St Bede Brochure

 

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St Bede Brochure

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ST BEDE’S is a Roman Catholic Voluntary Aided Primary School that serves the parishes of St. Thomas Aquinas, St William’s and St. Anne’s in Darlington. The school caters for children aged between 3 years and 11 years. On 1st August 2012 St Bede’s was granted Academy status. 2

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Contents Mission School Staff Safeguarding Children The School Day Teaching and Learning Subjects Sporting Activities Extra-Curricular Activities Attendance Other School Information Friends of St Bede’s Contact Details Admission Policy 4 5 6 7 8 12 16 16 17 18 18 19 20 3

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St Bede’s R C Primary School: A Statement of our Mission ‘One in unity, rich in diversity’ We grow and Learn together every moment through every experience that we share: to achieve this we must learn to listen to each other, to express our thoughts clearly and with care, and to respect the thoughts and ideas of others. We grow spiritually in the Love of God and of one another as Jesus taught us in the Gospels: for this we must learn to respect the religions and cultures of other people and of other races as they form part of our common humanity. We grow as a community of service to each other, independent and interdependent, aware of and responsive to each others’ needs: to achieve this we work to develop in children and to value and reward a caring attitude to one another’s well-being and peace of mind. We respect and value each others’ hard work and success and learn about human aspirations and achievement. We grow in happiness, sharing our hopes, dreams, fears, sadness and joy. We grow in care and respect for our school, our town, and the wide world: to achieve this we teach children about their own environment and the world around them and try to encourage a sense of awe and wonder at the contrasts in the natural world and a feeling of stewardship towards our world. We grow in maturity, in patience, tolerance, kindness, understanding and reconciliation as we practise the Law of Love: to achieve this we aim to help children to gain self-confidence through a variety of situations and activities both in and out of school. We work to develop a sense of self-worth and personal value and so to value others. We grow closer to God through prayer, worship and our Catholic Faith: to achieve this we follow a programme of Catholic formation in school planned to help children develop the God given gift of Faith and to know and follow the practice of our Catholic Religion. We grow in learning, in attitudes, skills, concepts and knowledge and we celebrate our gifts: to achieve this we work to offer a broad, balanced, relevant and continuously progressive curriculum - a creative curriculum - aiming to help children develop lively and enquiring minds. We work to nurture the skills of questioning, reasoning and we encourage children to enjoy the satisfaction of new learning and a growing understanding of their creative gifts. We value and reward hard work. In all things we grow together as one family in God. 4

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School Staff Chair of Governors: Mr George Firbank Headteacher: Mrs Doreen King Deputy Headteacher: Mrs E Millward Nursery Class: Teacher: Miss Cailin Pattison (Temporary Supply) TA: Mrs Claire Hindle Reception Class: Teacher: Mrs Emily Millward /Mrs Edwina Bryant / Miss Jessica Roberts TA: Mrs Sam Curtis/Mrs Hayley Kilcran YEAR 1: Teacher: Miss Sarah Shannon TA: Mrs Karen Murphy YEAR 1: Teacher: Mrs Sophie Buchan TA: Miss Rebecca Moss/Miss Sally-Jo Harkness YEAR 2: Teacher: Miss Bethen Tate TA: Mrs Patrun YEAR 3: Teacher: Miss Olivia Nicholson TA: Mrs Diane Walker YEAR 4: Teacher: Mrs Eileen Bennett/Mr G Connor TA: Mrs Vicky Willis YEAR 5: Teacher: Mrs Kath Heskett/Mrs Claire Ankers TA: Mr James Pritchard YEAR 6: Teachers: Miss Lucy Sweeting HLTA: Mrs Becky Sadler Support Teacher: Mrs Claire Ankers TA Apprentice: Miss Sally-Jo Harkness SCITT Teacher Trainee: Miss Gemma Worth School Chaplain: Mr Gerry Connor School Business Manager: Mrs Amanda Alderson School Administration Assistant: Miss Suzanne Withington Reception/Administration Assistant: Miss Catherine Brown Caretaker: Mr Bob Rose Cleaner: Mrs Sharon Foster Catering Staff: Mrs Kay Moss: Cook, Mrs Janice Summerill and Phillip Clayton Supervisory Staff: Mrs Tracy Robson, Mrs Caroline Pattison, Miss Danielle Leer, Miss Kerry Ford and Mrs Karen Innes Breakfast Club Staff: Miss Sue Agar and Mrs Caroline Pattison 5

