ALLESLEY PRIMARY SCHOOL

STAFF HANDBOOK

Updated January 2004

STAFF HANDBOOK CONTENTS

Page School Aims

1

Staff List

2-3

Professional Development 4

Curriculum Co-Ordinators

5-6

School Policy Guide-lines Personal Property & Jewellery Homework Assemblies

7-8

School Times Playtime Arrangements

9

Classroom Organisation Notice Boards Planning

10

Skills Lists

11

Marking of children’s work

12-13

Special Educational Needs Records of Achievement Reports Consultation Evenings Staff Meetings Fire Drills

14

First Aid

15-16

Incident Reporting

17

Incident Report Form

18

Report Form Discussion with Parent

19

Resources

20

Wrap-around Information

21

Extra-Curricular Activities

22

Plan of Allesley School Building 23

ETHOS STATEMENT

“Welcome to Allesley Primary School. We aim to work happily together to do what is right and to seek success.”

SCHOOL AIMS

1. To provide a happy, stimulating learning environment that caters for the needs of individual children.

2. To encourage pupils to develop lively, enquiring minds and the ability to

question and discuss rationally. 3. To encourage pupils to apply themselves diligently to tasks and develop positive attitudes

both in their work and in their personal relationships. 4. To provide a broad-based and balanced curriculum that will enable every child to develop

their full potential. 5. To help pupils acquire skills and knowledge relevant to life and leisure. 6. To develop attitudes of flexibility and adaptability in children. 7. To help pupils use their skills of learning effectively and efficiently. 8. To instil respect for religious, moral and cultural values, tolerance of other races, religions

and ways of life, and recognition of the rights of all, irrespective of race, creed, gender or impairment.

9. To instil in children a high level of self-esteem and confidence in their own worth. 10. To develop a sensitivity to the needs of others and develop a positive self-discipline. 11. To participate and encourage enjoyment in all creative and aesthetic areas of the National

Curriculum. 12. To develop sound, purposeful home-school links based on mutual trust and understanding.

This is a very good school. It is led and managed very effectively and achieves high standards as a result of consistently good teaching. It gives very good value for money in providing a high quality education for all the pupils. OFSTED January 2000 page 7

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Document 1 ALLESLEY PRIMARY SCHOOL

STAFF LIST 2003/2004

Mrs J Rowe Head Teacher Mr W Parkinson Teacher - Years 5/6 Deputy Head + Literacy & Art Coordinator Mr R Lapworth Teacher - Years 5/6 + PE and Games Mrs K Dodd Teacher - Years 5/6 + Numeracy & SENCO for upper phase Mr N Owen Teacher - Years 4 + Science & Geography Miss L Davoile Teacher - Years 3/4 + Music & SENCO for middle phase Mr M Carpmail Teacher - Year 3/4 Mrs S Smith Teacher - Year 1/2 + RE and Student Mentor Miss L Simms Teacher - Years 1/2 + Assessment/Target setting & SENCO for KS1 Miss C O’Grady(.5) Teacher - Years 1/2 + ICT and History Mrs S Franklin (.5) Teacher – Reception + PE KS1 Mrs V MacDonald Teacher – Reception + Design & Technology KS1 Mrs J Sanderson(.5) Teacher – Reception + Literacy (Foundation Years) Mrs K Allen Teacher - Nursery + Early Years SENCO

Miss S Pulley Nursery Nurse (NNEB) + Wrap-around Leader Mrs J Hollingworth Nursery Nurse (NNEB) + Wrap-around Leader Miss L Walton Education Assistant – Years 5/6 Mrs D Bagley Education Assistant - Years 5/6 Mrs B Haslegrave Education Assistant - Years 5/6 Mrs T Dowell Education Assistant - Years 3/4 Mrs H Underwood Education Assistant - Years 3/4 Mrs P Overton Education Assistant – Years 1/2 Mrs J Jones Education Assistant - Years 1/2 Miss S Yorke Education Assistant - Years 1/2 Mrs S Carter Education Assistant - Reception Mrs S Killick Education Assistant – Reception Miss Z Knight Education Assistant – Reception Mrs D Robbins Education Assistant - Reception Miss J Naughton Therapist – year 6 Miss N Hall Therapist – year 3 Mr Swatman ICT Technician Mrs D Hilton Administration Assistant (full-time) Mrs D Parsons Clerical Assistant (part-time) Mrs D Robbins Clerical Assistant - Wrap-around (part-time) Lunchtime Supervisory Assistants Mrs E Adams Mrs H Pointon Mrs B Pearce Mrs L Furlong Mrs T Wilson Mrs M Gregory Mrs P Percy Mrs E Walton Mrs T Cooke Mrs C Herron Mrs V Sherratt Miss Z Knight Mrs S Hartop (Nursery) Mrs M Edmonds (Nursery)

