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NORTH TAWTON COMMUNITY PRIMARY SCHOOL PROSPECTUS CONTENTS SECTION 1 2 3 4 5 6 7 8 9 10 11 12 13

14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

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DETAILS

2 3 4 5 6 7 8 9 10 11 12 13 14 15-16 16 17 18 18-19 19 20 20-21 21 21-22 23 23-24 24-25 25 25-27 27-28 28-29 29-30 30 31-32 32 33 33-34 34 35 35 36 37 38 39

WELCOME LIST OF GOVERNORS & STAFF A BRIEF HISTORY OF OUR SCHOOL VISION AND AIMS OF THE SCHOOL THE GOVERNING BODY STARTING SCHOOL THE FOUNDATION STAGE CURRICULUM PLANNED ADMISSION NUMBERS & ADMISSIONS CRITERIA CHARGING POLICY TIMES OF THE SCHOOL DAY ABSENCES ORGANISATION OF THE SCHOOL THE SCHOOL UNIFORM THE CURRICULUM - ENGLISH MATHS SCIENCE- ICT HISTORY GEOGRAPHY ART - DESIGN & TECHNOLOGY- RELIGIOUS EDUCATION MUSIC PE MODERN FOREIGN LANGUAGES COLLECTIVE WORSHIP - SPECIAL NEEEDS AND INCLUSION PERSONAL, SOCIAL AND HEALTH EDUCATION SEX AND RELATIONSHIPS EDUCATION ASSESSMENT AND REPORTING PROGRESS EXTRA - CURRICULAR ACTIVITIES DISCIPLINE AND BEHAVIOUR – BULLYING-SAFEGUARDING CHILDREN HOME - SCHOOL PARTNERSHIP AND HOMEWORK COMMUNITY LINKS CATERING MEDICAL INFORMATION COMPLAINTS SCHOOL TRANSPORT ARRANGEMENTS FOR SEVERE WEATHER CONDITIONS SECONDARY TRANSFER LETTINGS VOLUNTARY HELP WITH TRANSPORT GENERAL INFORMATION SCHOOL CATCHMENT AREA KS1 SATS RESULTS KS2 SATS RESULTS

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WELCOME On behalf of the staff and governors I would like to welcome you to North Tawton Community Primary School. We place the children at the very heart of our school. As you read this brochure you will see that all our efforts are directed towards providing them with a safe, secure and happy place where they can acquire the necessary skills and knowledge, enabling them to develop into caring, well informed citizens. If at any time and for whatever reason you or your child are not happy, or you have a problem which needs discussing, please do not hesitate to contact us and let us know. We believe that it is much better to sort out little problems before they become big ones. We are proud of our school and the way that children learn, both through teaching and learning and through social interaction. In our recent inspection by OFSTED, held on May 3rd 2007 the inspector stated the following about the school; This is a good and improving school. It provides pupils with a well rounded education and enables them to successfully develop their academic, creative, practical and sporting skills. The headteacher is a strong leader. The school has come a long wayin the last few years under his leadership and standards are improving. Pupils’ behaviour is good and this provides a springboard for their learning. School leaders and staff work closely together, intent on raising standards further and making the school even better. The school has a secure knowledge of its strengths and clear plans to tackle weaker areas. The full report is available online at www.ofsted.gov.uk selecting the Inspection Reports tab. At North Tawton Community Primary School we feel that children only develop their full potential within a supportive partnership. At school, all children are encouraged to achieve the best they can and will be constantly praised and rewarded for achieving high standards. We value parental support and look forward to working together to the benefit of your child’s education and welfare. Nick D’Agorne Headteacher

Sonia Nye Chair of Governors

Children taking part in the gardening club 2

1. LIST OF GOVERNORS & STAFF GOVERNORS Mr. N. D’Agorne - Headteacher Mrs. S. Nye - Chair of Governors/ LA Governor Mr. I Perrior – Vice Chair of Governors/Parent Governor Mr. T. Kitchen – Community Governor / Chair of Finance and Personnel Committee Mr. D. Nicks – LA Governor Mrs. R. Harvey – Parent Governor Ms. L. Hoggins – Community Governor/Chair of Sites and Buildings Committee Mrs. N. Budd – Parent Governor/ Chair of Curriculum Committee Miss. T. Fishleigh – Parent Governor Mr. A. Sampson – Parent Governor Miss. L. Barraclough – Staff Governor Mrs. H. Gillard – Non - Teaching Staff Governor Ms. D. Wood – LA Governor Vacancy – Community Governor Mrs. H. Tonge – Clerk to the Governors STAFF Mr. N. D’Agorne Mrs. J. Jarvis Mrs. S. Marvin Mrs. C. Aldrich Mrs. C. Bloxham Mrs. C. Box Mrs. S. Chauhan-Barker Mrs . E Dunn Miss L. Barraclough Mrs. A. Hughes Mrs. G. Mackenzie Mrs. M. Cassels Mrs. C. Jelley Mrs. L. Squires Mrs. S. Squires Mrs. J. Perrior Mrs. D Salter Mrs. H. Solomon Mrs. D.Stoneman Mrs. H. Gillard Mrs. J. Nicholls Mrs. C. Bailey Mrs. H. Bishop Mrs. S. Delve Miss. E Friend Mrs. K. Searle Mrs N. Way Mrs. S. Fewings Mrs. M. Ellis

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Headteacher ( teaching 0.2 PPA Cover) Class 5 (0.6) - Years 5/6 Class 5 (0.4) – Years 5/6 & Class 4 (0.2) – Year 4/5 Class 4 - Years 4/5 (0.8) Class 3 – Years 3/4 (0.6) Class 3 – Years 3/4 (0.4) Music (0.2) Deputy Headteacher – Class 2 (0.8) -Years 1/2 Class 2 (0.2) PPA/Management support Class 1 – Reception/Y1 Special Needs Support (0.2) Non-class based School Administrator ) ) ) ) Teaching Assistants ) ) TA/Clerical support TA/MTA Gen. Clerical Support/TA/ MTA Caretaker/Cleaner/MTA Gen. MTA(SEN) MTA Gen MTA Gen. MTA Gen. Cleaner/MTA Gen. Cleaner Kitchen Manager Kitchen Assistant

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2. A BRIEF HISTORY OF OUR SCHOOL North Tawton Community Primary School occupied the former site and buildings of North Tawton Secondary Modern School, built in 1928. The present Primary School moved into this site from the original site in Exeter Street, in 1962, prior to the merger of Okehampton Grammar School and Secondary Modern School to form Okehampton Comprehensive School.

Children playing on the ‘trim trail’ Since the site was formerly a Secondary School, the Primary School enjoys outstanding outdoor sports facilities, with large hard and grassed playing areas. There is also an orchard which together with a wide variety of habitats including banks, hedges, pond, stone walls, cob walls, shrubbery and nettle beds, offers wide scope for on-site environmental education. We are very lucky to have a supportive community including the Friends Of North Tawton School, (FONTS). Thanks largely to this active group of parents and helpers, the school has a heated covered swimming pool, a new hall fully equipped with a range of P.E. equipment, a newly refurbished central library, a traversing wall, netball shooter and a trim trail for F/KS1 children. In 2003-4 there were major building developments, including a new hall, administration office, head’s office, disabled toilet, kitchen, servery and car park. The whole site is now more secure, with additional fencing and an intercom system at the front entrance. The existing hall will be converted into a new site for the Pre-School in the summer holidays. There are currently five classes and one spare classroom. With the recent addition to our site of the Pre-School, we are a truly inclusive centre supporting all children from 2 ½ years to 11years and working parents, in the community. North Tawton Community Primary School presently enjoys a range of facilities which compare favourably with most modern Primary Schools in the County of Devon. 4

3. VISION STATEMENT AND AIMS OF THE SCHOOL

VISION STATEMENT

To provide a happy, caring and stimulating learning environment in which all members of the school are valued and reach their full potential AIMS OF THE SCHOOL

 To encourage an active partnership between staff, children, parents, governors and the community.

 To provide a broad, balanced curriculum through which children can reach their full potential.

