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Great Wilbraham C E (C) Primary School
Church Street, Great Wilbraham, CB21 5JQ, UK Cambridge
Tel. 01223 880408, Fax 01223 882402
www:http://www.greatwilbraham.ik.org/e-mail:office@greatwilbraham.cambs.sch.uk


Great Wilbraham Church Of England Primary School

Dear Visitor,

Welcome to our school.

Great Wilbraham Church of England Primary School is a friendly village school set in an attractive rural village about 4 miles east of Cambridge. Our school is committed to providing an excellent standard of education with a strong Christian ethos.

Our Mission Statement is highlighted in our school aims and we are constantly striving to provide a school environment which values the achievements of all our children and fosters the development of secure relationships promoting self-esteem, tolerance and concern for others.

The school was re-housed in a new building in 1995. It is surrounded by extensive grounds providing a rich resource to enhance the curriculum. We firmly believe in a strong partnership between home and school and this is promoted in as many ways as possible.

CURRICULUM

General Aims of the School
Great Wilbraham Church of England Primary School offers a broad and balanced curriculum within the requirements and advice of the local Education Authority and DFEE.

The school cares about the development of the whole child and the realisation of each individual's potential in every sphere of growth and learning within our Christian community.

The National Curriculum is taught at Key Stage 1 and Key Stage 2 using a theme basis for certain subjects. We believe it is important to be versatile in our management of the learning environment. There are times when children work individually, in groups, or as a whole class. A wide range of teaching methods are employed to ensure that each individual child needs are addressed through a differentiated curriculum.
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English
The school follows the NLS (National Literacy Strategy) adapted for mixed age classes and holds a daily Literacy hour in each class. Opportunities are also given for extended writing sessions during the week and pupils are regularly heard to read on an individual basis. Reading schemes are used for pupils who benefit from a structured reading programme and class reading books are coded according to reading age, ensuring pupils have access to material of the appropriate level. In addition to their class reading book, pupils in KS1 also take home a free choice reading book and in KS2 they have access to non-fiction books from the school library.

During KS1, pupils learn to speak confidently and listen to what others have to say. They join in discussions, making relevant points and remember the main points that others have made. They express their ideas and feelings when working in role and in drama. Pupils begin to read and write independently and with enthusiasm, using language to explore their own experiences and imaginary worlds, through words and sentences, which they can use to create whole texts. They work out the meaning of straightforward texts and express their likes or dislikes, incorporating these preferences in their own writing. Pupils learn to communicate, using a clear, cursive script, in narrative and non-fiction texts and to spell and punctuate correctly.
At KS2, pupils learn to change and adapt the way they speak and write to suit different situations, purposes and audiences. Varied roles in group work give them opportunities to contribute to situations with different demands. They learn to respond appropriately to others, thinking about what has been said and the language used. They explore the use of language in literary and non-literary texts and learn how language works at word, sentence and text level. Pupils increase their ability to read challenging and lengthy texts independently, reflecting on and analysing meaning. They begin to use different reading strategies for different purposes, such as skimming and scanning. Pupils learn the main conventions of written English and start to explore how language can be used to express meaning in different ways, including adapting script for effect. They plan, draft and edit to improve their own work and recognise that writing is essential to thinking and learning.
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Numeracy
The school follows the National Numeracy strategy but tailored to meet the needs of mixed age classes. The children learn basic computational skills and are given experience in all other areas of mathematics.

These are:
- Using and applying maths
- Number and algebra
- Shape, space and measures
- Handling data

Multiplication tables are taught in Year 2 and continue through Key Stage 2.
The school primarily uses the Abacus scheme to support mathematics work although other schemes supplement this.

Throughout our maths work our aim is to ensure that children have an understanding of the language of maths and the necessary skills for life.
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Science
At Great Wilbraham we aim for Science to build upon and develop the pupils' knowledge and understanding of important scientific ideas, processes and skills and relates these to everyday experiences. The children will learn to investigate in a scientific way, to question, hypothesise, observe, record and then give an explanation of the world around them. Science in both Key Stages is based upon practical activities and pupils experience all aspects of science including the basic concepts of biology, chemistry and physics.

The National Curriculum programme of study divides this into four areas:

- Experimental and investigative science
- Life processes and living things
- Materials and their properties
- Physical processes

Science also has direct links with other curriculum areas, in particular Mathematics and Design & Technology. Science can be regarded as the pursuit of reliable knowledge of the physical and biological world, while Technology is led by human needs and involves applying their knowledge of many disciplines including science.
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Geography
During KS1 pupils investigate not only their local area but also contrasting areas taken from the UK and more distant localities, finding out about the environment and the people who live there. They begin to know their own place on this wider world, carrying out geographical enquiries inside and outside the classroom. In so doing they ask and answer questions about people, places and environments, drawing upon geographical skills and using resources such as maps and photographs.

