Prospectus 2015 - Sharples Primary School

Valuing diversity, promoting curiosity, celebrating creativity.
Hugh Lupus Street
Bolton BL1 8RX.
Tel. 01204 333077
Fax 01204 333078
Headteacher: Mr A W Hemmings
E-mail: office@sharples-pri.bolton.sch.uk
Website: www.sharples-pri.bolton.sch.uk
A very warm welcome to Sharples Primary School. This booklet gives you basic details about the
school, its organisation and ethos.
We are always delighted to receive visitors and hope you will come to the school to find out more
about us.
Mr A W Hemmings – Headteacher
Contents
School Contact Details
4
Introduction
4
School Vision Statement
5
History of the School
6
Awards
6
Dates of Academic Year
7
School Governors
8
School Organisation
9
Management and Organisation
9
Staffing List
10
Curriculum and Philosophy
12
Resources for Visually Impaired Pupils
18
Admission Arrangements
19
Parents as Partners – settling in routines.
20
Child Protection
23
Data Protection
23
Reporting to Parents
23
Timetable of the Day
25
School Meals
25
School Uniform
25
Absence from School
26
Holidays in Term-time
28
Out of Hours Care
29
Trips and Visits
29
Charges and Remissions Policy
29
Homework
31
Special Educational Needs
32
Behaviour and Discipline
33
Complaints Procedure
33
2
Parental Involvement
34
Health and Safety
34
Parents’ Legal Responsibilities
35
No smoking Policy
36
Home-School Agreement
36
KS1 & KS2 SAT’s Results 2010
37
Ofsted Report/Quotes
38
This prospectus last revised February 2015
3
School Contact Details
SHARPLES PRIMARY SCHOOL
HUGH LUPUS STREET
Bolton BL1 8RX
Tel. 01204 333077
Fax 01204 333078
HEADTEACHER: Alan Hemmings
CHAIR OF GOVERNORS: Mrs S Buckley
Introduction
All of the staff at our school work very hard to make lessons interesting and to help each child find their
best way of learning. As a result, our pupils are keen to learn and they feel proud of their success in all
areas of the curriculum.
We believe that Sharples is a place where pupils, parents, governors, staff and other members of our
school community work in partnership to make our outstanding school even better by providing our pupils
with the best quality education, in an atmosphere of care, respect and tolerance.
You may be reading this prospectus because you are considering Sharples as a potential school for your
child. We recognise this is an important choice for parents, so if you would like to visit us at any time to
look around school or to chat with me please telephone school to arrange a mutually convenient time.
Alan Hemmings
4
Vision
Sharples will be a happy school where everyone is inspired to achieve. Teaching will be personalized to
reflect the interests, talents, social and spiritual needs of children taking children on a journey that explores
their world and themselves. Professionals will use their skills and passions to inspire and ignite children’s
dreams irrespective of age or ability. Reading and a love of literature will be at the base of all learning,
firing imagination and aspiration. New technology will support learning as we look to develop the citizens of
the future.
Teachers’ talents will be uncovered and developed enhancing a truly creative curriculum. Learners feel
comfortable in a creative and flexible environment that allows learning to flow freely and without limitation
to the classroom or a time. Specialist teaching enhances learning for all groups of children. All children and
all adults enjoy all lessons and all learning will be valued. All children are supported and challenged to
achieve their best and everyone is encouraged to think creatively and be creative.
Sharples will be a school where children reach their potential, find new interests and talents and are happy
to come to. It will be a vital part of the community that is appreciated and respected.
June 2014
5
History of the school
The School Logo is based on the name of Hugh Lupus, a former Earl of Chester who owned this land.
Hugh Lupus d'Avranches fought with the invading Normans against the Saxons at the Battle of Hastings in
1066 and in 1071 King William the Conqueror created him Earl of Chester. He was nicknamed Lupus from
his wolf like ferocity. He died in 1101 and was buried in Chester. His attributed heraldry (a wolf's head) can
still be seen in the Tudor stained glass in the chapel at Smithills Hall in the coat of arms of Ferdinando
Stanley, Lord Strange 1572-93, later 5th Earl of Derby.
Later the land was owned by the Ashworth family who established the Ashworth’s British school in 1856.
The original schoolhouse still stands at the heart of the old village of Bank Top close by the grounds of the
present school. The school has its own playing fields and is set in a community, which is housed in a
variety of accommodation. This includes old stone and brick terraced properties and modern homes on
the adjoining estates.
Sharples Primary School draws its pupils from the surrounding areas but also from further away. Our
visually impaired children are transported from many areas of the town to receive the specialist education
we provide for blind and partially sighted pupils. Others travel some distance because their parents
believe that Sharples has something special to offer to their children.
Coat of arms of Hugh Lupus d'Avranches at Smithills Hall
6
Sharples Primary School
Academic Calendar
2014/2015
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Denotes Inset Day (School closed for pupils)
Bank Holiday (School closed)
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Awards
Sharples Primary School holds the following prestigious award:
The Quality Mark – for its work in raising standards of achievement and ensuring that there is
continuous improvement of the pupils’ basic skills throughout the school.
8
School Governors
The school governors are a committed team of individuals to whom the headteacher is
responsible to with regards to running the school
Most of the business is conducted through a committee structure. The two main committees that
meet regularly are School Improvement and Management.
