Telephone: 01437 765378

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SCHOOL PROSPECTUS CONTENTS
Contents Page
Staff list
Governors
Mission Statement
Charter for Children
School Aims
Home School Agreement
Organisation of the School
Nursery
Special Needs Attached Units
Admission Policy
Transfer to Secondary School
Times of Opening & Closing
School Meals
School Uniform
Pastoral Care
Play times
Accident & Illness at School
Absence from School
Holidays
Discipline
Bullying
Child Protection
Health & Safety
Security
Equal Opportunities
Pupils with Disabilities
Racial Harassment
Sex & Relationships Education Programme
Collective Worship
Health Matters
The Curriculum
English
Mathematics
Science
Information Communication Technology
History & Geography
Physical Education
Design & Technology
Art
Music
Welsh
Personal & Social Education
Religious Education
Collective Worship
Times of Day
Teaching & Learning
Class & School Council
ALN
Records of Achievement
Homework
Target Setting
Links With Parents
Putting Things Right (Complaints)
Charging & Remissions Policy
Clubs & Activities
Foundation Phase Outcomes
Key Stage 2 Standard Assessments
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Age Range of Pupils:
Number of Pupils:
Chairman of Governors:
Headteacher:
Deputy Headteacher:
TEACHING STAFF
Class Teachers:
FENTON COMMUNITY PRIMARY SCHOOL
PORTFIELD
HAVERFORDWEST
PEMBROKESHIRE
SA61 1BZ
Telephone: 01437 765378
3 - 11
372 FTE September 2013
Cllr P Stock
Mr P Evans
Mr G Jones
Mrs B Field
Miss A Hicks
Mrs E Davies
Miss L Bailey / Mrs A Owen
Miss E. Welch
Mr K. Davies
Mrs A Bean
Mrs C Herbert
Ms M Reynolds
Mr J Evans
Mr G Jones/Mrs V Ellis
Mr S Williams
Miss W Carne
Mr M Vaughan
Miss S Cunningham
Mrs J Phillips
Nursery
Reception
Reception
Year 1
Year 1
Year 2
Year 2
Year 3H
Year 3/4R
Year 4E
Year 4/5JE
Year 5D
Year 6C
Year 6V
Special Needs Unit (Junior)
Special Needs Unit (Infant)
PPA HLTAs:
Music Peripatetic:
SUPPORT STAFF
Business Manager:
Clerical Assistants
Mrs J Thomas
Mrs G Woods
Mrs H Lewis -
Mr C Mends -
Mr A Williams -
Mrs J Hicks
Mrs K Durham
Miss C Humphreys
Miss H Morgan
Mr R Williams
Brass
Strings
Percussion
Woodwind
Social Inclusion Officer
Caretaker
NNEB Junior Attached Unit:
Foundation Phase
Learning Support Assistants
Mrs D Lawrence
Mrs S Warren (HLTA)
Miss S Butcher
Miss C Davey
Mrs Y Folena
Mrs P Foxhall
Mrs M Hawkins
Mrs J Iles
Ms N Morgan
Miss KA Owens
Mrs M Phillips
Miss N Sapsford
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Behaviour Support Staff
Special Needs Learning
Support Staff
Meals Clerical Assistant:
Midday Supervisors:
School Nurse:
Cleaners
School Crossing Patrol:
Mrs D Slater
Mrs W Wray
Mrs J Busch
Mr D Sanders
Miss J Ainsworth
Mr T Cannon
Miss A Davies
Mrs N Davies
Mrs M Dowsett
Ms V Easton
Mrs N Horsely
Mrs D Jones
Miss T Morris
Mrs B Riley
Mrs E Sanyal
Mrs T Swift
Miss L Thomas
Mrs J Thomas
Ms N Tostevin
Mrs D Ustugul
Mrs M White
Mrs G Woods
Mrs J E South
Mrs C A Davies
Mrs N Davies
Mrs T Knapp
Ms A Lee
Mrs D Lewis
Mrs J O’Rourke
Mrs H Phillips
Mrs K Phillips
Mrs J South
Mrs I Steele
Mrs M Talbot
Mr R Williams
Mrs Nicola Harries (based at Tasker Milward V C School)
Mrs C Bowlder
Ms N Jenkins
Mr M Jones
Mr R Jones
Mrs J Lewis
Mrs M Talbot
Ms A Lee
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GOVERNORS
LEA Representative:
Minor Local Authority Representative:
Headteacher Governor:
Cllr P A Stock
Cllr A Buckfield
Mr P Evans
Teacher Representatives:
Non Teaching Staff Representative:
Parental Representatives:
Mr J Evans
Vacancy
Mrs M Copeman
Mr D Field
Community: Mrs S Davey
Mrs D Goddard
Cllr S Llewellyn
Mr S Pugh
Mr P Settatree
Ex-Officio: Mrs S Benbow
MISSION STATEMENT
The school mission statement is ‘Care, Share, Believe & Achieve’. This reflects the emphasis placed on developing positive attitudes and relationships between all members of the school community. It shows our commitment to maximise every child ’s potential.
CHARTER FOR CHILDREN
We aim that EVERY child will:-
 Be valued and respected
 Feel safe and secure
 Be included and involved
 Participate and contribute
 Be given differentiated work appropriate to their ability
 Enjoy their learning
 Have their learning ‘brought to life’ at every opportunity
 Develop life skills
 Have a wide range of equal opportunities
 Be happy in school
We aim for ALL our pupils to be:-
 Self disciplined
 Self motivated
 Respectful of themselves, others and the environment
 Proud of themselves and their achievements
 Contributors to society
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SCHOOL AIMS
We aim to:

Create a caring, happy atmosphere in wh ich each individual’s progress, development and wellbeing is of utmost importance.

