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gorse ride junior school vision statement at gorse ride junior school we will nurture an enjoyment for learning through an ethos of ownership which makes a difference to our children from childhood to adulthood create a supportive caring and secure whole school environment where children develop mutual respect for everyone and everything around them develop children s confidence to pursue their dreams and reach their full potential through opportunities presented by inspirational staff within an innovative school that recognises and celebrates individuality aims gorse ride junior school promotes high achievement in all areas of the curriculum by teaching children to become highly motivated life-long learners feel valued having high self-esteem ­ respecting themselves others and the environment develop enquiring minds and a spirit of curiosity be able to listen discuss and to work independently and collaboratively gain essential technological skills make appropriate decisions and take responsibility for their actions understanding right from wrong develop in mind body and spirit be creative and adaptable in the modern world we believe that children will succeed through being taught a broad and challenging curriculum with clear learning objectives appropriate to his or her needs within an ethos of support praise and encouragement to succeed in a secure stimulating learning environment within an atmosphere of positive discipline which is relevant and consistent an enriching programme of extra-curricular activities and visits using resources which are varied purposeful and well organised supported by a learning partnership between school home and the community

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gorse ride junior school learning and teaching policy at gorse ride junior school we are committed to ensuring that every pupil receives appropriate and effective curriculum provision suited to his her individual needs this teaching and learning policy is intended to promote consistency and high standards as well as support the achievement of our school vision aims through the teaching and learning experiences at gorse ride junior school we aim for each pupil to become happy confident and independent learners who recognise the benefits of continuing to learn throughout their lives develop strategies which enable them to learn independently and collaboratively taking responsibility for their own learning journey and continually striving to improve enjoy a well planned curriculum that is engaging broad and balanced access learning via consistent provision of a range of strategies including independent shared and guided work teacher modelling effective questioning review and `close the gap feedback work towards next steps in learning that are identified through the application of formative diagnostic and summative assessment methods experience a differentiated curriculum which takes account of pupils preferred learning styles and varying rates of development recognise/celebrate their own and others achievements make links between subjects which allows them to develop a variety of skills in meaningful contexts meet high expectations so that in usual circumstances they will make at least 12 points progress during their four years at gorse ride junior school our delivery is based on three waves of provision wave 1 to do the best for our pupils in terms of whole school delivery which ensures high quality teaching in all subjects taking account of pupils particular learning styles and based on accurate ongoing assessment of their attainment wave 2 to deliver appropriate small group intervention to raise the attainment of pupils whose predicted achievement is below level 4 or less than 12 points in key stage 2 wave 3 to deliver specific targeted intervention for identified sen pupils so that their progress meets or exceeds the expected 12 points of attainment during the course of key stage 2 strategies to support our aims 2

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ethos we recognise that children achieve most in their learning when they feel happy motivated and safe therefore staff prioritise their pastoral as well as academic role in nurturing pupils within our classrooms pupils know their ideas and opinions will be accepted and consequently are prepared to take risks in their learning pupils are supported to become active partners in their learning we achieve this through the shared recognition that errors contribute as much to the learning process as getting an answer right first time as well as allowing planned opportunities for pupils to contribute ideas towards the content of the curriculum and its method of delivery talking partners talk is an important means by which we communicate and build social relationships and it plays a crucial role in learning all teachers therefore organise their classes into talking partners for discussion and effective questioning to take place these pairings are changed on average each 3 weeks and are drawn upon regularly in lessons it is our belief that having `talking partners supports learning in greater depth as it allows pupils to think to articulate and to take increased ownership of their learning the system supports a more cooperative and learning based ethos where individual confidence levels and friendship groups are less likely to impinge negatively on the learning of others additionally the random nature of each `talking partners selection further supports the aim to increase communication and extend social groupings within the classroom feedback and next steps in learning it is our belief at gorse ride junior that feedback to children should focus on closing the gap between present performance and future learning goals on their own traditional methods of marking pupil work are unlikely to achieve this teachers additionally plan opportunities for feedback to take place within lessons and train pupils in the use of self and peer assessment strategies closely linked to the original learning objective of the lesson as a result pupils are encouraged to take greater ownership for their learning and to recognise for themselves the next steps in learning required for them to be successful learning styles all pupils learn through a combination of different learning styles these learning styles include visual auditory and kinaesthetic pupils tend to have a predominant style or combination of styles so that it is essential that teachers vary the delivery of their lessons to encompass each particular style of learning and not to favour one form of delivery to the exclusion of the other two a multiple intelligence assessment will be completed annually by each pupil to support teachers in tailoring their delivery to the learning styles of their class this allows pupils to recognise their areas of strength and adults to support them in developing additional learning styles water the school policy is for pupils to have a bottle of water on their desk at all times all school taps are fed from the mains water supply and so these can be replenished regularly research proves that keeping the body hydrated significantly aids concentration thinking and learning skills all members of teaching staff have been trained in the use of techniques and strategies such as edward de bono thinking hats assessment for learning social and emotional aspects of learning and philosophy for children these strategies are implemented to develop pupils as independent learners who are able to adopt a reflective approach to problem solving activities high level thinking and logical approaches to learning curriculum framework 3

