landscore primary school online prospectus
DESCRIPTION
Landscore Primary School Online ProspectusTRANSCRIPT
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LANDSCORE PRIMARY SCHOOL Threshers
Crediton
Devon
EX17 3JH
Headteacher: Gary Read
Welcome to Landscore Dear Parents/Carers
I would like to take this opportunity to welcome you to Landscore Primary School. Whether it is your
child’s first school, or you are joining us from another, I hope your time with us will be happy,
productive and rewarding. Hopefully this prospectus will tell you everything you need to know about
our school. Further information is available on our website, on which you will also find copies of our
regular Newsletter and OFSTED report (also available from the office).
Our aims at Landscore are very clear. We strive to ensure that all members of our school community
will:
• make informed choices about being healthy and staying safe
• thrive in a safe and happy learning environment
• engage with a vibrant curriculum and fulfil their capacity to learn
• become self-confident, informed and active citizens
• treat each other with respect
• be equipped to cope with change and engage with the world around them
We pride ourselves on being a happy, open and inclusive school where individuals are respected,
and collaboration valued. I look forward to working with you in the future.
Yours
� 01363 772018 Fax: 01363 777732 � [email protected] � www.landscore-primary.devon.sch.uk
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Prospectus 2010/11
Page Contents Welcome to Landscore
1 Head Teacher’s Letter
3 Landscore Primary School Aims
4 The School Day and Landscore School Clubs
5 School Meals
6 School Uniform and Clothing
7 Lost Property and Valuables/Physical Education and Games
8 Term Dates
Staff, Governors and Volunteers
10 Teaching Staff
11 Support Staff
12 Landscore Governors
14 Volunteering in School
Curriculum and Learning
15 Curriculum, learning environment, teaching and learning
16 Assessment and reporting
19 Landscore School Statutory Test Results and attendance
Community
20 School Nurse
21 Landscore PTA Mission Statement
22 Before and After School Care
Key Policies
23 Safeguarding Children
24 Special Education Needs and Disability Provision
25 Behaviour and Discipline Policy
30 Anti-Bullying Policy
32 Sex and Relationships Education
33 Homework Policy
36 Religious Education Policy
42 Data Protection Letter
45 School Admissions Arrangements
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Landscore Primary School Aims
All members of our school ….
Be Healthy - will make informed choices about being
healthy and staying safe
Stay safe - will thrive in a safe and happy learning
environment
Enjoy and achieve - will engage with a vibrant curriculum and
fulfil their capacity to learn
Make a positive contribution
- will become self-confident, informed and
active citizens
- will treat each other with respect
Achieve economic well-being
- will be equipped to cope with change and
engage with the world around them
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The School Day
8.30am School
site open
Children should not be on site before 8.30am, as there is no one
outside to supervise them. If you need to drop your children off
early, then Early Birds (www.earlybirdscrediton.co.uk) provide
before and after school care. School doors open 8.35am.
8.55am School
starts
The bell goes at 8.55am and all children go straight to their
classes for morning registration. If you are late, you may find
that the door is locked and you will have to go through the main
reception entrance. Please try and be on time for school every
day.
9.05am Assembly
(followed
by
lessons)
We get together every day. On Monday, Mr Read leads an
assembly. On Tuesday Mr Smith and Mrs Hunt lead Landscore
Singers and Miss Montfoort and Mr Read lead singing for the
rest of the school. On Wednesdays we usually have a visitor in to
talk to the children. On Thursday it is our Celebration Assembly
or School Council time. On Friday, we have our class assemblies.
Your child’s class will do one per term and you will be told about
these in Newsletters.
10.40am Morning
break
All children have a break for twenty minutes. We try to ensure
the children go outside for this in all but the worst weather, so
make sure your child have a warm coat for winter! At break-
times, children are allowed to have fruit or a healthy snack bar,
but not chocolate or sweets.
11.00am Lessons This is the second session of the day for children.
12.00/12.15 Lunch Lunch begins at 12.00 for early years and Key Stage One children
and 12.15 for KS2. Children collect their school dinners from the
kitchen (or packed lunches from their bags/trays) and walk to
the hall to eat them. During lunchtime, the children are
supervised by our mealtime assistants. After eating, the children
play outside.
1.20pm Afternoon
lessons
Children are in lessons for the rest of the day. The very youngest
children will have a short afternoon break when needed.
3.30pm End of
school
The bell will go at 3.30pm for the end of school. Early Years
children are sent to their parents/carers one by one from the
two doors between the playground and the hall, KS1 children
meet their parents at the steps near the veranda and KS2
children are dismissed from their classrooms to make their own
way out.
Landscore School Clubs
There are a range of clubs at Landscore. Please see the school website for the most up to
date information.
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School Meals
Our school dinners are excellent; cooked and served on the premises. There is a cafeteria
service with a choice of meat, cheese, vegetables and desert. We have now introduced
Devon’s new ‘Fresh Start’ menu with even fresher vegetables and locally sourced meats.
Special diets can be arranged.
The cost of the school dinner is £2.00 per day. All lunches must be paid for in advance,
either weekly or half termly on a Monday (or the first day of the half term). Please give the
payment to your child’s class teacher in an envelope, with name, teacher/class and amount
clearly marked on the front. Cheques should be made payable to “Devon County Council
School Meals”. If your child is away at any time during the week, the credit will be carried
forward to the next week automatically, or returned to you at the end of term.
Packed lunches can be brought to school and tables are provided for these children.
We are quite happy for children to bring fruit to eat at break times, but chocolate, sweets
and chewing gum are not allowed. Fair Trade snacks are available to buy on Tuesday
lunchtimes and the following are available from the kitchen at break times:
Milk, 20p
Orange Juice, 25p
Fruit bags, 30p
Whole fruit, 20p
Half fruit, 10p
Melon/grapes, 25p
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School Uniform and Clothing
All children are expected to wear the school uniform which is very practical, attractive and
relatively inexpensive. We do reserve the right to draw the line at various fashions and fads
which emerge from time to time!
Blue or white shirt
School shoes (not trainers, fashion shoes or shoes with a heel)
School sweatshirt or t-shirt
Grey, black, blue or navy tailored trousers
Grey, black, blue or navy skirt or pinafore dress
Black, blue or navy shorts
School baseball cap (summer term sunhat)
School sweatshirts, jogging bottoms, polo shirts, t-shirts and summer caps are available to
purchase from school and all sizes are usually kept in stock. If you need anything, please
send a note with your child or contact the school secretary direct, preferably at the start of
the day
Sweatshirts All child sizes £7.50
Sweatshirts Adult small £8.50
Polo shirts All child sizes £6.50
Polo shirts Adult small £7.50
T-shirts All sizes £4.50
Book wallets One size £2.75
Fleeces All sizes £11.50
Cheques should be made payable to “Devon County Council”. If there are any problems,
please see the school administrator.
There is usually a small stock of second hand uniform available at very low prices.
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Lost Property and Valuables
Lost property is always a problem. One unnamed sweatshirt looks like the next, so it would
help everyone greatly if all items of clothing could be clearly named. All unnamed uniform
is gathered together at the end of each half term and sold as second hand if not claimed.
To avoid both expense and injury, please help us by limiting jewellery to stud earrings. We
strongly discourage the wearing of any other fashion accessories. Any jewellery or
expensive toys should be left at home. We will take no responsibility if they are lost or
stolen.
Physical Education and Games Kit
Reception and Key Stage One
Our Early Years and KS1 PE programme is based around the Leap into Life programme and is
designed to develop basic skills of balance, coordination and body strength. As such,
children do not need PE kit in these years unless requested by a teacher.
Key Stage Two
School t-shirt, navy shorts and black plimsolls.
Due to the shortage of space, a named cloth bag to keep this kit in would be very useful as it
can be easily stored or hung on a hook.
Trainers must be worn for outdoor games as they give additional support and good weather
protection. However, these must not be the same shoes worn in class.
