YSGOL MAESINCLA CAERNARFON

GWYNEDD LL55 1DF

01286 673787

Dear Parents,

I am glad of this opportunity to provide you with information about Ysgol

Maesincla.

In this handbook, we offer you relevant information about life and work

at Ysgol Maesincla and attempt to answer some of the questions you may

have about the school.

What then has Ysgol Maesincla to offer your children?

Bilingual education within a Welsh environment.

An opportunity to receive education of the highest possible standard.

A homely school, where the staff know the pupils well and treat everyone like

an individual.

Teaching groups which are geared to answer your children’s needs.

A school keen to establish and develop a close relationship with

parents.

A school that provides pupil with many opportunities to develop,

outside the classroom.

I hope that you find this handbook useful. If you have any further

questions I would be happy to arrange for you to visit the school to

discuss them further.

Yours sincerely

Owain L Roberts

Headteacher

YSGOL GYNRADD: Ysgol Gynradd Maesincla

FFÔN/TEL: (01286) 673787

EMAIL : owainleminroberts@gwynedd.gov.uk

HEADTEACHER: Owain L Roberts

CHAIR OF GOVERNORS: Rev. R Donaldson

DESCRIPTION OF THE SCHOOL: Voluntary Controlled Primary School

This is a Church in Wales voluntary controlled school. It is day, bilingual, co-

educational school.

GOVERNING BODY CONSTITUTION

Ysgol Maesincla

TOWN COUNCIL

Mr Hywel Roberts

TEACHERS

Manon Gwynedd

GWYNEDD EDUCATION AUTHORITY

Cllr Tudor Owen

Cllr Tecwyn Thomas

Cllr Huw Edwards

FOUNDATION

Rev Roger Donaldson (Chairperson)

Mr Dewi Williams (vice-chairperson)

Mr John Pritchard

Miss Dawn Lynne Jones

PARENTS

Mrs Esyllt Roberts

Mrs Elin Denham

Miss Laura Lane

Miss Annette Roberts

ANCILARY STAFF

Mrs Cheryl Whitehead

HEADTEACHER

Mr Owain L Roberts

CLERK

Eleri Ann Jones

THE WORK OF THE GOVERNING BODY

The governors have special responsibilities. They must work together for the benefit of the school and for the benefit of your child’s education. They meet twice each term –

i) to respond to the head teacher’s report,

ii) to discuss and formulate policies/decisions (eg, school budget, school development plan.)

The Governing Body prepare an annual report for the parents. Each family is entitled to receive a copy of this report, or otherwise it can be seen on the school website. You as parents are entitled to call a special meeting to discuss any appropriate matters with the Governing Body including as a response to the annual report.

TEACHING STAFF – SEPTEMBER 2014/15

Nursery Class

Miss Catrin Parry

Mrs Cheryl Whitehead

Miss Ffion Haf Jones

Cath

Reception/Year 1 Reception/Year 1 Reception/Year 1

Miss Anna Hughes Mrs Manon Edwards Mrs Christine Williams

Lynne Jones Jen Mrs Karen Hughes

Natalie Ann Bethan Tracy

Mrs Teressa Thomas Mrs Karen Owen Mrs Ffion Jones

Year 2 Year 2

Mrs Ellen Jones Miss Awen Jones

Mrs Nicola Vinney Mrs Angela Lawson

Miss Claire Williams Lizzy

Year 3/4 Year 3/4 Year 3/4

Mr Gareth Edwards Mrs Helen Morgan Mrs Ffion Lovgreen

Miss Ffion Williams Miss Rhian Davies Mr Andrew Walton

Mr Ben Bolton Miss Michelle Jones

Hafan Bach (Yrs3/4) Hafan (Yrs5/6)

Mrs Manon Gwynedd Mrs Iola Peters

Mrs Gwenan Owen Mrs Dilys Jones

Mr Sion Owen Mrs Ceril Jones

Year 5/6 Year 5/6

Mr Dylan Wyn Evans Mrs Nia Wyn Dukes

Miss Sioned Davies Mrs Brenda Williams

Additional Teaching Staff

Mrs Catrin Williams

OFFICE STAFF

Mrs Lynda Roddick-Evans

Mrs Pat Fellows

SCHOOL COUNCIL

Representatives on the School Council are elected by Key Stage 2 pupils at the

beginning of every school year. Every pupil also has an opportunity to be a member

of the Class Council which suggest ideas to be discussed by the School Council

through their representative. The School Council meet at least once every half term to

discuss matters of interest to the whole school. The following officials are elected

from Year 6 representatives –

Chair

Secretary

Treasurer

Energy and Recycling Officer

2 x Road Safety Officer

ARRANGEMENTS AT THE SCHOOL

The pupils are taught from Nursery through to Year 6 – 3 to 11 years old.

