Carreghofa Primary School
Carreghofa Primary School values the rapidly changing world of internet technology as an extremelyuseful source of information and communication. We believe that our whole school community will benefit from safe, guided internet usage. Recognising the potential dangers as well as the benefits of internet technology will ensure that our pupils, staff, parents, governors and the wider community have appropriate, effective and safe use of ICT at Carreghofa.
Why is Internet use important?
The purpose of Internet use in school is to raise educational standards, to promote pupil achievement, to support the professional work of staff and to enhance the school’s management information and business administration systems.
How does the Internet benefit education?
Benefits of using the Internet in education include:
Access to world-wide education resources including museums and art galleries;
Inclusion in government initiatives such as the Virtual teacher Centre (VTC);
Educational and cultural exchanges between pupils world-wide; access to experts in many fields for pupils and staff;
Communication with support services, professional associations and colleagues;
How will Internet use enhance learning?
Internet access will be planned to enrich and extend learning activities. Access levels will be reviewed to reflect the curriculum requirements and age of pupils.
Pupils will be educated in the effective use of the Internet in research, including the skills of knowledge location, evaluating resources and retrieval.
Pupils will be taught what is acceptable and what is not acceptable and given clear objectives for Internet use.
How will pupils learn to evaluate Internet content?
Training will be given to the children and parents each year using the CEOPS programme; Think you know.
If pupils encounter material they feel is distasteful, uncomfortable or threatening, they should report the address of the site to a member of staff.
How will e-mail be managed?
Pupils may only use approved e-mail accounts on the school system.
Pupils must immediately tell a teacher if they receive an offensive e-mail.
Pupils must not reveal details of themselves or others, such as address or telephone number, or arrange to meet anyone on e-mail communication.
Whole-class or group e-mail addresses should be used at Foundation Phase and lower Key Stage 2.
The forwarding of chain letters is banned.
E-mail sent to an external organisation should be written carefully and authorised before sending, in the same way as a letter written on school headed paper.
How should Web site content be managed?
The point of contact on the Web site should be the school address, school e-mail and telephone number. Staff or pupils’ home information will not be published.
Web site photographs that include pupils will be selected carefully and will not enable individual pupils to be identified.
Written permission from parents will be sought before photographs of pupils are published on the school Web site.
Only school staff will be authorised to add photographs to the website.
Are social networking, chat forums and newsrooms safe?
Carreghofa has a Facebook Page which is used as an informal notice board. It should only be used for reminding parents of upcoming events,as an opportunity to ask questions or comment positively about school related issues.
Carreghofa’s Facebook page is for members only. Only those with admin responsibilities can add members or upload photographs and videos.
Pupils will not be allowed access to public or unregulated chat rooms. Pupils of Primary School age are not legally allowed a Facebook page.
Staff, parents and children will receive regular age appropriate CEOP’s workshops regarding Social Networking sites. (Think You Know)
How can emerging Internet uses be managed?
Emerging technologies will be examined for educational benefit and a risk assessment will be carried out before use in school is allowed.
How will Internet access be authorised?
At KS2, children will be allowed supervised access to the internet.
At Foundation Phase, access to the internet will be adult demonstrated with direct and supervised access to specific, approved on-line materials.
When children start school, parents will be informed that pupils will be provided with supervised Internet access. Parental approval will be obtained.
How will the risk be assessed?
In common with other media such as magazines, books and video, some material available via the Internet is unsuitable for pupils. The school will take all reasonable precautions to ensure that users access only appropriate material. However, due to the international scale and linked nature of Internet content, it is not possible to guarantee that unsuitable material will never appear on a school computer. Neither the school nor Powys County Council LEA can accept liability for the material accessed, or any consequences of Internet access.
Methods to identify, assess and minimise risks will be reviewed regularly.
The Head Teacher will ensure that the internet policy is implemented and compliance with the policy monitored
How will filtering be managed?
Powys County Council have a strong filter which prevents access toinappropriate material in school. Senior staff will ensure that regular checks are made to ensure that the filtering methods selected are appropriate and effective. Any inappropriate material discovered inadvertently will be reported to Powys County Council immediately.
Any material that the school believes is illegal must be referred to the Internet Watch Foundation (see appendix).
Key area of Focus for Staff
Discuss with pupils the rules for responsible Internet use.
Consider class e-mail addresses and check all incoming and outgoing e-mail.
Preview all sites before use and consider off-line viewing.
Plan the curriculum context for Internet use to match pupil’s ability.
How will the policy be introduced to pupils?
Instruction in responsible and safe use should precede Internet access.
How will staff be consulted?
All staff must accept the terms of the ‘Responsible Internet Use’ statement before using any Internet resource in school.
All staff working with children on the internet must read the ‘Acceptable use policy for adults working with learners.’ (See appendix)
All staff including teachers, supply staff, classroom assistants and support staff, will be provided with the School Internet Policy, and its importance explained.
Staff development in the safe and responsible Internet use, and on school Internet policy will be provided as required.
How will ICT system security be maintained?
The school ICT systems will be reviewed with regard to security.
Virus protection will be installed and updated regularly.
Personal data sent over the Internet will be encrypted or otherwise secured.
The IT co-ordinator/technician will ensure that the system has the capacity to take increased traffic caused by Internet use.
Files held on the school’s network will regularly be checked.
How will complaints regarding Internet use be handled?
Responsibility for handling incidents will be delegated to a senior member of staff.
Any complaint about staff misuse must be referred to the Head Teacher.
Communication with Parents
Internet issues will be handled sensitively to inform parents without undue alarm.
Parents will be asked to sign a consent form regarding their child’s Internet access.
Regular training will be offered to parents on Internet safety using the CEOPS training; Think You Know.
Please view this policy in conjunction with the following policies;
Teaching and Learning
This policy will be reviewed every three years. Date of next review: March 2017.
This policy has been agreed and ratified by:
The Governing Body
Signed ______________________ (Chair of Governors)
The Head Teacher
Signed ______________________(Head Teacher)
The School Council
Signed ______________________(Chairperson of the School Council)
Page BreakResponsible Internet Use
Rules for Staff
The school computer system provides Internet access to students and staff. This Responsible Internet Use statement will help protect students, staff and the school by clearly stating what is acceptable and what is not.
Access must only be made via the user’s authorised account and password, which must not be given to any other person.
School computer and Internet use must be appropriate to the student’s education or to staff professional activity only.
Copyright and intellectual property rights must be respected.
Users are responsible for e-mail they send and for contacts made.
E-mail should be written carefully and politely. As messages may be forwarded, e-mail is best regarded as public property.
Anonymous messages and chain letters must not be sent.
The use of chat rooms is not allowed.
Legitimate private interests may be followed, providing school use is not compromised.
Use for personal financial gain, gambling, political purposes or advertising is forbidden.
The security of ICT systems must not be compromised, whether owned by the school or by other organisations or individuals.
Irresponsible use may result in the loss of Internet access.
Individual user’s Internet access may be monitored, including Web and e-mail use. Files on the school system may be examined or deleted.
Responsible Internet Use
Rules for children.
We use the school computers and Internet connection for learning. These rules will help us to be fair to others and keep everyone safe.
I will ask permission before entering any Web site, unless my teacher has already approved that site.
On a network I will use only my own login and password which I will keep secret.
I will not look at or delete other people’s files.
I will not bring CD Roms or data storage devices into school without permission.
I will only e-mail people I know, or my teacher has approved.
The messages I send will be polite and sensible.
When sending e-mail, I will not give my home address or phone number or arrange to meet someone.
I will ask permission before opening an e-mail attachment sent by someone I do not know.
I will not use Internet chatrooms.
If I see anything I am unhappy with or I receive messages I do not like I will tell my teacher immediately.
I know that the school may check my computer files and may monitor the internet sites I visit.
I understand that if I deliberately break these rules I could be stopped from using the Internet or computers.
Guided Educational Use
Significant educational benefits should result from curriculum Internet use including access to information from around the world and the ability to communicate widely and to publish easily. Internet use should be planned, task-orientated and educational within a regulated and managed environment. Directed and successful Internet use will also reduce the opportunities for activities of dubious worth.
21st century life presents dangers including violence, racism and exploitation from which children and young people need to be protected. At the same time they need to learn to recognise and avoid these risks – to become “Internet wise”. Schools need to ensure they are fully aware of the risks, perform risk assessments and implement a policy for Internet use. Pupils need to know how to cope if they come across inappropriate material.
