school vision - thorners primary school litton cheney · web viewthorner’s school is a...

School VisionChristian values permeate all aspects of our communal life, providing our children with a firm moral foundation and sensitivity to the needs of others. We aim to give each individual a feeling of security and value, acknowledging their unique aspirations and characteristics, enabling them to reach for their highest possible standards in work, attitude and conduct.

Policy for Race EqualityThorner’s Aims, Values and Commitment to Racial EqualityWe here at Thorner’s understand the term racial to include race, ethnic, cultural, religious and denominational diversity.

Race equality is central to the ethos and core values of Thorner’s. To establish and maintain this, the School is fully committed to:

ensuring that all pupils have equality of opportunity to achieve according to their full capabilities, regardless of their ethnic background;

valuing equally all members of the school community; promoting positive attitudes towards life in a multicultural, multiethnic and multifaith society and

celebrating cultural diversity; combating racial harassment and racial discrimination and challenging racism in all its forms; equipping pupils with the knowledge, understanding, skills and attitudes to recognise and challenge

examples of racism that they meet in their lives; establishing a close partnership with parents and the local community, with sensitivity and openness

to the experiences of those ethnic minority background. Thorner’s C.E. V. A. Primary School

Litton CheneyDorchester

DT2 9AUTel/Fax no: 01308 482410

e-mail: [email protected] page: www.thorners.dorset.sch.uk

Dear Parents,

Welcome to Thorner’s School!The school is extremely fortunate in being situated within the Bride Valley, we have a dedicated and caring team who work with the pupils placing great importance on the individual child. Thorner’s has a welcoming and calm environment for your child to grow, learn and develop to the best of their ability.Thorner’s School has much to offer your child and I hope that this brochure will give you some idea of all that this school has to offer both you and your child. If you would like to find out more or just see it in action, come and see it for yourself, you will be made most welcome, both by pupils and staff alike.Yours sincerelyAlison Johnstone (Headteacher).

mailto:[email protected]

The Staff as of September 2007

Sheila Barnes

Lunchtime Supervisor

Pat Cox

Learning Support Assistant

Qualified HLTA

Linda Gundry

Class Teacher

Eggardon

Years 5 and 6

Marion Foot

Secretary

Jo Hayter


Qualified HLTA

Maggie Hooper

Chesil

Reception/ Year 1 and 2

Alison Johnstone

Headteacher

Eggardon

Years 5 and 6

Elaine Marshall

Class Teacher

Bredy

Years 3 and 4

Margaret May


Beryl Peach

Caretaker/

Lunchtime Supervisor

Introduction

Thorner’s School is a Voluntary Aided Church of England Primary School for children aged 5 to 11 years old from West Bexington, Little Bredy, Long Bredy, Litton Cheney, Puncknowle, Swyre and Kingston Russell. At 11 they generally transfer to Sir John Colfox School in Bridport.The original foundation of the school goes back to 1690. For over 300 years, the children of this area have been educated in the name of Thorner’s.The school buildings were substantially enlarged and modernised in 1968, providing spacious accommodation in the form of three large classrooms, a fully equipped hall and a multi-purpose resources room for group work, cooking and first-aid. In 1994 the School House was converted and refurbished to create a fourth classroom, a central library, Staffroom and Headteacher’s office. In 2000 we have added a netball court and developed the Conservation area as well as the refurbishment of the toilets which was long overdue.

As from September 2005 the local playgroup at Puncknowle - 'Fledglings' will be operating from our premises . We hope that this will develop and we will be working together as a Foundation unit catering for pupils aged 3 to 5 years in the near future.The school’s Church of England status is important. We have very close links with the local church and we benefit from the advice and the support of the Salisbury Diocesan Board of Education. The Christian ethos of the school is important to us all. It is one of the reasons we celebrate our faith in a daily assembly, visit our parish church at the start and end of each term and can also be seen in relationships between staff and children and by the way individuals are treated.