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education and society in general is always changing and we work hard to keep our practice and philosophies up to date therefore the current curriculum framework has evolved in response to developments in education and elements of locally and nationally identified good practice this framework is reviewed regularly our curriculum map notes opportunities for cross curricular delivery and is broken down into schemes of work overseen by subject leaders medium term plans and weekly plans in maths and literacy for each class teachers place updated planning onto the shared planning folders within the school s intranet system to enable all teaching staff to access an overview of planning across the school these documents should also be available to supply teachers in the event of staff absence as well as senior staff and governors for the purposes of monitoring and evaluation enhanced curriculum as well as identifying links between subject areas we recognise the valuable contributions that additional activities can make to the learning of our pupils teachers therefore plan a number of enhanced curriculum opportunities throughout the year these include visiting speakers off site visits competitive sporting activities school productions and a year 6 residential it is through such experiences that we are able to deliver more extended units of work and pupils can apply learnt skills in `real life situations the teaching and learning policy is underpinned by the following policies and documents all curriculum policies assessment policy the gorse ride junior school guidance on monitoring the curriculum marking policy home learning policy home school agreement special needs policy gifted and talented policy behaviour policy equal opportunities off site activities school charges policy 4

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staffing 2010 2011 headteacher mrs sarah phillips deputy headteacher miss lara savory senco teaching staff mrs louise holloway mrs susan barnes mr andrew beautement mrs ruth courtney mrs emily hicks mrs diana higgins miss julie leahy school business mananger school secretary receptionist administrator ict technician learning support assistants miss gail bonnell ms louise cheney mrs trudy hrynczyszyn mrs cheryl mayne mrs andrea murray mrs sally ruffles mrs sue todd mrs debby wire pe support assistant site controller parent support advisor mid-day supervisor lunchtime controllers mrs samantha baldwin mrs lydia eve mrs kerry player mrs iram nackvi mrs rhiannon sellman mrs gail sherfield mrs lyndsay young mrs sarah wroot mrs clare garner mrs mandy lakeman mrs jane ellis mr guy pearce mrs sally brown mrs shelly clarke mrs frances jeffery mrs julia mcdonnell mrs kerry player mrs anne timmins mrs natasha thornton mrs anne-marie saunders-wood mrs vicky allen mr dave fennell mrs katherine cooke mrs trudy hrynczyszyn mrs susan chapman miss natasha moss mrs amanda rowden 5

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the governing body of gorse ride junior school wokingham unitary authority appointments julian salomon october 2014 philip stoneman september 2011 chairman elected parent governors paul ruffles september lynn wright march eric ronney september vanessa guy november sandy godfrey january community governor fiona woof harry row chris simpkins richard rampton headteacher sarah phillips staff governor emily hicks iram nackvi clerk to governor susan hawkins 2011 2011 2012 2013 2015 september september september january 2012 2012 2012 2015 september september 2011 2011 governors have a general responsibility for the effective management of the school the day to day running of the school is the responsibility of the headteacher but any decisions about changes and developments in school policies staff appointments premises finance and special needs provision have to be approved by the governing body the governors also have responsibility for the school budget the full governing body meets twice a term and there are committees relating to the finance premises curriculum and community aspects of the governors work complaints procedure general concerns should be brought to the attention of your child s class teacher as soon as possible following discussion with class teachers concerns of a more serious nature may be referred to a member of the school s senior management team who will investigate such concerns and inform you of any further action you may also request an appointment with a senior member of school staff if your concern is of a more significant nature the consideration of complaints to the governing body the la or both concerning the curriculum or matters already referred to senior management is covered by a procedure laid down by the la a copy of this document can be supplied by the school on request 6

