious education but excludes the statutory daily act of collective worship, registration and breaks.

AIMS OF THE SCHOOL St Joseph’s is a Voluntary Aided Catholic School where children can experience and share in a living Christian Community within which they can be helped to grow in their Catholic faith.

• We aim to create a warm, happy and caring atmosphere where the child, feeling accepted and secure, can learn, work and play.

• Within this environment, the child will be helped to grow in confidence, become sensitive to the needs and rights of others and to develop qualities of honesty and integrity.

• We aim to recognise the potential of each child and to relate programmes of work to his/her individual ability, to ensure that each child reaches his/her full potential reaching a high standard of achievement, satisfaction and enjoyment in all areas of the curriculum.

• To give children the opportunity to develop skills and knowledge in all areas of the curriculum enabling them to develop lively enquiring minds leading them to question and discuss

• We also aim to ensure that all members of the school community make the best use of their own skills and individual talents. Emphasis is put on good teamwork at all times, creating an orderly, disciplined, happy working atmosphere for the benefit of everyone within our school and the wider community.

CURRICULUM The Whole Curriculum At St. Joseph’s Infant School, we endeavour to provide a stimulating and memorable learning journey for the children in our care. Every pupil is entitled to a balanced, varied and rich curriculum wholly in line with the Education Reform Act requirements. We strive to ensure that our school;

a) Promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society; and

b) Prepares such pupils for the opportunities, responsibilities and experiences of adult life.

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Entitlement

The school curriculum encompasses all the requirements of the National Curriculum and Strategies, and it is split into three termly blocks. Curriculum entitlement ensures that your child is offered a quality curriculum with breadth and depth in and between subjects. Through rigorous monitoring and assessment, the school ensures progress in all subjects across the school. RECEPTION CLASS / FOUNDATION STAGE

Reception Class/Foundation Stage

The Foundation Stage at St Joseph’s consists of the Reception class as one learning phase. Our

curriculum is the EYFS which is divided into seven areas of learning. Each child’s progress is

monitored throughout the year building on a successful transition programme involving nursery,

home and school.

PRIME AREAS

Communication and Language

This area involves giving children opportunities to experience a rich language environment, to

develop their confidence and skills in expressing themselves, and to speak and listen in a range of

situations.

Personal, Social and Emotional Development

This involves helping children to develop a positive sense of themselves and others, to form

positive relationships and develop respect for others and to develop social skills and learn how to

manage their feelings and behaviour.

Physical Development

This area involves providing opportunities for young children to be active and to develop their

coordination, control and movement. Children are encouraged to understand the importance of

physical activities and healthy choices.

Specific Areas

Literacy

This area encourages children to link sounds and letters and to begin to read and write. Children

are given access to a wide range of reading materials to ignite their interest in reading. Children

will be taught daily phonics sessions, and encouraged to read and write as part of their daily

routine, in a supportive and developmentally appropriate manner.

Mathematics

This area involves providing children with opportunities to develop and improve their skills in

counting, understanding and using numbers, simple calculation in practical contexts and to talk

about shapes, space and measure.

Understanding the World

This area encourages children to make sense of the physical world and community around them

through exploration and observation. Children find out about people, places, technology and the

environment.

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How do Reception Children learn at St Joseph’s?

Through interactive learning children follow the curriculum areas to build up key skills. Teachers

very carefully observe children to understand what they can do, how they learn and to plan what

their next stages in learning will be. Whenever possible, children’s interests are used to engage and

inspire deep learning. Learning takes place indoors and outdoors, in all weathers and teaching can

be direct in small or large groups, guided by the teacher or sometimes independent in response to a

specific task or learning opportunity.

KEY STAGE 1 (Years 1 and 2) We support the transition from Foundation Stage (Reception Class) to KS1 (Y1), through links between Foundation Stage Curriculum and National Curriculum. We provide opportunities to support and extend children’s learning within the daily routine, through structured play and Independent Learning Activities. Creative Curriculum As part of our school’s Creative Curriculum, traditional subjects like Science, History and Art have now been combined into ‘Areas of Learning’. The creative curriculum is a carefully planned, thematic approach to teaching and learning designed to support children’s natural curiosity and stimulate their creativity. It offers children the opportunity to work in depth, giving them the time they need to reflect, consolidate and transfer their learning. Direct experience is placed at the centre of the curriculum so that teachers draw out and develop children’s thinking and capacities in meaningful contexts. Knowledge, skills and understanding are expressed in a range of different media and ways, often making effective use of the creative arts.