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Term Dates 2010/2011 Academic Year
Non Pupil Day 1st September
Children Return 2nd September
Half Term Break 25th – 29th October
Non-Pupil Day 19th November
Last Day of Term 17th December
Spring Term
Children Return 4th January
Half Term Break 21st
– 25th
February
Non-Pupil Day 28th
February
Non Pupil Day 18th March
Last Day of Term 8th
April
Summer Term
Children Return 26th April
Bank Holiday 2nd
May
Half Term Break 30th
May – 3rd
June
Non-Pupil Day 8th
July
Last Day of Term 22nd
July
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Term Dates 2011/2012 Academic Year
Autumn Term
Non Pupil Day 2nd
September
Children Return 5th
September
Half Term Break 24th
– 28th
October
Non-Pupil Day 18th
November
Last Day of Term 16th
December
Spring Term
Children Return 3rd
January
Half Term Break 13th
– 17th
February
Non Pupil Day 20th
February
Non Pupil Day 16th
March
Last Day of Term 30th
March
Summer Term
Children Return 16th
April
Bank Holiday 7th
May
Half Term Break 4th
– 8th
June
Non-Pupil Day 6th
July
Last Day of Term 20th
July
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Teaching Staff (as at September 2010)
Mr Gary Read Head Teacher
Mrs Erika Gooding Deputy Head Teacher / History Co-ordinator
Early Years
Miss Louise Brown Foundation Stage Co-ordinator
Miss Stephanie Rowse Reception Teacher
Year 1/2
Mrs Sharon Gottelier Geography Co-ordinator / Team 1 Leader
Mrs Sharron Goodwin Senior Teacher
Year 2/3
Mr Howard Williams Science Co-ordinator / ITE Co-ordinator
Year 3/4
Mrs Sally Holmes Numeracy and RE Co-ordinator / Team 2 Leader
Mr Owain Hadden ICT Co-ordinator
Year 4/5
Mr Kevin Payne Year 4/5 Teacher
Year 5/6
Mrs Sally Hunt Literacy Co-ordinator / Team 3 Leader
Mr Andy Smith Library / Gifted and Able Co-ordinator/SENco
Part Time Teachers
Miss Carolin v Montfoort Music Co-ordinator
Mrs Linda Williamson Art Co-ordinator
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Support Staff (as at September 2010) Administrator/Finance Mrs Chris Spear
Admin Assistant/Reception Mrs Perdie Wright / Mrs Hayley Dickinson
Teaching Assistants Mealtime Assistants
Mrs Jane Hurved Mrs Jane Hurved
Mrs Joan Crocker Mrs Joan Crocker
Mrs Carolyn Anderson Mrs Carolyn Anderson
Mrs Sally Townson Mrs Chris Spear
Mrs Jeanette Thom Mrs Sally Townson
Miss Sam Tutton Mrs Perdie Wright
Mr Chris Mann Mr Chris Mann
Miss Deborah Sparham Mrs Jane Wright
Mr Andrew Vaccari Miss Claire Hearn
Mrs Caroline Poulton Ms Izzie Pots
Miss Chloe Barton Mrs Janet Caldwell
Miss Deborah Sparham
Mrs Sandra Johnson
Kitchen Manager
Mrs Yvonne Gale
Kitchen Assistants Grounds maintenance
Mrs Dawn Tonkin Mr Julian Hooper
Mrs Julie Dawe Mr Ken Hooper
School Nurse Caretaker
Mrs Juliet Phillips Mrs Janet Rogers
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Landscore Governors
The governing body of Landscore School is responsible for ensuring that the school is run to promote
pupil achievement. Its duties include:
- setting strategic direction, policies and objectives
- deciding the school budget
- reviewing progress against the school’s budget and objectives
- appointing, challenging and supporting the Headteacher.
The governing body is made up of:
- six parent governors, elected by parents
- four staff governors, one of whom is the Headteacher, with the other three elected by staff
- four Local Education Authority governors, appointed by the LEA
- four community governors, chosen by the governing body to bring specific skills or
experience to the governing body.
The parent governors especially are always happy to hear your views, and every meeting of the full
governing body includes time to discuss anything raised by parents.
Names Address and Telephone End of Term of Office Type of
Governor
Mrs Alex Crawford-
Leighton
39 Holne Court, Kinnerton
Way, Exeter, EX4 2NA
04/05/2014 PARENT
Mrs Hils Fry 70 Queen Elizabeth Drive,
Crediton, EX17 2EJ
15/07/2012 PARENT
VACANCY
PARENT
VACANCY PARENT
Mrs Anna Stimson 1 Tuckers Close, Crediton,
EX17 3NZ
04/05/2014 PARENT
Mr Paul Scarborough 92 Queen Elizabeth Drive,
Crediton, EX17 2EJ
04/05/2014 PARENT
Mrs Hazel Hodge 38 Willow Walk,Crediton,
EX17 1DD
29/11/2014 COMMUNITY
VACANCY COMMUNITY
Ms Jo McDade 7 Barnshill Cl, Cheriton 08/10/2013 COMMUNITY
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Fitzpaine, EX17 4LJ
(01363) 866655
Mr David Smith 28 Okefield Road,
Crediton, EX17 2DL –
(01363) 774176
26/11/2012 COMMUNITY
VACANCY STAFF
VACANCY STAFF
Mr Gary Read Landscore School,
Threshers, Crediton, EX17
3JH – (01363 772018)
N/A HEAD
VACANCY STAFF
Mr Mark Goodman Chapel Downs House,
Crediton, EX17 3PA
21/12/2012 LEA
Mrs Jennifer Hext 20 Fernworthy Gardens,
Copplestone, EX17 5LY
21/09/2013 LEA
Mr Alistair Manning 19 Okefield Road,
Crediton, EX17 2DL
08/09/2013 LEA
VACANCY LEA
The Chair of Governors is Mr David W Smith
Contact Point Landscore Primary School
Threshers
Crediton
Devon EX17 3JH
The Clerk to the Governors is Mrs Chris Spear
21 Westernlea
Crediton, EX17 3JQ
Email: [email protected]
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Volunteering in School
We are always very grateful for the fantastic help we
get from volunteers. These are often parents,
sometimes grandparents and occasionally members of
the local community with no links to the school.
Reading with the children, helping with art, sharing
specialist skills and helping out on trips, volunteers
ensure that teachers get the support they need to
provide the children with exciting and worthwhile
activities.
At Landscore, we have recently reviewed our volunteering procedures in order to make sure
anyone wishing to help in school receives proper induction, is well supported and is able to
use their skills to best effect. This induction process will also allow us to comply with new
national guidance on safeguarding children and safer recruitment. Safer recruitment covers
the ways schools ensure that those they employ to work with children, including volunteers,
are suitable for the role. There is a balance to be struck here, and I hope you will understand
why we are putting these new procedures in place: to ensure that your children receive the
best education in the safest possible environment.
As I have said, volunteers in schools carry out a range of activities, some on a regular basis,
and some when the need arises, such as accompanying children on trips. It would be useful
therefore if we could add to the record we have of all our current volunteers, both regular
and “casual” and gather information about those of you who might like to help in school in
any capacity in the future. We have a volunteer application form which is available from the
school office or you can download it from our website (parents’ link). In completing and
returning the form, we will not only have a clear picture of all those who would like to come
and help children in school, but also be able to better support you as a volunteer and ensure
that good safety procedures are followed. We will not be able to accept volunteer help from
any individual who has not done so.
I look forward to receiving as many applications forms as possible in the coming weeks, as
the support volunteers provide is invaluable. If you have any questions, please come and
see me or Mrs Gooding, Landscore’s volunteer coordinator.
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Curriculum, learning environment, teaching and
learning
The curriculum
At Landscore, our curriculum:
• is broad, balanced, vibrant and fun
• systematically develops children’s skills in a range of areas
• is planned with all children in mind
• is flexible enough to change in order to take advantage of new opportunities
• takes account of the outdoors as well as the classroom
The learning environment
At Landscore, our learning environments:
• enable pupils to develop their ideas through independent
enquiry;
• enable pupils to take appropriate responsibility for the
organisation and care of learning resources;
• enable pupils to make the best use of space and learning
resources;
• are organised so that pupils have suitable access to
learning resources of good quality
• reflect the current areas of study of the National
Curriculum, including literacy and numeracy;
• contain high quality, stimulating and interactive visual
aids which celebrate pupils’ achievements and which
help them with the work in hand so that they attempt to
solve problems for themselves;
• engage and encourage pupils’ learning by promoting a
sense of pride in their own achievements and the
achievements of others;
• enable pupils to use ICT to enhance their learning across all areas of the curriculum.