Mrs R Russell Kitchen Supervisor Mrs M Miller Kitchen Assistant

- 2 - Wrap-around Play Assistants Mrs H Pointon Mrs B Haslegrave Mrs B Bibi Mrs S Hartop Mrs P Harries Mrs H Underwood Mrs Adams Miss Z Knight Mrs M Edmonds Mrs M Gregory Site Service Officer Mr J Thorpe Cleaning Staff Mrs V Stevenson Cleaning Staff

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PROFESSIONAL DEVELOPMENT The school encourages professional development of staff through a regular programme of in-house in-service work led by curriculum co-ordinators and SMT. Staff are also encouraged to attend appropriate LEA courses and provide feedback at staff meetings. PROFESSIONAL REVIEW/PERFORMANCE MANAGEMENT The Head Teacher and SMT review job descriptions and performance targets with each member of staff at the annual professional development interview. The school is keen to encourage and support all staff in updating and developing their skills.

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CURRICULUM CO-ORDINATORS SEPTEMBER 2003

June Rowe Special Educational Needs (with 4 SENCOs) Health & Safety Staff INSET Community Links Equal Opportunities Bill Parkinson Literacy Co-ordinator Art Co-ordinator

NQT Mentor/Induction Tutor Child Protection Richard Lapworth Economic & Industrial Understanding PE/Games After school activities Karen Dodd Special Education Needs Years 5/6 Maths Co-ordinator PSE/Health Education Nigel Owen Science Geography Environmental Education Laura Davoile Music/Dance Management of Peripatetic Teachers European Languages Special Education Needs Years 3/4 Mark Carpmail Information Technology Key Stage 2 support Games Support Clare O’Grady History Information Technology Co-ordinator Sue Smith Mentor for ITT RE Sue Franklin PE Key Stage 1 Leanne Simms Special Education Needs (year 1/2) Key Stage 1 Music Assessment Kath Allen Foundation Years Co-ordinator

SENCO for Early Years

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Curriculum Co-Ordinators (Continued ... ) Vanessa MacDonald Design & Technology Co-ordinator

Jill Hollingworth Wrap-around Sarah Faries “ “ Kath Allen First Aid Leaders Karen Dodd “ “ “ Barbara Pearce “ “ “ (Supervisory Assistants) Jill Hollingworth “ “ “ (Wrap-around) Sarah Faries “ “ “ (Wrap-around) Lucy Walton “ “ (Wrap-around)

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SCHOOL POLICY GUIDE-LINES It is important that we have consistent school policies regarding day to day school procedures. These policies need to be reviewed and reconsidered on a regular basis. The following will be found in each classroom in a box file :- Full School Audit School Development Plan Health & Safety Policy Code of Conduct Policy Environmental Education Policy Special Education Needs Policy Library Policy Induction of New Staff/Students Marking Policy Homework Policy Pay Policy Governors Responsibilities & Sub-Committees Equal Opportunities Racism Curriculum statements & Policies are in each classroom under appropriate headings in subject files. For reference purposes a complete set of policy guidelines are kept in the staffroom and in the Head Teacher’s office. PERSONAL PROPERTY & JEWELLERY Where children have pierced ears, ear studs only are permitted. Earrings should not be worn because of the risks involved in games and PE. In fact, the wearing of jewellery of any kind is not allowed in the interests of safety. We recommend that money, jewellery, toys and other personal belongings are not brought to school and we cannot be held responsible for them being lost or stolen. HOMEWORK As appropriate (particularly KS2) class teachers give weekly homework tasks relating to work in the classroom. Reading books are sent home on a regular basis. Parents are encouraged to listen to their children read and comment on their reading progress or problems in the communication booklet provided. Library books may also be borrowed from the Lloyd Library - but these may only be taken home if protected by a library book bag.