Communication, Language and Literacy (Reading, Phonics, Writing, Speaking & Listening) As a core subject, Literacy provides the main instrument for learning throughout the curriculum as these key skills can be applied in every subject. Upon entering St Joseph’s Infants, you child’s early experience is nurtured and extended through a wide variety of learning opportunities. Children are introduced to a wide curriculum, which interweaves the skills of reading and writing. Emphasis is also given to the spoken word which further enhances the pupils understanding of language in both oral and written forms and of the way in which language can be used to communicate. Daily Phonic sessions ensure the children develop their phonic skills at a level appropriate to them. St Joseph’s Infants endeavours to provide a rich, varied and constantly updated array of resources to support the teaching of literacy. From the latest interactive software to visits from popular authors and poets, the children are given numerous opportunities to explore their language. Through this lively approach, St Joseph’s Infants strives to ensure that your child develops not only the basic skills, but a deeper understanding and appreciation of how literacy can enrich their lives. Mathematical Development - Numeracy At St Joseph’s Infants, we believe that children should have a sound practical understanding of everyday mathematics, and many opportunities are organised to give them the first hand experiences they need. In our fast changing world with all the advantages of modern technology, children face constant challenges and new expectations. However, we know that basic numeracy skills will always be vital, together with a good understanding of which processes to use in order to solve a problem. We need to send our children out into the world fully capable to use maths confidently and in a variety of new situations. We use a range of schemes and methods to structure the work we cover throughout the school. This involves daily maths lesson with a strong emphasis on oral and mental work. We support this with many varied resources, both practical and online, to provide stimulating and practical learning experiences. Creative Curriculum topics provide children with opportunities to practise their skills, particularly in handling data, measurement and problem solving.

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Knowledge and Understanding of the World - ICT, Science, History and Geography. Information and Communication Technology is one of the most exciting areas of school life and is fully integrated into the Creative Curriculum. Over recent years, we have added significantly to our computer-based provision, updating hardware and software to meet the educational needs and demands of the 21st Century. Each class is equipped a computers, an interactive whiteboard, full access to the internet and dedicated resource server. All computers are networked within the school system and this allows children to share work with different year groups.

In Science, we also aim to develop knowledge and understanding of important scientific ideas, processes and skills and relate these to everyday experiences. Your child will learn about ways of analytical thinking, finding out and communicating ideas. They will also explore values and attitudes through science.

Our investigations are related to specific study areas, which are practical and investigative in nature and linked to the direct experiences of the children. The learning objectives identify, meet the learning needs of individual children and are adapted to provide appropriate opportunities for all children to succeed. Special attention is focused on children designing fair and safe experiments. The school prides itself on a ‘hands on’ approach to scientific investigation and through the Creative Curriculum can explore the mysteries of our world through inventive and surprising opportunities.

History is taught throughout the school and through the Creative Curriculum, the past is brought to vivid life. Work is made more meaningful and exciting by visits to historical sites, visitors to school and the use of relevant artefacts. Children are taught about people and events in the past and the impact on their own lives. They also learn the reasons why events occurred and the changes that people and events have made. Geography is about the study of places, the human and physical processes, which shape them and the people who live in them. Throughout the school the children will study their school locality. The area studied will expand as their knowledge and understanding of geography increases. Comparisons will be made between the school and other contrasting locations and beyond the United Kingdom enabling the children to put the interests of the United Kingdom and Europe into a world context. Map work is a key skill developed in geography. Through their study of a number of locations, not only is knowledge of places acquired, but the children also develop an understanding of the problems faced by different communities. They are also made aware of the need to protect the world’s environments and that natural resources are not unlimited. Creative Development – Art, Design & Technology, Music Art and design offers children the opportunity to stimulate and develop their imaginative skills. From the moment they enter St Joseph’s Infants, they will experience activities which allow them to explore the visual and tactile qualities of different materials and processes in both two and three-dimensional forms. Art is an essential form of communication, which allows the children to develop not only visual skills, but enables them to respect the opinions of others, evaluating their own and that of others. We encourage the children to express themselves imaginatively using a variety of media. They enjoy developing skills in drawing and sketching, painting, chalk and pastel work, modelling, textiles and so on. Children discuss and appreciate the work of great artists and are inspired by different techniques and moods created. Their experiences in art are enriched by projects led by visiting artists and trips to local exhibitions. Our art projects have strong links with other topics through the Creative Curriculum and this makes the children’s experiences more meaningful and sets their art work in a true context. The key aim of Design and Technology is to enable pupils to learn how to creatively contribute towards and constructively improve the rapidly changing world of technology they find in today's society. It will enable pupils to contribute to their home, the community and industry, by having a better understanding of products. Through their class projects, the children will develop skills in looking at

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products, systems and develop design-thinking skills, including recognition and analysis of need, generating ideas, modelling and planning possible solutions then finally evaluating the process. They will develop the personal qualities needed to develop a design project from initial ideas to finished product. Design and technology fosters learning through team work and practical experience and provides an excellent basis for enhancing and consolidating work in other areas of the curriculum. MUSIC: Children are encouraged to listen, participate in, appreciate and enjoy music in all its forms. Dedicated music lessons are taught weekly following National Curriculum guidelines and with further opportunities taught on a cross curricular basis.

Personal, Social & Emotional Development – PSCHE Personal and social education is concerned with qualities and attitudes, knowledge and understanding and abilities and skills in relation to oneself and others, social responsibilities and morality. It plays an important part in bringing relevance, breadth and balance to the curriculum. We aim to help the children be independent and confident, using skills and abilities necessary to become effective individuals and learners. Personal and social development is achieved in a number of ways throughout the curriculum:

• Weekly Family Group sessions in which mixed age groups work in small teaching groups to address various PSHE/Citizenship issues and to build the children’s self-esteem.

• Collective worship provides a daily opportunity to enhance pupil’s spiritual, moral, social and cultural development.

• Relationship with parents and other members of the community.

• Linking with people and organisations in the community to support pupils personal and social development e.g. Health professionals, Northumbria Police and Tyne & Wear Fire Brigade.

• In the attention given to the care and support of all members of the school community.