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policy on admissions as of september 2006 all admissions to wokingham lea schools are processed centrally by wokingham borough council capacity the number of children on the school roll as of september 2010 is expected to be 240 pupils the standard number per year group is 64 pupils the capacity number is 256 pupils transfer from infant to junior school there is close liaison between the infant and junior schools staff meet formally and informally to share training and to ensure continuity and progression governors hold joint premises committee meetings to examine issues which affect the site as a whole headteachers are in frequent contact with each other and we share our parent support advisor and special needs co-ordinator in addition during their last term at our feeder infant schools year 2 children spend an afternoon in the junior school meeting their new teachers and seeing their new classrooms staff teaching year 2 children in the infant schools have detailed discussions with the junior school s year 3 staff in order to ensure an easy transition for the children we also arrange a meeting for all new parents towards the end of the summer term so that they may see the school and meet the teachers infant school staff advise the junior school as to appropriate groupings for year 3 classes it is school policy to review the mix of classes on entry to school and it is usual that in order to ensure balanced classes for year 3 children will be remixed to form new class groups gorse ride infant school tel 0118 973 4880 headteacher miss eileen rogers we believe very firmly in a strong partnership between school and home we welcome parents to the school and encourage them to get to know their child s teacher it is only by working together that we can achieve the best for each individual child during their first few weeks at school parents are welcome to settle their child in class but after this we would encourage you to allow children to come into class independently independence is an important skill for children to develop in their junior years but we still operate an `open door policy in line with our feeder infant schools and encourage you to be actively involved in your child s education 7

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transfer from junior to secondary school during the final year at the junior school parents will be asked to select a secondary school for their child the designated school for your child depends on where you live as secondary schools cater for families living in their designated area in the same way as primary schools information regarding secondary transfer is sent to parents early in the autumn term of year 6 staff from the secondary schools to which the children transfer always visit us during the summer term and arrangements are made for the children to spend a day in their prospective secondary school this makes the process of transition much easier we have good links with all local secondary schools and teachers meet regularly to discuss the curriculum and ensure progression at present gorse ride junior feeds the following secondary schools edgebarrow the forest ranelagh st crispin s kendrick co-educational boys church funded co-educational girls grammar the emmbrook the holt reading yateley co-educational girls boys grammar co-educational in addition some of our pupils transfer to local independent schools 8

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curriculum our school curriculum is organised into three main areas in order to aid planning and enjoyment for our pupils scientific curriculum the scientific curriculum area incorporates mathematics science information and communication technology ict and design and technology dt our mathematics curriculum is based on the new revised framework which focuses on four key areas using and apply mathematics number space and shape and measures data handling mathematics is taught in ability groups within each year group which are designed to both support and challenge children allowing them to develop and progress at a differentiated pace also children are encouraged to explore mathematics using hands on activities and games including the use of ict children are taught to apply their learning to new situations and are helped to approach puzzles and problems with an increased confidence in their abilities furthermore they are encouraged to see the impact of mathematics in everyday life and the world around them the children s skills and understanding relating to ict are developed both in discrete ict lessons and throughout the rest of the curriculum new skills and concepts are introduced in a variety of contexts the children are encouraged to develop these skills through projects across the curriculum above all we aim to encourage children to be confident users of ict able to transfer their knowledge to new pieces of software rather than just to be proficient in using a limited range of programs in our science curriculum we aim to spark children s interest in the world around them through hands on experiments and investigations the children are taught to develop a systematic approach to investigations and thus develop skills in observation recording and measuring moreover they are supported to reflect upon their results and to evaluate them critically these skills are developed through a wide variety of topics that reflect the three core areas of science biology physics and chemistry our d.t curriculum aims to provide opportunities for the children to explore and create using a wide variety of materials they learn how to use and manipulate a range of components and tools to aid them in their designs the children are encouraged to carry out research about products and their use in the world also they reflect upon their own work and evaluate its effectiveness based on a set of criteria our curriculum is enhanced by numerous opportunities for the children to explore their interests each area of the scientific curriculum has its own club run by staff members during the course of the academic year moreover the maths library allows children to take board games and puzzles home to further their enjoyment of maths in addition our links with local secondary schools provide opportunities for the children to extend their knowledge and enthusiasm this is through a range of workshops and activity days 9