 To encourage children to develop their confidence and self esteem so that they become caring, well-balanced individuals

 To enable and encourage children to be autonomous, independent learners

 To develop respect for their learning environment and the world in which they live

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4. THE GOVERNING BODY North Tawton Community Primary School has a Governing Body of up to 14 people (including the Headteacher) who are either elected or appointed by the Local Authority. The governors have duties and responsibilities under the Education Acts that include: Helping to establish (with the Headteacher) the aims and policies of the school, and how the standards of education can be improved;  Deciding in general terms how the school is run;  Helping to decide how to spend the school's Budget;  Ensuring that the school's buildings and facilities are maintained in good order;  Making sure that the National Curriculum and religious education are taught;  Helping the Headteacher in the appointment, support and the discipline of staff;  Acting as a link between the school, parents, the local education authority and the local community;  Drawing up a school improvement plan following an OFSTED Inspection and monitoring how the plan is put into practice. The School Governors meet twice a term for full meetings in the Autumn and Spring terms and once in the Summer Term. These meetings are open to anyone to come along. If a confidential item is discussed any members of the public are asked to leave. Once a year the Chair of Governors prepares an online summary of progress and areas for development. This is called the School Profile on the DFES website. There are three committees; Curriculum, Sites and Buildings, and Finance and Personnel. These committees meet at least once each term and any decisions made are ratified at a General Meeting. Governors visit the school every term in their monitoring role and are encouraged to take an active part in the management of the school. Anyone who may be interested in becoming a governor is welcome to attend any meeting and observe the procedures etc. There are a variety of courses available to new governors in order that they can keep up to date. AIMS OF THE GOVERNING BODY  To support and maintain the aims of the Head teacher and Staff.  To provide and maintain a link between the school, parents, Local Authority and local community.  To ensure that a broad and balanced curriculum is provided for the children of North Tawton and District.  To ensure that the financial affairs of the school are conducted in an efficient manner.  To ensure that the buildings and grounds are maintained to a high standard within the constraints of the budget

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5. STARTING SCHOOL As a school we understand that starting school can be an extremely emotional time for both the parent and the child. We have procedures in place to ease the transition and to support the partnership of learning. In the Summer Term there is an Open Morning. This enables parents and their children to view the school, ask questions and experience the friendly, caring atmosphere in the Foundation Stage (Reception) classroom. This class also includes some Year 1 children, due to our planned admission number limiting the intake to 25 pupils (from 2008-9 on). As the Pre-School is in the adjacent ‘old hall’ there is regular liaison between the new intake and Class 1. This includes shared activities at various times throughout the year. To further support the transfer to school there are shared sessions with Class 1 every Friday morning, organised by the North Tawton Pre-school supervisors. This group is comprised of children who will soon be starting school. There is a Foundation Stage induction evening to which all parents of new intake children are invited, in the term prior to entry. This is an opportunity for you to hear about the areas of learning your child will be experiencing and classroom organisations that you can help with at home, e.g. Reading procedures etc. It also enables parents to look at examples of work displayed from the previous year. Starting school can be very exhausting for the children, as is any new experience, so we have adopted a staggered entry system. For the first full week of term the children attend morning school and go home at 12.10pm. For the second week the children attend morning school, have lunch and go home at 1.20 p.m. For the third full week of term and thereafter the children attend morning and afternoon sessions at school and go home at the regular time of 3.20 p.m. We have uniform, drinks bottles and book bags for sale. The latter are very convenient for good organisation and will hold items like reading book, reading diary, newsletters, homework diary etc. To help your child's fine motor skills, and also confidence at school, please encourage your child to be as independent as possible and help him/her to practise the following tasks: dress and undress, so he/she can change shoes and clothes for PE/swimming, put on and do up coats and know whether clothes are inside out and ready to put on;  open and close lunch box, school bag and P.E. bag;  use the toilet correctly and know why and how to wash hands afterwards;  use a handkerchief appropriately (to decrease the spread of infection)  use a knife, fork and spoon It also helps your child and teacher if all their school clothes, belongings, and PE kit are clearly names and they know where and how to read the name labels. Not knowing how to recognise their belongings can create a very insecure feeling and be quite worrying for children. Please let your child know in advance if someone else will collect him/her. Please also remind your child that he/she should stay with the class teacher until you arrive.

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6. THE FOUNDATION STAGE CURRICULUM The Foundation Stage children follow all aspects of the Primary school. Profiles are kept on each child and are used as a basis for the school report, discussed with parents at the end of the Summer Term. We value a child’s self discipline and self esteem. We work in partnership with parents and the rest of the school to provide the environment that will encourage young children to respond appropriately. We value your contributions as parents to help make starting school a positive learning experience for your child. Our Foundation Stage recognises and upholds the aims of the school and reflects the foundation stepping stones for early childhood and lifelong learning. Our curriculum follows the Early Learning Goals as stated by the Department for Education and Skills, but also celebrates the wider amenities of our school environment. Areas of learning include: Personal, social and emotional development These goals focus on children learning how to work, play, co-operate with others and function in a group beyond the family. Communication, Language and Literacy development These activities focus on children’s developing competence in talking, listening and thinking, and in becoming readers and writers. They provide the foundation for future Literacy lessons. Other areas of learning also make vital contributions to the successful development of literacy. Problem solving, reasoning and numeracy These goals cover important aspects of Mathematical understanding and provide the foundation for future Numeracy lessons. They focus on practical activities and on using and understanding language to develop number, simple calculating, measuring, space and shape. Knowledge and understanding of the world These activities encourage children’s developing knowledge and understanding of their environment, other people and features of the natural and made world. They include exploring and investigating, designing and making, information and communication technology, a sense of time, a sense of place, and cultures and beliefs. They provide a foundation for historical, geographical, scientific and technological learning. Physical development These activities encourage children’s developing physical control, mobility, awareness of space and manipulative skills in indoor and outdoor environments. They include establishing positive attitudes towards a healthy and active way of life. Creative development These activities focus on the development of children’s imagination and their ability to communicate and express ideas and feelings in creative ways. Children learning through ‘water play’ 8

7. PLANNED ADMISSION NUMBERS & ADMISSIONS CRITERIA The Planned Admission Number is a figure which relates to the number of children to be admitted into a particular year group and loosely reflects the overall capacity of the school. The Planned Admission Number for the current school year is given on the page containing General Information. All new admissions now have to be processed through the LA and an application form is available from this address(see General Information). Admission Criteria In deciding whether or not to admit a child, a number of criteria have to be taken into account. For Community Primary Schools, children who live in the designated area (see map on page 37) have priority over out-of-area children and, within these two categories, siblings have priority over others. Distance between home and school would normally be the criteria for deciding between two otherwise identical requests. Exceptional medical and social reasons can also determine priority. Children are admitted in September if their fifth birthday falls between 1st September and 28th/29th February. Children are admitted in January if their fifth birthday falls between 1st March and 31st August. This is in line with the Devon Education Authority's policy. No child will be admitted earlier than as a rising five. Such approval would only be given by the Area Education Officer if there is a place available and there is clear evidence, supported by a health or social services professional, of extreme medical or social need. Parents need to register their children for admission at least half a term before they are due to start, unless there are exceptional circumstances. Parents with out-of-area children may well be refused a place if it is thought that undue overcrowding will take place or the place is required for an in-area child. Where requests for admission are refused, parents will be informed by letter the reason for refusal. If after due consideration they remain unsatisfied, parents who still wish to persue their request should contact the Area Education Officer, in order that their request can be dealt with by the Local Authority. The Area Education Officer will also inform the parents of the Appeals Procedure.

Class 1 children exploring the environment

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8. CHARGING POLICY The Governors of North Tawton Community Primary School recognise the valuable contribution that the wide range of educational activities, including clubs, trips and residential experiences can make towards pupils’ personal and social education. We intend to apply the policy on charging for school activities as laid down in the Local Authority Guidelines. The main points of the Policy shown on the website are as follows:We aim to promote and provide such activities, both as part of a broad and balanced curriculum for the pupils of the school, and as additional optional activities. We reserve the right to make a charge in the following circumstances for activities organised by the school: Residential visits in School Hours The board and lodging element of any residential activities deemed to take place either within or outside school hours. Board and lodging costs are deemed to include all elements of food and accommodation as appropriate to the particular visit. Activities outside School Hours The full cost to each pupil of activities deemed to be optional extras taking place outside of school hours. Individual Instrumental Tuition The cost to the pupil of providing any individual instrumental tuition. Charging for Ingredients and Materials The Governing Body may charge for ingredients and materials or require them to be provided if the parents have indicated in advance that they wish to own the finished product e.g. Pottery, Sewing or Cookery. Non-Residential Visits and Enrichment Activities in School Hours We will invite parents/carers to make voluntary contributions for any activity which takes place within school time, which incurs a cost to the school. In seeking voluntary contributions for such activities the governing body will make it clear to parents / carers that:  there is no obligation to contribute;  that young people, will not be treated differently according to whether or not their parents / carers have made a contribution. We will also:  indicate the level of contribution required for the activity to take place; consider that such contribution may include, for example, an element to cover the participation by young people from low-income families or the cost of travel for accompanying teachers;  indicate that the activity may not take place if parents / carers are reluctant to support it and/or insufficient voluntary payments are received from parents/carers. Remissions Where parents of a pupil are in receipt of Income Support, Income Based Jobseeker’s Allowance, the Guarantee Element of Pension Credit or Child Tax Credit (without Working Tax Credit) where income is less than £14,495, the Governing Body will consider remitting in full, the cost of board and lodging for any residential activity that it organises for the pupil, if the activity is deemed to take place within the school hours. We will, however request a voluntary contribution for the total remaining costs for any such visit. 10

9. TIMES OF THE SCHOOL DAY The Government has set out the total number of hours which children are to be taught in a week. This teaching time does not include registration time (when registers are called at 9.00 a.m. and 1.20 p.m.), assemblies, or break and lunch-time. The required teaching time for Key Stage 1 is 21 hours while for Key Stage 2 it is 23.5 hours. The taught time in our school is: Key Stage 1 Key Stage 2

21.5 hours 23.5 hours

This is broken down as follows: KS1 Morning session

Afternoon session

9.00 a.m. – 12.10 less 15 min. break, 5 min. registration time = 2hrs 50 min. 1.20 p.m. - 3.20 p.m. less 2mins registration time and 20mins assembly. There is an afternoon break of 10 minutes = 1hr 28 mins.

