Rustington Community Primary School Prospectus
2013/14
RUSTINGTON
COMMUNITY
PRIMARY SCHOOL
A River
of
Learning
INFORMATION FOR PARENTS
“The vision of this school is to nurture children in our community. They will
foster and develop creative thinking and an enjoyment of learning as part of the
journey towards becoming lifelong learners. In doing so they will understand the
need to be healthy, how to stay safe and learn the skills to do so. They will be
encouraged to make a positive contribution to their community and society through
developing good manners, co-operation and communication skills.”
The information contained in this prospectus was correct for September 2013
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Rustington Community Primary School Prospectus
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Contents:
From the Headteacher
Vision and Core Values
The Aims of the School
Safeguarding Statement
Staff:
Outside Agencies Connected with the School
Local Education Authority and Schoolsworks
Premises:
Procedures:
The School at Work:
Pastoral Care:
RCPS Information for Parents September 2013
Teaching Staff
Teaching Assistants
Administrative Roles
Governors
Security
Map of School
Applying for a School place
Transport
Preliminary Visits
Welcoming the Children
Notification of Absence
Authorised and Unauthorised absence
Accidents at School
Emergency Contacts
Medicine
School Health Service
Insurance
Lost Property
Jewellery
Money in School
Mobile Phones
Public Access to Documents
Parking
Break time Snacks
School Meals
School Milk
Uniform
The School Day
School Behaviour
Bullying
Preventing Bullying
Providing Support
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Rustington Community Primary School Prospectus
The Curriculum
The Learning Environment:
The Foundation Stage – Early Years
The Core Subjects:
Other National Curriculum Subjects:
Governors’ Policies:
Term Dates 2013/2014
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Presentation of Work
Subject List
Subject List
Extra Curricular Activities
Home Learning
Assessment, Recording, Reporting &
Monitoring of Progress
Children with Special Educational
Needs
Gifted and Talented Pupils
Pre-school Liaison
Parents in School
Complaints
Charge and Remissions
Sex and Relationship Education Policy
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Rustington Community Primary School Prospectus
2013/14
Dear Parent or Carer
Thank you very much for your interest in Rustington Community Primary School, an academy in
the Schoolsworks Academy Trust. We aim to create a school where learning is central to
everything we do and where the needs of all learners are met. To this end we regard the
school as a ‘River of Learning’ through which children make a journey and these ‘learning
journeys’ are a central theme of the school.
We also work closely with other schools in our local area and across West Sussex who are
committed to an enriching and stimulating curriculum and in giving children the best possible
opportunities in learning how to learn.
You will find enclosed in this prospectus information that will help to provide a more detailed
understanding of how the school works and what we hope the children will achieve in their
learning.
Whilst I believe this information provides a true and fair introduction to the activities and
facilities available at our school, there is nothing better than seeing for yourself how we work
on a daily basis. If you would like to do this please make an appointment with Mrs Flint, at
School Reception, who will arrange a tour of the school. I will also usually be available to
answer any questions you may have. Should you wish to make a separate appointment to
meet with any member of staff, please do not hesitate to contact Mrs Flint.
At Rustington we believe that a successful education is rooted in the special relationship
between pupil, parent and teacher. The staff and I wish to share your aspirations for your child
and aim to work with you to provide a secure, happy and stimulating school environment. We
hope your child thrives at our school as we encourage them to learn and to prepare them for
the next stage in their journey.
Yours sincerely
N J WHITE
Headteacher
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Rustington Community Primary School Prospectus
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Rustington Community Primary School
“The vision of this school is to nurture children in
our community.
They will foster and develop creative thinking and
an enjoyment of learning as part of the journey towards
becoming lifelong learners.
In doing so they will understand the need to be
healthy, how to stay safe and learn the skills to do so.
They will be encouraged to make a positive
contribution to their community and society through
developing good manners, co-operation and
communication skills.”
Enjoy and achieve
Core
Values
Stay safe
Be healthy
Make a positive contribution
Achieve a positive well being
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Rustington Community Primary School
North Lane, Rustington, West Sussex, BN16 3PW
Tel: (01903) 785271
Fax: (01903) 850743
Email: office@rustington.w-sussex.sch.uk
The school caters for children aged 4 to 11 years of age. There are on average 30 pupils in
each class, with two classes in each year group, making fourteen classes in total.
Aim of the School
Our aim is to deliver our vision using the theme of a ‘River of Learning’. This will be a
journey that is interesting and varied and one that prepares children for the next stages and
challenges in their lives. It should be a journey of both excellence and enjoyment,
personalising and fulfilling the needs of everyone who travels its path. Ultimately we want
every child’s learning to flow.
Core Values
Fundamental to delivering this aim are our sixteen core values which are key to the personal
and social development of the whole child. We define core values as the principles that we see
as valuable or important in life.
The sixteen values are; keeping fit, understanding how you feel, self-esteem, safety,
understanding others, enjoying learning, discovering, evaluating, creative thinking, good
manners, co-operation, helping others, good body language and communication, risk taking,
stickability and organisation.
They are in line with ‘Every Child Matters’. This is the Government’s long standing aim for
every child, whatever their background or circumstances, to have the support they need to:





