1

Introduction Welcome to Duffield Meadows Primary School, a Derbyshire County Council community primary school which generally has around 300 pupils on roll, aged between 4 and 11. This is a very popular school which prides itself on the high quality of its teaching and learning, with an excellent reputation among Derbyshire schools. The normal catchment area is mainly the village of Duffield itself, although places are sought-after and pupils may be admitted from outside the normal area if a place is available. The school has high academic standards and a very strong focus on supporting every pupil to achieve their learning potential, regardless of ability. We also hope that by the time they leave the school they will have developed a wide range of interests, as well as open minds, healthy bodies and a love of learning. We will have encouraged them to be caring people with an informed understanding and concern for the world around them – hence our school motto “Achieve and Enjoy”. Another outstanding feature of school life at Duffield Meadows is the extensive range of extra-curricular clubs and activities available to the children. This enables us to provide opportunities beyond those normally available to primary age children in the classroom. In particular, a high standard is achieved in many areas of sport and music. As you will see by going around the school or reading the prospectus, this is a well resourced school, with a good range of facilities. The classrooms are well equipped. Each has its own library, in addition to the school’s main library. The large central hall is used for gymnastics, indoor games, dance and drama and also for assemblies. Healthy school meals are prepared on site in our own kitchen and are very popular. The school site is on the edge of the village and enjoys exceptional views across open countryside. There are extensive playing fields, a well-equipped playground, and a wildlife area. The school supports families by offering excellent on-site facilities for the under-fives (Duffield Pre-School group) and wraparound and holiday childcare (School’s Out Club). Along with my staff, I am committed to working closely with parents and the community. As a parent, you will automatically become a member of our very supportive Parent, Teacher and Friends Association, and will be welcome at any of the Association’s events. A wide range of events is also organised by the school and you will be kept regularly informed of these by monthly newsletter. If your child becomes a pupil at Duffield Meadows and your family becomes part of the school community, I am sure that we can look forward to a successful and happy partnership.

Chris Watkins

Headteacher

2

Duffield Meadows Primary School

“Achieve and Enjoy”

Our Statement of Values

We believe every child is entitled to a successful education which enables them to fulfil their potential through the enjoyment of learning. We believe in promoting our pupils’ confidence and self-esteem alongside respect and consideration for others, giving them an awareness of the wider world and the skills they will need to take their place in the society of the future.

3

DUFFIELD MEADOWS PRIMARY SCHOOL VISION

“Achieve and Enjoy”

For pupils: Outstanding educational standards Outstanding standards of

behaviour A love of learning & open,

enquiring minds Strong social & interpersonal skills Healthy lifestyles Respect for self and others Readiness for secondary education

For the school community: A safe, secure and attractive

environment Inspirational, highly-skilled and

caring staff High quality training and

development An appropriate, innovative and

challenging curriculum First-rate skills and provision in

ICT High quality resources for work

and play

For the wider community: Excellent relationships with

parents and carers Good communications processes A positive role in the local

community Good links with support agencies Providing a range of extended

services for families

For the Future: Ability to embrace change Enterprise & independence Strong ICT skills Global awareness

4

ADMISSION TO THE SCHOOL Children starting their full-time education are admitted each year in September. Derbyshire County Council administers these admission arrangements, which take place in the autumn term of the year prior to starting school. The school holds an open day in November each year so that parents can meet the staff and look around the whole school.

ADMISSION ARRANGEMENTS Derbyshire County Council co-ordinates admissions to all Derbyshire primary schools. Applications for admission to Duffield Meadows School must be made on the Local Authority’s (LA) common application form, or online at www.derbyshire.gov.uk The common application form enables parents to express a preference for one, two or three schools, in order of preference. The form should be returned to the LA or completed online. Prior to starting, children who are allocated a place at Duffield Meadows School are given the opportunity to spend some time with us, and parents are invited to an information evening. The school’s admissions number for the Reception entry has been fixed by the Local Authority at 40, and the Governors therefore have to limit the admissions from outside the school’s catchment area. Class sizes at Key Stage 1 (infants) are limited by law to 30 and at Key Stage 2 (Juniors) the school governors have set a limit of 36. This may affect the availability of places, and parents are advised to check the situation before applying for a place for their child.