Create a well ordered community in which all children can learn according to their individual needs and abilities, and realise their full potential.

Enable children to gain enjoyment from the many aspects of the school and take pride and satisfaction from their achievements.

Instill a sense of moral values and to foster an awareness of the needs of others;

Create an awareness of and a desire for the spiritual dimensions of life by giving the children knowledge of religions, particularly Christianity;

Help your child to read, write, listen and speak effectively.

Provide a balanced, exciting and challenging curriculum so that children want to learn and look forward to their school day.

Make the children aware of their locality, languages, culture, traditions and environment.

Establish an environment within which teachers and support staff, governors, advisors, parents, future parents and friends of the school can work with each other to fulfil our potential and for the benefit of the children.

Help your child to learn about all aspects of the National Curriculum, ensuring the teaching programme is modified according to a child’s ability.
Specific curricular aims and objectives of schools are contained in subject policies, which can be seen on request.
HOME SCHOOL AGREEMENT
Parents are requested to sign a home school agreement detailing expectations of the school, pupil and parents during the home visit by Nursery staff. Parents of pupils transferring from other schools receive the agreement as part of their induction visit.
ORGANISATION OF THE SCHOOL
Organisation of Classes
The school is organised into mixed ability classes. We aim to have classes of single year groups but when numbers dictate, mixed year classes are inevitable. Teachers liaise very carefully when this is necessary and much thought and discussion goes into class arrangements to ensure equal opportunities.
School Year - September 2013
Nursery am
Nursery pm
Nursery full time
Reception
Reception
Year 1
Year 1
Year 2
Year 2
Year 3
Year 3/4
Year 4
Year 4/5
Year 5
Year 6
Year 6
Junior Unit
Morning
Yellow
Orange
Purple
Blue
3H
3/4R
4E
4/5JE
5W
6C
6V
S7C
Afternoon
Full time
Green
Pink
Infant Unit Red
A Parent and Toddler group meets every Thursday morning in the community hut; 9.30 – 11.00 a.m. Entry is 50p a session.
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Nursery (separate Nursery brochure available)
The Nursery is situated within the Infant Department and caters for children between the ages of 3 and 4 ½ years old. Children will be admitted on a part time basis at the beginning of the term after their third birthday, subject to the availability of places. Initially they will attend the afternoon session and join the morning session as older children transfer to the Reception Class. Children will attend full time at the beginning of the term after their fourth birthday.
Special Needs Attached Unit
The Junior Unit is for children aged between 8 - 11 years that have been identified as having serious (moderate to severe) learning difficulties. This unit supports children in the Haverfordwest area.
Miss S. Cunningham is the teacher in charge of the Unit, supported by Mrs. D. Lawrence (NNEB) and Mrs. N.
Davies (Learning Support Assistant).
The Foundation Phase Unit is for children aged between 3 - 8 years that have been identified as having serious
(moderate to severe) learning difficulties. This unit is the only unit of its kind and serves the whole of
Pembrokeshire.
Mrs. J. Phillips is the teacher in charge of the Unit, supported by Mrs. M. Dowsett, Ms. V. Easton, Mrs D Jones &
Mrs. D. Lewis (Learning Support Assistants).
Admission Policy
All children who reside within the sch ool’s catchment area will be admitted to Fenton School. A formal application has to be made to the Education Service. Any queries should be made to Ann Evans, Admissions
Officer, Education Services, County Hall, Haverfordwest, SA61 1TP. Tel. No. – 01437 765378
Parents wanting their children admitted to this school from outside our catchment area will generally be considered favourably, subject to:
(i) room being available;
(ii) the parents having consulted with the L.E.A..
Transfer to Secondary School
Children transfer to Secondary School on 1 st September following their 11 th birthday. They generally transfer either to Tasker Milward or Sir Thomas Picton Comprehensive Schools. Year 6 pupils spend a day at their comprehensive school in their final term. Staff from the Comprehensive schools visit our school to meet the children and answer questions. Parents and pupils are invited to attend an open evening in the Autumn Term and an information evening in the Summer Term.
Times of Opening and Closing
Main School 9.00 am – 3.10 pm
Morning Session
Afternoon Session
Infants
9.00 am
1.00 pm
– 12.00 pm
– 3.10 pm
Juniors
9.00 am – 12.30 pm
1.20 pm – 3.10 pm
Nursery
Morning Session
Afternoon Session
9.05 am – 11.45 am
1.05 pm – 3.05 pm
Parents are asked to make sure that their children are punctual. Persistent lateness has a very negative effect on learning. Children who arrive after 9.10 a.m. must report directly to the school office for registration.
The school breakfast club runs from 8.00 a.m. until 8.50 a.m. Breakfast is free. Last breakfast is served at 8.40 a.m. Children must be registered in order to attend.
All Children are supervised on the school premises for 10 minutes before and after the official school day.
Children should not arrive earlier than 8.50 a.m. because the L.E.A.’s insurance does not cover for accidents before this time.
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Weather permitting; children should wait in the playground until the bell is rung. In bad weather children are sheltered and supervised in school until opening time.
At 3.10 p.m., ‘infant parents’ should wait for their children outside the classroom exits and ‘junior parents’ in the school’s drive in Jury Lane.
We ask parents to use the parent car parks or, preferably, TESCOS car park. The road is manned by a crossing patrol. Parents must not park in staff car parks or on the pavements surrounding school. This is dangerous for the children.
Children will only be released to parents or nominees made known to the staff. Any other arrangements must be discussed with the Headteacher.
We would be grateful of prior notification of any medical or dental appointments.
School Meals
Meals are cooked in the school kitchen and served in the school hall at a cost determined by the Authority. They currently cost £2.00 per day. School meal payments are collected on a Monday and Friday and should be put in payment envelopes available from the school office. Healthy eating is encouraged from the outset and the menus balanced accordingly.
Children are able to choose one of the following options:
(i) school meal;
(ii) take a packed lunch;
(iii) go home (parents are required to advise the school when they choose this option).
Application forms for free meals are available at school and should be returned to the Education Department,
Pembrokeshire County Council, County Hall, Haverfordwest.
School Uniform
The school uniform consists of:
Grey trousers / pinafore dress / skirt;
White shirt / blouse / polo shirt;
Red pullover / cardigan;
Red / white gingham dress (summer).
Red sweatshirts and white polo shirts with the school logo are available from the school.
Although school uniform is not compulsory, parents are encouraged to dress their children in it. The benefits of wearing uniform have been clearly identified in terms of better discipline and pride taken in the school.
It is most important that all articles of clothing are clearly labelled with the pupil’s name . There is a lost property box, and we welcome parents’ help in reclaiming lost articles.
P.E. kit is worn for P.E. Lessons. A change of top, shorts and suitable footwear are needed for outdoor and indoor lessons. Children work barefoot when during P.E. sessions in the Hall/
PASTORAL CARE