Total per day = 4hrs 18mins . Total per week = 21hrs 35mins KS2 Morning session

Afternoon session

9.00 a.m. - 12.25 less 15 min. break and 5 mins registration time = 3hrs 5mins

1.20 p.m. - 3.20 p.m. less 2mins registration time and 20mins assembly = 1hr 38 mins

Total per day = 4hrs 43mins . Total per week = 23hrs 35mins An occasional Friday afternoon extra break-time is used to promote good behaviour at lunchtimes. This is the reason that the times listed above are 5 minutes longer than detailed. Children should not be on the school premises before 8.50 a.m., since before that time staff cannot assume responsibility for them. From 8.50 a.m. they should go directly to their classrooms in order that a prompt start can be made at 9.00 a.m. If for any reason your child has to come to school before 8.50 a.m., a prior arrangement should be made with the Headteacher. During the lunch time, Meal Time Assistants are employed to supervise the children in the dining hall and playgrounds, or classrooms if the weather is bad. The Headteacher, or a nominated senior member of staff is also available throughout the lunch time if required. At home time, children in classes 1,2 and 3 are escorted to the main playground and handed over to parents by the teachers. If for any reason a parent is not there the child will be taken back to the school where they can be collected from the classroom. If the weather is inclement, parents are most welcome to use the playground shelters, or lobby in which to shelter whilst waiting. We aim to encourage independence as children get older which means that children in the other classes make their own way to the school playground where their parents may choose to meet them. 11

We are constantly reminded of the dangers which strangers present to young children and for this reason we make two requests of parents:  Please let us know if you are going to be late meeting your child,  Please let us know if you have made arrangements with someone else to pick up your child. 10. ABSENCES The Government now requires all schools to report their absence figures on a yearly basis. Parents will receive these details as part of their end of year information given as total possible attendances morning and afternoon against total number of absences for the same period. In the case of schools, these absences have to be broken down into legitimate absences, i.e. illness, holiday (maximum 10 school days), family bereavement etc., and unexplained absences, i.e. absences for which no explanation is given by the parents. These unexplained absences, including absence beyond the 10 days currently permitted for holidays in term time, are required to be published. A new system of penalty fines of £50 per child per adult is administered by the LEA, for unauthorised absence. This is to try to deter parents from disrupting their children’s education through taking more than 10 days holiday in term time per academic year. Parents are legally bound by law to ensure that their child receives an education either from the state system, independent system or in certain circumstances at home. All children should arrive in time for the start of the school at 9.00am but no earlier than 8.50am, when staff are required to supervise the children. If parents have a problem organising their child to arrive within this narrow timescale please can you contact the school to make alternative arrangements. Children are marked absent when the register is closed at 9.05am and this will be unathorised, unless a suitable explanation is given by the parent. Children will be marked as being late if they arrive during the register, but after their name has been called. As the School Curriculum is highly structured, we strongly urge parents to try and avoid taking children out of school during term, as children will not normally be able to catch up on missed work. In cases where children are persistently late, or absent from school without any explanation from the parents the school may call in the Educational Welfare Officer (E.W.O) who will be empowered to issue penalty notices of £50/100 fines for excessive absence. The E.W.O. will also make a home visit in order to ascertain from the parents any reason for a history of persistent absence. In extreme cases, where the parent is unable to give a satisfactory reason for their child's absence, they may be taken to court and prosecuted for failing to ensure that their child is being educated.

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11. ORGANISATION OF THE SCHOOL The link between year groups, children’s ages and key stages is explained below. Age of Children 4 to 5 years 5 to 6 years 6 to 7 years 7 to 8 years 8 to 9 years 9 to 10 years 10 to 11 years

Year Group Reception 1 2 3 4 5 6

Key Stage Foundation Stage

1 2

Class Structure and Pupil Numbers – 2009-10

Age of Children 4 to 6 years

Year Groups R/Y1

Class Title 1

Number of Children/Yr 9/6 23/6

5 to 7 years

Y1/2

2

12/18*

Total No. in Class Sep. 15 Jan. 29 Sep 30*

7 to 9 years

Y2/3/4

3

5/17/6

Sep.

28

8 to 10 years

Y4/5

4

21/11

Sep.

32

9 to 11 years

Y5/6

5

8/23

Sep.

31

September January

136 150

Class Teacher/s Miss Barraclough Mrs. Chauhan-Barker (0.8) Mrs. Dunn (0.2) Mrs. Bloxham (0.6) Mrs. Box (0.4) Mrs Aldrich (0.8) Mrs Marvin (0.2) Mrs. Jarvis (0.6) Mrs. Marvin (0.4) Whole School Numbers

Total numbers in each year group for 2009-10 R 23 Birth 01-09-04 Dates To 31-08-05 * inc. 1 part-time pupil

1 18 01-09-03 To 31-08-04

2 23* 01-09-02 To 31-08-03

3 17 01-09-01 To 31-08-02

4 27 01-09-00 To 31-08-01

5 19 01-09-99 To 31-08-00

6 23 01-09-98 To 31-08-99

The classes are supported with their music by Mrs. Box. Mrs. Hughes is also employed for a day a week, to support the children with special needs. All classes consist of at least two year groups. Children move from one class to the next based on a combination of factors including age, ability, social factors, maturity and peer groups. As your child will spend 7 years in our school moving through 5 classes, all children will spend at least one extra year with the same teacher. All parents will be notified of their children’s new classes in the second part of the summer term. If you wish to know the reasons for any decision relating to this move, you are encouraged to make an appointment with your child’s class teacher. It is our policy to limit the number of children in all classes to a manageable level, however, finances are also driven by pupil numbers. The planned admission number is often not reached, resulting in a lower number of one age group compared with another, in any class. 13

Within every class, children will be taught in a variety of ways, e.g. whole classes, small groups or as individuals - depending upon the type and nature of the work being undertaken. We aim to ensure that all children achieve their full potential. This strategy is referred to as ‘differentiation.’ 12. THE SCHOOL UNIFORM We would like children to feel proud of their school and as a result we encourage all the children to wear our school uniform as it helps to give a sense of identity. The school uniform is practically the same for girls and boys and includes; A green sweatshirt with school logo, grey trousers, black shoes, grey or white socks and a white or grey shirt or white polo shirt. The girls may prefer to wear a grey skirt or pinafore dress in the winter. In the summer, the girls can wear green and white check dresses and the boys can wear short grey trousers. Green baseball caps with our school logo on are also available from the office. The school keeps a stock of sweatshirts in various sizes and these can be obtained from the school administrator on Mondays and Fridays. We also sell nearly - new uniform at a discounted price The PE kit is a white T shirt, black or navy shorts, white sports socks, and trainers or pumps. It is important that all your child’s school uniform is labelled with his/her name. All children have the opportunity to swim in our covered trainer swimming pool in the Summer Term. For this they also require a swimming costume and hat. We would prefer these to be a one – piece swimsuit for girls and trunks or swimming shorts of a sensible length for boys. Hats are required for swimming lessons, which can be purchased from the school office. New parents will receive a copy of the current uniform requirements with prices attached. Any other parents can obtain a copy from the office. During the year the children will, as part of their learning, visit various places and on these occasions they will be encouraged to wear their school uniform. Not only does it make supervision easier for staff, but it also supports the school ethos, emphasising that we can rely on our children to behave in a way which we can feel proud of and would like to advertise that fact. Jewellery/Hair styles/Fashion In the interests of safety, we do not allow children to wear jewellery in school. If ears have been pierced, studs may be worn. These should be removed before swimming. We encourage children to be independent individuals, however we request parents to consider the impact of fashion on their child’s learning and social development and ask children not to wear inappropriate hairstyles or fashion items to school.