School Governors

Address Tel: Type of Governor Term of office ends

Ross Jones CHAIR Greystones, Puncknowle 898553 Minor Authority Oct 2008 Liz Slater CLERK 1 Lytton Close, Puncknowle 897751

Alison Johnstone HEADTEACHER c/o Thorner's School 482410

Revd Bob Thorn The Rectory, Burton Bradstock 897799 Foundation

Jim Armstrong VICE CHAIRMAN West Lodge, Little Bredy 482452 Foundation Sept 2005

David Taylor Malahide, Litton Cheney 482532 Foundation Oct 2006

Paul Cleden 6 Baglake Litton Cheney 482346 Foundation Nov 2009

Pat Cox c /o Thorner's School 482410 Non Teaching July 2011 Maggie Hooper c/o Thorner's School 482410 Teacher Nov 2005 Pauline Macauley 4 Church Path, Litton Cheney 482592 LEA Nov 2006 Sue Brown 30 Springfield, Puncknowle 897953 Foundation Aug 2007

Martin Bowen-Ashwin Homeleigh , Puncknowle 897011 Parent Jan 2009

Hilary Larcombe Rookery Cottage, Long Bredy 482190 Foundation May 2011

Liz Kingston Handsel, School Lane Litton Cheney 482162 Parent Nov 2009

The Governor’s Role

The Governors at Thorner’s School work together in consultation with the staff to ensure that all pupils in our charge receive the best education available. The Governing Body is made up of a Local Authority Governor, Parent Governors, a Teacher Governor, a non-teaching staff Governor, and Parochial Governors. They are a mixed group, coming from many walks of life but with a single aim – the improvement of Thorner’s School and the education given, in order that the happy, caring environment for every child identified in our last Ofsted Inspector’s Report is maintained.Recently the workload and responsibilities placed on Governing bodies has increased, particularly with the introduction of Local Management of Schools (LMS), National Curriculum, Literacy and Numeracy Hours, Performance Management, the provision of hot school meals and ‘extended schools’. The Governors are grouped into various sub-committees, such as environment, finance, curriculum, health and safety, pay, admissions, so each Governor can use his or her expertise in a particular area; also each Governor takes special interest in either one or more subjects or one class.We very much value the open and friendly welcome given by all involved in the school to all parents whose children attend Thorner’s. It is of paramount importance to staff and Governors alike.We appreciate very much all the hard work put in by the Parents Association and all their efforts to fund raise for the school.As with all organisations, everything does not always go to plan, but the staff and Governors are willing to listen to and talk over parents’ concerns and to act to allay any fears and worries. The Governing Body seeks to ensure that the education of the Bride Valley’s children is conducted in accordance with national criteria laid down by Parliament. We trust that this will give them a good start in life to help them to become responsible adults.Chair of Governors

Governors’ Policy Statement

The Governors at Thorner’s aim to provide a broad, balanced and relevant curriculum, based on careful analysis of the needs of individual children.The Dorset Curriculum Policy and National Curriculum documents have been accepted by the Governing Body as the foundation upon which the curriculum is delivered at Thorner’s. These documents, as well as all other statutory documentation and L.E.A. procedures can be obtained from the School Office.

General Complaint procedure for Thorner’s:‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗Any problem or concern should be raised promptly with the class teacher. If your concern is more serious you may prefer to make an appointment to discuss it with the Headteacher. If your complaint is about the Headteacher you may prefer to talk to the Chair of Governors. All staff will make every effort to resolve your problem promptly at this informal stage. Most concerns and potential complaints can best be resolved through informal discussion with the Headteacher or relevant member of staff. You must be aware that by discussing the complaint with a third party it could jeopardise/prejudice the outcome.

Stage 1If you are dissatisfied with the response of the member of staff (or the Headteacher if they have been involved at the informal stage) then you may wish to put your concerns in writing using the School Incident form, available from the school office. This makes Childrens’ Services Authority aware that you wish the matter to be dealt with as a formal complaint. The Headteacher will investigate the complaint and provide a written response. This will normally be within ten school days of your letter, but you will be kept informed if, for example, more time is needed to complete the investigation.If your original concern was about an action by the Headteacher personally, and you have already discussed it at the informal stage, then you should put your complaint in writing to the Chair of Governors.