While the Headteacher has the overall responsibility for the school, he depends upon the close co-operation of all members of staff in caring for the pupils. Each pupil is allocated to a class for the purpose of registration, as this enables the class teacher to be personally responsible for the pastoral care of his/her pupils.
Playtimes
During playtimes, members of the teaching staff are on playground duty and the lunch period supervision is undertaken by the school meals assistants, under the guidance of the senior Meals Supervisors, supported by the senior Management Team and Behaviour Support LSA.
Upper junior, lower junior, infant and nursery pupils have their own play areas.
Accident and Illness at school
The school keeps a record of the telephone numbers (home and at work) of parents. A contact form is issued at the start of each school year. Minor incidents, cuts and abrasions are dealt with by members of staff. If a child
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is taken ill at school we usually contact parents and ask for the child to be taken home. It is vital we have an up to date record of contact numbers.
Please tell us if you change mobile number, work etc.
In the case of an accident every effort is made to contact parents, but in an emergency we will naturally take whatever action is necessary to ensure the well being of your child. A full accident report is prepared in such cases.
Emergency contact forms are issued to parents and their completion and return is essential in dealing with illness and accidents. It is vital that the school is kept up to date where initial information changes.
Absence from school
Good attendance is vital for children to do well in school. If a child is away from school a note or telephone call stating the reason is required. In the event of parents not notifying the school, the absence will be recorded as unauthorised. The school phones parents of children to enquire about absence if they do not contact us first. A record of unauthorised absenc es now forms part of your child’s permanent record. We issue certificates termly and annually to those children who have attended school each day.
The school attendance in the academic year 2012/13 was: 91.8%
Holidays
Details of school holidays are given at the back of the brochure. No holidays during term time are authorized. A holiday form must be filled in regardless if parents wish to take their child out of school on holiday during term time.
It should be remembered that holidays in term time have a negative effect on learning.
Discipline
Overall responsibility for school discipline rests with the Headteacher, but it is a matter for everyone concerned with the school, including parents.
Good behaviour is essential for effective teaching and learning to take place and for the school to work well.
There is a quiet but firm insistence on high standards of behaviour. Children are encouraged to conduct themselves in a courteous and orderly manner, to show regard for others, respecting their rights and property.
Most children behave well and work hard.
Our aim is to create a climate where self esteem is nurtured. The emphasis is placed on encouraging the children and praising them and rewarding good behaviour.
Periodically children do misbehave. There are clear sanctions in place to deter further bad behaviour. Sanctions for misbehaviour will at all times be reasonable. A Sanctions Tariff Chart provides consistency amongst staff.
This 1 – 5 scale lists a range of appropriate sanctions against different types of behaviours.
Parents are called into school to discuss serious behavioural problems should they arise. It is pleasing that the vast majority of parents support the school and take their responsibilities to develop good standards of behaviour seriously.
Pupils whose behaviour is inconsistent in school, and consequently requires the involvement of parents may not be taken on school or residential courses. Out of school visits require reliable and responsible behaviour or health and safety can be compromised.
We recognise the importance of routines in ensuring children have the best possible stability. We continually assess situations which may result in disruptive behaviour. We take preventative decisions designed to limit the possibility of children misbehaving. Such situations may arise when there is a supply teacher, a difficult home situation or when there has been an argument at playtime. Children may be placed in a different class, with appropriate work sent with pupil to do. This ensures pupils do not miss curriculum time. Logs are kept of where children are educated if they are not in their normal class.
All staff are trained in Restorative Practice and carry R.P. question cards on them at all times. Set RP questions are used with children displaying challenging behaviour and the victims of their behaviour. Using these set questions allows a consistent approach to all problems and disputes. The emphasis is on pupil involvement in discussing and resolving issues and giving them ownership in agreeing outcomes. The ‘chill out’ zones are used to hold RP meetings and outcomes are recorded on RP forms. These forms are collected weekly with analysis undertaken to identify trends and patterns.
We operate a ‘no shouting’ and ‘no sarcasm’ policy. Staff communicate calmly and respectfully with pupils at all times. In addition, children are never sent out of class unaccompanied. Children are never sent to the office for reprimanding. Senior management come to the child; not the other way around. This ensures situations can be dealt with as swiftly and effectively as possible.
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We operate ‘chill out’ zones for more challenging behaviours. These zones are situated in the central corridor
(outside the Nurture Group/ALN Units), the junior corridor and the Years 1/2 corridor. They are safe areas for children to go if they are agitated. They have comfortable seating and a range of resources and activities to occupy and distract children experiencing emotional upheaval.
Children are always accompanied to the ‘chill out’ zones and never left alone there. Visits to the ‘chill out’ zones are recorded on RP forms or Sanction Books. The emphasis is always on returning children to classes whenever they are able to. Analysis undertaken by senior managers on a termly basis monitor frequency and effectiveness of strategies employed.
We aim for early identification and support for children at risk of exhibiting emotional and behavioural difficulties.
Our Nurture group helps meet this type of needs. Children from the age of 3 to 11 can benefit from one session of nurture a day. This offers heightened support in small, groups and a variety of stimulating, age appropriate activities designed to increase pupil engagement, motivation and enjoyment. We also have an internal
Behaviour Support LSA who works with identified pupils on a timetable to help develop their social skills.
Children exhibiting severe behaviour problems should have their needs assessed carefully. An individual behaviour plan (I.B.P.) along Team Teach principles must be drawn up with contribution by all involved parties.
The plan highlights triggers for different levels of behaviours and the most appropriate responses. This plan must be shared with all involved staff to ensure consistency.
The plan is also shared with parents/carers and signed by Headteacher, class teacher and parents/carers. The plan must outline forms of physical intervention to be used if necessary. This will always be as a last resort, with minimum force used for minimum time. We have a target of at least 95% of incidents to be resolved through distraction and diffusion.
All physical interventions are recorded in a Bound Book which is held in the Headteacher Office. Parents/Carers are informed of physical intervention on the day it occurs.
Bullying
We consider bullying to be unacceptable and should not be tolerated at our school.
Bullying can take many forms, but the main types are :

