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Prospectus

Feed My Lambs

Far ForestLea Memorial CE Primary School

Far Forest Lea Memorial CE Primary School

PROSPECTUSSection 1 • Our School1.1 Welcome1.2 Introduction1.3 Mission Statement1.4 Ethos and Values of our School1.5 Community Cohesion and Community Partnership1.6 Promoting Positive Attitudes

Section 2 • Life at Far Forest

2.1 Admission of Pupils2.2 School Organisation2.3 Uniform2.4 The School Day2.5 Attendance and Absence2.6 Parental involvement and consultation (including PTA)2.7 How can parents help their children at home?2.8 Children’s Centre, EWO, School Nurse and Health Worker2.9 Educational Visits and Charging Policy2.10 Child Safeguarding2.11 Welfare2.12 School Meals2.13 Complaints Procedure2.14 Far Forest Governing Body2.15 Contact details2.16 Emergency Closure

Section 3 • Learning & the wider Curriculum

3.1 Inclusion3.2 The Far Forest Curriculum: English Speaking and Listening Reading Writing Mathematics Science Information Communication Technology

Design and Technology Modern Foreign Languages History and Geography Music PSHE Art Physical Education/Swimming RE/Collective Worship3.3 Assessment and Monitoring Pupils’ Progress3.4 Statement on Sex and Relationship Education (SRE)3.5 Special Educational Needs3.6 Gifted and Talented3.7 Extra Curricular Activities3.8 Far Forest Llittle Acorns3.9 Before and After School Care3.10 Environmental Considerations3.11 Data Protection and Digital Images3.12 The Voice of our Learners

Welcome

Dear Parent s

The children, staff and governors of Far Forest welcome you to our happy school. We are a Church of England School that believes in providing a richness of opportunities, where every child’s talents can be nurtured and celebrated.

This prospectus aims to provide you with a fl avour of the education we can offer your child, but we invite you to visit us to experience the very special atmosphere of Far Forest.

We look forward to welcoming your child to our school and becoming partners in your child’s exciting learning journey.

Yours sincerely

T N Collins-Bullock

Mrs T Collins-BullockHeadteacher

1.2 Introduction

“Feed My Lambs”The school you see today was given by Rev William Lea in 1902 in memory of his parents. The building opposite the old vicarage (now known as the Diocesan Adventure Centre) was the original school, which was built in 1829.

The present school is known far and wide by past and present pupils for the words Feed My Lambs which are clearly seen on the front of the building. We try to maintain the spirit of that phrase through the school’s academic, spiritual and social life.

The wooded grounds provide an idyllic backdrop for the children to relax in after working hard in the classroom.

1.3 Mission Statement

• We aim to create a safe, secure and happy environment within which all our children develop a strong sense of self-worth and confi dence.• We aim to develop responsibility and respect and we expect the highest standards of effort and behaviour. We encourage children in the 3 C’s of care, courtesy and consideration.• We are a caring and understanding school, valuing individual needs, personalities and learning styles and we aim to provide equality of opportunity for all children.• We encourage children to develop to the full emotionally and socially, as well as achieving personal excellence academically and so fulfi lling their potential. • We aim to ensure that all children develop positive attitudes to learning.• We want children to enjoy school and have fun. We aim to provide stimulating, memorable and high impact learning experiences.• We aim to challenge children and we encourage them to deal positively with challenges and diffi culties.• We expect all children to leave us with a good start in life, ready to be successful in the next phase of their education. • At Far Forest Lea Memorial Primary School, everyone has the right to be happy.

1.4 Ethos and Values of our School

We fi rmly believe that education is a continuous process by which we seek to realise the potential of the individual child and enrich his or her life.

The school’s Vision Statement “Feed my lambs – through nurturing, learning and celebrating”

We rely on a fi rm partnership between parents, school and the local community which is essential if we are to achieve these aims. We hope to provide a secure,

happy environment in which children develop a positive attitude to learning and are encouraged to show care and concern for others and the world in which they live.

Our school values which are embedded throughout school life are: responsibility, trust, fairness, friendship, respect, creativity, truthfulness, peace, perseverence, courage, compasion and forgiveness.

1.5 Community Cohesion & Community Partnership

Far Forest School is very much part of the local community. Our partnership with Holy Trinity Church and Far Forest Baptist Church is very strong and regular assemblies are delivered by both Reverends.

Far Forest School works closely with other local primary schools together with secondary schools. During the year Far Forest School children participate in various activities with our pyramid schools e.g. maths trails, dance, music, more able activities and sporting events.

Far Forest School has formed partnerships with schools in France, plus the children have an opportunity in years 5 and 6 to participate in the Normandy Experience French trip. This trip not only develops children’s ability to speak and understand French in a meaningful environment, improve their intercultural understanding, but also allows them to develop their confi dence, independence and social skills away from home.

Each term the children are involved in supporting charitable organisations both in the UK and abroad.