List of School Governors;
Mrs. S. Buckley
Chair of Governors
Mrs. C. Kay
LEA Governor/ Vice-Chair of Governors
Mr. M Patel
Parent Governor
Ms. S. Shaw
Parent Governor
Mrs. L. Hargraves
Staff Governor
Mrs. C. Baldwin
LEA Community Governor
Councillor P Wild
LEA Governor
Mr. J. Heyes
LEA Governor
Mrs. M. Patel
Parent Governor
Mrs. E. Wood
Parent Governor
School Organisation
The School has seven classes and a nursery. Children may enter the nursery from the age of
three according to the admission criteria set down by the L.E.A. Children are admitted into the
reception class from the beginning of the autumn term after their fourth birthday.
There is a limit of 30 children in each age group.
All classes contain pupils of only one age group.
There are currently 52 nursery places. Children attend as part-time pupils, 26 in each morning or
afternoon session. There are up to 210 full-time pupils in the remainder of the school. The school
has no affiliation to any religious denomination and takes only day pupils.
Management and Organisation
The Headteacher is responsible for the day-to-day management of school. A Senior Management
Team comprising the Headteacher, Deputy Headteacher, Assistant Headteacher, and two middle
leaders meet regularly to discuss strategic matters. All teachers have a subject specialism so that
they can advise and support other teachers and improve the quality of the curriculum.
10
Staffing 2014/2015
Teaching Staff
Head Teacher
Deputy Head Teacher
Special Needs Coordinator
Nursery
Reception
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Mr. A Hemmings
Mrs. J. Samways
Mrs. A. Briggs
Miss V Hamer
Mrs. K Bradshaw
Mrs. S. Taylor
Mrs. J. Owen
Miss C. Fielding
Miss A Weston
Mr. A Lloyd
Mr. M Slater
French Teacher
Mrs. G. Flood
Teaching Support
Mrs. J. Lloyd
Mrs. A. Taylor
Mrs. L. Vause
Mrs. D. Canavan
Mrs. N. Mayat
Mrs. L. Hargraves
Mrs. B. Adams
Miss M. Hall
Ms D. Giovinazzo
Support staff
Mrs. P. Clarke
Mrs. J. Buchanan
Mr. P. Leake
Higher Level Teaching Assistant
Higher Level Teaching Assistant
Teaching Assistant
Teaching Assistant
Bilingual Teaching Assistant
Teaching Assistant
Teaching Assistant
Teaching Assistant
Teaching Assistant
Business Manager
Administrator
Site Manager
Staff from the Unit for the Visually Impaired
Mrs. F. Davies
Teacher in charge of VI
Mrs. S. Vavda-Simjee
Teacher VI
Mrs. S. Janjua
Teaching Assistant VI
Mrs. M. Patel
Teaching Assistant VI
Mrs. A. Ludlam
Teaching Assistant VI
Mrs. C. Burgum
Technical Support
11
School Meals
Mrs. S. Ramsden
Mrs. S. Valli
Mrs. T. McDonald
Mrs. A. Smith
Mrs. L. Kelly
Mrs. M. Zangaria
Mrs. S. Patel
Miss P. Warke
Cook
Kitchen Assistant
Kitchen Assistant
Senior School Meals Supervisor
School Meals Supervisor
School Meals Supervisor
School Meals Supervisor (VI)
School Meals Supervisor (VI)
12
Curriculum and Philosophy Statement
For children to be effective learners they need to enjoy coming to school and to find their
schoolwork enjoyable and interesting. They also need to feel safe and relaxed in their lessons and
in the playground.
The establishment of a good ethos in classrooms and generally around school is fundamental to
all we do. Central to this good ethos is the quality of relationships established between staff and
children and amongst the children themselves.
It is important to us is that we provide our pupils with a broad, rich and relevant curriculum; to
stimulate their enthusiasm for learning and ensure we cover all national curriculum and other
statutory requirements.
The appearance of the school environment is also particularly important to us because this
conveys visual messages to the children about the status of education and of their school.
Good planning and preparation by staff along with an awareness of children’s varying learning
styles and needs ensure that the school day is well organised with stimulating activities to promote
pupils learning and development.
The curriculum we offer comprises the following elements:
The National Curriculum
Religious Education
Collective Worship (Assemblies)
Personal, Social, Health, Education and Citizenship (including sex education)
Various Extra Curricular Activities and Hobby Clubs
Sporting Events and Competitions (in school and with other schools)
Day Trips and Visits
Music and Drama Performances
Musical Instrument Tuition
Swimming
Liaison events with Sharples High School
Our curriculum is also enhanced by the invitation of guest speakers and performers.
The government in 1989 first introduced the National Curriculum and it was intended to secure, for
all children, a broad and balanced curriculum with an emphasis on the core subjects of English,
Mathematics and Science. The other subjects, known as foundation subjects, are History,
Geography, Design and Technology, Computing, RE, Music, Art, and Physical Education.
13
In 2014 a new National Curriculum will be introduced from September. Whilst maintaining the
same subjects and a broad balanced curriculum, the changes will be introducing a greater rigour
and challenge to children.
All teachers at Sharples Primary School use a variety of teaching methods to maximise
understanding amongst the children. These methods range from traditional instruction to children
exploring and investigating their own ideas. Children often work collaboratively, in groups, and will
very often learn through the experience of working through real problems and opportunities.
We try to keep parents well informed and it is equally important that parents let us know if there
are any significant changes in circumstances. Parent’s evenings are held in the Autumn and
Spring terms and a report is sent home in the summer term. Parents are always welcome in
school.