COMMUNICATION BETWEEN HOME AND SCHOOL This is a two-way process. The school does its best to keep parents, carers and children informed about events which affect them. Diary dates are issued at the start of every term, and the Headteacher’s newsletters are sent home monthly. A variety of other letters conveying relevant information are also sent out as needed. We rely on the children to make sure that these communications arrive home safely. Copies of all recent communications are kept in a file in the school entrance for reference purposes. Text messages may also occasionally be used as a means of instant communication, so up-to-date contact details are essential. The school’s online ‘Learning Platform’ is being used increasingly as a source of information for parents. We keep spare copies of various forms in a rack in the entrance hall for parents and carers to use for requesting holiday absence, ordering uniform items, etc. We rely on parents and carers to keep the school informed about matters which might affect a child’s welfare or progress at school. These matters are always dealt with confidentially and usually the class teacher is the appropriate person to contact. If your child is absent through illness, family emergency, etc., please contact the school on the first day of the absence – preferably between 8.30 and 9.00 a.m. to let us know the reason for the absence.

5

ORGANISATION OF CLASSES AND GROUPS – 2012/13

In addition to the Reception class (Early Years Foundation Stage), there are 3 Key Stage 1 classes and 6 Key Stage 2 classes. These classes are as follows:

Robins (Reception) Mrs James

Wrens (Reception/Y1) Mrs Oakley

Sparrows (Y1/2) Ms Bromage and Mrs Eaton

Ravens (Y2) Mrs Collins and Mrs Riches

Blackbirds (Y3) Mrs Clegg

Magpies (Y4) Miss Pegram

Kestrels (Y4/5) Mrs Smith

Kingfishers (Y5) Miss Lemmings

Owls (Y6) Miss Stokes

Eagles (Y6) Mr Dawson Additional teacher 0.55fte Mrs Romans Sports coach Mr Nathan Johnson Each of these is a mixed ability class in which all children are given full access to the whole curriculum, and teachers plan carefully to provide sufficient support and challenge to enable children to progress at an appropriate rate. Classes are very well supported by Teaching Assistants and volunteer helpers. In each of the year groups 5 & 6, children are organised into two ability groups for Maths lessons so that the teachers and teaching assistants can provide extra support and challenge as it may be needed. For a few specialist subjects e.g. science, music, dance, games and swimming, children may sometimes be taught by someone other than their class teacher.

We are proud of

our school!

6

THE EARLY YEARS FOUNDATION STAGE (EYFS)

The Early Years Foundation Stage is a national framework for 0 -5 year olds and forms the basis for all learning and teaching in the Reception class. There are seven areas of learning and development within this stage of early years education:

Personal, Social and Emotional Development – helping children to develop a positive sense of themselves, and others; to form positive relationships and develop

respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities

Communication and Language Development – giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations

Mathematics – helping children to develop and improve their counting, use of numbers, addition and subtraction and shape, space and measures

Literacy – linking sounds and letters, beginning to read and write. Stimulating interest through a wide range of books, poems and written materials

Understanding the World – making sense of the physical world, the local community, finding out about people, places, technology and the environment

Physical Development – helping children to become active and interactive, to develop co-

ordination, control and movement and to make healthy food choices

Expressive arts and design – enabling children to explore and play with a wide range of media and materials, through art, music, movement, dance, role-play design and technology

**Ofsted has judged our Early Years Foundation Stage provision to be ‘Outstanding’ in all areas**

7

THE CURRICULUM FOR 5 – 11 YEAR OLDS There are several strands to the Primary curriculum. The basis is the National Curriculum, which is made up of the following subjects: Maths, English, Science, ICT, History, Geography, PE, Music, Art, Design Technology and Modern Foreign Languages. The children are also taught non-denominational Religious Education in accordance with the Derbyshire Agreed Syllabus. The curriculum is broadened and enriched in a number of ways. Teachers plan to ensure that we provide multi-cultural, social, moral and spiritual education appropriate to British society in the early 21st Century. The curriculum also includes Personal, Social, Health and Citizenship Education (PSHCE). A particular strength of the school is the wide range of extra-curricular clubs and activities, residential visits, outdoor pursuits and day visits which we provide.

Mathematics The Mathematics curriculum is based on the national curriculum, through an imaginative whole-school approach called “Big Maths”. There is a strong emphasis on developing children’s skills in number work, problem solving and mental arithmetic. A range of teaching and learning strategies is used, strongly supported by ICT and regular assessments. At the end of Key Stage 2, the percentage of children achieving a level 4 or higher in the National Tests is consistently well above the national average.