1.6 Promoting Positive Attitudes

Positive RewardsWe are very positive in our encouragement of good work and behaviour. Staff work with the children to help set targets that are attainable and to build on success.

Children are involved in agreeing positive rules which promote good learning and behaviour and we use a Zone Board system to reinforce these rules. In addition we strongly believe in praising good behaviour at all times. Parents are informed in writing if their child has had a particularly successful day or if their child is experiencing particular diffi culties.

We hold Merit Assemblies once a week, children from each class are awarded a Merit Certifi cate for a particular achievement – no matter how great or small. In addition, children’s achievements and successes out of school are celebrated.

We believe that children who try hard deserve praise, recognition and encouragement. Acts of kindness, helpfulness and thoughtfulness are also celebrated though our 3 Cs award fot care courtesy and consideration.

At Far forest we have values that underpin our school life. These values are Responsibility, Fairness, Trust, Friendship, Respect, Creativity, Truthfulness, Perseverance, Peace, Courage, Compassion and Forgiveness.

Any incidents of bullying or discriminatory behaviour will be dealt with immediately and will be recorded. In extreme circumstances we reserve the right to follow the Local Authority’s guidance and policy on exclusion of

pupils. Parents, school staff and pupils are asked to sign our Home-School Agreement which summarises each party’s commitment to ensuring positive attitudes. A copy of our Anti-bullying and Behaviour Policy is available on request or on the website.

Section 2 Life at Far Forest School

2.1 Admission of Pupils

Children are admitted at the beginning of the academic year in which they are fi ve. Parents have a right to defer admission for their child until the term of the child’s fi fth birthday and once a school place has been allocated, it will be held until that term.

Parents seeking a place for their child are asked to complete a PA1, available from the school offi ce or online www.worcestershire.gov.uk/school admissions. We are allowed 20 children per year group.

What happens if the school is oversubscribed?

When there are more applications than places, in a County or Voluntary Controlled school, children are admitted on the basis of the published policy listed on the following order of priority:

1. Pupils living within the catchment area of the school2. Pupils who would still have a brother or sister (out of area sibling connection) at school at the time of admission3. Pupils who have a signifi cant reason for admission, such reasons, the validity of which will be determined by the Directorate of Educational Services, will include medical, social or compassionate grounds. Parents are required to produce a medical certifi cate or other appropriate information from an independent source. Signifi cant reasons will not be considered unless supporting information is attached to your application form when submitted.4. Pupils who live nearest the school be the shortest available walking route.

Where there are too many pupils seeking places from within the catchment area, the priorities will be applied in the sequence indicated above, i.e. catchment area brothers/sisters (siblings) fi rst, special reasons second, then according to distance, each assessed as indicated above.

Out of CatchmentThe parents of pupils resident outside Worcestershire, but who wish to apply for a place at any Worcestershire school, must complete an application form provided by the “home” LA. (The “home” LA is defi ned as the Local Authority relevant to the Child’s home address). The “home” LA will ensure that the application details are passed onto Worcestershire LA for consideration in the allocation of school places.

If all pupils from the catchment area can be accommodated, but there are insuffi cient places for all out-area siblings, priorities will be decided fi rst by reference to special reason, then according to distance, each assessed as indicated above.

If no place is available for your child to attend the school provided for the child’s home address and this was your fi rst preference, the County Council will name an alternative school or schools.

Pupils completing their primary education at the school normally transfer to The Bewdley School and Sixth Form Centre for the beginning of the Autumn Term following their eleventh birthday. You will receive communications about transfer nearer the time. There is a good liaison between schools in the area which ensures a smooth transfer from one stage of education to another. Children will visit the High School during their last term at this school. Each year the Headteacher of the High School will hold a meeting for parents of children transferring there.

Arrangements for new reception children The fi rst week the children are only required to attend school mornings to allow staff to carry out home visits.

The second week children are to attend mornings and lunch. If parents feel

they would like their child to attend full time this is fl exible and down to individual parents and how your child is feeling.

The third week children are to attend full time.

Apart from week one, everything else is fl exible and full time arrangements can begin from week two

2.2 School Organisation

Mixed aged classesThe school is currently organised into mixed age classes. We can admit up to 20 children per year into our reception classes (our pupil admission number or PAN).

The school is part of the Bewdley cluster and is also part of a small schools’ cluster which includes Wolverley Seabright, Upper Arley, Blakedown and Bayton primary schools. The schools share expertise, facilities and resources to enhance their pupils’ experiences; regular shared activities have included joint educational visits, sports days and tournaments and ‘Gifted and Talented’ mornings.

