· Web view(15) Miss Wickes Main building Mrs Diver Miss Gillanders Mrs Freer Class 3 Y3 (15) Y4...

Great Bowden AcademyA Church of England Primary School

Inspire ~ Believe ~ Learn ~ Achieve

Parents’ Handbook2012-2013

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Welcome to Great Bowden Academy

Our core values are:


Our School Mission is:

Believing in a loving God, each other and ourselves we will inspire people to learn

and to achieve their dreams.

Great Bowden Academy is a member of the Harborough Collaborative Trust

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ContentsThe Vision 4History of the Academy 5Contact Details 6Access 7Accommodation 8Term Dates 9A Journey through Primary School 10Staff Team 12Governing Body 13Classes 2012/13 14The School Day 15The Curriculum – Early Years 16The Primary Curriculum 18Annual Learning Pattern 21Timetables 23Chances to Shine 28Able Gifted and Talented Pupils 29Special Educational Needs 30Reporting Progress 31Pupil Safety and Well-Being 32Behaviour 34A Healthy School 35Equal Opportunities 36Communication 37Working with Parents 38Parent/Teacher Association 39Homework 40Partnerships 41Out-of-School Activities 42School Uniform 44Transport, Closures, Academy Security 45Complaints 46

At Great Bowden Academy we all share a vision of our school developing as the following diagram outlines:

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Great Bowden Academy A Church of England Primary School

The Vision

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Great Bowden Academy is an outward looking and innovative professional learning community in which all members continually strive to develop their professional expertise. In sharing their own exemplary practice within school and in the wider education context, Great Bowden professionals enjoy developing the expertise of others and continuing to develop themselves. Great Bowden leaders, of teaching and learning and in school business, governance and system leadership, are recognised by colleagues outside the school as professional experts in their fields.

Pupils at Great Bowden love coming to school because teaching and learning is outstanding. Teachers know how to engage children and are passionate about motivating every pupil to enjoy learning. Children develop as confident, articulate individuals, able to think creatively and independently and to approach challenges with a positive attitude. Consequently pupils make outstanding progress across the school and achieve exceptionally high standards, not only in mathematics and English, but in all areas of the curriculum.

An outstanding curriculum inspires pupils to learn and to achieve. Firmly rooted in the development of basic skills in English, Mathematics, Science, ICT, physical and personal development and with a strong emphasis on the creative and expressive arts, especially music, the Great Bowden curriculum is broad and rich. The opportunity to explore a wide range of subjects and educational experiences allows every pupil to develop his or her talents and potential in many ways.

Innovative approaches to financial and resource management provide exceptional value for money. The learning environment is imaginatively managed and developed to provide a physical context for learning that enables the school to fulfil its core values and mission.


Faith and belief form a cornerstone to the curriculum and experience of Great Bowden Academy. Children can reflect upon and articulate their spiritual life in a tolerant Christian community. Christ’s second commandment ‘Love your neighbour as yourself’ underpins the approach to community cohesion and equalities education which is embedded in the curriculum and ethos of the school.

History of the AcademyGreat Bowden Church of England Primary School was founded in 1839 through local voluntary support and with a grant from The National Society. In 1983 the school moved from the original, Victorian building that now serves as the Church Hall, to its present home in Gunnsbrook Close. On July 1st 2012 the school converted to academy status and became ‘Great Bowden Academy: A Church of England Primary School’.

Our School TodayGreat Bowden Academy is a thriving, small village primary school, situated in the historic community of Great Bowden, a stone’s throw from the busy mediaeval market town of Market Harborough. This year we have 104 pupils on roll, in five classes. Our school is a very different place now, in the 21st century. Our pupils enjoy a high standard of education, taught by dedicated, professional teachers and teaching assistants. All staff members take part in regular professional development to hone and sharpen their teaching skills and are often asked to share their good practice with other schools in the county. You can see from our ‘vision’ at the beginning of this handbook that we are committed to providing a dynamic learning environment where all members of our school community, pupils, staff, governors and parents, are inspired to learn new things and to work towards their goals and dreams, whatever they may be. These ‘things’ could be concepts, knowledge, attitudes, behaviour, skills or simply better ways of doing things. This commitment is summed up in our core values and our school mission:


Believing in a loving God, each other and ourselves we will inspire people to learn and to achieve their dreams.

Our classrooms are well-resourced with up-to-date equipment and books. Each classroom has an interactive whiteboard and its own computers. The school has two laptop trolleys to ensure that all children have access to facilities for the teaching of whole class ICT and all teachers have their own laptops and i-pads to use for planning, preparation and assessment and to explore ways of harnessing ICT to enhance learning. Teachers and pupils are able to use ICT to support learning in all areas of the curriculum.

Our highly skilled and dedicated teachers are leaders in their areas of expertise; specialists in primary Mathematics and English, Music, PE and Dance, ICT, Art, History, Science and dyslexia support. We offer a broad, rich and creative curriculum, firmly rooted in the basic skills of English and Mathematics and with a strong emphasis on music and the creative and expressive arts.

As a National College for School Leadership ‘Leadership Development School ’, a local support school under the ‘Local Leaders in Education’ scheme and a strategic partner in the Affinity Teaching School Alliance, we are committed to providing the very best in primary education.

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Contact Details

School Address: Great Bowden AcademyGunnsbrook Close, Great Bowden, Leicestershire. LE16 7HZ

Telephone: 01858 463216Fax: 01858 463255E-mail: [email protected]: www.greatbowden.leics.sch.ukTwitter @greatbowden

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http://www.greatbowden.leics.sch.uk/

Access Access to the school by road is via Gunnsbrook Close, off Main Street. The car park is for staff only or disabled access. Parents are asked, please, not to use the school car park. There are several footpaths for pedestrian access. One leads from The Green, one from the Recreation Ground, off Station Road. Both footpaths lead to a small gate at the rear of the school field, with a footpath leading to the playground entrances to the school.

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Accommodation The school is situated in extensive grounds which provide ample space for play and Physical Education. The PTA has helped us to provide some fabulous play equipment for the outdoor area in recent years, such as our amazing climbing frame – specially designed to challenge our older children and develop upper body strength and our Pirate Ship sailing the field! We are very lucky, too, to have an extensive woodland area, a vegetable plot and a pond which provide exciting opportunities for all manner of outdoor activities. The recently added ‘Pod’, the shelter along the KS2 classroom wall, provides additional outdoor learning space and welcome shelter in the rain. Foundation Stage and younger Y1 children in Class 1 have access to their own secure outdoor area.