ADMISSIONS POLICY

The school admits children to the nursery class on a half-time basis in September

following their 3rd

birthday. They transfer full-time to the reception class in the

following September when they are 4 years old.

EQUAL OPPORTUNITIES

The school aims to provide opportunities for all our pupils regardless of their social

background and academic ability. Boys and girls receive equal opportunities. We

endeavour to promote positive attitudes to race and religion.

THE SCHOOL DAY

The school day commences with a morning service either as a school, department,

unit or class. On Friday mornings the classes, in turn, present a school service and the

rector makes every effort to be present.

On Monday morning the children are rewarded and praised for good work or effort

during the week. The children are provided with an opportunity to display any work,

which they hold in esteem, or display any award that they have gained. It is the

school’s strong belief that good effort by every child in whatever field should be

respected and praised.

The following sessions are held during the day: -

Infants Juniors

Morning Session 9:00 – 12:00 9:00 – 12:15

Afternoon Session 1:00 – 3:00 1:00 – 3:15

We wish to remind parents that supervision by school staff does not begin until

8:50 a.m. Unless the children intend visiting the ‘Breakfast Club’ we ask that

children do not arrive on school grounds until 8:40 a.m.

THE LINGUISTIC SITUATION

Ysgol Maesincla is a natural Welsh school and both the staff and pupils are working

hard to maintain the school’s Welsh ethos and atmosphere. None of you, whose

children are part of a bilingual situation for the first time, should feel threatened or

that you do not belong. Perhaps you do not speak Welsh (although many parents

decide to learn the language) but we hope you will respect the linguistic environment

that exists here - an environment that enriches so much in every sense the children’s

learning experiences. We respect your right to use the language you choose, and

consequently, all correspondence sent out from the school will be bilingual.

During the 2013/14 school year ‘The Gwynedd Schools Language Charter’ was

launched aiming to place the Welsh language at the heart of the natural day to day

running of each and every school in the County. The school has recently won the

bronze prize and is currently working to achieve the silver prize by the end of the

2014/15 school year.

ARRANGEMENTS FOR FETCHING CHILDREN FROM SCHOOL

It is a sad reflection of the world in which we live that we, as teachers, have to be

extremely careful when releasing children from school into the care of people who

would not normally fetch them. We cannot over-emphasise the need for parents to

inform us of any changes in the usual arrangements for fetching the children from

school. If for any reason, parents who normally fetch their children are held up, it is

important that we are informed. When families break up and a parent is given custody

of the children, it is important that we are informed of other arrangements so as to

avoid an uncomfortable situation.

The children cannot be released early from school unless a parent or guardian fetches

the children from school or the school receives and official letter from a parent.

FREE BREAKFAST CLUB

The school offers a free breakfast club to the children between 8.30 – 8.50. The

breakfast includes cereal, toast and orange or apple juice.

THE CURRICULUM

“Children are not vessels to be filled -

But lamps to be lit ....” Anonymous

The school’s function is to develop and encourage each child’s development as an

individual and as a member of society. As an individual, his physical, mental and

moral development should be encouraged and provide him with an opportunity to

develop as much as possible. The child is also a member of society and must be ready

to play a role within the society of which he is a part.

To this end, the school curriculum will provide each child with an opportunity to

develop basic skills, speaking, reading, writing, listening, mathematics skills, skills

that provide an opportunity to study and interpret the environment as well as

developing a healthy and helpful social attitude, provide varied experiences and

enjoyable opportunities.

It is a statutory obligation within the requirements of the National Curriculum that

every child studies aspects of linguistics, mathematics, science, technology,

humanities (history and geography), the expressive arts, religious education and

physical education. This is realised at this school through theme work that includes

all the aspects listed above whilst simultaneously making the work pleasurable and

purposeful for the children.

We use a combination of formal and informal methods that depend on the nature of

the work. Basically, we aim to provide a child-centred education (i.e. where a child is

encouraged to develop investigative skills, to think logically, to solve problems and

interpret results as well as being able to clearly express ideas).

This does not imply that we ignore the need for the more disciplined teaching

methods. We recognise that particular aspects of the work should be taught formally,

so that a firm foundation may be laid.

Our broad aim is to strike a balance between both methods that enables us to provide

the children with the best possible education.

We constantly strive for our school to prepare a broad based curriculum which

will promote the spiritual, moral, cultural, mental and physical development of

every child.