At the heart of the curriculum is the Learner Profile which summarises attributes and dispositions
that we wish to pass on to our children. Therefore, we want our children to be –
Inquirers – to be curious, to ask questions and to enjoy learning at home and school.
Thinkers - to think for themselves and use their own ideas to reach a decision that they are
happy with.
Communicators – able to express their ideas and information confidently and creatively,
getting along with each other and enjoying working together.
Risk takers – not afraid to try new things and not worrying if they get it wrong sometimes.
Knowledgeable – understanding what goes on both locally and globally with a developing
deep understanding of a wide range of things.
Principled – being honest and respectful, wanting everyone to be treated fairly and taking
responsibility for their actions.
Caring – to be kind towards the needs and feelings of others and show respect for our
environment.
Open minded – always willing to listen to the ideas, beliefs and feelings of others and not
making their minds up too quickly about important issues without seeing all the issues
involved.
Balanced – taking an interest in all aspects of life and learning, work and play.
Reflective – always learning from their experiences.
Learning in the Foundation Stage - Nursery and Reception
The Early Years Foundation Stage has seven areas of learning and development which have
been produced by government. These are used when we plan, observe and assess children and
help us to make sure that every child is challenged and supported in their development and
success.
There are three prime areas:
Personal Social and Emotional Development;
Physical Development;
Communication and Language.
There are also 4 specific areas:
Literacy;
Mathematics;
Understanding the World;
Expressive Arts and Design.
Children in Nursery and Reception benefit from both indoor and outdoor areas and experience
much of their learning through play. They have time to learn as separate classes and as a shared
unit enabling all children to achieve to their individual potential.
14
Learning in Key Stage 1 and Key Stage 2 - (Year 1 & 2) (Years 3, 4, 5, 6)
We follow the programmes of study of the National Curriculum.
We believe that first hand experiences are very important. We use educational visits as well as
inviting interesting visitors such as musicians, poets and drama groups to our school.
We are fortunate to have high quality outdoor learning provision to enhance learning across
school including an allotment, attractive gazebo large enough for a whole class and Key Stage
One landscaped outdoor classroom. We also have unrestricted use of Sharples High School
pond on the edge of our expansive field.
We encourage the children to be independent. We help them to learn to be self-disciplined,
organised and to plan ahead.
Key Stage 1 aims to provide pupils with a solid foundation in the major areas of English,
Mathematics, Science and Computing, while, at the same time, developing pupils’ knowledge and
skills through other curriculum areas. Emphasis is placed on English, both written and oral, so that
the children learn to read fluently and with understanding. Children are encouraged to develop
their handwriting skills from an early age. Basic arithmetic and a more general knowledge of
Mathematics are given equal emphasis. In Science, children carry out practical investigations and
become familiar with their environment.
Key Stage 2 includes children aged 7 to 11. The curriculum covers the full range of curriculum
subjects. We recognise the importance of preparing our children well for secondary school by
instilling good study habits and developing them as independent learners. Children are
encouraged to make increasing use of resources to study independently. Children undertake Key
Stage 2 National Tests in Year 6, which are externally assessed. They are also tested in Years 3,
4 and 5. We use various tests from Years 1 to 6 to help us to monitor year-on-year progress as
well as ongoing assessment of day to day learning by class teachers. Children undertake Key
Stage 2 National Tests in Year 6.
Mathematics
Children develop their knowledge and understanding of mathematics through practical activities,
exploration and discussion and problem solving. They develop their mental strategies before using
any other approach. As they progress they learn paper and pencil procedures for enabling them to
tackle more difficult problems and investigations. They develop their number skills, measuring
skills and explore features of shape and space. They present their methods and reasoning using a
wide range of mathematical language, diagrams and charts.
English
Children develop the skills of speaking, listening, reading and writing in order to:
· Communicate with others effectively and to express themselves creatively and imaginatively.
· Be enthusiastic readers of stories, poetry and drama and non-fiction texts.
· Understand how language works by learning about spelling and grammar.
· Use what they have learned in different situations.
15
Science
Children observe, explore and ask questions about living things, materials and events. They
collect and analyse evidence to help them answer questions and to make links to apply what they
have learned. They share ideas using scientific language, drawings, charts and tables.
Geography
Children are taught skills such as mapping, collecting data, observing and analysing evidence.
Different localities are studied both at home and in contrasting countries. Four other themes are
also studied: rivers, weather, settlements and environmental change.
History
Children develop an awareness of the past and the ways it differs from the present. Children learn
about important episodes and developments in Britain's past and also about ancient civilisations
and the history of other parts of the world.
Design Technology
Design technology enables children to learn skills and concepts and gain knowledge, which will
help them in an ever changing world. They learn to identify needs, to design, make, problem
solve and evaluate. Mechanisms, structures, materials, textiles, food, electrical circuits,
construction kits are all part of Design Technology.
Art
Children are introduced to a wide variety of materials and they are taught many skills. Their artistic
appreciation and understanding is encouraged. Careful observation is encouraged and specific
techniques are taught. Children are encouraged to develop creative ways of expressing their
ideas, thoughts and feelings.
Music
We enjoy music at Sharples. We have regular singing assemblies and perform a wide range of
songs for ourselves and for our parents. We aim to allow every child the opportunity to appreciate
and enjoy a variety of music through active participation in appraising, performing and composing.