Teaching
At Landscore, our teaching
• promotes effective and positive interaction between teachers and pupils
• promotes high expectations
• uses a range of teaching styles
• uses well-timed interventions to help the pupils make good progress
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• is planned to enable pupils to learn the skills, knowledge, concepts and attitudes
appropriate to the areas of learning for pupils under five, the National Curriculum,
religious education and pupils’ personal and social education
• provides opportunities for pupils to work individually, collaboratively and as a class;
• acknowledges and makes the best use of the contribution of parents, the community
and work carried out at home;
• recognises and manages effectively the support of other adults in the classroom.
• recognises the importance of school self-evaluation processes
Learning
At Landscore, pupils:
• have opportunities to demonstrate an understanding of what they have learned
• can talk about their own learning and make judgements about whether or not they
are making progress
• demonstrate positive attitudes to learning
• make decisions and choices in the learning
• are expected to select their own resources
Assessment and Reporting to Parents
Assessment
Assessment is what we do to find out what the children know so that we can help them
acquire new skills and understanding. We do this in a number of ways, although assessment
falls into two main categories: assessment for learning (or formative assessment) and
assessment for information (or summative assessment)
Assessment for Learning (Formative)
This is when we assess children’s prior knowledge to decide what they need to learn next.
Then, as we are teaching, we assess how children’s learning is going, and so on. This takes
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place continually, and in a range of forms, as described below. This happens across the
school, but will vary according to the age of the children or the activity taking place.
• Monitoring
While children are learning, teachers and other adults in school monitor children’s
work and intervene where necessary to ensure appropriate progress is made.
• Marking
Teachers use the opportunity of marking children’s work to check progress against
learning targets and suggest next steps for improvement. We use a range of simple
codes to simplify the process (as displayed in classrooms), and try to make
comments as clear and positive as possible for children. When appropriate, marking
may take the form of verbal feedback to individuals or groups.
• Self-assessment
We involve children in the assessment of their own learning by providing a range of
opportunities to comment on their progress and understanding. This may take the
form of “smileys” drawn in their Maths books, or giving a thumbs up at the end of
the lesson if they have met the learning objective for that session.
• Learning conferences/guided sessions
This involves talking to individuals or groups about their learning, and mutually
agreeing targets for the future. This can take place at any time, but is a feature of
guided reading and writing sessions when a teacher will work with a group of
children of similar ability on specific writing and reading targets.
• Observations
Used extensively (but not exclusively) in the Foundation Stage, this involves teachers
or other staff observing children learning, and recording their progress against given
criteria.
Assessment for Information (Summative)
This is the most formalised strand of our procedures, primarily because we are required to
obtain accurate assessment information about the children at key points throughout their
time at Landscore. We also need to be able not only to know how children are
attaining/progressing, but also how we know, i.e. on the basis of solid evidence. Our
summative assessment gives us a sound basis for making judgements about children’s
attainment and progress, and also a wealth of information for teachers picking up their new
classes in September. This information is gathered in a range of ways, including:
• Half termly writing, reading and maths assessments (sometimes using test materials
and sometimes using our own agreed assessment criteria)
• Skills progression sheets, where we make judgements about how children are doing
in all other areas of the national curriculum
• The Foundation Stage Profile, which records assessments against the Early Learning
Goals for our foundation stage (4 and 5 year old) children
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• Year six SATs tests: these are the statutory tests carried out in May by all state
primary schools in England
Reporting to Parents
At Landscore we value the parents’/carers’ role in their children’s education. We
communicate about children’s attainment and progress in a number of ways. Termly
newsletters from teachers give parents good information about the content that will be
taught, enabling our reporting to focus mainly on learning. This can take place informally, as
and when staff or parents have concerns or successes to talk about (you can make an
appointment to see your child’s teacher at any time). It also takes place formally, as
described below.
Open Afternoons
Each term, parents and other relatives are invited to see children at work in class, and to
see evidence of the children’s learning through displays and work books. There is time
here to discuss progress informally with your child and the teacher as well as to share
work.
Parents’ Interviews
In October, you are invited to meet your child’s teacher to discuss how he/she settling
in, and to set targets for the year ahead. In February/March, interviews focus on
progress against targets set in the Autumn Term, and on setting new targets for the
remainder of the year.
Written and Online Reports
In July you will receive a written report covering all the aspects of a child’s learning. We
comment on English and Maths skills in detail, while giving a more general indication of
attainment in the other subjects. We also comment on children’s learning skills and on
their general attitude and behaviour. The report also includes comments from the
Headteacher and a summary of attendance data for the year. Part of the report is given
over to children’s own assessment of their performance and progress during the year,
which will vary in format according to their age. We also have the facility for you to
monitor your child’s progress online using our School Pupil Tracker System. Information
about this will be given to you separately.
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Landscore School Statutory Test Results
Below are the results for KS1 and KS2 SATs for 2009. All results are shown as a percentage,
and may not add up to 100 because of rounding.
We aim to enable every child to fulfil their capacity to learn and as a result, place great
emphasis in the “value” we add to children as they pass through our school. For more
information on this, please contact the Headteacher.
KS1 and KS2 SATs results – July 2009
Key Stage 1
W L1 Level 2 2C 2B 2A 3+ Disapplied
Speaking and
Listening
0 12 65 21 2
Reading 0 19 14 21 26 19 2
Writing 0 30 12 42 9 5 2
Mathematics 0 7 16 19 49 7 2
Science 0 7 67 23 2
Key Stage 2
% Below L3 % L3 % L4+ % L5
English 7 19 74 19
Mathematics 2 13 85 47
Science
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Attainment at the end of KS1 and KS2 is only a small part of what we record and use to
support the children’s progress. For further information about the range of assessment at
Landscore, please contact your child’s teacher or the Headteacher.
Pupil Attendance
The actual attendance percentage for academic year 2009/10 was 95.6%.
There were 4.3% of authorised absences and 0.1% of unauthorised absences.
THE PUBLIC HEALTH NURSING SERVICE
(SCHOOL HEALTH)
Contact Details:
Name: Juliet Phillips – School Nurse Tel: 01363 777733
Community Health Worker: Sue Dennis Tel: 01363 777733
School nurses are registered nurses who are part of the public health
nursing team and regularly visit the school.
They are supported in this work by Community health Workers who are
also part of the Public health Nursing Team.
They promote the health and wellbeing of children and families, both at
home and in school, and can give specific support and health advice to
young people and their families.
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Usually they can offer direct advice and support. Sometimes they may refer to other people with specialist knowledge who can help. They may also undertake classroom based health promotion work in areas such as healthy eating, puberty and hygiene. Parents and carers are welcome to contact them if they have any health concerns about their son or daughter.
LANDSCORE PTA MISSION STATEMENT
'The aim of the Landscore Parent Teacher Association is to enhance the
workings
of the school. It strives to ensure that all the children at Landscore School
benefit from its activities and fundraising'
All parents and carers of children at Landscore School are automatically voting members of
the PTA and as such are warmly invited to attend any of the regular PTA meetings which take
place at the school. We currently meet either on a Monday or Thursday evening at 7pm. The
meetings are relatively informal and are usually concluded by 9pm. Representatives of the
teaching staff plus the PTA members meet to discuss current issues and forthcoming social
and fundraising events.
We aim to pay for, or contribute towards, items which are not included in the school budget.
We also like to focus on a particular project each year and have in the past contributed
towards the play equipment in the adventure play area and the Cob Shelter/Hairy House
amongst other things. In addition to this the PTA also fund the mini bus travel to the Leisure
Centre for swimming lessons, subsidise school trips and class events and have provided
equipment such as cameras and videos etc.
The PTA committee is elected at the start of each academic year at the AGM which takes
place in October. All parents and carers are welcome to become involved with the PTA either
as part of the committee or on a more informal basis by helping at one of our events. We
have PTA notice boards outside the entrance to the school in the playground and in the
cloakroom area - all information regarding events and meetings is displayed here. We also
circulate a regular newsletter to keep you informed of our activities!
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The PTA has a programme of fundraising events which take place throughout the year which
includes -
Festive Fayre – our Christmas Fayre which takes place at the beginning of December, with a
wide variety of stalls and games. Father Christmas also visits with his elf helpers, the
children can visit his grotto and tell him all their Christmas wishes! We have mulled wine and
mince pies and the Festive Fayre is a great way to start the Christmas Season!