2.3 School Uniform

We are proud of our uniform which we believe looks smart and contributes to the feeling of belonging to the family of the school. The school colours are white, grey and red. Uniform is ordered online, although there is a small stock of sweatshirts, polo shirts, T-shirts, black PE shorts and fl eeces available from the school offi ce. Boys’ Winter Uniform Boys’ Summer Uniform

Girls’ Winter Uniform Girls’ Summer Uniform

Grey pinafore dress or grey skirtLong grey trousersWhite shirt or red or white school polo shirtRed jumper or school sweatshirtRed, white or grey tights or socksRed gingham hair bobblesBlack school shoesGrey, black or white socks

Red and white checked dress, or grey skirt with white blouse or red/white polo shirtSchool sweatshirt (red)Red gingham hair bobbles or plain red/ black hair bandsBlack school shoes or closed-toe sandals (no open-toed sandals)School cap or plain red sunhat

Grey trousers or shorts of proper trouser materialWhite shirt, or red or white school polo shirtSchool sweatshirt (red)Black school shoes or closed toe sandalsSchool caps or plain red sunhat

Long grey trousers White shirt or red or white school polo shirtRed school sweatshirtBlack socks Black school shoes

Children are encouraged to wear red (plain or school) caps at playtimes during very sunny weather to protect their skin from the sun. Children to be provided with sun cream and to know how to apply it themselves. All items of clothing should be labelled with the child’s name to enable them to be traced if lost or mislaid.

FootwearIn winter and summer boys and girls should wear sensible black school shoes. In summer closed-toe sensible sandals can be worn. No open-toed sandals or fashion shoes, boots or shoes with high heels.

PE KitThe kit for boys and girls is a red or white T-shirt, black shorts & trainers all in a named a named PE bag. Trainers should be worn for outdoor games lessons. When PE is indoors children should preferably be barefoot, but black pumps can be worn if preferred. In cold weather children require tracksuit bottoms & tops, as well. Long hair should be tied back, and earrings removed or taped over. Girls are requested to wear swimming hats and one-piece costumes for lessons at Stourport Swimming Pool (Year 4).

Jewellery/Make upItems of jewellery and make up, including nail varnish are not to be worn in school. However, if you child does have pierced ears, small stud earrings may be worn. These must be taken out and replaced by your child for PE lessons or covered with micropore tape. Children must not wear earrings for swimming lessons. Watches may be worn, but it is your child’s responsibility to look after his or her watch and to take it off for PE or swimming. Children must not bring valuables to school. The school can accept no responsibility for the loss of, or damage to, items of personal property, e.g. mobile phones, watches, jewellery, toys.

Dress CodeLong hair should be tied back for practical activities. Hair bands, bobbles are to adhere to school colours (see above). Extreme hair styles are not acceptable, symbols or names cut or dyed into the hair will require a pupil to return home.

2.4 The School Day

8.50 a.m. Morning session begins Morning break at disctretion of school. 12.00 noon Lunch1.00 p.m. Afternoon session begins2.20 – 2.30 p.m. Break for Years R, 1 & 23.15 p.m. School fi nishes

Children may arrive from 8.30 a.m. onwards. Staff will be in the bus bay where children can be dropped off. Teaching Staff are available from 8.45 – 8.50 a.m. for short discussions, plus a member of Staff on duty. If parents need

a longer time, please make an appointment to see staff after school. Children who arrive late should report their arrival to the school offi ce.

Collective WorshipThere is a 15 minute daily act of worship for all pupils, in accordance with our Collective Worship Policy. Every day there is an act of collective worship involving the whole school. This is a special time and an important feature of life at Far Forest. It enhances the Christian foundation of the school and its strong links with our Church. Acts of worship follow the patterns of Anglican worship and our parish clergy provide close guidance in these areas and also lead acts of collective worship. A Merit assembly takes place each week when we come together to celebrate achievements and reward badges and certifi cates.

Parents have the legal right to withdraw their children from these sessions. If you do not wish your child to take part in RE lessons or assemblies, please speak to the Headteacher so that alternative arrangements can be made.

Dropping off and Collecting your ChildParents meeting children from school by car are asked to leave the bus bay area clear for the school bus. Parents are requested to notify school either by letter or telephone if there is a change of arrangement when their child normally travels on the school bus.

Parents collecting children at 3.15 p.m. should proceed up the orchard path. Most classes will be brought out of the KS2 entrance and handed over to parents. Years R parents will need to walk round to the playground and teachers will bring the children to them. If parents are late their children will be taken back into school to wait.

If your child’s collection arrangements change e.g. your child is going to a friend’s house for tea, please notify the offi ce of changes.

In the interest of safety we have a voluntary one-way system. Mornings and afternoons we ask parents not to turn down New Road, but to carry on to the next road on the right, Church Lane, and carry on round so parents are driving up New Road. Children can be dropped off in the bus bay and proceed up the orchard path into the school grounds.

Suggested route for car drivers for pick up/drop off (avoiding danger and traffi c congestionoutside the school)

School TransportA school bus is provided for children from Rock, Heightington and Bliss Gate

areas. Application forms for travelling allowance are available from the offi ce. The provision of school transport is limited generally to children who do not live within statutory walking distance of the school provided for them. The statutory walking distance is up to two miles by the nearest available route for children under eight years of age and up to three miles for older children. Arrangements regarding the school bus can be obtained from Coniston Coaches (01299 832239). The bus is fi tted with seat belts. The driver will check that the children are wearing these before the bus departs.

