Prospectus 2009

Madley Brook

Community Primary School

achieving byexcellence challenging boundaries

Prospectus

Madley Brook Community Primary School Headteacher Mrs Katherine Spencer [email protected] [email protected] www.madleybrook.org

Madley Brook CP School @ The Bronze Barrow Cedar Drive Madley Park Witney OX28 1AR 01993 862976

Madley Brook Community Primary school opened in September 2003 to provide mainstream education for pupils on the Madley Park estate.

welcome to our

The school accommodates 215 school age pupils. Our nursery, with 48 part time places, runs for morning and afternoon sessions for children aged 3+.

The school works alongside Springfield Special School. Both schools are based on the site known as The Bronze Barrow - chosen to reflect the historical nature of the area. The schools are built around the site of a Bronze Age burial ground, hence the horseshoe shape of the building. The two schools co-exist yet maintain their own individual identities, staff, governing bodies and pupils.

school

the bronze

barrow

The building has been designed to accommodate the needs of both schools, with superb educational resources and facilities.

Children have access to the attractive indoor pool, ball park and sensory room which are part of the provision for Springfield children.

These include light airy classrooms, an ICT suite, a library, a double sized hall, a food technology room, and a separate, specially designed nursery, fully equipped with its own outdoor play area.

For other sporting pursuits we have two hard surface playgrounds, a superbly maintained sports field, a trim trail and a wild sensory garden.

We hope that our prospectus will give you all the information you need to help your child settle in. For you to gain a first-hand impression of the school before your child starts, we would like to invite you to look around and meet members of staff. If you would like to visit us, please telephone the school to make an appointment.

an invitation

vision & aims

Achieving excellence by challenging boundaries We will value each pupil and seek to provide learning opportunities that will develop the whole child.

Achievements

to have limitless

aspirations

Children will be encouraged to develop: A sense of success An ability to recognise and celebrate their own achievements An ability to recognise and celebrate the achievements of others A sense of awe and wonder Ambition Enthusiasm And to have limitless aspirations!

Qualities as a learner

to have a passion for

learning

Children will be encouraged to develop their: Academic potential Creativity Tenacity Physical ability Spiritual and moral conscience Understanding of their social role and responsibilities Independence as a learner And to have a passion for learning!

Personal Attributes

to have a sense of fun

Children will be encouraged to develop: Empathy Respect for everyone Respect for the environment Self-belief Initiative Pride in themselves Courage Self-reliance To enjoy life and have a sense of fun!

The school is organised into three Key Stages

The Early Years Foundation Stage Nursery (F3 and F2) 3 to 4 year olds Reception Class (F1) 4 to 5 year olds

organ isation

In September 2009 the school’s admission number increased from 30 to 45 from Reception onwards. This means that there are two Reception Classes working side by side. When children enter Key Stage 1 they will be in mixed age classes. For example, Key Stage 1 will consist of three parallel classes, each one accommodating 15 children from Year 1 and 15 children from Year 2.

Key Stage 1 Year 1 Year 2

5 to 6 year olds 6 to 7 year olds

Key Stage 2 Year 3 Year 4 Year 5 Year 6

7 to 8 year olds 8 to 9 year olds 9 to 10 year olds 10 to 11 year olds

Entry to Nursery

Entry to School

The nursery class has 48 part-time places (24 per session), and children can attend from the term following their third birthday.

Admission to Madley Brook Primary School is via Oxfordshire County Council.

Application forms can be obtained from the school office and parents may request either an afternoon or a morning session. A Nursery Admissions Panel meets three times a year to allocate these places. If your application is successful, a letter will be sent to you a term before your child is due to start, offering either a morning or an afternoon place. If you accept the place, you will be offered the opportunity to bring your child for a visit, before he or she starts. This will enable you to meet the staff, see how the nursery session runs and ask any questions. Your child will be able to participate in a range of activities with our current pupils.

Please note that attending the nursery class does not guarantee your child a place in the school.