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Safeguarding Children SCHOOL SECURITY For the safety of the children all doors are closed securely during the school day. All parent and visitor access is via the main entrance into the school office at the front of the building. The pedestrian access is clearly signed and there is a bell to call staff at the main reception. MAIN SCHOOL PLAYGROUNDS Children should not be in school for more than ten minutes before the beginning of the morning session or end of the afternoon session, except in exceptional circumstances, when written arrangements have been agreed with the school, as the Governors cannot accept responsibility for their safety or supervision outside of these times. Children arriving at school should leave their parents at the gate and come into the yard to join their class. The playground is supervised from 8.45am. AT THE END OF THE SCHOOL DAY: CHILDCARE ARRANGEMENTS. At the end of the school day, all teachers take their class out to meet their parents/carers as required by the school safeguarding procedures. It is parents/carers responsibility to notify school in advance of any changes to childcare arrangements. SAFE CAR PARKING The school car park is secured between 8.45 am and 3.30 pm. There is ample parking around the school grounds and parents/carers are encouraged to use this as there are two entrances to the school grounds. BREAKFAST CLUB A School breakfast is available every morning, in the school hall, between 8.00 and 8.45 am. It is open to children from Reception to Year 6 at a cost of £2 a day; bookings are made on a Friday for the following week with payment. Enrolment forms are available from Reception. Class/Group Organisation EARLY YEARS FOUNDATION STAGE The school runs a dedicated Early Years Foundation Unit for children aged 3-5 years which is made up of a Nursery Class and the Reception Class. There is a special curriculum of learning experiences designed to inspire and motivate young learners while developing those early basic skills that form the foundation of successful learning in later life. Much of the learning takes place in the outdoors and all of the learning is based in first hand experiences. The progress of the young learners is tracked through the Early Years Foundation Stage profile and is shared with parents regularly. Please take time to talk to the staff and to share the excitement of this special stage. KEY STAGE 1 There are currently three classes in Key Stage 1 that are arranged into year groups; two Year 1 classes (5-6 years) and one Year 2 (6-7 years). KEY STAGE 2 There are four classes in Key Stage Two that are arranged into separate year groups: Years 3- 6 with children aged 7-11years. 6

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The School Day NURSERY Morning Session: 8.45 am - 11.45 am Afternoon Session: 12.30pm - 3.30 pm The Nursery door is open for arrival time: 8.45 - 9.00 am and 12.30 – 12.45 Children may be collected between 11.30 and 11.45am and between 3.15 and 3.30pm Foundation Nursery offers a part time place, currently 5 morning sessions or 5 afternoon sessions. RECEPTION CLASS Day begins: 8.55 am and ends at 3.00 pm The Reception door is open at 8.50 am; the school day starts at 8.55 am The Reception Class children enter and leave the building by their own door. KEY STAGE 1: YEAR 1 AND YEAR 2 Morning session: 8.55am – 10.25 am BREAK Afternoon session: 1 pm – 2 pm BREAK 10.40 am -11.45 am. 2.15 pm - 3.05 pm KEY STAGE 2 – YEAR 3-YEAR 6 Morning session: 8.55am- 10.20am BREAK 10.40am-11.40am: BREAK (brain break) 11.45am-12.15pm: Basic skills session Afternoon Session: 1pm – 3.10pm From 8.45am there is a member of Staff ‘on duty’ on the playground. 8.50am the whistle is blown on the playground and the children line up; Years 5 and 6 on the lower playground and Years 1 to 4 on the top playground. 8.55am the school day begins. At the end of the school day, all teachers take their class out to meet their parents/carers as required by the school safeguarding procedures. It is a parents/carers responsibility to notify school staff in advance of any changes to childcare arrangements. PUNCTUALITY Good timekeeping is important to school life and is encouraged and promoted throughout school. Children should arrive at school in time to join their class on the playground but no earlier than 8.45am when a member of staff is on duty. The children’s doors are secured at 8.55am and all late-comers will need to come to the School Office. Persistent lateness is seen as a cause for concern and is followed up. Children should not be in school for more than ten minutes before the beginning of the morning session or end of the afternoon session, except in exceptional circumstances, when written arrangements have been agreed with the school, as the Governors cannot accept responsibility for their safety or supervision outside of these times. 7