Friday Feasts – these take place straight after school on Fridays during May and June. It is
an opportunity for each class/year group to raise funds for themselves by selling cakes,
biscuits, tea and coffee. It is a chance to catch up with friends and get to know other parents
and to relax with a drink and home-made cake! All the monies raised go direct to the
classes.
Festival on the Field – this takes place in July and is our main fundraising event There are
lots of stalls, competitions, music and games together with displays from local societies and
clubs. There is a bar and barbecue and a great atmosphere - whatever the weather!
In addition to this, we have a variety of other events which take place throughout the year
and include regular school discos and non uniform days, a quiz night, film evenings, car
boot/table top sales to name but a few!!
If you have any questions or would like to know how to get involved please speak to a
committee member, our details are on the notice board in the cloakroom!
Building the Hairy House – part funded by the PTA
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Before and After School Care Although we run a range of after-school clubs at Landscore, we do not currently provide
before and after-school care. We are, however, happy to be associated with Nights Owls,
who operate from the old Landscore School about 500 metres away from us. Here is what
they provide:
“We provide before school care from 8 a.m. until
8.45 a.m. when the children are escorted by a
member of staff to Landscore School. After school
care is available from 3.30 p.m. - 6 p.m. Two
members of staff escort the children to the
nursery. When the children arrive at the nursery
they have a healthy, varied snack. Various
activities are organised for them. Jenifer
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Buchanan and Karen Kirby run this service and the
charge is £3.50 an hour. Please contact staff at
the nursery (773837) if you wish to use this
service.
To avoid disappointment, please book one week in
advance.”
Safeguarding Children
“This school is committed to safeguarding and promoting the welfare of
children and young people and expects all staff and volunteers to share this
commitment.”
The safety of the children at Landscore is paramount and is enshrined in our second school
aim:
• All members of our school community will thrive in a safe and happy learning
environment.
Landscore has a designated child protection officer (Mr Read) and a deputy (Mrs Gooding).
They are both fully trained in current child protection practices and are responsible for child
protection throughout the school. All other staff and volunteers receive annual training on
dealing with child protection issues.
Our school environment is regularly monitored to ensure the right balance between
managed risk and safety. We have named governors responsible for Health and Safety and
termly Health and Safety checks are carried out, led by Erika Gooding, our deputy
Headteacher.
Through our SEALs programme (Social & Emotional Aspects of Learning), we teach the
children about safety and how to recognise the “danger-signs” of feeling unsafe. We make
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sure that all the children know and can talk about the people in school they can turn to if
they feel unsafe.
At Landscore, we have recently reviewed our volunteering procedures in order to make sure
anyone wishing to help in school receives proper induction, is well supported and is able to
use their skills to best effect. This induction process will also allow us to comply with new
national guidance on safeguarding children and safer recruitment. Safer recruitment covers
the ways schools ensure that those they employ to work with children, including volunteers,
are suitable for the role. Volunteers in schools carry out a range of activities, some on a
regular basis, and some when the need arises, such as accompanying children on trips. All
volunteers complete a brief induction, which begins with the completion of our Volunteer
Application Form which is available from the office or website. If you would like to help out
at Landscore at any time, please complete and return this form to the office. We will not be
able to accept volunteer help from any individual who has not done so.
Special Education Needs , Disability and Gifted
and Talented Provision
Special Education Needs
At Landscore Primary School we aim to support individual needs to enable children to reach
their full potential. We aim to work in an inclusive way to support equality of opportunity.
We believe that all teachers recognise the importance of identifying and providing for
children with SEN who they teach, while understanding that partnerships with parents and
carers play an essential role in supporting their child’s education. We aim to make sure that
wherever possible we meet the needs of children at both ends of the special needs
spectrum. We value the importance of the child within this process and aim to involve them
as actively as possible e.g. knowing and setting their own targets. Children with SEN join in
the activities of the school together with children who do not have SEN often with the
support of additional staff. The school will have regards to the Special Educational Needs
Code of Practice when carrying out its duties towards all children with SEN and ensure that
parents and carers are informed by the school that SEN provision is being made for their
child. In the academic year 2008/2009, the children on our SEN register made excellent
progress in reading, writing and mathematics from year one to year six. Currently the
percentage of children with statements of SEN at Landscore is twice the national average.
Provision for disabled pupils
We are also well equipped to support children with physical disabilities. Our site has flat
access and there is a lift to the upper floor. A new physiotherapy room and accessible toilet
was recently completed to replace the existing toilet and shower area. We have teaching
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and support staff trained in handling and are developing significant expertise in
communication and learning for children with cerebral palsy.
Gifted and Talented Provision
Rational of our policy
• It is vital that all children are given an education which is appropriate to their ability
and enables them to fulfil their potential
• Children should receive the necessary recognition of, and support for their abilities
• A whole school approach is needed to ensure that all aspects of children’s needs are
met
• It is important for the staff at the school to share their expertise and give children
access to specialist support
Aims of our policy
• To ensure that all children receive an appropriate education
• To ensure that the approach used is consistent throughout the school
• To ensure that children have opportunities to engage in higher order thinking
• To promote opportunities to develop specific talents
• To make sure that specific activities are in place which are fun, stimulating and
challenging
• To raise standards for all children across the school
• To ensure all needs are met, not just intellectual ones
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Felt Feet – an extension art project
Behaviour and Discipline Policy Rationale
We all work best in an atmosphere of order, fairness and good humour. Everyone is entitled
to guidance, protection, co-operation and respect.
Purposes:
1. To inform teachers, non-teaching staff, parents and children of the school’s behaviour
guidelines.
2. To ensure consistency of approach, expectation and action throughout the school.
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3. To develop children’s awareness of acceptable levels and standards of both social and
learning behaviour, which the school expects.
4. To develop responsible independence and self-discipline.
Guidelines for children:
1. Treat everyone in the school with kindness and be prepared to help others and share.
2. Walk quietly and carefully in school and respect the school environment.
3. Always be polite and well mannered. Follow instructions from staff and adult helpers.
4. Listen actively during lessons. Allow everyone to learn without interruption. Let
children, who are working, do so uninterrupted.
5. Keep the school clean and tidy.
Guidelines for staff:
Staff should remind children in their care of the guidelines for children at appropriate times,
e.g. before visits or where children have not kept to the guidelines.
Positive praise and encouragement should be used as often as possible. High standards of
behaviour are encouraged and expected.
Rewards for good behaviour, once given, are not taken away as a punishment.
Rewards
1. Verbal praise and recognition.
2. Written acknowledgement – comment in book or ‘smilies’
3. Class recognition – class teacher awarded postcard (individual), class sticker charts,
marbles in the jar with a predetermined reward for the whole class.
4. Show/share with another teacher, Deputy or Headteacher.
5. Headteacher’s Commendation Certificate.
6. Governors’ Commendation Certificate, presented in whole school assembly by the
Chairman of Governors and letter sent home to parents. Reported to school community
via the newsletter.
Sanctions
Before any sanctions are applied, it is worth remembering the factors that affect children’s
behaviour which are within our control:
• Consistent classroom routines, approaches and boundaries
• Positive relationships
• Praise and encouragement
• Fostering of self-esteem
• Teaching the skills of conflict resolution and group work
• High quality teaching
• Appropriate and relevant learning opportunities
• Quality and access to learning environment
• Access to water and oxygen
• Giving short breaks in lessons for “brain gym” where appropriate
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Positive behaviour management begins when a child perceives a genuine interest in his/her
well-being backed up by all of the above.
Stages of behaviour intervention in the classroom
1. Approach any inappropriate behaviour with a request to stop and a brief
explanation of why that request was made. For example: “Derek, could you please
stop kicking the chair in front of you because it is making it difficult for everyone to
concentrate?” If this continues, remind the pupil of the warning policy and that
continued inappropriate behaviour will result in a first warning. For example: “Sally,
I’ve asked you once. Please stop interfering with Joe’s work. If you carry on, I’ll give
you your first warning.”
2. First Warning: Any repetition of the same or similar behaviour will result in a
warning which should be recorded on the sheet provided. For example: “Sorry Jack,
but I’m giving you a warning because you haven’t stopped kicking the back of the
chair.”
3. Second Warning: If the behaviour or related inappropriate behaviour continues,
then a second warning should be given, with a reminder of the consequences of
receiving three warnings. This should again be recorded on the sheet. For example:
“This is your second warning Fay. If you get a third warning in this lesson, you will
have to lose your break-time.”