We make use of specialist teaching from the Bolton Music Service to enhance our music
provision.
Computing
We have a lap top computer suite for teaching ICT skills. Every class has an interactive
whiteboard. Children learn how to analyse, process and present information as well as the use of
e-mail and the internet. The children use their skills and knowledge in ICT in other areas of their
learning. Children are taught the importance of safety when using the internet.
Physical Education
Children develop their physical skills through indoor and outdoor games, gymnastics, movement
and dance. Children go swimming in Key Stage Two for one term during the Key Stage.
Religious Education
Children learn about Christianity, Islam, Hinduism and Judaism. They follow the Bolton Agreed
Syllabus of Religious Education. We value our multicultural links and aim to foster an
understanding and respect for other faiths.
16
Collective Worship
There is a daily act of worship (assembly) in school, broadly based on Christian principles in
accordance with the Education Act of 1988. Parents may withdraw their child from assemblies if
they wish.
17
Resources for Visually Impaired Pupils
Sharples Primary School is resourced for the education of visually impaired pupils. The pupils
work alongside their peers for the majority of the day, with support from qualified teachers of the
blind and nursery nurses specialising in working with visually impaired pupils. In this way the
children are able to access the full curriculum. The school has a resource room, which is full of
specialist equipment, and our technician works here to prepare work for the children in
consultation with class teachers. The resource room is also used to teach Braille.
Our car park is large enough to accommodate the mini buses, which transport the visually
impaired children to and from school. Escorts accompany the pupils on their journey to and from
school. Other adaptations have been made in the building to take into account the needs of the
visually impaired pupils.
We are very proud at Sharples of how the visually impaired pupils are integrated into all aspects of
school life and how all the pupils work together and support one another.
18
Admissions
The school’s policy on admissions follows the LEA guidelines.
Nursery:
Pupils are offered places in the nursery for the September following their third birthday in
chronological order of date of birth from September to August. Places are part-time: morning or
afternoon.
Nursery times am
8.30am – 11.30am
Nursery times pm
12.30pm – 3.30pm
Reception Class:
Pupils are offered places in the reception class for the September following their fourth birthday
according to the proximity of home to school and to those for whom the journey to the nearest
alternative school would be unreasonable or difficult.
Offers of places are usually made immediately after the spring half-term in February.
Admissions to other year groups are made where there are applications for year groups with
vacancies. The school has a maximum of 30 pupils per age group throughout the school,
although appeals may bring pupil numbers slightly above that number. There are currently no
mixed age classes.
If you would like a place for your child at Sharples you will need to contact the Local Authority that
now awards all places.
Council’s Pupil and Student Services
PO Box 53
Paderborn House
Bolton
BL1 1JW
01204 332137/43/44
Parents as Partners – settling in routines.
We believe that a strong relationship with parents will result in a positive impact on the child’s
development and learning.
We respect and understand the role of parents in their child’s education prior to entering our early
years setting and throughout their time with us.
We make every effort to listen to parents accounts of their child’s development and any concerns
they have.
All parents are welcome.
Parents are invited to visit with their children during the Summer Term prior to starting Nursery. At
this visit they are given a copy of the ‘Starting Nursery’ pack.
19
At the beginning of the Autumn Term Nursery staff visit children in their home settings. This visit
is an opportunity for parents to discuss their child’s circumstances, interests, skills and needs, ask
questions and discuss any concerns. At this visit they are given ‘My Book’ which is to be
completed by parent and child and brought to school on starting. Intake into Nursery is staggered,
as small groups gradually build up to a full class.
Being Prepared for School
Reception Class
We organise an information meeting for new parents and we provide induction sessions for your
child to attend before starting school.
During the Autumn Term before their child is due to start school, prospective parents are invited to
view the School. During the Summer Term a meeting is held for parents with the Reception Staff
and Headteacher. At this meeting parents receive a ‘Starting School’ pack, and are given the
opportunity to ask questions and discuss any concerns.
During the information session we will tell you about a typical school day at Sharples Primary
School and about the many different activities your child will be doing. We will provide any further
information you need and staff will be available to chat with informally. Our aim is to ensure that
children and parents are well prepared and any anxiety is alleviated.
Also during the Summer Term children who are not in Nursery are invited to visit the school and
spend some time in the Reception Class with the Reception staff. They are also visited in any
other pre-school settings they attend by the class teacher. In September children attend part time
for the first week.
Parent and teacher interviews are held in the Autumn and Spring Terms to share and record
information about the child’s progress and achievements and set targets, and written reports are
sent home in the Summer Term. Parents are encouraged to share information about their child’s
progress in reading record books.
Many parents ask about the sort of things you should be doing at home. Here is our advice…
Talk to your child a lot.
Tell stories. (Children who become confident readers often come from homes where reading is a
habit.)
*Ask questions.
*Read to your child and make it fun.
*Encourage your child to listen carefully.
*Do not encourage your child to watch too much television.
*Provide lots of books.
*Play games that encourage sorting and matching – snakes and ladders, snap etc.
*For older children board games are excellent fun and help to develop concentration and basic
skills in numeracy, writing, literacy and social skills.
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*Encourage the learning of nursery rhymes.
*Encourage them to be independent, tidy their rooms, wash and dry themselves.
*Join the library.
*Let them paint, stick and make models, cut with scissors, draw pictures, play with plasticine.