Stage 2

If you are not satisfied with the Headteacher’s response, you may contact the Chair of Governors via the school.The Chair will investigate your complaint and, in most cases, seek to resolve the matter through discussion with your self and the Headteacher. At the end of this stage the Chair will provide you with a written response. This will normally be within ten school days, but you will be kept informed if more time is needed. If you are not satisfied with the Chair’s response at the end of stage 2, the complaint can be referred to the governing body by writing to the Chair or clerk to the governing body. The governing body will ask the Governors’ First Committee to investigate your complaint. This will normally be arranged within fifteen school days of your complaint being received, depending on the availability of all concerned. You may be invited to speak to the panel at a meeting and choose to be accompanied by a friend or representative. This meeting will normally be minuted by the clerk to the governors and you will receive a copy which you will be asked to sign as an accurate record of the meeting. After the meeting you will be advised of the outcome in writing. This will normally be within ten school days of the meeting.For most complaints the decision of the governors is the last step in the procedure.The CurriculumThere is a specific procedure for complaints about the school curriculum and matters relating to it, including the provision of information and charges. In general these are dealt with in a similar way to other complaints. However, there are some specific differences:

You may complain either to the Childrens’ Services Authority or the governing body in the first instance. The complaint will be investigated by the CHILDRENS’ SERVICES AUTHORITY or governing body whichever of

these is responsible for the matter complained about. The governing body will inform both the complainant and the CHILDRENS’ SERVICES AUTHORITY of the

outcome of its investigation. There is a right of appeal to the CHILDRENS’ SERVICES AUTHORITY and then the Secretary of State. For Aided schools such as Thorner’s, there is a right of appeal to the Diocese on matters of RE and Collective

Worship.

In general, internal school matters are the responsibility of the school governing body. However, you may have a complaint which relates to something which is the Local Education Authority’s responsibility. The CHILDRENS’ SERVICES AUTHORITY provide advice to parents and schools on best practice procedures for dealing with complaints. The CHILDRENS’ SERVICES AUTHORITY will, where appropriate check to make sure that the complaint has been reasonably dealt with. Where required, CHILDRENS’ SERVICES AUTHORITY officers may play a role in helping schools to investigate and resolve particular complaints. Advice is available from David Kenyon, Head of

Business Development.

School admissions and exclusionsSeparate complaint and appeal procedures exist for these matters, and appropriate information is available from the school office

Special NeedsThere is a separate appeal procedure for these matters, and appropriate information is available from the school office.Contact names and telephone numbers:Thorner’s CE VA Primary School office 01308 482410Headteacher - Mrs Alison Johnstone 01308 482410Chair of Governors - Mr Ross Jones 01308 482410Clerk to the Governors - Mrs Elizabeth Slater 01308 482410Head of Business Development - David Kenyan 01305 224551Education Complaints officer CHILDRENS’ SERVICES AUTHORITY - Mr Richard Baker 01305 224203

Home-School Agreement

In line with Government policy the Governors introduced a home-school agreement. Both staff and Governors worked together to look at various responsibilities, what you as parents can expect from school and what school

would hope you could support us with. There is also a section for pupils and what their responsibilities are towards others and themselves. Staff are invited to sign, as are the parents and those pupils who are felt to understand the agreement.

Admissions

A copy of the admissions policy is available for viewing in the school office. Our standard intake is 15. Generally the Governors will admit to the school, pupils who live within the catchment area of Litton Cheney, Puncknowle, Long Bredy, Little Bredy, Swyre, West Bexington or Kingston Russell to any class. Parents who live outside this area can request a place from the Headteacher or Governors, if unsuccessful they can appeal to Dorset County Council.

Class Organisation

In September 2007 there will be three working areas within school.Chesil Reception, Years 1 and 2 taught by Mrs Hooper Bredy Years 3 and 4 taught by Mrs MarshallEggardon Years 5 and 6 taught by Mrs Gundry and Mrs Johnstone

The Curriculum

The National Curriculum, including the Literacy and Numeracy guidelines provides a framework for all the activities we do with our children. We aim however, to provide opportunities over and above the minimum laid down.Our aim is to help each child to fulfil his or her potential. We have a happy school environment with well-qualified and experienced staff. We use praise and encouragement with children of all abilities to ensure academic progress and achievement.In a school of this size each child will spend more than one year in each class. Much effort goes into the planning of each term’s activities to provide children of all ages and abilities with a suitably challenging and stimulating programme of work.We provide a balanced curriculum with opportunities for group work and class work. Competence in the basics of number, reading and writing receives high priority throughout the school.