Children are entitled to full time education from the September in the academic year in which they will turn 5. At this time they will enter a Reception Class (F1). The local authority is responsible for the administration of applications and will allocate places under the county’s admissions policy and in line with the school’s published admissions number. If parents are refused a place for their child at the school of their choice they have a right to appeal to the local authority. If the appeal is unsuccessful the child’s name can be placed on a waiting list for the F1 class.

admissions

For admission to the school at any other time parents can apply for a place by completing the relevant application form which can be found on the county council’s website. Copies are also available from the school office. Provided that the school has a place in the appropriate year group, a place will be offered. A visit to the school prior to application is strongly recommended.

Starting School Before a child starts school, parents are invited to a meeting to view the school and its procedures and to ask any questions they may have. Subsequently there are opportunities for parents to bring children into school on specially arranged days to help them to become familiar with their new surroundings. New children joining at other times are made welcome through the co-operation of parents, teachers, fellow pupils and the headteacher. Any parents who would like a place for their child should contact the school office to arrange a visit.

Transfer to Secondary School At the end of Year 6 all children transfer to secondary school. The majority of children move to Wood Green School, some children go to The Henry Box School and a small number to other schools on the outskirts of Witney. The admissions procedure for secondary transfer is handled by the local authority. Secondary schools arrange open evenings for parents and pupils in the Autumn Term of Year 6.

the school

day

Nursery

School

8.45am – 11.15am Morning Session 12.30pm – 3.00pm Afternoon Session

8.30am Doors Open and activities begin 8.40am – 8.50am Registration

Key Stage 1

Key Stage 2

8.50am – 10.30am 10.30am – 10.45am 10.45am – 12.00pm 12.00pm – 1.00pm 1.00pm – 3.00pm

lunch &breaks snacks

Lessons Break Lessons Lunch Lessons

8.50am – 10.50am 10.50am – 11.05am 11.05am – 12.10pm 12.10pm – 1.00pm 1.00pm – 3.00pm

Lessons Break Lessons Lunch Lessons

Lunch Times

Mid-Morning Snack

Children can purchase a two-course school lunch cooked on the premises or bring in a packed lunch.

Under the Healthy Schools agreement with the Department for Children, Schools and Families (DCSF), only fruit and vegetables are permitted for a mid morning snack. Children in Foundation Stage and Key Stage 1 receive free fruit and vegetables through the national ‘Fruit for Schools’ initiative.

Payment for school meals must be made in advance, preferably at the beginning of the week, or at the latest on the day that the lunch is booked. Refunds will be made or payment carried forward for absent pupils where the meal has been booked in advance. Parents in receipt of income support, income based job seekers allowance or state pension credit are entitled to free school meals. Parents in receipt of child tax credit or working tax credit may have an entitlement dependent upon income. Please contact our Administration Team who will be able to provide you with further details. If your child brings a packed lunch, please do not include sweets, glass bottles or fizzy drinks. A leaflet giving ideas for healthy lunch boxes can be found in the Appendix.

A healthy Tuck Shop runs on a Friday morning. Individual items range in price from 20p to 40p; cards for £4 may be purchased at the beginning of term. Money should be placed in an envelope and handed to the class teacher. Each child is given a water bottle when they first start at the school. Replacement bottles can be purchased for £1 from the nursery. Children are encouraged to drink throughout the day as water aids concentration. Please ensure your child takes his or her water bottle home and returns it to school each day with fresh water. No squashes please.

kit &

caboodle

Uniform and Equipment We wish to encourage high standards of presentation in our pupils and emphasise the importance of pride in belonging to the school. In order to support the ethos of the integrated school, it is expected that all pupils will wear school uniform to demonstrate our commitment to inclusive practice. We hope that, as prospective parents of Madley Brook pupils, you will support us in this. We wish to support parents as much as possible and will therefore supply items of uniform through the school shop. Orders can be placed through the school office at any time.