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Teaching and Learning All our teaching aims grow from our Mission Statement and reason for being; ‘One in unity, rich in diversity’. We are a Catholic school and aim to give an education that allows each child, as far as possible, to reach their maximum individual potential within a caring and supportive community. STANDARDS AT ST BEDE’S St Bede’s School has extremely high expectations of its pupils and expects work of the highest standards. Copies of the latest report January 2015 can be found on the OFSTED (www.ofsted. gov.uk ) web site and the school website (www.stbedesrc.co.uk). CURRICULUM RELIGIOUS EDUCATION St Bede’s School R.E. Curriculum is rich and broad. The new programme “Come and See” has been taught since September 2012 and enriched by many other resources, as recommended by our Diocese of Hexham and Newcastle. The curriculum programme is supported by celebrations in school and in our parishes. Religious Education is not seen just as lessons but as a way of life; the central thread to our whole school community and our core purpose. THE FIRST HOLY COMMUNION PROGRAMME St Bede’s follows the new preparation programme for children making their First Holy Communion which was implemented throughout the Diocese and is both parish and school based. In baptism, you (the parents) accepted the responsibility of training your child in the practice of the faith. At the end of the baptism ceremony the priest asked God to bless you- the parents- as “the first teachers of their child in the ways of faith.” All parents / guardians are expected to take part in the Programme to help them prepare their child for the sacrament. The parish catechists and teachers of St Bede’s will support you in your role as the primary educators of your children in faith. 8

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WITHDRAWAL FROM R.E. The Governors are required to remind parents of their right of withdrawal of pupils from religious worship and education. However, parents/carers are also reminded that the school exists to give a Catholic education to pupils and that therefore, they are expected to be in sympathy with its aims and objectives. Children who need to leave school for any reason during the school day must be signed out from the School Office and given a slip that explains their absence from school. IDENTIFYING CHILDREN WITH SPECIAL EDUCATIONAL NEEDS The school follows the current Code of Practice for Children with Special Needs in Education. Barriers to learning are identified. We keep the required Register of Special Educational Needs and the school’s Local Offer for pupils with Special Educational Needs is published on the schools website. Children identified as having Special Educational Needs will have appropriate arrangements made to support their learning and parents are consulted and informed of progress. The policy for SEN is available on request. We believe in early identification and early intervention in order to give children the best possible opportunity to overcome difficulties in learning. The Governors regularly invest extra resources to support a programme of early intervention to give some small group teaching to children who are at the early stages of formal learning. We ask for parents’ support as we may ask you to help your child with particular activities. 9

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EDUCATION FOR PERSONAL RELATIONSHIPS St Bede’s school teaches Sex and Relationships Education (SRE) from Foundation Stage. The governors have approved the “The Journey in Love” programme. ST BEDE’S CURRICULUM ORGANISATION AND TEACHING METHODS St Bede’s RC Primary School’s curriculum is based on the National Curriculum and with consideration to the new curriculum CORE SUBJECTS Religious Education English Mathematics Information and Communications Technology Science FOUNDATION SUBJECTS Design and Technology Art History Geography Physical Education Music St Bede’s follows the Diocesan Agreed Scheme for Religious Education; ‘Come and See’. The school also provides Health Education and promotes Equal Opportunities, Citizenship and Multi-Cultural education through the curriculum.It is very important to us at St Bede’s that children develop positive attitudes towards school and every effort is made to motivate and inspire learners, to make learning interesting and exciting. We believe that in order to achieve success, children must attend regularly and that a calm and purposeful atmosphere should prevail in school. At St Bede’s RC Primary School the curriculum has been developed specifically to meet the learning needs of the children. The curriculum is a skills-based approach to learning. The themes incorporate Literacy throughout and conclude with a relevant celebration / event e.g. Tudor banquet. St Bede’s is a single form entry school and all classes are of mixed ability. Children are taught, in the main, by their own class teacher but there are times when a number of classes are combined into groups to teach specific aspects of the curriculum. Teaching is generally in separate subject areas but some subjects are also taught as part of a theme that will be studied for a period of up to a term. During creative-curriculum sessions year groups are paired; Years 1 and 2, 3 and 4, 5 and 6 and the children work as mixed year groups. Teachers use a variety of teaching methods to deliver the curriculum – whole class, group or individual work as appropriate. Care is taken to ensure that work is provided for children throughout the ability range 10