• Having in place school policies that cover the health and well-being and development of pupils – sex education, drug education, anti-bullying and achieving good behaviour.

• Representation on school’s council. Care of the school environment, the use made of the playground and other spaces, the quality of the dining room areas and the safety of the premises.

Physical Development - Sports, Gymnastics, Dance and swimming Physical education, coupled with a strong belief in a healthy school both inside and outside of the classroom forms a strong foundation for pupils development and learning across the school. Opportunity is given to enjoy and participate in a varied PE curriculum. This is developed throughout the school to suit the needs of individual children. Activities for classes will include: - Gymnastics, co-ordination skill work, team games, ball games, educational dance, expressive drama, athletics, cricket. Our Year 2 class attend weekly swimming lessons at Birtley Swimming Pool under the instruction of qualified swimming teachers. Through Gateshead Sport Partnership, we employ qualified coaches e.g. football, Little Kickers, Little Movers, Karate, Trigolf to offer coaching in school in various activities. Recently we have taken part in a number of events with other schools, for example: Fun Run at Saltwell Park; Gateshead Dance Festival; Gateshead Outdoor and Adventurous Activities Festival; KS 1 Sports Festival; Rookie Golf Intergeneration Programme; Tri-Golf Festival. The year culminates in School Sports Day. This sets out to encompass many elements of our PE curriculum, fostering the enjoyment of participation, fun, and some competition for both children and parents. By building upon these experiences it is hoped that all children will enjoy and celebrate the skills that they have developed.

Religious and Moral Development St. Joseph’s Infants is a Catholic School, seeking to encourage the child's deeper love and understanding of our faith and foster a desire to follow Jesus. The family, the school and the Catholic community of our parish are three main areas of development for our children. Religious Education, although this part of the Curriculum, is far more than a subject to us at St. Joseph’s Infant School. It influences all aspects of school life and relationships. We hope that by developing this Catholic emphasis, we are building a caring attitude in school, which will be evident in all our relationships

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between Staff and children. The school follows the 'Come and See’ scheme, which has the full support of the Bishops in England. We also follow the ‘Journeying Together’ programme in which each class shares a Liturgy with parents once per term. Central to the life of the school are opportunities for prayer, collective worship, the celebration of the liturgy and the beginning of preparation for Reconciliation. In addition to timetabled Religious Education Lessons, each day begins with a classroom act of worship or collective assembly. Example, instruction and practice within the context of family, school and parish create an all-pervading atmosphere of Catholic attitudes, values and ethos.

Withdrawal from Religious Education The Governors are required to remind parents of their rights of withdrawal of pupils from religious worship and education. Parents are also reminded that the school exists to give a Catholic Education to its pupils. It is therefore expected that parents be in sympathy with the aims and objectives of the school. Ethos and Values As a Catholic school, we feel that the spiritual, moral, social and cultural development of pupils is a major strength of our school. It underpins the education of our pupils and establishes a caring, orderly and self disciplined learning community. We seek to encourage the children to work together and to willingly take on responsibility. They learn to share and value the achievement of others. The moral development of our children flows from a firm spiritual base.

Pastoral Care We see every child as a unique individual and the school works to achieve a genuine family atmosphere, where all members care for, love and respect each other. The children have many different needs, physical, emotional, spiritual and academic and the school works towards supporting the children through all their needs. The school views parents as partners in the education process and close liaison between home and school is encouraged. Parents are invited to sign a home-school agreement during the first term or on admission to school to recognise this relationship. The teaching staff is in loco-parentis and exercises the care of a parent at all times. Our school is committed to developing a sound liaison with parents. All staff promote a caring relationship with children throughout the school. Personal Relationship Education It is school policy to address the provision of sex education in partnership with parents in a cross-curricular way. All questions will be answered honestly, sensitively and age appropriately, helping children cope with emotional changes and the challenges of growing up. The school ensures that all teaching matches the maturity of the child and fits into the general and moral attitudes of the school. The education information we give must be in context of the Christian Community and with Christian values based on the moral principles and teaching of the Catholic Church. Our Sex Education programme, integrates different areas of the Curriculum, fitting into the Come and See' Religious Education Syllabus, Science 'Life and Living Processes' Attainment Target and PSCHE. Discipline Excellent conduct and positive relationships help cultivate an atmosphere in which children feel happy, safe and eager to learn. St Joseph’s Infant School prides itself on establishing an ethos of good manners and respect for all members of the school family. Discipline is firm, fair and is consistent throughout the school. In conjunction with the PSCHE programme, the teachers encourage the children to reflect upon their behaviour with the aim of promoting self-discipline. A number of Positive Action initiatives are in place to encourage children to reach high standards of behaviour which provide an effective platform from which positive behaviour and work ethic can be rewarded on a daily basis. Clear steps are in place to manage unacceptable behaviour, consistent across the school. Correction, advice and sanctions such as temporary withdrawals of privileges are used if necessary. If problems arise, parents are consulted. In the extremely rare event of continued unacceptable behaviour, parents will be informed and encouraged to co-operate with the school to help address the issue. Governors have the power to exclude a pupil if the need arises. However, as part of our

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integral philosophy and ethos, St Joseph’s emphasis will always be placed on encouraging and rewarding the positive. A Copy of our policy is available from the school office and website.