Clothing • French navy, V-necked sweatshirt or cardigan (with the school logo in bronze) • School fleece with logo, for outdoor wear only (this should not be used to replace the sweatshirt or cardigan) • White polo shirt • Grey skirt, trousers or shorts • In summer, there is the option for girls of blue and white checked dresses • Shoes appropriate for running and outdoor play (no trainers, sandals or fashion boots, please)

PE • White T shirt • Blue or black shorts • Blue jogging bottoms and sweatshirt for outdoor games in case of cold weather • Black plimsolls for indoor PE • Trainers for outdoor games • A named bag for PE kit PE kit should remain in school throughout the week and be taken home at regular, appropriate intervals to be washed.

Jewellery In the interests of safety it is important that children do not wear jewellery to school. If ears have been pierced, only studs should be worn and these must be removed for all PE lessons, including swimming. If children are unable to remove their earrings they must have their own tape in school to secure them during lessons. Parents who wish to have their children’s ears pierced may wish to consider having this done during a summer holiday so that the studs do not have to be removed for PE during the healing process.

During colder months all children should have a coat in school every day as we encourage outdoor play all year round. During the summer, children should have a hat to protect them from the sun and may also bring sun cream, although this has to be self applied.

the curriculum

Our curriculum aims to provide children with a broad, balanced and wide range of experience and opportunities. The curriculum and the overall effectiveness of teaching and learning at Madley Brook are constantly being monitored and evaluated by the headteacher, teaching staff and governors.

the early years foundation stage

Both the Nursery and the Reception Class follow a planned curriculum which is based on the guidance recommended by the Department for Children, Schools and Families. It promotes activities that lay secure foundations for future learning, and is delivered through a combination of whole class activities, adult-led focused activities, and child-initiated activities. This is referred to as the Early Years Foundation Stage and provides the framework for children’s learning from birth until the end of their Reception Class year.

The Early Years Foundation Stage guidelines are based around six broad areas of Learning and Development • Communication, Language and Literacy • Problem Solving, Reasoning and Numeracy • Knowledge and Understanding of the World • Physical Development • Creative Development • Personal, Social and Emotional Development

Once children reach Key Stage 1, they follow the National Curriculum, which continues through into secondary school (Key Stages 3 and 4)

key stages

Teaching Methods Children are taught in various ways for example, as a whole class, in groups, or individually. Where group work is planned, children are taught either in ability groups or mixed ability groups depending on the teaching and learning planned for that lesson. Occasionally a class will be taught by a different teacher - for example, for a subject specialism such as music or PE.

Literacy

Science

Literacy lessons are aimed at developing children’s reading, writing and speaking and listening skills. In all areas of writing children are encouraged to be involved in the evaluation of their work so they understand what they have done well and what the next steps will be in their learning.

In an increasingly scientific world we believe it is important that our children develop an understanding and interest in the science that they encounter in everyday life.

Every child has a reading diary to record their daily reading at home and at school. The school runs a Reading Challenge to encourage children to read at home and certificates are awarded for their efforts.

Mathematics All children are taught daily according to the National Framework for Mathematics. Children have the opportunity to practise mental arithmetic, solve problems and carry out mathematical investigations. Sometimes children will have a mathematical homework task.

They will explore such topics as electricity, space, light, materials, the human body and minibeasts and their habitats and are given the opportunity to ask questions and raise issues along their path of discovery. The children are expected to carry out practical experiments and investigations, record their results and draw logical conclusions from them, as well as using computer programmes to display and analyse their results. They will be encouraged to respect the natural environment both in our locality and further afield. We believe that a questioning nature will allow all children to appreciate the wonders of the modern world throughout their lives. Science may be taught as a discrete subject or as part of a topic or theme.

ICT

Music

The ICT curriculum is constantly changing as technology develops. We currently have an ICT suite equipped with 15 networked computers where children have access to the Internet and email facilities. Each classroom is equipped with an interactive white board which is used to help them learn in all subject areas.

All children have the opportunity to listen to, respond to, compose and perform a wide range of music. Class assemblies, productions and concerts allow children to share their music making. There are additional opportunities for children to learn a musical instrument through the peripatetic music service.

home work At Madley Brook, regular home learning is expected of all pupils at every stage of school life. Parents are encouraged to take an interest in their children’s education and to play an active part in the home-school partnership. Homework includes daily reading for all children and the Reading Challenge encourages all children to participate and earn certificates for their efforts.