4. Third Warning: If the behaviour continues after the second warning, then a third
and final warning will be given. This will result is loss of playtime. For example: “That
is your final warning, Maurice. You will now have to stay in at break-time.” Again,
this warning will be recorded.
• If the third warning occurs in the lesson leading up to lunchtime,
then a proportion of lunchtime will be lost
• If it happens in the afternoon, then the sanction will be carried
over to the following day
5. At this point, it is the class teacher’s responsibility to supervise the lost
playtime/lunchtime. This can be organised by teams when appropriate. For
example, you might run a lunchtime club and arrange that any children kept in on
that day are supervised by a colleague.
6. If any child not on an Individual Behaviour Plan (IBP) loses two playtimes in a week,
or there is regular loss of playtimes over time (use professional judgement), then
the class teacher will contact the child’s parents to express concern and look for
ways that parents can support the school and child with the behaviour.
7. If there is no noticeable improvement in behaviour following the initial contact with
parents, then the class teacher will inform the Headteacher who will meet the child
(use professional judgement about the length of time that needs to elapse. Two
days will usually not be enough. Two weeks might feel OK). The Headteacher will
then write to the parents inviting them to a formal meeting to discuss their child’s
behaviour and the possibility of writing an IBP. This meeting will be with the
Headteacher, class teacher, parents and, if appropriate, the pupil. It might be
appropriate at this stage (if judged by the school to be potentially effective) to agree
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rewards/sanctions to be applied at home. Arrangements for this will be between
the class teacher and parents.
8. If the further reward/sanctions and/or IBP are ineffective, then fixed term exclusion
and/or referral to the Educational Psychologist will be considered. These options
will be communicated to parents in writing.
9. If there is no improvement in behaviour, then fixed term exclusion will be made.
This is a serious step and one that will only be made if every effort has been made
to support the child in changing his/her behaviour.
10. If on return from a fixed term exclusion, there is no significant improvement and the
behaviour continues to disrupt other pupils’ learning or compromises safety, then
application for a managed move or permanent exclusion will be made.
• At any time between 1 and 4 above, strategies such as distraction, separation from peers
(preferably within the classroom or time-out in another classroom can be used to avoid
warnings and subsequent sanctions.)
• Existing class-based reward systems will continue and will be at individual teachers’
discretion (see guidance on rewards).
• Recording warnings will give a clear picture about the level of disruptive behaviour and allow
staff, including GR, to praise those pupils whose behaviour is never a problem and target
those pupils who display low-level disruption over time.
• For KS1 and Y3/4 pupils, there will be five sessions in the day in which warnings will be
allocated: before play, playtime, after play, lunchtime and after lunch.
• For Y5/6 there will be three sessions: before lunch, lunchtime and after lunch.
• Teachers can “jump” a stage in the warning sequence for particularly poor behaviour
Stages of behaviour intervention at lunchtime
• Stages 1 to 4 should be followed by MTAs, using the same language and approaches.
• If a child is given a warning, then the MTA giving it will record this warning on the
class warning sheet, located in each classroom. It is the responsibility of the MTA to
record on the sheet any warnings given at lunchtime.
• If the behaviour continues, then the process will continue from point 6 above.
Procedure for coming in to the school building after play and lunchtime
1. The bell will ring at the correct time at the end of playtime and lunchtime.
2. All children will stand still wherever they are in the playground (staff need to be
stationed around the playground in order to see all areas). EYFS and KS1 teachers in
the staffroom need to go to the playground as soon as the bell rings. KS2 teachers
need to go to their classrooms. (In the summer when the grass is in use, children will
need to walk out of the trees and stand still in the view of staff)
3. When all the children are still and quiet, the teacher on duty will blow a whistle and
walk to the cloakroom doors. The following will happen:
• EYFS and KS1 children will walk in the playground and line up in
their class groups
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• KS2 children will walk calmly inside from wherever they are on the
playground.
• Any children running will be dealt with by the duty teachers
• If you are on duty, you need to make a judgement about whether
or not your class is capable of walking back to an unsupervised
classroom.
The “three warning” approach needs to be used consistently and in the order described
above. Warnings can be given by any member of staff as long as the procedure and
approach described above is followed.
Any violent or threatening act or incidences of persistent bullying will be dealt with
initially by the class teacher and the Headteacher will be informed to deal with as
appropriate.
Raising money on Red Nose Day!
Anti-Bullying Policy Introduction
The aim of the anti-bullying policy is to ensure that pupils learn in a supportive, caring and
safe environment without fear of being bullied. Bullying is anti-social behaviour and affects
everyone; it is unacceptable and will not be tolerated. Only when all issues of bullying are
addressed will pupils be able to fully benefit from the opportunities available at schools.
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Bullying is defined as deliberately hurtful behaviour, repeated over a period of time, where
it is difficult for those being bullied to defend them. At Landscore, we use the phrase Several
Times On Purpose (STOP) to help the children tell the difference between bullying and
general unpleasant actions. The three main types of bullying are:
• physical (hitting, kicking, theft)
• verbal (name calling, racist remarks)
• indirect (spreading rumours, excluding someone from social groups).
Pupils who are being bullied may show changes in behaviour, such as becoming shy and
nervous, feigning illness, taking unusual absences or clinging to adults. There may be
evidence of changes in work patterns, lacking concentration or truanting from school. Pupils
are encouraged to report bullying in schools and are taught to Start Telling Other People
(STOP).
Schools' teaching and support staff must be alert to the signs of bullying and act promptly
and firmly against it in accordance with school policy.
Statutory duty of schools
Headteachers have a legal duty under the School Standards and Framework Act 1998 to
draw up procedures to prevent bullying among pupils and to bring these procedures to the
attention of staff, parents and pupils.
Implementation
The following steps may be taken when dealing with incidents:
The School
• if bullying is suspected or reported, the incident will be dealt with immediately by
the member of staff who has been approached
• a clear account of the incident will be recorded and given to the Headteacher
• the Headteacher will interview all concerned and will record the incident
• teachers will be kept informed
• parents will be kept informed
• punitive measures will be used as appropriate and in consultation will all parties
concerned.
Pupils
Pupils who have been bullied will be supported by:
• offering an immediate opportunity to discuss the experience with their teacher or
member of staff of their choice
• reassuring the pupil
• offering continuous support
• restoring self-esteem and confidence.
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Pupils who have bullied will be helped by:
• discussing what happened
• discovering why the pupil became involved
• establishing the wrong doing and need to change
• informing parents or guardians to help change the attitude of the pupil.
The following disciplinary steps can be taken:
• official warnings to cease offending
• missing break and lunchtimes
• exclusion from certain areas of school premises
• internal exclusion (refer to internal exclusion guidance)
• fixed fixed-term exclusion
• permanent exclusion.
Within the curriculum the school will raise the awareness of the nature of bullying through
inclusion in SEALs, assemblies and subject areas, as appropriate, in an attempt to eradicate
such behaviour.
Monitoring, evaluation and review
The school will review this policy annually and assess its implementation and effectiveness.
The policy will be promoted and implemented throughout the school.
At the French market – part of our Comenius work
Sex and Relationships Education
The Governing body has decided that sex and relationships education should form part of
the school curriculum. We follow the school’s agreed policy, which is delivered through the
Personal, Social and Health Education Programme.
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Parents have the right to withdraw their child their child from Sex and Relationships
Education.
If you feel you would prefer your child not to be part of this lesson, please contact the Head
Teacher to discuss this further.
One of our Walking Buses
Homework Policy
Rationale
Homework is an important element of teaching and learning, in that it provides a link
between learning at school and its consolidation at home. It provides the opportunity for
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children to share, extend and enjoy their learning with their parents and carers, as well as
developing the essential skill of independent enquiry and study.
Aims
• To promote an effective partnership between school and parents
• To consolidate and reinforce skills and understanding, particularly in Literacy and
Numeracy.
• To extend and further develop learning that has been started at school
• To encourage pupils, as they get older, to develop the confidence, independence and
increasing personal responsibility, needed to study on their own.
• To enable children to develop their understanding through marking of homework in
class
• To encourage families to develop their child’s life skills in practical learning situations
e.g. weighing and measuring out (for example, through cooking), using and having
responsibility for money, carrying out home-based mapping activities etc
Home and School
The school will:
• Inform parents and carers of the work to be undertaken throughout the term and
how homework will be managed.