Internet safety depends on staff, schools, governors, advisers, parents and, where appropriate, the pupils themselves taking responsibility for the use of Internet and Associated communication technologies. The balance between education for responsible use, regulation and technical solutions must be judged carefully.
This document describes strategies to help ensure responsible and safe use. They are based on limiting access, developing responsibility and on guiding pupils towards educational activities. Strategies must be selected to suit the school situation and their effectiveness monitored. There are no straightforward or totally effective solutions and staff, parents and the pupils themselves must remain vigilant.
The Internet is becoming as commonplace as the telephone, TV or books and its effective use is an essential life-skill. Unmediated Internet access brings with it the possibility of placing pupils in embarrassing, inappropriate and even dangerous situations. As a consequence a policy is required to help to ensure responsible use and the safety of pupils.
Carreghofa Community Primary School
Regular attendance at school is essential to ensure uninterrupted progress and to enable children to extend their potential. The attendance pattern for all children is monitored weekly with the school seeking to work actively with parents to ensure a regular pattern is maintained. We expect all children on roll and of compulsory school age to attend every day, when the school is in session as long as they are fit and healthy enough to do so. Those children in Nursery who are not of compulsory school age are encouraged to attend school full time. We do all we can to encourage the children to attend, and to put in place appropriate procedures to support this. We believe that the most important factor in promoting good attendance is development of positive attitudes towards school and learning.
Poor attendance can seriously affect each child’s:-
* attainment in school
* relationships with other children and their ability to form lasting friendships
* confidence to attempt new work and work alongside others
Each child’s attendance can be summarised as:
Excellent – Well done! This will help all aspects of their progress and life in school. This will give them a good start in life and supports a positive work ethic.
95 - 96%
Average – Well done, strive to build on this.
Poor – Absence is now affecting attainment and progress at school. Please work with the
school urgently to improve the situation.
Unacceptable – Absence IS causing SERIOUS CONCERN. It IS affecting attainment and
progress and is disrupting your child’s learning. We will work with you and the Education
Welfare Officer [EWO] to improve your child’s attendance.
Permitting absence from school without a good reason is an offence by the parent. Only
the school can ‘authorise’ absence. The school will not assess all reasons as ‘valid’.
Non-attendance is an important issue that is treated seriously. However each case is different and the school acknowledges that no one standard response will be appropriate in every case. Consideration is given to all factors affecting attendance before deciding what intervention strategies to apply.
a) In every case, early intervention is essential to prevent the problem from worsening. It is essential that parents keep the school fully informed of any matters that may affect their child’s attendance; they are reminded of this duty in the school prospectus.
b) Prior to the engagement of the EWO, the school may issue letters to parents clearly defining the concerns within school regarding a pupils’ absence. It is hoped that a quick response and change in levels of absence will prevent the need for EWO involvement.
* Operational management of the policy.
* Consider requests for authorised absence. Give approval in advance in appropriate circumstances, taking account of the child’s attendance record.
* Authorise absence after it occurs when a satisfactory explanation is accepted.
* Ensure that anti-bullying and behaviour policies are followed and ensure action is taken in response to any difficulties reported and [e.g. bullying/behaviour] which impact on attendance.
* Complete HT witness statements on pupil absence for court use.
* Oversee day to day attendance where there is cause for concern, working closely with parents and children to improve poor attendance..
* Monitor pupil attendance monthly and take action according to this policy.
* Analyse trends in attendance data to identify appropriate action.
* Investigate reasons for absence exploring any underlying cause either at home or in school.
* Liaise with the Education Welfare Officer and make referrals as necessary.
* Work with the EWO towards improved patterns of attendance for referred pupils identifying the course of action that should be taken.
* Make referrals to other agencies where appropriate.
* Work with Class Teachers to agree and implement strategies to reengage pupils with emerging attendance problems.
* Work with the class teacher to plan reintegration for pupils who have been absent for a period.
* With the Secretary, compile and update standard letters re: % attendance , notification of reasons for absence and lateness and send to parents when necessary.
* Prepare and deliver stimulating and enjoyable learning for all children.
* Registration of pupils at the start of morning and afternoon sessions.
* Alert the Head Teacher of any children who demonstrate an unsettled pattern of attendance or whose attendance pattern changes.
* Ensure all absence notes are passed to the secretary via the class register folder.
* Work with the Head Teacher to agree and implement strategies to re-engage pupils with emerging attendance problems.
* Print weekly registers.
* Make calls to parents when first day of absence contact has not been made by parents.
* Accurately record attendance data daily using agreed codes.
* Ensure reasons for absences are accurately recorded.
* Prepare standard letters requesting reasons for absence when this is unexplained.
* Prepare letters to inform parents when a child’s attendance is giving cause for concern and is thus being monitored.
* Collect absence notes and record reasons for absence.
* Provide attendance reports when requested and ensure attendance returns are accurately inputted.
* Ensure their child attends daily and on time.
* Keep the school fully informed on all matters that might affect attendance and their child in school.
* Telephone school on the first day of any absence to inform school of the reason.
* If attendance becomes a problem – work with the school to improve matters.
* Give serious consideration to whether it is appropriate or necessary to request term time absence.
* Make application for any term time leave of absence prior to proposed dates.
Education Welfare Officer
* Work closely with school and families to resolve attendance issues.
* Visit school for meetings at agreed times.
* Identify, with school, cases of unauthorised absence which necessitate action and advise on responses.
* Provide written reports to school in the form of consultation sheets.
* Complete regular register checks.
On receipt of a written referral, take appropriate action, which may include:
* advice on strategies to improve attendance
* assessment home visits
* action planning
* agreed time-limited intervention
* attendance at school meetings
* written record of work undertaken
* verbal feedback where appropriate
* written response to referral within 10 days
* liaise with other agencies
* onward referral to other agencies
* liaison with other Local Authority departments
* preparation of cases for prosecution including sending warning letters
* preparing Witness Statements for Magistrates Court
It is the responsibility of the governors to monitor overall attendance. The Governing Body also has the responsibility for Attendance Policy, and for seeing that it is carried out. The Governors will therefore examine closely the information provided to them, and seek to ensure that the school’s attendance figures remain high.
Arrival and Registration
All children should be in the school ready to register at 8.55 a.m. each day although children are entitled to enter the classroom from 8.45 a.m. when doors open. The register is taken twice a day. A day counts as 2 attendances. Morning registration ends at 9.15 a.m. If a child arrives after the registration period, he / she must report to the school office and will be marked in as’ Late’. Arrival after 9.30am is recorded as an unauthorised late mark.
Throughout this policy the term ‘parent’ represents one parent, both parents, or carer with whom the child resides.
Parents are informed of their responsibility to ensure their children attend regularly, in the school prospectus. Punctuality is also stressed, as lateness impacts on learning not only for the individual, but the class as a whole.
Attendance is discussed with each parent at consultation evenings if the child’s attendance is of concern to the school.
Parents have a legal obligation to ensure their children receive a full time education. This is achieved by regular attendance at school.
Illness and Medical Appointments
When a child is unwell, parents should contact the school before 9.15am on the first day of absence informing the school of the reason for absence.
When a child is absent, the class teacher will record the absence in the register. As part of our Safeguarding Procedures, the school office will endeavour to contact the parent or carer and other emergency contacts if no message has been received regarding the reason for the absence to check on the safety of the child.
a) Every effort should be made to arrange medical appointments outside school hours.
b) If it is necessary for a child to be out of school for this reason, the child should be returned to school directly after the appointment.
c) If your child is absent due to vomiting or diarrhoea then they should not return to school for the next 48 hours after the last time that the child is sick. This is to reduce the risk of infection to other children and adults at the school.
School Responsibility – THE LAW and School Attendance
Under the Education (Pupil Registration) Regulations 1995, the governing body is responsible for making sure that two registers are kept, one for admissions and one for attendance. An admission register is the school's roll. It must give details of every pupil currently on roll at the school including their full name, date of birth and the name and address of at least one parent or guardian in case of emergency.
Guidance on how to classify absence is contained in the Annex 4.i Registration practices and codes of the National Assembly for Wales Circular No. 47/2006, 'Inclusion and Pupil Support' (November 2006). Available from the WAG Website.
New regulations came into force in Wales on 1 February 2006 which made amendments to a previous set of regulations which set out the requirements on schools to set targets on school attendance. The Education (School Performance and Unauthorised Absence Targets) (Wales) (Amendment) Regulations 2006 were made under section 63 of the SSFA 1998 as amended by section 53 of the Education Act 2002. These amendments introduced 3 main changes:
• targets to be set on total absence rather than unauthorised absence;
• primary schools to be required to set targets on school attendance; and for
• targets to be submitted to the LA.