We also expect children to learn spellings at home and to make the effort to learn their multiplication tables as required.

-7 - Homework (Continued) We also have a programme of weekly maths homework tasks. Parents are encouraged to help and support their children in this work. At the beginning of the school year all children should be given a Home School Links Book for homework tasks and communication between home and school. A letter explaining homework procedures and a timetable of homework tasks should be placed in the front of the Home School Links Book. At the beginning of each school year parents will be informed about the topics for each half-term in each class. If they wish to help their children find resources or take them on relevant visits, this will be encouraged by the school. ASSEMBLIES & RELIGIOUS EDUCATION Children and staff meet together every day at assembly. Monday and Friday 9.10 to 9.30 am (whole school), Tuesday and Wednesday in classrooms at times to suit individual classes and on Thursday 9.10 – 9.30 am for song practice.. Here we encourage children to think about their own feelings and to take an interest in the school and its community. An emphasis is laid on the Christian attributes of caring, sharing and tolerance of others. Every school assembly begins with a hymn (some traditional, some modern) or an appropriate song, and ends with another song and a prayer. On Mondays the local vicars take turns to take assembly in the school and during the year we invite other representatives from varying organisations and charities to talk to the children about their work. We also share festivals during the year, e.g. Diwali, Chinese New Year. Parents and friends are invited to attend on special occasions and Friday class assemblies and at such times the assemblies reflect the interests and work of the children. The religious education teaching which forms part of our programme of work is designed to develop children’s understanding of spiritual and moral issues. In our teaching about other faiths and beliefs, emphasis is laid on similarities rather than on differences. We like all children to take part in these activities, but if parents wish their children to be withdrawn they should get in touch with the Head Teacher who will discuss acceptable alternative arrangements.

In support of the school’s policy of raising the children’s awareness of their place in the world community, we are currently, with the help of our PTA, sponsoring the education of a primary age child in India. We also support Inter-Arc - an orphanage in Romania.

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SCHOOL TIMES The school day is: Infants 8.55 am to 3.25 pm Juniors 8.55 am to 3.30 pm Nursery 8.55 am to 11.30 pm 1.00 pm to 3.30 pm Morning playtime : 10.30 am to 10.45 am Lunchtime : 12 noon to 1.15 pm Duty teachers are required to be on the playgrounds at 8.55 am prompt. There are two adults on duty on the playground from 8.45 a.m. daily. At playtimes duty teachers and teaching assistants should be present on the playground before any children are sent outside. At 8.55 am and 1.15 pm teachers should collect their children promptly from the playground. One whistle is blown for children to stand still and when told they walk quietly and line up for their teacher. At the end of the school day the two duty teachers should be present to ensure each child is with a carer. They should remain on the playground for ten minutes. Children who are still waiting to be collected should by this time be brought into school to wait in the reception area. Parents are requested to tell the class teacher or telephone the school if someone else is picking up their child from school. PLAYTIME ARRANGEMENTS Duty teachers should decide whether or not it is suitable weather for children to play outside. If it is not suitable the duty teacher should send a message to inform staff that it is indoor play. Each duty teacher is responsible for informing staff in their phase. If it is an ‘indoor play’ teachers make their own arrangements for a short break (usually during assembly time). Remember: Children must be supervised at all times. Children may bring fruit or vegetables to eat a break time but no crisps or sweets.

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CLASSROOM ORGANISATION

CLASS NOTICE BOARDS In all classrooms the following information should be displayed :

• Full timetable • Relevant information for supply teachers • Starting and finishing times/assembly times etc. • List of skills groups and times of sessions • List of any children who leave the room for lessons, e.g. skills/music etc. • List of any children who come into that room, e.g. for skills - so that a check can

easily be made when children are re-grouped. • Induction policy for new staff/students. • Plan of school with fire equipment marked on it and fire exit for that class.