Physical – e.g. hitting; kicking; taking belongings; dirty looks; sexual harassment;

Verbal – e.g. name calling; teasing; insulting; making offensive remarks; sexual/racial.

Indirect – e.g. spreading stories/malicious rumours; exclusion from social groups; malicious e-mails or text messages on mobile phones; distressing comments about family members.

It may be directed against those with Special Needs or disabilities.
If bullying occurs this school will implement the following procedures:

We will take all incidents seriously and record their occurrence;

Investigate the incident / establish facts by independently talking to each person involved;

Use appropriate intervention techniques to manage difficulties between bullies & victims;

Implement agreed sanctions consistently and fairly as necessary to prevent incidents;

Involve parents as early as possible where incidents merit it;


Keep accurate, factu al records of all reported incidents and the school’s response to them;
Always follow-up incidents with pupils and parents, when involved, after dealt with to ensure bullying behaviour has ceased;
Depending on the nature of the incident, if sanctions are used, these may include :
Withdrawing privileges/free time; preventing access to parts of school; detention; lunchtime exclusion; temporary exclusion; involving parents as/when necessary; including information on pupil school record
Note : Bullying isn’t one-off fights, falling out with friends; disliking someone, accidental rough and tumble, and this policy is not designed to deal with such actions or emotions which are a normal part of growing up / getting on with others in a social world.
Child Protection
The school has a Child Protection Policy based on the All Wales Child Protection Procedures 2008. This is available for parents on request from the office. The procedures recognise four categories of abuse – Neglect,
Physical Injury, Sexual Abuse and Emotional Abuse. If a child discloses that he or she has suffered abuse or a member of staff is concerned about a child for any of the four reasons above, those concerns must be reported to the Child Care Assessment Team. The school must not investigate and does not judge the circumstances.
We are legally bound to share information with other agencies where required.
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It is everybody’s responsibility to keep children safe. Please call the Child Care Assessment Team on 01437
776322 or the Out of Hours Team on 08708 509508 if you have a concern about a child relating to the four categories of abuse highlighted on the previous page.
Health & Safety
All classes have lists of adults permitted to collect children. All children are expected to remain on the school premises throughout the day. Parents wishing their child to leave school should either collect the child in person or give written notice. The police are phoned and parents informed if any child leaves the premises without permission.
Fire drills are carried out regularly and children are taught to recognise the fire signal and proceed without delay to the prearranged meeting points.
The school has a number of qualified First Aiders who can be called upon in the event of an accident. Parents are informed of all head injuries. Parents are contacted if a child has an accident which requires hospital attention. An ambulance will be called for the child if parents cannot be got hold of and the child accompanied by two members of staff.
Money and valuables must not be left in purses or coats. Valuables must be handed to the teacher for safe keeping, if not carried around by the pupil.
High heel shoes are a safety hazard and should not be worn to school. The wearing of ear-rings is discouraged.
However, if you allow your child to wear ear-rings then only stud type ear-rings are permitted. The risk of injury to pupils wearing a pendant variety during games and playtime is a real one. Facial jewellery is not permitted.
Security
The school building is accessed through a coded entry system. The gates are locked during school hours.
All visitors have to sign in at Reception and are issued with a visitor pass. No visitor is permitted in the school building without a pass. Staff have been encouraged to challenge visitors where the pass is not visible.
Equal Opportunities
The school aims to give ALL pupils the same curricular opportunities whenever possible. Details are contained in the school’s Equal Opportunities Policy.
Pupils with Disabilities
Every effort is made to treat pupils with disabilities equally. The school has disabled facilities. We try to ensure every child can access all parts of the curriculum where possible and make modifications when necessary. The school has a number of disabled toilets, a lift in the junior block to enable pupils with disabilities to have complete access to all areas of the school. There are also a number of ramps throughout the school. The front entrance is accessible for wheelchairs users.
Racial Harassment
The school has a race relations policy. Racial harassment is not tolerated and incidents are recorded and dealt with seriously.
Sex & Relationships Education Programme
The Governing Body has approved the sex and relationships education programme. A meeting is offered every year with parents to revisit the content. Each year group watches an age appropriate personal relationships and health education video during the school year. Any parent is able to see the video or discuss the content if they have concerns. Parents have the right to withdraw their child if they so choose.
Collective Worship
It is a statutory requirement that pupils undertake an act of Worship every day and the school complies with this requirement. A Minster from the local Baptist Church leads worship every fortnight.
Parents have the right to withdraw their child from Worship if they so wish. Pupils will be supervised by staff in such circumstances. Alternatively, parents may permit pupils to take part in Assemblies and then be withdrawn for the prayer.
Health Matters
Children are not allowed to keep medicines on the. All medicines must be kept by staff. Medicines can be administered but a consent form must be filled in.
Children showing symptoms of sickness should be kept at home. It is unwise to send children back to school too soon after illness. Please inform the school immediately if your child’s illness is infectious.
