Prospectus

Admissions Policy

a) The school’s current admission arrangements adhere to the published criteria contained in the 2005/2006 East Riding of Yorkshire “Guide for Parents”.

b) Children are admitted to the school’s Foundation Unit Stage 1 the term after their third birthday. Priority is given to those children residing within the Gilberdyke catchment area. Any “spare” places are then offered outside the area on an age-ranked order.

c) Children transfer to the Foundation Unit Stage 2 (Reception) at the start of the year in which their fifth birthday falls. We have one intake per year in September.

Visiting arrangements

Parents and prospective parents are welcome to visit the school at any time to see the Headteacher, although prior appointment is advised. Interviews with members of staff are arranged by appointment at mutually convenient times.

Open evenings are held each term.

School Curriculum Matters

Overall Aims

The school aims to provide a safe, organised stimulating teaching and learning environment in which the development of each individual may take place and where we all work to improve the quality of experience.

(a) Philosophy and Aims

(i) To develop and sustain a corporate, caring community.

(ii) To provide for the continuing, all round growth of each child.

(iii) To meet the needs of each child as they are manifest, recognising that some children will have special educational needs.

(iv) To promote growth in knowledge, skills and concepts to enable life long learning.

(v) To encourage appropriate attitudes so that each child may contribute to and benefit from any community in which he/she may be. (vi) To develop and use a stimulating physical environment.

(vii) To provide, as far as possible, appropriate aids and resources including techniques.

(viii) To regularly review these aims and in the light of experience, new knowledge, understanding or circumstances be prepared to change and/or develop them. A more detailed exposition of these aims is contained within the school’s development plan.

(b) Summary of Governing Body Policy on SEN

This school provides a broad and balanced curriculum for all children. The National Curriculum is our starting point for planning that meets the specific needs of individuals and groups of children. When planning, teachers set suitable learning challenges and respond to children’s diverse learning needs. A minority of children have particular learning and assessment requirements that could create barriers to learning.

These requirements are likely to arise as a consequence of a child having special educational needs. Teachers take account of these requirements and make provision, where necessary, to support individuals or groups of children and thus enable them to participate effectively in curriculum and assessment activities.

Children may have special educational needs either throughout, or at any time during, their school career. This policy ensures that curriculum planning and assessment for children with special educational needs takes account of the type and extent of the difficulty experienced by the child.

(c) Sex Education

Will be part of the planned curriculum throughout the school and forms part of the school’s Personal and Social Development Programme. In Year 6 pupils will undertake a short course under the guidance of the school Nurse and this will include a sex education element.

(d) Teaching Time

School Sessions 8.55 a.m. - 12 noon. 1.05 p.m. - 3.30 p.m. Foundation Sessions 9.00 a.m. - 11.30 a.m. 1.00 p.m. - 3.30 p.m.

(e) School Curriculum

The school offers a typical broad-based primary curriculum. Considerable priority is given to the three core National Curriculum subjects of Mathematics, English and Science, to ensure good foundations and the highest possible standards throughout the school.

A considerable amount of teaching is done through themes based on a whole school approach to planning. This ensures a broad, balanced curriculum, encompassing the National Curriculum foundation subjects, with special attention paid to the development of skills and concepts alongside knowledge and attitudes. At all times the school aims to provide an exciting and enjoyabe experience for its pupils.

Much teaching in Maths and English is delivered on a subject basis as are some other aspects of core and foundation subjects.

In short, in line with our aims, there is no one approach to teaching styles or delivery of the curriculum. A mixture of approaches is used as is most appropriate. Besides the foundation subjects of Technology, History, Art, PE, Geography and Music, other themes are built into the school’s teaching - Personal and Social Development, equal opportunities and multi-cultural education. Religious Education is again either taught as part of an integrated approach or discretely.

(f) Complaints

Any complaints should be made to the Headteacher at the school.

(g) Documents

All curriculum documents, LEA and governing body statements, statutory instruments and circulars, etc. are available in the Headteacher’s office.

Religious Education and Collective Worship Policy

The school’s religious education follows the guidelines of the County; as this is non-denominational there is provision for all pupils. There is a daily assembly for all children, held either in the school hall or teaching areas, which is broadly Christian in character. Should any parent wish to exercise the right of withdrawal of their children, then the school will make the necessary internal arrangements.