Under the new consolidated regulations (The Education (School Performance and Absence Targets) (Wales) Regulations 1999), governing bodies of every maintained school (other than a special school established in a hospital) will be required to set targets for the reduction of all absences of the day pupils at the school. They require the following targets for total absences to be set and submitted to the LA by no later than the 31 December in each school year:
• a final target for the next school year;
• a reviewed target for the school year next but one (to be reviewed in light of actual outcomes in the previous school year); and
• a provisional target for the school year next but two.
Regulations also place a duty on schools to publish within the annual report for every school year, the following information:
• actual absence rate in the relevant school year;
• all absence targets (as outlined above); and
• a statement setting out the extent to which the actual absence rate met the final target set for the same school year.
Data will continue to be collected on both authorised and unauthorised absences to enable schools to continue to target their action to tackle attendance issues, and to aid in early intervention.
Parents should not normally take pupils on holiday in term time. Under the Education (Pupil Registration) Regulations 1995 schools have the discretion to grant up to ten school days authorised absence for the purpose of family holidays during term time. Each request for holiday absence should be considered individually, taking into account the pupil’s age, the timing of the proposed holiday, its nature and parental wishes, the overall attendance pattern of the pupil and their stage of education and progress. Schools should use their discretion sparingly.
The Senior Leadership Team and all staff work to ensure a high level of enjoyment and commitment to learning as a means of ensuring regular attendance.
Specific responsibilities for attendance matters are identified in the appendix. The Head Teacher holds responsibility for attendance matters.
Where school attendance problems occur, the school will endeavour to work with parents in the interests of the child to achieve a resolution.
It is a statutory duty for class teachers to call and maintain accurate registers; these are legal
documents, and may be called for as evidence by the court. Class Teachers are legally responsible for marking their class attendance register twice per day at the start of each session.
The Head Teacher, not parents, authorises absence;
Absence for any reason during term time is discouraged.
Absence known to be for the following reasons would be authorised:
* Religious observance
* Attendance at medical appointments which cannot be made outside school hours
When it has become necessary to make a referral to the Education Welfare Officer [EWO], all further absences will be unauthorised pending investigation. The EWO liaises with the school regarding absences following contact with the parents.
Family Holidays/ Absence during Term Time
The Governors recognise that pupil absence during term time can seriously disrupt a pupil’s continuity of learning. Parents are therefore strongly urged to avoid booking a family holiday in term time. If a holiday is taken in term time then this will an unauthorised absence.
When application is made for authorised absence during term time, the Head Teacher gives
* The age of the child
*The nature of the proposed absence
* The timing of the proposed absence
* The attendance pattern in the present and previous academic years.
* The child’s progress
Examples of what may constitute exceptional circumstances:
* To have a short absence to attend a family wedding, or a special family celebration (e.g. an 80th birthday of a grandparent); or to attend a special family reunion; or to attend a special
religious/cultural festival, may constitute an exceptional circumstance.
* If a parent, due to the nature of their work, cannot possibly take time off during the regular school holidays, then this might constitute an exceptional circumstance. Factors indicated above will still be taken in to account.
To have a week’s winter or summer holiday in school time, because the cost is cheaper during term time, does not constitute an exceptional circumstance.
When an absence is authorised, parents will be provided with written evidence which can be
presented in the event of being stopped as part of a truancy sweep.
Every half-day absence has to be classified by the school (not by the parents) as either
AUTHORISED or UNAUTHORISED. This is why information about the cause of each absence is always required, preferably in writing or by telephone.
An absence is classified as authorised when a child has been away from school for a legitimate reason and the school has received notification from a parent or guardian. For example, if a child has been unwell and the parent writes a note or telephones the school to explain the absence. Only the school can make an absence authorised.
An absence is classified as unauthorised when a child is away from school without the permission of the Head Teacher.
Unauthorised absences are those, which the school does not consider reasonable and for which no authorisation has been given. This includes:
Parents keeping children off school unnecessarily.
Truancy before or during the school day.
Absences that have never been properly explained.
Where positive impact is required, all staff in contact with the child must take extra care to welcome the child each morning, praise punctual attendance and acknowledge the effort the child has made. It is also appropriate to recognise the effort the parent has made to secure the child’s attendance.
For guidance on attendance see the Welsh Assembly document ‘Young Wales’. http://wales.gov.uk/docs/dcells/publications/110308section3en.pdf
This policy will be reviewed every three years. Date of next review is January 2017
Additional Learning Needs Policy
(including More Able)
This school values the abilities and achievements of all its pupils. We are committed to discovering and providing the best learning conditions for each pupil, promoting development in understanding and social maturity alongside their peers wherever possible.
This policy outlines the purpose, nature and management of additional learning needs provision at our school.
The school aims to provide a policy that identifies individual needs and offers a support structure to manage the individual provision, which meets learning, emotional, social and curriculum needs.
Through this policy we aim to:
* Enable all children to have the opportunity to achieve their potential
* Offer children opportunities to be responsible for their own learning
* Ensure that we challenge and extend the children through the tasks that we set
* Encourage children to think and work independently
Entitlement and statutory requirements
The school takes into consideration the following documents:
*The legal requirements of the Special Needs and Disability Act 2001
*The Special Educational Needs Code of Practice for Wales
*Criteria guidelines for the placement of pupils on the code of practice from School Action to a statement
*Powys County Council information and training on Additional Learning Needs
Within the national curriculum framework all children are entitled to a broad and balanced, relevant and differentiated curriculum.
At Carreghofa, children with Additional Learning Needs will have equal consideration with their peers and will have access to a broad and balanced education, meeting wherever possible, the requirements of the national curriculum.
Role of the Additional Learning Needs Co-ordinator
The teacher responsible for Additional Learning Needs is Claire Pritchard
The role of the Additional Learning Needs Co-ordinator:
*Overseeing the day to day operation of the school’s ALN Policy
*Coordinating provision for the children with ALN
*Liaising with and advising fellow teachers
*Managing Learning Support Assistants
*Overseeing safeguarding of children with ALN
*Liaising with parents of children with ALN
*Contributing to the in-service training of staff
*Liaising with external agencies including LEA support and educational psychology services, Health services and voluntary bodies
* Ensuring that all pupils are identified and tracked
* Monitoring teacher’s planning to ensure that suitable tasks and activities are being undertaken
* Monitoring the progress of all ALN children
Duties of the Governing Body
Governor responsible for ALN: Helen Owen
The governing body of the school should, in co-operation with the Headteacher:
*determine the school’s general policy and approach to provision for children with ALN
*establish the appropriate staffing and funding arrangements
*maintain a general oversight of the school’s work
* monitor impact of the policy
* Analyse ALN data.
The governing body must report to parents annually on the school’s policy on ALN
These are legal requirements of section 317, Educational Act 2002.
The Nature of Additional Learning Needs
Our school recognises that most children will have an additional learning need at some time in their school life. Our main aim is that we help these children to maximise their potential.
We also aim to create a positive atmosphere of acceptance and encouragement, one that respects achievement and shows sensitivity to individual needs.
A child is deemed to have such needs if he/she:
*has a significantly greater need in learning than the majority of children of the same age either ALN or MAT
*has a disability, which prevents or hinders him/her accessing the usual educational provision
*has difficulties of a temporary nature and will be given support as long as required. Regular monitoring will ensure appropriate provision
*has emotional, medical and/or behavioural difficulties which prevent him/her from participating in normal school life or affects the effective learning of his/her peers.
*Safeguarding. When appropriate, measures will be taken to ensure the safeguarding of children with Additional Learning Needs, pupils and adults in the school. See Safeguarding children working together under the Childrens Act 2004. WAG 2006.
Carreghofa School welcomes and encourages multi-agency co-operation with colleagues from Educational Psychology, Speech and Language Therapy, Physiotherapy services and others.
More Able Pupils
At Carreghofa we aim to provide learning opportunities that are appropriate to the needs and abilities of all our children. We plan our teaching and learning in such a way that we enable each child to reach the highest level of personal achievement.
This policy helps us to ensure that we recognise and support the needs of those children in our school who have been identified as having a particular ability. It should be read in conjunction with our Teaching and Learning Policy.
‘Gifted(&talented)’ refers to ‘a child who in any aspect of human potential or achievement is far more advanced beyond what would be expected of a child of that chronological age’. (George, 1992)
More Able: A child working at a level higher than the expected average of their peers.