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Health Authority has issued guidance to help the school and parents on the amount of time children should be absent from school with common infections and illnesses.
Measles
Children are infectious for 5-6 days before the rash appears and for five days after the temperature returns to normal.
Mumps
Two days before the swelling appears and then until the swelling has gone.
German Measles
Seven days before the rash appears and at least four days after the rash has gone.
Chicken Pox
Infectious until no more crops appear and crusts are dry.
Threadworm
Very infectious. Children should not be in school until the problem has been cleared by treatment by the G.P.
Impetigo
Highly contagious, spread by direct contact. Needs treatment by the G.P. Children should only come back when the scabs are dry and there are no further crops appearing. Crops are infectious if moist.
Ringworm
Treatment from G.P. Once children have been treated they can continue with Swimming and P.E.
Conjunctivitis
Advice received suggests that it is highly contagious, one day after treatment has started.
Head Lice
Parents are strongly advised to check their child’s hair at least once a week and inform the school immediately if lice are found. A blanket letter is sent to the children of the class where lice are found, asking parents to check and treat if necessary. Confidentiality is assured. Individual parents are contacted if their child has head lice and they are not treated immediately.
If your child is suffering from one of the above, please comply with these guidelines for the benefit of the other children and staff in school.
THE CURRICULUM
The school sets out to provide every child with the opportunity of acquiring the following experiences in a caring community.
All children are taught according to the seven Areas of Learning in the Foundation Phase – Literacy, Numeracy,
Bilingualism, Personal and Social Development, Knowledge and Understanding, Creative and Physical
Development. All children are taught according to the National Curriculum and Skills Framework in Key Stage
2. There are three core subjects - English, Mathematics and Science, and seven foundation subjects - Art,
Geography, History, Music, Physical Education, Technology (Design and Information) and Welsh. The Key Skills of Communication, Thinking, Number and ICT are developed across the curriculum. There is an ‘Agreed
Syllabus’ drawn up by the Local Education Authority for the teaching of Religious Education.
English
The development of language in all its forms enables pupils to listen attentively with understanding, to communicate clearly and confidently in speech and in writing, and read with increasing fluency, understanding, accuracy, feeling and discrimination. To develop these skills we devote an hour each day to directly teach literacy.
The teaching of reading is considered to be of prime importance. In the initial stages of the teaching of reading we accommodate both the ‘Look and Say’ and the phonic approach. A Phonics Programme (Read, Write, Inc) is operated throughout the Foundation Phase which focuses on the development of reading, writing and spelling skills. We encourage children to take home completed reading books to share them with the family. Pupils requiring an intensive input as regards reading are put o n an ‘Accelerated Literacy Programme’ for 10 weeks.
Parents are consulted and engaged in the process.
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Oxford Reading Tree is the Core Scheme in the Foundation Phase. A wide variety of reading and reference material is always available and children borrow library books on a weekly basis.
The class teacher reads literature to the children on most days. Speaking and listening are encouraged in a cross-curricular context.
Children are encouraged to write creative and factual prose and poetry relevant to the various stages in their development. The need for thoughtful use of punctuation and careful spelling is encouraged without inhibiting the child’s interest and enthusiasm for the use of language.
Currently we are setting children in Years 2 - 6 for reading and writing sessions.
In Year 3 children are taught cursive handwriting as a class activity.
Mathematics
The development of mathematical knowledge and understanding enables the pupils to use mathematics as a means of communication, description and explanation and in problem solving. Using and applying mathematics is emphasised.
Our mathematics teaching is differentiated through setting by mathematical ability. Each group is then taught at a pace which is best suited to their ability and attainment. Currently we are setting pupils in Years 3 – 6.
Each lesson begins with a short period of mental calculations, by where the quick recall of multiplication tables and number bond is emphasised.
Mathematics is taught four days for an hour, and in additi on every opportunity is taken to develop the children’s mathematical ability in other curriculum areas.
Science
The aim in all science teaching is to develop knowledge and understanding of scientific ideas, skills and competencies associated with science as a process of enquiry. Each class undertakes a series of investigations each term linked to topics, during
Information Communication Technology
Each year every child will have the opportunity to use Information Communication Technology whether it be a computer, electronic equipment or an IPAD. The children are encouraged to use Information Communication
Technology in all areas of the curriculum, and as they progress through the school they will develop their computing skills. We have a bank of laptops for use in each class and a dedicated Information Computer
Technology suite with 24 personal PC computers, where the children have weekly lessons. We would like all children to have the opportunity to develop fully the skills of loading, using, storing, saving and retrieving information on the computer as well as exploring the many other facets of computer technology. All classes in
Early Years, Foundation Phase, KS2 and the special needs classes have interactive whiteboards.
History & Geography
We aim to provide children with cross-curricular themes which explore the geographical, historical and social aspects of the local environment and the national heritage; to be aware of other times and places and to recognise links between local, national and international events.