English

Throughout the school, the English curriculum enables children to develop the necessary skills to become successful readers and writers and we place a high emphasis on enjoyment. Alongside the formal teaching of reading, phonics, grammar, spelling and creative writing, we encourage good speaking and listening skills, and allow time for a variety of extended writing exercises. The curriculum is delivered in a variety of ways such as whole class teaching, paired and group work and independent work and sustained “Big Writing”. We are aware that different children learn in different ways and so try to accommodate all learning styles. In recent years we have, as a school, focused on improving writing skills, and a range of strategies have been implemented in the classroom to achieve this. Staff have attended training on the teaching of phonics,

writing and guided reading. Small group interventions such as the “Fresh Start” scheme have been successfully introduced to give a boost to those children whose Literacy skills would benefit from some extra dedicated work. As a result of all these measures, Meadows pupils achieve consistently high results in national tests for English.

8

Science Our approach to Science is to include as much practical investigative work as possible in order to engage the children and stimulate their interest. Children often work in small groups, but whole class discussion is used to instigate work and collate evidence from investigations. The school makes good use of the surrounding environment and has an excellent wildlife area. In Y5 and Y6 the children are taught by an additional teacher for their science lessons. As a result of this focussed approach our KS2 SATs results for science have maintained a very high level of attainment compared to local and national averages.

Information and Communications Technology ICT continues to grow within the school. During EYFS and Key Stage 1, pupils explore ICT and learn to use it confidently and with purpose to achieve specific outcomes. During Key Stage 2, pupils use a wider range of ICT tools and information sources to support their work across the curriculum. A strong skills-based scheme of work is followed by the staff. Professional development is on-going, and staff are

encouraged to update their skills and knowledge on a regular basis. Pupils use a range of PCs and laptop computers, all of which are networked and connected to the internet by a filtered broadband connection. All classrooms are fitted with an interactive whiteboard and projector.

Topic Work Topic-based studies are followed by all classes to incorporate elements of all the other subjects listed below. It is found that primary-aged children respond very well to the topic-based approach, which encourages a high level of interest and enjoyment and develops their independent learning and research skills.

History and Geography History and Geography are taught through the topic-based approach. We place a great deal of emphasis on “first-hand experience”, which stimulates children to observe and record carefully. The topic work often includes Art, Science and English. Regular visits are made to places of interest relevant to the topics being covered.

Design Technology A practical, task-orientated approach is used in Design Technology. Children are taught how to use a variety of tools, materials and construction techniques. They are often

9

challenged to design and build working models that are eventually tested and evaluated. Through discussions and planning, children are encouraged to be creative and inventive.

Art Art is an essential ingredient in primary learning. It is the medium through which many children find satisfying expression, as well as a way of exploring the world. Children learn to appreciate the arts of different times and cultures, and have the opportunity to work creatively with a wide range of media, including paints, clay, wood, fabrics and cardboard. They also have the opportunity to learn the skills and techniques used in crafts

such as model making, sculpture, weaving, needlework, dyeing and printing.

Music Music forms an important and integral part of learning. Listening to and appreciating a wide variety of musical styles, ranging from early composition to modern pop, are an important part of our work. Discussing, planning, composing and performing are also very much part of the musical experience, as is responding to musical stimulus from art work and poetry. The extra-curricular musical activities are an important feature of school life, led by a team of specialist musicians from the Derbyshire Music Partnership. They include the learning of a variety of instruments in private lessons, recorder groups, and the choir and orchestra. We present an annual music concert in the summer term, which is well supported by the families and friends of our young musicians.

Physical Education Across EYFS, Key Stage 1 and Key Stage 2 children cover work in Dance, Gymnastics and Games activities as well as swimming and water safety. The teaching emphasis is on acquiring and developing skills and applying these skills at the relevant time.

10

Children are encouraged to look at their own performances in order to evaluate and improve the quality of their work. Getting enjoyment and satisfaction from physical activities is important and children are taught how important it is to be active as part of keeping fit and remaining healthy. In Key Stage 2 Games sessions, children are given the opportunity to play a variety of sports and games, including netball, Tag Rugby, hockey, pop-lacrosse, cricket, rounders, swimming and soccer. Off-site swimming takes place in year 3 with an emphasis on water confidence, basic survival and learning the strokes.