CHARGES FOR SCHOOL ACTIVITIES In order to meet the requirements of the 1988 Education Reform Act. Schools must ensure that parental contributions to any activity, which takes place during the school day, are ‘voluntary’. Our practice is to subsidise educational visits when we can. Parents will appreciate that without their voluntary contributions the proposed activities could not take place. MULTICULTURAL EDUCATION We aim to develop an understanding and knowledge of our multicultural society; looking at the diversity of our religions and cultures. A variety of resources are used including books, videos, artefacts, visitors (both parents and outside agencies) and visits to enhance understanding. World Faith weeks are celebrated throughout the year to raise the profile of all world faiths.

SPECIAL EDUCATIONAL NEEDS Support for pupils who are experiencing learning difficulties is regarded as a whole school concern, recognising that a child can experience a special need at any time. Pupils’ abilities and progress are monitored carefully from the moment they first enter the school (Baseline Assessment) and the school seeks to match individual needs with the provision of relevant teaching, materials and resources. At present the school adopts the 3-stage model, outlined in The Code of Practice and recommended by the Local Authority. Children identified as having learning difficulties are placed on the Special Education Needs Register and receive appropriate support. Here, the school and parents work together. IEPs are reviewed termly and are shared with parents and other outside agencies. Parental permission is required if the school wishes to enlist the support of a school psychologist, speech therapist or medical services. Your child’s progress will be regularly reviewed. If a formal assessment is required to be made parental consultation takes place at every stage. Parent’s opinions are valued so please contact school at any time if you think your child is experiencing difficulties. If there is any change in a child’s physical condition, e.g. use of glasses, ear problems, use of inhaler or special medicines, then please inform the school. The Special Needs Policy and Accessibility Plan are available from the school office upon request. ACCESSIBILITY The Governing Body follow as far as possible the LA policy concerning arrangements for the Physically Disabled. We are committed to providing an accessible environment which values and includes all pupils, staff, parents and visitors providing for their education, physical, social and cultural needs. We are further committed to positive attitudes towards disability and accessibility and to developing an inclusive culture. In order that children with disabilities are not disadvantaged, the school liaises with the Local Authority when necessary in order to ensure that adequate provision is made.All classrooms, hall, library and toilets are on ground level and offer access for the physically disabled. A separate toilet for disabled children and adults which is large enough to accommodate a wheelchair and equipped with an assistance alarm is available. NO SMOKING POLICY St Joseph’s School is a non-smoking establishment (this includes the use of E Cigarettes) and has achieved the Gold No Smoking Award.

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SCHOOL TRAVEL PLAN We strongly recommend that, wherever possible, parents/carers walk to and from school with their children, or use public transport. This will cut congestion around school and make it safer for all children coming in and out of school. Even walking on one or two days a week will make a difference. Children’s fitness and level of alertness in class are both improved by regular daily exercise. Bicycle and scooter storage shelters have been installed in the playground in an attempt to encourage the children to take part in daily physical exercise. Where car journeys are impossible to avoid, the school is also urging responsible parking. In the interest of safety, zigzag lines must always be kept clear, and to avoid congestion directly outside school, parking a short distance away and walking the remainder of the journey is encouraged, mornings and when picking them up in the afternoons. We would ask also that consideration be shown to local residents at all times. EXTRA CURRICULAR ACTIVITIES The school has a variety of additional curriculum activities which run after the school day and are facilitated by staff members and local partner groups. Up to date timetables are available from the school office. PROGRESS REPORTS The National Curriculum provides parents with accurate information about what their child can be expected to know, understand and be able to do and what they actually achieve. Parents will be invited to come into school for Parent’s Evenings and drop in sessions each term to discuss their children’s progress. In the Summer Term, children of Year 2 are given Standard Assessment Tasks (SAT’s) which are used alongside Teacher Assessments to confirm the level at which children are working in the National Curriculum. Year 1 children are given a Phonic Screening Test in the summer term. Results are shared with parents. Early Years Foundation Stage Profiles are used in Reception Class to assess children’s progress and attainment and to report to parents. At the end of the school year all parents will receive a written report on their child’s progress. COMMUNCIATION WITH PARENTS It is hoped that home and school work closely together and parents will participate fully in the life of the school whenever possible. Parents are welcome in school for discussion of their child’s progress/problems that may arise throughout the year. Year 1 and Year 2 teachers hold half termly drop in sessions after school. If there is a particular concern it may be advisable to telephone in advance and make an appointment. There are also opportunities for parents to take part in school masses, liturgies and celebrations. Parents give much valued help in school, helping in such activities as cooking, computer skills, games activities and craftwork. If parents would like to help in any way please contact the head or class teacher. Parents are asked to complete a disclosure form. HOMEWORK The children take reading books home each week to read / share with their parents, and spelling on a weekly basis. Frequent reading and sharing by the parents with the child is an excellent aid to the child’s reading development and gives a valuable support to the work done in the school. English and Maths homework is also sent home weekly in accordance with our Homework Policy. COMPLAINTS PROCEDURES Any concerns parents have about the curriculum should be discussed in the first instance with the class teacher and the Head Teacher. The easiest way to settle any problem is to talk to the school about it first. If the parent is not satisfied then they are entitled to refer the matter to the governors and finally to the Education Authority. Further information on the procedure of lodging a complaintis available in school or at the Civic Centre.