• We will produce and provide parents with homework guidance, sharing with them
homework tips and advice on specific teaching methods.
• Provide the necessary good quality resources to assist children with their learning.
• Keep parents informed about work that the children are doing in school and how
homework supports this.
• Ensure homework is responded to in class and appropriate feedback (verbal or
written) is given to the children on their achievement and where additional support
might be needed. We will ensure that these responses are clear to parents (see
guidelines overleaf).
• Where possible, differentiate homework to meet the needs of all children, to ensure
success and achievement.
• Teachers will sometimes draw on aspects of the foundation subjects, as well as topic
based research projects.
We ask parents to:
• Help and encourage their children and provide appropriate conditions for homework
to be undertaken.
• Where possible, engage in dialogue with their children about the homework that
they have been given and offer assistance where appropriate.
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• Keep teachers informed of their child’s progress and any issues involving homework.
• Encourage their children to seek support from their teachers when it is required.
• If homework is regularly incomplete, the school may set aside a time where the
children will be able to complete homework.
Conclusion:
Children’s education is a three way process, where children, parents and school work
together to foster positive, pleasurable and lifelong attitudes to learning. Homework
provides a valuable opportunity for parents to become involved in their children’s formal
education and the school actively welcomes input and feedback from parents through the
extension of learning at home.
LANDSCORE PRIMARY SCHOOL
HOMEWORK GUIDELINES
Time Allocations
We endorse the Government’s recommended time allocation for homework is:
Years 1 and 2: 1 hour a week
Years 3 and 4: 1.5 hours a week
Years 5 and 6: 30 minutes a day.
At Landscore we suggest these timings as approximate guidelines:
Foundation stage: 10 minutes a day for reading, sharing a book, playing or practical activity.
Years 1 and 2: 10 minutes a day for reading and set homework.
Years 3 and 4: 20 minutes a day for reading and set homework.
Years 5 and 6: 30 minutes a day for set homework tasks.
Homework will be given out on a set day to be completed and returned on a set day when
time will be given during class to go through the work and for children to receive group or
individual feedback.
Type of Homework
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A range of homework will be given according to your child’s year group and this will vary
throughout the year. Examples of homework may be:
• Spellings to learn.
• Spellings to learn and put into a sentence.
• Number facts to learn.
• Times tables to learn.
• Maths homework that supports the learning that has taken place during the week.
• Reading comprehension.
• Informal research linked to topic work.
• Longer projects linked to the “theme” that the class is studying.
• More formal research in years 5 and 6.
The nature and timing of homework might vary during the year – what is appropriate
homework in the summer term might differ from that in November.
Responding to homework
Teachers will respond to homework in a range of ways including:
• Brief or detailed comments (when appropriate)
• Ticks or crosses for right/wrong answers
• A tick and a signature to show the work has been seen
• Pupil responses, where the work has been shared with peers
If homework is not completed
There will be times when completing homework on time is difficult. However, as homework
will often support class work, it is important that every effort is made to complete it. If
homework is regularly not completed, then the class teacher will contact parents to discuss
the issue and give up some lunch times to ensure the work is done.
Religious Education Policy
There are four main purposes to this policy:
• To establish an entitlement for all pupils;
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• To establish expectations for teachers of this subject;
• To promote continuity and coherence across the school;
• To state the school’s approaches to this subject in order to promote public, and
particularly parents’ and carers’, understanding of the curriculum.
1. Introduction
The importance of religious education to the curriculum
Religious education is about the distinctive ways in which human beings express their
understanding and experiences of life. It provides pupils with opportunities to reflect upon
human experiences that give rise to fundamental questions of life and death and to consider
values and commitments. This is done in the context of some of the world’s living faiths. It
provides opportunity to study Christianity and the principal religions of Britain. The subject
contributes to the development of the pupils’ own beliefs and values and a sense of
identity. The subject promotes attitudes and values necessary for responsible citizenship in
a democratic and pluralistic society. Religious education engenders respect for the beliefs
and values of others. It does not promote a religion or particular set of beliefs. This kind of
nurturing is the privilege of the home and faith communities to which pupils belong. The
religious education taught in our school is prescribed by Devon’s Agreed Syllabus (2001).
Expectations
• By the end of KS1 (KS1), the performance of the great majority of the pupils should
be within the range of levels 1 to 3. Most pupils are expected to achieve level 2.
• By the end of Year 4, the performance of the great majority of pupils should be in
the range of levels 1 to 4. Most pupils are expected to achieve level 3.
• By the end of KS2 (KS2), the performance of the great majority of the pupils should
be within the range of levels 3 to 5. Most pupils are expected to achieve level 4.
The aims of religious education and how these contribute to the school’s aims
The school aims to:
• encourage a reflective approach to living;
• enable the pupils to gain knowledge and understanding of Christianity and the
principal religions of Britain;
• provide pupils with opportunities to reflect on their experiences of life;
• contribute to the development of their own beliefs and values.
In addition to these aims, we expect pupils to develop attitudes such as a willingness to
explore the religious and spiritual experiences of humanity and a commitment to searching
with an open mind.
2. Strategy for implementation
Entitlement and curriculum provision
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Five per cent of curriculum time is allocated to the curriculum at both key stages. This
amounts to 36 hours at KS1 and 45 hours at KS2 per year. Some units of work are
continuous and require weekly lessons, and others are blocked and require more time
allocated in some weeks and none in others. Decisions about this are indicated in medium-
term planning. All units require teachers to include opportunities for pupils to reflect on
meaning, learn about religion (Attainment Target 1) and learn from religion (Attainment
Target 2). Work on all three is included in most lessons.
As directed by the Devon Agreed Syllabus 2001, the pupils spend the majority of curriculum
time studying Christianity, though the other major religions are well represented. The
learning objectives identified in the scheme of work cover the full entitlement for pupils. At
KS1 pupils learn about the principal religions of Britain by studying a relevant aspect of one
of the religions in every unit of work. In this way, pupils are introduced to the wider concept
of religion and to the richness and diversity of world faiths. At KS2 pupils study a discrete
unit about Judaism in Year 5 and Hinduism in Year 6. All year groups study short units about
Christmas and Easter.
There is a suitable balance between expecting pupils to express their own ideas through
speaking and listening and to record what they have learned through writing, illustrations
and diagrams. Teachers provide stimulating and challenging experiences that enable pupils
to gain enjoyment from their studies. Cross-curricular links are made wherever possible, and
are indicated in the scheme of work. Each year group will either visit a place of religious
interest or receive a visitor to the school. In this way, pupils have first-hand experiences of
the religious traditions studied.
Teaching and learning
Pupils are provided with as much first-hand experience of the principal religions as possible
and the schools’ artefacts and authentic resources are used wherever possible. Where
religious artefacts are used, they are treated with the respect they would be given if they
were being used in their actual setting for worship.
The role of the school is not to seek commitment by the pupils to a particular religion.
Teachers should not use the first person (avoid “I think that …”). Teachers should not
assume that pupils are members of any faith community. Therefore, teachers should not
use the second person in the context of describing what a pupil does or believes (avoid
“When you go to church …” rather - “When Christians/Jews go to church/synagogue …”).
The integrity of pupils is respected and they are never asked or expected to believe the
claims of a particular religion..
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Biblical material is presented as the sacred text of a believing community which regards it as
the Word of God. Other sacred texts are treated with the same respect. When Biblical or
other stories are read, pupils are provided with opportunities to explore the themes they
perceive in the story. The experiences and views that pupils bring from home and faith
communities are always valued.
Assessment and recording
Work in religious education is assessed in accordance with the school assessment policy.
Learning outcomes and possible assessment activities are identified in each unit of work in
the scheme, representing one strand of both AT1 and AT2. In line with the school’s
assessment procedures, each year pupils produce two assessed pieces of work for their
portfolio, one from AT1 and one from AT2. These are annotated with targets drawn from
the level descriptors in the Agreed Syllabus (pp39 and 51), and form part of the annual
report. The subject leader has exemplars of assessed work drawn from each year group,
updated whenever better examples are available.
Continuity and progression
Each unit in the scheme of work indicates how it builds on previous units which have similar
learning objectives and how it leads into the units which follow. This helps teachers take
account of how the unit is developed later. In each unit the expected levels of achievement
are identified and these are based on the appropriate level statements for the age and stage
of the pupils. Teachers need to be aware of, and take account of, pupils’ achievements in
their previous learning.