Parents can see copies of the National Curriculum Key Stage 2-4, Foundation Phase

Framework, The Skills Framework and the new Literacy and Numeracy Frameworks,

by visiting the Welsh National Assembly website.

The Foundation Phase Framework (3-7 years old) comprises of:

Personal and Social Development, Well-Being and Cultural Diversity

Language, Literacy and Communication Skills

Mathematical Development

Welsh Language Development

Knowledge and Understanding of the World

Physical Development

Creative Development.

The National Curriculum for Key Stage 2 pupils (7-11 years old) comprises of:

Language (Welsh/English) }

Mathematics } CORE SUBJECTS

Science }

Technology }

History }

Geography }

Religious Education } FOUNDATION SUBJECTS

Music }

Physical Education }

Art/Craft }

Information Technology }

PSHE

SKILLS

By providing for the children in both The Foundation Phase and in Key Stage 2

our priority first and foremost is to ensure the development of literacy and

numeracy skills as outlined in the Literacy and Numeracy Frameworks, and

secondly, the development of ICT and Thinking Skills as comprised in The

National Skills Framework.

We aim for excellence of quality and depth in all activities and experiences. The

children are not governed by a strict timetabled day. We do value self-discipline and,

if we had a school motto, it would surely be ….

“OUR VERY BEST …ALWAYS!”

THE FOUNDATION PHASE

The Foundation Stage introduces a new approach to delivering a curriculum and

continuum of learning for 3 – 7 year olds and has been designed to give children the

best possible start and opportunities to learn and develop. It builds on what children

can do and what they bring to the learning environment.

KEY STAGE 2

The most recent Curriculum for Key Stage 2 children (7-11 years old) was published

in 2008 with the progression from the Foundation Phase in mind. The Curriculum is

organised into subjects and the clear instruction is to develop the children’s skills

through the range of experiences. The Skills Framework was published to work

alongside the Key Stage 2 Curriculum and the Foundation Phase Framework further

emphasising the vision of this new style of provision to prioritise the development of

the children’s skills.

LANGUAGE

In accordance with Gwynedd Education Authority’s Language Policy, equal status is

given to the teaching of Welsh and English at this school. Our fixed aim is to try and

ensure that all pupils are wholly fluent in both languages by the end of his/her time in

the primary sector.

The school satisfies the requirements of the Language Literacy and Communication

aspect of the Foundation Phase and the subject requirements of the Welsh and English

National Curriculum at Key Stage 2. The recent launch of the National Literacy

Framework ensures an increased focus on the development of literacy skills across all

aspects of the Curriculum.

When a child who is described as a latecomer is admitted to the school i.e. a child

who does not speak Welsh at all, then they are offered a term’s crash course here at

Maesincla School. The child will then be a part of a small learning group and will be

taught by specialists in teaching Welsh as a second language. During the term spent

at the centre, the children follow the usual school curriculum as well as learning the

Welsh language.

MATHEMATICS

The school satisfies the subject requirements of the Mathematics Curriculum at Key

Stage 2 and Mathematical Skills in the Foundation Phase. Our provision has been

further enriched by the recent launch of the Numeracy Framework with the school

therefore looking for opportunities to apply numeracy skills across other areas and

subjects. Our syllabus and work schemes are based on the statutory requirements of

the Welsh Government and we recognise the value of taking work from various

commercial materials to supplement and support the work. National Curriculum

requirements in this field require much emphasis on practical work, in particular

investigative mathematics. What has becomes increasingly apparent by following this

approach, the children gain much greater pleasure from the subject, and thus gain a

much better understanding of it. Emphasis is put on useful and practical applications

of mathematics and on gaining enjoyment from it within natural situations.

This does not imply that we do not recognise the value of old methods such as

learning times tables and repeating processes. Without these, the children will not

make much progress with their work. We do also stress the importance of presenting

their work in a clear, detailed and organised manner, as well as developing a sense of

personal pride in being able to be determined, to work hard and to give their all

whatever the context.

SCIENCE

Science work often takes the form of a broader study or a class project. Through

science work, the child is expected to undertake observation and detailing skills,

attempt to interpret their comments and carry out experiments to evaluate their

hypothesis. There will be detailed preparation work so as to ensure that work

presented within classroom themes meet the Curriculum requirements for Science in

Key Stage 2 and Knowledge and Understanding of the World in the Foundation

Phase.