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humanities curriculum the humanities curriculum area covers the more traditional subjects of history geography and religious education re as well as incorporating the sections of the primary curriculum covered by personal social and health education pshe and citizenship for organisational and planning purposes physical education pe also forms a part of this curriculum group we have developed a revised humanities curriculum implemented from september 2011 in line with recent educational research and current government requirements this is a cohesive approach where the separate subjects of history geography and citizenship are taught through termly themes each theme aims to develop both knowledge and skills in the children providing useful links between periods in time geographical areas and the structure and function of societies we aim to help children to make sense of their surroundings and the wider world through studies of both local areas and those further afield as well as learning about how physical processes affect human life they have the opportunity to investigate the impact of humans on the natural environment and their responsibilities as a global citizen we believe that an understanding of people and events in the past supports the children in appreciating their own position in time and can enable the development of a positive identity examples of themes taught throughout the year groups include invaders y3 ancient civilisations y4 climate and weather y5 and contrasting uk localities y6 our re curriculum is based on the agreed wokingham borough council syllabus which helps children to understand the religious beliefs and practices of a range of world religions this allows children to reflect on their own beliefs and principals and supports them in beginning to develop their own personal commitments from an informed position all children are encouraged to learn from the beliefs and practices of others regardless of their own opinions and an ethos of understanding and acceptance is promoted through our pshe curriculum we aim to support the children in their understanding of themselves as individuals how to be effective learners how they relate to others and how to remain safe and healthy much of our teaching involves class or group discussions where behaviours and emotions are investigated and children are encouraged to take increasing responsibility for their own actions they are also supported to reflect on their roles in their friendship groups class family and community to enable them to develop into adults who are better prepared for life beyond school we draw on the materials of the seal social and emotional aspects of learning programme to support our teaching in this area in all our teaching we aim to stimulate the children s learning through the use of varied resources including ict artefacts text books visiting speakers drama and school trips our pe curriculum aims to provide opportunities for individual progressive skill development through specific teaching group practice and team games opportunities are provided for both competitive and non-competitive activities and all children are encouraged to develop new skills and experience a range of physical activities children are taught a variety of team games dance gymnastics swimming athletics and outdoor and adventurous activities our curriculum is enhanced by specialist teaching from local sporting organisations access to sporting facilities at the finchampstead baptist church centre and numerous opportunities for the children to represent the school in sports events 10

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arts and languages curriculum the arts and languages curriculum area encompasses the study of english modern foreign languages art and music in english we base our teaching on the national revised framework for literacy to raise children s attainment in all areas of literacy we make the most of opportunities across the curriculum for children to practise and extend their skills in reading writing spelling handwriting and speaking and listening in speaking and listening our children need to become confident communicators able to express themselves effectively with clear diction and in standard english children should gain both pleasure and understanding from the printed word by encouraging them to become critical readers of text we expect them to respond imaginatively to plot character and ideas in literature and to find information using a variety of appropriate strategies we aim for our children to develop skills which enable them to write independently planning and redrafting their work according to the demands of audience and purpose we also aim that they should spell confidently and accurately and that they should write in a clear and legible script in key stage 2 the focus of the modern foreign languages curriculum is on the acquisition of language skills and on cultural awareness we use a wide range of activities and games to teach french in all year groups encouraging pupils to develop a confidence in language learning that they will be able to build upon at secondary school our art curriculum gives pupils the opportunity to develop their skills in drawing painting printing and 3d work children are encouraged to explore the style of a variety of famous artists we aim for our pupils to enjoy music in a variety of ways through their own activity ­ performing and composing and through appreciating the activities of others ­ listening and appraising children have the opportunity to develop their skills and confidence in both singing and instrumental playing home learning we encourage our children to extend their learning at home regular reading with your interest and encouragement to support it is vital the learning of spellings and tables also need frequent support and practise research work undertaken at home can do much to develop and motivate a child further guidance relating to specific year group expectations and time to be spent on home learning is handed out at the beginning of each academic year in the form of a home learning leaflet 11

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extended curriculum economic and industrial understanding and links with industry opportunities to raise children s knowledge and understanding in this field arise throughout their curriculum work the school has links with many other organisations many of whom come into school to lead assemblies and other activities we also welcome students from reading university who undertake teaching practice at our school as well as a number of work experience students from local secondary schools assemblies and collective worship we aim to provide experiences which contribute to the spiritual moral cultural and social development of our children classes present assemblies to the rest of the school and to parents on an annual basis we often have guest speakers and each month we celebrate the numerous successes of our children in our gold book assembly the gold book contains names of children who deserve special mention for effort attitude consistently producing quality work improvement etc in this special assembly we all acknowledge and share in the children s achievements parents have the right to withdraw their children from re and or assembly for religious or other reasons please contact mrs phillips if you wish to exercise this right extra-curricular activities we are fortunate to have teachers and parents who are willing to run after school and lunchtime voluntary activities for the children details of the extensive range of clubs available are published termly in our clubs newsletter school council and eco-committee each academic year classes vote for a boy and girl to represent them on the school council the council meets regularly to discuss the children s ideas and to carry out projects within the school community pupil representatives are also elected to the eco-committee who take a special interest in the enviroment around school and raising awareness of environmental issues music lessons tutors from the berkshire maestros young musicians trust come into school several times a week to offer courses of instrumental tuition in string woodwind brass and guitar instruments ms janice carpenter an associate music teacher offers tuition in the recorder if you are either able to offer an additional club to our pupils or feel that an area is missing from our extensive range of activities please come and talk to us about this 12