The accommodation comprises:

Three classrooms in the main building

Two external classrooms, one large and one for small group teaching

Library

Three cloakroom/toilet areas

A small kitchen for food technology teaching

A large assembly/dining hall which also provides a teaching and learning space for Y6

Two small rooms for group working, music teaching and 1-1 tuition

Staff room

Office

School lunch kitchen

Term Dates

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Autumn Term 2012School Open Thursday 30th August 2012

Mid-term Break Monday 22nd to Friday 26th

October

School Closed Friday evening 21st December

2012

Spring Term 2013School Open Tuesday 8th January 2013

Mid-term Break Monday 11th to Friday 15th

February

School Closed Friday evening 22nd March 2013

Summer Term 2013School Open Monday 8th April 2013

May Day Bank Holiday Monday 6th May 2013

Mid-Term Break Monday 27th to Friday 31st May

School Closed Friday evening 12th July 2013

Teacher DaysTuesday 28th August 2012

Wednesday 29th August 2012

Monday 7th January 2013

Autumn Term 2013School Open Thursday morning 29th August

2013

Mid-Term Break Monday 21st to Friday 25th

October

School Closed Friday evening 20th December

2013

Spring Term 2014School Open Tuesday morning 7th January

2014

Mid-Term Break Monday 17th to Friday 21st

February

School Closed Friday evening 11th April 2014

Summer Term 2014School Open Monday morning 28th April 2014

May Day Bank Holiday Monday 5th May 2014

Mid-term Break Monday 26th May to Friday 30th

May

School Closed Friday evening 11th July 2014

Teacher DaysTuesday 27th August 2013

Wednesday 28th August 2013

Monday 6th January 2014

The Journey through Primary School9

Children start school at the beginning of the Autumn Term after their fourth birthday. As part of our transition to school arrangements we invite our new starters to visit school for two half days at the end of the summer term before they start school. Then, like most of the Market Harborough primary schools, we operate a staggered start in order to make the process of starting school as smooth and stress free for children as possible. Children build up to full time over a period of two to three weeks during September. This part-time start means that we are able to offer parents an extended meeting with Early Years’ teachers at school early in the Autumn Term. This means that parents have a chance to tell staff all about their child’s needs so that teachers can prepare for their arrival at school as well as possible. We also offer the option of a home visit if parents feel that this would be helpful. Often meeting their new teacher in the familiar setting of home can help a child feel at ease. It’s quite a long time between the summer term visits and starting school properly – a home visit can be a helpful reminder and a reassuring opportunity to meet and talk to a new teacher one-to-one. Please let us know when you visit in the summer term if you would like a home visit and we will arrange a date.

Around half way through the first term we invite parents of our new Reception pupils to a meeting with staff to discuss how children are settling in. However, parents are welcome to make an appointment with class teachers or the head teacher to discuss any concerns at any time.

The Early Years Foundation Stage

The EYFS extends throughout the Reception year into Year 1 (Y1), during which pupils begin Key Stage 1 (KS1) of the National Primary Curriculum. Older Year 1 pupils whose birthdays fall in the autumn and early spring terms move into Class 2 for their Y1 year, while pupils with late spring and summer birthdays stay in Class 1 to ensure a smooth transition from EYFS into Y1.

Key Stage 1 (KS1)

KS1 represents the two years when a child is aged 5-6 and 6-7 years – Years 1 and 2.

Key Stage 2 (KS2)

In KS2 pupils move into Class 3. Class 3 has Y3 and some Y4 pupils. Class 4 has some Y4 pupils and Y5 pupils. Decisions about which class pupils spend Y4 in are made after careful consideration of assessments throughout Y3 to ensure that all pupils continue to make good progress.

Y6 pupils move into Class 5.

At the age of 11, pupils move on to local Secondary schools to begin Key Stage 3 (KS3) which spans Years 7-9.

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Transition to Secondary EducationPupils from Great Bowden Academy naturally transfer to Welland Park Community College (11-14, KS3) in Market Harborough. Welland Park students transfer to Robert Smyth School in Market Harborough in Y10, (14-18, Keys Stages 4 and 5).Alternative schools sometimes considered by parents are Kibworth High School (11-14, from which students also move on to Robert Smyth School), Uppingham Community College and Bishop Stopford School (11-18) a Church of England Aided Foundation School, in Kettering.Fee-paying options include Leicester Grammar School, Leicester High School for Girls or Northamptonshire Grammar School.

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Staff TeamHeadteacher Mrs. Stefanie G. Edwards BA Hons; PGCE; Cert.EEL; NPQH

Subject Leader for English, Assessment, Collective Worship

School Business Manager

Mrs. Julie Dunne BA Hons M.Inst.AM

Premises Officer Mrs. Linda CowdBusiness Support

Mrs. Caroline Banks BA Hons

Teachers Mrs. Sarah Trappitt B.Ed PGCE PDip. SLD Class 1 Teacher; Foundation Stage Leader; School CouncilMrs. Karen McHugo BA Hons PGCE Class 1 Teacher; Special Needs Co-coordinator; Subject Leader for History and Geography.Miss Jayne Wicks BA(Hons) QTSClass 2 Teacher; Subject Leader for ICT and Art; Research and Innovation ChampionMrs. Julie Brown (BA Hons) QTSClass 3 Teacher; Subject Leader for REMrs. Dionne Kirby B.Ed (Hons)Class 4 teacher; Subject Leader for ScienceMr. George Norman BA Hons MA PGCEClass 5 Teacher; Subject Leader for Music and PEMrs. Medina Wright BA Hons PGCE Teacher of Spanish - Subject Leader for Languages

Music Teachers Mrs. Tracey Richards ChoirMiss Faye Stringer Instrumental TuitionMrs. Marina Grinham Instrumental Tuition

Teaching Assistants

Mrs. Cheryl Cole NVQ3 Senior Teaching AssistantClass 1 Mrs. Christine Laffey NVQ3 Senior Teaching AssistantClass 4Mrs. Deena Sumpter NVQ3Teaching Assistant Classes 1 and 3; PSHE and SEN supportMiss Katie Gillanders NVQ4 Teaching Assistant (Class 2) and ICT supportMrs. Rachael McHugo NVQ3Teaching Assistant (Class 1) and SEN supportMrs. Zuzanna Freer NVQ3Class 5 Mrs. Sukhvinder Kareer NVQ3 Teaching Assistant (Class 3)Mrs Lyn DiverApprentice Teaching Assistant (Class 2)

Lunchtime Team Mrs. Christine Laffey Lunchtime ManagerMrs. Stephanie MargeryMrs. Sukhvinder KareerMiss Sally AndersonMrs. Lynn Diver

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Governing Body

Chair and Church Foundation Governor

Mrs. Helen Trotter

Deputy Chair and Foundation Governor

Mrs. Jan Shardlow (Special Educational Needs)