Admission arrangements for the pupils with ALN (but without a statement) are the same as for other pupils. Children with statements who would benefit from mainstream education will be admitted to Carreghofa if the LEA is willing to provide appropriate support. The school is fully wheelchair accessible.
The identification and monitoring of the more able and ALN child begins when the child joins our school. As the children progress through the school, we assess them on a day to day basis as well as periodically using formal assessment to ensure they are making the progress we would expect. Once a child has been identified as ALN or MAT then an IEP programme will be put in place and any interventions that are available
The school has in place a pupil register which places every child in the school so that their movement between stages can be tracked. There are 2 registers, one for English and one for Maths. The English register also identifies particular talents eg PE. The register is split into:
Gifted & Talented: ALNCo and class teacher identify children working at a considerably higher level than their peers. This could be in English or maths or through a talent such as music or art. (IEP/GEP)
More Able: Following assessments, class teachers identify children that are working at a higher than average level to their peers (detailed differentiation on planning)
On Target: These children are working at the expected level for their age. (detailed differentiation on planning)
Basic Skills: Class teacher identifies concerns, records findings and tries alternative strategies. ALNCO is informed and in-school monitoring takes place. Parents are informed by class teacher. These children will be targeted for intervention support. (Specific targets set linked to intervention programmes, if no intervention IEP to be written)
School Action: Class teacher in conjunction with ALNCO develops an individual education plan and involves the child’s parents in what they are doing. In addition to class teacher strategies, support may be offered in class or on a withdrawal basis by classroom support assistants. (IEP)
School Action Plus: The ALNCO and class teacher continue to develop IEPs and seek to involve outside agencies and/or Educational Psychologist for specialist support. This may be done via consultation meetings or referrals. (IEP)
Statement: Statement of Special Educational Needs (IEP)
Movement from one stage to the next depends on the success of the first step. Children may remain on a stage if no further provision is deemed necessary at their review.
IEP’s are constantly monitored and adapted/revised termly or sooner if necessary. At least 2 IEP’s a year are written for children on SA, SA + or Statement. BS & G&T children will either have an IEP or a GEP (Group individual educational plan)
Children are encouraged to be involved in the setting up of their IEP targets where appropriate.
It is the policy of the school to provide as complete an integration as possible for all children with ALN.
In making assessments, teachers should strive to avoid any bias according to a child’s gender, race or social background. (see Race Equality Policy and Equal Opportunities Policy).
Assessment and Recording
Our Policy focuses on seeking information which leads directly to action.
Assessment is based on an appreciation of the progress against the National Curriculum, Foundation Phase Curriculum or sequence of skills.
Standardised tests, recognised by the LEA are used to back up these assessments.
The policy implements an early response approach to ensure each child can reach their potential.
Teacher assessment is an integral part of the teaching process.
Strategies for behaviour modification include the use of praise and approval, establishing clear rules, shaping behaviour by rewarding good on task behaviour. This is linked to the school’s Behaviour Policy.
All information regarding an individual child will be regarded as confidential and will be shared only with those who have direct professional relationship with the child. The request for confidentiality made by parents will be respected at all times.
In line with the Children’s Act 2004, all records held on an individual child will be available for inspection by the parents of the child. Parents are informed/consulted regularly of progression.
IEPs are kept centrally with the teacher and ALNCO. IEPs are kept secure at all times. Parents are asked to sign a copy of each IEP and kept informed of progress/new targets. Teachers need to keep a copy of IEP’s and GEP’s but also to give a copy to ALNCO once written. Each IEP should be regularly reviewed and an annotate copy also sent to the ALNCO.
Records are passed from one teacher to the next.
Liaison between pre-school children and their parents is undertaken by the Foundation Phase staff. FP staff meet with KS2 staff to discuss through children’s assessments and strategies used. Liaison between secondary schools takes place and current IEPs and records are passed on. Head of Year 7 and Carreghofa’s Year 6 teachers liaise. ALNCO from secondary school is invited to Year 5 and Year 6 annual reviews.
For children who change schools other than at the end of Year 6, all records are sent to the receiving school with liaison between schools where appropriate.
Inset requirements for staff in relation to ALN are considered at the beginning of each academic year as and when appropriate.
ALNCO and staff attend LEA course where appropriate.
Budget and Resources
The school’s ALN budget is dealt with by the Head Teacher. The LEA funds children on School Action and School Action Plus. This is included within the school budget. A devolved lump sum for the school to use to benefit individual children can be requested if limited progress is being made. Alterations to the building are funded by County.
The range of provision to be found at Carreghofa is as follows:
*full time education in a class with any necessary help and support
*education in class with periods of withdrawal with support staff; individually or as a group.
Other resources for children with ALN including teacher time and appropriate teaching materials are provided via the school budget.
The school should inform parents at any stage of the ALN register and keep them fully informed of their child’s progress.
Parents should be involved with the school based response and understand the purpose of any intervention and programme put in place.
Parents of children with ALN are welcome to make appointments to see the class teacher and ALNCO to discuss progress/concerns.
Parents also have a responsibility to communicate effectively with school and professionals to support their children’s education and alert them to any concerns they have about their child’s learning provision. We are required to meet the needs of all children so following discussion with parents, an application for additional support will be requested if staff feel it is appropriate, results meet ALN criteria or behaviour is poor.
If parents refuse this process it can in extreme cases lead to a child’s exclusion. County will need to be informed. A letter refusing this help will also need to be signed by the parents every half term so that we have evidence to show support has been offered.
Teaching and Learning Strategies
We recognise that there are a wide variety of strategies to meet the needs of the more able and ALN child. The main way is through differentiation. For more able children, differentiated tasks and carefully planned enrichment tasks are provided within normal classroom activities. All children should be provided with an educational experience that will challenge them and stimulate their development.
Our weekly planning identifies specific activities for the more able and ALN child where necessary. Where resources allow, teaching assistants may be used with small group activities or in some instances, one to one time. Children will be encouraged to participate in extra curricular activities and out of school clubs to extend their abilities and skills.
Criteria for Success
The ALN policy will be evaluated by considering:
*the effectiveness of the system for identifying and assessing needs and the provision made for these pupils
*the arrangements for monitoring and record keeping
*the use of external and support services
*Data analyse with a focus on ALN and MAT pupils
The complaints procedure for Additional Learning Needs provision within the school is the same as the general complaints procedure.
This policy was reviewed in November 2013 in accordance with the code of practice. The Governing Body Curriculum Committee will review this policy in November 2014. Any suggested amendments will be presented to the governing body for discussion at the following meeting.
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Carreghofa Primary School
Sex and Relationship Education Policy
At Carreghofa primary school we are committed to the teaching of Sex and Relationship Education. We believe that it is important that our school provides support for all our pupils’ on-going physical and emotional development. We will strive to encourage our pupils to make informed moral considerations and to promote the value of family life.
POLICY FORMATION AND CONSULTATION PROCESS
The Welsh Assembly now recommends that all Primary Schools have a graduated Sex and Relationship Education programme appropriate to the age, physical and emotional maturity of the children as outlined in the PSE Framework.
Sex and Relationships Education at Carreghofa Primary School will be delivered within the overall framework for Personal and Social Education and the statutory requirements of the Programmes of Study for Science. The programme for delivering Sex and Relationships Education will take into account the new National Assembly ‘Sex and Relationships Guidance for Schools which has replaced the Welsh Office Circular 5/94.
OUR AIMS AND OBJECTIVES
Sex and Relationships Education is the lifelong learning about physical, moral and emotional development. It is about the understanding of marriage for family life, stable and loving relationships, respect, love and care; and successful relationships within friendship groups and the wider community.
It should enable pupils to develop attitudes, values and skills which can influence the way they behave.
It is not about the promotion of sexual orientation or sexual activity.
The aims and objectives of sex and relationships education are; -
* To help and support our pupils through their physical, emotional, moral and spiritual development.
* To build on children’s existing knowledge and experience of their body, relationships, responsibilities and the world around them.
* To develop good communication and other interpersonal skills, awareness of and respect of their own feelings and the feelings of others in order to keep oneself and others safe.
* To help our pupils develop the skills and understanding they need to live confident, healthy and independent lives.
The school has as Equal Opportunities Policy which strives to include all pupils, irrespective of their gender, family background, race, culture, religion, language or disability. It is important to be culturally and religiously sensitive and inclusive of all pupils
ORGANISATION AND DELIVERY
Sex and Relationships Education at Carreghofa will be delivered as an intrinsic element of the Personal and Social Education framework with certain elements being covered as part of the statutory requirements of the Science in the National Curriculum Programmes of Study. (see appendix)
In this way it can be ensured that our pupils:
* Receive their sex education in the wider context of relationships.