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R.E. AND COLLECTIVE WORSHIP St Bede’s follows the ‘Come and See’ RE scheme as agreed with the Diocese of Hexham and Newcastle. The children are encouraged to be actively involved in the catholic life of the school, parishes and wider community. R.E. lessons, assemblies, liturgical celebrations and acts of worship, including those conducted by the children, staff, school Chaplain and visiting clergy, promote the moral and spiritual development of all our children. EARLY YEARS Nursery and Reception are known as The Early Years Foundation Stage and children in St Bede’s are taught within the Early Years Unit. The Early Years Foundation Stage (EYFS) curriculum is the statutory framework that sets the standards that all Early Years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children are ready for school and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. The EYFS Profile summarises and describes children’s attainment at the end of Nursery and Reception years. It is based on on-going observation and assessment in the three prime and four specific areas of learning, and the three learning characteristics, set out below: The prime areas of learning: • communication and language • physical development • personal, social and emotional development The specific areas of learning: • literacy • mathematics • understanding the world • expressive arts and design The learning characteristics: • playing and exploring • active learning • creating and thinking critically 11

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Subjects ENGLISH All children have access to the National Literacy Strategy. Children have experience of writing in different forms in Literacy and in all subject areas. We encourage the children to talk and express themselves, so that they become confident in their spoken language. Similarly, children are encouraged to develop their listening skills and great emphasis is placed on their ability to listen in a variety of contexts. In St Bede’s, children have access to a wide variety of reading material, at different levels of complexity, so that they become competent and fluent readers. Children follow the school reading scheme and are encouraged to take their books home to read with their parents/carers from the school library. The Library bus visits school regularly for children to ‘borrow’ books. Mathematics All children have access to the National Numeracy Strategy. In mathematics we develop children’s ability to solve problems, to understand numbers, shapes and relationships, and to predict likely results. We encourage children to apply their knowledge to practical tasks and real life problems both indoors and outdoors. KEY STAGE 1 – YEARS 1 AND 2 The principal focus of mathematics teaching in Key Stage 1 is to ensure that the children develop confidence and mental fluency with whole numbers, counting and place value. This involves working with numerals, words and the four operations, including with practical resources (e.g. concrete objects and measuring tools). At this stage, the children will develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching involves using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. By the end of Year 2, children should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency. They should also be able to read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at Key Stage 1. LOWER KEY STAGE 2 – YEARS 3 AND 4 The principal focus of mathematics teaching in lower Key Stage 2 is to ensure that the children become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that the children develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. At this stage, the children develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching also ensures that the children draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. Children will learn to use measuring instruments with accuracy and make connections between measure and number. By the end of Year 4, children should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work. They should also be able to read and spell mathematical vocabulary correctly and confidently, using their growing reading knowledge and their knowledge of spelling 12