Special Curricular Arrangements

A specialist teacher supports the school on 1 full day per week and works individually or with small groups of children with special needs.

A special workshop is available where children have the opportunity to work on a one-to-one basis with an adult helper.

Spelling workshops are organised for some children.

The school provides musical tuition under the instruction of the L.A. peripatetic music service. A range of instruments are available and lessons take place in lesson time. These lessons are charged for in line with the school policy on charging.

Advice and support is sought from outside agencies regarding both gifted children and those with specific learning difficulties.

Education Act 1981 - Special Educational Needs

(a) The name of the Governor designated to have oversight of this aspect of the school’s work is Ms J Ingram.

(b) The name of the senior member of staff who has responsibility for the school’s arrangements for identifying and meeting the special needs of pupils is Miss C Longbone.

The Organisation of Education

Children enter the school as part of the school’s Foundation stage.

The remaining classes are based on year groupings. Most subjects are taught to mixed ability classes with class, group and individual teaching as appropriate. Should it be necessary to mix some year groups then this will be done in chronological order using age as the deciding factor.

This allows for progress at different rates and for particular teachers to concentrate on producing a meaningful programme of work to encourage and stimulate children of differing ability levels. Equally the optimum use is made of teachers’ individual skills so that for subjects such as Science, PE, Music, Art and Craft and the Humanities (History and Geography) the children can experience being taught by several different teachers in addition to their class teacher. Small homework tasks are planned for most children and parents are encouraged to help. Throughout the school parents are asked to involve themselves in a home/school policy for reading.

Pastoral Care

Each class teacher has the responsibility for the pastoral care of the children in their class. The Headteacher, of course, maintains overall responsibility and is available at all times to discuss any problems which may arise.

Extra Curricular Societies and Activities

Three recorder groups provide for a range of abilities. These groups meet at dinnertime.

The school enjoys a thriving Parent, Teacher and Friends Association which organises a variety of educational, social and fund raising events.

Twice a year we have a Book Fair and various clubs which are held on a lunchtime and after school; days, periods and year groups are decided each term. The clubs are as follows: -

Art, Choir, Netball, French, Needlecraft, Poetry, Read on Club, Recorder, Sports, Times Table and Running.

Extended School - the school has a breakfast and after school club where pupils are able to pursue a range of activities under the guidance of qualified staff. Breakfast club opens 8.00 am - school starts. After school club opens after school until 6.00pm.

School Dress

The school has an agreed dress code:

Grey/black trousers or skirt White blouse or shirt

Jumper, cardigan or sweatshirt – blue as per school sweatshirts

A change of indoor shoes – light pumps are best.

P.E. Kit: white t-shirt, black shorts

Jeans and other denim clothing are not included in our list of appropriate school clothing.

Jewellery is not acceptable at school. If earrings must be worn then they should be small studs, covered or removed for P.E.

Pupil Routes

The pupils usually transfer to Howden School, although some pupils have moved to South Hunsley.

Charging for School Activities

The school accepts the policy of the Authority subject to review as and when governors now feel to be necessary. Parents would be asked to make a voluntary contribution as and when appropriate.

Rates of Authorised and Unauthorised Absence

Autumn Term 2005

a) Number of pupils of compulsory school age on the roll for at least one session - 198.

b) Percentage of half days (sessions) missed through authorised absence - 4.9%.

c) Percentage of half days (sessions) missed through unauthorised absence - 0.0%.

School Discipline

Newsletters to parents identify general school rules relating to internal discipline.

The school has a Behaviour and Discipline policy based upon positive behaviours, of which parents and pupils are aware.

Road Safety Education

Road safety is an element of planned work throughout the school from Foundation to Year Six. This is supported by a road safety course in Y4 and cycling proficiency in year 5 and 6.

Disclaimer

The information given in this leaflet was valid in the Summer Term 2006. It is possible that there could be changes affecting either the arrangements generally described in this leaflet or in any particular part of them during school year 2006 – 2007 or in the subsequent years. Parents wishing to contact the individual members of staff or governors named in this leaflet are advised to check the details with the school for any changes beforehand.

Date of Issue

Autumn 2006.