Primary Foreign Languages Children in Key Stage 2 are taught French each week, in accordance with National Curriculum guidelines. We have very strong links with the Ecclesbourne School’s Modern Foreign Languages department and this benefits us in terms of resources, support and continuity of teaching upon transfer to secondary education. French is taught as the language of choice at Duffield Meadows with the full support of Ecclesbourne, ensuring a high degree of pupil competence when beginning the study of Modern Foreign Languages there. The emphasis at primary level is upon confidence in spoken French and cultural understanding.

Religious Education and Assemblies All children are encouraged to think about faith and its role in people’s lives. We study various aspects of faith and belief in relation to the main religions of the world, in order to prepare children for the society in which they will be living and working. Much of the curriculum is Christian based, and we have strong links with local clergy and churches, visiting these places for services and also to support the curriculum. The content is based on the Derbyshire Agreed Syllabus. Attention is also paid to exploring multi-cultural themes in both lessons and school assemblies. Non-denominational collective worship occurs daily, within the context of a variety of assemblies. There are separate Infant and Junior assemblies, which follow a specific theme, in addition to song practices. The whole school comes together on Friday morning for an assembly that is led by either one of our classes, a local minister or the Headteacher. Parents and friends of the school are always welcome to join us on these occasions. Parents have the right to withdraw their children from religious activities, and should notify the Head if they wish to do so.

Special Educational Needs and Disabilities We aim to identify children with Special Educational Needs as early as possible, so that support measures can be put in place. This may include discussion with Early Years Providers (e.g. Duffield Pre-School group), for which parental permission must be sought, and external agencies, so that, if necessary, provision can be in place from the day a child enters school.

11

A variety of methods is used to identify children in need of support and to monitor their progress. Important amongst these are regular meetings between the Special Needs Co-ordinator (SENCO) and class teachers. If it is necessary to provide additional support, we always endeavour to work with parents and also to include the child in discussions. An Individual Educational Plan may sometimes be drawn up to establish the learning objectives for the individual child, and will outline appropriate strategies to be used. If it is felt that a child is experiencing severe difficulties, the school consults with the appropriate outside agencies and, if necessary, refers the child to the education authority for a Statement of Special Educational Needs, which would provide the school with additional resources to support the child. The school makes good provision for pupils with disabilities according to their individual needs, and our partnership working with agencies such as the support services for physical, hearing or visual impairment was described by Ofsted as ‘Outstanding’. The single-storey building has ramps at all the main external doors and good adult and child disabled toilet facilities. More details may be found in the school’s Accessibility Plan, available on request from the Headteacher. The school’s SEN co-ordinator is the Headteacher and the governor with responsibility for SEN is Mrs Dianne Reece.

Personal, Social, Health & Citizenship Education, and Sex & Relationships Education Personal, Social, Health & Citizenship Education (PSHCE) is an important part of a young child’s development. In it we aim to deepen children’s understanding of how to lead a healthy and safe life and get along well with others. We look at community issues, citizenship and emotional well-being. This includes sex & relationships education (SRE), the aspects of which are taught in ways that are appropriate to the children’s age.

Prior to Year 4, the emphasis of SRE in school is on the role of the family, and on considering relationships and roles within the family. At no stage, until Year 4, is there any consideration of the anatomical or physiological aspects of sex education. During Year 4 the programme of sex education is broadened to include looking at the changes which take place in puberty, progressing in Y5 and Y6 to include intercourse, childbirth and raising a child, all within the context of a stable, loving and caring family situation. There is an opportunity for parents to review and discuss the content of lessons and materials used. Parents are notified annually about the specific content of the SRE curriculum for their child, and it is made clear that they the have the right to withdraw their child from all or part of the SRE provided, except those aspects which satisfy the requirements of the National Curriculum in Science.

SPORT AT DUFFIELD MEADOWS Our PE curriculum is designed to give a balanced range of sporting opportunities to boys and girls alike, and as wide a range of sporting opportunities as possible. These include games and sports offered through both the PE curriculum and as extra-curricular

12

activities. The school provides opportunities for children to compete in friendly matches and in tournaments involving other local schools. We hope that all children will find sport enjoyable and challenging at their own level.