*Please do not teach them capital letters. We begin by teaching small case letters.
*Use the sounds that letters make, not their names.
*Above all spend time with your children… and make learning fun.
*Have days out exploring the seaside, the country side, a castle, a children’s museum – the list is
endless.
There are also practical things children can be helped with at home – washing and drying face
and hands properly, dress and undress without assistance, use the toilet properly, use and
remove outdoor clothing, use a knife and fork properly, tidying up toys after use.
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Child Protection
The school has a Child Protection Policy and recognises that under the 1989 Children Act,
schools have an important and valuable part to play in child protection. Staff have been trained in
Child Protection Procedures. The Headteacher is the Designated Teacher.
Parents need to know that schools also have legal obligations in this regard. If a member of staff
has reason to believe that the Child Protection Procedure should be activated then the matter
must be reported to Social Services immediately. A copy of the Child Protection Handbook is
available in school and may be viewed on request.
Data Protection
We follow the guidance from the Local Education Authority regarding Data Protection. Any
information disclosed to the school shall be kept under restricted access. Records retained
regarding any child are accessible to his/her parents.
Reporting to Parents
This sets out the process of reporting to parents over the academic year. The purpose is to fulfill
statutory obligations and to provide parents with the opportunity to be fully involved and informed
about their child’s education.
The following will apply to all classes from Reception onwards.
Autumn Term
Introductory leaflet to parents including information about curricular areas for the term
Parent/Pupil/Teacher Conferencing – 10 minute appointments over two evenings
Teachers fill in a Conferencing Sheet for each pupil as a basis for discussion at the
meeting.
Parents sign the form and a copy is sent home with the child the following week. Copy is
kept in school.
Spring Term
Leaflet to parents including information about curricular areas for the term.
Mid-Year Report sent home prior to the meeting (not Nursery) – Parents comment and
return to school. Letter sent to parents explaining the content of the report.
Parent/Pupil/Teacher Conferencing – 10 minute appointments over two evenings.
Teachers review the conferencing sheet from the previous meeting/set new targets and
discuss mid-year report. Copy of mid-year report given to parents.
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Summer Term
Leaflet to parents including information about curricular areas for the term
End of Year Report sent home early July. Parents are requested to send back the reply slip.
Parents who wish to discuss the contents of the report are given the opportunity of arranging an
appointment with school.
A copy of the report is kept in school.
Foundation Stage
If you are worried about any aspect of school please don’t wait for a Parents’ evening, come and
see us straight away. (3.15pm is a better time than 8.50am as teachers are busy with the
children).
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Daily Timetable
School opens
8.50
KS 1 Lunch
12.05 – 1.10
KS 2 Lunch
12.15 – 1.10
End of school day
3.15
School Meals
Our school has its own kitchen for preparing children’s lunches. The meals are excellent and are
extremely good value. Free meals are available for all children in Reception, Year One and Year
Two and to other children in certain circumstances; please enquire at the Area Education Office or
the school office. Dinner money should be brought into school on the first day of the school week
in a sealed envelope with the name of your child written clearly on the front together with the
amount of money enclosed. You may pay weekly, monthly, for the half term or full the full term.
Cheques to be made payable to Bolton MBC
Children may bring a packed lunch as an alternative to school meals. Please try to ensure that
your child has a well-balanced meal including fruit/vegetables. Please note fizzy drinks and
sweets are not allowed in school.
The dining hall is organised like a self-service cafeteria. Children can sit where they like, with
friends and brothers and sisters regardless of whether they have a school meal or packed lunch.
Children are supervised throughout the lunch-break by mid-day supervisors.
Please note; if your child wishes to change dinner arrangements, we require ½ term’s notice in
writing.
School snacks
Children in Nursery and Reception are provided with milk every day. Children in Nursery,
Reception, Year 1 and 2 are provided mid morning with a piece of fruit. Children in Years 3, 4, 5 &
6 may buy a mid morning snack. This costs £1.50 per week and needs to be sent to school in a
named envelope the first day of term and then on Friday for the following week.
School Uniform
At Sharples Primary School we believe that wearing school uniform promotes a good attitude to
schoolwork. It is generally accepted that children who look and feel smart are inclined to develop a
good attitude to their work and, therefore, do their best.
The Governors expect all pupils to wear school uniform in school. The standard school clothing is
available at Smart Clothing, Ashburner Street, Bolton.
School uniform consists of: Black or dark grey school style trousers or skirt, a white shirt or polo
shirt, a red sweatshirt/cardigan with the school logo or a plain red jumper/cardigan, plain shoes or
sandals. Also available are red and white summer school dresses. Any child who attends school
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without school uniform needs to bring a note explaining the reason for the absence of uniform.
Moderation is expected in hairstyle and hair accessories which should be red, black or white.
Children should have suitable clothing for P.E. or Games. They need a red T-shirt, black shorts
and plimsolls, which should be kept in a named bag in the cloakroom area when not in use.
Children in years one to six also need trainers for outdoor PE. In cold weather a black/red
sweatshirt or a dark, preferably black tracksuit, may be worn for outdoor PE.
Children taking swimming lessons need swimming costume/trunks and a towel. Children with
long hair are required to wear a cap.