Headteacher Governor

Mrs. Stefanie Edwards

Incumbent/Foundation Governor

Revd. James Shakespeare

Parent Governors Mr Bernard EvansMr. Raoul Mercer

Mrs. Isabel Dupey

Mrs. Gemma Christison

Community Governors

Mrs. Lennie Rhodes

Dr. Sarah Hill

Mrs. Sue Fraser

Mr. Michael Fletcher

Mrs. Georgina Connors

Mr. Les Dodd

Teacher Governor Miss Jayne Wicks

Staff Governor Mrs. Julie Dunne

Clerk to the Governors

Mrs. Patsy Dodd

Classes 2012/1313

Class Year Groups (no. of pupils)

Teachers Where? Learning Support Staff

Class 1 YR(15)

Y1(10)

Mrs Trappitt/Mrs McHugo

Main building Mrs Cole Mrs Freer/Mrs Sumpter Mrs McHugo

Class 2 Y1 (12)

Y2(15)

Miss Wickes Main building Mrs DiverMiss Gillanders Mrs Freer

Class 3 Y3(15)

Y4 (4)

Mrs Brown Main building Mrs Sumpter Mrs Kareer

Class 4 Y4(9)

Y5(15)

Mrs Kirby Mobile Mrs Laffey

Class 5 Y6(15)

Mr Norman Hall Mrs Freer

The School Day

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8.50 School opens

9.00 Registration

9.05 – 9.30 Just Dance & Assembly

10.30 – 10.45 Morning Break

12.00 Lunch

1.15 Registration

2.30 - 2.45 Afternoon Break (KS1)

3.30 Home time

As children move up the school, parents often feel that they are able to let them walk to school by themselves. Please let us know when you have decided to allow this. Unless they are taking part in one of our before-school activities such as ensemble or choir, we ask parents, please, not to send children to school alone before 8.40 in the morning. Staff members are often in school preparing lessons from 8am onwards, but there is no guarantee that they will be aware of unsupervised pupils in the playground at that time, which means that children are at risk of accident and could even wander off the premises, unnoticed. Children from YR – Y4 must be supervised by an adult until the school doors open at 8.50.

At home-time, Class 1 children must be collected form the Class 1 outdoor area gate at the back of the school. Children from our other classes can be collected from the playground outside their classes. Please inform school if you arrange for anyone unfamiliar to staff to collect your child. We also need to be informed if you give permission for your older child to walk home alone.

The Curriculum

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(“All the stuff you learn in school” – Mick Waters, The Curriculum Foundation)

The Early Years Foundation Stage (from September 2012)

There are three ‘prime’ areas of learning:

Communication and languageThis area of learning involves giving children opportunities to experience a rich language environment; to develop their confidence and skill in expressing themselves and to speak and listen in a range of situations.Physical DevelopmentThis area involves providing opportunities for young children to be active and interactive and to develop their coordination, control and movement. Children must also be helped to understand the importance of physical activity and to make healthy choices about food.Social and Emotional DevelopmentThis area involves helping children to develop a positive sense of themselves and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups and to have confidence in their own abilities.

There are also a further 4 areas of learning through which the three prime areas are strengthened and applied:

Literacy involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems and other reading materials) to ignite their interest.

Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems and to describe shape, space and measures.

Understanding of the World involves guiding children to make sense of their physical world and their community through opportunities to explore and find out about people, places, technology and environment.

Expressive Arts and Design involves enabling children to explore and play with a wide range of media and materials as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role play and design and technology.

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Experienced and skilled teachers and practitioners provide a carefully planned balance of child-initiated and adult-directed activities. The emphasis is on learning through play and pursuing children’s own interests, extending children’s vocabulary and language skills and developing well-rounded, independent learners with a sound foundation for moving on to the next phase of their schooling.

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The Primary Curriculum

At Great Bowden Academy we place considerable emphasis on the skills for learning and life – Literacy, Numeracy, ICT and Personal Development, seen in the centre of the diagram below. With those essential priorities at its heart, we organise the curriculum in themes, which cover all the National Curriculum subjects in six areas of learning for the Primary phase.

This wheel represents the way in which we think about and organise our curriculum, which is, simply, everything children learn in school.

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The Aims of EducationTo develop confident individuals, responsible citizens, successful learners

The Skills for Learning and Life

Literacy Reading Writing Speaking Listening

Numeracy Mathematics

Personal Development Personal, social and emotional aspects of learning Developing positive attitudes to learning

ICT Information and communications technology – learning the skills needed to be able to use ICT in all areas of learning by the time they move on to secondary school.

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Six Areas of Learning

Understanding Physical Health and Well-Being PE and Sport Personal, Social and Health Education. Food and cooking

Understanding the Arts and Design ArtDanceMusicDrama

Understanding Communication and Languages English Language and LiteratureSpanishRole PlayDrama

Mathematical Understanding – Mathematics, including being able to apply mathematics learning in a ‘real’ context

Scientific and Technological understanding ScienceDesign Technology

Historical, Geographical and Social Understanding HistoryGeographyReligious EducationPhilosophy for Children

While we teach mathematics as a separate subject every day, carefully taking account of progression in learning in the National Curriculum, we also plan opportunities within a broader topic for children to apply their maths learning in a relevant context. Y2 pupils might learn about measuring in maths. During a topic on Dinosaurs pupils could design and produce a scale drawing, in chalk, of a brontosaurus on the school playground! Pupils learn the features of explanation texts in their literacy lessons, and then write an explanation of how the dinosaurs became extinct as part of their topic. Having learned about PowerPoint in ICT, they might publish their explanation as a presentation. Teachers plan carefully to make relevant and meaningful cross-curricular links, seeking always to fulfill the core values of our school. Those essential areas of the curriculum that cannot be learned meaningfully as part of a topic are taught as separate lessons. Specialist teachers provide tuition in Spanish, music, dance, sport and ‘Philosophy for Children’.

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Annual Learning Pattern (see grid overleaf)

The annual learning pattern provides a foundation for breadth and balance, rigour and manageability. It provides a structure for long term planning. When planning all topics teachers are asked to place particular emphasis on literacy and mathematics across the curriculum and to consider how ICT can be used to enhance learning. They are also encouraged to consider all areas of learning when planning a topic but for the sake of coherence and manageability to place emphasis on one main area according to the learning pattern.

Some subjects, e.g. PSHE, RE and STEM (science, technology, engineering and mathematics) subjects are taught discretely during themed weeks throughout the year. Other subjects, e.g. P.E., ICT, PSHE, Music, English, Mathematics, as well as being included in topic planning are also taught discretely and continuously throughout the year. Topics of three to four weeks in length are interspersed with discrete weeks on PSHE and RE. Each RE week has an explicit community cohesion theme. Teachers plan a ‘BIG MATHS’ investigations day at the end of each half term to provide opportunities for pupils to apply their learning independently in contextualised problem-solving situations.