TECHNOLOGY

Following the introduction of the Numeracy Framework, this field has assumed much greater

prominence within all primary schools

Much of the technology work will utilise domestic rubbish - such as old washing up liquid

bottles, yoghurt cartons and similar objects. The children will also have an opportunity to use

objects such as construction sets, electric motors and computer-controlled devices. Rooms

have been purposefully adapted on the school’s upper floor for this work as well as a junior

cookery section. This work will be performed as part of a theme dealing with various aspects

of the curriculum.

THE HUMANITIES (HISTORY AND GEOGRAPHY) AND

RELIGIOUS EDUCATION

The Humanities are again presented as part of theme work and here our aims are to develop

children who will become complete members of their communities and into adults who will

make positive contributions towards the future of their community and, simultaneously,

develop respect towards the various values and societies that are to be found in the world.

Through geographical studies, an attempt is made to present a framework of information on

location and places and on important features of the Earth’s physical systems and man’s effect

on his environment. Our aim when presenting history to the children is to create in them an

awareness of the past and a particular lifestyle. We try to develop in them an awareness of

time, progression, change and chronology so that they realise how the past has forged the

society and the world of which they are part and also how to gain a perspective of the present

- its values, habits and links. As in all aspects of the Curriculum, we aim to take full

advantage of opportunities to develop numeracy and literacy in accordance with the

requirements of the new Frameworks whilst introducing these subjects.

RELIGIOUS EDUCATION

The school is a church in Wales School established by a Trust Deed and maintained by the

Local Education Authority. It reflects the Dual System, a partnership between the Church and

Central and Local Government, which makes up the maintained System of Education in this

country. The school is designated as a Voluntary Controlled School. Its connection with the

Church in Wales is as follows: -

Firstly, the Church in Wales has two representatives on the Board of Governors. These

representatives have the support and guidance of the Diocesan Council for Education and its

Schools Committee. These later bodies collaborate closely with the National Society which

has always been responsible for Church Schools and the development of education in all its

aspects within them, devoting special attention to the essential contribution of Christian

Education to the development of the child.

Secondly, Religious Education according to the Agreed Syllabus is presented in the school

but also children can be instructed in accordance with the Church in Wales’ own syllabus.

The school co-operates with the Parish Church when Christian Festivals are observed. It

maintains official contact with the Church in Wales through the appointed Diocesan Visitors.

Suitable arrangements can be made for children whose parents object to them receiving

religious instruction or attending religious services.

MUSIC

We strongly believe that there is value in performing music step by step, rather than

providing a series of lessons where the children do nothing more than participate in

“community singing” although this aspect is also accommodated. We believe that

each child has some musical ability and that is why we aim to provide each child at

the school with lively, enriching experiences within this field. There will be an

opportunity to develop musical skills and concepts through experiencing performance,

listening and composing.

PERSONAL AND SOCIAL EDUCATION

Our task in this part of the Curriculum is to deal with our children’s development to

enable them to become part of society, rather than being merely concerned with their

academic development. As the concept of a traditional family life becomes

increasingly unstable, with licentiousness becoming more prevalent amongst younger

children and stories in the media about the variety of dangers in our communities, it is

more important than ever that our children receive adequate preparation for life. We

feel it essential that this is done thoroughly, but it is just as important to ensure that

children do not “grow up” too quickly. It is our belief that Health Education is an

important aspect of this part of the Curriculum. There is not much point in sharpening

a child’s understanding without emphasising the importance of a healthy body as a

vehicle for that understanding.

SEX EDUCATION

In accordance with the legislation, the school has a sex education policy with the

following aims: -

“The subject is dealt with as part of a broader personal education programme, which

will include physical development and developing social attitudes, both as a family

unit and within a broader context.

We consider it our role to explain to the children how to come to terms with their own

physical and emotional development, rather than accelerating the maturing process.

We will encourage parents to play a key role in this curricular field, by providing

formal support through co-operating with the area’s Health Visitor, and informal

support through giving advice when that is required.

PHYSICAL EDUCATION

When presenting this subject that is statutory for each child at the school, an attempt

is made to plan a learning programme that leads to energetic, purposeful and regular

experiences that enables each child to experience enjoyment and success.

Extensive use is made of the Playing fields where they are introduced to various

sports skills during the school year. The school is fortunate in possessing a suitable

hall and equipment thus enabling every child to be introduced in gymnastics. A series

of swimming lessons are being arranged at Caernarfon Swimming Pool, and we ask

kindly for a donation to be contributed towards the transport costs.

The children are expected to change to suitable clothing during their lessons – a T-

shirt and shorts or a tracksuit in Winter (junior department)

THE “HIDDEN CURRICULUM”

Apart from the individual expertise of the teaching staff, this is the factor that is

mainly responsible for giving to each school its singular and unique character. The

part of the Curriculum that follows cannot be placed under headings - the philosophy

that lies behind the learning and staff stimuli, as well as the consideration given within

the school’s policies to the nature of the society which it serves, gives the school its

particular stamp.