Organisation
Teachers teach religious education to their own pupils. Teachers decide on the appropriate
organisation in lessons. All activities are based on the scheme of work. Teachers organise
activities so that pupils of all ages work as a whole class, in small groups and individually
over time. Teachers exercising their right not to teach RE on moral grounds liaise with the
subject leader to make sure the children are receiving their provision.
The three teams teach a two-year rolling programme, using units from Yrs 2, 4 and 6, then
Yrs 1, 3 and 5. Pupils in the Foundation Stage are taught the Reception programme from the
scheme of work, as appropriate within the Early Learning Goals. Suggested activities for
extending the most able pupils are indicated in the scheme of work. Teachers should seek
guidance from the subject leader if required in relation to this.
Where parents exercise their right to withdraw their pupils from religious education parents
are invited to discuss their decision with the Headteacher. The Headteacher will explain the
religious education policy and attempt to identify the reason for withdrawal and agree
alternative arrangements.
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The curriculum
To ensure that the Agreed Syllabus 2001 is taught, units in the scheme of work are drawn or
adapted from the Devon Scheme of Work 2001. Teachers are expected to complete a brief
evaluation of each unit of work that is completed. These should be sent to the subject
leader by the end of each term. The subject leader takes these into account when
completing the subject’s annual review.
Learning resources
Learning resources, including artefacts and videos are kept by the subject leader. Specific
resources for each unit of work are available, such as worksheets, vocabulary cards and
extension activities. A small selection of books, fiction and non-fiction (including Bibles) are
kept in the library. In addition, the subject leader has a wide variety of Bibles and books
suitable for each unit.
It has been agreed that each class will mount two displays about religious education in each
classroom across the school year.
3. The contribution of Religious Education to other aspects of the curriculum
Literacy
Key words and vocabulary are identified in the scheme of work. The basic resource kit for
each unit includes specific vocabulary on large cards which should be displayed for the
duration of the topic. The teaching activities include tasks that are closely related to, or
taught through, the Literacy Hour. Appropriate religious education texts that are suitable for
use in the Literacy Hour are identified in each unit.
ICT
The scheme of work identifies relevant websites, and CD-ROMs. Relevant links to ICT
planning are indicated in the scheme of work.
Spiritual, moral, social and cultural development
Religious education makes a particularly strong contribution to pupils’ spiritual
development. The scheme of work identifies opportunities for pupils to explore their own
feelings and beliefs, to study the beliefs and values of others, to empathise with others, to
ask puzzling questions and explore the responses from the faith communities.
Personal, social and health education
There are links with PSHE when religious education explores self-awareness, inner feelings
and emotions, and personal relationships. Those areas developing a respect for the beliefs
and values of others also make a major contribution. The use of appropriate teaching and
learning styles contributes to this. Group work provides opportunities for collaboration.
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Discussions are conducted in an atmosphere of mutual respect. Religious education differs
from PSHE in that it explicitly explores how the principal religions address the issues.
4. Leadership and management
Staff development and training opportunities
To develop staff confidence and competence in teaching religious education:
• the subject leader will attend Devon Curriculum Services area conferences;
• whole-school training needs are identified as a result of the monitoring and
evaluation programme;
• other training needs are identified through induction programmes and performance
management;
• the subject leader will arrange for relevant advice and information from courses to be
disseminated and, where appropriate, to be included in school improvement planning
and turned into practice;
• where necessary, the subject leader leads (or arranges) school-based training.
Leadership and management roles
The subject leader has the responsibility to take a lead in developing religious education
further across the school within the school’s improvement plan, monitoring the
effectiveness of teaching and learning, and the use of resources. Teachers and educational
support staff can expect informal support from the subject leader and support arising from
the school improvement plan and identified in performance management and induction
programmes.
How the subject is monitored and evaluated
All teachers are responsible for monitoring standards but the subject leader, under the
direction of the Headteacher, takes a lead in this. Monitoring activities are planned across
the year. In summary these are:
• termly staff meetings to analyse samples of pupils’ religious education work to
evaluate standards (attainment and progress);
• the subject leader to analyse teachers’ weekly planning files once per term to
monitor coverage and balance of curriculum planned;
• subject leader to use two monitoring days per year to undertake lesson
observations; the subject leader to discuss with named governor the school’s
planning and developments twice per year. These discussions arise from governors’
planned visits;
• the subject leader monitors ongoing displays and work in hand in classrooms by
termly visits, outside of lesson time;
• the subject leader to prepare a short summary for the governing body once per year;
• the subject leader and Headteacher to analyse annual teacher assessments; to
sample the reliability of these in each class using the school’s portfolio once per
year;
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• the subject leader and the Headteacher to monitor annual reports to parents.
Review
This policy will be reviewed annually in line with the school’s policy review programme. The
subject leader is responsible for reporting to the governors’ curriculum committee about
the quality of its implementation and its impact on standards. In the light of this, policy
amendments may be made.
The Goblin Car Race Team
Data Protection
Schools, Local Education Authorities (LEAs), the Department for Education and Skills (DfES), the
government department which deals with education, the Qualifications and Curriculum Authority
(QCA), Ofsted and the Learning and Skills Council (LSC) all process information on pupils in order to
run the education system, and in doing so have to comply with the Data Protection Act 1998. This
means, among other things that the data held about pupils must only be used for specific purposes
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allowed by law. I am therefore writing to tell you about the types of data held, why that data is held,
and to whom it may be passed on.
The school holds information on pupils in order to support their teaching and learning, to monitor
and report on their progress, to provide appropriate pastoral care, and to assess how well the school
as a whole is doing. This information includes contact details, National Curriculum assessment
results, attendance information, characteristics such as ethnic group, special educational needs and
any relevant medical information. From time to time schools are required to pass on some of this
data to LEAs, the DfES and to agencies, such as QCA, Ofsted and LSC that are prescribed by law.
The Local Education Authority uses information about pupils to carry out specific functions for which
it is responsible, such as the assessment of any special educational needs the pupil may have. It also
uses the information to derive statistics to inform decisions on (for example) the funding of schools,
and to assess the performance of schools and set targets for them. The statistics are used in such a
way that individual pupils cannot be identified from them.
The Qualifications and Curriculum Authority uses information about pupils to administer the
National Curriculum tests and assessments for Key Stages 1 to 3. The results of these are passed on
to DfES in order for it to compile statistics on trends and patterns in levels of achievement. The QCA
uses the information to evaluate the effectiveness of the National Curriculum and the associated
assessment arrangements, and to ensure that these are continually improved.
Ofsted uses information about the progress and performance of pupils to help inspectors evaluate
the work of schools, to assist schools in their self-evaluation, and as part of Ofsted’s assessment of
the effectiveness of education initiatives and policy. Inspection reports do not identify individual
pupils.
The Learning and Skills Council uses information about pupils for statistical purposes, to evaluate
and develop education policy and to monitor the performance of the education service as a whole.
The statistics (including those based on information provided by the QCA) are used in such a way
those individual pupils cannot be identified from them. On occasion information may be shared
with other Government departments or agencies strictly for statistical or research purposes only.
The Department for Education and Skills (DfES) uses information about pupils for research and
statistical purposes, to inform, influence and improve education policy and to monitor the
performance of the education service as a whole. The DfES will feed back to LEAs and schools
information about their pupils for a variety of purposes that will include data checking exercises, use
in self-evaluation analyses and where information is missing because it was not passed on by a
former school. The DfES will also provide Ofsted with pupil level data for use in school inspection.
Where relevant, pupil information may also be shared with post 16 learning institutions to minimise
the administrative burden on application for a course and to aid the preparation of learning plans.
Pupil information may be matched with other data sources that the Department holds in order to
model and monitor pupils’ educational progression; and to provide comprehensive information back
to LEAs and learning institutions to support their day to day business. The DfES may also use contact
details from these sources to obtain samples for statistical surveys: these surveys may be carried out
by research agencies working under contract to the Department and participation in such surveys is
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usually voluntary. The Department may also match data from these sources to data obtained from
statistical surveys.