At KS2 pupils investigate a variety of people, places and environments at different scales in the UK and abroad and begin to make links between the different places. They find out how people affect the environment and are, in turn, affected by it. Sub-themes of water (rivers and coasts), settlements (land use and change) and environmental issues are taught not only through place studies but also as separate self-contained and focused units. Geographical enquiry takes place inside and outside the classroom, asking and answering geographical questions and using such resources as maps, atlases, aerial photographs and ICT.
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History
At Key Stage 1 the children will learn about the changes in their own lives and those of their family and other adults. They will learn about famous people and past events.

At Key Stage 2 they will study the way of life of people of the past beyond living memory including; an Ancient Civilisation, Romans, Anglo-Saxons and Vikings in Britain, Tudors, Victorians and an aspect of local history.
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Music
During KS1 pupils listen carefully and respond physically to a wide range of music. They play musical instruments and sing songs from memory, adding accompaniments and create short compositions with increasing confidence. They explore and enjoy how sounds and silence can create different moods and effects.

At KS2 pupils sing songs and play instruments with increasing confidence, skill, expression and awareness of their own contribution to group or class performance. They improvise and develop their own compositions in response to a variety of stimuli with increasing personal involvement, independence and creativity and move towards standard notation when recording and playing these. They explore their thoughts and feelings through responding physically, intellectually and emotionally to music from different times and cultures.

Extra-curricular individual instrumental tuition is provided by CIMA (Cambridgeshire Instrumental Music Agency) for those parents of pupils in years 2-6 at CIMA tuition fee rates. All KS2 pupils are given the opportunity to learn the recorder during school lesson time. The school choir (voluntary, non-audition, free) meets once a week during the lunch hour for pupils in years 2-6 who enjoy using the voice as an instrument. The choir, along with pupils learning instruments, regularly perform at concerts and services.

Music specialists for both KS1 and KS2 take music lessons with all the children.
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Art and Design
Art, like language and written work in school, serves more than just one function. It has a role to play in its own right, but it is also the means by which other subject areas can be extended and complemented. Pupils' understanding and enjoyment of art, craft and design will be developed through activities that bring together requirements from exploring, investigating, making, knowledge and understanding, evaluating and developing, wherever possible.

The children gain the opportunity to develop techniques and skills in a variety of art media, for example, in drawing, painting, collage, weaving, needlework and model making. Art and design offers an opportunity for success for all children, building self-confidence and a sense of achievement. They will also be given the opportunity to experience the work of living artists, those of the past and of various cultures, and working with Artists in Residence.
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Physical Education
Gymnastics

Our aim is to develop each child's movement potential through a wide range of physical activity on as many and varied pieces of apparatus as possible. It is equally important that they should gain manipulative skills and anticipation of the movement and behaviour of people around them.

The 3 skills of travel, balance and rotation are explored and practised to produce linked sequences using the floor and apparatus.

Games

The general philosophy of our games scheme is concerned with the acquisition of various skills. At an early stage children will not compete with others but will gain satisfaction and enjoyment from striving to improve individual performance. Each child is encouraged to participate, to succeed and enjoy these activities. Competition as a motivating factor is encouraged at a later stage. The children are taught and are expected to adopt a sportsmanlike approach to competitive games when participating in school and against other schools.

Swimming

This is part of the National Curriculum. It is an important survival skill, good exercise and it is fun! The individual need of each child is a priority as children progress at different rates in their water confidence and swimming skills. Key Stage 2 children go to Bottisham Village College for their swimming lessons.

Dance

Pupils use their own bodies to develop poise, co-ordination, awareness of space, dynamics and relationships.

Athletics

Children are taught the basic skills of athletics at KS2.

Other Sporting Activities

Children have the opportunity to take part in Circle School football, netball and rounders matches and tournaments. There are mini-Olympics for all the Circle School children in July.
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Information and Communications Technology
Information and Communications Technology (ICT) prepares pupils to participate in a rapidly changing world in which work and other activities are increasingly transformed by access to technology. Pupils will use ICT tools to explore, analyse, exchange and present information responsibly, creatively and with discrimination. In the early years this will mainly take the form of games and the use of floor robots. As they progress through the school they will come across a full range of curriculum and standard software, including word processors, programming in logo, databases and spreadsheets, graphic and problem solving programs.