A number of staff have coaching qualifications and experience in a range of sports. We are fortunate to be able to draw on parents who have time and expertise to offer, and are also supported by the School Sports Partnership, County Development Officers and qualified coaches from a variety of sports. The school is fortunate in having a good-sized playing field and access to facilities in neighbouring Ecclesbourne School, Queen’s Leisure Centre swimming

baths and the all-weather pitch in Belper, to broaden the opportunities for our children.

ARTS PROVISION Music provision has already been mentioned. We aim to give as broad a range of cultural experiences and opportunities as possible so that children will, we hope, come to see the pleasure and enjoyment offered by the arts. Both in and outside the formal curriculum, we provide opportunities for children to experience the arts as participants and to observe, listen and appreciate the arts in a variety of contexts. These include the opportunity to learn a variety of musical instruments and to perform in a variety of contexts and situations; to work with visiting musicians and artists in other fields; to visit art galleries, concerts, theatres; to work collaboratively with other schools in musical and drama activities and performances; to take part in class or school plays and assemblies.

HOMEWORK POLICY Infant children take their reading book home every day, and older Infants have weekly spelling and Maths homework. Junior children are also encouraged to read at home, and we also set them homework three times a week (Maths, Literacy and one other). We believe that the self-discipline required in doing homework is part of their education. Occasionally children are asked to do extra homework if either they have not completed the work in school, or have been absent for a long period. Copies of each class’s homework timetable will be sent home at the beginning of the school year, so that parents and carers are aware of the homework expectations. Homework forms part of the home-school partnership, and teachers welcome feedback from parents regarding any difficulties with homework.

13

EXTRA-CURRICULAR ACTIVITIES, INCLUDING VISITS The school prides itself on the wide range of extra-curricular activities it provides for the children, and the way this is supported by staff, parents and members of the local community. For full details of all the current clubs and activities, see the separate prospectus enclosed within this folder. We are always interested in ways of extending this provision, and parents willing to offer an activity should contact the school. Please note that any voluntary helpers will need to have CRB clearance as a matter of procedure.

PRE-SCHOOL EDUCATION AND OUT OF SCHOOL CARE Many children who join our school have already benefited from an excellent start to their education in the pre-school facilities we offer, at the Duffield Pre-School Group. This excellent setting is OFSTED approved and provides a superb early years education, from two and a half to five years, and which is fully funded from three years of age. Our School’s Out Club (SOC) is another excellent OFSTED approved setting, providing care from 7:30 – 9.00 a.m. (breakfast available) and 3.30 – 6.00 p.m. during term time and all day throughout the school holidays, in a caring and stimulating environment. Fees are very reasonable. Please enquire in the school office for further details of these groups.

PARENTAL INVOLVEMENT, PARENTS, TEACHERS & FRIENDS ASSOCIATION (PTFA) We very much value the support and involvement of parents in their children’s education and in whatever aspects of school life they are able to contribute. Regular dialogue between parents/carers and class teachers is essential to ensure the progress and well-being of each child. This happens on a daily basis in an informal way, and through more formal ways such as the Parent-Teacher interviews in the Autumn and Spring Terms. Parents are invited along to Open Evenings, Friday morning assemblies, Christmas festivities, sports and many other events. Regular newsletters are published to keep you informed about school events. An annual written progress report is produced for each child and issued in July. Every parent/carer is automatically a member of the PTFA. The association is tremendously supportive of the school. It raises in the region of £10,000 per year, which enables it to purchase resources which the school would otherwise be unable to afford. In addition, the PTFA organises many social events for children and adults.

14

AWARDS, DISCIPLINE AND PASTORAL CARE Pupils are encouraged in all aspects of their school work with help and praise. To foster the idea of working together towards common aims we have a house/team system, in which children belong to one of our four teams; reds, blues, yellows and greens, led by their Y6 Captains and Vice Captains. The children are awarded team points for all aspects of school life. These are totalled each week, the winning team receiving the Martyn Clamp Trophy. Individual awards are given for special achievements. These may include musical, sporting or academic achievements, or the annual governors’ awards for outstanding personal qualities. We base our discipline on achieving a two-way respect between staff and children. We encourage our pupils to have self-discipline, to behave responsibly and display good manners at all times and in all situations. ‘Following school rules’ is taught through PSHCE and we have a clear system of rewards and sanctions. Any incidents of inappropriate behaviour are dealt with firmly, fairly and promptly, by a senior member of staff. Bullying is not tolerated, and will always be dealt with in the

full knowledge of parents of the children concerned. Routine problems are the responsibility of the class teacher who monitors your child’s progress and deals with pastoral needs and academic problems as they arise. Parents wishing to discuss any aspects of their children’s welfare and progress should contact the class teacher.