Homework

In line with government guidelines all pupils at Thorner’s are expected to do some work at home, but this will take many forms and be of varying lengths depending on age. Children may be asked to learn spellings or multiplication tables, even complete unfinished work at home if the teacher feels it is necessary. Additional research for topics might also be an appropriate voluntary activity. It is expected that all pupils will read regularly at home whether it is a book sent home from school from the reading scheme or one chosen by the pupil from the school library.

Literacy

English forms a key area of the curriculum and consists of reading, writing, speaking and listening, spelling and presentation. English is taught in all subjects in one form or another.

Since September 1998 Thorner’s has adopted the National Literacy Hour, which gives clear guidance for teaching throughout the school. For years 1 to 6 there are individual termly plans but the basic framework for planning is the same for all year groups. Reading and writing objectives are closely linked throughout, using the texts pupils are reading to provide the structure for their writing.

Word Level Sentence Level Text Level

Reception Phonological awareness, phonics and spelling. Word recognition, graphic knowledge and spelling. Vocabulary extension. Handwriting

Grammatical awareness Understanding of print. Reading comprehension. Writing composition.

Key Stage 1 Phonological awareness, phonics and spelling. Word recognition, graphic knowledge and spelling. Vocabulary extension. Handwriting

Grammatical awareness Sentence construction and punctuation

Non-Fiction, Fiction and Poetry. Reading comprehension. Writing composition

Key Stage 2 Revision and consolidation from KS1 (to end of Year 3) Spelling strategies Spelling conventions and rules Vocabulary extension Handwriting (to end of Year 4)

Grammatical awareness Sentence construction and punctuation

Non-Fiction, Fiction and Poetry. Reading comprehension. Writing composition

Each lesson contains elements from word, sentence and text level planning focused on a particular range of reading and writing. Throughout the year groups, an ever-increasing range of resources is available so that the teaching of Literacy can be delivered with interest and creativity. In Reception the ‘Jolly Phonics’ scheme is used which involves actions and rhymes to capture the children’s imagination. Within Key Stage 1, big books, puppets and games are available to help the approach to be fast moving and variable. At Key Stage 2 children have access to a wide variety of texts. Since Sept 04 the ‘Sounds-Write’ phonics scheme has been implemented throughout school, it is a quick pace system with a wide variety of activities and is proving very successful to date.

Numeracy

The skills acquired in numeracy at school will be used in many aspects of life outside the classroom. It is a broad subject covering elements such as number, shape, space, probability, measurement and data handling.Since September 1999 we have been following the National Numeracy Hour. Each child will take part in a daily hour of mathematical activity, great emphasis is placed on mental maths and the ability to understand and explain methods used to obtain answers. There are no right methods of working, each child is shown the various ways of obtaining a solution and then decides which method they themselves prefer. Each lesson will generally start with 10 minutes of mental work, whether it is ordering numbers in Reception or doubling and halving numbers in Year 5/6. There is more than one activity in these sessions and pupils are encouraged to be active and participate whenever possible. This is then followed by a whole class teaching section, where emphasis is placed on the objective for that day, it could be various ways of paying for shopping in Chesil or how to decide on which operation to use to solve a particular word problem in Eggardon. Teacher-set tasks related to the ability of each child then follows this. The end of each lesson brings together and reinforces the learning, which has taken place. There are individual termly plans for each year group and expectations of what the majority of pupils in each year will achieve during the academic year. Children at Thorner’s work in a variety of ways. At times they will work as individuals, in a group or as a whole class and use a wide variety of differing methods of calculation – pencil and paper, mental, calculators (in Key Stage 2), computers, etc. As a school we invested in the Folens Numeracy scheme. The work set is differentiated to cover the wide range of abilities found within each classroom.