Here at Ysgol Maesincla, we try to do several things that are not part of the formal

curriculum; things which we consider to be important in life. We believe that we are

here to provide a greater service than solely academic aims (although the pressure on

school time renders this increasingly more difficult). We believe that each child

should be able to identify himself with his school - and should be able to do so, not

only through his school uniform, but also through the school’s attitude towards the

wide world outside. To this end, we try and develop links with the community, with

other schools within the catchment’s area, the elderly and disabled.

We are extremely aware that our children are having to face a great deal of

uncertainty in today’s world even sometimes in their young lives and consequently we

feel that it is crucial that we teach our children to think for themselves and that we

provide them with a safe, protective and homely environment.

The children should also be made aware of their “Welshness” (if they are Welsh). If

they are not Welsh, they should be made aware of what Welsh society and Welsh

culture has to offer them in terms of enriching their experiences. In aiming to achieve

these objectives, this school attempts to create an environment that reflects a pride in

its community, in Caernarfon and in Wales.

CHILDREN WHO HAVE SPECIAL NEEDS

At this school as in every other, there may be children who have special needs. This

does not necessarily imply that these children are not able children, or that they have a

permanent problem. Several factors may affect a child’s educational development,

and it is important for parents to inform us of anything that could affect their

children’s educational development. Recent legislation has formalised guidelines and

it is important that parents are aware of them.

Our school policy requires us to inform parents of all developments (or lack of

development) that we observe in their children, working patterns and behaviour. If

we feel there is a problem, then we will immediately inform the parents of that

particular child. By now, the law insists that parents be involved at every stage of any

educational problem, in both diagnosis and treatment. This is common sense, but it

should be emphasised that the same common sense will be required when parents are

aware of something outside the school, which they believe hinders their child’s

development.

If a problem becomes apparent, the school will arrange a meeting with the parents of

the particular child, the classroom teacher, Special Needs Co-ordinator and in some

cases the Deputy Head teacher or Head teacher. This will be a wholly informal

meeting, and it is in the wake of that discussion that we will decide whether or not

specialist support is required. In consultation with the class teacher, parents, pupil

and the school’s Special Needs Co-ordinator a plan of work is draw out for the

individual child to help overcome his/her difficulties. If such a programme is not

successful the special needs co-ordinator will then refer the matter to the Educational

Psychologist who will further assess the child’s needs and advice on any external

support that may be available.

Under such circumstances, we must depend on close co-operation with parents.

DISABLED PUPILS

It is the aim of the school to provide equal opportunities for all children, and, although

the school is not designated for disabled pupils, we would endeavour to undergo any

necessary alterations to facilitate accessibility for all pupils according to their

individual needs.

WHAT ABOUT HOMEWORK?

The school has drawn out a formal whole school Homework Policy and plan as

follows: -

POLICY ON HOMEWORK

Definition: Homework refers to any work or activities that pupils are required to

accomplish outside school hours - either on their own or with their parents or guardian

or at the After School Club.

Aim: To establish amongst all pupils and parents an understanding and support as to

the importance of homework.

Objectives:

To ensure consistency throughout the school from the nursery class to Y6.

To set as an objective, individual independence and responsibility towards work.

To ensure that the individual requirements of each pupil are taken into account.

To ensure that parents/guardian as well as the children, have a clear understanding

of that which is expected of them.

To improve the children’s learning opportunities.

Provide opportunities for parents and pupils to work in partnership and gain

enjoyment from doing so.

Encourage children to develop strategies for the future.

In year 6, prepare the children for when they will be transferring to the secondary

school.

METHOD OF IMPLEMENTATION

One of the most important parental contributions to the development of the children

here at Ysgol Maesincla, and the main direction of our homework arrangements

revolve around encouraging a variety of reading experiences and developing reading

skills. A reading plan with instructions for parents has been prepared and we ask you

kindly for your co-operation. Reading a variety of topics and discussing the content

and any related ideas is an important part of our work, and your contribution will be

extremely valuable in further enhancing this experience. As well as reading at home,

class teachers will ask children to complete some further tasks. The form the

homework takes may vary considerably depending on the age and ability of the

children, as can be seen from the following examples:

learning through using educational toys and simple games.

learn times tables

learn spellings

learn facts about numbers

discover information

prepare a presentation for morning assembly or an oral presentation.

hold scientific investigations and experiments

draw sketches, drawings and carry out experimental work.

collect information for future work

investigate subjects

read in order to prepare for field of study

design and draw models

draft and copy work

learn vocabulary and phrases

written task

practice skills learnt in the classroom

SCHOOL UNIFORM

We have a school uniform at Ysgol Maesincla and the children are encouraged to

wear it. We feel that it helps to promote the school’s image, both within the school

itself and on school trips. The school’s official uniform is a Blue Polo shirt, a navy

blue sweatshirt containing the school logo, a grey or navy blue skirt or trousers.