Via the Internet they will learn how to employ ICT to enable rapid access to ideas and experiences from a wide range of people, communities and cultures. As the children progress through the school their increased capability with the use of ICT will promote initiative and independent learning, with the children being able to make informed judgements about where and when to use ICT to best effect, and to consider its implications for home and work, both now and in the future.
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Design and Technology
Design and Technology is primarily a practical subject where children are encouraged to explore objects in their daily life. We aim to nurture creativity and innovation through developing their capability to create high quality products through combining their design and making skills with knowledge and understanding of materials and products. The children follow three types of activities:

- How products are designed and made
- The skills of designing and evaluating items
- The actual making skills

As the children progress through the school they are expected to build upon work that has gone on before and to apply their skills to solve real life design problems. In design technology the children apply knowledge and understanding of materials (including wood, card, fabric, food), mechanisms (gears, wheels, flaps), structures (buildings, bridges) and the actual construction skills. All this is done through practical contexts with titles including Moving Monsters, Alarms, Sandwich Snacks, Shelters and Puppets.
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Religious Education and Collective Worship
Religious Education

The aims of Religious Education are to enable pupils to acquire knowledge and understanding of Christianity and other principal religions represented in Great Britain and to develop the ability to explore, reflect on and respond to human experience, drawing on their study of religion. As a church school, Religious Education and Christian beliefs are seen as central to the whole curriculum and as such permeate other subjects of the curriculum and the ethos of the school.

The broad content of the Religious Education teaching scheme is taken from the county agreed syllabus. Children are given the opportunity to learn about the richness and diversity of Christianity and of its historical and continuing influence on people and society. Children are introduced to and helped to appreciate other world faiths.

Collective Worship

Collective Worship takes place daily in accordance with the provisions for the School Standards and Framework Act of 1998. The whole school meets daily for collective worship and children are encouraged to make an active contribution. The school enjoys close links with the Church and community. The main Christian festivals are celebrated either in school or St. Nicholas' Church. Members of the local clergy work in close contact with the staff and children and are welcome regular visitors to the school.

It is the right of parents to request that their child be withdrawn from the collective act of worship on religious grounds. Parents wishing to exercise this right are requested to do so in writing to the Headteacher. Appropriate arrangements for the supervision of such pupils will be made in consultation with the Headteacher, teachers, governors and parents.
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Personal Social and Health Education
PSHE

In our PSHE curriculum the children are taught skills, knowledge and understanding to help them develop:

- Confidence and responsibility and to make the most of their abilities
- An awareness of a healthy, safe life style
- The ability to develop good relationships and to respect the differences between people
- The ability to play an active role as a citizen

Sex and Relationship Education

At Great Wilbraham School we have adopted a policy that sex and relationship education should be included as part of the whole school programme. In doing so we have emphasised our belief that sex education is broadly based. We define it as follows:

Sex and relationship education is a lifelong process of acquiring information and forming attitudes, beliefs and values about sexual identity, relationships and intimacy. At primary school level, it is not just about the physical aspects of sex, but about laying the foundation of learning about sexual development in the context of feelings, friendships and relationships.

The school sex and relationship education policy is likely to be delivered in range of different subjects. Much of the work is taught as part of Science, History, English, Religious Education, Personal, Social and Health Education, and through topics. It is a planned and continuous programme, which takes place from year one to year six at an appropriate level.

Most of the programme is carried out by the teachers who knows your child well and are able to know and understand their individual needs. At times we invite outside visitors, such as our School Nurse and parents with babies to support the delivery of our programme.

We use many resources to support the delivery of sex education. They may be story books, poems, teaching packs, leaflets, models, videos or computer programmes. The programme and materials used are available, as appropriate, for parents to see at occasional parent's meetings.

Parents are welcome to talk to the staff about the programme and any concerns they may have. The legal framework which schools must follow regarding sex education gives parents the right to withdraw their children from all or part of the sex education which is not part of the National Curriculum. Parents who wish to exercise this right may like to discuss this with the Headteacher and will be asked to reconfirm this each year.

A copy of the policy document on sex and relationship education is available in the school policy folder.
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Assessment and Records
Assessment

The aim of assessment is to help the children to make progress. All children are assessed in a variety of ways during the course of the schools year and the resulting profiles are used to record progress and diagnose any problems that arise during a child's education. The assessment procedures though out the school are also used by the teachers to plan subsequent work and so ensure continuity and progression in the education of the child.