Science

As one of the three core subjects, Science is given high priority at Thorner’s School. It is a broad subject covering experimental and investigative Science, life processes and living things, materials and their properties and physical processes.From an early stage, children are encouraged to develop their skills in observation and investigation. They learn how to devise a fair test and to record their findings in a systematic way. They have opportunities to communicate their data and findings, learning how to argue a case before evaluating and reflecting upon their learning.There are opportunities to carry out practical work as individuals or in a group, developing attitudes, which promote independence, confidence, care and compassion for all living things, perseverance and open-mindedness. Beyond the playing field we have a conservation area, where children can study the plants/animals at first hand, collect data and use it to enrich their learning. Our children learn to appreciate the need to gather both, first-hand and second-hand evidence as well as the need to appraise any evidence before accepting its validity.Above all, we present science as exciting, challenging and enjoyable, encouraging open-mind questioning and creative thought.

KS1 SATS RESULTS2001 - 2007

2001 2002 2003 2004 2005 2006 2007L2+ L3 L2+ L3 L2+ L3 L2+ L3 L2+ L3 L2+ L3 L2+ L3

Reading 78 29 82 55 75 25 100 33 82 55 92 31 88 50Writing 100 7 100 9 63 0 100 22 82 18 85 23 88 25Maths 71 7 91 55 75 37 77 44 100 45 100 38 100 62

Cohort size 14 11 8 9 11 13 8

KS2 SATS RESULTS2001 - 2007

2001 2002 2003 2004 2005 2006 2007 L4+ L5 L4+ L5 L4+ L5 L4+ L5 L4+ L5 L4+ L5 L4+ L5

Reading 100 62 95 43 100 50 93 64 100 63 100 66 77 55Writing 73 19 38 14 44 0 78 7 88 13 83 8 66 0English 86 41 90 19 94 13 93 29 100 25 100 42 66 22Maths 77 23 71 19 81 56 100 50 88 38 75 58 66 22

Science 81 27 100 38 100 63 100 50 100 13 100 42 77 33

Cohort size 20 21 16 14 8 12 91 child absent for tests (11%)

Information Technology

All pupils have regular use of computers throughout the curriculum. Each teaching area has an Interactive Whiteboard (4) and a number of PCs in addition to the 24 mobile laptops. This has enabled us to supersede the government requirement of a ratio of 1 computer to 6 pupils by 2006, we are almost 1 computer per 2 pupils. A wide range of software is available to support different subjects such as: Romans, Ancient Greece, Rivers and Mountains, Podd, Starspell, Dazzle. We use Microsoft Office Professional as our basic Word Processing, Publishing and Spreadsheet programs with Black Cat simplified versions for the younger pupils.Our aim is to teach pupils how to use: basic word processing, spreadsheets, data handling, publishing, image manipulation packages, search facilities, including the World Wide Web to enhance learning, also to recognise the power and benefits of using ICT in many situations and in many curriculum areas.

Design Technology

Children learn the skills and procedures to operate effectively and creatively in the made world. Their activities include developing ideas, on their own and in a group, into finished products. This process involves them making judgements along the way based on technical, economic, social and technological grounds. Children learn to use a variety of tools, processes and materials. We have a central resource area where children can have access to a variety of materials.

Humanities

A rolling programme of topics ensures that each child experiences a wide variety of historical and geographical projects. This area of the curriculum is concerned with people and how they live/lived. It is about the way in which ideas, beliefs and human actions, now and in the past, have influenced the course of history and the place in which we all live.

The time available for humanities is necessarily limited due to the present hours on numeracy and literacy.

Our children develop an interest in their own surroundings as well as their relationship with the world. They learn to appreciate the variety of physical and human conditions on the earth’s surface as well as the significance of people’s beliefs, attitudes and values.

In September 2007 we will be on year 2 of the rolling programme of topics.

Autumn Term Spring Term Summer Term Year 1 Year 2 Year 1 Year 2 Year 1 Year 2

Chesil Ourselves, Food

People, Light/Dark

Toys Safer Local Area Environment Homes

Bredy Ancient Egypt Weather Settlements Romans Vikings Improving Environment

Eggardon

Britain since 1948

Tudors Water, Rivers Contrasting Locality Ancient Greece Victorians

Great use is made of the environment in which we live. The Bride Valley is an extremely useful resource in terms of environmental science, geography and local history.