Be healthy
Stay safe
Enjoy and achieve
Make a positive contribution
Achieve economic well-being
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Safeguarding Statement
The Governors and staff of Rustington Community Primary School take seriously their
responsibility to promote the safeguarding and welfare of all children entrusted to our care.
The Designated Child Protection Officer is the Headteacher.
As part of our ethos of the school, and with regard to all legal statutes, we are committed to:

providing an environment in which children feel safe, secure, valued and respected,
confident to talk openly and sure of being listened to

providing suitable support and guidance so that children feel confident to approach
appropriate adults

using the curriculum to provide opportunities for increasing self awareness, self esteem,
assertiveness and decision making

working with parents to ensure the welfare of all children which may involve other
agencies

ensuring all staff are able to recognise the signs and symptoms of abuse and are aware
of the school’s procedures and lines of communication
All appointments, including the vetting of volunteers, are subject to statutory safeguarding
procedures.
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Staff
Headteacher:
Nick White
Deputy Headteacher:
Sara Watt
Assistant Headteacher:
Faye Hawkins
Special Educational Needs Co-ordinator
Lucy Smith
TEACHING STAFF:
Mark Sonsthagen
David Burrows
Mark Bylett
Jane Colthup
Natasha Lawrence
Sian Gabbe
Faye Hawkins
Kathy Hicks
Emma Nicholson
Richard Penwarden
Ruth Perrott
Anna Powell
Alison Scott
Lucy Smith
Mel Wilkinson
Natasha Wing
David Wooller
TEACHING ASSISTANTS:
Louise Aplin
Jo Bacon
Wendy Batchelor
Sally Brackpool
Sophia Chadwick
Julia Champion
Jason Dagg
Alison Dix
Debbie Holt
Sarah Hornsby
Alison Rushman
Sally King
Lisa Leggett
Karen Palzeaird
Karen Phelps
Jo Rowsell
Pippa Smith
Erica Webb
Damone Whittle
Phil Wotton
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ADMINISTRATIVE AND SUPPORT ROLES:
School Business Manager:
Anita Lamprell
Reception/Admissions:
Debbie Flint
Administration Assistant:
Tracey Bailey
Administration Assistant:
Kerry Berry
Premises Officer:
Ron Pashley
Gardener and Relief Premises:
Heather Kittle
Welfare Assistant:
Maxine Jephson
ICT technician:
Dave Bacon
GOVERNORS:
Chair of Governors:
Mrs V Race
Parent Governors:
Mr S Newman
Mrs W Frost
Mr P McIntosh
Mrs R Ward
Community Governors:
Rev R Connor
Mr C Doidge
Mrs V Race
LEA Governors:
Mr J Ceiriog-Hughes
Dr J M Walsh
Mr S Perry
Headteacher:
Mr N White
Staff Governor:
Mrs S Gabbe
Mrs J Priest
Clerk to Governors:
Mrs K Berry
The Chair of Governors may be contacted through the school via the Headteacher.
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OUTSIDE AGENCIES CONNECTED WITH THE SCHOOL:
School Nurse:
Zachary Merton Community Hospital 01903 858143
Police Liaison Officer:
WPC Claudine Bishop
LOCAL EDUCATION AUTHORITY:
West Sussex Local Education Authority provide us with many of our day-to-day services
They have a central contact desk for all enquiries on 01243 777100
Admissions
Educational Psychology Service
Inclusion Support Team
Educational Welfare Services
Transport Co-ordination
Special Educational Needs
West Sussex Education Dept website:
http://wsgfl.westsussex.gov.uk
SCHOOLSWORKS ACADEMY TRUST:
Edward Bryant School, London Road, Bognor Regis, West Sussex PO21 1BG
Schoolsworks Office Number 01243 904461
http://schoolsworks.org
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Premises
The original school was built in 1939. In September 1996 an Early Years base was opened to
accommodate our youngest children and the school entrance hall and library were remodelled.
In July 2005 a new Key Stage 2 extension was added to accommodate children from 7 to 11
and an ICT suite was established. There is a large assembly hall that also serves as a
gymnasium and inside space for games, dance and physical education lessons. There is also a
permanent Special Educational Needs base and separate medical room. All classes have internet
access and interactive whiteboards.
There is also an on-going programme to develop the school grounds and new features to our
outdoor learning environment are added regularly. To date work has been completed on the
central courtyard area, providing a full safety surface play area for Reception aged children.
The hard playground areas have been remarked, all have quiet seating areas and both
playgrounds have sheds where play equipment is kept for use at lunchtimes. A bike and scooter
storage shelter is available to the rear of the school hall.
We see our school very much as an integral part of the local community. We aim to create a
happy atmosphere and provide a stimulating learning environment, giving each child the
opportunity to develop intellectually, socially, spiritually and physically to the fullest extent
appropriate to age, ability and aptitude.
Security
In the interests of security parents helping in school are asked to sign in at the reception desk
and wear a visitor badge. All staff wear identification badges and each class has access to an
emergency telephone. Electronic pedestrian and traffic gates operate across the main school
driveway. Entry to school from North Lane has been restricted to the following times prior to
the start of the school day and at the end of the school day. All other access will be via
telephone link from the main gate to the School Reception area.
OPEN:
CLOSED:
8.40 am
9.10 am
3.00 pm
late to allow time for after-school activities
NB Back gate access from Old Manor Road is closed at 4.00 pm.
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Rustington Community Primary School Prospectus
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Map of Rustington Community Primary School
Key Stage 2
Hall
ICT
Suite
Main Entrance
Early Years
Play Area
Early
Years
Key Stage 2
Playground
Key Stage 1
Music
Studio
Key Stage 1 playground
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Procedures
Rustington School is a Community Primary School for children aged 4 - 11 years.
The school caters for the last year of the Foundation Stage (Reception), Key Stage 1, (5 - 7
years), and Key Stage 2, (7 - 11 years), of the National Curriculum.
At the age of 11, children usually transfer to The Littlehampton Academy or The Angmering
School whilst some children proceed to other schools. In order to ensure continuity of learning
and ease of transition for your child, we maintain regular liaison with these secondary schools.
Applying for a school place in West Sussex
Admission to Rustington Community Primary School is the responsibility of the Local Education
Authority and applications must be made through their offices at:
Education Office (South)
Pupil Admissions Office
Centenary House
Durrington Lane
Worthing
West Sussex BN13 2QB
Helen Moules
Pupil Admissions Manager South
Telephone:
Fax:
Email:
01903 839141
01903 839214
admissions.south.ed@westsussex.gov.uk
Under the Education Act parents can express a preference for any school but parents do not
have a right to choose a school. West Sussex Education Authority does however make every
effort to meet parental preference where possible. Further information about how places are
allocated at this, and other schools in the County, is contained in the Authority’s Information for
Parents Booklet a copy of which is available from the school office or the Pupil Admissions
Office. Further details relating to admissions can be found on the West Sussex Grid for
Learning, http://wsgfl.westsussex.gov.uk.
Transport
Transport matters for children attending this school are dealt with by the Transport office based
in County Hall, Chichester PO19 1RF. They can be contacted on 01243 753535.
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Preliminary visits
New children and their parents are most welcome to visit the school by appointment made with