2.5 Attendance and Absence

If a child is absent from school please ring school before 9.30 a.m. If your child has an infectious illness, please contact and inform the school. If we do not receive notifi cation, the offi ce staff will ring parents to ascertain the reason for absence. No child is allowed out of school for dental appointments etc, unless the child is collected by a parent – this is for the child’s safety. Parents are requested to inform the Headteacher of any relevant medical history that may affect the child’s general development and education in the school.

The Headteacher and Education Welfare Offi cer (EWO) monitor attendance regularly and will contact parents if there are concerns.

HolidaysFrom September 2013 the government no longer allowed Headteachers to grant requests for holiday. A letter is available in school if you require further information.

2.6 Parental involvement and consultation (Including Far Forest Friends)

We value parents’ involvement very highly. We hope that you will fi nd some time, no matter how small, to come along and join in school activities at any time during the year. Parents are naturally welcome to attend class open afternoons, sports day, church services, Christmas plays etc. You may wish to become a parent helper at school. Here are some of the ways that you could help at school:

• Listening to readers • Art and craft activities • Cooking • Playing educational games • Accompanying class trips • Making props and costumes

If you would like to come into school to help, you will need to complete a Disclosure Form (CRB). All adults working with children in school are required to be Police-checked. Please come into school and discuss this process with Mrs. Croydon, the Offi ce Administrator. Through strong positive links with parents, the children and the school as a whole will enjoy many benefi ts.

Far Forest FriendsThere is an active FFF of which parents are automatically a member. The committee, which is elected each Autumn Term, plays an important part in arranging educational, social and fund raising events for the benefi t of the children in school, as well as providing other means of contact between school and parents. Parents are kept informed of FFF activities via newsletters.

Keeping parents informedYou will receive regular newsletters from the Headteacher about what is happening in school. We can arrange for electronic versions to be sent to your email address upon request. These are also available on the school website. You will regularly receive information about the work which your child is doing so that you can help him or her at home. Your child will have a home/school reading record at Key Stage 1 and in addition to this a Homework Diary at Key Stage 2 as a link between you and your child’s teacher. In the Summer Term you will receive a written report of your child’s progress. Opportunity is given for parents to discuss the report. Parents’ evenings are held in the Autumn, Spring and Summer Terms to discuss pupils’ targets, and how your child is progressing in his or her work.

The school operates a text messaging service which is particularly useful for keeping parents up to date with school events. Please ensure the school has up to date mobile numbers.

2.7 How can parents help their children at home?

We recognise the importance of parental support as being vital for the continuing success of the school and the children in it. We encourage parents to play an active part in the education of their children and as a school we aim to keep parents regularly informed of our aims.

In order to develop the relationship between home and school, we have devised a Home-School Agreement. This agreement is signed by children, parents and the school and was developed by the staff, governors and parents.

The biggest help you can give us is to support the reading we teach at school. All children come home every day with a reading book. Spend time listening to your child read or, in the case of older children, discussing the book they have read, it will greatly benefi t their educational progress. Talk to your child about their learning.

At various times throughout the year, your child will want to fi nd out more about a topic. If you do have time, visit the library or carry out research using the computer, it will help to keep your child motivated to learn.

2.8 Children’s Centre, EWO, School Nurse and Health Workers

Far Forest School has access to support workers and services which enhance the ability of the school to provide for the whole school family.

Our Educational Welfare Offi cer supports us in ensuring good attendance by pupils and can direct other agencies to provide additional support for families who have travel or other issues.

The school nurse provides a vital role in monitoring and ensuring good pupil health – particularly in relation to diet, personal and emotional welfare.

Other health professionals survey children regularly at different points in their school life and if your child is to be involved you will, of course, be informed.

We are also supported by a Family Link Worker from Wyre Forest and Hagley Project for all school aged children.

2.9 Educational Visits and Charging Policy

We believe that a child’s personal development and learning is enhanced by the variety of day and residential visits provided by the school. These begin in the EYFS and many are closely related to the work of the class. They start with visits by our Reception children to our Forest Schools site and continue throughout the year groups to residential visits in Key Stage 2.

The Education Reform Act 1988 stipulates that all charges for school visits, swimming, transport, ingredients for cooking etc, must be of a voluntary nature. We hope parents will continue to support these extra curricular activities which play a vital part in enriching our children’s education.

We shall continue to subsidise the cost of visits from the school fund to meet the full cost for children whose parents cannot afford the voluntary contributions. We will continue to run and organise activities but if we do not receive suffi cient voluntary contributions there may be times when we will have to cancel activities.

Parents are asked to sign a consent form that covers activities in the village, such as walking to church and local studies. Any visits which involve using transport (i.e. hired coaches) will be notifi ed to parents and will require parental consent.