In red ink on your notice board please make a note of any children with special medical problems, e.g. asthma, so that supply teachers can gain this information easily. PLANNING All teachers should keep their half termly schemes of work in their rooms - readily available. The weekly forecast books should be handed to the Head Teacher every Monday. These should show the teacher’s planning for each week. These should show :

• Groupings (skills groups) Inclusion of Teaching Assistants • SEN (differentiated work) • In English planning, reference should be made to extended writing, reading, and there

should also be a weekly literacy hour plan. • Reference should be made to all subjects even if they are not included in that half

term’s planning e.g. geography/history. Evaluation should take place regularly and an indication should be made of what has not been completed and/or needs revisiting. Assessment should be referred to - what has the child gained from this activity? LETTERS SENT HOME FROM SCHOOL

All letters which are sent home with children should be seen by the Head Teacher before they are typed.

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SKILLS LISTS RATIONALS The Governors and staff of Allesley Primary School have decided that skills groups for maths will be adopted throughout key stage 2. These skills groups will be ability based and the criteria for inclusion in a particular group will be determined by assessment primarily. These assessments will be based on SAT’s results where appropriate but also on teacher assessment. New children joining Allesley Primary School will be placed into skills groups according to their ability. The levels covered with groups for 2000/2001 maths : Group 6 Level 2/3 Group 5 Level 3 Group 4 Level 3/4 Group 3 Level 4 Group 2 Level 4 Group 1 Level 4/5 The criteria for the formulation of maths groups are based on assessments carried out by the teacher, using previous SAT’s materials where appropriate. SPECIAL NEEDS Each phase of the school has a Special Need Co-ordinator who should be consulted if there are concerns regarding particular children. The levels taught within groups reflect the individual needs of the members of that group. However, some children may require to work at a much slower pace and where possible these children are taught in much smaller groups. In the case of more able pupils, these children are also taught within groups which reflect their individual needs. Both groups of children, however, require very sensitive placement dependent upon the maturity of the child. The placements are only finalised after consultation between staff/parents.

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MARKING OF CHILDREN’S WORK

SOME GUIDANCE FOR TEACHERS

Marking should have the aim of raising standards. We have a marking code which employs a simple system of symbols in the margin to help teachers and children to evaluate and correct work. (See Assessment Policy guidelines) 1 We do not mark work just to point out a child’s mistake. We mark work in order to help a child improve. 2 Children need to know what criteria the teacher is using to mark any particular piece of work. This will obviously change during the school year as there will be times when different skills are prioritised (e.g. spelling, punctuation.) 3 The aim of the lesson must be borne in mind when work is being marked. 4 Teachers must use their professionalism to gauge their marking to each individual child’s ability. Marking cannot be done in a vacuum. Any comments must take a number of factors into consideration - child’s ability, perceived effort and comparison with previous work. 5 All children’s work needs to be acknowledged though not necessarily corrected. 6 Constructive marking should include a positive comment and if necessary constructive criticism. 7 All children should be trained to check their own work before asking for it to be marked either by another pupil or the teacher. 8 Where possible, marking should be done in the presence of the child, however, depending on the activity in progress and the needs of the children this may not always be possible or appropriate. In any event it should be done as soon after the lesson as possible. 9 If a child’s work is to be marked in his/her absence, then the child’s name should be included in the comment. 10 In addition to the positive reinforcement a child should receive from his/her own teacher, all children benefit from praise from other members of staff.

11 Remember - your written comments on children’s work will be read by people other than the child.

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12 Marking may be in the form of a written comment or a verbal acknowledgement or comment. Your discussion with a child about his/her work is more valuable than ticks and a brief written comment. 13 Emphasise positive aspects of work whenever possible, especially if critical comments are called for. 14 A visitor to a lesson must be aware of the aim of the lesson, before commenting on

the children’s work. 15 Teachers must remember that presentation of children’s work is not always indicative of the content. Teachers must read each child’s work before marking it. 16 Don’t overmark.