The following are unacceptable as school wear: sports or leisure clothing, leggings, trainers,
trainer boots, fashion boots, high heeled shoes with platform soles or any footwear which the staff
deem to be unsafe. Jewellery, with the exception of stud sleepers in pierced ears, and watches
should not be worn to school. Health and Safety Officers advise us that other types of jewellery
can be a safety hazard
It is essential that all clothing and shoes be clearly marked.
responsibility for any loss or damage to clothing or property.
The school is unable to take
Absences, illnesses, medicines and general health issues
Please telephone school as soon as you know your child is going to be absent. Please explain the
reason so that the absence can be recorded appropriately in the register.
Your child must not be kept away from school:
to look after siblings who are unwell;
to visit relatives – even if they are ill;
for long weekends;
for shopping trips;
to go to the airport to greet people.
Any absence can disrupt your child’s education.
Head lice! - We have an agreed joint policy with the Health Authority regarding head lice. It is
generally acknowledged amongst healthcare professionals that head lice are never going to be
eradicated. Dealing with head lice, as with other personal hygiene and health matters, is the
responsibility of parents and healthcare practitioners. Schools are advised not to send letters
home alerting parents about head lice as this suggests that schools have some responsibility for
monitoring the situation. Parents are advised to assist children in their grooming and to check hair
regularly, at least once a week. Checking children’s hair should be a frequent and routine
exercise. Medical research indicates that head lice are just as likely to be contracted from family
members and friends as they are from school friends.
The school has a team of school nurses who can be contacted on 393093 for advice.
POLICY ON MEDICINES IN SCHOOL
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Legally schools are not compelled to administer medication to children, because of the risks
involved and possible legal consequences. We will, wherever possible, assist children and parents
by administering medicines in school time in line with the policy below.
AIMS
1. To safeguard against accidents arising from the transport, storage and administration of
medicines.
2. To remind parents that it is their responsibility to ensure correct administration of
medicines.
3. To protect the staff and school in case of errors.
4. To avoid unnecessary exclusion of any child who is fit for school but who is completing a
course of treatment.
5. To help those children with longer term disorders (e.g. asthma) to take appropriate
medicines so they can take as full a part as possible in all school activities.
SHORT TERM ILLNESS
1. When children are unwell, or have an infectious illness they should not attend school. (A
child who has diarrhea or been vomiting should not attend school until 48 hours after the
last incident.)
2. Whenever possible, children who have recovered, but are completing a course of
treatment, should return to school.
3. Every effort should be made for medicines to be administered at home and not at school.
For instance, a course of antibiotics which is to be taken 3 times a day can usually be given
to the child: before leaving school in the morning; immediately upon returning home in the
afternoon; before going to bed at night.
If it is essential for a child to receive medication during the school day the parent should bring the
appropriate medicine to school at a suitable time (e.g. lunch time) and administer it to the child in
the school office. After the dose has been administered the parent must take any remaining
medication with them when they leave the school premises.
On occasions when it is impossible for a parent to visit the school to administer a medicine you
can request that the child administer their own medicine under the supervision of a member of the
school staff during the school day. The parent must first deliver a written request to the
Headteacher (a standard request form is available at the school office).
The details should include:
the name of the child
the reason for the request
clear dosage instructions
the duration of course of medicine
parent contact name/number
If the school agrees, the medicine should be brought to school by the parent, not the child, and
should be delivered personally to the Secretary in the school office. When parents deliver the
medicines they must also fill in/return the signed request form to show that it is their decision to
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leave the medicine in school for it to be administered by their child under the supervision of a
member of staff.
The medicine should be clearly labelled with:the child's name and class
the name of the medication, the prescribed dose and the time of administration.
If required, a suitable medicine spoon should be included.
LONG TERM ILLNESS
With certain long-term illnesses e.g. asthma, it is important that children have their treatment at
agreed times through the day, or available for use as needed.
If this is so for your child please:
1. Give the Headteacher a written request for the treatment to be kept at and used in school,
using the same form as for short-term medicines.
2. Deliver the medication to the school office.
Inhalers should be clearly marked with your child's name and retained by them so they have
direct access to use as required
A parent/ responsible adult must collect any medicine left at the end of the course on the finish
date specified on the request form. Any medicines that are not collected will be disposed of.
Holidays in Term Time
School does not grant leave of absence for family holidays taken in term-time. Only in
exceptional and unusual circumstances will absence for holidays be authorised e.g. one day to
attend a parents wedding.
We are keen to stress that term-time holidays should be avoided; children will miss important work
and we cannot expect teachers to make special arrangements for children whose absence is
avoidable. The policy for what is determined ‘exceptional circumstances’ has been agreed by the
Governors and is available on request.
Trips and visits.
Most classes will attend a trip or visit as part of their education, during each year. We carry out
detailed risk assessments prior to all visits. Coaches always have functional seat belts for every
child. The ratio of staff to pupils followed is that recommended by Dfes. Letters are sent out to
parents giving details of any trips, requesting parental permission and setting out details of
voluntary contributions required to finance the visit.
Charging and Remissions Policy
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The Governing Body of Sharples School recognises the valuable contribution that the wide range
of additional activities, including clubs, trips visits and residential experiences can make towards
pupils’ academic, personal and social education.
The Governing Body aims to promote and encourage the school to provide such activities both as
a part of a broad and balanced curriculum for the pupils of the school and as additional optional
activities.
Charges - The 1988 Education reform Act required all schools to make a statement about charges
for certain activities.
There are two categories where the school may ask parents for financial contribution to meet the
cost of an activity.