ASSESSMENT, RECORD KEEPING AND REPORTING For all children this begins with records received from pre-school education providers. Once the children have settled in school an early assessment is carried out by the Reception Class staff, which highlights each individual’s strengths and weaknesses. Throughout the Reception Year, an assessment known as the Foundation Stage Profile is carried out, and this supplies important information on each child for the Year 1 class teacher. From then on, continuous teacher assessment takes place, through marking, observing, questioning and talking with children. A variety of formal assessment methods are also used to provide ‘summative’ assessments of children’s progress. These include teacher assessments at the end of Year 1, the end of Key Stage 1 National Tests and Tasks towards the end of Year 2, Maths and English tests towards the end of Years 3, 4 and 5 and end of Key Stage 2 National SATs tests towards the end of Year 6. Records of individual children’s progress are kept in the form of an electronic progress tracking tool and are passed on from teacher to teacher. Parents may request to see their child’s Pupil Profile.

15

SCHOOL MEALS Many children take advantage of the good-value meals cooked in our own kitchens. They are offered a choice between main courses (including a vegetarian alternative) a selection from the salad bar, desserts and drinks each day. We can cater for special diets. Our team of midday supervisors helps us to create an atmosphere of caring, friendly social interaction. However, some children do bring a packed lunch. If that is

your choice would you please:-

Send the food in a suitable small lunch box.

Provide a drink, no fizzy ones please, in a plastic, leak-proof container.

Clearly name both these containers. During the summer term we offer our special “summer sandwich platter” alongside the hot meals, and an option to picnic outside on the grass.

PLAYTIME SNACKS Many children enjoy a light snack at playtime. Infant and Reception children are provided with fruit each morning, free of charge, as part of the National Fruit Scheme, and do not need to bring a snack. For Junior children, a ‘Healthy Tuck Shop’ is available each morning break-time, selling a range of affordable snacks. As we are a school which takes part in the Health Promoting Schools Award Scheme, we ask parents not to provide crisps or other salty snacks or chocolate as the playtime snack, but to provide a healthy alternative. We share the national concern about high levels of salt and fat in children’s diets, and also wish to cut down on the amount of litter around the school grounds. Please note that no products containing nuts are allowed in school, either in lunch boxes or as playtime snacks.

CLOTHING It is generally recommended that your child comes to school suitably dressed, bearing in mind the time of year and the weather conditions. As school is a warm building, in particularly cold weather, warm clothing will be required to reach school from home but it is advisable to have under-clothing suited to warmer interior conditions. During wet weather children may be asked to wear their PE plimsolls whilst in school. We strongly encourage all children to wear the school uniform which is sold at school. School colours are royal blue and red.

16

The following items are required for Physical Education lessons:

Plimsolls for indoor PE (black slip-on type)

Sturdy training shoes for outdoor games

A T-shirt (red) (available in school)

Shorts (royal blue) (available in school)

Short sports socks (grey or white)

A Meadows drill top (available in school) and navy blue jogging bottoms for outdoor activities

All children should keep at school the basic PE clothing (plimsolls, shorts and T-shirt) in a cloth, drawstring bag, the outside of which should show their name. All clothing and footwear should be clearly marked with your child’s name. The following are a few ideas to help you, and us, avoid the constant problem of lost property:- 1. A piece of strong elastic sewn into coats in place of the usual thin, weak loops

makes them easier to hang up and less likely to end up on the floor.

2. Although space in the cloakrooms is tight, It is recommended that junior children keep their games kit in school. Children will be given advance notice should they need to bring their swimming kit.

If, after all these precautions, items are still lost, the Lost Property Box is to be found in the lunch box room.

HEALTH AND MEDICAL MATTERS The school nurse is available to discuss medical concerns with parents and can be contacted at Belper Clinic (01773 820093). For full selective medicals, a note of the visit is always sent to the parents of the children who are involved. This is invariably at the beginning of the child’s attendance at the school in the Reception Year.