These subjects are taught through cross curricular themes. The themes are chosen to ensure a broad and balanced approach within each year, and that continuity and progression in skill development from one year to the next is achieved. Visits to historical and geographical sites are encouraged.
Physical Education
We include activities which offer a challenge to the child’s initiative, courage and determination.
Gymnastics and dance is taught indoors. All pupils must have shorts and Tshirts. Shoes and ‘trainers’ are not allowed for these activities as they impede the quality of performance and can damage the apparatus. Children work either barefoot or must wear gym shoes.
For junior aged children, games such as netball, rounders, cricket, soccer and rugby are encouraged as well as athletics in the summer. Year 6 pupils will follow an Outdoor Pursuits programme with Pembrokeshire
Watersports.
In the summer term the infants have games activities on the playground.
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Children go swimming from Years 1 - 6.
To participate in these activities, the children will require the appropriate kit.
Children are given the opportunity to represent the school in cross country, athletics, netball, rugby, tennis, football and gymnastics.
Design & Technology
Design and technology encourages children to solve a variety of problems by investigating, designing, making and appraising their projects using various materials, techniques and equipment. Pupils should feel a real sense of enjoyment from their ability to design and make.
Art
Art is taught throughout the school. The children’s work is displayed both in the classroom and in the corridors.
Children are given the opportunity to appreciate and experiment with a variety of art forms such as drawing, painting, model making, printing, weaving, sewing and collage.
Music
Music is very important for children and we offer practical experiences working as individuals, in groups or as a whole class.
Each class receives a lesson from our music teacher in their class. This gives all the children singing, percussion and musical appreciation sessions. Classes produce musical items for special occasions and there are opportunities to be involved in school productions.
Children with a keen interest and talent in music can receive tuition from peripatetic teachers for string, brass and woodwind instruments. The work of the children and peripatetic music teachers is developed in the school’s orchestra which meets after school on Tuesdays. Parents with a special interest in their children receiving tuition should contact Miss A. Hicks.
Welsh
The children are given knowledge of the history, traditions and culture of Wales. The teaching of Welsh as a second language is taught throughout the school for an hour a week by teachers, supported by the use of incidental Welsh during the week.
Personal and Social Education
The ten aspects of personal and social development are social, community, physical, sexual, emotional, spiritual, moral, vocational, learning and environmental – these are included in all the planned learning experiences and opportunities which take place not only in the classroom but in other aspects of school experiences as features of the ethos and community life of the school.
The school is a Health Promoting School and we have completed all six phases of the Award scheme. The children are encouraged to drink water throughout the day. The school provides water bottles for every child to drink from. The children are encouraged to eat fruit at breaktimes. Fruit is sold each day in the infants and in the juniors.
Religious Education
Although Religious Education is not part of the National Curriculum it is a legal requirement that it is taught.
Schemes of work for each year group have been dev eloped reflecting the requirements of SACRE’s Agreed
Syllabus for the teaching of Religious Education.
Collective Worship
The children engage daily in an act of collective worship.
As parents you have the right to withdraw your child from religious education or collective worship. If you wish to exercise this right please notify the Headteacher in writing.
The National Curriculum Documents, school policies and schemes of work are available in school. Any parent who wishes to see them is welcome to do so.
If you have any complaints or queries regarding the curriculum please contact the Headteacher.
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Times of Day
Sessions in the school day, excluding break and lunch periods
Infants
9.00 - 10.30
10.50 - 11.50
13.00 -15.10
Juniors
9.00 - 10.30
10.50 - 12.10
13.00 - 15.10
Teaching and Learning
The mixed ability classes are taught in the main by their class teacher. Work set for the children will be differentiated either by task or outcome. To foster positive attitudes in our pupils it is vital that all pupils are challenged and the less able child supported in their classroom work.
The grouping of pupils by ability is done by the class teacher through observations, the use of standardised tests and teacher assessments.
Children are set by ability for Mathematics in Years 3 – 6 and for English in Years 2 – 6.
Class and School Council
Each class has their own class council meeting once a fortnight and a representative meets with the School
Council once a term to discuss the issues raised at the class council level. School council discussions are minuted and acted upon, where feasible. Minutes of all meetings can be obtained.
Additional Learning Needs (ALN.)
The Code of Practice for children with ALN. states:
‘Children with special educational needs require the greatest possible access to a broad and balanced education including the National Curriculum.’
We are fully committed to this. Any children with ALN are identified as early as possible and supported within the classroom. Individual educational programmes are drawn up by the class teacher and Learning Support
Assistant and shared with parents. We would refer the child to the educational psychologist if there is continuing cause for concern, after consulting with parents. We encourage parental involvement at each stage of the assessment of the child. It is important that the concerns of all children and parents are shared with us so we can all work towards the same goal.