2.10 Child Safeguarding

Child protection (safeguarding) is a nationally important issue and we take

our responsibilities for ensuring high quality care very seriously. We have a designated Child Safeguarding Offi cer, the Headteacher, and a senior member of the teaching staff specifi cally for child protection. We have a duty of care to identify and respond to any child protection issues of which we are made aware or notice ourselves. We will respond sensitively to any disclosures or reports of safeguarding concerns from any member of the school or wider community and record and report these as required. We cannot guarantee confi dentiality to children in issues of child safeguarding as our primary role is to ensure the welfare of all our pupils and we must undertake to address any issues. We will of course, contact parents and carers immediately if we identify any other health or personal concerns.

2.11 Welfare

Your child’s health is of paramount concern to us and we acknowledge that good health is a pre-requisite for good learning!

We do ask that you let us know immediately of any long term or on-going health issues your child may have. If they require regular medication we can only administer this (other than in exceptional circumstances) if the doctor has prescribed medicine which needs to be taken four times a day or more. In this case a designated First Aider will be asked to administer.

If your child has been sick, please let us know and ensure they do not return to school until 48 hours has passed without symptoms so that bugs are not spread.

Minor accidents are dealt with immediately and we always have trained First Aiders available to administer care. We cannot administer any pain killers or non-prescription medication such as cough medicines or antihistamines. If we believe emergency care is needed we will endeavour to contact you on the numbers you provide on the admission form. Should this prove impossible we have a duty of care to act ‘in loco parentis’ in the best interests of your child.

If your child receives a knock to the head or displays non-urgent symptoms after a minor accident you will receive a note from school to advise you.

Sun-cream – in hot weather we ask parents to apply as required before school. If deemed necessary, parents may send a named bottle of sunscreen in for a single application (by the child themselves) at lunchtime. Also we would ask that children bring a sunhat to school.

2.12 School Meals

Hot lunches are available. Children who do not want a hot lunch will require a packed lunch from home in a suitable, named box. As part of the healthy schools initiative we endeavour to eat healthily and ask parents to pack a healthy lunch with fruit rather than chocolate. Drinks should be provided in

non-breakable, watertight containers. Fizzy drinks in cans or glass bottles are not allowed. Children may opt for a hot lunch a week at a time. All meals must be paid for on a Thursday in advance. Parents can pay online for lunches.

Free School MealsApplications for free meals, which are based on parents’ income, are dealt with by the County Education Offi cer. As a general rule, if you are receiving Supplementary Benefi t or Family Income Supplement, your children are automatically entitled. Application forms are available from school, must be completed by you and returned to the school offi ce. All applications are dealt with confi dentially.

School Milk and FruitAn EC subsidy allows us to offer children milk at a minimal cost, which is collected half termly by the school offi ce. Children up to 5 years old are entitled to free milk.

As part of the Government’s drive towards healthy eating, children up to year 2 are provided with a piece of fruit every morning.

2.13 Complaints Procedure

Relationships between school and parents are considered a vital factor in pupils’ progress in the school. You are encouraged to present any concerns or worries to your child’s class teacher in the fi rst instance,so that they may be attended to at the earliest opportunity.

If a parent is not happy about any part of the school’s organisation or curriculum, special arrangements have been set up so that complaints can be considered and dealt with fairly. The procedure is summarised below:

A complaint will only pass from one stage to the next if the person bringing the complaint is not satisfi ed by:

1. Discussion with the class teacher2. Formal discussion with the Headteacher3. Formal written complaint to the Chair of the Governing Body4. Formal written complaint to the Secretary of State for Education

2.14 Far Forest School Governing Body

The names of the Chairman and members of the school Governing Body are on display on the school notice board. The Governing Body is made up of fourteen members including the Chairman as follows:

5 x Parent Governors1 x Local Authority Governor3 x Teacher Governors2 x Community Governors3 x Foundation Governors

2.15 Contact Details

The offi cial name of the school Far Forest Lea Memorial CE Primary School.

The postal address New Road, Far Forest, Kidderminster, Worcestershire, DY14 9TQ

Telephone number 01299 266316Facsimile number 01299 266784Email address offi [email protected] address www.farforestschool.org.ukHeadteacher Mrs. T. Collins-BullockOffi ce Administrator Mrs. J. CroydonChair of Governors Mrs Gillian Owen c/o Far Forest SchoolThe address of the Local Authority Ms Gail Quinton, Director of Children’s Services, Worcestershire County Council, Education Department, PO box 73, Worcester, WR5 2YUTelephone number 01905 763763

2.16 Emergency Closure

When school closure is caused by an emergency e.g. severe weather conditions, we will contact parents via text. We will also contact local radio stations BBC Hereford & Worcester (104.6 FM) and Free Radio (102.8 FM), and the Worcestershire County Council website (www.worcestershire.gov.uk).

Section 3 Learning and the Wider Curriculum

3.1 Inclusion

As a school with a Christian foundation, we are committed to challenging negative attitudes towards any one individual or group within society in the spirit of awareness, diversity and inclusion. Diversity is celebrated across the curriculum and through all our extra-curricular and community work.