The aspects in the stripes at the bottom of the grid are part of continuous, discrete learning and run throughout the year. Teachers derive the learning objectives and essential skills for foundation subjects from the National Curriculum.

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Great Bowden Academy

Annual Learning PatternTerm One Term Two Term Three

PSHE

Scienceand technology

RE and Com-munity

Humanities/Arts

RE & Comm-unity

Science and technology

RE & Comm-unity

Humanities/Arts

RE & Comm-unity

Scienceand technology

RE & Comm-unity

Humanities/Arts

PHSE/SEAL/Collective Worship/SMSC etc.

English

Mathematics

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Spanish

PE and Sport

ICT

Music

= Big Maths Activity Days

Class 1 TimetableThis is a typical weekly timetable for Class 1. The Early Years Foundation Stage and Y1 timetable is intended to be flexible and fluid. A carefully designed balance of adult-directed, ‘taught’ activities and child-initiated ‘play’ activities, planned by teachers to provide opportunities for children to develop their learning across all the EYFS areas of learning, run throughout the day. Some sessions are timetabled for practical purposes, like PE in the hall, or phonics, where several members of staff have to be available to teach groups at the same time. There are some days in each term when the class runs ‘off timetable’ for special occasions, celebration days, RE topic days which we ‘block’ at the beginning of each

term, trips, curriculum enrichment events, STEM (Science/Technology/Engineering and Maths) days and so on. Adjustments are also made depending on the time of year, e.g. near to Christmas and during the second half of the summer term, time is made available for pupils to rehearse for Drama productions, music performances – all, of course, very important elements of a primary school curriculum.

Class1Timetable(23 pupils)

9-9.30 9.30-10.30 11.30-11.55 1.15-1.45 1.45-2.45 2.45-3.30

MondayMrs TrappittMrs ColeMrs McHugoMrs Sumpter

Dance/Assembly

EYFS/Y1 areas of learning Phonics(reading, writing and spelling)

EYFS/Y1 areas of learning Music with Mr Norman

TuesdayMrs TrappittMrs ColeMrs McHugoMrs Sumpter

Dance/Class Assembly


EYFS/Y1 areas of learning

Wednesday Dance/ EYFS/Y1 areas of learning Phonics PE with Premier Sport EYFS/Y1 areas of learning

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Mrs TrappittMrs ColeMrs Sumpter

Assembly (reading, writing and spelling)

ThursdayMrs K. McHugoMrs ColeMrs R. McHugoMrs Sumpter

Dance/Assembly


Big Moves PE in the hall EYFS/Y1 areas of learning

FridayMrs K. McHugoMrs ColeMrs R. McHugoMrs Sumpter

Dance/Assembly


EYFS/Y1 areas of learning

PE with Premier Sport Whole school Music/Singing

Class 2 TimetableThis is a typical weekly timetable for Class 2.

The timetable is intended to be flexible. There are some days in each term when the class runs ‘off timetable’ for special occasions, celebration days, RE topic days which we ‘block’ at the beginning of each term, trips, curriculum enrichment events, STEM (Science/Technology/Engineering and Maths) days and so on. Adjustments are also made depending on

the time of year, e.g. near to Christmas and during the second half of the summer term, time is made available for pupils to rehearse for Drama productions, music performances – all, of course, very important elements of a primary school curriculum.

Class 2 Timetable(26 pupils)

9-9.30 9.30-10.30

10.45-11.30

11.30-11.55

1.15-1.45 1.45-2.45

MondayMiss WicksMrs DiverMiss GillandersMrs Freer

Dance/Assembly

Maths English Phonics/Spelling

Guided Reading

Science/History/Geography/Art/DT/ICT(Emphasis depends on the topic and shifts each half term between Science and Humanities/Arts)

TuesdayMiss WicksMrs DiverMiss GillandersMrs Freer



Guided Reading

Science/History/Geography/Art/DT/ICT Music with Mr Norman

WednesdayMiss Wicks

Dance/Assembly

Maths English Spelling Science/History/Geography/Art/DT/ICT

PE with Premier Sports

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Mr BaxterMrs Freer

ThursdayMiss WicksMrs DiverMiss GillandersMrs Freer

Dance/Assembly


PEPremier Sport

Science/History/Geography/Art/DT/ICT

FridayMiss WicksMrs DiverMiss GillandersMrs Freer

Dance/Assembly


Guided Reading

PE with Premier Sport

Science/History/Geography/Art/DT/ICT

Music/Singing





9-9.30 9.30-10.30 10.45-11.55 1.15-1.45 1.45-2.45 2.45-3.30

MondayMrs BrownMrs Sumpter

Dance/Assembly

Maths English Guided Reading/Spelling/Grammar work

Science/History/Geography/Art/DT/Outdoor PE(Emphasis depends on the topic and shifts each half term between Science and Humanities/Arts – PE day is flexible depending on the weather)

TuesdayMrs BrownMrs Sumpter



Science/History/Geography/Art/DT

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WednesdayCarousel

Dance/Assembly

Spanish (Mrs Wright)

Weekly MathsChallenge

PEPremier Sport

Extended Writing (Mrs Edwards)/ICT(Miss Wicks)/Music (Mr. Norman) whole afternoon on half termly rota

ThursdayMrs BrownMrs Sumpter

Dance/Assembly

Maths English Swimming Guided Reading/Spelling/Grammar work

FridayMrs BrownMrs SumpterMrs Freer

Dance/Assembly


Science/History/Geography/Art/DT Music/Singing





9-9.30 9.30-10.30 10.45-11.55 1.15-1.45 1.45-2.45 2.45-3.30

MondayMrs KirbyMrs Laffey

Dance/Assembly


Science/History/Geography/Art/DT(Emphasis depends on the topic and shifts each half term between Science and Humanities/Arts - PE day is flexible depending on the weather)

TuesdayMrs KirbyMrs Laffey




Wednesday Dance/ Spanish (Mrs Weekly PE Extended Writing(Mrs Edwards)/ICT(Miss Wicks)/Music (Mr. Norman)

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Carousel Assembly Wright) Maths Challenge)

Premier Sport

whole afternoon on half termly rota

ThursdayMrs Kirby Mrs Laffey

Dance/Assembly

Maths English Swimming Guided Reading/Spelling/Grammar work

FridayMrs KirbyMrs Laffey

Dance/Assembly



Music/Singing


The timetable is intended to be flexible. There are some days in each term when the class runs ‘off timetable’ for special occasions, celebration days, RE topic days which we ‘block’ at the beginning of each term, trips, curriculum enrichment events, STEM (Science/Technology/Engineering and Maths) days and so on. Adjustments are also made depending on the time of year, e.g. near to Christmas and during the second half of the summer term, time is made available for pupils to rehearse for Drama productions, music performances –

all, of course, very important elements of a primary school curriculum.