When your child is unwell If your child is unwell, please consider whether or not they should be in school. If in doubt, please keep them at home and notify the school on the first day of illness, preferably before 9 a.m. If the illness involves diarrhoea and/or vomiting, please note that children must be symptom-free and eating normally for at least 24 hours before they return to school.

Administration of medicines To help avoid unnecessary taking of medicines at school, parents/guardians should:

Be aware that a three-times-a-day dosage can usually be spaced evenly throughout the day and does not necessarily have to be taken at lunchtime; and

Ask the family doctor if it is possible to adjust the medication to avoid school-time doses.

17

Where this cannot be arranged, and medicine needs to be taken at school, a Medicines Administration form must be obtained from the office and completed by the parent or carer.

Individual Treatment Plans For all pupils who may require individual specialised treatment, or who have severe allergies, a clear treatment plan must be available. Treatment plans should be prepared by the doctor responsible for the management and prescription of treatment and should be shared with parents/carers and the child’s GP. The School Health Service should provide a support role in ensuring an individual treatment plan is understood and carried out in school. Emergency medicines, such as epipens, should be kept up-to-date and stored appropriately.

Head lice Please report any cases to the class teacher and ensure that treatment is followed as soon as possible. If a new case is spotted in school, parents will be asked to collect their children from school in order to begin treatment straight away and reduce the spread of the lice.

Sun Protection Sun hats are advised during hot weather and may be purchased from school. Please note that staff are not allowed to apply sun protection cream to children but they will willingly supervise pupils in applying their own lotion, brought in a named container.

Drinks in School

Children are encouraged to take drinks throughout the day, whenever needed. There is drinking water available around school but most children enjoy bringing their own named drinks container – preferably water, please.

BRINGING YOUR CHILD TO SCHOOL Please be aware of the congestion in the area of Park Road during the busy times before school and also between 3.15 p.m. and 4.00 p.m. The number of vehicles often poses a problem, particularly regarding the risk to children’s safety, the nuisance to local residents and damage to the local environment. Do you really need to use your car? If so, try to organise or become involved in lift sharing. Consider walking as a serious option for your child. This can have benefits for your child’s health, as well as reducing the local traffic congestion. Try to arrange or become involved in walking ‘buses’ in which parents take it in turns to walk groups of children to school, calling on the way to pick up other children. If you really have to use your car, please be courteous to local residents and other road users and of course avoid parking across driveways. Be aware that we use an unofficial one-way system at these busy times of day.

18

Please note that, for reasons of space, the school car park is strictly for staff only between the hours of 8am and 5pm. Parents are asked not to drop off or collect children from the car park. Pupils may cycle or scoot to school under parental supervision and are welcome to leave their bikes/scooters in the racks available, as long as they display a Meadows pass. All cycles and scooters are left at pupils’ own risk.

19

Times of the School Day INFANTS 9:00 – 10:10 Registration & teaching session 1

10:10 – 10:30 Playtime 10:35 – 10:55 Assembly 10:55 – 12:00 Teaching session 2 12:00 – 1:00 Lunchtime 1:00 – 2:10 Teaching session 3 2:10 – 2:30 Playtime 2:30 – 3:30 Teaching session 4 JUNIORS 9:00 – 10:15 Registration & teaching session 1 10:15 – 10:35 Assembly 10:35 – 10:50 Playtime 10:55 – 12:15 Teaching session 2 12:15 – 1:15 Lunchtime 1:15 – 2:30 Teaching session 3 2:30 – 2:45 Playtime 2:45 – 3:30 Teaching session 4

20

GENERAL MATTERS - YOUR CO-OPERATION PLEASE! So that the school may operate efficiently your co-operation on the following points would be appreciated:- 1. Pupils must attend school punctually. This means that they should arrive at school

between 8.50 and 9.00 a.m. In order to avoid undue congestion on the playground, parents are asked to drop off their children and then leave the school site.

2. If it is necessary for your child to leave school early on any occasion you must

contact the school or send a note stating the time s/he is to leave and the reason (e.g. dental or hospital appointment). Also if s/he is leaving during school hours s/he must be collected by his or her parent/carer or someone appointed by the parent/carer. The person collecting the child should not collect the child from their classroom but report to the school office and complete the signing-out book. The child should also be signed in if arriving late to school or returning from an appointment.