The sweatshirts containing the logo are available at Orchid Fashions Caernarfon.

The children are expected to wear special clothes for Physical Education. The best

clothes for P.E. are a T-shirt and short trousers. They should select footwear wisely -

pumps or training shoes. In winter on the field, we recommend that the children wear

a warm jogging suit. As the children will be changing within the school, it is

extremely important that the child’s name be marked on all clothes. This includes

vests, trousers, shirts etc. just as much as coats and anoraks.

ADDITIONAL ACTIVITIES

Children learn a lot from Educational visits, they enrich their personal experiences.

We have a varied programme of educational visits that are linked to different

curriculum areas. We ask parents for voluntary contribution towards such activities.

Any parent who has difficulty making payments are welcome to contact the

Headteacher. We will do everything we can to help.

We take year 6 children to Cardiff every year and year 5 to Rhyd-ddu. This is an

excellent opportunity for the children to experience open-air activities.

The school hopes to ensure parental co-operation and support in all the additional

activities that are arranged. The school provides various activities that are available to

all pupils who are in the Headteacher’s opinion mature and willing to participate in

them.

The school cannot accept responsibility for supervising children at the end of the

club/associations sessions above, and parents/guardians are requested to ensure that

arrangements are made to take their children home.

SCHOOL DINNER

School dinner costs £10.00 a week or £2.00 a day. Dinner money should be paid

beforehand weekly on Monday morning. Parents may pay by cheque, if they so

wish, making cheques payable to ‘Gwynedd Council’ and crossing them. A happy

relationship exists between the children and the kitchen staff, and the children are

looked after extremely well. If your child has any eating problems, will you kindly let

us know when he/she starts at the school. If a problem arises during the following

years, please inform the school as soon as possible.

If you do not want your child to take dinner at school, this is not a problem as several

pupils bring their own food packs to school. All the children eat under dining-room

supervision. If the child brings a food pack to school, try and ensure that they do not

have any breakable items, in particular objects for holding drinks. Children are not

allowed to bring drink cans to school. The school makes effort to satisfy the county

requirement for being a ‘Healthy School’, and we therefore ask you to prepare a

healthy lunchbox for your child. Crisps and chocolate bars are not allowed in the

lunch box.

Don’t forget that some children have a right to receive free dinners in particular

circumstances. All applications are considered in the strictest confidence. If you

would like more information, please contact the Headteacher.

SCHOOL DINNER PAYMENTS

I would like to remind you that you should pay WEEKLY for school dinners (money

in the envelope with the child’s name on the envelope). Friday afternoon IS NOT at

all convenient to settle, because we need to balance our books by the end of the week.

You are welcome to pay monthly if you wish, but these payments MUST be received

beforehand.

DINNER TIME ARRANGEMENTS

There are two dinner sittings at the school, first the Foundation Phase children

followed by the Key Stage 2 children. Those children who bring their own food eat it

in the dining room with the children who take school dinner.

If the child wishes to change from taking dinner to sandwiches/or vice-versa a

fortnight’s notice is required. You cannot chop and change from dinners to

lunchbox from day to day.

HOW CAN I ASSIST IN PROMOTING MY CHILD’S

EDUCATION?

This is the question teachers like to hear parents ask more often! There are several

things that you can do - here are some suggestions: -

1. Show your child that you are interested by asking him/her questions on what

he/she did in school on that day. Don’t be disheartened if he/she turns to discuss

other things initially! Many children go home to forget about school and the last

thing they want with their tea is to analyse the work done during the day, and thus

try and pick your time and identify those occasions when they wish to discuss the

school. Remember that the interest you show in them is more likely to get them to

show interest in themselves.

2. Feed them on a diet of good books and books and more books - even when they are

infants, children should be nurtured to appreciate books - not only as sources of

information, but in order to discover in them good, interesting and colourful

stories, and later on examples of craftwork in terms of designing and binding. Try

and get your child to get into the habit of using the local library and looking after

books. Do not be content with merely listening to your child reading, but also read

with him/her; discuss the book you are sharing, and teach him/her to be critical of

books. Don’t condemn the comics or any educational IT resources. So much of

your child’s success at school depends on the ability and the desire to read, so it’s

important to take full advantage of every opportunity.