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EDUCATIONAL VISITS These visits fall into two categories:

a) Visits within the locality of school while doing project work e.g. to the park, library, shops, Church.

b) Visits involving transport.

Parental approval will be required for the child’s participation in all out of school activities at the beginning of each school year. There will be no charge for your child’s involvement in educational visits, although a voluntary contribution towards the cost of the visits may be suggested.

PUNCTUALITY It is important that all children arrive on time for the beginning of the school day. This helps them start each day in the right way. Much emphasis is placed on the importance of punctuality. Children who have not arrived in school by 9.10 am will be marked as a late arrival. Parents will be contacted if the time of their child’s arrival at school becomes a cause of concern. Persistent punctuality concerns will be passed on to the relevant authority.

ATTENDANCE There is a legal requirement to provide details about children’s absences i.e. authorised when the school is notified with a valid reason why a child has not attended school; or unauthorised when the children are absent without good reason. Parents are requested to notify school when an absence occurs – either by telephone, or text before 9.30a.m. on the first day of absence, or if this is not possible, with a letter. If a lengthy absence is anticipated school should be informed at an early stage. If there are concerns about attendance, parents will be contacted. If your child is suffering from vomiting or diarrhoea, please do not bring them to school until 24 hours after the last episode. It is helpful if staff are informed beforehand of dental and doctor appointments so that registration and school meal registers can be marked accordingly.

TERM TIME HOLIDAYS The law does not give any entitlement to parents to take their child on holiday during term-time. Any application for leave of absence must be in exceptional circumstances* and the Head teacher and governors must be satisfied that the circumstances warrant the granting of leave. This measure has been introduced to support the Government drive to improve attendance. The Government expects: Schools to:

- ensure every pupil has access to the full-time education to which they are entitled. - Act early to address patterns of absence and lateness.

Parents to: - perform their legal duty by ensuring their children of compulsory school age who are

registered at school attend regularly. - ensure all pupils to be on time for the start of the school day at 9:00 am

These changes came into effect from 1st September 2013. The Governors of all Gateshead Catholic Primary Schools have agreed to adopt the statutory legislation and a standard practice of not authorising any holidays during term-time effective from September 2013. If parents/carers, contrary to what the Governors have said, still decide to take their child out of school then the absence will be recorded as unauthorised.

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Research shows that missing school damages a pupil’s attainment levels and affects his/her longer term life opportunities. Each year a number of children are absent from school because their parents/ carers take them away from school in term-time. The absence of pupils seriously disrupts the continuity of their learning. They miss the teaching provided on the days they are away and they are also less prepared for lessons on their return. There is a consequent risk of underachievement which we must seek to avoid. The link between attendance and achievement is strong and high levels of attendance at school should be a right of each pupil. Therefore with immediate effect, any requests for leave of absence must be made in writing at least 4 weeks prior to the absence required and this will be considered by Governors on an individual basis. However, requests will only be granted in the case of exceptional circumstances. * Exceptional circumstances will not include cheaper holidays available in term-time. We know that our parents recognise the value of education for their child and will support the school policy and our continued efforts to maintain the level of your child’s attendance at a minimum of 96%. For more information please visit the Pupil Support, Behaviour and Attendance section on the DFE website. SCHOOL MEALS The introduction of the Government’s recent Free School Meals Policy means that a two-course meal is provided daily free of charge for all infant children. Meals are cooked on the school premises and menus are designed to meet the nutritional requirements of young children. Leaflets giving details of daily and weekly menus are given to children at the start of September and again in April. Packed lunches are permitted, but we ask parents to provide a healthy option. Sweets are not allowed in packed lunches.

All children are encouraged to have a school dinner, this helps build on social and development skills at an early age. However, if you decide to send a packed lunch to school, we would ask that this is a healthy option and that NO sweets, ‘fizzy’ drinks or glass bottles are to be brought into school for packed lunch. One weeks notice to change from a school dinner to packed lunch or vice-versa is requested. * Please note, due to the possibility of some of our children having severe allergic reactions to raw eggs and peanuts - peanuts or foods containing peanut essence and raw egg products are not to be brought into school – the slightest contact with these products can be devastating.

School meals are supervised at all times and social training is an important aspect of the lunch period. Sweets and snacks are not allowed at playtimes but all pupils receive a piece of fruit daily through the ‘Free Fruit for Schools’ programme. WATER COOLER We have a water cooler installed in school. Please send your child into school with their own water bottle each day clearly marked with their name. They can use the water cooler to top their bottle up if necessary during the day.

SCHOOL POLICY ON MEDICATION All staff members hold a first aid qualification. In addition, we have 2 First Aid at Work qualified staff and 2 Paediatric First Aiders. In the event of your child becoming ill or injuring themselves we will contact you immediately. We ask all parents to provide us with up to date emergency contact details so that they can be contacted as soon as possible.

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If children are ill please keep them at home until they are well again or their doctor says they can return to school. This is particularly important in the case of infectious diseases, sickness and diarrhoea where a 24hours return rule applies.. We request that only in exceptional circumstances, when it is necessary for a child to receive prescribed medication during school hours, that parents hand the medicine to the class teacher labelled with the child’s name and the dosage required. A request form is to be completed; available from the school office. Medicine will only be administered at break or lunch times. Parents are to be responsible for the collection of medicine at the end of the school day. However, in the case of a child having a more serious complaint such as diabetes, asthma or suffer severe allergic reactions the appropriate amount of medicine or inhaler may be kept in school with the Head Teacher's permission.