Mrs Flint at School Reception. On these occasions you will be given a guided tour of the whole
school and the Headteacher will usually be available to answer any questions you may have.
Parents of children due to start school, and those who wish to defer their child starting school,
are invited to the school for an evening during the Summer term prior to the academic year in
which their child is due to begin. During the evening they are welcomed by the Headteacher,
and have the opportunity to meet the Reception year staff and discuss starting school and
practical issues such as school routines and school uniform.
Welcoming the children
During the term before they begin in our school, children are invited for preliminary visits. They
normally spend two half-days in the classroom with their new teacher and one further visit is
arranged for the children to come in for "Story Time" at the end of the afternoon. The
Reception year teachers visit the local playgroups and nursery schools from which children will
be transferring. We have a successful and long-established policy of conducting home visits but
more information about this will be shared on the evening.
Notification of absence
It is important that a phone call is made to the school during the first morning of absence as
the school has to account for, and report on, both authorised and unauthorised absence from
school. Late arrivals longer than thirty minutes after registration will be recorded as
unauthorised. Once attendance registers have been taken each morning, the school will
telephone parents with reference to unexplained absences. Parents requesting a child's
absence for reasons other than illness should do so by completing a request form available from
School Reception.
Parents will note that the school does not condone absence other than for illness and under
other exceptional circumstances.
Authorised and Unauthorised Absence
The percentage of authorised absences for the year 2012/2013 was 4.2%.
The percentage of unauthorised absences for the year 2012/2013 was 0.1%.
Accidents at school
Serious accidents are a rare occurrence at school. Parents must be aware of the following
procedures we will adopt in such circumstances and when children complain of feeling unwell.
When a child feels unwell or has received a minor injury, they are sent to the medical room.
From this point onwards a designated first aider will take charge. First aid will be administered
as necessary and a decision made as to whether the child should be sent home. The child will
remain in the medical room or reception area until his or her parents arrive.
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Rustington Community Primary School Prospectus
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In the event of a serious accident parents will be contacted immediately. Should parents be
unavailable, the school will telephone the designated emergency contact that parents have
stated on their child's admission form. If necessary the school will call an ambulance or take
the child to hospital. In such cases a member of staff will always accompany the child and
continued attempts will be made to contact parents.
Emergency contacts
PLEASE NOTE: the emergency contact numbers that parents give to the school are essential.
Parents must make every effort to ensure that these are kept up to date. Please inform the
School Reception of any changes of address, circumstance, place of work or telephone number.
Please ensure that we always have an emergency contact number, (eg. a friend, neighbour or
grandparents), in case we are unable to contact you. This is particularly important if you are
going to be away for the day.
Medicine
Children are not permitted to have medicine of any form (including throat sweets) in their
possession during the school day. Should a child need to be given prescribed medication during
school hours parents are requested to arrange to come into school to administer it.
Teaching and non-teaching staff should not be asked to hold or administer medicines.
PLEASE NOTE: Children who have been prescribed inhalers or long term medicines may of
course have direct access to these as necessary in school. In such cases a care plan will be
established with parents or guardians who should make sure that an inhaler or a regular supply
of medicine is available at school.
The school has a first aid policy which is available on request. Children with particular medical
conditions or long-term issues will be subject to a Care Plan which we will agree with parents.
School Health Service
Children's physical and emotional growth is carefully monitored through medical and dental
examinations, hearing and vision tests and health interviews. Parents are kept fully informed as
to these checks.
From time to time headlice can become a problem. Please do not be alarmed if this should
occur. Inform the School Reception immediately, and should you need it, ask for a copy of the
Department of Health publication "The Prevention and Treatment of Headlice".
Insurance
Parents should note that school pupils are not covered by insurance for personal accident.
Lost property
All items of personal property brought into school MUST be clearly labelled with your child's
name. Watches may be worn to school, but must be marked or engraved with the child's
name. ALL items of clothing and footwear must be clearly labelled. Labels to be sewn into
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clothing can be ordered from the school uniform suppliers, Ricara of Littlehampton or Felix
Dance and Leisurewear (leaflets enclosed with prospectus).
Whilst we will make every effort to safeguard pupils' property and will do our very best to trace
lost items, we are unable to accept responsibility for loss or damage. Incidents of lost property
should, in the first instance, be reported to the class teacher. After a reasonable period of time,
and after lost property viewing sessions have been arranged for the children, unclaimed
possessions will be disposed of.
Jewellery
For reasons of health and safety, NO JEWELLERY should be worn in school. The only
earrings permissible are studs for pierced ears, but these may not be worn during games,
swimming or physical education lessons. It would be preferable if your child did not wear his or
her earrings on the day they are scheduled to have these lessons, however if a child cannot
remove earrings he or she should keep a supply of suitable tape at school (in his or her PE bag)
to cover them with during physical activities.
Money in school
Children should not have money in school unless a voluntary contribution has been requested
by us for a specific purpose, such as an educational visit or charitable collection.
Payments to the school for educational visits can be made electronically using Parentmail +Pay
which is a secure, easy and less time consuming way of managing your contributions. It is our
preferred payment method and Parentmail is also used as our communication tool for
correspondence to parents by email and text.
Should you choose to pay for educational visits with cash or a cheque, it must be placed in a
named, sealed envelope and handed to the class teacher when requested during registration
time. Cheques should be made payable to Rustington Community Primary School.
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Mobile Phones
Mobile phones are not permitted in school. If parents request that their child brings a mobile
phone with them, the phone will be collected by the class teacher and returned to the child at
the end of the school day.
Public access to documents
This prospectus has been compiled in strict adherence to guidelines in compliance with the
Education Reform Act 1988 and circular 0269/2002 published by the DfE. It is available for
public scrutiny at the school. Other documents held at the school to which the public have right
of access include:

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





The National Curriculum
All statutory instruments, circulars and administrative memoranda that have been sent to
the school by the DfE
Annual reports of the Governing Body
Minutes of the Governor's Meetings, (once these have been approved)
The school's policy on charging for school activities
Complaints procedure (see page 31)
Governor's policy on Sex Education (see page 32)
The West Sussex agreed syllabus for Religious Education
Parking
Parents are asked to be extremely careful when parking outside the school premises at the end
and beginning of each school day. Parents are asked not to enter the school premises in
vehicles and to park well away from the restricted zones in North Lane. Particular
care should be taken in Old Manor Road to park well away from the crossing patrol area.
Whenever possible please walk your children to and from school.
Breaktime snacks
The school has adopted a policy on healthy eating and allows only fruit for morning and
afternoon breaks. Since September 2004 the government has been providing free
fruit/vegetables and milk for KS1 children.
School meals
As part of the West Sussex schools meals contract we provide hot school lunches at a cost and
meals can be booked via www.mealselector.co.uk. The children may also bring their own
packed lunch in a clearly name-labelled lunchbox. (No fizzy drinks, glass bottles or cans
please.) We also ask you to consult your child’s class teacher before providing any nuts or nut
products (such as peanut butter) as we have some children at school with a nut allergy. This
can cause Anaphylactic Shock which is a life threatening condition – we appreciate your shared
concern for these children’s needs.
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School Milk
Free school milk is available to under fives. Other children may join the scheme but there is a
payment of approximately £3 - £5 per half term. Order forms are available from Reception.
Uniform
The school has had its own distinctive uniform for many years. We strongly encourage this as
we feel that it develops a sense of belonging and pride in the school. Our uniform is designed
to be comfortable and practical for primary school life.
Please note that appropriate and comfortable black footwear is an essential part of our school
uniform. Sensible ‘uniform-style’ shoes are preferred, but plain black trainers are acceptable. It
is not permitted to wear any form of high heels, platforms, or boots. Likewise summer sandals
with open toes are not suitable.
Essential items of uniform are:
Royal Blue sweatshirt, V-neck or cardigan (available with school logo)
White shirt, blouse or polo shirt (available with school logo)
Grey trousers, shorts, skirts, skorts or grey pinafore
Summer dresses may be royal blue striped or checked
Grey, black or white socks or grey tights
Optional royal blue outer fleece with school logo
PE Kit:
White t-shirt with school logo
Royal blue shorts
Black plimsolls or trainers
Please supply suitable sweatshirt and tracksuit/joggers for winter months
Drawstring bag
All items are available from either Ricara or Felix Dance and Leisurewear:
Ricara of 3 Arundel Road, Littlehampton, West Sussex
Telephone 01903 723843 or
Felix Dance and Leisurewear, of 37 Beach Road, Littlehampton, West Sussex
Telephone 01903 721375.
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The school at work
The school day
Key Stage 1 (Years R - 2):
Key Stage 2 (Years 3 - 6):
9.00 am to 12.00 noon
8.50 am to 12.00 noon
Morning break:
Lunch break:
Afternoon break:
10.30 am to 10.45 am
12.00 noon to 1.00 pm
2.00 pm to 2.15 pm
and
and
1.00 pm to 3.15 pm
1.00 pm to 3.20 pm
Hours spent on teaching (not including break, registration and assemblies):
Key Stage 1:
Key Stage 2:
22 hours 30 minutes per week
23 hours 45 minutes per week
Please ensure that KS1 children do not arrive at school before 8.50 am, and KS2
children no earlier than 8.40 am.
We recommend that children be met from school promptly at the end of the school day.
Parents are asked to wait in the playground areas for their children to come out of school. Staff
will accompany children to the playgrounds at the end of the day for dismissal, when they have
identified the parent or person who is collecting each child.
Due to the small size of the infant playground, parents are asked to wait well back from the
school buildings so that children leaving the building can be clearly seen. If for any reason
parents are late, the children are asked to report to the school office and wait in the reception
area for collection. On arrival parents are asked to report to the office staff before taking their
child home.
Parents waiting with pre-school or Key Stage 1 children at the end of the school day
are asked, for reasons of security and safety, to supervise their children at all times
and ensure that they are kept away from classroom and hall doors and windows
where lessons for Key Stage 2 pupils will be going on.
If you have an important message for the teacher that must be delivered in the morning, please
take it to the School Reception. Teachers are, however, very happy to speak to you after
school.
School terms and holiday dates are published regularly in the newsletter along with INSET days
and are also available on the school website: http://www.rustington.w-sussex.sch.uk. These
dates are provided well in advance, so please check carefully the year to which they refer.
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Pastoral Care
School Behaviour
We aim to promote self-discipline in our children. The key is to foster a spirit of co-operation,
fairness and consideration in dealing with one another, whether between pupils, adults and
children, and between the adults themselves.
We rely on parents to teach their children respect for authority and to have self-discipline from
the earliest age. Parents are always consulted when a child's behaviour becomes cause for real
concern in school. More severe misdemeanours are recorded in a red file with appropriate
follow up procedures.
Qualities of honesty, kindness and fair dealing are constantly encouraged, whilst politeness and
thoughtfulness towards others and the school environment, are regarded as fundamental to the
ethos of the school.
School rules are kept to a minimum and are conveyed verbally to the children by the class
teachers and by the Headteacher and staff, especially in assemblies.
The 5 School Rules:
1
2
3
4
5
Do as you are asked first time
Do not talk out of turn
Keep hands, feet and objects to yourself
Always do your best and let others do theirs
Always speak kindly and truthfully
Rewards such as positive verbal and written statements, recognition by the Headteacher,
positive comments (written or verbal) to parents and a mention in assemblies, are all
encouraged whenever possible. The "River of Learning Book" is a record of outstanding pupil
achievement or improvement within the school, and pupils are recognised in an assembly.
We believe that discipline should be fair. We have high expectations of the children in our care
and we believe that our school rules are simple, easily understood and meaningful to all.
Children are expected to exercise self-discipline and to observe the five rules at all times.
Parents are always consulted when a child's behaviour becomes a concern. To prevent
inappropriate behaviour, we will express our disappointment and displeasure and remind pupils
concerned of the expected correct behaviour within the context of the five rules. If
misbehaviour is persistent we will use sanctions where appropriate.
If a child's behaviour is deemed severe, exclusion procedures will be considered.
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Bullying
Bullying will not be tolerated.
Our major aim is to prevent incidents of bullying by ensuring that, from their very first day at
school, our children understand that bad behaviour will not be condoned, accepted or ignored.
Bullying is violence (physical, verbal or psychological) conducted by an individual or a group and
directed against the individual who is not able to defend him or herself in the actual situation.
It can be long standing or of a shorter duration. Bullying and harassment are not quite the
same thing, though harassment is often part of bullying. Harassment is less personal and
usually refers to a general issue. Bullying is individualised. The long-term effects of persistent
bullying can make youngsters feel isolated and wonder what is wrong with them. They begin
to feel they may deserve teasing and harassment, so they become withdrawn and less willing to
take part in school life.
Preventing bullying
The whole of the school staff is involved and we all consider it our responsibility to prevent and
stop bullying wherever it occurs. To this end we work closely together monitoring, caring and
passing on relevant information to the class teacher, Deputy Headteacher and Headteacher as
appropriate. We keep parents informed when their child is involved in bullying and information
is logged at the discretion of staff. Issues relating to bullying are included in the school
curriculum and are reinforced during assemblies and through the broader curriculum. Children
learn what bullying behaviour is and the consequences and unhappiness that can emanate from
bullying, especially for the victim. Children are encouraged to consider what they feel should
be done about bullying.
We invite parents to come into school and talk about any problems they are having with their
child. This may be because their child is a victim or a bully. We hope that by parents and
teachers talking together we can find the best way to improve and change the situation for the
children in our care.
Providing support
All staff are vigilant and proactive when supporting pupils, both academically and pastorally. We
have a Children and Families Support worker, provided by a local charitable trust, who is
available to work with individuals and groups who may be experiencing emotional difficulties,
whether at home or school.
We also encourage children to take responsibility for their own actions. Using the ‘Peaceworks
Peer Mediation’ model, we have a number of trained peer mediators chosen from within KS2
who are available during break times. Their main duty is to help support other children in
sorting out their difficulties and helping to de-escalate those common, everyday arguments.
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The Curriculum
We endeavour to provide an enjoyable, enriched educational experience that is both meaningful
and relevant to every child and to develop personal qualities that provide a sound foundation
for the future.
All those concerned with the school share these beliefs.