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13. THE CURRICULUM Much of a child’s success depends so much on the support that he/she receives at home. Please try to set aside some time with your child/children when you can share their book with them – discuss their piece of writing, help them with their spellings and times tables or just enjoy researching information about a particular topic. The most important aspect of any support which you can give involves quality time, which is, wherever possible, uninterrupted. If you care about their learning, they will care about it too! ENGLISH Through language children can express and formulate thoughts, explain themselves and interact with others. They can attempt to make sense of the real world around them by organising, thinking and interpreting experiences. English consists of the following key areas and is taught as a daily lesson for at least an hour each day. During this hour the children will generally be grouped by ability and will be engaged in activities which cover word and sentence level work, reading and writing. The lessons will be divided up in different ways depending on the age of the children and the teaching objectives. They will usually finish with a plenary session, when learning is summarised and/or next steps identified. Writing All teachers plan their lessons using a sequence. This means that, when they teach a particular type of writing, they make sure children experience the style through reading lots of examples first. This enables the children to begin to recognise the features they need to show in their writing. They then try out various aspects themselves, with guidance from the teacher, before planning and executing a complete piece of writing in the style being taught. Children are taught to write meaningfully, legibly, fluently and with reasonable speed. They are required to use blue ink and rollerball or fibre tipped pens, (not Biro) once they can write confidently. A ‘Pen Licence’ is awarded when they attain the required level of confidence and neatness to use a pen. The children write for a variety of purposes in the curriculum, including; recording information, scientific experiments, describing, creating, discussing and persuading. The children work towards producing a piece of writing they can organise, shape, and refine for differing purposes. They also study a range of other people's writing in order to develop their own writing skills. Reading We aim for all children to read fluently, with confidence, understanding and pleasure. With this aim in mind, reading is also time-tabled outside the hour of English. When children are starting to read independently, they need some support selecting the correct book for their ability, but need to be able to choose the story which they enjoy. We have a wide choice of books graded into bands, to stimulate and motivate children to read on their own. A wide range of graded fiction and non-fiction books are also available in classroom book corners and in the recently refurbished school library. The library also has a computerised system which keeps track of all children’s books and helps them to chosse other books by the same author. Parents are encouraged throughout the school to help their children read and choose books, irrespective of the child’s age. A handout is available from the teachers of Class 1 and 2, detailing how you can help your child/children with their reading.

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Children’s learning is very much based on a partnership between parents and the school. The more opportunities children have at school and at home, to enjoy reading the sooner they will begin to be confident about it. Guided Reading is when the children in a group all have copies of the same text and are asked to read a section. This gives the teacher an opportunity to hear how well the children are reading or whether some children are having problems with some particular words. There will also be other opportunities both within and outside the hour when a teacher may hear a child read. During the group work part of the hour children may be expected to work independently so that the teacher can give full attention to the group he or she is teaching. Spelling Children are taught phonics, letter patterns and word roots and to share and practice their spellings. They are expected when they work in Key Stage 2 to develop their skills in checking their own writing for spelling errors. We encourage parents to support their children learning their spellings throughout the school. Frequent tests are given to support the development of this important area of English.

Children dressed as fictional characters on World Book Day Drama As part of our thematic approach children are able to express themselves in action and words, often organising, writing and performing plays which are presented to the whole school, community and parents. Drama plays an important part in the writing process and across the curriculum.

MATHEMATICS The National Numeracy Strategy provides a very structured approach to the teaching of Maths with much of the early work in Years 1 and 2 based on Mental/Oral work with little formal recording. From Y3 onwards children work through informal recording methods towards formal recording methods, eg jumps on a number line. Children receive a daily lesson in Maths lasting between 45 minutes in K.S. 1 and 1 hour in K.S.2. The lesson usually starts with a whole class mental activity. In the main session, the class may be taught as a whole or split into groups based on ability with the teacher working with one or two groups each day. The lesson usually ends with a short plenary session, when work done during the main session can be reviewed and shared with the whole class and learning can be consolidated.

SCIENCE

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The School aims to provide a scientific education based upon the programmes of study in the Science National Curriculum Document 1999, using QCA units of study within a 2 year rolling programme of work, to provide a structured scheme which avoids repetition and develops skills progressively. When science is being taught, children will be working at different levels depending upon their experience and understanding of scientific concepts. As scientific knowledge and understanding increases, children will be encouraged to relate science to everyday life and begin to explore science in various contexts. They are also taught to predict what they think will happen in scientific investigations, how to conduct experiments using fair tests, developing hypotheses and drawing conclusions from observations. By the end of year 6 they will be able to develop their own investigations using all the scientific skills which they have developed within the school. Children will also be taught to use Information Technology to record, present and interpret data, which they have collected during scientific investigations.

Y5/6 Studying Invertebrates in the school grounds

INFORMATION AND COMMUNICATION TECHNOLOGY Now one of the ‘core’ subjects taught at primary level, ICT is taught as a subject in its own right. We follow the guidelines produced by Q.C.A. which introduces the child to a range of skills and activities; word processing, data handling, control technology, graphics and use of the internet. Children also increasingly use the computers to support their own work in other areas of the curriculum. The school has cutting – edge technology, with 2 mobile suites each containing 15 laptop PCs with wireless links to a hub, through which the children can access the internet, a shared server, (to store children’s work) a colour laser printer and photocopier. Every classroom is now also equipped with an Interactive Whiteboard, enabling all children to interact with computer software and support their visual learning. These whiteboards also support the demonstration of computer programs and are an extremely powerful teaching and learning tool. Each classroom now also has a separate PC, containing the same software as the laptops, enabling work to be continued even when the laptops are not available. Children also use scanners and digital cameras to capture images.

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All children save their work on a shared drive and the staff share their planning on a separate shared PC. The new school website reflects the whole school approach to use of ICT and incorporates a range of children’s work, information, pictures and other key aspects of school life, with help for parents and children. This can be accessed at www.northtawtonprimary.co.uk

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HISTORY The National Curriculum approaches the study of history by developing the ability of children to; describe and explain historical change and cause, and analyse different features of historical situations;  understand different interpretations of history;  acquire evidence from historical sources, and form judgements about their reliability and value. Work is undertaken by children at an appropriate level for their age and ability which encourages them to develop skills in these three areas. At Key Stage 1 much of the work is based on children's own experiences, their families and people and things around them; progressing to the everyday lives of men, women and children in the past. Stories play an important part, as does the use of artefacts (things which have been made).

World War 2 studies are incorporated in Britain Since 1930 At Key Stage 2 children cover work including the following areas:Romans, Anglo-Saxons and Vikings in Britain Ancient Greece Tudor Times Ancient Egypt Victorian Britain Local History Study Britain since 1930 GEOGRAPHY Children study geography throughout the school. Geographical topics all cover a mixture of skills, places and themes. Skills include map work, fieldwork, making observations and asking questions, using secondary sources of evidence and ICT. Themes include rivers, coasts, weather, settlement and environmental change. At Key Stage 1 much of their learning is based on direct experience, practical activities and exploration of school buildings, school grounds, the immediate local area, and a contrasting locality, e.g. a visit to a seaside town. At Key Stage 2 children study the school grounds, our town, improving our environment, weather, coasts, rivers, a contrasting locality in the U.K. and economically developing countries - including India. Towards the end of Key Stage 2 they will be able to take part in a residential week, during which they practise fieldwork skills. This supports a better understanding of the physical and human aspects of their region and encourages children to see their world within a different perspective.

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In the second year of our study programme they will be able to develop an understanding of a European country by visiting a location in France. This exciting element of the children’s studies enables them to understand a different culture, whilst expanding their horizons and fully engaging with people from another locality abroad. ART We aim to provide the children with all the experiences required by the national curriculum for Art. We hope that during the children's careers at school; they will have used a number of materials and learnt several techniques. These will help them when they begin to make informed choices when required to record what they see and to help them express an idea. These techniques will include drawing, painting, printing, textiles, pottery, and 3D model making. Whenever possible, our art is associated with the topics taught in the classroom at the time. For example, Greek pottery and art might be looked at when considering a unit on Greek history. Alternatively, different drawing methods can be made use of when looking at the immediate environment. We use our own collection of artefacts and reproductions so that the children can gain an insight into the history of art. Exhibition of children’s art held in the hall DESIGN AND TECHNOLOGY Design and Technology is taught when appropriate in our rolling plan of topics. This means that it is usually incorporated with other subjects. Children will be taught to explore different contexts in order to find opportunities for design and technology activities. They will learn to design what they propose to do. Their designs will be used to plan and make objects, make a set of objects which together perform a task and make environments. The products and effects of their activities and those of others will be evaluated to see how well they meet the original needs or opportunity. RELIGIOUS EDUCATION Arrangements are made for the children to visit the local Church and learn about Christianity. They will also be taught about the variety of faiths which are to be found in the UK today. Religious Education, in County maintained and controlled schools, is given in accordance with a syllabus agreed by the Authority on the recommendation of a Standing Advisory Council and Syllabus Conference, which includes representatives of the various denominations of the Christian Church in Devon as well as representatives of the Authority and teaching profession. Our syllabus enables children to understand a wide range of religions, including Christianity. It is open to parents to request that their children be wholly or partly excused from religious education. Any such request should be made in writing to the Headteacher. 20