We give house points on children’s work or smiley faces. Special efforts are rewarded by the Head Teacher who has a supply of appropriate stickers and certificates. We give a class cup out on a Friday for the best workers of the week.

NB This is our internal school marking policy. There are separate guide- lines for summative assessment and standard Assessment Tests.

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SPECIAL EDUCATIONAL NEEDS Children requiring attention for Special Needs will have an entry in the SEN register which is kept in the Head Teacher’s room. Permission from a parent must be obtained before outside support is called for. Individual current records are kept with the child’s class teacher. RECORDS OF ACHIEVEMENT All children have a folder which is their individual ‘Record of Achievement’. Children are encouraged to include details of their out of school activities. Photographs can be included, also certificates. All work should be dated. REPORTS Written reports for parents are completed once a year during the summer term. Year 2 and Year 6 children have their SAT’s results recorded on their reports. CONSULTATION EVENINGS There is an open evening termly for parents to discuss their child’s progress. At other times parents are welcome to come into school if they have worries or queries as or when the need arises. STAFF MEETINGS Staff meetings are normally held weekly on Mondays at 3.30 pm. Phase meetings are arranged weekly to suit staff concerned. SMT meetings are held monthly. FIRE DRILLS Fire drills take place once a term. Copies of procedures regarding fire drills are on display in every room. At morning registration each teacher records the class attendance number on a corner of the board. This will help any adult in the room to do a quick head count in the case of an emergency.

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FIRST AID Immediate Action Assess injury - send for assistance - if serious send for First Aider Reassure the patient. Bleeding Control bleeding with pressure to the bleeding areas with a clean pad. Nosebleed - sit patient down with head forward - pinch soft part of nose - release after ten minutes - repeat if bleeding continues. ALWAYS USE PLASTIC GLOVES. Bumps and Bruises Apply cold compress All head bumps must be reported and a head bump note should be given. If you suspect a fracture do not move the patient. Burns and Scalds Immerse area into cold water as soon as possible. Breathing Difficulties Reassure and sit patient down learning slightly forward with support. If patient has medication allow them to take it to provide relief. NEVER give a child’s medication to someone else. Off Site Trips It is the responsibility of the teacher in charge to ask the First Aider for a first aid box. NB All accidents must be noted in the Accident Book and serious accidents recorded on an Accident Form. We have six qualified first aiders and they will offer advice. They will also replenish the first aid boxes which are located throughout the school.

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Medicine If a child requires medication during the school day, parents must fill in a standard form giving details of dosage etc. Medicine can only be administered by the Head Teacher or the responsibility delegates to appropriate staff by the Head Teacher in her absence. All medicines, including inhalers, are kept in the Head Teacher’s room.

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INCIDENT REPORT BOOK Please use this book to briefly note any of the following : 1 Any incident when an adult has had to physically restrain or remove a child. You should include the following :

• name of children involved • name of adults involved • time and place of incident • any witnesses • brief details of what happened

2 Any incident when one child injures (or attempts to injure) another. This should be done

when a child’s behaviour is giving cause for concern or is being monitored. 3 Any incident that causes disruption in a teaching area, assembly, etc. This will include children refusing to co-operate, leaving the room without permission, or using unsuitable language. This should be done when a child’s behaviour is giving cause for concern or is being monitored.

A note should be put into the child’s record folder at the end of each term. (See enclosed form).

After the child’s name has appeared three times in the incident book, parents will be invited to school to discuss their child’s behaviour. This book is kept with the Accident Reporting Book (First aid box in school hall). Any confidential items of real concern should be reported to the Head Teacher who will record them in the Concern Book kept in her office. Any member of staff who has serious concerns regarding children’s welfare should consult the child protection link teacher (W Parkinson) or the Head Teacher immediately.

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INCIDENT REPORT FORM

CHILD’s NAME ................................................................................... DATE .................................................. ADULTS INVOLVED ........................................................................... DETAILS OF INCIDENT FOLLOW UP ACTION SIGNATURE .................................................

DATE COMPLETED .....................................