3. Keeping our pupils safe is our prime concern, and we ask parents to respect

certain safeguarding procedures:

Always enter by the main door, ring the bell and report to the office whenever you come to school

If you are attending a pre-arranged meeting or coming as a parent helper, always sign the visitors book upon arrival

Please do not attempt to make your own way to any classroom e.g. to drop off a forgotten lunch-box or gym kit, or to speak to a teacher. All queries must be handled through the office

If someone else has to collect your child from school, please make sure your child knows about this as we will not let any child go home with someone they do not know

We welcome parent helpers in all classes but do be aware that CRB checks will be required. We will arrange this for you before your first session, simply collect a form from the office

4. Obviously it is in your child’s best interests to lose as little time as possible from

school as this disrupts the continuity of his/her education. Any requests for term-time holidays are subject to authorisation by the headteacher, via an application form. These forms are available from the rack in the entrance area and should be completed and returned to the secretary at least 2 weeks in advance of the absence. Holiday absences are only authorised up to a maximum of 10 days in any academic year, at the discretion of the Headteacher, dependent on proximity to the school exam period.

5. Payment of dinner money should be sent on Monday morning in a sealed envelope

showing the child’s name, class and amount enclosed. The majority of people pay half-termly by cheque. (Please ask the school secretary for details.)

6. Jewellery, including rings, and also make-up and nail varnish, must not be worn in

school. If your child has pierced ears, the only types of earrings allowed in school are the smallest plain studs. Please ask for an advice letter on this matter. Any new piercings should take place at the beginning of the summer holiday in order to allow for the six-week healing period, as all earrings have to be removed for games and P.E. lessons.

21

7. Children should not bring personal money to school other than for the tuck shop. If your child wears a watch, please make sure that it is not a valuable one and that s/he knows how to look after it.

8. For safety and storage reasons, a small book bag (sold in school) is used by all children. Sports-type hold-alls or rucksacks are not allowed. 9. Finally, please note that no smoking is allowed anywhere on the school premises, and we also request that dogs are not brought beyond the school gate.

Thank You

22

School Staff 2011/12 Headteacher: Mrs C Watkins, BA (Hons), PGCE, NPQH Assistant Headteachers: Miss V Stokes, BEd (Hons), MA, NPQH Miss F Lemmings, Bed (Hons) EYFS/KS1 Co-ordinator: Mrs P James, BEd, NNEB KS2 C0-ordinator: Mrs Janie Smith, BEd (Hons) Teachers: Mrs K Collins, BEd (Hons) Dr W Dawson, BSc, MSc, PhD Mrs J Clegg, BA (Hons), PGCE Miss C Pegram, BEd (Hons) Mrs L Romans, BA (Hons) Mrs K Riches, BA (Hons), PGCE Ms R Bromage, BA (Hons), PGCE Classroom Assistants: Mrs J Jordan Mrs L Smith Mrs J Trotter Mrs L Groves Mrs A Barrett Mrs N Gossling Mrs S Haynes Mrs S Robinson Mrs P Sharper Mrs D Whiteside Mrs P Jackson Mrs A Clements Mrs K March Mrs S Rowe Mrs C Millington Sports Coach: Mr N Johnson School Secretary: Mrs C Pankhurst School Admin Officer: Mrs S Everington Admin Assistants: Mrs C Ward Mrs T Herbert Caretaker: Mr M Stones Cleaners: Mr J Trotter Miss D Worley Mrs M Badrick Cook in Charge: Mrs M Kinsey Kitchen Staff: Mrs A Lomas Mrs F Whittaker Senior Midday Supervisor: Mrs M Badrick Midday Supervisors: Mrs S Robinson Mrs S Hunt Mrs A Kirkbright Mrs R Cooper Mrs A Clements Mrs J Broderick Mrs S Rowe

23

School Governors 2012/13

Appointed Body &

Number of Representatives

Name

Date Appointed

LEA (3)

Dianne Reece (Chair) Bernard Ault Vacancy

04.10.05

24.06.08

Parents (5)

Dave Butterworth Phil Houghton Emma Doleman Jane Lakin Adrian Pinder

17.10.07

15.10.10

24.03.11

01.02.12

01.02.12

Community (4)

Shaun Grant Nick Storer Jonty Rhodes Vacancy

03.03.10

23.08.07

28.04.09

Teachers (1)

Janie Smith

01.09.11

Staff (1)

June Trotter

01.09.11

Headteacher

Chris Watkins

01.01.06

Clerk to the Governors: Sarah Everington