* Are prepared for the opportunities, responsibilities and experiences of adult life.
The P.S.E. framework at Foundation Phase and Key Stages 2 is developed through specific recommendations for learning outcomes in terms of Knowledge and Understanding for each aspect. In addition the P.S.E. framework also outlines attitudes, values and skills which should be developed within P.S.E. (See the PSE long term plan)
At Carreghofa, we have a graduated age appropriate teaching and learning programme of Sex and Relationships Education, (see appendix) which takes into account the physical, emotional and developmental differences of our pupils.
At Carreghofa Primary School, class teachers are responsible for the delivery of Sex and Relationships Education. Personal beliefs and attitudes of teachers will not influence the teaching of Sex and Relationships Education. All teaching will be done within the age appropriate framework as detailed in the scheme of work. (see appendix)
THE ROLE OF THE CO-ORDINATOR
The main function of the Sex and Relationship Education co-ordinator will be to;-
* Review the Sex and Relationships Education annually and evaluate the effectiveness of this policy
* Liaise with the curriculum co-ordinator for science, so that statutory requirements are met.
* Keep up to date with developments and attend any relevant In-service training.
* Liaise with secondary schools to ensure continuity from Key Stage 2 to Key Stage 3.
* Foster a sound relationship with specialist support service organisations.
* Ensure that all aspects of the teaching programme are sensitive to the needs of all pupils.
* Ensure that parents are given the opportunity to review teaching resources on an annual basis.
WORKING WITH PARENTS
A small cohort of parents, teachers and governors were directly involved in the reviewing and selection of Sex and Relationship Education resources at Carreghofa Primary School and at this stage all parents were given the opportunity to view the resources purchased. Further to this, in the school prospectus parents will be informed of their right to view any resources to be used in conjunction with the teaching of Sex and Relationship Education.
Parents have the right to withdraw their child from Sex and Relationships Education lessons. If a parent wishes to exercise this right, then the school must be informed in writing. However, it is not necessary for the parent to state the reason for withdrawal. Parents will be informed of this in the school prospectus.
Where aspects of sex and relationships education appear in the National Curriculum Science, parents cannot withdraw their child.
The School sees Sex and Relationships Education as a shared responsibility and will seek to keep parents informed of this policy and programme of study.
DISSEMINATION OF THE POLICY.
Copies of this school policy will be given to all teachers and governors, it will be on the school website and a copy will be available at the school for parents to view.
POLICY MONITORING AND EVALUATION
The Head Teacher and P.S.E. co-ordinator will monitor implementation of this policy. The policy will be reviewed as per the rolling programme for policy review detailed in the School Improvement Plan.
This policy should be viewed in conjunction with policies for:
Personal and Social Education (PSE)
Teaching and Learning
Member of Staff Responsible: Mrs Van Lill
Governor Responsible: Al Graham
Our teaching and learning policy, aims to ensure that the children at Carreghofa are provided with high quality learning experiences that lead to a consistently high level of pupil achievement and well-being.
“Happy together, reaching high!”
Our Vision Statement: Our shared vision includes attaining the highest possible outcomes for all our children, where inclusion of all learners is a central goal. We seek to provide all our learners with the best possible start to life. Children will thrive in an enthusiastic, secure and happy atmosphere where high standards of behaviour, social manners and achievement are paramount. We will work to ensure that all our children leave school confident and with a positive attitude for learning. We will maintain a broad and balanced curriculum which we enrich at every opportunity.
Our aim at Carreghofa is for our learners to develop:
* Self-confidence (Wonderful me)
We are aware these are difficult words for the younger children but through values assemblies we will help children to develop a good understanding of them.
We aim for our learners to be:
* Happy and Healthy
* Caring and Respectful
* Independent and Co-operative
* Motivated and Challenged
* Successful and Confident
* Understanding of the world in which they live
For effective teaching and learning to take place we will:
* Plan and prepare all learning opportunities carefully
* Develop the core skills of Language, Number (See below LNF), ICT and Thinking through varied learning opportunities.
* Share the learning objective with the children at an appropriate level (WALT)
* Make a clear link between previous and future learning
* Have a clear outcome to be achieved at the end of the lesson (WILF)
* Ensure appropriate challenge for all children
* Be appropriately and readily resourced
* Engage children through good questioning
* Have good pace
* Be enthusiastic and make learning fun and inspiring
* Ensure all pupils participate fully in learning activities
* Ensure excellent behaviour management
* Provide opportunities for independent learning
* Ensure careful monitoring takes place throughout the lesson to ensure understanding and progress
* Ensure children know what they have done well and what they need to do next through effective feedback and target setting
* Build positive relationships and provide good role models.
* Establish and maintain effective learning environments where all learners feel safe, secure and confident.
* Clearly structured lessons or sequences of work so that all learners understand and meet the intended learning objectives.
* Build on the varying experiences, achievements and interests of learners to help them make progress.
* Personalise learning in order to address individual needs
* Manage the physical learning environment safely and effectively.
* Use appropriate teaching strategies to ensure positive behaviour, promote the well-being of children to ensure good progress and outcomes for all learners.
* Ensure smooth transition arrangements to support a child’s learning and personal development.
At Carreghofa we have re-organised our curriculum to meet the needs of the Foundation Phase and Revised Curriculum at Key Stage 2. We have combined subjects into topics which last for at least half a term. These are organised on a four year rolling programme. The focus is predominantly on skills. During each topic there is a special focus or event to enhance the learning experience.
At Carreghofa we use a range of monitoring and assessment strategies, to evaluate learners’ progress towards planned learning objectives, and use this information to improve their own planning and teaching. There is a clear distinction between assessment of learning (for the purpose of grading, measuring progress and reporting) and assessment for learning.
Assessment for learning
For ongoing formative assessment it is necessary to focus on the learner’s achievements and the ways in which they can move forward. At the start of each term we spend time with individual children discussing their strengths and identifying target areas for improvement. We ensure that lessons have clear learning objectives and success criteria. Progressively throughout school we develop children’s ability to self assess and assess their peers, providing constructive feedback which enables further learning to take place.
Target setting - It is important that children know what they need to work on in order to improve. Each child is given an opportunity to review their personal target at least once a week.
In Foundation Phase children are told their wish during or near the end of the lesson and are given opportunity to practise their wish as soon as possible. Children also have a further individual target that is reviewed on a weekly basis and forms part of a class display.
In Key Stage two, wishes (or ‘personal targets’) for Numeracy and Literacy are given at the beginning of the week in writing. The children are made aware of the wish and are given opportunity to practise their wish during the week, either as a discrete activity or through their usual work. The progress towards the wishes is reviewed at the end of the week (class 3) or at the start of the following week. (class 4)
Assessment of learning
See appendix for details of what and when.
In order to “provide all our learners with the best possible start to life,”- vision statement, we believe that an emphasis must be placed on skills development with literacy and numeracy linked to all other curriculum areas to show relevance and develop these skills further.
The introduction of the statutory Literacy and Numeracy Framework in September 2013 ensures that a greater emphasis is placed on the skills development of these areas.
We have in place medium term planning that ensures all the skills from the LNF are embedded into our curriculum areas. This planning, as well as teacher’s approach towards teaching the L.N.F. is consistent through the school. As with all other objectives, L.N.F. objectives are differentiated to each child’s ability. The school has decided to refrain from teaching L.N.F. objectives in literacy and numeracy lessons unless there is a very clear opportunity for the teaching of a particular skill.
The children’s awareness of our teaching of the L.N.F. increases as they move through school. Foundation Phase teachers include LNF objectives in their WILF. The children assess themselves against the LNF objective but are not aware that the objective is from the LNF.
In class 3, the children are told orally what the L.N.F. objective(s) is for the lesson. The objective is included in the WILF for that lesson.
In class 4, the children are expected to write the L.N.F. objective along with their T.L. The objective is included in the S.C. for the lesson.
We have identified assessment opportunities and reporting methods through the year and will report to parents on how children are developing the necessary skills in the annual report to parents.
Mrs Dawn Jones is the LNF lead practitioner in the school and is there to support and advise on the implementation.
We believe that it is important that children develop skills so they are able to access the desired knowledge, so we work hard to build thinking skills and ICT skills into our planning as often as possible.
Curriculum Cymreig is an integral part of our daily teaching and learning. We strive to promote Welsh culture and ethos through as many areas and activities as possible. Curriculum Cymreig is included in every topic plan and is identified in long term plans.