- 18 - REPORT ON DISCUSSION/MEETING WITH PARENTS

This form should be completed to record meetings or discussions with parents (whether formal or informal). It should always be completed whenever a child with any type of Special Educational Needs is discussed with a parent, whether this discussion has been instigated by the parent or the teacher. Relevant notes or other information should be attached and the sheet put into the child’s record folder. DATE ................................................... NAME OF PARENT ..................................................... DETAILS OF DISCUSSION/MEETING FOLLOW UP ACTION

SIGNATURE ................................................ DATE COMPLETED ...................................

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RESOURCES

Stationery Stock Room Clip Boards Clear film rolls Ring Binders Tissue Paper Box Files Crepe Paper Manilla Folders Document Wallets Sellotape R of A Wallets Masking Tape PVC Wallets Erasers Staples String Paper Clips Tracing Paper Drawing Pins Dividers Elastic Bands Computer Paper Scissors Coloured A4 Paper Exercise Books Chalk Writing Paper Pencils/crayons/pens Electric Typewriter Photocopy Paper Yellow Child Profile Folders Library TV & Video Videos are stored in the library Teachers’ half-termly topic books Fiction & non-fiction books Group reading books All other resources can be found in the appropriate co-ordinators stock cupboards. Office Children’s yellow record files are kept in grey filing cabinet (key obtained from Administrative Assistant or Head Teacher) School filing system Three computers/keyboards Printer/cheque printer in grey portastore Optical mark Reader

Two telephones Safe

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WRAP-AROUND PRE AND AFTER SCHOOL CARE Allesley Primary School offers high quality, low cost child care from 8.00 am to 9.00 am and 3.30 pm to 6.00 pm for parents and carers who are at work or wish to return to work or training. Parents should be warned that there is a waiting list. Places are available to children attending either the nursery or the main school, both in term time and during school holidays when all day care will be provided between 8.00 am and 6.00 pm. During wrap-around sessions the children are cared for by a Nursery Officer and play assistants who plan and organise a wide variety of play activities to suit the ages of the children. There are also facilities for children to have breakfast and/or tea at school. There is a sliding scale of hourly charges for wrap-around care which are currently: Full cost £1.65 Second and subsequent children in family £0.85 Low waged (family income supplement ) £1.00 Income Support or on Jobseekers Allowance £0.00 A retainer fee of half of what you normally pay will be charged if a place is booked and the child fails to attend. For parents who are in receipt of income support (income based job seekers allowance) there is no charge. Parents will be required to provide evidence of their benefits and involvement in educational training. Charges will be reviewed periodically. Part of the school philosophy is the need for children to be aware of the responsibility of behaving in a caring and polite way. In order to encourage self-esteem and responsibility we ask children and parents to enter into a Wrap-Around Behaviour Contract. “Parents attend assemblies and welcome the wrap around club which caters particularly for working parents’ needs.” (Para. 40 OFSTED 2000)

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OUT OF SCHOOL ACTIVITIES The school runs a wide range of activities to suit all interests and every encouragement is given to

pupils to participate. The school enters teams in a variety of local leagues and inter-school

competitions. All sports and activities are equally available to both boys and girls wherever

possible. Some of these take place at lunchtimes, others after school or at weekends.

Football Teams (Boys and Girls) - Years 5 & 6 New Image Rugby - Years 5 & 6 Cross Country Running - Years 5 & 6 Netball - Years 5 & 6 Fun Fitness - Year 3 Gymnastics - Years 1 & 2 (Group 1)

- Years 3-6 (Group 2) Cricket (summer term) - Years 5 & 6

Police Football Training - Years 2, 3 & 4 Short Tennis - Year 5 & 6 Top Play - Years 1 & 2 Multi-Sport - Years 3 & 4

Dance - Years 5 & 6 Science Club - Year 4

Also

Choir - Years 5 & 6 Orchestra - Years 4/5 & 6 French - Years 5 & 6 Individual musical instrument tuition - Years 3/4/5 & 6 Maths Club - Year 6 Gardening Club - All children Theatre, Music & Art Gallery Trips

“The provision for extra-curricular activities is very good, enriching the curriculum and making a very significant contribution to pupils social development.” (Para. 26 OFSTED 2000)

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