Highfield Primary School Prospectus 2015

 

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Highfield Primary School Prospectus 2015

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p. 1

Welcome to Highfield Primary School HEADTEACHER: Mr D Glyn-Jones CHAIR OF GOVERNORS: Mrs S Smethurst Highfield is a popular school with an excellent reputation that is valued by the local community. It was opened in 1935, extended in 1996 and an extensive new build creating 5 classrooms, an ICT suite and outdoor classroom was completed in November 2012. We currently accommodate 60 children in each year group up to Year 3, with 45 children in each year group from Years 4 to 6. Many of our families contain children and grandchildren of former pupils and we look forward to serving the people of Farnworth well into this millennium. Our school promotes a sense of belonging for pupils and staff alike. The focus on first hand experiences to enhance and secure achievement develops curiosity, creativity, reflection, resilience and learning, skills which all serve to underpin Highfield’s success. Highfield is dedicated to achieving excellence through a stimulating and well resourced environment, enthusiastic and committed staff, raising self esteem and awareness of others, and encouraging respect. Above all we believe that in order to achieve the best for each child, it is imperative that we work closely in partnership with parents and children to nurture and support them during their years at Highfield. Our good work has been confirmed through several awards: The Basic Skills Quality Mark (three times), Healthy Schools (enhanced), Active Mark (3 times), Eco School, Green Flag Award, School Travel Plan and the Nurturing Environment Award. At Highfield, we endeavour to create a warm, friendly atmosphere in which everyone feels at home and where the uniqueness of every individual is recognised and valued. We set high expectations for all pupils in both work and behaviour, encouraging them to achieve their very best and to discover their own strengths and talents. We make curriculum provision for all levels of ability, ensuring that all the children experience success. Pupils also have the opportunity to take part in a wide range of educational visits and extra-curricular activities. Parents, staff, governors, children and a range of outside agencies work closely together to ensure the quality of education offered. The school maintains close positive links with those it serves, and enjoys the confidence of its community. Regular ‘newsletters’ and current information is sent home to parents via letter, text, website and the school noticeboard.

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p. 2

What OFSTED say about our school Highfield was inspected in 2012. These are their key findings: “This is a good school. The pupils achieve well and their attainment is above average overall in English and mathematics by the time they leave Year 6.” “Standards in reading are above average.” “Pupils are eager to learn and present their work with care.” “Parents and carers are positive about the care and quality of education their children receive and strongly recommend the school.” “The quality of teaching is good, work is matched well to pupils’ needs and lessons are exciting and engaging.” “The behaviour and safety of pupils are good. It is often exemplary in lessons and strongly contributes to the effectiveness of teaching.” “The school is led and managed well. The headteacher and senior leadership team have established a purposeful and effective ethos which is shared by all those involved in the school.” “The governing body is ambitious and well managed and makes a good contribution to school development planning.” “The curriculum is good.” “The Early Years Foundation Stage provides a language–rich learning environment, with well– planned activities for children to select for themselves.” “The pupils’ spiritual, moral, social and cultural development is good . They are aware of others, and empathetic to their needs, in many different circumstances.” Pupils have good levels of self–esteem and self–awareness in response to well –planned opportunities to take responsibilities and extend their social and leaders hip skills.”

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p. 3

The Highfield Team 2014-15 The Governors Mr S Smethurst Mrs P Cooper Mrs K Liptrot Mrs J Halligan Mr M Mulla Mrs L Knowles Mr L Kirkpatrick Mrs K Hutton Mrs S Kennington Mr J Daniel - Sam Mr M Kenyon Mr D Glyn-Jones Chair / Parent Governor Vice Chair / LA Governor Parent Governor Parent Governor Parent Governor Parent Governor Parent Governor Teaching Staff Non-Teaching Staff Community Governor Community Governor Head Teacher The Teachers RH RF 1H 1F 2H 2F 3H 3F 4H 4F 5H 5F 6H 6F Mrs A Ward Miss V Barrera Mrs H Winstanley/Mrs L Talbot Miss J Minion Mrs L McCabe Mrs P Nagar Mrs A Campion Mrs K Hutton Mrs F Cramer Mrs V Hayton Miss D Helme Miss S Weller Miss J Williams Mrs J Wrigley Teaching Assistants Mrs L Aimson Mrs Y Clemson Mrs C Daniel-Sam Mrs K English Mrs L Fowler Mrs J Harper Mrs D Hartles Miss L Horrocks Mrs S Kennington Mrs S Olive Mrs J Rannard Mrs N Stopforth Mrs C Tinsley Mrs S Wakes Miss E Walker Mrs M Walker Miss L Wilde Mrs H Armstrong Mrs J Compton Mrs J Deakin Mrs K Fletcher Mrs V Kerr