9-9.30 9.30-10.30 10.45-11.55 1.15-1.45 1.45-2.45 2.45-3.30

MondayMr NormanMrs Freer

Dance/Assembly


Science Philosophy for Children with Mrs Trappitt

TuesdayMr NormanMrs Freer



History/Geography/Art/DT(Emphasis depends on the topic and shifts each half term between Science and Humanities/Arts)

Drama/Role Play with Miss Wicks

Wednesday Dance/ Spanish (Mrs Weekly PE Extended Writing(Mrs Edwards)/ICT (Miss Wicks)/Music (Mr Norman) whole

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Carousel Assembly Wright) Maths Challenge

Premier Sport

afternoon on half termly rota

ThursdayMr NormanMrs Freer

Dance/Assembly


PE (Premier Sport)

FridayMr NormanMrs Freer

Dance/Assembly


History/Geography/Art/DT Music/Singing

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Chances to Shine…The academy provides a wide range of activities and opportunities for pupils to develop leadership skills, to help them to develop as capable and responsible citizens and to develop self-esteem and confidence.

The School Council

Mrs Trappitt leads a thriving school council which meets weekly to discuss issues of concern and interest to pupils. Elections for year group representatives are held early in each autumn term. Projects have included raising money for playground games, agreeing a football rota for playtimes and designing improvements for cloakrooms and toilet areas.

The Worship Team

Two children from each class make up the academy’s Worship Team. Each member plays a part in our daily assemblies, from opening and closing worship, leading prayers, sharing the weekly reading, organising music. A Y6 pupil holds the post of Worship Team leader for half a term.

Clockwise Credit Union

Great Bowden Academy hosts a school branch of the Clockwise Credit Union. Y5 and 6 pupils apply for management positions every year and open the bank every Friday afternoon (with trained adult supervision of course!).

Outdoor Adventurous Education

Y5 and Y6 pupils have the opportunity to take part in an annual residential trip run by PGL. They always have a fantastic time, being away from home often for the first time, developing independence, experiencing genuine challenge and carefully managed risk (essential for healthy development).

Sports Ambassadors

Two pupils are nominated every year to be the Academy’s Sports Ambassadors. They attend training at Robert Smyth Academy and lead new initiatives in playground games and sport in school.

Music, Dance and Drama

We have a strong programme of music, drama and performance throughout the year. Musicians have a opportunities every half term to perform for family and friends. We put on an annual Christmas, nativity-themed production in church, starring our younger pupils and an annual summer extravaganza starring the oldest pupils. The ensemble and choir take part in performance opportunities regularly, from playing in assemblies every week, in our monthly church assembly, concerts

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like ‘Young Voices’ this term at the NIA in Birmingham and collaborative projects like the annual Market Harborough area small schools music festival. An after-school Dance Club runs weekly during the spring term and there is a strong emphasis on Dance as part of a broad PE curriculum.

Wii Just Dance

All pupils start the day with 10 minutes of fun, physical activity dancing to the Wii on the big screen in the hall. Not only does this wake everybody up and prepare them for learning, it provides and extra hour of physical activity per week and supports the development of coordination, music and reading (karaoke…!).Y6 pupils set it up and organise the technology; teachers select 4 ‘Dancers of the Day’ every day to lead the dancing the following morning.

Able, Gifted and Talented PupilsWe aim to provide as wide a range of opportunities for pupils as possible, so that all pupils have a chance to discover their talents, whether academic, musical, sporting or artistic. The Market Harborough group of schools also provides specific enrichment days for very able KS2 pupils, for example, music days for pupils who have achieved grade 1 or above in their musical instrument; gifted and talented art days, able writers’ workshops, science days, gifted and talented maths activity days and a wide range of sports events and galas.

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http://www.greatbowden.leics.sch.uk/2012/GalleryClassSchool.html

Special Educational NeedsPupils with additional needs are identified by their class teachers and support is planned in consultation with parents and the school’s Special Needs Co-coordinator, (SENCO). An Individual Education Plan (IEP) for each pupil is agreed and progress reviewed at regular intervals. There are four levels of intervention for pupils with additional educational needs.

For some children who are beginning to fall behind their peers, a short term intervention, for example in reading as part of a small group, is sufficient to help them to catch up and re-join their peers for whole class lessons. This would not require the child to be entered onto the Special Needs Register.

Pupils with more specific needs who require longer term intervention are entered onto the Special Needs Register at one of three levels:

1. School ActionPupils at ‘School Action’ on the SEN register receive additional support designed to enable the child to achieve the objectives on their IEP, from the class teacher, class teaching assistant and sometimes from the school’s Special Needs Learning Support Assistant, Mrs. Rachel McHugo.

2. School Action PlusPupils at ‘School Action Plus’ may need further support to achieve the objectives on their IEPs. In addition to the support already provided by the school, our SENCO, Mrs. Karen McHugo, in consultation with parents, involves one or more outside specialist agencies to support the child. For example, Speech Therapy, Educational Psychology, the School Nurse, the Specialist Teaching Service.

3. Statutory Assessment (Statement) of Special Educational NeedsPupils who have been at School Action Plus and are not making adequate progress despite considerable additional support, may be referred for statutory assessment of their educational needs. The Local Authority Special Needs Assessment organisation (SENA) will consider the school’s application and if the statement is agreed, decide what level of extra provision is appropriate. Schools then have a statutory duty to fulfill the recommendations made in the child’s statement. In Leicestershire schools, this provision is funded through schools’ existing, ‘delegated’ special needs budgets, set annually according to a funding formula; no additional funding is received from the Local Authority. The system for SEN funding is undergoing a comprehensive national review this year. Fundamental changes in the way schools and academies receive funding for pupils with high levels of needs will come into effect over the next few years.

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Reporting ProgressWe invite parents to a parents’ evening in the Autumn Term and again in the Spring Term to discuss their child’s progress. Class teachers assess progress termly and provide a short ‘snapshot’ report on progress in Mathematics and English, behaviour, class and homework effort and attitudes to learning. This report is prepared for pupils from Y1 onwards at the end of the autumn and spring terms, including details of pupils’ next steps in learning. A leaflet explaining how teachers assess pupils throughout the primary school is available for the school office.