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UPPER KEY STAGE 2 – YEARS 5 AND 6 The principal focus of mathematics teaching in upper Key Stage 2 is to ensure that children extend their understanding of the number system and place value to include larger numbers. This should develop the connections that children make between multiplication and division with fractions, decimals, percentages and ratio. At this stage, children should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, the children will be introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend their knowledge developed in number. Children are expected to be able to classify shapes with increasingly complex geometric properties and to learn the vocabulary they need to describe them. By the end of Year 6, children should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages. They should also be able to read, spell and pronounce mathematical vocabulary correctly. INFORMATION AND COMMUNICATIONS TECHNOLOGY Each classroom is equipped with laptop computers, cameras and i-pad(s). Children have the opportunity to become familiar with a wide range of and different software (Microsoft and Apple), online resources and hardware such as film equipment, listening stations and recording devices. SCIENCE In science, depending on the curriculum theme for that term, there is either a themed approach or subject specific lessons. In every year group, children are involved in practical investigations. In science lessons children acquire the skills to work as an individual or group when planning investigations, to make decisions and to be able to investigate and communicate results. Equally observing, classifying, recording, making and testing hypotheses, designing experiments and drawing information from evidence are vital to science based activities. The skills acquired are not discrete to science but also have a much wider application. DESIGN TECHNOLOGY In technology, we encourage the children to understand the significance of design and technology and link it firmly with real life experience/ resources. Children are encouraged to be creative, original and systematic.DT involves planning, resourcing and making designs, then evaluating the final outcome. 13

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HISTORY In history, we introduce children to historical personalities and events in a variety of ways and with various resources; through stories, poetry, pictures, models, online resources and themed days in school eg. a Tudor banquet, a Victorian seaside day. We use the children’s own lives and their environment to make them aware of the passage of time. Children progress and develop research skills in order to investigate different periods of history at local, national and world levels. History is taught as part of the themed approach of the creative curriculum in St Bede’s. GEOGRAPHY In geography, we introduce children to the local area as well as extending their factual knowledge. This is done using maps, photographs, written accounts, IT, project boxes and other sources. Children also study other localities beyond their own; national and worldwide environments. Topical issues are addressed asand when they arise such as natural disasters or adverse weather. Opportunities for children to respond tohuman crisis are provided and enable children to develop citizenship and PSHE skills. Geography is taught as part of the themed approach of the creative curriculum in St Bede’s. 14

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ART In art, the children experience producing art works using different mediums and using a variety of techniques. They are encouraged to plan and to manipulate different materials so that they can develop their skills, creativity and originality. Children also study the lives and works of different artists. Art is taught as part of the themed approach of the creative curriculum in St Bede’s. PHYSICAL EDUCATION In physical education children develop their skills in gymnastics, dance, outdoor individual and team games and adventure play, to develop good body co-ordination and control. We develop the children’s sporting skills whilst fostering positive sporting attitudes and competitiveness as an individual, as a team and as representatives of the whole school. MUSIC Children have various opportunities throughout the school week and across the curriculum to hear, perform and enjoy music. In the music curriculum, children explore the musical elements and develop an appreciation of different types of music. Children are exposed to a variety of music and instruments, both tuned and untuned and are taught the skills to make, compose and perform. In Key Stage 1 the children follow the ‘Little Fingers’ programme of music. In Key Stage 2 children have the opportunity to learn an instrument; this year it is the ukulele. Children who show an inclination and aptitude in music may have the opportunity to receive tuition in the violin through Durham Music Service. PUPIL PROGRESS Children’s progress in learning is assessed and tracked carefully in-line with school assessment and tracking procedures. Pupil Progress Reports with assessment details and personal targets are discussed with the individual pupils prior to being sent out to parents/carers; these reports are followed up with a Parents afternoon/evening with the class teacher. Children know their targets and the high expectations that we set at St Bede’s. A formal annual written Report is shared with parents/ carers in July. Parents are encouraged to call into school if they have any concerns about their child’s progress and we will be happy to help. HOMEWORK At the beginning of the school year a letter is sent home to parents giving some advice about homework and help from home. Each class has a different level of homework dependent upon their age and as children progress through school additional ‘homework’ may be given. Parents’ encouragement and support with homework is vital. Reading practice is always important and children take their class books home every evening. We request that children are heard to read regularly to support them in their learning. During Y6 the children will bring regular work to do at home or to complete. This is part of their SATs revision and preparation for transfer to secondary education. It should be completed within the time given and to a high standard. 15

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