DOCUMENTS AVAILABLE IN SCHOOL National Curriculum and other policy documents are available in school and on the school website for parents who wish to see them.

SCHOOL DRESS

Recommended School wear:

Winter

Boys:

Girls:

Bottle Green jumper/cardigan/sweatshirt, grey trousers and blue polo shirt.

Bottle Green jumper/cardigan/sweatshirt, blue polo shirt, grey skirt/pinafore/trousers.

Summer

Boys:

Girls:

As above. Grey short trousers can be worn.

As above or green/white checked dress.

Most clothing can be purchased at local chain stores. Our uniform suppliers are www.logos-unlimited you can purchase on line or at the shop on the Team Valley Trading Estate.. Jewellery & Hairstyles We ask you not to send your child to school wearing:

o Jewellery (with the exception of a wrist watch)

o Hair gel, hair colours or lines shaved into their hair COMPLAINTS PROCEDURE Under Section 23 of the 1988 Education Act every school has to provide a parent or guardian with an opportunity to raise concerns about curriculum related matters with his or her son’s or daughter’s (or ward’s) teacher or head teacher. This is nothing new, and all schools would encourage this kind of ‘discussion’ to take place whenever there is cause for concern in order to avoid further anxiety for both parent and pupil. In the great majority of cases parental concerns are satisfied in this way.

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Where such discussion fails to satisfy the parent or guardian of a pupil, the parent or guardian is then entitled to refer the concern to the governing body of the school as a ‘formal’ complaint and finally to the Education Authority. Information regarding Complaints Procedure is available to parents in school, the Civic Centre and Libraries.

. TRANSFER SCHOOLS At the end of their third year in the Infant School the children transfer to St Joseph’s Junior School. There is good liaison between the two schools and visits are made by children and teachers before the transfer takes place. Brochures for: St Joseph’s Junior School, Birtley and Cardinal Hume Catholic School, Wrekenton, are available in schools for parents.

School Term Dates 2019/2020

All dates are correct at time of printing. All dates are inclusive.

Term dates for Community Schools in Gateshead starting in September 2019

Autumn Term

Start of term Half term Last day of term

Monday 2 September

2019

21 – 25 October 2019 Friday 20 December 2019

Spring Term

Start of term Half term Last day of term

Monday 6 January 2020 17 - 21 February 2020 Friday 3 April 2020

Summer Term

Start of term Half term Last day of term

Monday 20 April 2020 25 May – 29 May 2020

(bank hol 25th May)

Friday 17 July 2020

All dates are inclusive.

In addition to the above dates, schools will be closed to pupils on Monday 4 May 2020 (Bank

Holiday).

Three days within the above terms are to be used for professional development for staff. These

dates are to be determined and agreed by individual school governing bodies.

In addition, one occasional day within the Summer Term 2020 is to be utilised for the purpose of

closure for possible election purposes, this day to be used near the end of the summer term and

agreed by individual school governing bodies.

The start of the Autumn Term 2020 is proposed as Tuesday 1st September 2020.

The above arrangement gives the required 190 contact days for pupils.

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ST JOSEPH’S CATHOLIC INFANT SCHOOL, BIRTLEY ADMISSION POLICY 2019-20

St Joseph’s Catholic Infant School was founded by the Catholic Church to provide education for children of Catholic families. Whenever there are more applications than places available, priority will be given to Catholic children in accordance with the oversubscription criteria listed below. 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 Our Lord Jesus Christ. As a Catholic school, we aim to provide a Catholic education for all our pupils. At a Catholic school, Catholic doctrine and practice permeate every aspect of the school’s activity. It is essential that the Catholic character of the school’s education be fully supported by all families in the school. We therefore hope that all parents will give their full, unreserved and positive support for the aims and ethos of the school. This does not affect the right of an applicant who is not Catholic to apply for and be admitted to a place at the school in accordance with the admission arrangements. The admission policy criteria will be dealt with on an equal preference basis. The governing body is the admissions authority and has responsibility for admissions to this school. The local authority undertakes the coordination of admission arrangements during the normal admission round for reception year admission in September.

Parishes served by the school

The school serves the parish of St Joseph’s Birtley. Published Admission Number

The governing body has set its published admission number (PAN) at 30 pupils to be admitted to [the reception year] in the school year which begins in September 2019. Application Procedures and Timetable

To apply for a place at this school in the normal admission round (not in-year applications), a Common Application Form (CAF) must be completed. This is available from the local authority in which the child lives. The parent will be advised of the outcome of the application on 16 April or the next working day, by the local authority. If the application is unsuccessful (unless the child gained a place at a school the parent ranked higher) the parent will be informed of the decision, related to the oversubscription criteria listed above, and has the right of appeal to an independent appeal panel. If the parent is required to provide supplemental evidence to support the application (e.g. a baptismal certificate), this evidence should be provided at the time of application. If not provided, evidence may be sought by the governing body following the closing date for applications. This information must have been correct at the date of closing for applications. All applications which are submitted on time will be considered at the same time and after the closing date for admissions which is 15 January 2019.