On going teacher assessment forms the basis of our work and individual records of pupil's progress are kept culminating in the termly consultation sessions and the end of year reports sent to parents each summer.

Alongside this there are also the Statutory Assessments. As children enter the school their knowledge is assessed using the Baseline Assessment. At the end of Key Stage 1 (year 2), the children take the Standardised Assessment Tasks and at the end of Key Stage 2 (year 6) the Standardised Assessment Tests (SATs). These are national tests, supplied and overseen by the Department of Education. All children are required to undertake these assessments. During Years 3, 4 and 5 the school also uses the optional SATs to allow for continual assessment of the childrens' progress.

At Great Wilbraham we aim to view the assessing of the childrens' abilities in a positive way and will highlight success and achievement. We also see assessment as a partnership, where we value the input and knowledge of parents. Alongside this we believe that children should take part in their own assessment. We use Records of Achievement (ROA), this consists of a book containing targets agreed between the children, parents and teacher, highlighting how the children can develop their own work. The ROA also consists of a portfolio of work in which we place pieces of work during the year, which allow the children to celebrate their abilities and to look back at how they have improved over time.

Baseline Assessment

All Foundation stage children entering the school will be assessed in line with the Foundation stage entry. This will take place during the first six weeks of entering school. They will then be re-assessed in the Spring and Summer Term to measure their progress.
CORE INFO

Admissions Policy
The School serves pupils who live in Great Wilbraham, Little Wilbraham and Six Mile Bottom.

Admissions Criteria:

Where there are more children applying for admission than there are places for in the school, selection will be made by the L.E.A. on this basis;

1. Children with a statement of special need which names the school or for whom this is the only school that can meet their long-term medical needs.


2. Children living in the catchment area with a sibling at the school at the time of admission.


3. Children living in the catchment area.


4. Children living outside the catchment area who have a sibling at the school at the time of admission.


5. Children living outside the catchment area who have been unable to gain a place at their catchment school because of oversubscription.

6. Children living outside the catchment area, but nearest the school according to the shortest available travel route.


In cases of equal merit, priority will first go to children who are looked after (i.e. in public care) and then to children living nearest the School according to the shortest available travel route.

We are able to admit children at the beginning of the September term of the academic year during which they become five. It is expected that children will start on a part time basis until they are ready to become full time by the second half of term. It is possible for children to go full time before this if parents and teachers agree that the child is ready. Where the school or parents believe that an individual child is not ready for this they can agree on later or part time admission.

It is the legal requirement that children start school at the beginning of the term after their fifth birthday. Children who are already five years old or more will be admitted in the appropriate year group at the discretion of the Headteacher.

Appeals

Every effort is made to make a place available for your child in our school, but we must make sure that classes are not overcrowded. All schools have a limit on the number of children they can take in any one year, which matches the available space in the building. This figure is set by the LEA (the Local Education Authority) and agreed with the Headteacher and Governors.

If the number of children wanting a place is below this level all will be admitted. There may, however, come a point when there are too many children of that year for them all to be given a place. If this should happen we will give priority to children according to a list of carefully agreed criteria. These give priority to those children who live within the catchment area i.e. the area served by the school (Great and Little Wilbraham and Six Mile Bottom), or who have older brothers or sisters at the school, or who have a medical reason for choosing the school.

If, having considered your case carefully, we cannot offer you a place, then you have the right to discuss the matter with the LEA. You should write to:

Angela Bloom
Admissions Officer
Admissions
Box ELH 1505
Castle Court
Castle Hill
Cambridge
CB3 OAP

Or telephone: 01223 712755

If after discussing the matter fully, you are still unhappy, then you can make a formal Appeal to the above address. Your case will be heard by an independent panel, which has the power to override the decisions of the LEA.

Complaints

Any complaint about school matters should first be brought to the attention of the relevant staff and Headteacher. If the complaint is not resolved a formal complaint may be made firstly to the Governing Body and secondly to the LEA. Leaflets regarding complaints procedures can be obtained from the school office.
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The School Day
School Times

School grounds open: 8.40am
School starts: 8.50am
Dinner time: 12 noon - 1.00pm (KS1), 12.20 - 1.00pm (KS2)
School closes: 3.15pm for Key Stage 1 children or 3.20pm for Key Stage 2 children

Pupil Supervision

Staff act in a supervisory capacity for a period of 10 minutes before school opens and for a similar period after school closes. KS1 children travelling by school transport are escorted to the transport at the end of the day.
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Visiting the School and Road Safety
Arrangements for Parents to visit the School

Both existing and prospective parents wishing to visit the school are always welcome. If possible, visits should be arranged for days when the Headteacher is doing administrative work rather than teaching.