Special Educational NeedsThe school has a Special Educational Needs (SEN) Policy, Co-ordinator and a governor with an overview of this area.

Pupils have Special Educational Needs when they have physical or learning needs, which are signifi cantly greater than the majority of their peers. A ‘special need’ may apply to a specifi c problem, for example, handwriting or spelling, which may be remedied after a short period of extra help, or it may mean that a child experiences diffi culty with, for example, reading. In this case a sustained programme of support may be developed for the child.

It is our policy to teach children in mixed ability classes. In response to the needs of individual children, class teachers design activities that provide appropriate differentiated challenges, which are realistic and attainable.

When additional support for children is deemed to be necessary, it may include:

• advice and support, including an assessment from the member of staff responsible for Special Educational Needs;• drawing up an Individual Education/Behaviour Plan;• withdrawal from class for individual tuition or skills practice;• referral to the Local Authority support agencies for specifi c advice or tuition.

Parents with children who have Special Educational Needs will be consulted and advised on how they can take part in any programme of support with their child.

Gifted and Talented ChildrenWe recognise that there are children whose ability may be signifi cantly beyond the average for their age group. These children are identifi ed and given differentiated work to extend their skills and knowledge. Children are set individual targets in literacy and numeracy so as to ensure that they make as much progress as possible.

3.2 The Far Forest Curriculum

All our work at Far Forest School is underpinned by the principles that we aim for, which are that children shold: Live and work in a safe and secure environment, be guided to make healthy lifestyle choices, both enjoy and achieve in their learning, make positive contributions to their local community – now and in the future – and ultimately achieve economic well-being.

Our curriculum promotes active learning together with real life experiences and whole school themes to bring learning to life. When children join us in our Reception Classes they follow the Early Years Foundation Stage (EYFS) curriculum.

As children move into Year One they follow the National Curriculum through a variety of programmes although some children may need consolidation of EYFS skills to ensure they have a sound base for their learning. The National Curriculum continues until they leave us at the end of Year 6. From Sept 2014the new National Curriculum will be implemented thoughout the school.

Foundation stage Reception 4-5 year olds

Key Stage 1 Year 1 5-6 year olds Year 2 6-7 year olds

Key Stage 2 Year 3 7-8 year olds Year 4 8-9 year olds Year 5 9-10 year olds Year 6 10-11 year olds

EnglishLiteracy is at the heart of all that we do in school.

Our aim is to develop in children an avid interest and enjoyment in all aspects of the English language and to gain confi dence and expertise in their development as readers, writers, speakers and listeners. Speaking and ListeningChildren experience many speaking and listening activities as this grounding in the spoken word enables children to become expert readers and writers. ReadingReading skills are taught with a view to children becoming fl uent and avid readers for life. Decoding skills are taught through daily letters and sound lessons and reading comprehension skills through guided reading sessions.

Children will take reading books home and parents are asked in partnership with school to provide support and write comments in the reading diary.

WritingChirldren are encouraged to become writers as soon as possible from early mark-making to sentences to descriptions through to full written texts. Emphasis is placed on developing their own ability to write in several different forms. Written work will include diaries, factual writing, letters, descriptive and story writing, note taking, investigative work and poetry.

MathematicsWe aim to develop children’s confi dence, understanding and enjoyment of mathematics by providing a range of practical experiences. We encourage children to use their mathematical skills in investigational work, and problem solving using everyday situations. During Key Stage 1 pupils develop their knowledge and understanding of mathematics through practical activity, exploration and discussion. They learn to count, read, write and order number to 100 and beyond, and develop a range of mental calculation skills and strategies. They learn about shape, space and measure through practical activities that build on their understanding of their immediate environment.

In Key Stage 2 pupils continue to develop their skills and strategies and move

to more formal calculations using all four operations: addition, subtraction, multiplication and division. They use these skills to develop their problem solving abilities. They explore features of shape and space and develop their measuring skills in a range of contexts.

Throughout the school, ICT is used to reinforce or extend the learning in mathematics.

ScienceOur science curriculum is drawn from the National Curriculum and the topics are planned and ordered carefully to suit the needs of our children. Through our science curriculum we aim to give children the experience of a wide range of practical work as well as developing scientifi c skills and attitudes. Science helps children to understand more about the world around them and encourages them to question aspects that they do not understand. Children are given an awareness of the role and importance of science in everyday life together with a consideration of the part that science has played in the development of everyday items. Our children are also given the opportunity to consider ways in which living things and the environment need protection.

ComputingInformation and Communication Technology (ICT) prepares pupils to participate in a rapidly changing world in which work and other activities are increasingly transformed by access to varied and developing technology. Pupils use ICT tools to fi nd, explore, analyse, exchange and present information responsibly, creatively and with discrimination. They learn how to employ ICT to enable rapid access to ideas and experiences from a wide range of people, communities and cultures. Increased capability in the use of ICT promotes initiative and independent learning, with pupils being able to make informed judgements about when and where to use ICT to best effect and to consider its implications for home and work both now and in the future.