The more detailed ‘annual report’ is published at the end of the summer term summing up progress across the curriculum for the year, after which parents are invited to make an appointment for a discussion if they have any concerns.

If in doubt about anything, please do ask. Teachers are always happy to discuss any concerns or queries parents may have about children’s learning, progress or well-being, informally. If you are wondering what you can do at home to help your child, or want to know more about the homework or your child is unhappy about something – please ask - we are always happy to help.

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Pupil Safety and Well-BeingPastoral CareEvery member of the teaching and non-teaching staff is involved in the welfare of your child. Before your child starts school you will be asked to give details of your address, telephone numbers, place of work etc. so that we can always contact you in an emergency. Please make sure you remember to notify us immediately of any changes to your contact details.

We also ask you to inform us of any particular health problem and dietary needs your child may have, including allergies and any prescribed medications your child may need to keep in school. In some cases we may need to devise a ‘Health Care Plan’ so that everyone who needs to, knows how to care for your child properly.

As well as their class teacher and teaching assistant each child nominates a member of staff each year to be their ‘Worry Buddy’ – someone they can talk to about their concerns.

Illness at SchoolIf your child requires medicine to be administered, please contact the school office. No child may carry or receive prescribed medicines in school unless clear and written instructions to do so have been obtained from parents. All medicines should be clearly marked with the child's name. We cannot administer non-prescribed medicines in school.If your child is taken ill or is involved in an accident requiring professional medical attention, parents will be contacted as soon as possible.In the case of more minor accidents, children will be provided with slips giving the brief details about the nature of the injury. The school keeps careful records of all accidents that happen on school premises.

AbsenceIf your child is absent for any reason we ask you to contact the school by 10.00am on the first day of the absence. The school will contact parents if we do not hear from you by this time. This is to ensure pupil safety. Parents must provide a written note explaining the reason for the absence when the child returns to school.

It is the responsibility of the headteacher to decide whether an absence is to be classed as 'authorised' or 'unauthorised'. Requests for permission for absence from school during term time are considered on a case by case basis. It is not possible to authorise more than two weeks absence for holidays taken during term time each year and permission for absence will not be given for children who have

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already been absent from school for a significant period during the year or for Y6 pupils during the first half of the summer term.

We strongly discourage parents from booking holidays in term time. Interruptions to children’s education can have a profound effect on achievement and on friendships and must be kept to an absolute minimum.

Behaviour 34

At Great Bowden Academy we expect all members of the school community to behave well and to treat everyone with respect. We use the words of an ancient Anglican blessing as the basis of our behaviour expectations -

Go forth into the world in peace,Be of good courage

Hold fast to that which is good,Render to no-one evil for evilStrengthen the faint hearted

Support the weakHelp the afflicted

Honour everyone

and we have two simple school rules:

be kind be safe

Great Bowden Academy’s Behaviour and Discipline Policy is available from the office and from our website.

BullyingBullying is not tolerated at Great Bowden Academy.The school has a clear Anti-Bullying Policy which is available from the office and from the school website.

Child ProtectionThe academy has a comprehensive Safeguarding Policy which is updated annually and is available from the school office and the school website.

Great Bowden Academy is committed to safeguarding and promoting the welfare of children and expects all

staff, governors and volunteers to share this commitment.

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A Healthy School The academy holds the ‘Healthy Schools Award’ which recognises its commitment to teaching children about making healthy choices and to providing a healthy environment in which to learn. In partnership with Welland Park Community College catering service we provide a delicious and balanced hot lunch, prepared to strict nutritional guidelines. Lunches cost £2.00 per day, payable in advance (cheques payable to Great Bowden Academy). We can accommodate a small number of adult lunches, if ever you’d like to join your child for lunch. Book a week in advance and try for yourself!We provide our younger children with a piece of fruit for a mid-morning snack and encourage older, KS2 pupils to bring in a ‘fruit only’ snack to keep them going until lunchtime. Fruit can be fresh, preserved (small cans or plastic tubs) dried, juiced or pureed – but must be pure and not include added sugar. Carrots, cucumber and tomatoes are popular choices.Drinking enough water is very important to ensure that children’s brains are functioning to their full potential for learning, so we encourage pupils to bring an unbreakable water bottle to school with them every day – filled with water only.

www.healthylunch.org offers this advice about preparing packed lunches for children at school:

What’s in a healthy packed lunch?

Children at school should have about a third of their daily nutrient requirements at lunchtime. This means they need food that is going to provide them with enough energy, protein, fibre, vitamins and minerals.

A healthy packed lunch should contain a mix of foods from the Eat Well Plate. The Eat Well Plate shows how much should be eaten from each of the 5 food groups.

A good packed lunch contains:

a starchy food, such as bread, rolls, pitta bread, naan bread, potatoes, rice, noodles. (These foods are good for children to fill up on.)

a good source of protein, iron and zinc such as meat, fish, beans, or eggs.

a good source of calcium such as milk, cheese, yoghurt or fromage-frais.

one portion of fruit and one portion of vegetable or salad to provide all the other vitamins and minerals. A piece of fruit could be a 100% juice or piece of fresh fruit, dried fruit or tinned fruit in fruit juice. A piece of vegetable could be a fresh vegetable such as carrot stick, salad or a vegetable soup or vegetable dish.

No single food contains all the essential nutrients the body needs to be healthy and function efficiently so it is important that the content of the packed lunch is varied.

What about snacks such as crisps, cakes, pastries and sweets?

These foods should only be given occasionally. Children will then appreciate them more. If these foods are included in packed lunches they might eat these first and not have the appetite to eat the other foods that will provide them with the important nutrients they need to grow and develop, be healthy and active

Great Bowden Academy is a nut-free school. We have several pupils with a serious nut allergy, so we ask all parents to help us in our responsibility for all

our pupils’ well-being. PLEASE DO NOT EVER SEND NUTS INTO SCHOOL.36

http://www.eatwell.gov.uk/healthydiet/eatwellplate/

http://www.healthylunch.org/

Equal OpportunitiesOur academy has several policies relating to equal opportunities: the Special Educational Needs Policy; the Disability Access Scheme; the Equal Opportunities Policy; the Behaviour, Anti Bullying and Community Cohesion Policies. Some of our policies are available on our website (www.greatbowden.leics.sch.uk); all are available from the school office. Our approach to equal opportunities and issues of discrimination is unequivocal:

We will not tolerate incidents or expressions of discrimination on any grounds: age, gender, race, disability, religious belief or social or cultural background.

