OUR SCHOOL VISION
The philosophy of our School is to provide a broad and balanced education matched to every individual in a stimulating and secure environment. It is a place where everyone values, respects and supports each other and all effort and achievement is acknowledged.
STATEMENT OF AIMS
At Broughton Community Infant School we:
v Offer a calm and caring atmosphere to encourage children to develop their full potential.
v Provide an enjoyable and challenging learning environment for each individual pupil.
v Help all pupils to acquire knowledge, skills and attitudes relevant to their future lives in a rapidly changing society.
v Celebrate the diversity of cultures within the School and the interdependence of individuals, groups, communities and the wider world.
v Build a partnership between children, parents and staff, recognising that everyone has a unique contribution to make.
v Expect high standards of behaviour and encourage our children to value honesty, responsibility and independence.
CLASSIFICATION OF THE SCHOOL
Community Infant School for boys and girls.
The School year is from 1st September to 31st August.
Children are admitted to the School at the beginning of the academic year (1 September to 31 August) when they have their fifth birthday. They will join school as a ‘Rising Five’ in the Autumn term (part-time) and attend full-time thereafter.
The reserved area for the School is as follows: between Tring Road and Bierton Road, including Douglas Road and adjoining roads (excluding the Coppice Estate), Stocklake, Park Street (odd numbers), also Aston Clinton Road and Bierton Park Estate.
Requests for admission to the School from people not living within the reserved area will be considered according to availability of places.
The Governors comply with the County criteria for admission to the School as laid out in the Buckinghamshire Admissions Guide for Parents. This guide also contains the closing date for admission to the School. All applications received after this date will be treated as late preferences and will only be considered after all timely preferences have been dealt with.
INTENDED ADMISSION NUMBER
Prospective parents may make an appointment to visit the School and talk to the Headteacher if they wish, and are welcome to bring their child to look around.
Once a place has been secured, parents will be invited to attend a meeting to discuss further arrangements which usually takes place during the half-term before the child’s admission.
Rising Fives 8.50 a.m. – 12.00 a.m.
Main School 8.50 a.m. – 3.00 p.m.
The total number of working hours for full-time pupils is 23 weekly.
Children are not allowed on the school premises before 8.40 a.m. and no responsibility will be taken by the staff for children arriving before this time. It is expected that all children will be collected from School promptly at 3.00 p.m. by a parent or other responsible adult.
Children bring a packed lunch and are supervised by Midday Meals Supervisors. Free packed lunches are provided for entitled children. No cooked meals are available. Glass bottles and fizzy drinks should not be brought to School.
Sweets are forbidden at all times. Fruit or raw vegetables may be brought to School for a mid morning snack.
Children may not leave the school premises during the school day unless accompanied by an adult and with the permission of the Headteacher.
The School is organised into separate classes of not more than 30. It is likely that some children will be in classes with more than one year group, to enable us to keep evenly balanced class sizes. The curriculum accommodates this arrangement avoiding inappropriate repetition.
Children are taught in accordance with the requirements of the National Curriculum. Teachers work with the children individually, in groups and as whole classes, according to the situation. Children may be grouped according to ability for some lessons and may join members of another class group.
We aim to provide a broad and balanced curriculum which includes studying each of the National Curriculum subjects, recognising that each child is different with varying abilities, interests and needs. The Core subjects of the National Curriculum are English, Mathematics, Science and Information and Communication Technology. The non-core subjects within the National Curriculum are Design and Technology, History, Geography, Art and Design, Music and Physical Education.
Religious Education is also a legal requirement.
Children in both the Nursery class and the Reception classes follow the Foundation Curriculum as laid down by the Department for Education and Skills.
The teachers responsible for these classes work closely together. To ensure continuity and progression, they liaise regularly with teachers in Key Stage One.
The School endeavours to help children develop as individuals and as responsible citizens through Personal, Social and Health Education.
At Broughton Infant School we encourage our pupils to explore their own experiences through language. We believe that language underpins all learning and development and is central to the whole curriculum. The School uses the National Literacy Strategy.