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Pupils with an Education, Health and Care Plan or a Statement of Special Educational Needs (see note 1)

The admission of pupils with an Education, Health and Care Plan or a Statement of Educational Needs is dealt with by a completely separate procedure. Children with an Education, Health and Care Plan or a Statement of Special Educational Needs that names the school must be admitted. Where this takes place before the allocation of places under these arrangements this will reduce the number of places available to other children. Late Applications

Late applications will be administered in accordance with the home local authority Primary Coordinated Admissions Scheme. Parents are advised to ensure that the application is submitted before the closing date. Admission of Children below Compulsory School Age and Deferred Entry

A child is entitled to a full-time place in the September following their fourth birthday. A child’s parents may defer the date at which their child, below compulsory school age, is admitted to the school, until later in the school year but not beyond the point at which they reach compulsory school age, or beyond the beginning of the final term of the school year for which an offer was made. A child may take up a part-time place until later in the school year, but not beyond the point at which the child reaches compulsory school age. Upon receipt of the offer of a place a parent should notify the school in writing, as soon as possible, that they wish to either defer their child’s entry to the school or take up a part-time place. Admission of Children outside their Normal Age Group

A request may be made for a child to be admitted outside of their normal age group, for example, if the child is gifted and talented or has experienced problems such as ill health. Any such request should be made in writing to the headteacher of the school. The governing body will make its decision about the request based on the circumstances of each case and in the best interests of the child. In addition to taking into account the views of the headteacher who has statutory responsibility for the internal organisation, management and control of the school, the governing body will take into account the views of the parents and of appropriate medical and education professionals.

Summer Born Children

The parents of a summer born child, i.e. a child born between 1 April and 31 August, may request that the child be admitted out of their normal age group, to the reception class in the September following their fifth birthday and that that the child will remain in this cohort as they progress through school. Parents who want to make this request should make an application for their child’s normal age group at the usual time. The application to the local authority should include this request and in addition it should be made in writing to the headteacher of the school. The local authority will liaise with the governing body that will make its decision about the request based on the circumstances of each case and in the best interests of the child. In addition to taking into account the views of the headteacher, who has statutory responsibility for the internal organisation, management and control of the school, the governing body will take into account the views of the parents and of appropriate medical and education professionals.

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Parents will be informed of the outcome of the request before primary national offer day. If the request is agreed by the governing body, the application for the normal age group may be withdrawn before a place is offered. If the request is refused, the parent must decide whether to accept the offer of a place for the normal age group, or to refuse it and make an in year application for admission to year one for the September following the child’s fifth birthday. Where a parent’s request is agreed, they must make a new application as part of the main admissions round the following year. One admission authority cannot be required to honour a decision made by another admission authority on admission out of the normal age group. Parents, therefore, should consider whether to request admission out of the normal year group at all their preference schools, rather than just their first preference schools.

Waiting Lists

In addition to their right of appeal, applicants will be offered the opportunity to be placed on a waiting list. This waiting list will be maintained in order of the oversubscription criteria set out below and not in the order in which applications are received or added to the list. Waiting lists for admission will operate throughout the school year. The waiting list will be held open until the last day of the summer term. Inclusion on the school’s waiting list does not mean that a place will eventually become available.

Infant Class Size Regulations

Infant classes may not, by law, contain more than 30 pupils with a single qualified teacher (subject to the provisions in the School Admissions Code for ‘excepted children’). Parents do have a right of appeal in accordance with the infant class size regulations if the school is oversubscribed and their child is refused a place. The governing body will, where logistically possible, admit twins and all siblings from multiple births where one of the children is the last child ranked within the school’s PAN.

In-Year Applications

An application can be made for a place for a child at any time outside the admission round and the child will be admitted where there are available places. For information on making an in-year application, parents should contact the local authority, Education Support Service, Dryden Centre, Evistones Road, Low Fell, NE9 5UR on 0191 433 8589. Parents will be advised of the outcome of their application in writing. Where there are places available but more applications than places, the published oversubscription criteria, as set out above, will be applied. If there are no places available, a request can be made that the child is added to the waiting list (see above).

The parent has the right of appeal to an independent appeal panel if refused a place. Right of Appeal

Where a parent has been notified that a place is not available for a child, every effort will be made by the local authority to help the parent to find a place in a suitable alternative school. Parents who are refused a place have a statutory right of appeal. Further details of the appeals process are available by writing to the chair of governors at the school address.

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Fair Access Protocol

The school is committed to taking its fair share of children who are vulnerable and/or hard to place, as set out in locally agreed protocols. Accordingly, outside the normal admission round the governing body is empowered to give absolute priority to a child where admission is requested under any local protocol that has been agreed by both the diocese and the governing body for the current school year. The governing body has this power, even when admitting the child would mean exceeding the published admission number (subject to the infant class size exceptions). For children attending the school’s nursery, application to the reception class of the school must be made in the normal way, to the home local authority. Attendance at the school’s nursery does not automatically guarantee that a place will be offered at the school. False evidence

The governing body reserves the right to withdraw the offer of a place or, where a child is already attending the school, the place itself, where it is satisfied that the offer or place was obtained by deception. Oversubscription Criteria

Where there are more applications for places than the number of places available, places will be offered according to the following order of priority. First priority in each category will be given to children who will have an older sibling attending

Birtley St Joseph’s Infant school or at St Joseph’s Catholic Junior School in September 2019.