We nourish educational growth by helping children to learn about and understand
themselves and their unique relationship with others and the world around them.

To help children understand their world through key experiences which are first hand,
stimulating and relevant. Helping their feelings and sensitivity to grow with the
development of their minds and bodies.

To foster the social and personal development of each child by providing an environment
in which the children learn to live co-operatively and agreeably with others.

We encourage each child to become a lifelong independent learner and to leave our
school with the same enthusiasm and curiosity with which he or she came.
Each day the children take part in learning in literacy and numeracy in accordance with the
National Curriculum. Science, RE, music, ICT and PE may be taught as separate subjects but
increasingly aspects of these subjects are included as part of a wider cross-curricular learning
journey. The term "learning journey" refers to an interdisciplinary approach to learning which
encompasses design technology, history, geography, art, environmental studies, dance, drama,
personal and social education as well as the cross-curricular aspects of English and
mathematics. Each learning journey has a specific subject bias. Our aim is to create a
balanced curriculum across each Key Stage.
Our curriculum is carefully planned to enable the children to meet the requirements of the
National Curriculum. A long-term plan for each Key Stage is established. Detailed mediumterm plans ensure the appropriate balance of subjects within each topic and short-term
planning, on a weekly basis, ensures appropriate delivery of the curriculum through a variety of
teaching and learning. Classes are of mixed ability. Children's work is differentiated according
to their individual or group needs. On occasions they will be taught in ability groups and wholeclass teaching occurs particularly to introduce new topics and for a substantial part of maths,
English and science lessons.
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The Learning Environment
Much care and attention is being given to the development of a stimulating learning
environment, both within the school building and its grounds. Children's work is handled
sensitively: expectations with regard to display and presentation are high.
Our school ethos is founded upon children's learning whenever possible through first-hand
experience. To those ends the learning environment is enriched with a range of artefacts and
objects that support cross-curricular topics. The children are proud of their school and their
achievements. They are encouraged to care for the environment and share the range of
facilities available to them.
Presentation of work
Our school handwriting style is cursive. Good joined handwriting and careful presentation of
work are seen as priorities before the children leave us. The children transfer from pencil to
handwriting pen when the time is right. The use of biro and blue ink, as well as felt-tip pens is
not permitted. Our aim is for children to write quickly, fluently, efficiently and legibly even at
speed. Much of their written work will be marked at the drafting stage.
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The Foundation Stage – Early Years
The foundation stage is the period of education from 3 to 5. The last year of the foundation
stage is often called the reception year as many children join a School Reception class during
that time. It is called the foundation stage because it gives children secure foundations for
later learning. We are fortunate to have a purpose-built Early Years base that is fully equipped
for the needs of our younger children and a wealth of staff expertise. Play is also regarded to
be a vital part of the children's development and thus we promote "play" situations wherever
possible to enhance the learning process and enjoyment of the school. Early experiences
affect children’s attitudes to learning as they create a basis for later learning, in school and
beyond.
The school is fortunate to have a safe, secure and dedicated outdoor learning environment for
Foundation Stage children. It is fully fitted with a rubber safety surface, all-weather grass and
heavy duty play installations. It is an absolute delight to see children selecting various toys,
tools and other equipment to explore and learn about themselves and their world.
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The Core Subjects
Mathematics
Much of our work in maths is based in practical activities and discussion, especially during the
early years. As the children progress through the school and their knowledge and
understanding deepens, so the formal recording of their mathematics experience becomes
increasingly important. The children work on a scheme based on the National Numeracy
Strategy providing a sound basis for maths work throughout the school. We also have ‘Oasis
weeks’ each term when children are encouraged to use their mathematical skills in meaningful
ways in practical and real situations, carrying out investigations and solving problems.
English
Literacy strategies are taught according to National Literacy Strategy. English continues to be
taught throughout the curriculum. It is the principle means by which we think, define
experience, feel and interpret the world in which we live. We encourage the children to enjoy
reading and appreciate literature in its various forms.
We enable them to use both spoken and written language in a range of contexts for a variety of
audiences and purposes. Whenever possible the children are encouraged to use language to
make sense of their learning experiences and to communicate appropriately, effectively and
accurately in both the spoken and written word.
Reading
Reading in the early years is taught using the phonetically based graded reading books and the
use of real books in association with the National Literacy Strategy. The children are
encouraged to learn words at home and, when ready, will bring reading books home for
practice. So that they may understand that there is a wide range of reading material, they are
also encouraged to bring home books of their choice to share with their families. Parents are
fully encouraged to communicate with teachers via a reading card system as to reading
progress at home. As the children's reading ability improves, so they are exposed to a wide
range of graded reading books and eventually the wealth of books available in the main school
library and classroom reading corners. Children are able to borrow books from the school
library. Staff acquire extra books to support each cross-curricular project from the County
Library Service.
Writing
In accordance with the National Literacy Strategy we aim to provide good quality and wide
ranging writing experiences, helping the children to develop an appreciation and understanding
of their sense and to seek opportunities to extend the range and depth of their writing for a
variety of audiences and purposes. Writing is currently a major focus across the school. Basic
writing skills are taught using a wide range of support materials and based on the National
Literacy Strategy. Handwriting is taught formally.
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Science
Being a subject of the National Curriculum, science is generally taught as a discrete subject.
Through science activities we encourage the children to observe, investigate, seek evidence,
interpret information, draw conclusions and apply their findings to new problems. By the time
they leave us we hope that, like scientists, each child will have developed an open, critical and
enquiring mind.
Work in the local area, the development of our school grounds, and the development and study
of our conservation areas form an integral part of the children's day to day work.
Other National Curriculum Subjects
Information and Communications Technology
The school constantly updates and improves its Information and Communication Technology
resources. In addition to the existing multi-media computer to be found in every classroom,