Design and TechnologyDesign and Technology prepares pupils to participate in tomorrow’s rapidly changing technologies. The subject calls for pupils to become autonomous and creative problem solvers, as individuals and members of a team. They must look for needs, wants and opportunities and respond to them by developing a range of ideas and by making products and systems. They combine practical skills with an understanding of aesthetics, social and environmental issues. Through design and technology, all pupils can become discriminating and informed users of products, and become innovators.

LanguagesThe learning of a foreign language provides a valuable educational, social and cultural experience for the pupils. It enables pupils to develop communication and literacy skills that lay the foundation for future language learning. They develop linguistic competence, extend their knowledge of how language works and explore differences and similarities between English and other languages.

Organisation

• Lessons and follow up work are planned by the specialist teacher and team taught with the class teacher or teaching assistant to each class in KS2• Follow up work is then completed in class over the week to achieve the recommended 1 hour’s teaching• The curriculum is based on the guidance given by The National Curriculum in the KS2 Framework for Languages.• Where possible planning fi ts with the classes chosen theme.• KS1 have a weekly 10-15 minute language awareness session where children are introduced to a variety of world languages through games, music and stories.

Equal opportunities/Inclusion

• All pupils receive MFL lessons• Differentiation is made at the teacher’s discretion within lessons and learning outcomes and expectations will vary according to each child’s ability.• Children with other languages at home are encouraged to use them and efforts are made to ensure that languages used at home are highlighted in the school.

History and GeographyThe children are guided towards accurate and systemic observation and are helped to develop attitudes and ideas about people and places through the use of topics. The physical and natural environment is used to stimulate their natural curiosity. Geography and History are integrated into other areas of the curriculum through topic work. A blend of activities is chosen to refl ect the knowledge of the locality around the school, the City, the British Isles and the wider world. Our children are encouraged to work with the local community about the place where they live and their past.

MusicPractical sessions take place where the children are introduced to both tuned and un-tuned percussion. Live music is encouraged and during the year we invite musicians to perform and play in school.

In KS2, children have the opportunity to sing in the school choir – songs from musicals, traditional songs, part harmonies are among a variety of songs learnt and performed during the course of a year. The learning of a musical instrument is encouraged. They have the opportunity to play and perform to an audience at specifi c events.

Music, in terms of listening and performing, is a very enriching aspect of our school curriculum.

The children have to opportunity to learn musical instruments via peripatetic

teachers including keyboard, guitar, recorder and violin. Music is supported by Worcester Youth Music ‘Learn to Play’ scheme.

PSHE (Personal/Social/Health Education and Citizenship)Our aim is to help children to become confi dent, caring citizens and our coverage of PHSE&C is an important part of working towards this. We teach PSHE&C both as a subject in its own right and through all the other curriculum areas. During Circle time sessions children are encouraged to discuss and refl ect on issues such as friendship and feelings and to take responsibility for their own behaviour.

Art and DesignThe Arts play a vital role in the development of the whole child through stimulating creativity. Far Forest School offers an exciting approach to Art, where creativity is an activity that can be practised through investigating and making. The children explore ideas through a range of media from print making to sculpture, textiles to painting.

Our school has been awarded the Arts Council’s Artsmark Award for commitment to the full range of arts (music, drama, dance and art and design) and refl ects the good practice of the arts in our school.

Physical Education/SwimmingOur PE lessons are an enjoyable part of our school curriculum, and provide an important part in education and encouraging your child to lead a healthy lifestyle. Lessons take place in the school hall, the playground or the fi eld and activities include gymnastics, games and sports, movement and dance, outdoor and adventurous activities.

The year 4 children have swimming lessons at Stourport Swimming Pool in the Autumn and Spring terms. They will need a swimming costume and towel. Children with long hair will need a swimming cap. We ask for a donation in respect of each child to go towards the cost of transport to the pool.

A child may only be excused from P.E. if he or she has a note explaining his/her injury or other reason from parents. This includes attending swimming lessons. Recovery from a cold or other infection should not preclude joining in with P.E. in fact it is likely to aid the recovery process!

RE/Collective WorshipReligious Education is statutory within the system and is in accordance with an agreed syllabus (SACRE).

As a Church school, the main emphasis is on the Christian faith in the broadest sense. The local vicar visits school once a fortnight to take assemblies. The school day includes a collective act of worship. However we respect the right of parents to withdraw their child/children from worship, as set out in the 1944 Act. Parents wishing to do so are advised to discuss the matter with the Headteacher in the fi rst instance.

3.3 Assessment and Monitoring Pupils’ Progress

Assessment is an integral part of the learning process. It helps teachers to evaluate the curriculum and identify clear targets. It focuses on the needs of the child and supports the learning process. In Year 1 children undertake Phonics testing which is reported to parents. In Years 2 and 6 all children participate in Standard Assessment Tasks (SATS) in English and Mathematics, and the results of these are reported to parents on Parents’ Evenings. It is important to understand that these tests give a picture of a child’s development and relate to a pupil’s performance on the day of the test.