1. Where the activity is over and above the routine expectation of what would normally be
provided by the school.
There is usually an obvious cost, to the school, associated with activities of this type. Even though
the activity is likely to take place in school time it would be unreasonable to expect school to meet
the full cost. Typical examples of activities falling into this category are day trips, admission to
museums and theatres, transport costs, professional performances and demonstrations in school
and when children are allowed to keep technical models and other resources which otherwise
could have been reused in school. Payment for activities in this category will be by ‘voluntary
contribution’. Parents will be informed how much money the school needs to raise for the activity
to go ahead. Individual children would not be prevented from taking part in an activity if they are
unable to pay the full amount but the school reserves the right to cancel an activity if insufficient
funds can be raised. Where a family is unable to pay the full amount they would be expected to
pay a contribution towards the cost of the activity.
2. Private tuition, residential visits, out-of-school-hour activities.
All of these activities are optional; even though they may be highly beneficial they are nonessential. Members of staff supervising these activities are often doing so on a voluntary basis.
The school needs to be sure, before embarking on the activity, that any costs incurred will be
offset by parental contributions. In the case of private tuition (musical instrument or other) the cost
of tuition is normally paid by the parents direct to the external teacher. The school carries no
pecuniary responsibility in this area.
Remissions
In circumstances of family hardship the Governors may wish the school to remit the cost to certain
parents. Parents in these circumstances should apply in confidence to the Headteacher.
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Homework
We believe that homework plays a vital part in a child’s education and is an integral aspect of the
partnership between home and school.
Every class has a programme of homework which the children are expected to complete under
parental supervision and, more importantly, with their help and encouragement. We see it as a
vital part of consolidating the children's learning. We value the regular contact with parents that
results from communication about homework. At the beginning of each term, all parents receive a
letter giving the homework schedule and the topics to be covered during the term.
The following is an agreed minimum expectation of homework throughout the school.
Reception Reading books and word cards, discussion sheets where appropriate.
Y1 Reading books and vocabulary cards, discussion sheets where appropriate.
Y2 Reading books and discussion sheets, vocabulary to learn, weekly spellings.
Y3 Reading spellings, written homework when appropriate, tables and number bonds.
Y4 Reading, spellings, written homework when appropriate, tables and number bonds.
Y5 Weekly spellings, written homework when appropriate, tables and number bonds.
Y6 Written homework weekly, weekly spellings, other tasks as appropriate
Children with specific difficulties may have other individual homework.
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Special Educational Needs (SEN)
Our aim at Sharples Primary School is that all children should achieve their full potential whatever
their individual needs. We give careful consideration to the progress each child makes, both
academically and socially and we consult parents when there is cause for concern. With school
and home working together small problems can be overcome quite easily. Occasionally it is
necessary to draw up a strategy of support within the school’s Special Needs procedures,
particularly if initial attempts have been unsuccessful. In such cases the child’s name will be
included on the SEN register and the Special Needs Co-ordinator will support the teacher, child,
and parents to secure good communications and educational provision.
Each child on the SEN register will be provided with an individual educational plan, which may
involve the help of agencies such as the Psychologist Service. Parents and children are consulted
and kept informed at every stage.
The school is equally aware of the needs of very able children and ensures that the curriculum
aims to offer them challenging and learning experiences.
Individual Education Plans (IEP’s) are discussed with parents each term to ensure the child is
making progress and to set new targets for the following terms. Any parent with concerns about
their child’s progress should see the class teacher in the first instance.
Behaviour and Discipline
Every child coming to school has an entitlement to concentrate on his or her learning in the
classroom and to feel safe in the playground. We have an assertive discipline policy and pupils
are encouraged to take responsibility for their own behaviour. Each class has a set of rules,
rewards and consequences. The vast majority of our children are well motivated and keen to cooperate with their teachers and school friends. We accept that, just as children will make mistakes
with their work, occasionally they will make mistakes with their behaviour. Our first response is to
ensure the child understands why the behaviour is unacceptable, then to put right any problem
that has been caused. Parents are contacted if the misdemeanor is particularly serious or if we
have experienced problems over an extended time period.
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Complaints
The staff and governors at Sharples Primary School are committed to providing a high quality
education for your child in a secure and supportive environment. Whilst all concerned strive to
achieve their best for the welfare of the pupils at the school, it is appreciated that there may be
occasions when you have concerns about your child’s education or about particular incidents
which have occurred at school. If such a situation arises, we would ask you to follow the
procedure outlined below.
If you have cause to complain in the first instance please contact the class teacher. If the matter is
not resolved please contact the Headteacher. You can call in to school, get in touch by telephone
or send a note. We will deal with your complaint to the best of our ability and, hopefully, resolve
the matter to your satisfaction. If you still feel that your complaint has not been dealt with
adequately you should speak to the Headteacher again or write to ‘The Chair of Governors’ via
school. We have a complaints procedure that is available upon request from the school office.
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Parent Involvement
School, Parents and Children – A Partnership
We firmly believe that a partnership between home and school is essential for all involved in the
education process. All the staff are happy to see parents throughout the year to discuss any
problems (or indeed successes). Sometimes it may be necessary to make an appointment.
If you have any concerns whatsoever please tell us immediately.
As stated earlier the success of a school depends on a partnership and one of the key partners
are you, the parents. You can help in a variety of ways – by becoming involved in the Governing
Body, by giving practical support in the classroom, by supporting your own child’s learning at
home (which means keeping up to date with curriculum and other developments) and, of course,
by becoming involved in the Parents Meetings.