Staff are readily available to meet and talk with parents about their children, but it would be helpful if you would telephone or write to the school in advance to arrange a mutually convenient time. There are formal times during the school year when parents can meet teachers to discuss their child's progress more fully.

Road Safety

If you bring children to school by car please be aware of the danger created by cars manoeuvring amongst pedestrian children.

Parents are prohibited from driving into the school car park to drop children off, or whilst collecting them, because of the danger to other children.

It is recommended that parents park in the two lay-bys opposite the school gateway or in Angle End where children can be safely dropped off or picked up. Cyclists should dismount whilst on school property.
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Discipline and School Rules
There are very few school rules. We rely upon the common sense of children to create an atmosphere in which strictly enforced written rules are unnecessary. The school staff, by example and discussion with the children, make them aware of the fact that only a high standard of behaviour is acceptable. In almost all instances of misbehaviour or breaches of good conduct a spoken reprimand is sufficient. If corrective discipline is required, it is usually administered through loss of privileges or playtimes. In cases of persistent indiscipline however, parents' co-operation will be sought to discover reasons for bad behaviour and to remedy it.

To assist in the smooth running of the school, parents are asked to follow these guidelines:

1. Children should not arrive at school before 8.50am, at which time they will be supervised by a teacher on duty in the playground. Before this time staff can not accept responsibility for any children who are on the premises. The school day begins promptly at 9.00am.

2. Parents wishing their children to be excused from PE, games or swimming, or to remain indoors at playtime, are asked to send in a written request giving their reasons.

3. It is requested that sweets are not brought into school. Children may bring in a piece of fruit for the mid-morning break.
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Absence from School
If your child is absent from school please contact us by 9.30am on the first day of absence. If no message has been received by 9.30am, the school will contact you. A brief letter should be sent with your child on their return to school describing the reason for absence (If no letter is sent, then the absence will be noted as unauthorised in the register).

Taking your child out of school is not encouraged, however, those parents who wish to take their child on holiday during term time should firstly contact the Headteacher to discuss the proposed absence. All holiday absences should be noted on a form EDN 2 which is kept in the school office. This must be completed by the parent and returned to school before the holiday commences. Parents are entitled to two weeks only, i.e. ten school days (Monday to Friday) during any one academic year from September to July. Any additional holiday leave will be counted as unauthorised absence.
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Uniform and Equipment Required
Parents are requested to send their children to school in clothing that is comfortable and appropriate for all activities. Shoes should not have high heels. We do encourage the wearing of the school sweatshirt and polo shirt. It is intended that the sweatshirt and polo shirt be worn with navy blue accessories such as shorts, trousers, skirts or jogging pants.

For physical education, it is essential that the children should be correctly dressed. This should include a tee-shirt and a pair of shorts, preferably in school colours of yellow and black or navy. These need to remain at school during the week in a small bag marked with the child's name.

All children involved in outdoor games will require a track-suit or similar garment for the winter months plus alternative, appropriate footwear.

The sweatshirts, polo shirts, black PE shorts, jogging pants and yellow tee-shirts can be purchased through the PTA. on request.

Jewellery may not be worn in school. The only exceptions are watches and studs for pierced ears. These must be removed during lessons involving physical exerciseand will be retained by the class teacher for collection after the lesson.

For swimming, children need a swimming costume or trunks and a towel.

It is also very useful to provide your child with an overall to protect clothing during art and craft lessons. A discarded adult shirt, adapted to fit, is quite suitable.

All clothing and other personal items brought to school by children should be clearly marked with their name.
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School Facilities and Resources
The school has a playground with a netball court marked and a sports field for numerous sporting activities. As a member of the circle group of schools we are able to take full advantage of all the excellent facilities offered at Bottisham Village College, which include a sports hall, gymnasium, swimming pool and drama studio.

The school boasts a well stocked library and ICT Suite, other regularly used resources include laptop computers, television and video, radios, tape recorders, camera and camcorder.
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Pastoral Care
Pastoral care is largely the concern of the class teacher, the child's relationships with 'his/her' teacher is at the heart of Primary Education.

Problems may arise from time to time and it is in the child's best interest to tackle these as soon as possible. If parents do have any worries or concerns, it is most helpful if we know of these as soon as they arise. Often a call to the school is sufficient to allay any fears.

If you have a problem please ring to make an appointment with your child's class teacher to arrange a mutually convenient time. If only a short message is necessary then the staff are generally available just before school commences and after school finishes. However, please do not disturb the class teacher once the children have assembled with them, as this is very disruptive for the children. If you have an urgent problem, then please see the Headteacher.