Physical Education

We are fortunate to have a large playing field, a heated swimming pool, three playgrounds, one of which is a purpose built netball court and a fully equipped hall. All the children benefit from these facilities spending a minimum of 2 hours per week in organised PE activities. We take part in local football, handball and netball leagues and tournaments. In the summer we hold our own Sports Day and take part in Cluster Sports Day. KS2 children benefit from cricket coaching on a regular basis during the summer term. Each child has the opportunity to swim regularly during the season in our own heated outdoor pool and for years 5 and 6 they visit Bridport Leisure Centre and most children become competent swimmers before leaving Thorner’s.

Art

Art is all around us both at home and in school. Encouraging the children’s awareness of art in their surroundings stimulates their creativity and imagination. They enjoy the opportunity to be creative e.g. drawing, painting, collage etc; and explore their own ideas in readiness for more structured lessons at school. We introduce the children to various artists and their work from different times and cultures, this encourages them to develop an appreciation of colour, pattern, texture, line and shape etc; An ability to observe accurately will also aid children’s confidence in art work. The most important element is to enjoy art!We have an Art Club on Monday Lunchtimes. There are also many artistic activities offered in Golden Time.

Music

Music plays an important part in school life. Children in year 2 are introduced to the recorder and then can choose to play the descant, tenor and treble recorder as they progress through the school. Children have the opportunity to learn how to play the guitar, clarinet, flute, keyboard, violin and trumpet organised by the Bridport Cluster of Small Schools in consultation with the instrumental Music support Services. We are active participants in the annual Primary Schools Area Music Festival.Each class has its own programme of musical education, but all children make music and sing. We have a digital piano, kindly purchased for us by the School Association, using money raised during the School/Village Fete, electronic keyboard and a wide variety of other musical instruments. (The School Association regularly purchases new instruments). We have a weekly hymn practice, which enables children to learn hymns and songs for use in assemblies, the children are encouraged to listen to a wide variety of classical and popular music from different ethnic cultures.We regularly perform musicals, plays and give concerts to audiences of parents and friends of the school.

Sex Education

Sex Education at Thorner’s is through Science and PSHE. As part of this work we promote an awareness of health issues such as good health, lifestyle, their own and other people’s feelings, attitudes and values. With younger children, questions regarding reproduction will be answered sensitively and as naturally as possible.From Year 5 the children follow a more structured scheme of work to make sure that they are acquainted with the basic facts relating to aspects of personal life and the need for a stable and loving relationship are emphasised. Parents are encouraged to discuss this programme of work with the class teacher and there will be an opportunity to view any videos and other materials used with the children.

Religious Education

Thorner’s is a Church of England Voluntary Aided School and the study of Christianity forms a large part of the teaching in Religious Education, however we do take the opportunity to examine and compare other faiths.We follow the suggested scheme of work from Devon, delivered through areas of study.Every child attends a whole school daily act of worship. Teachers take it in turn to lead and visiting speakers are invited to address the pupils. Our vicar, Anthony Ashwell, leads a weekly school assembly. In our assemblies we explore bible stories and characters, as well as moral and ethical issues. We regularly hold a Celebration assembly where all pupils are encouraged to share a piece of work which they are proud of with the rest of the school. Regular assemblies, at the beginning and end of each term, are held in church to which parents are invited to walk with us or meet us in church, some coincide with the major festivals.Parents are entitled to withdraw their child from religious worship and instruction should they wish.

A Message from The Revd Bob ThornHaving a Christian Foundation, the School enjoys close links with the local parish churches. The children regularly take part in special services and the staff and governors give every support to the celebration of the main festivals. I greatly enjoy taking Thursday morning assemblies and take every opportunity to get to know the children and their families.Thorner’s School is at the centre of life in the village. The building is used by a number of clubs and societies. The people of Litton Cheney show much interest in the school and friendly relationships with the local community are a high priority and are greatly appreciated.