Parents are notified if their child is on the ALN. register and invited three times a year to discuss progress with the appropriate teacher. Parents sign a form at parents’ evening detailing the extra provision made for their child
Records of Achievement
A detailed profile is kept on each aspect of your child’s development, progress and achievement. All records are available on request from the Headteacher.
Homework.
We advise children to spend some time each evening reading. If your child has homework it is advisable that it is done without the television on.
Social activities and participating in community activities are highly recommended as being of vital importance to the child’s general education.
All junior children are set English and Maths homework once a week. The homework is set on a Tuesday and returned completed on the Friday. Year 6 undertake project based homework (Brain Building Books) through the year. This enables them to develop and consolidate a wide range of independent skills. A homework agreement is circulated to parents, accompanied by a letter from your child’s class teacher outlining the nature of your child’s homework. Please take note of the contents of this letter as it forms the basis of a partnership between you and the school.
Occasionally children will be asked to find information at home, bring in photographs or possibly visit the County
Library. This is an opportunity for parents to share and enjoy their child’s work. Younger children will have regular reading practice, and you should listen to them read this book. If you require advice on how to listen to your child read, please contact your child’s class teacher.
Target Setting
We set targets for all pupils in Core areas in order to raise standards and have high but realistic expectations of our pupils. Progress is tracked closely against these targets through the school year.
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PARENTS
Links With Parents
We value our positive and open relationships with parents. We make time to talk and provide support to parents. Parents are warmly invited to attend all school meetings and functions, participate in group educational discussions and discuss any concerns or issues they may have.
An individual parent/teacher discussion is arranged for all pupils during the autumn term. This gives parents a chance to chat to teachers about how their child has settled into their new class and what parents can do to help at home.
In March , parents are invited to discuss their child’s progress with the class teacher.
An individual parent/teacher discussion is arranged for all pupils during the summer term. We will talk about your child’s progress during the year. You will be able to examine his/her work, be told of special interests and abilities and the effort your child is making.
A progress report written by your child’s teacher is made available to parents towards the end of the summer term.
Please arrange a personal consultation at a mutually convenient time if the need ever arises.
Putting Things Right (Complaints)
We hope to avoid the need for any formal complaints through good levels of open communication. All members of staff are encouraged to respond personally to concerns which parents and children raise with them. These will be passed to the Headteacher if appropriate. If parents feel they would prefer to deal directly with the
Headteacher, then the Headteacher sees it as his duty to respond with sympathy and understanding and act as an ambassador and protector within the school. A file is kept of any such concerns.
The school has a clear policy for dealing with General Complaints. Our procedures ensure that anyone with an interest in the school can raise a concern which will be heard and if well founded, will be addressed in an appropriate, fair and timely fashion.
Complaints vary. In many cases it will be possible to respond to concerns quickly and informally. In such cases, a verbal response will be made and a written reply would not be necessary. In the case of more serious complaints, our formal procedures will be followed and will involve the Governing Body. In some cases, depending on the nature of the complaint, an adviser from the authority may be involved.
To address the different types of complaints, we have a three stage complaints process. This is in line with current guidance & procedures from the Welsh Assembly Government (Circular No: 03/2004). This policy can be viewed on request.
Charging and Remissions Policy
As outlined earlier, visits are frequently organised. These usually take place during school hours and involve all pupils during the school year.
The law states that education during school hours is to be free of any compulsory charges to parents, and the school has to uphold this legal requirement. The school currently covers the cost of all educational visits without asking for contributions. However, the funding of educational visits cannot be guaranteed in the future. It may be necessary to request for voluntary financial contributions from parents. No child would be excluded from visits on the basis of non-contribution, but equally visits might have to be cancelled if insufficient contributions to cover costs are not received.
Parents will be charged the full cost of visits outside school hours e.g. the week’s visit to Pembrokeshire
Watersports by Year 6 pupils. Visits will be notified to parents well in advance whenever possible so that sufficient time is given to collect voluntary contributions.
Clubs / Activities
The teachers organise and run a comprehensive programme of after school clubs / activities for the children including: choir, orchestra, football, rugby, cross country, Craft, I.C.T., netball, waste awareness and recycling, film.
All after school activities finish at 4.00 p.m.
A week long residential visit to Pembrokeshire Watersports is organised annually for Year 6 pupils. A three day residential visit for Urdd members to the camp in Llangrannog is organised in March.
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Visiting theatre and music groups and an annual trip to the Christmas pantomime at the Torch Theatre feature as part of school life.
School teams play matches against local schools in soccer, rugby, netball and cricket.
Foundation Phase Standard Assessments 2012