The importance placed on a high standard of pastoral care is designed to ensure that each child finds himself/herself in an environment in which he/she can work and grow in a friendly atmosphere, free from unnecessary anxieties.
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Equal Opportunities
We subscribe to that part of the Director of Education's Mission Statement, which declares:

"Cambridgeshire Local Education Authority's central purpose is to ensure that all pupils and students have equal access to high quality educational opportunities. Identifying and meeting the needs of our young people and other learners is the main concern of our organisation. We believe that all students are of equal value regardless of their sex, race, ability and background and that they are entitled to high standards of teaching throughout their education."

The curriculum content therefore,
- Gives equal validity to the variety of racial, ethnic, cultural and religious groups
- Involves aspects of a broad range of cultures, and
- Develops an awareness and respect for other cultures in a pluralist society

In practice, this means that all children are treated equally and respected whatever their gender, culture or religion.
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Homework
Homework refers to any work or activity which pupils are asked to do outside of lesson time, either on their own or with parents or carers. The school has a homework policy, which covers the purpose of homework and indicates the amount and type to be given for each year group. A copy of this is available in school if parents (you) or carers wish to see it.

At Great Wilbraham children regularly bring home their reading books, learn spellings and tables and as they get older are asked to complete more independent pieces of work often related to topic work. We acknowledge and are grateful for the role that parents play in supporting the school and their children.
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School Meal Arrangements
School meals are available. Children should bring their dinner money to the class teacher in a named envelope on a Monday. It is most helpful if you are able to send the correct sum of money. Cheques should be made payable to 'Cambridgeshire County Council' and crossed. Parents may pay for dinners weekly or for half a term in advance. Refunds resulting from a child's absence will be carried over to the next week and deducted from the cost of those meals, or returned to parents at the end of each half term.

Parents and younger brothers and sisters are welcome to join their children for a school lunch on Fridays. These need to be paid for and booked a week in advance.

If your child is to commence or end school meals, two week's written notice is appreciated. School dinners must be cancelled by 10am, otherwise the parent must pay the cost of the meal.

We are extremely fortunate to be able to offer a wide range of foods to cater for all diets.

Free dinners are available and if you would like to apply, please ask for details and the necessary form from the School Administration Team.

Some parents prefer to provide sandwiches for their children to eat at midday. We feel that it is better for children to have a hot meal, but the final choice is yours. Any drink sent to school should be in a plastic container.
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Health and Welfare
General Information

Routine tests are no longer carried out by the Community Paediatric Service, though we can make referrals, with your consent, to the School Doctor, Audiometrician and Speech Therapist. This is often done through our link nurse.

The Community Paediatric Service welcomes communication with parents and we arrange regular visits from the school nurse to enable you to talk, in confidence, about any of your concerns. Should you wish to speak to the nurse at any other time, the school office will give you details of how to contact her.

Parents are asked to notify the school if their child suffers from any illness that could affect their school life (e.g. eczema, asthma) and, if they stay to school lunch, whether there are any foods to which they are allergic.

When a child is taken ill at school, parents are contacted as soon as possible so that the child can be collected from school. For this reason the parents are asked, when their child starts school, to complete a form telling us where either parent may be contacted during the day and to provide us with a local contact when parents are unobtainable. Please do not send a child to school if he or she is unwell.

Educational Welfare Officer

There are close links between the school and the Educational Welfare Officer. Their aim is to help all children (wherever they attend school) to benefit from the education being offered them. The Officer acts in a liaison capacity, building up relationships between the school, family. child and education department. They will support, explain and advise on many of the issues that may prevent a child enjoying or attending school. Guidance and advice may also be given in respect of free school meals, uniform grants, employment of children bylaws, children in entertainment, e.t.c..

The Education Welfare Officer K Tarantini can be contacted at Education Welfare Service, C P D C, Foster Road, Trumpington, CB2 2NL Telephone: 01223 712096

Child Protection Procedures

Under the Education Act 2002 (section 175), schools must make arrangements to safeguard and promote the welfare of children. Parents / carers should know that the law (Children Act 1989) requires all school staff to pass on information which gives rise to a concern about a child's welfare, including risk from neglect, physical, emotional or sexual abuse. The staff will seek, in general, to discuss any concerns with the parent / carer, and where possible seek their consent to a referral to Social Care. This will only be done where such discussion will not place the child at increased risk of significant harm. Great Wilbraham Primary School staff will seek advice from Social Care when they have reasnoble cause to suspect a child may be suffering or likely to suffer significant harm. Occasionally, concerns are passed on which are later shown to be unfounded. Parents / carers will appreciate that the designated person for child protection was carrying out their responsibilities in accordance with the law and acting in the best interests of all children.
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Health Care
Illness

In the event of illness or accident, the school will contact parents in accordance with details kept on file. The appropriate measure may be first aid at school (by a qualified member of staff), treatment at a local health centre, or transport to the child's home. If your child has been ill it is advisable not to send him/her to school for at least 24 hours. This precaution will help prevent the spreading of any possible infection.