Speaking and Listening
Children are encouraged to speak clearly, fluently and confidently and to listen, understand and respond to others. Opportunities are given through discussion, drama and other activities.
Our aim is to stimulate interest and pleasure in reading. Through the National Literacy Strategy and other areas of the curriculum, our pupils are offered a range of reading experiences using fiction and non-fiction material, in individual, group and class reading sessions. The children are made aware of a variety of reading strategies such as phonic knowledge, word recognition, grammatical awareness and contextual understanding.
We encourage a range of purposes for writing, including communication, creativity, exploration of experiences and organisation and explanation of information. The skills required for this are taught through fiction and non-fiction writing, planning and drafting, grammar, punctuation and spelling. Our pupils are taught correct letter formation and the importance of clear and neat presentation.
These three areas of the English Curriculum are fully integrated in our teaching.
At Broughton Infant School we follow the National Numeracy Strategy.
Our pupils develop their knowledge and understanding of mathematics through practical activity, exploration and discussion. We provide regular opportunities for children to count, read, write and order numbers. We help them to develop a range of mental calculation skills. They are encouraged to use mathematical language to talk about their methods and to explain their reasoning when solving problems. Our children work independently or co-operatively as the tasks require.
At Broughton Infant School we believe that science is a way of working and thinking and it is taught through carefully planned broad topics which are cross-curricular.
Pupils observe, explore and ask questions about living things, materials and physical processes. They work together to collect evidence to help them answer questions and to link this to simple scientific ideas. They are taught methods of gathering information through experiments and they are encouraged to prove or disprove theories. They communicate their ideas using scientific language, drawings, charts and tables.
DESIGN AND TECHNOLOGY
At Broughton Infant School we encourage children to think imaginatively and talk about likes and dislikes when designing and making. They explore how familiar things work and discuss, draw, model and evaluate their ideas. They learn how to design and make safely using a variety of tools, materials and components.
INFORMATION AND COMMUNICATION TECHNOLOGY
At Broughton Infant School the children use a variety of ICT equipment including computers, televisions, video and tape recorders and floor robots to communicate and handle information.
Children are encouraged to enter, store and retrieve information in a variety of forms across the curriculum.
At Broughton Infant School we use stories, artefacts and other sources of information to develop an understanding of history. The children are made aware of how the past is different from the present.
At Broughton Infant School children are encouraged to carry out geographical enquiry both in the immediate environment and in the wider world. They are given opportunities to develop geographical language and skills and to use resources such as plans, maps and photographs.
ART AND DESIGN
Art and Design stimulates the creativity and imagination of pupils through the visual, tactile and sensory experiences we provide. Throughout the School, children are given opportunities to explore and experiment with various techniques. They are encouraged to express themselves through colour, form, texture and pattern. In addition, they are made aware of the work of other artists.
The children are offered a wide range of experiences. They are encouraged to listen and to appreciate a variety of music. They learn about pitch, duration, dynamics, tempo and other elements of music. They are given the opportunity to perform both with voices and instruments. The emphasis is on enjoyment and on experimenting to create different moods and effects.
Physical Education develops pupils’ physical competence and confidence, enabling them to perform a range of activities including games, gymnastics and dance.
RELIGIOUS EDUCATION/COLLECTIVE WORSHIP
Children are encouraged to develop both as individuals and as members of society by the fostering of a reflective approach to life as they grow in their understanding of human experiences, attitudes, beliefs and religious practices.
The teaching of Religious Education at Broughton Infant School is based on The Agreed Syllabus for Religious Education in Buckinghamshire (2001). Children study Christianity predominantly and significant aspects of Islam and other major faiths.
These are accessed through celebrations, festivals, assemblies, stories, music, drama, visits and visitors to School and topic work linked to other curriculum subjects.
There is a daily act of Collective Worship, mainly of a broadly Christian nature. Often Religious Education lessons in the classroom are related to the Collective Worship themes.