3. Remember that discipline, including self-discipline, is essential and that it cannot

be ensured on its own at school. We find maintaining discipline increasingly

difficult as the years go by, and it is becoming more and more evident that we

cannot do this on our own. We urge you to support us in our attitude towards

discipline, and in the methods that we adopt to maintain it at the school.

4. SPEAK to your children! Undoubtedly, parents in general tend to spend less time

talking to their children than in the old days. Children have less developed

listening skills than they once had (another skill which cannot be taught by the

school on its own). The world around them excites them less (unless it is seen on a

screen) and it appears that they are less able to hold an organised discussion.

These are all basic skills, but it is essential that every child masters them.

5. Take an interest in education and educational subjects. Notice items in the media,

and most importantly attend school meetings where you will be informed face to

face how we educate your children. Never be afraid of enquiring about the

methods and resources we use at school, or about ways you could assist your child

yourself at home.

HOME/SCHOOL LINKS

This is an ‘open’ school, i.e. we make effort to welcome parents at any reasonable time.

It’s important that parents understand that teaching staff cannot discuss pupils work at

length unless prior arrangements have been made with the Headteacher.

In addition to paying individual visits to the school, parents also have two formal

opportunities to discuss their child’s work with the teachers. In the first parent

evening during the year, the Home/School contract is signed by the parent, child and

school, to ensure that we all work together in partnership from the start.

In addition to these Open Evenings, workshops for parents are occasionally held in

order to demonstrate new methods in aspects of the curriculum.

For security reasons, we ask any visitor to the school during the school day, to report

to the main office in the front of the school.

We hold an annual Thanksgiving Service at St. Mary’s Church and a Christmas

service or concert at the school hall. We compete at the Urdd Eisteddfod and

contribute to local concerts, including celebrating St David’s Day.

We also participate in football and netball competitions, at the Area and Urdd Sports

and at the Swimming Gala, to new but a few of the opportunities made available to

the children.

We strongly urge you to join in these activities as well as fund-raising activities that

are organized by the school. It is important that parents recognize the value of a frank

and open relationship between them and their school. Such a partnership is crucial if

we are to successfully achieve our aim; it is dependent on good links and co-operation

between the home and the school at all times.

The truth the whole truth!!!

In every relationship, there are times when there is conflict or uncertainty, and this is

also true of links between the school and the home. As in every relationship, the best

way of solving this is for both sides to have a frank discussion. Parents may hear

whispers near the school gate or over a cup of coffee or in the shops. The school

cannot be responsible for gossip! We do our utmost, with very limited resources, both

financial and in terms of people to notify you about everything at all times, about

every development that could affect your child’s education. Should you hear

something outside the school of which you are unsure as to its validity, please contact

the Head teacher to obtain the official version.

Similarly, some children report all kinds of extremely personal details concerning

their families to the teachers. Our policy is to ignore such gossip, but should there be

a change in the circumstances of that particular home, that could affect your child’s

academic performance or his/her behaviour at school, please notify the head teacher

as soon as possible. We assure you that such information will be handled wisely and

kept wholly confidential.

SCHOOL PATTERN OF ATTENDANCE

There are two kinds of absence:

Authorised Absence - an absence where permission is given by the parents and the

school e.g. a child has been ill, and parents have sent the school a letter of

explanation.

“Unauthorised Absence” - an absence where a school has not received a satisfactory

explanation for the absence.

These are the school’s figures for the 2013 Autumn term and the 2014 Spring Term.

The school distribute a booklet offering more information about attendance and

punctuality including some information slips to send back to school.

AUTUMN TERM 2013

CYFNOD

SYLFAEN

CYFNOD

ALLWEDDOL 2

% attendance 91.2% 94.0%

% of authorised absences 6.3% 4.1%

% of unauthorised absences 2.5% 1.9%

SPRING TERM 2014

CYFNOD

SYLFAEN

CYFNOD

ALLWEDDOL 2

% attendance 90.4% 92.1%

% of authorised absences 7.2% 5.3%

% of unauthorised absences 2.4% 2.5%

The school and the county target is 95%

We will be launching ‘Ysgol Maesincla’s Punctuality and Attendance Project’

during the Autumn term aiming to get nearer this challenging target.