Common Diseases Caught by Children

Disease - Incubation Period - Minimum period of absence from school

Chickenpox - 11 to 21 days - 6 days from onset of rash
Diphtheria - 2 to 5 days - Until bacteriological examination is clear
Food Poisoning - 2 to 24 hours - Until clinically fit
German Measles - 14 to 21 days - 4 days from onset of rash
Measles - 10 to 15 days - 7 days from onset of rash
Mumps - 15 to 24 days - Until swelling has subsided
Severe Sore Throat - 2 to 5 days - Until appropriate treatment has been given
Whooping Cough - 7 to 10 days - 21 days from onset of cough

Please remember - This is only a guideline and it must be stressed that if you are in any doubt whatever, you must consult a doctor.

Medicines in School

Normally if medicines are prescribed to be taken three times daily there will be no need to administer them during school time and General Practitioners, if asked, will usually be able to ensure that this is the case. If it is unavoidable, and more frequent doses of medicine must be administered then parents should make their best efforts to visit the school, or make other arrangements for this purpose.

The staff have 'in loco parentis' responsibilities for the welfare of the children during school time but the administering of prescribed medicines at prescribed times generally falls outside of those responsibilities.

However, in some circumstances it may be possible to arrange for a child to administer their own medicine. A request must be made in writing using the medical form, and medicines sent to school must be in a named container accompanied by details of dosage. The medicines must be then given to the Secretary who will keep them safely in a locked medicine box.

Inhalers, for conditions such as asthma, are the only exception, and for obvious reasons should be kept with the child. Young children who are becoming independent in their use of inhalers may need extra support. Please ensure that inhalers are named.

If you are in any doubt about medicines in school, please talk to your child's class teacher.
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Partnerships
With Parents

We greatly value the contribution made by parents in developing the best education possible for their children. Our home school agreement states that we have high expectations that you, as parents, will:

- support the school aims
- encourage self-discipline in your child
- ensure that your child attends school
- keep us informed of anything happening at home that might affect your child's behaviour or attitudes
- support school activities such as teacher consultation sessions, parents evenings and PTA functions
- encourage and support your child to complete homework tasks
- see your child's teacher to discuss any concerns or problems

We also rely on your active participation in classroom work, assemblies, parent lunches, trips and other events during the year.

With the Community

We welcome, and seek to develop, community involvement in our school in lots of different ways. We have links with other organisations across our catchment villages - for example, the Churches, Great Wilbraham Playgroup, and the Gardening Club. We invite a range of people to attend our various fund-raising events during the year, and encourage use of the school premises as a community resource (for example, a village children's parties and village meetings).

The children have regular visits from various people in the community such as the community nurse, local clergy, and people who can present specific subjects. We encourage the children to be active in charitable fund-raising as well as fund-raising for the school.

With the Parent Teacher Association

The school has a flourishing PTA, which meets regularly and organises social, educational and fund-raising functions. Past success has resulted in many extra resources for the school - the millenium garden, play equipment, gazebo and computer suite.

With the Playgroup

Great Wilbraham Playgroup runs on five mornings a week from a mobile on site. It is a separate organisation from the school but we work closely together, particularly with children in their final Playgroup term before starting school. Experience of Playgroup can be an invaluable preparation for school life.

With other schools

A group of nine schools (known as the Circle Schools) works together in the Bottisham area with the aim of giving children and teachers opportunities and experiences that small rural schools operating in isolation cannot provide. The Circle was established in 1975 and comprises; Cheveley, Ditton Lodge, Fen Ditton, Great Wilbraham, Kennett, Kettlefields, Swaffham Bulbeck, Swaffham Prior and Teversham Primary Schools.

Some of the Circle schools lack certain basic facilities, such as halls or playing fields, and events are organised to link to those facilities in other Circle schools. The facilities at Bottisham Village College, for example, the sports hall, swimming pool and drama studio are used by groups from the Circle schools.