MUSIC All children in the school will follow the guidelines set out in National Curriculum - Music. In simple terms, music can be split into three major areas - Performing, Composing and Appreciation. From an early age children will be introduced to all three aspects. They will be encouraged to develop the musical skills necessary to play simple tuned and untuned instruments i.e. xylophones, chime bars, glockenspiels, keyboard, drums, tambours, tambourines, cymbals and a great variety of other percussion instruments. Such areas as pitch and rhythm will be developed and opportunities given to explore a wide range of sound. Having acquired the most basic skills they will be encouraged to compose their own music either as recognisable tunes or as sound pictures working in groups, individually or occasionally as a whole class. Opportunities will be given to perform their compositions to a variety of audiences i.e. small group, class, whole school, parents or wider community. Listening to music by great composers and from different cultures will also be part of their experience. Singing is a wide variety of forms will also be developed. As a school we have developed a strong musical tradition and employ a specialist music teacher to support this aspect of the curriculum. We frequently involve the children in the performing arts, including concerts and whole school productions. All children have a whole school singing lesson every week, which aims to improve their vocal range and utilise their natural musical abilities. Peripatetic instrumental tutors from local tutors visit the school to teach woodwind, string and keyboard. This arrangement is currently under review by the LA. More details regarding arrangements and costs of tuition are available on request. P.E. (Including Dance, Games and Swimming) The school has excellent facilities for developing this area of the National Curriculum. This curriculum is extended after school, to include a range of sporting opportunities, including interschool competitions and tournaments. We believe in the ‘Sport for All’ principle and encourage all children to take part in activities which leads to a healthy life-style. Using a variety of apparatus either in the hall or on the hard surfaces outside, the children will follow a programme which will develop their body awareness, physical co-ordination and control. They are able to experience a wide variety of games including football, netball, short tennis, unihoc, rounders, basketball and kwik cricket. Dance and country dancing also feature as part of the curriculum. Our new Sports Hall is used for the full range of PE activities and is the focus of our daily physical activity for the whole school. This usually takes the form of an aerobics session, in which both parents and children develop their physical fitness to a musical accompaniment. This is led by the Y5/6 children and encourages development of different parts of the brain and physical fitness. Parents are also encouraged to join in.

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Our covered trainer swimming pool which has recently been refurbished, is fully heated and contains integral changing rooms. The children normally take swimming lessons throughout the Summer Term. All children in the school are taught to swim using a variety of aids and can be expected to use the pool at least once a week. Please note that all children are expected to wear swimming hats. Goggles are not to be worn unless children have sensitive eyes which are easily irritated by the chlorine in the water. In such cases parents must write a note explaining the need for goggles to the class teacher. This restriction is a result of a directive from the Local Authority and follows an incident where a child suffered a detached retina caused by the sudden removal of a pair of goggles. Since all children are expected to take part in all of these activities parents must send a note, if for any reason, their child cannot participate. The pool is also offered as a community facility to the children of the Town, during the summer break, through the generous support of the Friends of North Tawton. MODERN FOREIGN LANGUAGES All teachers in year 3 to 6 use aspects another foreign language in their dailty teaching. We are very fortunate in having a fluent French-speaking teacher, who will support this integration process. The main focus of MFL is enjoying discovering another language, using speaking and listening skills within a variety of activities. They also learn about the French culture and have an opportunity to experience this for themselves in Y5/6 on the residential visit. COLLECTIVE WORSHIP As previously stated, children will experience an act of collective worship each day although this is not always on a whole school basis. The act of collective worship will focus on moral, personal and social issues with reference to aspects of Christianity and other religions where relevant. It is part of the school's policy to involve the main local Christian denominations in the life of the school from time to time to take assemblies and meet the children. Achievement Assembly on the Millennium22Garden

As is the case in RE, you may wish to withdraw your child from this aspect of your child’s education, but will require a signed letter to this effect should you require to do so. The pattern of collective worship is as follows: Monday – Whole school assembly Tuesday- Separate assemblies for Class 1-2 and 3-5 Wednesday – Whole school singing/assembly Thursday – Class worship Friday – Whole school achievement assembly. This includes the presentation of class trophy awards for the child of the week, celebrating the winner of the team points award for the week, individual certificates which have been awarded, sporting results and lunch time awards. This is part of our whole school approach to behaviour and acts as a focus for the week, encouraging children to do their best. As a school we also celebrate aspects of the Christian calendar including Harvest Festival, Christmas and Easter. SPECIAL EDUCATIONAL NEEDS ACCESSIBILITY AND INCLUSION Children are considered to have special needs if their education cannot be met within the normal range of classroom activity. That is, for example, they have a significantly greater difficulty in learning than the majority of children of the same age, they have a disability which either prevents or hinders them from making use of the educational facilities provided, or they are particularly gifted in a specific subject area. The procedures for identification and assessment of Special Educational Needs are specified in a Code of Practice issued by the Department for Education and Employment. The school makes every effort to identify as early as possible any child who may be experiencing difficulty acquiring basic skills, and if insufficient progress is being made within the classroom, the class teacher and the Special Educational Needs teacher will agree an appropriate course of action. Individual programmes of work, using appropriate schemes and materials, will be introduced by the class teacher, supported by the S.E.N. teacher. However, time and resources are limited, and priorities have to be identified. North Tawton Community Primary School has a part-time Special Needs Teacher employed for one day a week and uses trained teaching assistants in order to provide extra support for those children identified as having special educational needs. This policy of supporting children with special needs in mainstream schools is referred to as ‘Inclusion’. Staff will keep parents informed of children's progress, and are keen to discuss any concerns. If any child is not making significant progress, advice will be sought from outside agencies (such as the Educational Psychologist) after consultation with the parents. Children who are registered as having Special Educational Needs will have their progress reviewed every six months. Parents will be invited to attend a six month and annual review when children are at School Action+. This will also be attended by the Class Teacher and Special Needs Co-ordinator. Children who have Statements of Special Educational Needs have an annual review which looks specifically to see how the requirements of the Statement are being met. Children with disabilities are encouraged to attend our school and the buildings are equipped with a lift, disabled ramps and hand rails. We are also fortunate in having a disabled toilet and shower. Please refer to the Accessibility Policy for further details.

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PERSONAL, SOCIAL AND HEALTH EDUCATION Personal, Social and Health Education is taught across the curriculum, and is an essential part of a child's education. The aim of this SEAL, (social and emotional aspects of learning programme is to help children in the school to acquire the knowledge, habits and attitudes which will contribute to their role as citizens in our community. This is achieved by making the children aware of;  the processes involved in the growth and development of all living things;  the importance of good personal health and its maintenance;  the existence of disease and its associated dangers;  social health problems such as smoking, drinking and drugs;  health related exercise;  the dangers on the road, in the home, at school, near water etc.;  environmental issues and how these contribute to their well being;  healthy foods and nutrition which are essential for growth;  Community health, e.g. the role of the Doctor, Nurses, Hospitals, Clinics Parents are invited to share a healthy lunch with their children every term PSHE is therefore an area of the curriculum which can be shared with parents, governors, families and the community. By promoting a healthy life-style, including a fruit or vegetable snack every morning it is hoped that this will assist the children in their personal and social development. The school was considered by OFSTED (May 2007) to be outstanding in this area of the curriculum. SEX AND RELATIONSHIPS EDUCATION Sex and Relationships Education forms an integral part of the school's Health Education Programme which itself is based upon the programmes of study for Science at Key Stages 1 and 2. Much of the early work in this area is incidental and arises from animal and plant studies. S.R.E. is taught as part of PSHE on a rolling programme of themes. It is introduced at the end of KS1 and further developed at the end of KS2. The KS1 programme focuses on birth, care and growth, including the care of babies and how we change as we grow up. In KS2 the programme takes the subject further, looking at puberty and the physical and emotional changes that occur in teenage years.