EARLY YEARS EDUCATION

HOME / SCHOOL

Ysgol Maesincla is anxious to build up close social and educational links with you the

parents so that family and school can work together for the benefit of the child. To

this purpose the Deputy Head teacher is the ‘Registered Person’ at the Cylch Meithrin

in ‘Plas Pawb’ and our Nursery teacher has a close working relationship with their

staff. This provision has undoubtedly made it easier for the children to make a smooth

transition from home to school.

The activities organised at the Cylch Meithin resemble those of a Nursery Class.

Our main aims and purposes for developing this important relationship are:

To ease the transition from home to school for both parents and child.

To give each child opportunities from socialisation, language input and

enrichment experiences, at this critical stage of development.

To ensure that we have as full as possible an understanding of the needs of every

child in our care, as soon as possible.

The Cylch Meithrin, which is run by Mudiad Ysgolion Meithrin is held on the ‘Plas

Pawb’ site and provides Nursery Education for children from 2 years old. Mudiad

Ysgolion Meithrin is a voluntary organisation; therefore there is a fee for the sessions.

After the children have finished the Nursery session in school your child has the

option of going to the Cylch Meithrin with a lunch box until 2:50pm. There is a

specific fee for this arrangement. This means that your child can have nursery

education all day. It is very important for you to put your names down early in order

to benefit from this arrangement.

SAFETY OF CHILDREN ON THE SCHOOL GROUNDS

For safety reasons, everyone who visits the school during the day, come in through

the main entrance to RECEPTION.

If you come by car, please park on the yard on your left hand side when coming down

the drive before school starts, and when collecting your child at home time.

Children should respect the school health and safety rules at all times.

Fire arrangements are present in every classroom, and fire drills are held every three

months.

Any personal property is the responsibility of the child. Please make sure your

CHILD’S NAME IS CLEAR ON EVERY ITEM OF CLOTHING, BAG OR PURSE

for identification purposes.

No valuables should be left in the cloakroom, but should immediately be transfered to

the care of the designated teacher.

LEAVING THE SCHOOL GROUNDS

No pupil is allowed to leave the school grounds during school hours unless given

official permission to do so.

SCHOOL POLICIES

Ysgol Maesincla’s Governing Body is responsible for developing and revising the

school’s policies. Following a meeting of the Governing Body, policies are distributed

to all members ready to be revised amended and then adopted at the next meeting.

The school has a racism policy. You can request a copy of any of the school’s policies

by contacting the Head teacher.

MEDICAL

Parents are expected to notify the school of any medial or clinical condition that could

affect a child.

COMPLAINTS PROCEDURE

The LEA in accordance with the requirements of the Secretary of State, under Section

23 of the 1980 Reform Act, has established a procedure to consider complaints on

how school governors and the LEA act in relation to the school curriculum and other

related matters. This procedure is outlined in a document in Welsh and English that is

available at the school. A copy is provided free of charge, as and when required, to

any parent wishing to lodge a complaint under these arrangements, and the Authority

may provide a copy in a language other than Welsh and English if required. It is

however, emphasised, that many complaints may be dealt with quickly and effectively

through informal consideration based on discussions with the Headteacher. This is

the first reasonable step to take, and the Governing Body expects that in exceptional

cases, this step will have been implemented before the complaint is formally lodged.

The school should be contacted to make an appointment to discuss any complaint with

the Headteacher: 01286 673787.

SCHOOL HOLIDAYS

2014-2015

TERM:

Autumn 2014 1 September 2014 – 19 December 2014

Spring 2015 5 January 2015 – 27 March 2015

Summer 2015 13 April 2015 – 20 July 2015

Pupils will return to school on Wednesday 3rd

September 2014.

HOLIDAYS:

27 – 31 October 2014 (Half Term)

22 December 2014 – 2 January 2015 (Christmas Holidays)

16 – 20 February 2015 (Half Term)

30 March 2015 – 10 April 2015 (Easter Holidays)

4 May 2015 (May Day)

25-29 May 2015 (Half Term)

21 July – 31 August 2015 (Summer Holidays)

Schools will re-open on Tuesday 1st of September 2015 for staff and on Wednesday

2nd

September 2015 for pupils.

Number of days in each month that schools will be open.

SEPTEMBER 2014 22

OCTOBER 2014 18

NOVEMBER 2014 20

DECEMBER 2014 15

JANUARY 2015 20

FEBRUARY 2015 15

MARCH 2015 20

APRIL 2015 14

MAY 2015 15

JUNE 2015 22

JULY 2015 14

195

1st

September 2014 – Day under School Control

2nd

September 2014 – Day under School Control

3 further training days

This brings the total number of school days for pupils to 190

Schools that close for election purposes will be open for those number of days at the

end of the Summer Term.