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p. 4

School Business Manager Mrs L Greenwood Office Manager Mrs D Howarth Senior Office Administrator Mrs L Cardwell Site Manager Mr G Crook Catering Staff: Mrs S Lawton Miss J Cooper Mrs P Dawson Miss L Lomax Catering Manageress Assistant Cook General Assistant General Assistant Midday Supervisory Staff: All of our TAs contributes to the supervision of pupils at lunch times. In addition, we also have: Mrs J Neal, Mrs D Patel, Mrs S Smith, Miss A Ball, Mrs M Hamer, Mrs L Ball, Miss M Eden T E A M Ogether veryone chieves ore

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p. 5

Vision Statement We believe that each child has a valid and valuable contribution to make to society and we work towards that end, inspiring self-worth, care of others, courage, self-discipline and initiative, fostering aspirations for a brighter future through a highly creative and personalised curriculum. At Highfield, we encourage our children to:  develop a belief in themselves and have a positive, respectful relationship with others become independent learners who can apply their skills and knowledge to a variety of new situations have a passion and motivation to learn throughout their lives take an active part in their local community and respect people in the wider community   

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p. 6

Admission Procedures The policy for admission to community and controlled primary schools for 2014-15 is as follows. All parents will be provided with a preference form on which they will be asked to express 3 preferences in order of priority for a primary school. If the school is over-subscribed the following criteria will be applied in priority order: 1. Children who have a Statement of Special Educational Need stating the preferred school. 2. Children in Public Care (Looked After Children). 3. Children who will have older siblings in Reception to Year 5 of the preferred school at the date of application. Older children from the same family unit, attending a particular school, can be considered to “qualify” a younger child under si bling link criteria, provided proof is available to demonstrate that the children are permanently resident at the same address and part of the same family unit. 4. Children who suffer from some medical condition or disability, which makes it better for them to attend that school rather than another. 5. Proximity (where you live). The school is currently full all age groups. Government legislation states that KS1 classes must not exceed 30. Governors are resistant to increasing class sizes at KS2. Information about the Appeals procedures can be obtained from Children’s Services, Paderborn House, Bolton. HAPPY CHILDREN LEARN WELL!

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p. 7

The Role of the Governors The Governing Body is responsible for the policies and overall development planning for the school. Working through the head teacher and the staff, the governors encourage and support the work of the school, ensuring that the finances are well managed and that the education and personal welfare of the children are kept under regular review. There are twelve governors, six of whom are parents. Governors are appointed for a period of four years. When vacancies for parent governors arise, all parents have the opportunity to participate in the nomination and voting processes. The full Governing Body meets at least once a term. A lot of the developmental work is managed by the Standards and Resources sub-committees, which meet regularly throughout the year. We have link governors for all curriculum areas, and class governors attached to individual classes. Highfield governors are very committed to the school and closely linked with the local community. Pastoral Care Highfield is a large primary school but very caring. It is widely known and respected for its commitment to pupil welfare and multi-agency working. The well being of the children is of vital importance if they are going to enjoy school and make progress. Sometimes personal circumstances affect achievement in school, so it is very helpful if parents keep us aware of any home issues that might be troubling a child. Because of our day-to-day dealings with children, we are well placed to observe changes in attitudes or behaviour and to support the child who is coping with difficulties. Parents should be aware that we are required by law to inform Social Services if we feel that a child is suffering or at risk of significant harm. EVERY CHILD MATTERS!

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p. 8

Attendance At Highfield we use an electronic pupil registration system that submits data to the Local Authority on a weekly basis. It is, therefore, vital that we are informed promptly about reasons for absence. Please inform school by telephone on the actual day of your child’s absence. Visits to the doctor or dentist should, wherever possible, be arranged outside of the school day. The school attendance rate for 2013-14 was 95.9% The authorised absence rate is 3.9% The unauthorised absence rate is 0.2% Parents are asked to note that school does not authorise term time holidays, except in “exceptional” circumstances. Permission must be obtained from the Head Teacher. Parents are required to complete a "holiday" request form. Absences are recorded as authorised or unauthorised depending upon individual circumstances. No leave of absence will be authorised during the SATs period, when school tests are being administered in May and June, or for children whose attendance has fallen below 95%. Statistics about holidays during term time are held by the school and the LA.