History

Physical Education (PE)

The study of history is conducted through a series of topics ranging from ancient civilisations to the present day, taking into account the effect of explorers, invaders and settlers and major historical events.

Each class has two lessons per week which include gymnastics, dance or outdoor games depending on the season. The curriculum for PE offers a variety of activities aimed at developing each child’s physical fitness and social skills through team work, co-operation and good sportsmanship. Children represent the school in a number of tournaments and inter-school matches in a wide range of sports.

Children are encouraged to discover for themselves through the use of artefacts, photographs, visits and analysis of evidence from appropriate stimuli to understand what life was like in the past and how it has influenced our society today.

Geography Children will learn geographical enquiry techniques and skills by studying their local area and by contrasting localities in their own country and in the wider world. They learn to ask questions about people, places and environments, and to find out how people affect, and are affected by, their environment. Children are taught to use appropriate geographical vocabulary, collect and record evidence, analyse data and use geographical resources such as maps and photographs.

Spellings, mental arithmetic including times tables, and other assignments such as further research or individual exercises to reinforce and extend classroom learning may also be included.

Swimming sessions are organised at the Windrush Leisure Centre for Years 4 to 6 for 10 weeks on a Monday morning at the following times of the year:

Autumn Year 6 Spring Year 4 Summer Year 5

Year 3 swim in small groups on Friday mornings in the swimming pool on site during the autumn and spring terms. Year 2 have swimming lessons in this pool during the summer. Parents are asked to make a contribution towards the cost of the coach travel (Windrush) and the pool hire (on site).

Art and Design Our artwork gives children the opportunity to develop their creativity and imagination through visual, tactile and sensory experiences. The work of other artists, craftspeople and designers helps them to learn about the functions of art in past times, other cultures and their own lives. Children will learn that art is a means of communicating ideas or feelings and that it has a vital role in human society.

Design and Technology (D&T) We encourage children to investigate and understand the technology around them and to use their knowledge, resourcefulness and imagination to design and evaluate. Specific skills such as construction, cutting, sticking, sewing and cooking are taught as a means towards making the final product.

Assessment Ongoing teacher assessments and statutory assessments of pupils’ achievements are used to inform future planning and to check pupils’ progress. As a result of daily assessment techniques, work is differentiated so that the needs of the most able, as well as the less able and those pupils with special educational needs are adequately met.

Modern Foreign Languages

a partnership between parents and school is for theessential success & happiness of all children

Children in Key Stage 2 have regular opportunities to learn French. These are practical and oral sessions provided by teachers in our school as well as from The Henry Box School.

Personal, Social, Health and Citizen Education (PSHCE) These lessons underpin the school’s aims and ethos. It is a time for children to think about themselves and their responsibilities as a member of the Bronze Barrow Community. Issues such as behaviour, drugs education and the feelings of others are discussed. Sometimes PSHCE lessons will take the form of Circle Time and occasionally visitors from the local community, such as the local police or the school nurse, will speak to the children.

Collective Worship and Religious Education Religious Education follows the Oxfordshire Agreed Syllabus. Daily assemblies are held which are in line with the 1988 Education Reform Act and are predominantly Christian in nature. Parents who wish their child to be withdrawn from RE or assemblies should make arrangements to discuss this matter with the headteacher. The school has a thematic approach to the content of assemblies based around Values Education. These values are rotated regularly and are: Hope, Responsibility, Respect, Tolerance, Unity, Courage, Trust, Love, Freedom, Peace, Appreciation, Happiness, Caring, Honesty, Friendship, Co-operation, Understanding and Thoughtfulness.

Sex Education

Reporting to Parents Parent-teacher consultations are held during the autumn and spring terms. A school report is sent home at the end of the summer term and parents are given the opportunity to discuss its contents. If you are in any way concerned about your child’s work, progress or well-being, you are most welcome to come into school and share those concerns with the class teacher. It would be helpful if you could phone the school or speak to the class teacher to ascertain the most convenient time for such a discussion. In the same way, if a teacher has a concern about your child they will contact you and make an appointment to discuss this with you.