In addition to classroom based Cymreig, Prynhawn Cymreig is held each half term supported by Welsh speaking volunteers from the local community. Activities during the afternoon have a Welsh focus such as using a Welsh story in drama or cooking traditional Welsh dishes. All staff ensure that there are bilingual notices around school and in the classrooms.
In order to succeed and be happy, a person must have self-esteem, confidence and the ability to take responsibility. Relationships within school play a big part in this. At Carreghofa we promote positive relationships by:
* Ensuring everyone feels valued and cared for.
* Using language in a constructive and respectful manner.
* Using behaviour management approaches which focus on the positive with the emphasis on rewarding good behaviour.
* Providing as many opportunities as possible to succeed and celebrate success
* Providing role models for the attitudes and values we wish to see developed.
* Being a central part of the community
At Carreghofa, we take pride in the fact that almost all children demonstrate positive attitudes towards school and are self-disciplined. The following systems are in place to help promote appropriate behaviour throughout the school.
Our first approach will be to look for positive behaviours from the child in question or others around them. We have many strategies in place that praise good behaviour – positive praise, good work assembly, values assembly, stickers, rainbow, golden time, wow work in heads office, seeing head or other teachers.
The vast majority of children follow the school and class rules without any problem. Children who choose to break the rules must know that sanctions will be imposed. All children are aware of the school rules and the consequences of breaking them.
To ensure continuity throughout the school we use the following system to respond to inappropriate behaviour.
- Show disappointment by use of body language/expression.
- Be positive and point out the desired behaviour to the child – e.g. If a child is annoying children at another table “It’s time to get on with your learning. Do you need some help?”
- A quiet verbal warning with subsequent consequences – e.g. “This behaviour needs to stop now or you will need to take some time out.” (Raincloud for FP children)
- Time out. This will be in a separate part of the class with the sand timer (if required in FP)
- Choice. Children are reminded that behaviour this is their choice and are offered the chance to rejoin the class in the appropriate way.
- Time out in another room. Children are sent to another teacher and will explain why they have been sent. Children must be accompanied.
*This is a progressive scale but in some circumstances steps maybe skipped. This is at the teachers discretion.
If a child is sent out more than twice during one week then the head teacher will be informed. They will then, if they feel it is appropriate, contact the parents and discuss the issue with them. The head teacher and parents will then decide what course of action is required to promote positive behaviours in the child, decide a timescale for improvement and what further sanctions may also be enforced.
If the inappropriate behaviour then exclusion will be considered – please see exclusion policy.
See separate behaviour and anti-bullying policy for more details. Any problems/issues with this procedure please see the complaints policy.
Children at Carreghofa Primary School have an entitlement to access all activities offered regardless of ability, race, culture and religious background, gender, sexuality or specific need. All pupils are valued equally.
See Equal Opportunities Policy for further details.
Additional Learning Needs
At Carreghofa, we believe that all children should have access to the curriculum in order to achieve their full potential. The implementation of learning support where needed, is a high priority throughout school. We aim to support children with learning needs through small group work, one to one activities and differentiated tasks. Children who require additional learning support for BS, SA, SA+, Statement or G&T are closely monitored through continuous formative assessment, referring to short term personal targets. Their progress is more formally measured through testing twice a year. Each child on SA, SA+ or a statement has an IEP which is reviewed and updated regularly by the class teacher in partnership with the Learning Support assistant, the child and his/her parents.
Some children receive one to one adult support for at least part of the school day for specific learning or behavioural difficulties.
See ALN Policy for further details.
The role of the Governors
Our governors determine, support, monitor and review the school policies on teaching and learning. In particular they:
*Support the use of appropriate teaching strategies by allocating resources effectively
*Ensure that the school buildings and premises are best used to support successful teaching and learning
*Monitor teaching strategies in the light of health and safety regulations
*Monitor how effective teaching and learning strategies are in terms of raising pupil attainment
*Ensure that staff development and performance management policies promote good quality teaching
*Monitor the effectiveness of the school’s teaching and learning policy through the school self-evaluation process. This includes monitoring reports and head’s report to governors.
The role of Parents
We believe that parents have a fundamental role to play in helping children to learn. We do all we can to inform parents about what and how their children are learning by:
*Holding family workshops every year
*Displaying information during parents evening in regards to reading, writing and numeracy
*Sending out topic newsletters that include a ‘how you can help at home’ section
*Sending out annual reports explaining the progress made
*Having weekly after school clubs for all children
We believe that parents have the responsibility to support their children and the school in implementing school policies.
We would like parents to:
*Ensure that their child has the best possible attendance record
*Ensure that their child is equipped for the school with the correct uniform, home school record and PE kit.
*Do their best to keep their child healthy and fit to attend school
*Promote a positive attitude towards school and learning in general
*Fulfil the requirements set out in the home/school agreement
Home school Agreement
The school council have used this policy while reviewing the home school agreement. Please see this for the role of the pupil within this policy.
This policy was reviewed by staff in September 2014. It is to be reviewed annually so will be reviewed again in September 2015
Teaching Guidance for Key stage 2
Teaching in the Foundation Phase
School Council:___________________________________ Date:_____________________
Key Stage 2 Teaching Guidance
Teaching in KS2 should build on the progress children have made in the Foundation Phase and should continue with a similar approach to learning. In all areas of the curriculum, children’s prior knowledge should be assessed and they should be involved in deciding upon specific questions and areas to investigate. Where possible teaching should embrace an enquiry approach and focus on the development of children’s skills. It is important for children to be actively involved in their own learning; identifying how to improve and enabling increased independence as they progress through the key stage.
Learning intentions should be shared at the beginning of the lesson. This should be in the form of “Today’s Learning” (TL) in Class 4 and WALT in Class 3 and displayed clearly. Children should write the TL/WALT as a title on their work. Where possible children should be given or develop success criteria(SC) for the task (WILF). This will then lead to self-assessment, peer assessment and teacher assessment. There will often be a further LNF – TL in addition to the TL/WALT to ensure the LNF learning intention is explicit.
* Opportunities to develop children’s thinking skills should be included in all lessons. This may involve thinking as individuals, sharing ideas with a partner or in groups. Teachers need to be aware of the types of questions they ask which will facilitate thinking. There are a wide range of activities and techniques which can be used to promote thinking including; Talk partners, KWL grids, think-pair-share. Activities should include opportunities for children to be involved in self and peer assessment to extend learning further. Appropriate feedback should be given to children on a regular basis in the form of 2 stars and a wish so that they are clear on what they have achieved and further areas for development.
* Units of work in literacy should include opportunities for children to articulate their ideas orally first then develop further through reading and writing. Units of work should include drama and role-play activities as well as discussion and debating techniques. Activities could in some instances be completely oral. Clear teacher modelling is essential when teaching a new ‘genre’. Sentence and word level work will be taught at an appropriate level according to children’s needs as short focussed tasks within literacy lessons.
* Children should work through the current reading scheme until they are able to read independently. Once the children have a reading age of above 9 children can be moved on to carefully selected school non-scheme books.
* Reading should be taught through guided reading sessions and where necessary the teacher should also hear children read individually.
* Children should have the opportunity to complete regular comprehension activities and tasks to develop their understanding further.
*Children should receive weekly spellings. These spellings will be based on assessment results. Children should be given opportunities to practise spelling at school and at home.
* Spellings corrected in the children’s written work should be discussed with the child as is needed.
All of the above skills are applied in conjunction with the LNF in different forms, for varied purposes across the curriculum.
* Maths teaching should incorporate a problem solving approach and where appropriate be practical (inside and outside the classroom).
* Direct teaching and opportunities to consolidate and extend learning must take place each lesson.
* Warm up activities and plenary sessions should be included as appropriate.
* “We can do it!’’ maths units should be incorporated into maths teaching for Years 3 to 6 and, in addition, CAME for Year 5 and 6
* There must be an emphasis on developing mental calculation skills. Differentiation is necessary to meet all children’s needs – We use a mental maths scheme for this.
* Number skills developed in maths lessons can be applied across the curriculum.
The teaching of the LNF will ensure that maths skills are used throughout the curriculum.
*A Multiplication Record in the home school record is kept for each child to ensure each child learns their times tables.
* Science units should provide a general knowledge base then focus on developing children’s skills through their specific areas of interest and individual enquiry relating to the topic.
* Children should be taught the elements of an investigation.
* Each topic should include a full investigation and two halves; planning and communication and development and reflection.