Year 2 Outcomes are all based on Teacher Assessment

These results DO include the results of children in the attached Foundation Phase Special Needs Unit
Key: TA = Teacher Assessment
Number of pupils in Year 2 = 52
LANG, LIT and COM
OUTCOME 6
OUTCOME 5
OUTCOME 4
No of pupils
16
30
2
%
30.8%
57.7%
3.8%
MATHEMATICS
No of pupils
13
34
1
%
25%
65.4%
1.9%
PSE & WELLBEING
No of pupils
12
33
5
%
23.1%
63.5%
9.6%
5.8%
0%
1.9%
0
1
1
0%
1.9%
1.9%
OUTCOME 3
OUTCOME 2
OUTCOME 1
3
1
0
% attaining Outcome 5 or above
5.8%
1.9%
0%
3
0
1
Lang., Lit. & Communication
Mathematical Development
Personal and Social Develop.
FENTON C. P. SCHOOL
88%
90%
87%
Foundation Phase Indicator
TARGETS FOR 2012 – Outcome 5 or above
85%
TARGET
WALES (2012)
83%
87%
91%
80%
Lang., Lit. & Communication
Mathematical Development
Personal and Social Develop.
88%
92%
92%
ACHIEVED
88%
90%
87%
Gender Report - Comparison of the performance of boys and girls within school
% attaining level 2 or above
BOYS GIRLS TOTAL
Lang., Lit. & Communication
Mathematical Development
Personal and Social Develop.
82%
86%
82%
93%
93%
90%
Benchmarking – Foundation Phase (comparison with schools with similar pupils)
Schools with more than or equal to 32% eligible for Free School Meals 2010
Percentage of pupils attaining Outcome 5 or above
Quartile
4
Lower
Quartile
Quartile
3
Median
Boundary
Quartile
2
Upper
Quartile
Boundary
80 87 87
Boundary
93 PSD
69 76 83 LCE
MDT 72 80 88
65 71 80 FPI
88%
90%
87%
Quartile
1
88
90
85
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Key Stage 2 Standard Assessments 2012
 Year 6 results are all based on Teacher Assessment.
 These results DO include the results of children in the attached Junior Special Needs Unit.
Number of pupils in Year 6 = 51
LEVEL 5
ENGLISH
%of pupils
16.3%
MATHEMATICS
% of pupils
26.5%
SCIENCE
% of pupils
24.5%
LEVEL 4
LEVEL 3
LEVEL 2
LEVEL 1
61.2%
14.3%
6.1%
2%
57.1%
6.1%
10.2%
0%
57.1%
10.2%
8.2%
0%
% attaining Level 4 or above
English
Mathematics
Science
Welsh 2 nd Language
Core Subject Indicator
FENTON C. P. SCHOOL
78%
84%
82%
37%
78%
WALES (2012)
83%
85%
87%
51%
80%
(To achieve the Key Stage 2 Core Indicator, pupils must attain at least Level 4 in Maths, Science and English.)
TARGETS V RESULTS - Level 4 or above
TARGET SET IN 2011 ACHIEVED IN 2012
English
Mathematics
Science
Core Subject Indicator
80%
83%
83%
80%
78%
84%
82%
78%
Gender Report - Comparison of the performance of boys and girls within school
% attaining level 4 or above
English
Quartile
4
Lower
Quartile
Boundary
71
BOYS
72%
Mathematics
Science
79%
79%
Core Subject Indicator 72.4% 85%
Benchmarking – Key Stage 2 (comparison with schools with similar pupils)
Schools with more than or equal to 32% eligible for Free School Meals 2012
Percentage of pupils attaining level 4 or above
90%
85%
Quartile
3
78
Median
Boundary
79
GIRLS
85%
Quartile
2
English
Upper
Quartile
Boundary
83
TOTAL
78%
84%
82%
78%
Quartile
1
Maths
Science
73
75 82
80
83
84 86
88
67 75 78 81 C.S.I.
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This brochure provides comprehensive information about Fenton School and aims to answer questions parents may have. However, it is not designed to replace face to face contact with parents. We take pride in our open and honest relationships with parents and believe talking is the best way to work together and prevent any problems occurring. We look forward to welcoming you and your child to
Fenton and working closely with you in the future for the benefit of your child.
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