Aspects of sex education are taught in the context of PSHCE throughout the school. Formal teaching about puberty takes place in Year 5 and about human reproduction in Year 6 as part of the science curriculum and within a moral context. School governors have a legal responsibility for the school’s Sex and Relationships Policy which is available on request. Parents wishing to withdraw their children from Sex and Relationships Education should first make arrangements to discuss the matter with the headteacher.

Curriculum Enrichment Throughout their time at Madley Brook children go on a variety of educational visits, all of which give them valuable firsthand experience and help broaden their understanding. Most of the local visits are made on foot during lesson time, in small or larger groups, to places such as the local church, Witney town centre and areas around Madley Park. Day visits are usually arranged by the class teacher in connection with the term’s topic. As these visits are usually to places further away, they require the use of transport for which financial contributions are requested from parents. All visits follow guidelines set by the local authority and are fully supervised. Every year pupils in Year 6 go on a residential trip, where they undertake more adventurous activities than can normally be offered at school. Occasionally, themed weeks are organised - e.g. book week, science week, creative arts week - when normal timetabling is suspended and activities are focused around the theme. From time to time visitors to school - theatre groups, travelling planetarium, artists in residence, musicians - help children learn from first hand experience.

Special Educational Needs (SEN) We aim to provide a differentiated curriculum that meets the needs of all our pupils. Occasionally, children may require additional support with certain aspects of their work and teaching assistants work alongside teachers to provide this support on a daily basis. Our special needs Code of Practice works on a step-by-step basis, matching the level of help to the needs of the child. If the school identifies that a child has special needs, we will discuss this with parents and together we will decide what stage is best for the child. An Individual Education Plan (IEP) will then be drawn up detailing the steps to be taken. These will be reviewed each term with parents and the child. In most cases, special help at an early stage will allow a child to make progress and he or she will not need to move on to the next stage. If it is considered that a particular kind of special help is needed, perhaps from an outside specialist, the school will consult with parents before making the referral. Occasionally, a child requires a statement for SEN, agreed with outside professionals, the school and the local authority. Extra support is then arranged in accordance with the identified need.

SEN& behaviour

If you think your child may have special educational needs you should make an appointment to talk to your child’s teacher, the special educational needs coordinator (SENCo) or the headteacher. Many problems can be dealt with easily, especially if they are dealt with quickly. Our SENCo will assess your child and advise teachers on appropriate targets and teaching strategies. We recognise that more able children have special needs too and extra challenge is provided for them. Children who show a particular flare and aptitude for a subject may be placed on our Gifted and Talented Register and further differentiation will be provided where appropriate.

Behaviour Management The school operates a positive behaviour management policy that is based on choices. We believe that children have a responsibility for their own behaviour, and good and bad choices are frequently discussed. Children are rewarded for positive behaviour through praise, stickers, merit points, the Celebration Bench and the sense of responsibility that good behaviour warrants. Occasionally, when a child makes a bad choice, this behaviour is discussed with them and sanctions may be applied, such as missed playtimes, time out, or reflection time. If unacceptable behaviour becomes more persistent parents will be notified, with the aim of working together to help the child make better choices.

Partnership with Parents Parents are encouraged to play an active part in the life of the school as the broad education of a child is a partnership between the school and home. There are a number of ways in which parents can get involved in their child’s school: • • • •

Home-School Agreement Voluntary work in school Helping with school trips Supporting your child with their homework • Reading at home with your child and completing their reading diary • Supporting PTA events The school aims to communicate with parents on a regular basis. A weekly newsletter is sent out with news about school and forthcoming events. Teachers send out curriculum information, informing parents of the topics that are being taught that term. The school website, which is currently being updated, will provide a useful tool for policies and booklets about the curriculum and other information.

Clubs

School Council

There are a number of after school activities, including karate, football and the recorder. They are run by specialist instructors and there is a charge.

Two representatives from each class meet every three weeks with the assistant headteacher with responsibility for pastoral care. Children are able to express their views about the school through this forum.