Our curriculum provides opportunities for pupils throughout their time at Great Bowden Academy to learn about customs and beliefs from a wide range of religions, nationalities and cultures. For example, in Religious Education pupils learn about the main world religions and teachers plan visits to their places of worship and invite their representatives to our school in order to enrich pupils’ learning experiences. Through art, music and literature children encounter a wide range of cultures and influences. We have strong links with several other schools – from a school in Madrid to our neighbouring schools in Market Harborough, especially St Joseph’s Catholic Primary School. As a school we sponsor the education of Devakumar, a ‘bouncy’ 10 year old in a Goodwill Homes school in Thandigudi, Tamil Nadu. His teachers send us regular reports of his progress and our children take turns to write to him. We all enjoy reading the regular letters he sends us about his life and seeing him grow in the photographs the charity sends us of him. We are a Church of England school with a strong Christian ethos: Christ’s commandment ‘Love your neighbor as yourself’ underpins our approach to preparing our pupils to make a positive contribution as citizens of a multi-cultural, 21st century society. Our ‘neighbour’ could be the person we stand next to, someone in a neighbouring town or country or someone who needs our help on the other side of the world.

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CommunicationMrs. Edwards and all members of staff are always pleased to welcome any parent who has a concern or a suggestion, however small. It is helpful if you can telephone and make an appointment first. If that is not possible, the best time for an informal chat is at the end of the school day, when teachers have more time to talk. Of course, if something has happened that the class teacher needs to be aware of, please feel free to pop into the classroom to speak to the teacher or telephone first thing in the morning. Parents of Reception pupils are encouraged to bring their children into the classroom in the morning, to settle children in and say goodbye. We do encourage you to keep farewells brief. It’s important not to lose too much teaching and learning time and long drawn out goodbyes can be unsettling for children and parents. Keep it simple – ‘Have a lovely day, kiss, cuddle, see you at home-time!’In the interests of encouraging their developing independence, from Year 1, we ask you to leave your children at the classroom door, unless there is a pressing need to speak to the class teacher. Children need to learn how to sort out their own coats and bags and to prepare themselves for a productive day at school. Parentmail 2, Twitter, the Newsletter and the Friday Fridge Flier

The main method of communication with parents about school events, sports fixtures and general messages is by ‘Parentmail 2’, via e-mail or text message. We also use ‘Twitter’ to communicate short snippets of good news about school life almost every day, often including photographs. We urge all parents to sign up for ‘Parentmail 2’ to ensure that they do not miss crucial information relating to their child. The office will provide you with a code to register on the Parentmail website. Please also sign up to follow us on Twitter @greatbowden – it is a private account, so you have to be accepted as a follower to see our ‘tweets’! www.twitter.com/greatbowden

We publish a half termly newsletter with the main headlines of school news, reminders and events coming up over the next half term or so. This term – in a new initiative to try to streamline the many reminders we have been sending – we are piloting the Friday Fridge Flier…this is a summary of reminders about events for the following week which is sent out via Parentmail on Friday for parents to print out and put on the fridge!

General information, school policies, and a calendar of events is provided on the school website www.greatbowden.leics.sch.uk

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http://www.greatbowden.leics.sch.uk/

http://www.twitter.com/greatbowden

Working with ParentsWe warmly welcome parents and family members into school to support work in classrooms. Some parents help with classroom activities, some support pupils as ‘Reading Buddies’, providing 1-1 reading practice for pupils first thing in the morning once or twice a week. It can be amazing to see the impact of just this little bit of regular extra practice on pupils’ confidence in reading. Others help out with gardening or sporting activities. Often parents provide valuable help with transport to extra-curricular events.

On the first Friday of each month in term-time we have our whole school assembly in St Peter and St Paul’s Church at 9.30am. Parents and members of the local community are welcome to attend. At the end of each half term we have an event to which parents are invited: Autumn 1 Curriculum Showcase AssemblyAutumn 2 The Nativity, in churchSpring 1 Curriculum ShowcaseSpring 2 ‘Great Bowden Stars’ music and dance Summer 1 Curriculum ShowcaseSummer 2 Summer Musical Theatre Production

At our curriculum Showcase assemblies, the children present their learning in a range of different ways and invite parents to see their work in the classrooms afterwards. At other times during the year we provide information sessions about aspects of the curriculum, e.g. mathematics, reading, writing and assessment. Leaflets relating to these areas are available from the office and from our website.

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Parent/Teacher AssociationWe have a thriving and very successful PTA which raises considerable funds (about £3,000 annually!) to support many curriculum enrichment opportunities and facilities for our pupils. Our fabulous Pirate Ship and climbing frame were provided by the PTA, for example. The PTA provides financial support for transport on educational visits, play equipment and so on. Last year the PTA bought a new laptop trolley with 15 laptops for the school. Without the support of its members we would not be able to provide such a broad and rich primary curriculum for our pupils. Events for pupils and parents are organized throughout the year, such as pub quiz nights, school sleepovers, cake sales and the highly successful Christmas Fair and there are regular meetings. New members are always very welcome. There is a PTA welcome booklet with more information available from the office.Key events to look out for this year are:

Cake Sale Last Friday of each month at 3.30 in the ‘Pod’School Disco and Dress Up Days TermlyChristmas Fair 1st Saturday in December 1-4pmSchool Pool Party JanuarySainsbury bag packing March/AprilEaster Egg Raffle March/AprilSports Day refreshments MaySchool Production refreshments & raffle June/July

We welcome your support in organising, running and attending these events, for the benefit of our school and our pupils.

ChairDeputy ChairTreasurer Mrs. Abigail Foster

Secretary

Contact members of the PTA committee via the [email protected]

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HomeworkIt is well known that children’s learning thrives with parents’ support at home. As well as expecting all pupils to talk and read with their parents every evening, teachers set weekly homework for all pupils from Y1 onwards, planned to consolidate and extend learning that has been happening, that week, in school. Pupils have an ‘I-Can’ book and the homework will start, for example ‘I can use my number bonds to 10 to complete calculations’ or ‘I can use connective phrases to write complex sentences…’ Class 1 teachers provide a two weekly parents’ letter outlining current learning. Teachers from Class 2-5 write a weekly note to parents in the ‘I Can’ book explaining what the class has been learning that week, how parents can support that learning at home and what learning is planned for the following week.

Homework expectations vary according to the age of the pupil and the curriculum theme being studied. As a general rule the pattern for homework is as follows:

Reception Pupils should read and talk with parents every night. Sometimes they are asked to find out things in connection with a topic being studied in school. Emphasis is placed on the importance of early language development and therefore parents are urged to find opportunities for conversations with their children daily.

Years 1-5

In addition to daily conversation with parents, pupils are expected to read with an adult every night. English or Maths homework is set weekly and children are expected to practise their number facts and multiplication tables every day. From Year 2 onwards weekly spelling homework is also set.