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p. 9

Behaviour and Discipline AIMS:    To develop self discipline in each pupil To provide a quality learning environment for all children To be encouraged to develop a standard of behaviour acceptable to peers and society in the widest sense. Children at Highfield have a clear understanding of the good attitude and behaviour that is expected of them at all times. We constantly promote positive relationships and teach the children to show care and concern for others. We have a home-school agreement which you are asked to sign when your child starts at Highfield. Through this agreement, parents agree to support the school in its task of maintaining high standards of behaviour and combating all forms of bullying. Should a serious case of bad behaviour arise, parents will be informed immediately so that we can work together in tackling the problem.

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p. 10

“Children Learn What They Live” If a child lives with criticism He learns to condemn If a child lives with hostility He learns to fight If a child lives with ridicule He learns to be shy If a child lives with shame He learns to feel guilty If a child lives with tolerance He learns to be patient. If a child lives with encouragement He learns confidence If a child lives with praise He learns to appreciate If a child lives with fairness He learns justice. If a child lives with security He learns to have faith. If a child lives with approval He learns to like himself. If a child lives with acceptance and friendship He learns to find love in the world.

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p. 11

School Organisation From September 2014 there are 375 pupils on roll. Reception children are allocated to key workers in smaller groups of 15 so that they have the best possible start in school. We aim to keep a fine balance of older and younger boys and girls across these two classes. As the children move through school, they stay in classes of approximately 30. As of September 2014 all of the classes contain just one age group. The curriculum is very carefully planned and monitored to ensure equality of provision across each year group. Teachers plan in teams - Reception, Y1, Y2, Y3, Y4, Y5 & Y6. For most of the time, the children are taught by their own class teacher, but, since teachers share skills and expertise, we do find it beneficial for the children that they are sometimes taught by other members of staff. Teachers organise their classes in a variety of ways depending upon the nature of the activity. Whole-class teaching takes place when the content of a lesson is appropriate to the needs of every pupil. Group teaching provides for the wide range of ability that exists in every class, extending the more able, while also making provision for special educational needs. There are teaching assistants (TAs) working with individuals and groups throughout the school and specialist teachers from the Special Needs Support Services also work in school. We receive regular input from the peripatetic Instrumental Teaching service. Each teacher also has a whole-school curriculum responsibility and some have additional leadership roles. Delegated responsibilities enable teachers to contribute to the management of the school, sharing their strengths with others in the building of a successful school.

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p. 12

The Curriculum We provide a broad, balanced, differentiated curriculum that fulfils the main requirements of the Education Reform Act (1988):  to promote the spiritual, moral, cultural, mental and physical development of the pupils at the school and in society to prepare such pupils for the opportunities, responsibilities and experiences of adult life In the Reception classes, the children work to the early learning goals of Early Years education, moving on to the National Curriculum objectives when they are ready. In years 1-6, the children follow the National Curriculum before transferring to year 7 and their secondary education. The core National Curriculum subjects are:  English  Mathematics  Science  Computing  Religious Education In addition, children study History, Geography, Design Technology, Music and Art, through our TASC curriculum. They take part in a range of P.E. lessons, including swimming. Swimming is a compulsory part of the curriculum in years 4, 5 and 6. The lessons cannot be missed unless there is a medical condition, which would be aggravated as a result of swimming. We teach Personal, Social and Health Education with citizenship. Spanish is taught throughout KS2. We also introduce the children to environmental issues and responsibilities from a very early age. Subjects are not necessarily taught in isolation. Read, Write Inc, Literacy, Big Maths and Numeracy sessions take place daily throughout the year. Other subjects may lend themselves to cross-curricular planning when the threads from each different subject are carefully woven together into a topic that will involve an extended period of study. We are very committed to linking learning to the children’s life experiences and providing hands -on experience, educational visits and curriculum enrichment opportunities whenever possible. The governors have agreed that Sex Education should be taught in Years 5 and 6 as an element of the “Healthy Bodies” programme. Other issues are dealt with appropriately as and when they arise. Parents have the right to withdraw their child from R.E. and those aspects of Sex Education, which fall outside the National Curriculum. Please discuss this matter with the Head Teacher if this applies to your family. All curriculum policies can be made available to parents in school. In addition, we hold curriculum information sessions for parents and consultation evenings to discuss the progress of individuals.