A specialist teacher provides woodwind lessons on a weekly basis through the Oxfordshire Music Service. Lessons are also available for piano and guitar.

Funtime Friday All children are entitled to up to 30 minutes of extra curricular activities at the end of the morning on a Friday as a reward for hard work and good behaviour. Children sign up for a new activity each term and have the choice of six activities over the year, including sport, sewing, gardening, games, dance, ICT skills and many more.

“Madley Brook School has a School Council that teaches children responsibility and gives them a chance to give their opinion about the school. Each class has two representatives who go to the meetings and tell other children and adults about any problems or suggestions to improve the school. These ideas are taken to the teachers’ meetings and carefully thought about. Representatives are chosen by class members.” Amber and Edward Year 6.

extra curricular

attendance

& absence

Madley Brook School has a very good attendance record

Absence

Late Arrivals

Regular attendance is vital to a child’s educational progress.

Pupils who arrive at school late (after 8.50am) should report with their parent to the school office, where their attendance can be registered and the reason noted in our Late Book.

If your child is unable to attend school we ask that you inform the school as soon as possible, ideally by 8.30am on the first day of absence and on subsequent days. Without this information your child’s absence will be recorded as unauthorised.

If a child is persistently absent or late it may become necessary to contact the Education Social Worker for the school who will help to resolve any difficulties the family may be experiencing in promoting good attendance.

Holidays There is no automatic right to holiday leave during term time. Permission to take holidays during term time is at the discretion of the headteacher. If you have a valid reason for requesting leave for your child, please complete an application form available from the school office.

inholidays termtime

No more than 10 days in any one year is permitted. Each application will be assessed on its merits and the headteacher will consider absence rates of the child, the effect of the requested absence on the progress of the child and the nature of the holiday. Application forms should be completed at least three weeks prior to the requested leave and parents are advised not to book the holiday until the leave has been granted. Absence for holidays cannot be authorised during periods when the national Standard Attainment Tests (SATs) are taken or being prepared for. This is usually between February and May for Years 2 and 6.

medical matters Headlice Headlice are an on-going problem for all schools and despite all the best advice and practice they are proving impossible to eradicate. The school nurse recommends the daily use of a headlice comb with hair conditioner.

Medicines Parents are responsible for administering medicines. If your child needs to take medicines three times a day then these can be administered before school, after school and in the evening. If your child has been prescribed medicines for four daily doses, you may arrange to come yourself or nominate someone (but not a member of staff) to come to school at midday to administer the medicine. No prescribed medicines may be stored in school, nor should a child ever be given medicines to keep in a bag or drawer. Individual arrangements may be made with the headteacher for children requiring

Emergency Closure If the school is forced to close for any reason (e.g., severe weather, lack of heating) announcements will be made on the school website, Heart FM and Radio Oxford.

epipens or similar devices. In these cases several members of staff are trained in these procedures. It is the parents’ responsibility to keep the medication in school up-to-date. Inhalers for asthma should be clearly labelled and in date. Parents should make an arrangement with the class teacher for storage of the inhaler that is safe but also allows easy access in case of need. It is advisable to keep an inhaler in school at all times. Parents of children with long-term medical needs should speak to the headteacher to make special arrangements.

Child Protection Procedures The safeguarding and physical well-being of every child is of paramount importance. All staff have a professional duty to refer any concerns relating to child protection directly to the headteacher. The school complies with Oxfordshire County Council’s safeguarding procedures for the recruitment of staff and all adults working in school on a regular basis are required to undergo an enhanced Criminal Records Bureau (CRB) check.

Healthy Schools Healthy Schools is a joint initiative of the Department of Health and Department for Children, Schools and Families which promotes the link between good health, behaviour and achievement. It is concerned with creating healthier, happier children who do better in learning and in life. In order to gain National Healthy School Status, schools are asked to meet a minimum of 41 outlined criteria in four core themes: • Personal, Social and Health Education • Healthy Eating • Physical Activity • Emotional Health and Well-being

PTA Parents are very supportive and there is an active Parent Teacher Association which raises significant amounts of money for the school and provides additional resources to enhance the educational opportunities for the children.