Pupil data may also be shared with other Government Departments and Agencies (including the
Office for National Statistics) for statistical or research purposes only. In all these cases the matching
will require that individualised data is used in the processing operation, but that data will not be
processed in such a way that it supports measures or decisions relating to particular individuals or
identifies individuals in any results. This data sharing will be approved and controlled by the
Department’s Chief Statistician.
The DfES may also disclose individual pupil information to independent researchers into the
educational achievements of pupils who have a legitimate need for it for their research, but each
case will be determined on its merits and subject to the approval of the Department’s Chief
Statistician.
Pupils, as data subjects, have certain rights under the Data Protection Act, including a general right
of access to personal data held on them, with parents exercising this right on their behalf if they are
too young to do so themselves. If you wish to access the personal data held about your child, then
please contact the relevant organisation in writing:
- the school
- the LEA’s Information Compliance Officer at Coaver Offices, County Hall, Topsham Road,
Exeter Devon EX2 4QX;
- the QCA’s Data Protection Officer at QCA, 83 Piccadilly, LONDON, W1J 8QA;
- Ofsted’s Data Protection Officer at Alexandra House, 33 Kingsway, London WC2B 6SE;
- LSC’s Data Protection Officer at Cheylesmore House, Quinton Road, Coventry, Warwickshire
CV1 2WT;
- the DfES’s Data Protection Officer at DfES, Caxton House, Tothill Street, LONDON, SW1H
9NA.
In order to fulfil their responsibilities under the Act the organisation may, before responding to this
request, seek proof of the requestor’s identity and any further information required to locate the
information requested.
Separately from the Data Protection Act, regulations provide a pupil’s parent (regardless of the age
of the pupil) with the right to view, or to have a copy of, their child’s educational record at the
school, although a summative version of this is given to you as an end of year report. If you wish to
exercise this right you should write to the school.
Pupil information may be matched with other data sources that the Department holds in order to
model and monitor pupils’ educational progression; and to provide comprehensive information back
to LEAs and learning institutions to support their day to day business. The DfES may also use contact
details from these sources to obtain samples for statistical surveys: these surveys may be carried out
by research agencies working under contract to the Department and participation in such surveys is
usually voluntary. The Department may also match data from these sources to data obtained from
statistical surveys.
Pupil data may also be shared with other Government Departments and Agencies (including the
Office for National Statistics) for statistical or research purposes only. In all these cases the matching
46
will require that individualised data is used in the processing operation, but that data will not be
processed in such a way that it supports measures or decisions relating to particular individuals or
identifies individuals in any results. This data sharing will be approved and controlled by the
Department’s Chief Statistician.
The DfES may also disclose individual pupil information to independent researchers into the
educational achievements of pupils who have a legitimate need for it for their research, but each
case will be determined on its merits and subject to the approval of the Department’s Chief
Statistician.
Pupils, as data subjects, have certain rights under the Data Protection Act, including a general right
of access to personal data held on them, with parents exercising this right on their behalf if they are
too young to do so themselves. If you wish to access the personal data held about your child, and
then please contact the relevant organisation in writing:
the school
the LEA’s Information Compliance Officer at Coaver Offices, County Hall, Topsham Road, Exeter
Devon EX2 4QX;
the QCA’s Data Protection Officer at QCA, 83 Piccadilly, LONDON, W1J 8QA;
Ofsted’s Data Protection Officer at Alexandra House, 33 Kingsway, London WC2B 6SE;
LSC’s Data Protection Officer at Cheylesmore House, Quinton Road, Coventry, Warwickshire CV1
2WT;
the DfES’s Data Protection Officer at DfES, Caxton House, Tothill Street, LONDON, SW1H 9NA.
In order to fulfil their responsibilities under the Act the organisation may, before responding to this
request, seek proof of the requestor’s identity and any further information required to locate the
information requested.
Separately from the Data Protection Act, regulations provide a pupil’s parent (regardless of the age
of the pupil) with the right to view, or to have a copy of, their child’s educational record at the
school, although a summative version of this is given to you as an end of year report. If you wish to
exercise this right you should write to the school.
School Admission Arrangements
Landscore governors adhere to Devon County Council’s schools admissions policy which can
be found at www.devon.gov.uk/index/learningschools/schools/admissions
This will change for Reception age children with the introduction of the single offer point in
September 2011.
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Admission Criteria
DCC sets priority for school admissions and if admission applications exceed school places,
children will be admitted in the following order:
1. Children who are in public care (looked after children)
2. Children living in the school’s designated area (see map below), with a sibling
attending the school at the time of admission.
3. Other children living in the school’s designated area.
4. Children living outside the school’s designated area but with a sibling attending the
school at the time of admission.
5. Other children living outside the school’s designated area.
A child who has a statement of special education needs (SEN) where the school is named on
the statement will take precedence.
Statutory School Age
Your child must be in school the term following his/her fifth birthday, unless you decide to
home-educate. In this case you must contact DCC’s school admissions team who will advise
you.
Child’s fifth birthday Start school
1st
September to 28th
/29th
February September
1st
March to 31st
August January
Admission earlier than the two points above is approved only on exceptional social or
medical grounds (normally supported by social services or a GP). Any agreement would be
for one term only and within the academic your child would normally be admitted.
Deferred Admission
Deferred admission is where, when you have been offered a place, you can decide to delay
your child’s actual start date until they reach statutory school age, within the same
academic year. Children born between 1st
September and 28th
/29th
February can defer until
the start of the spring term (January). Children born between 1st
March and 31st
August do
not have an automatic right to defer admission. You still need to apply as normal by the
stated deadline and, after a place is offered, you must inform the Headteacher that you
wish to defer. Your child’s place will be kept open for them to join at the later date.
Delayed Admission
This is where you wish your child to start an academic year later than normal but still
entering at the foundation (reception) stage. Such an arrangement must be supported by
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medical/educational evidence. A place cannot be guaranteed a year in advance. Please
contact the admissions team for further information. It is advisable that you submit an
application on time in any event whilst your request for delayed admission is considered.
Parents of children starting at foundation (reception) stage
You need to complete the online admissions form at
www.devon.gov.uk/index/learningschools/schools/admissions/admissionsonline or the
paper version in the admissions booklet The First Step. The local authority will endeavour to
allocate you your first choice school.
Parents of children starting at other times in the school year
If you are changing schools or are new to the area, you need to visit Landscore to see if this
is the school for you and your child. If we have places in your child’s year group and you are
living in our designated area, then your child will be able to come to our school. However, as
from September 2010, your application will need to be made to DCC’s schools admissions
team and NOT through school.
Facilities and arrangements for the admission of children with disabilities
The school has complete wheelchair access including a lift to the KS2 corridor and a fully
equipped accessible toilet and physiotherapy room. The school is committed to equality of
access and is very well placed in terms of resources and staff expertise to admit children
with disabilities.
School Admissions Team contact details
Address:
Education Helpline on
The Admissions Team,
One Capital Court,
Bittern Road,
Sowton,
Exeter EX2 7FW
Website: www.devon.gov.uk/admissions
Email:
Telephone
0845 155 1019
Frequently asked questions
How do I know which is my designated school?
Most schools serve a specific geographical area, sometimes called the designated or
catchment area. In most cases children who live within a school’s designated area will have
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a higher priority for admission. You can check which school is your designated school by
visiting www.devon.gov.uk/schoolareamaps Landscore’s designated area is below.
What if I don’t make an application?
If you do not complete an application form we will not know which your preferred schools
are. It is important that you follow the process set out in these web pages to make sure that
your child is allocated a school place well in advance of their start date.
What if my application is late?
If your application is late it may affect your chance of getting a place at the school you
prefer for your child. Please make sure that your application is returned to your most
preferred primary school or direct to the Admissions Team by 15 January 2010. We do not
reserve places for late applicants or people who move into Devon. If your application is late
and there is a very good reason, for example, if you are a single parent and you have been in
hospital, you will need to tell the Admissions Team. You will not be able to access the online
facility after the closing date. We will need to see some evidence to confirm the reason your
application is late - for example, in the case of hospitalisation, a letter from a doctor. We will
then consider your application and advise you where we are able to offer a place for your
child.
What if I change my mind?
If you change your mind about the school you prefer for your child and it is before 15
January 2010 you will need to amend your application online. If it is after 15 January 2010
please put your request in writing with your reasons for change and send it to: The
Admissions Team, One Capital Court, Bittern Road, Sowton, Exeter EX2 7FW
Landscore Primary School Designated Area
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