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Both programmes involve a mixture of videos, discussion and worksheets from the BBC. Questions arising from the children will be answered in an age-appropriate manner, as deemed appropriate by the teacher. All parents involved are invited to view the video beforehand so that they can be in a position to support the work of the school and answer any questions which their children may have. Any parents who do not wish their child to see the video should inform the Headteacher or Class Teacher at the appropriate time, so that their child may be withdrawn from the lesson. 14. ASSESSMENT AND REPORTING PROGRESS The teachers constantly assess progress using a variety of formal and informal methods. English is tracked through End of Sequence Books and Progress books. We also use colour tracker charts; an ability-focussed strategy, to closely monitor, trends in development within each year group in both English and Maths. This supports a greater understanding of the progress each child is making during the year. ‘SATs’ tests, assessing development in English, Maths and Science, are normally held during the middle of May, when the children near the end of each Key Stage. Key Stage 1 children are tested near the end of Y2 and will normally be seven by the time this takes place. Most Key Stage 2 children will have reached the age of 11 by the time they are tested. Those children born between the date of the test and the end of August will obviously not have reached these respective ages. Following the tests, parents will receive notification of the National Curriculum Levels which their child has achieved. In the case of Y2 (Key Stage 1) the average child is expected to achieve Level 2 and in the case of Y6 (Key Stage 2) the average child is expected to achieve Level 4. In order to help parents more fully understand the testing system the school will send out information produced by the D.F.E.S., and from time to time organise parents evenings to explain the National Curriculum Tests. Each year group in Key Stage 2 also completes an end of academic year test in English, Maths and Science known as the QCA non-statutory test. This helps the teachers plan the future work for each child and measures how each child is progressing throughout the school. REPORTS AND PARENT-TEACHER CONSULTATION Each year every child in the school will receive a school report, which is presented to parents in the Spring Term. This is followed by Parent Interviews, which focus on the contents of the report and any targets which have been set within it. Progress in the targets will be monitored by the teachers and will be reviewed at a meeting at the end of the Summer Term. Children in the Foundation Stage will receive a copy of their school profile in the Summer Term. This is a detailed document which replaces the school report. The aims of the school report are ;  to provide parents with a comprehensive picture of their child's academic and personal achievements;  to allow the child to become involved in discussions and decisions regarding their present and future progress in the school;  to provide an opportunity for highlighting success as an individual;  to provide an agenda which can be used for parent/teacher interviews,  to provide parents with the opportunity to make their contribution to their child's learning experience, 25

 To encourage the growth of the "partnership" of learning. Although parents are always welcome to come and look around the school provided they make prior arrangements, there are particular occasions throughout the year when a general invitation is extended to all parents and guardians. These opportunities include Parents Evenings, Curriculum Evenings and an Open Morning. Details of these and other activities, such as the Summer Fair and other social events, are to be found in the School Newsletter. This is issued every Thursday and placed on the Noticeboard and the School website. In the Summer Term, the school holds a Presentation Afternoon when the children are presented with awards which they have gained during the year - such things as Swimming Certificates and awards for consistent hard work. Children who are leaving the school for Secondary Education also receive Leavers Books on this occasion. 15. EXTRA - CURRICULAR ACTIVITIES North Tawton Community Primary School is able to offer a wide range of Extra - Curricular Activities which take place either during the lunch hour or after school. The staff of the school, with the support of the parents, aim to realise the huge potential which the facilities can offer the local community. Activities last year included Netball, Football, Athletics, Sewing, Cross Country Running, Chess, Summer Sports, Gardening, Fencing (OCRA) Choir, Reading, Maths and ICT, Comic Club and Art. If a child wishes to attend a school club he/she should first gain written consent from his/her parent. This form will then be given to the Fencing Club organised through OCRA person responsible for the club and a register will be kept. 16. DISCIPLINE AND BEHAVIOUR We believe that children learn how to behave by being given positive role models. A child who experiences aggression and is always being reprimanded may learn to resent those who constantly chastise him/her. This may result in feelings of anger which result in further poor behaviour and disrespect for authority. If a child is given praise and encouragement and grows up in an environment which supports openness and honesty he/she is more likely to learn to respect authority and feel positive towards his/her peers. We realise that some reprimand may be necessary for the child who continually challenges the rules and does not respect authority, however we feel that such sanctions should be kept to a minimum and that every form of discipline should include an element of discussion with a member of staff, to discover the reason behind the problem and ways forward for the child. Support from and contact with parents is vital in behaviour management and we would expect every parent/guardian to help in this respect. We actively support positive behaviour in our school by using positive communication with parents to celebrate children’s success and behaviours.

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If a child has caused ongoing or serious problems at school, to the point where he/she has to be reprimanded, a teacher or member of staff involved may need to contact the parent to discuss the matter, should the misdemeanour warrant this. As part of our positive approach to this policy there are a range of assemblies, focussing on a specific theme each week and incorporating an ‘Achievement Assembly’ on Friday. The Friday assembly includes sports reports, given by the children, presentation of certificates achieved either in school or elsewhere, team points awarded during the week, for good behaviour and endeavour, and the presentation of a weekly class trophy, to a child who deserves special praise for good efforts, work and/or behaviour during the week. To encourage and reward good behaviour at lunchtime the MTAs give out lunchtime awards, these golden coins are given to children who demonstrate the desired behaviours expected at North Tawton, including being polite, helpful etc the children are congratulated in class by the teachers and are encouraged to celebrate their achievements by sharing positive behaviour recognition with their peers. Coins are collected/counted each day. At the end of the week, the class collecting the greatest number of awards is given an extra break-time in the afternoon of the following week. We operate a system of Golden Rules, which also rewards children who keep the rules, with a short ‘free choice’ session at the end of the week. The strategy is detailed as follows; If a child keeps the rules for the week, he/she chooses an activity which he/she enjoys on Friday afternoon. The ‘Golden Rules’ which the school has adopted are; 

We are gentle.



We are kind and helpful.



We listen to others.



We are honest –.



We work hard –



We look after property –.

Assemblies and circle time activities focus on reinforcing these rules and reaffirm our whole school commitment to them. Children are also given opportunities to speak privately to a teacher or member of staff if they so wish to. This gives them an opportunity to speak in confidence about any issue which may be of concern to them. The teacher may also request talk time with a child, to discuss a problem. MODIFYING BEHAVIOUR If a rule is broken in class then:    

The child is given a verbal warning. This is followed by a second warning/warning card. If a further infringement takes place during the same day the child will receive a consequence, for example loss of golden time or a loss of privilege. The child may earn their rewards back. If a child continues to break rules or behave in disruptive manner, parents may be contacted at this point, depending on severity of the infringement.

A behaviour book is present in every class, which includes the names and details of incidents for any child who repeatedly fails to respond to positive strategies and who by so doing continually 27

puts the education and/or safety of others at risk. This will be used to record progress with behaviour and will be shared with both the child and parent/s. This book is also useful to communicate issues on behaviour to other members of staff within the school. Parents will be informed if the class teacher is repeatedly giving out warnings. We accept that some children may take a different attitude towards the incentive of ‘Golden Time’, Team Points, Happy Faces, Stickers and Trophies. For the small minority of disruptive pupils a further system of sanctions is available. These include loss of part of or all of a break time/lunchtime, during which the member of staff will discuss the child’s problems and ways of improving behaviour or loss of other privilege. Children may also be sent to another classroom, the Deputy Headteacher, or Headteacher if they do not respond to normal behaviour modification methods. Parents will automatically be informed if their child’s behaviour has warranted this action. This action is seen as a cooling off time and the child will be given something constructive to do. These strategies are at the discretion of the class teacher concerned, but in all severe cases of misbehaviour our policy is one of targeted support, to establish the root cause of the problem. We hope that all parents will respect this approach and support the methods used. EXCLUSIONS A decision to exclude a pupil will be taken only: a) In response to serious breaches of the school's behaviour policy; and b) If allowing the pupil to remain in school would seriously harm the education or welfare of the pupil or others in the school. Only the head teacher, (or, in the absence of the head teacher, the teacher in charge can exclude a pupil. BULLYING AND DISCRIMINATION Bullying and discrimination in any form will not be tolerated whether this be physical or verbal, intimidatory or aggressive behaviour. Staff at North Tawton Primary School exercise extreme vigilance against incidents of bullying and discrimination. Incidents will always be reported and acted upon. Parents will be notified if their child has been found to have been involved in a serious incident. Joint action involving both the parent and the school will seek to establish the route cause of each incident, together with further action to ensure it does not recur. Verbal reports can be made by parents or by the children themselves. Written report forms for serious incidents are available from the school. One covers Bullying and one Racial Discrimination. A separate log is also maintained for all reportable incidents of bullying, aggression and discrimination. SAFEGUARDING CHILDREN Parents should be aware that the school will take any reasonable action to ensure the safety of its pupils. In cases where the school has reason to be concerned that a child may be subject to illtreatment, neglect or other forms of abuse, staff have no alternative but to follow the Local Authority Child Protection Procedures and inform the Social Services Department of their concerns. Our first concern is your child’s welfare and therefore there may be occasions when we have to consult other agencies even before we contact you. Should this be necessary we want to reassure you that any concerns we have about your child will then be fully discussed with you after we have talked with the other agency. 28

There are now more concerns regarding the security of children on their journey to school, than at any other time in the past. We therefore ask parents to telephone the school if their child is not going to be in school that day, or will be late arriving. If a child is registered as absent and we do not have a reason for the absence, the parents will receive a telephone call from the school, to check if the child is at home. For safety’s sake it will be necessary to inform the school daily or, alternatively give a date when the child will return to school. This should minimise the risk of children going missing between home and school. 17. HOME - SCHOOL PARTNERSHIP AND HOMEWORK We greatly value the help and support parents and guardians can give to their children at home. We appreciate the constraints that there sometimes are on this important time and would like to explain our policy for this key area of your child’s academic life.