* Where possible children should have the opportunity to work individually on a computer equipment to develop skills and ensure that assessment of their skills can take place accurately.
* Opportunities should be given to apply ICT skills in other subject areas whenever possible.
* Continuity and progression guidance in each aspect such as spreadsheets, is provided by County.
*We follow our e-safety policy.
*Each child has a log in for RM easimaths which should be accessed at least 3 times a week.
* Teaching should provide a general knowledge base then focus on developing children’s skills through their own specific areas of interest.
* An enquiry should be included in each topic.
* Each topic should have a Welsh element/focus.
* In each topic, learning should be developed by comparing the lives of other children to our own.
* Each class should have a link with a different country enabling learners to compare and contrast an alternate lifestyle to their own.
* Children’s ideas should be collected and developed in their sketchbook or DT books.
* Teachers must teach the safe use of tools and equipment and insist on good practice. Risk assessment must be carried out where necessary.
* Children should have the opportunity to design, make and evaluate quality products.
* Skills should be demonstrated, practised and then applied. (Sketch books are used in art to develop and explore ideas).
* PE sessions should always start with a warm up and end with a cool down
* Opportunities to evaluate own and others performance should be included each lesson.
* There needs to be a balance of sport provided for the children throughout the year.
* Health related fitness should be an element of each lesson.
* Children should be well prepared with the necessary kit including a full water bottle and sun hat/woolly hat and gloves where appropriate. Long hair tied back and jewellery remove or secured.
* Health and safety is of paramount importance and children should be shown the correct procedures with appropriate behaviour reinforced.
* We follow the Powys Scheme of work for Welsh.
* An extended welsh lesson once a fortnight supported by the Athrowes bro will ensure the opportunity to develop further skills learnt for Year 6.
* Children should have the opportunity to take part in regular circle time following the ‘Six Years of Circle Time’ scheme.
* There should be systems in place in the classroom for children to offer their suggestions, share concerns or to talk about concerns. E.g. Thought box.
* Where possible PSE is delivered in other aspects of the curriculum. At times such as Sex Education it is necessary to have a stand alone unit.
* Children should have the opportunity to perform, compose and appraise music, focussing their listening on the musical elements.
* Charanga enables clear continuity and progression, with additional musical content added to link to topics (e.g. WW2) and promote Curriculum Cymreig.
The Foundation Phase
In the Foundation Phase there are 7 areas of learning:
*Personal, Social Development, Well Being and Cultural Diversity (PSWC)
This is a core subject in the foundation phase. Circle time is planned in weekly using a scheme to ensure progression. Other opportunities are used throughout the day to ensure these skills are developed particularly during amser enfys and amser snac.
*Language, Literacy and Communication
Focused lessons are carried out to develop the skills in these areas. These skills are then embedded through focused topic tasks and amser enfys activities
Focused lessons are carried out to develop the skills in these areas. These skills are then embedded through focused topic tasks and amser enfys activities. Children from Year 1 have an RM easimaths log in which should be accessed at least 3 times a week.
*Knowledge and Understanding of the world
The foundation phase runs a 4 year topic cycle. These topics have been carefully chosen to ensure that knowledge and understanding elements are covered during topic sessions. Often literacy and numeracy sessions further develop these skills as we try to make these lessons link to our topic where possible
*Welsh Language development
We use the Fflic a Fflac scheme – red and yellow in nursery and reception on a 2 year cycle and blue and green in Year 1 & 2.
We use the Play to Learn scheme for the majority of the lessons but further this by adding in games and athletic elements. The physical skill of writing is covered in this area which we enhance through finger gym, play dough activities and daily write dance sessions.
This area is covered through topic sessions. Our medium term planning ensure that progression of skills is covered. We use Charanga to teach music skills.
Religious Education and ICT are included within these areas.
These areas are all taught in the same way; the emphasis is on learning is through play and practical activities. There is a mixture of;
* Continuous play provision- areas around the classroom and outside that are available everyday to the child with a set bank of resources. The child become familiar with these areas and can develop their skills with the range of resources eg cutting in the craft area with scissors.
*Enhanced activities – This can either be items added to the area linked to the topic e.g. different coloured rice each week linked to the colours of the rainbow topic or consolidation/challenge activities that build on the learning from the previous focussed tasks e.g. scales in the maths area following focused tasks on weight. Every day the children have ‘Amser Enfys’, this is a system where the children have access to 7 planned activities linked to each of the areas of learning. They can choose their activity and move freely between them. These activities will include topic enhancements and consolidations.
*Focused tasks – These activities are teacher/teaching assistant led. Where possible they are linked to the topic. Usually they are small group sessions but can be whole class. These activities will have LNF as the starting point.
Each activity has a learning objective but the staff may observe that additional learning may be taking place. Children in nursery and reception are introduced to the term WALT and WILF. These are shared with the pupils verbally. This then moves to the reading this in class 2. WALT’s are recorded in their books.
Observing learning is the main assessment tool in the foundation phase. Time is planned for staff to be able to observe children while they are engaged in activities. Teachers and Teaching Assistant use focus task sheets to record observations in relations to the skills being developed during that week, which are used to support completing ATS.
A lot of the learning within the foundation phase takes place outside as we believe that using the outdoors enhances the children’s opportunities. We plan for focussed tasks outdoors but children also access it during child initiated activities. Outdoor amser enfys is planned for and is access by all foundation phase children.
At the beginning of every topic, children have discussion time to think about what they would like to learn over the course of the topic. These questions are displayed within the class and are referred to regularly. We believe that this gives the children ownership of their learning. Teachers carefully plan opportunities for the children to find the answers to their questions.
As a record of the topic, a topic record is produced with photographs and a record of the big picture questions, a planning file is collated including resources used and pieces of work are levelled and added to the child’s journal.
Assessment, Recording and Reporting
At Carreghofa, we believe that a clear understanding of a child’s ability is paramount in establishing a starting point for learning. Therefore ongoing assessment is vital in ensuring effective teaching and learning.
To offer all pupils an opportunity to show what they know, understand and can do.
To establish a starting point for learning.
To use assessment to set targets, help individuals make progress and improve standards.
To encourage pupils to suggest improvements for their own and others’ work through self-evaluation and peer evaluation techniques.
To provide a complete picture of pupil’s achievement and progress across a wide range of skills.
To inform parents of their child’s progress and involve them in the learning process.
To enable effective transition between classes and schools.
To inform Governors of the standards achieved throughout the school
At Carreghofa we assess on three levels
We continually encourage children to consider feedback (written or verbal) and with support, evaluate their strengths and identify areas for improvement. Regularly through the year teachers work with children to review progress and set new targets. Children on the Additional Learning Needs register at SA, SA+ or with a statement are involved in writing their Individual Education Plans (IEP’s) each term with their Class Teacher.
At the end of each academic year children review their progress and add their comments to the annual report to parents.
Informal assessment occurs daily, in the form of observation, questioning and marking of children’s work. Comments are shared with the children in the form of 2 stars and a wish, clearly highlighting what they have done well and what they need to work on.
Teachers track the development of skills across the curriculum on a continual basis recording outcomes on Assessment Tracker Sheets (ATS). Formal assessments in the core subjects are carried out at regular points throughout the academic year as indicated on the assessment calendar. National tests are carried out in May for Years 2 -6.
Pupil attainment is tracked or monitored throughout each key stage and regularly reviewed by teachers, the Leadership management team and school governors. This information is used to monitor pupil performance as well as highlighting the particular needs of each cohort.
In the Foundation Phase assessment is carried out informally on a daily basis. Records are kept on each pupil in the form of a learning journal including photographs and samples of work detailing “significant events” in a child’s learning. Other more formal assessments will include:
Baseline - On entry (awaiting formal one so currently use first input onto ATS)
Phonic assessment based on letters and sounds
SWST – Year 2
Group reading test – Year 2
National tests – Year 2
Assessment Timetable for Foundation Phase
Baseline results after week 4 using ATS
Show and tell – oracy
Piece of writing annotated and levelled
Piece of maths work annotated and levelled
ATS observations sheets completed and handed in the Wednesday before half term for K+U, CD, PD, WLD, PSD,LNF.
During Spring term – evidence gathered and moderated for Year 2
All completed in May
Group reading test
Single word spelling test
National Reading, Procedural and reading tests
Assessment Timetable for Key Stage 2
October – the week but one before half term
Recount – recent visit or activity
Oracy – Talk about an aspect of the current topic. Video. About 1 minute
CGP test Autumn term for each year group
Carry out a full investigation linked to current science topic
Reading – Use a reading assessment task from the Welsh scheme of work
Oracy – A spoken paragraph on their personal details.