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after school club the gorse ride after school club runs each school day from 3:15pm until 6pm in a new purpose built facility located adjacent to the junior school playgound it offers a welcoming caring and fun environment for children attending both the infant and junior schools as well as both indoor and outdoor activities a snack tea is provided sessions are charged at £8 for the first child and £7.50 per session for siblings prices correct for 2010-2011 once booked sessions are invoiced half termly in advance and can be paid for by cash cheque bacs or childcare vouchers please contact the junior school office for a registration pack to make a visit to view the club or to request a place on our waiting list 13

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general information classroom organisation at present we have two classes in each year group and each class occupies its own classroom the teachers of each year group form a team in which they plan their work based on national curriculum requirements aiming to achieve the highest quality education for each child learning support assistants work in each class under the direction of the class teacher assessment the school works within `assessment for learning principles using ongoing assessment to plan next steps for learning more formal methods of assessing children s achievements are regularly used e.g at the end of units of work and the details recorded in order to inform the next stage of planning year 6 take the end of key stage 2 national assessment tests and each year group takes qca tests at the end of each school year the results of end of year tests are shared with parents in the each child s report along with a teacher assessment of their attainment for the year special educational needs it is important to teach every child according to his her needs and abilities when appropriate we consult advisory personnel and devise learning programmes suited to the individual children experiencing difficulties with literacy benefit from specific schemes providing structured support under the guidance of learning support assistants and the direction of the class teacher and senco special educational needs co-ordinator gifted and talented pupils during 2009-2010 we reviewed our provision for gifted and talented pupils in line with best practice we have made many advances in learning about children s individual learning styles visual auditory and kinaesthetic learning multiple intelligences and thinking skills able pupils are offered a number of opportunities maths master classes music drama productions ­ internal and external world class arena tests literacy competitions able writers workshops dt challenge days partnership events/courses at local secondary schools these are in addition to appropriate extended work and opportunities across the curriculum child protection we are committed to ensuring that all our children are well cared for safe and protected we follow wokingham s child protection procedures and aim to work together with other agencies that support children and families we are required to be watchful for signs of physical emotional and sexual abuse and for signs of neglect parents should be aware that in urgent repeated incidents the school is obliged to refer these on to other agencies the designated teacher for child protection is mrs sarah phillips educational visits educational visits form a regular part of our planning primarily to enhance children s understanding and awareness a week s residential visit forms part of the year 6 curriculum see governors statement of policy on charging for school activities 14

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how will i know how my child is doing in school open evenings open evenings take place each term parents are invited to see their child s children s work and to discuss their progress with the teachers these occasions are vital for the partnership between home and school to develop fully communication with teachers parents need not wait until open evening to discuss matters with the class teacher as appointments can be made at any time such contact helps us to understand your children and helps you to understand what we are trying to achieve please do not hesitate to tell us if you are anxious about anything as this will affect your child s ability to learn if not properly addressed class teachers would much rather hear about concerns quickly so that we can work together to resolve them school reports a written report on each child indicating progress behaviour and attitude towards school life is sent home towards the end of each summer term school attendance in extreme circumstances children are permitted a maximum of ten days authorised absence in term-time parents are asked to fill in the appropriate form to request authorisation for an unavoidable absence which can be collected from the school office however it must be understood that any absence from school ineveitably disrupts a child s education and parents are advised to avoid voluntary absence at all costs e.g planning of holidays in school time children who are absent during sats week will not be able to receive an externally marked level in the national sats no absence for family holiday will be authorised during this week governing bodies are now legally required to publish rates of authorised and unauthorised absences in the form of percentages of half days missed if your child is absent please notify the school either by telephone or by letter as soon as is possible otherwise we are required to count the absence as unauthorised authorised absences illness urgent medical appointments bereavement educational visits county sports activities other exceptional circumstances unauthorised days out to visit relatives routine family holidays theme parks shopping etc our overall absences for the academic year 2009/2010 up to 20th may were authorised unauthorised 3.2 0.2 15

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