The Governors from all of the schools attend training sessions together. Headteachers and Chairs of Governors meet once a term to discuss common issues and to formulate responses to DFEE and LEA initiatives. The Heads of all nine schools meets regularly to discuss, plan and review events and to give support to each other. Courses, conferences and opportunities for teachers to meet to assess and broaden curriculum strengths are also integral to the group.

Bottisham Village College

Most of the children go on to Bottisham Village College and there is a close liaison with staff there to make this as streamlined as possible.
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Educational Visits
General Information

During your child's stay at school, he/she will participate in educational visits.

All trips are organised in conjunction with the class topic plan and are organised to enhance the children's learning. Each class aims to make a visit out of school at least once a term. Some of these visits may be local or even within the village. One visit per year may be further afield and possibly incurring more expense. Jupiter Class usually makes a residential trip and will operate a savings scheme for this. Occasionally this will be replaced by a series of separate trips.

Charging for School Activities

Under the Education Reform Act 1988, there is no charge for school time activities, but parents will be invited to make voluntary contributions to enhance these activities and will be shown the level of contribution required. In accordance with DES circular 2/89 'Charging for School Activities' no child will be excluded from activities during school time through lack of funds.

If insufficient contributions are collected then the school reserves the right to cancel the proposed trip. The school may decide to support an activity from general funds or a specific fund raising event (the school would prefer not to use PTA funds except for one off occasions). There is a small school fund available for parents with financial difficulties.

Most Circle School events are funded from a central budget to which the school makes an annual contribution.
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Special Needs
At Great Wilbraham we are determined to meet the needs of all children.
Each child's progress is monitored carefully and if there is any concern the child will be assessed and action taken to ensure that individual needs are met.
Parents will be kept informed from the earliest stages so that support can be obtained from active parental involvement and encouragement.

The school is supported in Special Educational Needs by the Pupil Support Service based at the Manor Community College and by an Educational Psychologist and other agencies. Parents will be notified of any assessment beforehand and will be informed of the results, which may recommend specific assistance.
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Out of School Activities and Clubs
General Information

A variety of after school activities are offered to children at various times, such as Gymnastics, Dance, Netball, Hockey, Cricket, Football, Athletics, French, Chess, Craft and Drama. These are usually run by outside organisations, who work closely with the school, such as Cambridge Community Education and Elysium Sports, or sometimes run by staff at the school.

There are also links with Shelford Rugby Club and Cambridgeshire County Cricket Club who send along coaches to run free coaching sessions for the children in Jupiter Class during the winter and summer terms. Cambridge Football Club has also run subsidised courses at the school in the summer term, which are very popular for both boys and girls.

Sporting activities are often arranged between schools on a Circle Schools basis and also county wide on occasion. Children enjoy representing the school and taking part as a team. We have been particularly successful in cricket and football in recent years.

Out of School Club

There is an Out of School Club on the School site. For further information please contact 01223 881889.
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Unauthorised Absence
Since 1992 there has been a legal requirement for schools to publish any unauthorised absences in their school brochures.

Percentage of half days (sessions) missed through absence in 2004/2005:

Authorised Absence (School): 4.8%
Authorised Absence (National): 5.4%

Unauthorised Absence (School): 0.5%
Unauthorised Absence (National): 0.5%
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Accessibility
Our school aims to be an inclusive school. We hope to make all our children welcome and feel happy to look forward to their school day. Every child is different and we view differences as an opportunity for adults and children alike to learn more about ourselves.

If your child has a disability he or she will be treated no less favourably than other applicants for admission. We make reasonable adjustments to ensure that pupils with disabilities are not placed at a substantial disadvantage. Our accessibility plan describes the arrangements we have already made and the further proposals planned, to improve physical access to the school, access to the curriculum and access to written information.

The school has a policy for supporting children with special educational needs which is revised every year. This policy is available on request. Our aim is for all children to have access to all aspects of school life, as far as is reasonable and practicable.

We aim to prevent disabled pupils in our school being placed at a substantial disadvantage. We will take all reasonable steps to ensure that people with a disability are not treated differently without lawful justification. We will make reasonable adjustments for disabled pupils and we will know we have succeeded when disabled pupils are participating fully in school life.

In order for effective partnership working between home and school to take place, we anticipate that parents will want to:

inform the school at the earliest opportunity if their child has a disability and the exact nature of it;
provide the information school needs to plan effectively for the child to be a full member of the school community;
acknowledge that when deciding whether an adjustment is reasonable, one of the factors the Headteacher must consider is the effect of the proposed change on all members of the school community;
recognise the importance of school and home working in partnership.


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