Parents wishing to withdraw their children from Religious Education and/or Collective Worship should write to the Headteacher. These pupils will be supervised by a welfare assistant during Collective Worship and accommodated within the class during Religious Education.
Children are expected to take their reading books home several times each week. It is very beneficial for the children to read to an adult as many times as possible. The older children often have spellings to learn. There may be times when children are asked to research topics at home. Children may be required to complete work or practise skills.
Our library is a valuable source of information and sometimes children borrow books to use both in the classroom and at home.
SPECIAL EDUCATIONAL NEEDS
At Broughton Infant School the Governors and staff hold that every child is special and has their own unique part to play in School life, individually, within their class group, school group and the wider community. We recognise that all pupils have individual needs, that there are different types and degrees of need, and that these should be met in differing ways. Children develop at different rates academically, emotionally and socially, and at some stage of their school lives may experience difficulties in one or more of these areas.
Broughton Infant School’s policy and procedure on Special Educational Needs takes account of the Code of Practice (Nov. 2001) which includes new rights and duties introduced by the SEN and Disability Act 2001.
The School identifies need as early as possible to ensure that relevant help and support is given. The School has a teacher with particular responsibility for SEN. This SEN Co-ordinator assesses, plans, monitors and reviews provision in liaison with the special needs support assistant, class teachers, parents and outside agencies. There is also a Governor with responsibility for Special Educational Needs.
Children are supported in their classrooms within the framework of a broad, balanced and inclusive curriculum. They have individual education plans (IEPs) and receive small group help from a Special Needs Support Assistant. Some pupils may have input from the Specialist Support Service. Some children with English as a second language may receive help from a specialist teacher.
The School works closely with other professional agencies including the School Psychological Service, Speech and Language Therapy, Education Welfare, Social Services and School Health.
Children with Statements of Special Educational Needs are supported in accordance with the requirements of their particular Statements.
The School believes that the knowledge, views and experience of parents are vital. Assessment and provision are most effective when there is the greatest possible degree of partnership between children, parents and School.
Wherever possible, the views of the child are taken into consideration. Care is taken to ensure that each child remains fully involved with their plan of support.
MORE ABLE PUPILS
We fully recognise the need to extend the more able pupils. Strategies are in place to challenge these children through differentiated work.
No formal instruction is given. Questions are answered by the class teacher as appropriate, according to the age and development of the child. Personal, Social and Health Education is taught as an aspect of some topics or in response to issues which occur.
We foster a positive self-image in all our children to enable them to reach their potential. We encourage an atmosphere of understanding which accepts that everyone is equal irrespective of race, colour, appearance, creed, gender or ability.
MONITORING, ASSESSMENT, RECORDING AND REPORTING
Children's’ progress and continuous development are monitored by staff and outside agencies.
Baseline assessment is undertaken during the Foundation Stage to enable teachers to plan work appropriate for each child.
Informal assessment is ongoing within all areas of the curriculum. Staff meet regularly to discuss pupil progress.
Formal assessments are carried out each term in English and Mathematics and targets agreed.
Towards the end of Year Two, pupils undertake the Key Stage One Standard Assessment Tasks and Tests (SATS). A meeting for parents is held earlier in the year to explain the procedures.
Individual records are kept for the core subjects. At the end of each academic year, National Curriculum levels attained in each subject are recorded on the Bucks Transfer Document.
Parents are welcome at any time to talk about their child’s progress informally with the class teacher. An appointment will then be made if a more lengthy discussion is required.
During the Autumn and Spring terms, parent consultation evenings are held. Towards the end of the Summer Term, parents receive an annual report and are invited to comment on or discuss the report with the class teacher. Individual SAT results are provided with the annual report along with the summary of the national performance levels and those of the School for parents of Year Two children.
PARENTS IN SCHOOL
Parents are welcome in School as we recognise that everyone has experiences and skills they may wish to share. If you would like to help in this way, please contact a member of staff.
The School has a Behaviour Policy and an Anti-Bullying Policy.