Story – Any theme
Reading – Use guided reading sheets to attain a level
Y3 are screened on Lucid Cops
February – the week but one before half term
Information – Purpose – People in the village want to find out more about our topic
Oracy – Talk about an aspect of the current topic. Video. About 1 minute
Writing – Use a writing assessment task from the Welsh scheme of work
Story – Any theme
Reading - Use guided reading sheets to attain a level
Oracy – Talking about a holiday/Christmas in past tense. Express opinions
CGP test Summer term for each year group
Carry out a full investigation linked to current science topic
May – The 2 weeks before half term.
Story – Any theme
Writing - Discussion text linked to topic
Oracy – debate linked to discussion writing
Progress through English – short form
Group reading test for Reading age
Single word spelling test
National reading test
Progress through Maths
National maths test
Carry out a full investigation linked to current science topic
Oracy – Personal details
Year 6 moderation portfoilios
LNF and Foundation Subjects will be assessed using ATS throughout the term
End of Key Stage Results
At the end of each Key Stage assessment is collated, analysed and compared to families of schools and national data. Results are passed to parents, governors and the LA.
In the Foundation Phase children will be assessed in line with the Foundation Phase Outcomes. A final outcome will be achieved based upon the outcomes identified on ATS.
At KS2 teachers will give an assessment of each child in Maths, English, Science and Welsh using information on ATS.
Transfer of Assessment details
An introductory meeting with new starters is carried out. Depending on where the child attends pre-school (if any) depends on the information we receive.
Foundation Phase to KS2
End of Foundation Phase profiles
National Test results
Group reading test
Teacher assessments- ATS
(These will be discussed through with class teacher during transition meetings)
National Test Results
Progress in English
Progress in Maths
An example of a science investigation.
An example of fiction/non-fiction writing.
Teacher assessments and targets INCERTS
KS2 to KS3
See Transition policy
Reporting to parents
*2 Parents evenings a year
*End of year school report focusing on progress with links to progress directly to the LNF
*We are also available for meetings if requested by parents
Feedback & Marking
All feedback should have a clear purpose for either the child or the teacher depending on the learning objective and success criteria. (WALT/LO & WILF/SC)
Purpose of feedback
*To inform teachers’ of a child’s progress, attainment and needs for future planning.
*To provide feedback about current work
*To motivate pupils to further effort by praising current achievements and show the way forward
*If the final copy is to be displayed the teacher may add all the correct spellings if appropriate.
Types of feedback
*Ticks where work is correct, crosses or a dot where mistakes are made.
*Teachers’ comments. A constructive statement on how to improve should support a negative comment – 2* and a wish.
*Children, where appropriate, will self-assess or peer assess. The teacher will always review this feedback.
*Feedback needs to be in a form which is comprehensible and clearly able to be understood by the individual pupil i.e. a lot of verbal feedback for children who are learning to read.
*The feedback on progress should inform the next step in a pupil’s learning.
*Correcting every mistake can be very disheartening, so it is better to focus on particular aspects of the work at different times. This focus should be linked to the WALT (TL). Pupils will need to be aware of what aspects are being focussed on.
Frequency of feedback
*Where possible feedback will take place during the lesson.
*Some work will be marked before the next session however in the case of an extended piece of work it may not be marked until the completion of the project but the teacher will give feedback verbally as and when required.
Guidelines for feedback
* Praise effort
* focus on next step
*Relate to focus of the lesson, class focus or needs of the child.
*Key stage 2 children to write learning objective (WALT/LO) as a title to focus the feedback.
* Indicate verbal feedback on work with a V
The nature of homework
It should be noted that homework can be set in many different forms with many different expectations and outcomes. It is important to remember that when expecting and setting homework there are a number of points to consider:
1. The nature and type of homework changes throughout a pupils time in school
2. Amount and frequency of homework should increase as a pupil gets older
3. Homework should not cause undue stress on the pupil, family or teacher
4. It will not necessarily come in the form of a written task
5. Homework should be set regularly from Foundation phase to Key Stage 2
6. Parents should be encouraged to talk to staff about homework concerns
Reading and phonic practise every day.
Key Words on bookmark to read at home every night.
Topic suggestions on newsletter
Spelling journals once they are able to read up to bookmark 10
Topic based work as and when
Reading and phonic practise every day.
Topic based work as and when
Book reviews as needed
Topic suggestions on newsletter
Multiplication record when appropriate
Reading practise every day
Weekly maths homework
Topic homework per half term
English/Maths homework when needed to consolidate or finish a class task
Reading practise every day
Multiplication Record until completed
Maths each week
Topic project per half term
English/Maths homework when needed to consolidate or finish a class task
*RMeasimaths is available for children from year 1-6. They have an individual log in and can access from school and home to work on developing their maths skills.
Display is a celebration of individual achievement. It can also be used to initiate a topic to inspire children. Displays should not always be seen as an end product; they can be used to illustrate the development of ideas and different stages of the learning process as well as celebrating the finished item.
*For displays to celebrate children’s achievements
*For displays to provide further learning opportunities, where appropriate including targets
*For displays to be interactive where possible
*For displays to be vibrant and appealing
Criteria for success
*Displays are regularly updated
*Displays are tidy and maintained, free from clutter.
*Examples of work are included (all abilities)
*Interactive elements are included- questions/tasks
*Displays should be relevant to what the class have done/are doing
*Welsh elements are included on displays as often as possible
Remember children’s work can be displayed in other ways such as class books. This is particularly useful for extended pieces.
Each teacher is responsible for the display boards within their class and responsibility for the corridor displays will be shared out between all teachers at the start of each term.
Each child’s work must be displayed at some point through the year. No child’s work will be omitted for under achievement as long as it is their best effort.
Developing the learning environment
At Carreghofa we aim to “provide a rich, broad and balanced curriculum that inspires children through a variety of opportunities;”
* Through creating a happy, purposeful atmosphere
* Through stimulating topics
* Through interactive displays
* Through learning first hand (visits and visitors)
* Through paired and group work
* Through planning and assessment for learning opportunities
* Through creativity and drama
* Through problem solving, inquiry and real life examples
* By encouraging pupils to take care of their own and others’ property
* Through extra curricular opportunities
Checklist for what each classroom needs
Class name on door
Presentation guide displayed
School vision and values
Fire drill information
Big picture display
Resources clearly labelled and accessible
Resources available to aid learning
Class information board/area
Medical needs in the front of register
Class and school rules
Neat handwriting is an important skill that needs to be practised. Children in the foundation phase will have access to writing materials. Handwriting activities will be practical and on a large scale moving to formal writing as the child is ready.
* For all children to form letters which are clearly shaped and correctly orientated
* For KS2 children to write fluently, legibly and at reasonable speed
In each class the teacher will demonstrate, when necessary, letter formation and the process of writing. Children will then have the opportunity each week to practise their handwriting. With younger children, the teacher will work with small groups but as the children get older, handwriting may be taught to the whole class. The teacher will ensure that significant faults do not become habits.
*Correct pencil grip
*Correct formation of name
*Write dance carried out 4 sessions each week to build strength in writing muscles.
*Letter formation linked to Jolly Phonics
*A range of techniques are used to develop correct formation
*Correct formation of all letters including positioning of ascenders and descenders
*Begin to join writing using topic and high frequency words
*Handwriting practise 30mins a week
*Write dance carried out 4 sessions each week to build strength in writing muscles.
*Nelson Red when appropriate
*Fluent neat writing following Nelson 1 + 2 (red if needed)
*When consistently neat, move to pen
*30 minutes practise each week plus individual children targeted/supported
*Fluent joined writing using Nelson 3 + 4
*Target/support individual children
PEN- blue or black pen, pupils choice
Please see next sheet for Presentation guide and letter formations.
· I will write the date and WALT at the top of my work. I will underline the WALT with a ruler.
· I will not leave blank pages in my books.
I will leave a line under old work and draw a line using a ruler before I start new work.
· If I make a mistake, I will put
one neat line through it.
· I will write on the lines in my book. I will not write in the margin.
· I will use pencil in my maths book and for drawing.
· I will use a handwriting pen in books only when my teacher tells me to. I must use the same colour pen for a whole piece of work.
· I will not doodle in or on the covers of my books.
· I will try to make sure my work is neatly presented at all times.
Lower case pre-joining
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
The Four Joins
1. to letters without ascenders
2. to letters with ascenders
3. horizontal joins
4. horizontal joins to letters with ascenders