Family Learning groups aim to support a shared approach to learning and encourage parents to take part in their child’s education We consider the main purposes for homework are to;  foster an effective partnership between home and school,  consolidate and reinforce skills and understanding in numeracy, literacy and other planned curriculum areas.  prepare children for Secondary transfer,  exploit additional resources for learning,  provide opportunities for parents and children to work together,  and provide the opportunity for children to look at an activity from a different perspective. The School’s Policy on Homework follows the recommendations of the Department for Education and Skills which are as follows:Homework should;      

be integrated with everyday work and planning, be set by the class teacher, be presented in a self explanatory manner and include an example if necessary, have a clearly understood set of expectations to be written at the front of the homework diary, be marked and fed back to the children promptly, take into account individual children’s learning needs, 29

 and be entered into the homework diaries in order that parents and children understand when, what and how the work is to be done. The following list summarises the type of work your child will be expected to complete within the school. As with all work completed at home, it is essential that you give as much support as you can, in order that your child might achieve success. Class 1

Reading and key words

Class 2

Reading, spelling, other literacy work & number work .

Class 3

Regular reading, spelling and other literacy/numeracy work, (at least 1piece of work per week).

Class 4

Up to 2 pieces of work (English & Maths), spelling and regular reading each week. Frequent book reviews.

Class 5

Up to 3 pieces a week (including English & Maths), regular reading. Frequent book reviews.

Homework requirements and guidance are presented to parents at the information for parents evening at the beginning of the school year. 18. COMMUNITY LINKS INCLUDING ASPECTS OF TRANSITION Play Group The pre-school Play Group is based on the school site in the old hall. This enables the school to maintain strong links with the pre-school. The "Busy Bees" Group also take a shared activity in Class 1 on Fridays in the term before they move into their new class in the school. Okehampton College The children all transfer to Okehampton College at the end of Y6. There are at least 2 opportunities for these children to experience their new school in the Summer Term, together with visits from College staff and an information evening. During the year the children also take part in sporting and other activities at the College. See also section 24. Other Community Initiatives The school strives to strengthen its links with the local community in a number of ways, including;  Involving members of the community in visits to the school at school functions such as concerts, Services, Harvest Festivals, Christmas and other productions and Activity Days.  The children in Y6 help to distribute food donated by parents in the Harvest Festival to the elderly and disabled within the Town. 30

 Using the local community including, local shops, expertise, artists , Fire Brigade, Police, the Veterinary Surgeon, industry including; the Taw Valley Creamery, Gregory's Distribution and I.G.E.R.  Visits by local Clergy occur on a regular basis - taking assemblies. The picture on the previous page shows Bishop John Ford taking an assembly.  The North Tawton branch of the Royal British Legion present a shield to the school, which is awarded on an annual basis for children who have made particularly strenuous efforts to improve their work.  Annual sporting and other events are held at North Tawton and other schools in the Educational Council. These include Football, Netball and Chess Tournaments, hosted by North Tawton Community Primary School. Friends of North Tawton School (FONTS) The school enjoys considerable support from the Association of Parents and Friends of North Tawton School. As is mentioned in the Brief History , many of the excellent facilities have been provided from the funds which the Association has raised. In conjunction with the School the Association holds frequent meetings when items for the social and academic calendar are discussed. All parents are encouraged to take part in these meetings. FONTS holds regular fund - raising events and occasional social evenings. Last year FONTS purchased new PE mats, a netball shooter, a traversing wall (see picture above), library books, and supported swimming and educational visits. 19. CATERING The school has its own kitchen which prepares a range of nutritious healthy meals using ‘Fresh Start’ menus. The school kitchen also supplies meals to Exbourne Primary School and to the Devon Community Services. Salads and vegetarian meals are always available. Children whose families are currently in receipt of Income-based Job – Seekers Allowance or Family Credit are entitled to Free School Meals. An application form can be obtained from the School Administrator. We would like to reassure parents that children receiving free school meals are not treated any differently when they go to the dining hall. Parents who do not wish their children to have school meals can provide them with a packed lunch. Alternatively, if they live close to the school, they may wish their children to go home for lunch. Children bringing packed lunches will need to have an appropriate packed lunch box and a drink container. Please note that vacuum flasks containing glass are not allowed nor are cans of drink.

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20. MEDICAL INFORMATION As a school community we are very conscious of the affects which illness can have and in particular the way they can spread, given the close proximity of staff and children. To this end, a list is set out below of the more common communicable diseases together with their minimal exclusion periods as recommended by the Department of Health and Social Security. The minimal exclusion period is the time, which you should keep your child away from school in order to minimise the risk of spreading infection. Normal Incubation period in days

Minimal exclusion period

Dysentery

1-7

until clinically fit

Chickenpox

14-21

6 days from rash

Diphtheria

2-5

until bacteriological examination is clear

German Measles

14-21

4 days from rash

Hepatitis A

15-50

7 days from rash

Scarletina & Scarlet Fever

2-5

Until clinical recovery

Whooping Cough

7 - 10

21 days from onset of cough

Impetigo

Until skin is healed

Ringworm of Scalp

Until cured

Headlice It is the parents’ responsibility to check their children’s hair regularly. Head inspections are no longer carried out and a child will be sent home if headlice are seen on their head/hair. The school is aware of the recommended lotion to use if head infestation occurs. Regular combing is a real deterrent. The school sells ‘Lokombs’ which are advertised as having the ability to get rid of both eggs and lice, using a wet combing method. (These are available at the office).

Administration of Medicines in School Our policy on the administration of medicine in the school is based on advice given by the Area Health Authority. If a child needs to take medicine at school, parents will be asked to complete a form/send in a letter, giving details of the treatment required. The medicine should be brought to the school with the completed form/letter. All medicines will be kept in the medicine cabinet/ fridge, until the time prescribed for it to be given. Please note that this policy applies only to medicine prescribed by a doctor. If your child should need cough sweets they must be given to the class teacher who will give them to the child when required. 32

Please remember that if your child is not well and needs to take medicine, it is much better to keep him/her at home, to ensure he/she recovers quickly and to avoid the possible spreading of infections to others. The School Health Service Our School Nurse is Vicki Smale. She visits the school regularly each term to carry out vision, hearing, weight and height measurements together with health interviews. She is involved in the promotion of good health and often participates in the classroom, talking about different aspects of Health Education. This in turn hopefully makes the child responsible for their own health at an early age. The School Dentist has a clinic at the Riverside Centre, Castle Hospital, Okehampton Tel: 01837 52411. Due to the changing role of the Community Dental Service, annual dental screening for all children no longer takes place. The School dentist is still able to give advice and treatment but parents will need to contact the clinic at the above address. The School Administrator can give you information as to when the School Nurse will be attending the school, or alternatively, where she can be contacted. See General Information . 21. COMPLAINTS Should any parent wish to make a complaint about the education their child is receiving, the Education Reform Act of 1988 clearly states the procedure for such a complaint. That is, briefly to;  make an appointment with and discuss with the class teacher. If still dissatisfied to;  make an appointment with and discuss the concern with the Headteacher. If still dissatisfied to;  write a formal letter outlining concerns to the Chair of Governors. After the Chair of Governors response to this letter and any meeting which may take place with parent(s) regarding the complaint, a sub-committee of the Governing Body may meet with the parent/s who have expressed concern. A venue for this meeting to be mutually agreeable. The Governors will consider the complaint and make representations to the Headteacher and staff of the school. The conclusions of the Governors would then be communicated to the parents. If still dissatisfied to;  make a formal complaint to the Local Authority, by writing to the Area Education Officer. If still dissatisfied to;  make a complaint to the Secretary of State for Education. The Secretary of State will not be able to entertain any such complaint unless it has first been through all the stages outlined above.

Please also refer to the DFES Complaints Procedure available at the school, for more detailed guidance and a complaint form.