We are keen to involve parents in classroom activities and have arrangements for voluntary
helpers. Parents, and others helping in the school, add significantly to the quality of education and
remove some of the pressure from teachers. Both Governors and Teachers gratefully
acknowledge this help.
The school issues regular newsletters to parents to keep them abreast of what is going on day to
day. We send home questionnaires from time to time.
We would like to say thank you to the parents for their work in supporting the school and look
forward to forging stronger links in the year ahead. At present we do not have a PTA; any parents
wishing to become involved in organising fundraising activities would be most welcome!
Health & Safety
The school has a Health and Safety policy that is reviewed regularly. The schools’ Health and
Safety committee makes regular tours of the school to look out for Health and Safety issues and
discuss matters arising with staff. We have a responsibility to all who work and visit the school.
You are invited to make known any observations on Health and Safety matters to the
Headteacher or other members of staff who will then report this to the Headteacher.
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Parents ’Legal Responsibilities
Parents are legally responsible for –
Ensuring their children receive education
Ensuring that their child attends school regularly
This means that your child must
Arrive at school on time
Attend school regularly
Be suitably clothed
Be in a condition to learn
You will be informed by letter if your child is frequently late. School starts at 0850 and children
arriving after that time will be recorded as late. Children arriving after 0900 will be recorded as
late unauthorised – this means it will be recorded in the same way as an unauthorized
absence. Late arrival in school disrupts the lesson and causes stress for the child concerned.
School will contact you if we are concerned by the number of absences your child has had. If a
child has unauthorised absence for 20 sessions – i.e. 10days – the local authority will issue a
penalty charge This makes it very important that school is contacted on the first day of your
child’s absence.
Personal Safety
As soon as the children are in school in the morning the school gates are locked and will
remain locked until just before the bell at the end of the school day. The main entrance to
school and the side door on to the car park are protected by electronic fobs.
Pupils must remain on the school premises during the day unless collected by a parent or an
authorised adult. Children not being met at home time must go straight home.
Children who expect to be met but are not must report back to their class teacher or the
headteacher. Children are regularly reminded in school about stranger danger and how to stay
safe. Children in Nursery, Reception, Years 1 & 2 will not be handed over to an older child who
is under sixteen to go home without written instructions from the parents.
It is vitally important that you inform school immediately of changes in contact details.
Personal Belongings
The school accepts no responsibility for belongings brought onto the school premises.
Parents are asked to ensure all items of clothing and footwear are marked with their child’s
name and to check lost property boxes on a regular basis for mislaid items. Valuables and
large amounts of money should not be brought into school.
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Dogs
In the interests of safety and hygiene no dogs are allowed on the school premises except for
guide dogs for the blind or where the dogs are in school with trained handlers to enhance the
delivery of the curriculum.
No-Smoking
The school has a no-smoking policy. Smoking is not permitted in the school building or in the
school grounds.
HOME - SCHOOL AGREEMENT
The School aims to:
provide an environment in which your child will be happy and secure.
set appropriate targets for your child in order to ensure continuous improvement as far as
possible and to aim for the highest level of achievement.
set appropriate home learning activities regularly.
keep you informed about what your child will be taught each term and involve you in your
child’s learning as far as possible.
inform you of your child’s progress at least twice during the school year.
ensure that all staff provide the finest quality of teaching and support by providing on-going
training.
contact you if your child is unwell or if we have any concerns about your child, attendance,
punctuality or behavior.
keep you informed of school activities and issues through regular letters home.
be open and welcoming and offer a variety of opportunities for you to be involved in the life of
the school.
As a Parent I aim to:
make sure that my child arrives at school on time each school day and avoid any unnecessary
absences. If my child is to absent from school I will inform the school by 9-30am.
support my child in home learning activities and ensure that homework is returned to school on
time.
attend Parent/Teacher meetings to discuss our child’s progress.
let the school know about any concerns or problems at home or elsewhere which might affect
our child’s work or behaviour so that the school can act quickly and provide help wherever it is
needed.
work in partnership with school to provide the best opportunities for our child and support the
school’s policies and guidelines.
This agreement is signed by parents and school annually.
KS2 SAT’s Results 2014
Level 4 and
above
Level 5
Maths
Reading
Writing
91%
91%
97%
Grammar,
Punctuation and
Spelling
84%
69%
75%
44%
78%
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Authorised and unauthorised absence rate 2013-2014
Authorised
3.2%
Unauthorised
0.7%
This prospectus is correct at the time of publication.
Please let us know if there is any other information you would like us to include in the
next prospectus.
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Ofsted Quotes
This is an outstanding school that promotes the personal development of its pupils
exceptionally well and provides them with exceptionally good support so that they reach
well above average standards and their achievement is excellent.
This is an outstanding school that promotes the personal development of its pupils
exceptionally well and provides them with exceptionally good support so that they reach
well above average standards and their achievement is excellent.
Their exceptionally well-developed personal qualities, together with high standards of
literacy, numeracy, and information and communication technology skills prepare them very
well for the future.
Care, guidance and support are outstanding.
The curriculum is outstanding in the way that it meets pupils' needs.
Parents are enabled to play a significant part in their children's learning and are delighted
with the very good start they make to school life.
Relationships are very good and children are exceptionally well cared for in a secure and
attractive setting.
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