Special Educational Needs

At Thorner’s children are treated as individuals. Great emphasis is placed on the importance of individual children’s progress, whatever their level of ability. Some children need special help because they have problems with basic literacy and numeracy. Others have needs because of their high level of attainment and intelligence.Class teachers have various strategies, but can also draw upon the experience of visiting Special Educational Needs teachers, as well as Educational Psychologists appointed by the County. Parents are encouraged to discuss anxieties or concerns with the class teacher or Headteacher. We have adopted the staged approach to managing children with special needs as proposed by the Code of Practice published in 1995.If we have concerns or a parent expresses concerns about their child we place them on the SEN register. The first stage is School Action we identify a need and address it at school. School Action + the school employs/uses outside help. Statmented (very rare) can be for a variety of needs, this is the highest stage, LA pays for part of the outside support received.

The Bridport Cluster

Thorner’s is one of the seven schools involved in a curriculum support arrangement along with schools at Burton Bradstock, Mountjoy, Powerstock, Loders, Symondsbury and St. Catherine’s Bridport. We receive funding over and above our usual entitlement to enable staff and children to work together on a variety of joint projects. Teachers are able to exchange ideas and expertise and regularly meet at joint staff meetings. Our children are able to mix with a large number of other children of similar ages improving their educational and social interaction. In the past we have worked on digital art, one world music, playground games, moral issues such as Equal Opportunities.

http://www.dorset-lea.org.uk/clusters/bridport/default.htm

Out of School Clubs

We are lucky that here at Thorner’s parents and friends voluntarily give up valuable time to run clubs both for parents and pupils. Clubs include netball, computer, football, handball, art and gardening.If you have a skill that you would like to pass on to others and the time to commit on a regular basis please come and talk to us as we would very much like to expand the range of these clubs.

General Information

A typical school day:

9:00 School Day starts

9:05 Assembly

10:20 Morning break

10:35 Lessons

12:05 Lunch

1:05 Lessons

2:30 Afternoon break (Key Stage 1)

2:45 Lessons

3:30 School Day ends

Registration is at 9 o’clock and registers close at 9:10. If a child is late we are instructed to record an unauthorised absence in the school register. Parents are asked to ensure that their children arrive at school no earlier than 8:50. From that time, children are supervised in school until the end of the school day. However, parents have sole responsibility for their children before and after school.A member of the teaching staff is responsible for the supervision of children at morning and afternoon breaks each day. At lunch times two ancillary assistants plus a Teaching Assistant provide supervision for the children. Mrs Cox holds current St. John’s First Aid Certificates and is able to provide first aid cover throughout the day for accidental injuries. Should it be necessary, injuries requiring further treatment are taken to the nearest casualty department, transported either by a parent or teacher or by ambulance. Every effort will be made to contact parents in an emergency and parents are asked to provide, and keep up to date, contact numbers in the school office.

General Information……

LunchChildren bring packed lunches to school and eat them in the hall, children in Key Stage 1 children eat at 12:05 while Key Stage 2 children go outside for a short play before eating at 12:25. We have found that by splitting the children there is more room both in the hall and the playground, and there are less accidents. Parents of children eligible for free school meals can claim them by filling in a form available from the school office.SnacksIn line with Government Policy all children in KS1 are eligible for a piece of fruit at morning break while pupils in KS2 can ‘purchase’ a fruit salad. Parents can also opt to buy a carton of milk, which can be drunk at morning play. If a drink is required other than this, drinking water is always available, a fountain being situated in the playground and bottles for refilling are available from the office.

Holiday Dates

Autumn 2007 Spring 2008 Summer 2008Starts Tuesday 4th September

half-term 22nd October – 26th October

ends Thursday 20th December

Starts Monday 7th January

half-term 18th-22ndFebruary

ends 20th March

starts Monday 7th April

half-term 26th May – 30th May

ends Tuesday 22nd July

During each school year, teachers attend a minimum of five training days. Children will not attend school on these days. The following days are designated training days for the coming academic year Monday 3rd September, Friday 21st December, Monday 25th February, Tuesday 6th May and Monday 2nd June.