the multimedia ICT suite has a total of thirty workstations, all connected to the Internet via a
broadband link. In this way whole class sessions can be taught and then supported back in the
classroom. There is a fully approved Internet access filter in place, to ensure the security of
children on-line.
Humanities (History and Geography)
We are concerned mainly with the historical and geographical element of humanities, helping
the children to understand human activities particularly at a local level and extending to
national and international issues as the children mature. We fully encourage educational visits
to support geographical and historical topic work. To those ends we use the local rich
resources of the South coast and museums in London. Children in year 5 carry out local studies
whilst on residential fieldwork based at Dalesdown near Horsham. Children in year 6 carry out
comparative studies whilst on residential fieldwork based in Hampshire. Each topic has a 'lead'
subject.
Religious Education
The teaching of religious education is child centred and based around discussion. It is taught
as a separate subject but is also likely to form a part of a topic theme. We consider such issues
as sharing, working together, caring for one another and thoughtfulness as being important
elements of religious education. We aim to develop an understanding of Christianity, its
relevance to the present day and its cultural heritage. We also place importance on the
understanding of other faiths and the culture and way of life of other people.
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Assemblies
There are daily assemblies that often include prayers and thoughts for the day. Some
assemblies pursue topical or seasonal issues; others are led by the children as a means of
sharing and celebrating their work. The school has very close links with local church groups,
who regularly contribute to assemblies.
An RE syllabus has been developed by the Standing Advisory Council for Religious Education in
West Sussex and a copy of this is available on request at school. Parents are reminded of their
right to withdraw their children from Religious Education and assembly. They may do so by
written application to the Headteacher. These pupils would spend assembly times in the care
of teaching assistants, continuing with their general curriculum work in the school library.
Personal, Social, Citizenship and Health Education
Parents will appreciate the close connection between RE, self-awareness and the understanding
of our world. We aim to enable children to look at issues that concern them, such as bullying,
peer group pressure, friendships and personal awareness.
The school aims to promote equal opportunities in both education and employment and we are
opposed to discrimination on any grounds, including sex, age, disability, colour or culture. We
believe this is achieved by making our school a welcoming place for its members and visitors.
We aim to encourage a growth of confidence and trust. One way in which we do this is
through class discussion and sharing assemblies. The school also has a School Council of
children elected by their peer group which meets to discuss issues in and around the school and
playground.
Art
Art is considered to be a vital part of our curriculum, including drawing, painting, print-making,
fabric work and clay work. The children's artwork will be related to their current topic theme.
New skills in art will be introduced as the need arises. The children are encouraged to work
from close observation as well as from their imagination. Artwork is used to enhance the
presentation of children's work. Policies are in place for routines such as preparing for painting,
printing or clay work. Care is taken to teach the children to use tools and materials
appropriately.
Design and Technology
This learning is often cross-curricular. It has very close links with art, home economics,
mathematics and science. Design and Technology enables the children to be inventive in
designing practical solutions to problems and so bring about change and improvement to
existing situations. The design process forms an essential part of much of our work. Whenever
possible the children are involved in designing things for real.
Music
During their time at Rustington school the children will have the opportunity to compose music,
listen to music and perform music in a variety of ways. The children sing both modern and
traditional songs and there is a range of percussion instruments available.
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Peripatetic lessons in violin, guitar, clarinet, flute, drums, keyboard and trumpet are available at
a small cost to parents via the County Music Support Service. Children joining these lessons
have the opportunity to play in school assemblies and, on occasions, support school
productions. These lessons are currently available to children in years 2, 3, 4, 5 and 6. Further
details are available from the School Reception.
Physical Education
Our aim in physical education is to teach physical control and expression in movement as well
as various games skills. Team games are played throughout the school with the emphasis on
working together. More formal games of football, netball, cricket, rounders, etc are introduced
to the older children with an emphasis on skills acquisition. For children in Key Stage 2, a
formal games lesson is timetabled for one hour each week. Arrangements for our younger
children are more flexible. Physical education lessons in the gymnasium are timetabled
separately.
Children in years 2, 3 and 4 have the opportunity to swim at the Littlehampton Swimming
Centre for which parents are asked to make a voluntary contribution. Children in years 5 and 6
have the opportunity to fulfil outdoor pursuits such as orienteering during their residential visits,
(conditions permitting). Annual sports days are organised to reflect the range of physical and
developing skills that the children have been learning.
The school takes great pride in its sporting achievements, particularly in the traditional games
of football and netball. Netball and football fixtures with other schools are arranged outside
school hours and teams are entered into a number of local tournaments. The school has a
large playground marked out with two netball pitches and training grids, and a small field that
accommodates a football pitch.
The school offers sports clubs to specific year groups in cricket, football, basketball, netball,
athletics, dance, karate, gymnastics and tennis. A fee is normally charged for those clubs which
are run by a coach independent of the school. Details can be found on the school’s website.
Drama
We teach drama to enhance interpersonal skills - the ability to accept and share ideas to solve
problems and to work and communicate with others. This occurs largely through role-play
situations that also help children to understand life in the adult world and such things as
historical events.
Modern Foreign Language (MFL)
We teach Spanish to all year groups, encompassing simple words and phrases, knowledge of
culture, food and traditions, and an appreciation of the sound of Spanish. We prepare our
pupils for language learning at secondary school by being confident to ‘have a go’ and by being
open to learning new speech sounds.
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Extra curricular activities
We offer a wide range of clubs both within and outside normal school hours. Club activities
vary seasonally and with staff expertise and availability. In addition to the sports clubs listed
above, a typical offer of clubs can range from computing, art and sketching, cookery and
gardening, to dance, choir and knitting. Full details are listed on the school’s website.
Children in all years regularly participate in a range of enrichment activities on a Friday
afternoon.
Home Learning
Commitment, Consistency and Communication are the key factors for successful home learning
tasks. Therefore the following should be taken into account when giving children learning tasks
to complete at home. Teachers are responsible for ensuring that they adhere to these
guidelines.
Commitment