Year 6Daily independent reading, learning by heart multiplication tables and weekly spelling homework is set as before. In addition pupils are asked to do one piece of literacy homework and one piece of maths homework per week. Additional research homework is occasionally set, appropriate to the topic being studied.

MusicFor those pupils learning a musical instrument, practice should also be part of the daily routine.

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PartnershipsThe ChurchWe have strong links with our local village church, St. Peter and St. Paul. Our vicar, Rev’d. James Shakespeare is a regular visitor, leading worship in school. On the first Friday of each month we worship as a whole school in the church, in an assembly to which parents are warmly invited. Other local ministers also visit to lead worship throughout the year. Parish members support us by helping with our ensemble group, our choir and by leading collective worship. Our strong Christian ethos is a central feature of our school. We have a thriving pupil Worship Team who help to plan and lead worship in school assemblies and whose members regularly participate in diocesan events.

The Harborough Collaboration Trust – HCT Great Bowden Academy Meadowdale Primary School Farndon Fields Primary School Ridgeway Primary Academy Lubenham All Saints C.E. Primary School

Great Bowden Academy is one of five primary schools in the Harborough area that converted to academy status in July 2012 as part of a collaborative grouping – the Harborough Collaboration Trust. We are five ‘likeminded’ but autonomous academies - committed to working together to provide the very best in primary education for our children.We have very close links with all the other local primary and secondary schools in the town. Pupils attend regular enrichment days organized by Welland Park Community College and Robert Smyth Academy. There are opportunities for pupils identified as gifted and talented in Mathematics and English, Science, Music and Art. Our pupils take part in many sporting events across the district and our teachers and head teachers collaborate on a wide range of improvement projects. This year, for example, small schools worked together on a joint musical festival.

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Out-of-School Activities We provide a range of before and after school clubs. Some run weekly and are free; some are organized by external providers who make a charge for a limited period e.g. six weeks. Some are seasonal, such as cricket and tennis. At present we offer Netball, Football, Ensemble, Choir, KS2 Sports and a KS1 Multi skills club. We sometimes offer shorter term opportunities such as “Mad Science” and dance and art clubs.

Charging for School ActivitiesWhen organising school trips or visits which enrich the curriculum and educational experience of the children, the school invites parents to contribute to the cost of the trip.

All contributions are voluntary. If we do not receive sufficient voluntary contributions, we may cancel a trip. The school has arrangements for supporting families in financial difficulty with the cost of school trips and visits.A charge will be made for tuition where pupils are learning to play a musical instrument and for any examination fees. The charge will reflect the actual cost to the school, less any subsidy provided at the Governors’ discretion. Parents will be charged the full cost of board and lodging for residential trips and asked for a voluntary contribution to cover the cost of transport and activities. Children of parents who are receiving income support or family credit may be subsidised to allow their participation in the trip.

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School Uniform PolicyThis policy provides guidance for a dress code for pupils, which supports the fulfilment of

the school’s mission:

Believing in a loving God, each other and ourselves, we will inspire people to learn and to achieve their dreams

and core values:

Inspire Believe Learn Achieve

This policy must be read and implemented in conjunction with the following school

policies:

Community Cohesion

Equality

Position StatementThe core business of this school is teaching and learning. We feel that is important that pupils are able to focus on learning and develop positive attitudes to learning. For these reasons we think it is important that, at school, children wear simple, affordable and practical clothes that allow them to engage actively in the school curriculum. We want to encourage them to take a pride in their appearance without being distracted by pressure from peers or the fashion industry and its associated advertising and media presence.

A simple dress code or uniform allows children to forget about what they are wearing or indeed, what others are wearing. It takes the pressure out of choosing clothes for school. It allows children, at least while they are in primary school, to be children - all equal - all in school to learn.

The Dress Code Girls White or navy polo shirt

A navy blue school sweatshirt, jumper or cardigan (these are available to buy from our uniform suppliers

with the school crest*)

Grey, navy or black school skirt (no shorter than 10cm above the knee), pinafore, culottes or trousers

White, navy, grey or black socks or navy, grey or black tights

Black school shoes, no heel

Long hair tied back

No make-up

Summer

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navy/white gingham check school dress

white socks

black school shoes or sandals, no heel

Boys White or navy polo shirt

A navy blue school sweatshirt, jumper or cardigan (these are available to buy from our uniform suppliers

with the school crest*)

Grey, navy or black school trousers

Grey or black socks

Black school shoes

Summer Grey, navy or black school shorts

Grey socks

Sandals or school shoes

PE – Boys and Girls Plain, white cotton T–shirt. (these are available from uniform suppliers with school crest)

Navy PE shorts,

Navy or white sports socks

Black plimsolls

Navy track suit for outdoor PE

Swimming: Girls – one piece swimming costume; Boys – swimming trunks or shorts

Earrings (sleepers or studs only) must be removed for PE and swimming

* There is no obligation to buy from a uniform supplier. Garments that meet the requirements of the school dress code are easily and cheaply available from all major supermarkets and retailers of childrenswear. However, garments with the school crest are available from our uniform supplier – details available from the school office.

Reviewed and agreed by Governors 29th February 2012

All school clothes should be clearly marked with the child’s name.

We like all pupils to have their PE kit, wellies and a coat (and sun hat in hot weather) in school at all times so that all children can reap the benefits of learning outdoors whenever appropriate

Transport

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Families are encouraged to walk or cycle to school wherever possible. There is a cycle shelter on the school grounds where bikes and scooters can be secured throughout the day. Where driving to school is unavoidable, drivers are asked to be considerate of our elderly neighbours and not to obstruct Gunnsbrook Close which must be accessible to emergency vehicles at all times. Please do not park in the staff car park.

ClosuresIf it is ever necessary to close the school due to extreme weather conditions, an announcement is made on BBC Radio Leicester and Harborough FM. Parents who have registered their mobile phone numbers with ‘Parentmail’ will also be informed by text message.

Academy SecurityThere is a secure entry system which protects the school from intruders, but allows pupils and staff to leave the building safely and easily in case of emergency. Evacuation procedures are practised every half term.Visitors are directed to the main entrance and admitted through an intercom entry system.

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Complaints

From time to time parents and others connected with the school will encounter issues which cause them concern. To encourage resolution of such situations the Governing Body has adopted an “Academy Complaints Policy”.

The procedure is devised with the intention that it will:

usually be possible to resolve problems by informal means be simple to use and understand be non-adversarial provide confidentiality allow problems to be handled swiftly through the correct procedure address all the points at issue inform future practice so that the problem is unlikely to recur

Full details of the procedure may be obtained from the office.

If there is anything else you think could usefully be included in this Parents’ Handbook, please let us know!

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