Broughton Infant School has a positive ethos which is maintained through the promotion of good behaviour at all times, thus enabling children to feel secure. All staff, parents and all others connected with the School are encouraged to develop a corporate sense of responsibility by fostering correct behaviour and attitudes. Children are helped to realise their own self worth, and to value themselves and others. All endeavours and contributions to the life of the School are fully appreciated.
The School follows a Personal, Social and Health Education programme designed to help all children manage personal relationships appropriately, to understand acceptable and unacceptable behaviour, and bullying is addressed through this programme.
Parents are requested to notify the School by telephone on the first day of absence. When your child returns to School, please send a written explanation for our records.
Parents wishing to take children out of School during the term should complete a request form that is available from the School Secretary in advance. More than ten school days holiday absence in any school year will be recorded as unauthorised.
Parents should avoid taking Year Two pupils out of School during May, as the Key Stage One SATS take place then.
We are required by law to provide the following information:
Authorised Absences 2006/2007 4.3%
Unauthorised Absences 2006/2007 0.9%
Class teachers have responsibility for the welfare of the children in their care. Prescribed medicine may be given when necessary at the discretion of the Headteacher, and only if written instructions for administration are clearly given. No medication of any kind should be left with a child, in bags or lunchboxes, or with the class teacher. Parents should see the Headteacher if they wish medicine to be given. Only medication prescribed by a doctor can be administered. The School will not accept ‘over the counter’ chemist preparations.
Parents are asked to give work telephone numbers and ensure that these are kept up-to-date in case of an accident. They are contacted if the child becomes unwell or needs to be taken to casualty. In minor accidents which can be treated at School, parents are notified, if necessary, verbally or by letter.
HEALTH AND SAFETY
For safety reasons, children should at no time (even when accompanied by an adult) use the front entrance as it is used for deliveries. During normal school hours, all parents and children should enter school via the rear playground doors. At other times, parents should report to the School Secretary at the front of the building.
Children should not wear jewellery to School, although children with pierced ears may wear small studs if necessary. All jewellery, including watches, must be removed during P.E. for safety reasons.
This is not compulsory, but if parents wish to consider a uniform the following is suggested:
Grey or dark green trousers/skirt/ pinafore dress
White or grey shirt/blouse/polo shirt/T shirt (a tie is available from School if required)
Grey or dark green jumper/cardigan/sweatshirt/fleece (sweatshirts and fleeces are available from School if required)
In the summer, green and white dresses, grey or green shorts are suggested. A sun hat is advisable in hot weather.
Children can do P.E, in vest, pants and bare feet but may keep shorts and a T shirt or a leotard in School if preferred. Children should keep a pair of plimsolls or trainers in School suitable for outdoor games.
Parents are asked to name all items of clothing.
A lost property box is kept in the School Secretary’s Office. Any personal property brought to School remains the responsibility of the child. The School can take no responsibility for the loss of or damage to personal property.
EDUCATIONAL VISITS AND ACTIVITIES
The School has a specific Educational Visits and Activities Policy.
We seek to ensure that the National Curriculum is delivered to all children. All are entitled to the development of knowledge, understanding skills and attitudes. To enrich the curriculum for our children, we offer a range of educational visits and other activities. On occasions, we invite specialists into School to share their knowledge and expertise with pupils and staff. When appropriate, they bring relevant artefacts and visual aids to enhance learning.
Visits and activities mostly take place within the School day and the Governing Body approves all such visits in advance. We follow the LEA guidelines relating to health and safety, and we ask parents to give written permission for their child to take part in any activity that takes children off the School site. On admission, all parents or carers are required to sign a consent form, giving their permission for their child to take part in such visits and activities. If this written permission is not received, the child will not be able to participate.
Parents having any cause for complaint should contact the class teacher or the Headteacher, and most difficulties will be resolved in this way.
If you feel it necessary, you may contact the Chair of Governors or the Area Education Office. Information is available from the Area Education Office outlining the formal complaints procedure.