&

children parents

The PTA is open to all parents and carers. New parents are always welcome to join the committee and many find that becoming involved is a good way of making friends and having fun in a good cause. The PTA organises various fund raising events throughout the year for children and families such as: Summer Fete, Christmas Fair, Family Disco, Bingo, Easter Mad Hatter and Summer Ball. Some of these events are organised jointly with Springfield School PTA. Each year the PTA raises thousands of pounds for the school. In recent years it has purchased the trim trail in Key Stage 2, the fort in Key Stage 1 and the sun canopies, and often helps to fund transport for school trips, visiting speakers and theatre groups. An AGM is held every November and all parents are encouraged to attend and consider ways of getting involved in some way.

The criteria relate not only to the taught curriculum but also to the emotional, physical and learning environment that the school provides. The school was awarded National Healthy School Status in July 2009 after we had gathered evidence from pupils, parents, governors and staff. This process has helped us to review and improve our current practice, which will in turn affect pupils’ health and learning.

Equal Opportunities Every member of the school is valued equally irrespective of their race, gender, background, learning abilities or disabilities. Every child has an entitlement to equal access to and participation in all aspects of school life. At Madley Brook School we recognise and value diversity in society of culture, language, religion, opinion and belief.

Charging Policy To enable the school to provide for trips, visitors to school and visits to places of interest, it may be necessary to ask parents for a voluntary contribution towards the cost of these events. Without this support we would find it difficult to maintain the quality and variety of the school’s enrichment programme. Whilst no children will be penalised individually if their parents are unwilling or unable to make a contribution, the school may have to cancel the activity if insufficient funds have been collected. Occasionally, teachers will ask for a voluntary contribution towards the cost of cooking ingredients or technology projects if the child wishes to own the end product.

The Governing Body

Complaints

Governors have responsibility for the strategic management of the school within the framework set out by national legislation and by the policies of the Local Authority. The governing body has representatives from the Local Authority, the community, parents, teaching staff and support staff. The governors oversee the management of the school building, the curriculum, the staff and their wellbeing and, primarily, the education of the children within it. Meetings are held termly with committees meeting in between. These are Pastoral and Community, Teaching and Learning and Strategy and Finance.

In the event of a problem or complaint, it is usually only necessary for parents to discuss their concerns with the class teacher or the headteacher for matters to be resolved. However, in the event of parents wishing to pursue a complaint further there is a County Policy adopted by the Governing Body that gives clear guidance on procedure. A copy of this policy is available from the school office.

Because of the unique relationship and shared usage of the school with Springfield Special School, representatives of both governing bodies meet regularly as a Joint Executive to discuss issues that affect both schools.

health & atsafety the bronze

barrow

Car park Parents may not use the school car park at the beginning and end of the day to drop off or pick up their children. Space is limited due to the number of people who work on the site of the two schools. The only exception is when parents are picking up Nursery children or dropping them off over the lunchtime period. This is because the back gates of the school are locked at the start of the day and are not opened again until it is time for school to end.

Trim Trail and Fort The fixed playground equipment may not be used before or after school by pupils or their siblings. These activities must be supervised by a member of staff at all times.

Cycling The decision as to whether a child cycles to school is at the discretion of parents. Bicycle sheds are available for bikes and scooters. No ‘vehicle’ is to be left in the playground or outside classroom doors and all children cycling to school must wear cycle helmets. The school reserves the right to stop children parking their bikes on the school premises if they persistently refuse to wear a helmet to school. There must be no cycling on the school playgrounds or paths.

Appendices

Smoking The Bronze Barrow is a no smoking site.

• • • • • •

Staff List Governors List School Data Healthy Lunchbox Ideas Recent OFSTED Report Term Dates

Designed by Ric Mellis Productions, Witney 07860 169959 www.rmprods.co.uk

vision & aims to have limitless aspirations

to have a passion for

learning

to have a sense of

fun

ip a partnersh parents between is l and school essentia for the success & happiness of all children

Madley Brook CP School @ The Bronze Barrow Cedar Drive Madley Park Witney OX28 1AR 01993 862976