1. Catholic looked after and previously looked after children. (see notes 2&3)

2. Catholic children who are resident in the parish of St Joseph’s Birtley (see note 3)

3. Other Catholic children. (see note 3)

4. Other looked after and previously looked after children. (see note 2)

5. Catechumens and members of an Eastern Christian Church. (see notes 4&5)

6. Children of a member of school staff who has been employed at the school for two or more years at the time at which application for admission to the school is made (see note 9)

7. Children of other Christian denominations whose membership is evidenced by a minister or faith leader. (see note 6)

8. Children of other faiths whose membership is evidenced by a minister or faith leader. (see note 7)

9. Any other children.

Tie Breaker

Where there are places available for some, but not all applicants within a particular criterion priority will be given to children living closest to the school measured as the crow flies, in a straight line from the centre of the home residence to the main entrance of the school, (using the Local Authority’s computerised measuring system).

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In the event of distances being the same for two or more children where this would determine the last place to be allocated, random allocation will be carried out in a public place and supervised by a person independent of the school. Notes and definitions 1. A Statement of Special Educational Needs is a statement made by the local authority under

section 324 of the Education Act 1996, specifying the special educational provision for a child. An Education, Health and Care Plan is a plan made by the local authority under section 37 of the Children and Families Act 2014, specifying the special educational provision required for a child.

2. A looked after child has the same meaning as in section 22(1) of the Children Act 1989, and means any child who is (a) in the care of a local authority or (b) being provided with accommodation by them in the exercise of their social services functions (e.g. children with foster parents) at the time of making application to the school.

A previously looked after child is a child who was looked after, but ceased to be so because he or she was adopted, or became subject to a child arrangements order or special guardianship order.

3. Catholic means a member of a Church in full communion with the See of Rome. This includes the Eastern Catholic Churches. This will normally be evidenced by a certificate of baptism in a Catholic Church or a certificate of reception into the full communion of the Catholic Church. For the purposes of this policy, it includes a looked after child who is part of a Catholic family where a letter from a priest demonstrates that the child would have been baptised or received if it were not for their status as a looked after child (e.g. a looked after child in the process of adoption by a Catholic family). For a child to be treated as Catholic, evidence of Catholic baptism or reception into the Church will be required. Those who have difficulty obtaining written evidence of baptism should contact their parish priest who, after consulting with the diocese, will decide how the question of baptism is to be resolved and how written evidence is to be produced in accordance with the law of the Church.

4. Catechumen means a member of the catechumenate of a Catholic Church. For the purposes of admissions this refers to the child on whose behalf the application is being made. This will normally be evidenced by a certificate of reception into the order of catechumens.

5. Eastern Christian Church includes Orthodox Churches, and is normally evidenced by a certificate of baptism or reception from the authorities of that Church. Those who have difficulty obtaining written evidence of baptism or reception should contact the Diocese who will decide how the question of baptism or reception is to be resolved and how written evidence is to be produced in accordance with the law of the Church.

6. Children of other Christian denominations means children who belong to other churches and ecclesial communities which, acknowledge God’s revelation in Christ, confess the Lord Jesus Christ as God and Saviour according to the Scriptures, and, in obedience to God’s will and in the power of the Holy Spirit commit themselves: to seek a deepening of their communion with Christ and with one another in the Church, which is his body; and to fulfil their mission to proclaim the Gospel by common witness and service in the world to the glory of the one God,

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Father, Son and Holy Spirit. An ecclesial community which on principle has no credal statements in its tradition, is included if it manifests faith in Christ as witnessed to in the Scriptures and is committed to working in the spirit of the above.

All members of Churches Together in England and CYTÛN are deemed to be included in the above definition, as are all other churches and ecclesial communities that are in membership of any local Churches Together Group (by whatever title) on the above basis. Applicants must provide a baptismal certificate or where child baptism is not practised, a letter confirming their church membership from their minister or faith leader.

7. Children of other faiths means children who are members of a religious community that does not fall within the definition of ‘other Christian denominations’ at 6 above and which falls within the definition of a religion for the purposes of charity law. The Charities Act 2011 defines religion to include:

▪ A religion which involves belief in more than one God, and ▪ A religion which does not involve belief in a God.

Case law has identified certain characteristics which describe the meaning of religion for the purposes of charity law, which are characterised by a belief in a supreme being and an expression of belief in that supreme being through worship. Applicants must provide a letter of support to confirm their faith membership from their minister or faith leader.

8. Home address is the primary parental address which will be used in applying the admission criteria. This means that, when stating the choice of school, the parental address at the time of application should be given. The address of childminders or other family members who may share in the care of the child must not be used as the home address. Documentary evidence may be requested.

9. Sibling includes:

(i) all natural brothers or sisters, half brothers or sisters, adopted brothers or sisters, stepbrothers or sisters, foster brothers or sisters, whether or not they are living at the same address; and

(ii) the child of a parent’s partner where that child lives for at least part of the week in the same family unit at the same address as the applicant.

10. A parent means all natural parents, any person who is not a parent but has parental responsibility for a child, and any person who has care of a child (having care of a child means that the child lives with and is looked after by that person).

11. A member of staff includes all school staff who are under the direct employment of the governing body of the school.

This policy should be read in conjunction with the local authority’s admission guidance for parents