Clothing - The school uniform at Thorner’s is as follows:Boys Indoor P.E. kit

1. School sweatshirt 1. Black or white shorts2. Grey or black trousers 2. School T-shirt or white T-shirt3. White polo shirt or shirt 3. Black plimsolls or trainers4. Grey, black or white socks Outdoor P.E/Games kit5. Black shoes 1.As indoor but free choice of appropriate

football/sportsGirls kit in the winter

1. School sweatshirt 2. Tracksuit (optional for junior in the winter)2. Black/ Grey skirt, pinafore or trousers 3. Football boots3. White polo shirt or shirt Swimming4. Grey, black or white socks or Tights Swimwear/swimming hat and Towel5. Blue gingham dress (optional in summer)

NB It is important that all children have kit to change into for P.E. and Games to promote personal hygiene. Children are encouraged to wear hats in the summer and sun block. For those families preferring not to use school uniform, the following criteria are used: clothes must be clean, allow the child to move freely, in good repair and practical. It is felt that the following items are not appropriate for wearing to school: football shirts, skin tight trousers, skirts, tops, fancy dress, party clothes, beachwear, anything in fluorescent or extreme colours and platform or high heeled shoes. Jewellery should not be work with the exception of stud earrings. Long hair should be tied back.NB All school clothing should be clearly marked with the child’s name.

Primary/Secondary School Liaison

Close links exist between Thorner’s and Sir John Colfox School in Bridport. Every opportunity is taken to ease the transition between the schools. During the year a language teacher has been teaching French to years 3,4, 5 and 6 in line with it’s Language School status.There is a carefully structured induction programme during the summer term. Colfox provides two days of activities for children preparing to attend there in September, plus an induction day. There are also meetings both at Thorner’s and Sir John Colfox Schools for parents to meet, raise concerns and get to know the head of Year/ Deputy/Headteacher. Year 5 pupils also have an opportunity of ‘taster’ days during the Summer term, spending the day at Sir John Colfox working within a particular faculty – recently Dance and Technology.

Thorner’s School Association

The School Association is organised and run by a dedicated band of parents and staff in order to help and support the school with some of ‘The Little Extras’ that help to make our school what it is. The Association only meet formally a few times a year but as the members all know each other informal meetings are often held in the playground whilst waiting for the children at home time (some of our best ideas have come from these sessions) ! Over recent years we have organised a very wide range of fundraising and social events including summer fetes, Christmas Fayres, barn dances, beetle drives, bingo and quiz evenings, Summer Splash and Bash and our annual sponsored swim. Obviously the main aim of the majority of our events is to raise funds for school but also for everyone to be involved and have a good time.In recent years the Association has helped towards the cost of new computers, playground, environmental, science and musical equipment as well as kept our ever popular outdoor pool running and heated. The pool is totally funded and run by the School Association and two years ago we were lucky enough to raise sufficient funds from our sponsored swim to enable a heating system to be installed. The first sponsored swim proved so popular with the children (almost the whole school took part) that it has now become an annual event, raising enough sponsorship to keep the pool heated throughout the summer months.All parents and staff are always welcome, and gently encouraged, to attend all or some of the meetings where an opportunity is provided for everyone to voice any ideas usually over a welcome cup of tea.All parents now receive a copy of the minutes of meetings so that everyone is up to date with what is happening. Myself and other members of the committee are usually available at the school most days for those not able to attend the meetings. Our aim is to include all parents at the school in as many events as possible and although the committee forms the backbone of the association, we like to feel that everyone is a member.Obviously new committee members are always most welcome and very much appreciated. Chairperson, School Association

We are a member of the

Bridport Cluster of Small Schools

working together

sharing expertise and resources

widening horizons for all children

Members:

Thorner’s School CE VA Primary School Litton Cheney

Burton Bradstock Primary School

Loders Primary School

Mountjoy School

Powerstock CE VA Primary School

Symondsbury CE VA Primary School

St Catherine’s RC Primary School

http://www.stcatherinesbridport.dorset.sch.uk/

http://www.symondsbury.dorset.sch.uk/

http://www.powerstock.dorset.sch.uk/

http://www.loders.dorset.sch.uk/

http://www.burtonbradstock.dorset.sch.uk/

http://www.dorset-lea.org.uk/clusters/bridport/default.htm

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