Teachers will be committed to the giving of home learning tasks.
Teachers will be committed to responding to learning completed at home and will ensure
that it is looked at as soon as possible. When appropriate it will be marked and returned
as soon as practicable.
Teachers should try to ensure that home learning tasks enable children to enjoy their
learning at home.
Parents and carers should be active in helping, and supporting, their children in
completing home learning tasks.
Consistency



The vast majority of tasks must support and extend the learning taking place in the
classroom.
Teachers will ensure that home learning tasks are given and completed on a regular
basis in line with the suggested guidelines for a year group.
Teachers will ensure that there is consistency in home learning tasks across both classes
in a year group.
Communication




Homework should be part of a partnership between home and school. Therefore it is
vital that teachers communicate with parents about the tasks that are being given.
Teachers should ensure that children understand the tasks and that parents/carer who
require it receive support to enable them to help their children.
Parents should support the partnership by communicating effectively with the teacher
about how children cope with and respond to tasks.
Whilst home learning tasks are not compulsory children should be encouraged and
motivated to complete them. Parent and carer views should also be taken into
consideration.
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Children and Parents/Carers should be able to make and see the links with the learning
taking place in the classroom.
Home Learning (Guidelines for Year Groups)
Year R
 Share books daily with your child
 Spend a few minutes every day playing with Lotto words, practising phonics skills or
sharing the books they bring home
 Extend the time spent during the year according to your child’s interest
(Time guide: ten minutes daily reading and ten minutes on other activities)
Year 1
 Read every day
 Read and look at Jolly Phonics phonemes
 One other core subject related home learning task per week or fortnight
 Read and spell high frequency words, including spelling
(Time guide: ten minutes daily reading and fifteen minutes on other activities)
Year 2
 Read every day
 Read and learn lottos and spellings
 Number bonds and times table practice
 A weekly task related to our Learning Journey, maths or English
(Time guide: fifteen minutes daily reading and twenty minutes on other activities)
Year 3
 Read every day
 Times table practice
 Read and learn lottos and spellings
 A weekly task related to our Learning Journey, maths or English
(Time guide: fifteen minutes daily reading and thirty minutes on other activities)
Year 4
 Read every day
 Weekly spelling practice
 Times table practice
 A weekly task related to our Learning Journey, maths or English
(Time guide: twenty minutes daily reading and forty minutes on other activities)
Year 5
 Record tasks in Home Learning Book
 Read every day
 Learn spellings
 Times table practice
 A weekly task related to our Learning Journey, maths or English
(Time guide: twenty minutes daily reading and up to 45 minutes on other activities)
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Year 6
 Use a home learning diary independently
 Read every day from an increasing range of materials
 Independent and regular times table and spelling practice
 A weekly task related to our Learning Journey, maths or English
(Time guide: twenty minutes daily reading and up to an hour on other activities)
Assessment, Recording, Reporting and Monitoring of Progress
Staff monitor the progress of individual children very carefully. Soon after the children start
school, baseline assessment procedures are undertaken so that we can identify individual needs
with regard to social and basic academic ability. The children have National Curriculum tests at
the end of year 6 (Key Stage 2). (Information about the school's performance is included in the
Appendix to this document.) Optional National Curriculum tests are available for years 2, 3, 4
and 5. These are currently used for internal assessment only. Each child's progress in literacy
and numeracy is tested on a regular basis.
A summary word-processed report on each child's progress is sent home during the Summer
term of each academic year. Parents are invited to meet their child's new class teacher during
an open evening early in the academic year, to discuss plans for the year ahead and ways in
which they may support the class. A parents evening with appointments is held in the spring
term and a themed open evening is held in the summer term. Parents are also most welcome
to arrange to see teachers or the Headteacher at any other time during the school year.
Children with Special Educational Needs
The school works closely with the support services of the Local Education Authority. Should
any child have particular educational needs, the appropriate assessment as to necessary
support in school is made with the full consultation of parents. The school employs a special
educational needs coordinator (SENCo) who offers both classroom support and work on a oneto-one or with small groups of children in a well-equipped special needs base. The SENCo also
offers advice to colleagues regarding Special Educational Needs issues and co-ordinates the
preparation of Individual Education Plans.
Gifted and Talented Pupils
The school operates a Gifted and Talented Pupils Policy that supports both the identification of
children with exceptional ability in all areas of the curriculum and offers an enrichment
programme via the Local Educational Authority and through our locality of schools.
Pre-school liaison
We have close links with the large number of pre-school playgroups and nursery schools from
which children transfer to our Foundation classes.
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Parents in School
We regard our school very much as part of the local community and firmly believe in forging a
strong partnership between home and school. Parents and grandparents are warmly invited to
work with us in school on a voluntary basis. Anyone wishing to do so should liaise either with
their child's class teacher or the Headteacher. We also like to share parents' expertise and
interests, particularly where these coincide with aspects of the children's topic work. There is an
established tradition of parents helping teachers in the classroom and accompanying children
on visits and journeys. Any person who comes in to help on a regular basis is required to
undergo our vetting procedure. Details can be obtained from Reception.
Parents who transport children are required to provide the school with a copy of their current
driving licence and insurance documents as well as providing evidence of a Disclosure and
Barring Service (DBS) check.
Parents can join in and help the school by:




Helping in the classroom
Sharing expertise or skills
Helping to organise extra-curricular activities
Becoming a parent governor
With your active support we can continue to develop and improve the standard of your child's
education.
Complaints
A summary of our procedure for the consideration of complaints is set out below. The majority
of complaints will be dealt with informally by discussions with the class teacher or Headteacher
and will be settled amicably. In those few cases where the complainant is not satisfied with the
response at the informal stage, there will be formal procedures to ensure that, in the case of
complaints against a school, the matter is passed for consideration by the governing body. If
the complaint remains unresolved, the arrangements provide the referral of most complaints to
a small panel of members of the Schoolsworks Academy Trust board of directors.
For complaints about Religious Education or collective worship, the procedures at the final stage
are different and the referral of the complaint will be to a panel of members of the Standing
Advisory Council for Religious Education or to the appropriate Church authority.
If, after both the formal stages with the governing body and the Schoolsworks Academy Trust
itself, the matter has not been settled to the complainant's satisfaction, the complaint may be
referred to the Secretary of State for Education.
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Governors' Policies
Charges and Remissions
A copy of the Governors' policy statement on Charging for School Activities is available in the
school office. The following extract covers the main points:
No charge will be made in cases where an activity is provided specifically to fulfil statutory
duties imposed by the 1988 Education Act … parents will be asked to supply or pay for
ingredients and materials in cases where they have agreed in advance that they wish to own
the finished product … remissions are a matter for the school governors in consultation with the
Headteacher and the staff involved … Charges cannot be made for activities … but parents will
be invited in writing to make voluntary contributions.
Sex and Relationship Education Policy
Sex and relationship education should contribute to lifelong learning in promoting the spiritual,
moral, cultural, mental and physical development of pupils at the school, and of society, and
preparing pupils for the opportunities, responsibilities and experiences of adult life. It is about
understanding the importance of family life, stable and loving relationships, respect, love and
care.
The Governors, following consultation with parents, have agreed that formal lessons with
regard to conception and birth should not form part of the secular curriculum of the school.
However, in order that teaching and learning fulfils the requirements of the National
Curriculum, the following aims with regard to sex education will be fulfilled:
 To promote self-awareness and an understanding in the children of their own bodies.
 For the children to develop a respect for their own and other people’s bodies.
 To advise children and to help cope with the physical and emotional challenges of growing
up.
 To enable children to understand in simple terms the main stages of the human life cycle
 For the children to develop an understanding of the needs of young creatures including
human babies.
In their transition year, the school nurse will work with Year 6 children. Girls and boys will be
taught separately and together, with regard to puberty and personal hygiene.
Staff will always deal with this area of the curriculum with sensitivity according to the child’s
age and maturity. Information will be given in such a manner as to encourage the regard for
moral consideration and the value of family life.
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The Governors also wish to emphasise the importance of parental involvement by working in
partnership to:
Encourage parents to take responsibility for helping their children cope with the emotional
and physical aspects of growing up

Support parents in accepting and delivering that responsibility
We will do this by:
 Informing parents of aspects to be covered in the Year 6 talks.
 Inviting parents to view the video beforehand.
Parents and guardians of Year 6 children will receive a letter before the video is shown.
Parents should be encouraged to answer questions that arise from the talks and be aware that
conception and birth are not covered by the school but that they may arise in subsequent
questions asked by the children.
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Term Dates and Holidays - 2013/2014
AUTUMN TERM 2013
Tuesday 3 September - Friday 20 December
HALF TERM:
Monday 28 October - Friday 1 November
SPRING TERM 2014
Monday 6 January – Friday 4 April
HALF TERM:
Monday 17 February – Friday 21 February
Bank Holiday: 21 April
SUMMER TERM 2013
Tuesday 22 April - Wednesday 23 July
HALF TERM:
Monday 26 May - Friday 30 May
Bank Holiday: 5 May
INSET Staff Training Days will be Tuesday 3rd September 2013, Monday 30th September 2013
and Monday 24th February 2014 plus two more days to be confirmed at a later date via the
school calendar
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Rustington Community Primary School
North Lane
Rustington
West Sussex
BN16 3PW
Tel: 01903 785271
Fax: 01903 850743
E-mail: office@rustington.w-sussex.sch.uk
Website: www.rustington.w-sussex.sch.uk
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