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22. SCHOOL TRANSPORT At present, children who live in the outlying areas are brought to school using a minibus and a taxi. The attached map shows the extent of the school's catchment area which is used for calculating whether or not a child is entitled to free transport or not. Anybody living outside the catchment area can still send their children to the school providing there is sufficient space. However, if they wish to use the transport service they will have to pay a termly fee (see General Information for current charges) and may only use the minibus/taxi provided there is room on it. Children living within the catchment area are entitled to free transport according to the following scale.  All children who live over three miles from the school - free.  Children under eight who live over two miles from the school - free This means that once a child is eight and they do not live more than three miles from the school, parents will have to pay the termly charge. The actual distances involved are usually measured by the LA. Parents can appeal against decisions regarding these distances by writing to the Area Education Officer (see General Information for address). Any complaints regarding this service should also be made to the Area Education Officer, although the school would also like to be informed as well. Please note that it is the parents' responsibility to arrange for children to travel in safety between the home and picking-up and setting-down points. 23. ARRANGEMENTS FOR SEVERE WEATHER CONDITIONS In the event of wintry weather, the school will remain open unless there is a severe blizzard with very heavy falls of snow or there is a failure of the electricity supply. The latter will almost certainly mean closure since our heating system depends upon electricity. Should such an occurrence take place overnight or over a week-end, the School will notify BBC Radio Devon and Radio Gemini so that an announcement can be made as early as possible. A message will also be left on our AnswerFax/Phone which you can contact for further information. With several members of staff travelling to North Tawton, from outside the area, we cannot provide an adequate service for those children living in the town. With regard to school meals, we normally hold at least two days supply of food. After these two days have elapsed and if, due to road conditions, supplies are still unable to get through, then children would need to bring packed lunches or go home for lunch. In the event of severe wintry weather or the onset of severe icing of road surfaces, children on school transport will be sent home at the earliest possible opportunity. If you are on the telephone we will make every effort to inform you of this decision, so that you can pick your children up from the dropping points. A child will not be sent home if we cannot establish that there is someone at home to meet him/her.

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If snow has fallen during the night or over the week end, the school buses may not be able to negotiate some or even all of the lanes and, therefore, will not be able to pick your children up. In such a case, should you consider using your own transport to bring them in, would you please also make arrangements to collect them at home-time, or sooner, if the weather should deteriorate. If in doubt about road conditions we think it much safer for children to remain at home.

School grounds on a snowy day in March 2009

24. SECONDARY TRANSFER Most children who leave the school at the age of eleven, transfer to Okehampton College. Okehampton College is a moderately large Comprehensive School which has recently undergone an extensive additional building scheme providing it with a range of excellent facilities all accommodated on one site. The College currently has a student population of approximately 1200 and caters for the 11 to 18 age range. Parents of children approaching secondary transfer will receive a booklet from the L.E.A. early in the Autumn Term outlining the arrangements for secondary transfer. Parents will be asked to indicate their choice of Secondary School at this stage. Okehampton College, in common with many other Secondary School, arranges an Open Evening for parents and children which also takes place in the Autumn Term. Details and dates of these evenings are given in the booklet mentioned above. There are very close links between Okehampton College and its feeder primary schools. Groups of teachers from Primary and Secondary Schools meet under the auspices of Okehampton Educational Council in order to ensure smooth transition arrangements are in place. Opportunities are extended to the children whereby they can experience an entire day at the College including travelling on the College Transport Staff from the College visit the Feeder Primary Schools in order to meet the children and parents. All of these events take place during the Summer Term. Particular attention is paid to children with Special Needs so that any possible disruption caused by the move to a new school can be reduced to a minimum. While most children from North Tawton and surrounding villages go to Okehampton College this is not to say that they have to go there. Parents have the right to choose the school they would like their child to attend and providing the school has room this should be no problem. However, it must be pointed out that free transport is only available for children attending Okehampton College. Parents selecting other schools may find they will be expected to pay for transport or be responsible for transporting their children themselves.

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25. LETTINGS POLICY The Governors are keen that the school buildings and grounds should be used by the local community. There is a set of charges for hire of rooms in the school, including our splendid new hall. Please see the full Lettings Policy on the school website for details. 26. VOLUNTARY HELP WITH TRANSPORT This important area is covered by a separate school policy, available on request from the school office. To summarise, we are very grateful to parents who volunteer help with transport, however we ask these volunteers to check the following points before offering their support. All drivers must:      

Hold a valid driving licence for the type of vehicle being driven Be fit to drive Have no medical condition which affects their ability to drive Have a valid MOT for any vehicle older than 3 years old Ensure that any vehicle is roadworthy, including brakes, lights, tyres, bodywork, wipers, mirrors, etc. Ensure that any vehicle used has current road tax

Insurance:  Maintain valid insurance, as a minimum, for third part liability.  Check with their insurance company and inform them that the driver occasionally conveys children on school activities. (This is unlikely to affect the cost of your insurance premium.) Safety:  Be familiar with, and drive in accordance with the Highway Code at all times  Before driving not to consume alcohol or drugs which may impair driving  Ensure that all passengers wear seat belts as appropriate at all times  Ensure all passengers are seated on booster seats as determined by recent legislation  Drive safely without hurrying unduly  Use child proof locks on rear doors where necessary Child Protection  The school may require parents or volunteers who have regular or unsupervised access to young people to be checked through arrangements with the Criminal Records Bureau. The lead teacher will ensure that all helpers are aware of the school mobile phone number, in the event of an emergency and this will be switched on at all times during the activity. Parents offering support on a regular basis will be asked to complete a Criminal Records Bureau check which lasts for 2 years. This is due to the fact that they will be in close contact with children. They will also be required to sign a declaration agreeing the four items listed above. We are required by law to ensure that every possible risk has been considered, to ensure that the children in our care are as safe as possible.

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27. GENERAL INFORMATION Director of Children and Young People’s Services Anne Whiteley, County Hall, Topsham Road, Exeter EX2 4QH Tel: 01392 382039

Devon County Council Admissions Officer John Hill Room 120, County Hall, Exeter, EX2 4QG Tel : 01392 383717 email: [email protected]

Devon LEA General Enquiries/switchboard Tel.:

01392 382000

Okehampton College Mr. Darryl Chapman, Principal, Mill Road, Okehampton, EX20 1PW Tel: 01837 650910 Educational Welfare Officer, Mrs. Debbie Provan Okehampton College. Tel: 01837 650914

Children’s & Young Peoples Services Helpdesk

Tel:

Okehampton Community Hospital Cavell Way Okehampton EX20 1PN

School Health Service, Vicki Smale, School Nurse, Okehampton Community Hospital Okehampton

Tel: 01837 658000

Tel:

01392 384157

01837 658027

School Transport Contractors Carmel Coaches, Tel: 01409 221237 (School Bus)

Blue Line Travel 01837 82297 (School Taxis)

Smartway (School Taxis) Tel: 01837 880055 Cost of a School Meal: £1.85

(now sold in books of 5 tickets)

School Kitchen Manager – Mrs. Serena Fewings Tel: North Tawton (01837) 82954 Planned Number of Children on Roll in January 2010: 150 Planned Admission Number 2009-10: 25

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28. Catchment Area for North Tawton Community Primary School

The solid red line indicates the extent of the catchment area.

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29. KS1 Comparative Results for North Tawton Community Primary School This table shows a summary of the National Curriculum assessment results of pupils in the school (2009) and nationally (2008) at the end of Key Stage 1, as a percentage of those eligible for assessment. The number of eligible children is: 17 Figures may not total 100 per cent because of rounding. RESULTS OF TEACHER ASSESSMENT Percentage at each level

Speaking and listening

Reading

Writing

Mathematics

Science

3 or above

Disapplied Children

Absent Children

89

11

0

0

0

88

13

0

0

0

0

88

12

0

0

2

11

65

21

0

0

Boys

11

22

0

33

22

11

0

0

Girls

0

25

0

38

25

13

0

0

Whole School National

6

24

0

35

24

12

0

0

3

13

13

22

24

25

0

0

Boys

11

22

33

22

11

0

0

0

Girls

0

0

50

25

25

0

0

0

Whole School National

6

12

41

24

18

0

0

0

5

15

22

27

19

12

0

0

Boys

0

11

11

33

33

11

0

0

Girls

0

0

38

0

63

0

0

0

Whole School National

0

6

24

18

47

6

0

0

2

8

16

25

27

21

0

0

W

1

2

2C

2B

2A

3 or above

U

Boys

0

0

56

44

0

Girls

0

0

88

13

0

Whole School National

0

0

71

29

0

2

9

67

22

W

1

2

Boys

0

0

Girls

0

Whole School National

2C

2B

2A

The average SAT level which children in Y2 should attain is Level 2 For calculation purposes, as 17 children were assessed each child counts as just under 6%

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30. KS2 Comparative Results for North Tawton Community Primary School These tables show a summary of the National Curriculum results of pupils in the school (2009) and nationally (2008) at the end of Key Stage 2, as a percentage of those eligible for assessment. The number of eligible children is: 19 Figures may not total 100 per cent because of rounding.

TEST RESULTS 2009 and NATIONAL 2008 Percentage at each level Below level 3*

3

4

5

Pupils not entered#

Pupils absent

School

11

11

63

16

0

0

National

6

13

51

30

0

1

School

11

5

37

47

0

0

National

6

6

38

49

0

1

School

11

16

74

0

0

0

National

6

26

48

20

0

1

School

5

21

53

21

0

0

National

5

15

47

31

0

1

School

5

0

47

47

0

0

National

2

8

44

44

0

1

English

Reading

Writing

Mathematics

Science

The average SAT level which children in Y6 should attain is Level 4 As there were 19 children being assessed, for calculation purposes each child in the year group counts as approximately 5%

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