While it is recognised that testing is of value, the school’s emphasis is on educating children through a wide variety of experiences. We feel that the class teacher’s continuous assessment of a child’s development is of vital importance in this process.

Written reports on your child’s progress and achievements are sent out in the Summer Term. You will be invited to a Parents’ Evening to discuss your child’s report and progress during this term. We also have parent consultation meetings three times a year to discuss pupils’ progress with parents.

3.4 Statement on Sex and Relationship Education (SRE)

The school’s programme for Sex Education falls within the broader study of Health Education, which has been drawn from the learning objectives taken from the National Curriculum Programme of Study, Life Processes and Living things.

It recognises that Sex Education shares much in common with moral development and is therefore closely linked with our PSHE studies.

Children may be withdrawn from Sex Education if a parent so requests.

3.5 Special Educational Needs

We believe that all children, regardless of their ability, are entitled to and deserve access to the whole National Curriculum.

If your child is experiencing learning diffi culties, whether temporary or permanent, general or specifi c, he/she will be given the same opportunity as their peers.

We follow the Code of Practice for Special Educational Needs, when identifying

and providing for children in need of extra help and support. We will always seek your opinion and assistance, especially if we feel that there is a need for specialist advice from the Local Authority services, such as School’s Psychology Service.

3.6 Gifted and Talented

We are proud of the high standards achieved by many of our pupils in a wide variety of areas and activities, and celebrate their success. We actively encourage all children to excel, by providing an environment that enables all children to maximise their potential. We continue to develop our awareness of and provision for those children who are generally or specifi cally more Gifted or Talented than their peers.

3.7 Extra Curricular Activities

Extra curricular activities play an important part in the education of our children and activities vary during the year. These can include for example, football, athletics, girls’ football, tag rugby, Kwik cricket, multi-skills, choir, netball, homework clubs, learning a musical instrument, Art, Science club.

HomeworkAll children are given homework, which varies according to their age and ability. By the time they children reach Year 6 they are expected to do half an hour of homework each night.

3.8 Far Forest Little Acorns Pre-School

Far Forest Little Acorns is a school-run pre-school. We take children from 2 years 9 months. Pre-school is within our school building and tej children are very much part of our school. Please contact the offi ce for further details.

3.9 Before and after school care Skools Out is a privately run organisation that provides a breakfast club from 8.00 – 8.30 a.m. and after school care from 3.15 – 6.00 p.m., within the school. For more information please contact Sara Mountain on 07816 894349.

3.10 Environmental Considerations

At Far Forest School our Children’s Voice helps to raise awareness of important environmental issues and how we can all play a part in protecting our world.

We have achieved Eco-Schools Award Silver and are working towards Green

Flag status.

We also participate in recycling paper, ink cartridges and the Bags2School initiative which helps raise funds for PTA while recycling old clothes.

3.11 Data Protection and Digital Images

Schools, Local Authorities, and the Department for Education (DfE) (the government department which deals with education) all hold information on pupils in order to run the education system, and in doing so have to follow the Data Protection Act 1998. This means, among other things that the data held about pupils must only be used for specifi c purposes allowed by law.

The school holds information on pupils in order to support 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 where provided by the parent, special educational needs, and any relevant medical information.

From time to time we are required to pass on some of this data to the Local Authority (LA), to another school to which the pupil is transferring to and the Department for Education (DfE) which is responsible for the National Curriculum and associated assessment arrangements.

The school also holds digital pictures of pupils as a resource for internal records. Digital images of children may also be taken for use in the curriculum, staff training purposes, for example modelling lessons, or providing images of exemplar material and working arrangements in curriculum subjects. Children are never identifi ed by name if their image is used.

If any parent has concerns regarding any issues related to the Data Protection Act and Digital Images please get in touch with the Headteacher to discuss that issue. Permission for photography and video is at the discretion of the Headteacher.

3.12 The Voice of our Learners

Children’s Voice represents each class and meetings take place on a regularbasis to discuss ideas, issues and fundraising ideas. Children’s Voice representatives are nominated by class members and change each term. Children’s Voice meet regularly to discuss ideas and developments. The Children’s Voice notice board is updated regularly to keep everyone informed.

Glint Print 01299 266657

Wolverhampton

Birmingham

Bridgnorth

Kidderminster

Stourporton Severn

Stourbridge

A456

A458

M5

M42

M6

A449

A456

A4117

Cleobury Mortimer

< Leominster

Far Forest

Worcester

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Callow Hill

Buckridge

Far Forest

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A456

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Wells

Kidderminster >A456

Far Forest Lea Memorial CE School

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Far Forest Lea Memorial CE Primary SchoolNew Road • Far Forest • Kidderminster • DY14 9TQ

Tel 01299 266316 • Fax 01299 266784

Email offi [email protected]

Web www.farforestschool.org.uk

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