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p. 13

Charging for Curriculum Enrichment Opportunities and Educational Visits Because we believe in the value of first-hand learning experiences, we endeavour to provide the children with a variety of curriculum enrichment opportunities, including educational visits off site. Parents will be asked to make a contribution towards a school trip that takes place within the normal working day. No pupil will be prevented from taking part in the activity if the parents cannot afford to pay, but PLEASE contact the Head Teacher if there are genuine financial difficulties. Sometimes we don’t know, so we are unable to help. There are no funds within the normal school budget for financing school visits, therefore we must seek parental contributions if we are to continue this programme of events. During recent years the children have taken part in some excellent outings, well supported by parents and governors, as well as the staff. Residential visits are offered to Year 4 children at Robin Wood in Todmorden, and to Year 6 children at Boreatton Park in Shropshire. We also seek out opportunities for drama groups and other key speakers to visit school. The PSA often helps with the cost of these valuable curriculum enrichment events when they are provided for all the children. However, when the activity is for a specific year group and does incur extra cost to the school, we do need to ask for parental contributions. We find that pupils engage very positively with special events and, such opportunities do make a difference to their levels of interest and understanding across the different subjects.

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p. 14

Extra-Curricular Activities Teachers and teaching assistants run several voluntary after-school and lunchtime clubs for children, offering them opportunities for personal development, performance in festivals and participation in competitions. We have a school choir, a community vocal band brass, woodwind and recorder groups. We have ICT clubs, cookery, card making, gardening, knitting, scrabble and an Art club. Girls and Boys football, netball, gymnastics, dance and rounders activities are offered throughout the year to pupils. We have a swimming team that enters the local gala. Children take part in cross-country events, Farnworth inter-school sports and in the annual Harper Green Primary Schools Quiz. We also access other providers in order to offer a wide range of activities throughout the year. These include cricket, handball, dance and Multi Skills sports clubs. Assessing and Reporting upon Pupil Achievement Assessment is an on-going process, which continues throughout a child’s time in school. Information derived from assessment is used to inform future planning, ensuring that each child is working to potential and making good progress. Teachers keep careful records of achievement in relation to Early Learning Goals and National Curriculum levels. We also administer some standardised tests that indicate pupil achievement in relation to the national picture of ability across the particular age group. Children in Reception are assessed in seven areas of learning for the Foundation Stage. Pupils in year 2 are teacher assessed in reading, writing and maths. These results are reported to parents and the Local Authority. In year 6, the children take SATs in Reading and Maths and are teacher assessed in Writing and Science. The teachers of these children will explain the procedures to parents at the appropriate time.

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p. 15

Staff and governors collate data from both teacher assessment levels and tests through which we can “track” the progress of groups and individuals as they move through school, make provision for all levels of achievement and set challenging targets for all our children. Key Stage 2 Data Level 4 and above 2006- 2013 2006 248 2007 234 2008 233 2009 221 2010 246 2011 267 2012 296 2013 280 Aggregate for publication English Mathematics Science 84% 80% 84% 82% 68% 84% 70% 80% 83% 75% 70% 76% 78% 84% 84% 89% 89% 89% 98% 100% 98% 91% 93% 96% The table above shows how KS2 attainment standards at Highfield have improved and been sustained over time. The vast majority of children at Highfield make outstanding progress as they move through school, reflecting the high level of “added -value” that the school achieves. It must be recognised, however, that each cohort of pupils has its own characteristics and strengths. Some years there will be a higher number of pupils with special educational needs. At Highfield, we challenge the children to be the best that they can be. We always ensure that we have done our very best for the children during their time at here. Special Educational Needs At Highfield, we are committed to the provision of a broad, balanced and relevant curriculum for all children, including those with Special Educational Needs. We make every effort to identify the individual needs of pupils from an early age and to plan appropriate programmes of work for those with particular learning difficulties. Miss Barrera & Miss Weller co-ordinate all Special Needs provision in school, liasing with Bolton’s SEN Support Services and other professionals working on behalf of our children. Parents are fully involved in discussion and decision-making. The school's policies are regularly reviewed to meet the requirements of the SEN Code of Practice. The children of Highfield are particularly sensitive and understanding towards their peers who have learning difficulties, a reflection of the commitment shown by the staff to the inclusion of all children who are able to benefit from receiving mainstream primary education.

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