Welcome to our school prospectus which we hope will give you a good idea about what it is like to be a child at our school and a parent of a child attending All Saints’ and St Richard’s.
Admission to the School:
Our school serves not only children from Heathfield and Old Heathfield but the surrounding villages such as Rushlake Green, Horam, Maynard’s Green, Vines Cross, Punnetts Town and Broad Oak. We do not have a catchment area. It is very close to Heathfield
Community College and is easily accessible. The admissions criteria are only applied in the case of there being too many applicants for the places at the school. So far as the Governors of the school are aware, we have not had to apply the criteria in the last 15 years, and no child who has applied for a place has been denied one. A copy of our Admissions Policy is appended to the prospectus for your information.
Our Vision and Values:
Our school is a family.
We educate, encourage, and support each child to realise his or her potential within a caring Christian setting.
We inspire creativity, independence and respect in a positive environment, nurturing responsible members of the community.
All that we do is informed by our Christian values.
Educational Attainment:
Children do well and thrive at our school. The last two years have seen outstanding results at the end of Key Stage 2 (year 6), particularly in English. In 2011 83.3 % of our children attained a level 5, the remaining children attained a very high level 4. All children made good progress in English. In 2010 we had the third highest percentage of level 5 scores in
English in the county at 65%. In Mathematics in 2011 93% of the year 6 children made good progress. (Level 4 is the average score for a child at the end of Key Stage 2). We have high expectations of our children and staff and we expect everyone to do their best.
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Family Ethos:
Every child is valued at our school. We are a family. All the children know each other and all the members of staff. All the members of staff know each and every child. The Family quality of All Saints’ and St Richard’s is highly valued by our parents who always rate it as a strength of the school in parent feedback. They also note how every child feels safe and happy coming to school. Children also feel that the school is an extension of the family and like the fact that they know everyone in the school.
The sense of family is enhanced by the buddy system where year 6 children take responsibility and care for the reception and year 1 children, the buddy system continues throughout the school, older children take care of and befriend the younger children. All children also have a reading buddy which they meet to share books with once a week. Year 6 children receive training as play leaders and take their responsibility for this very seriously.
This means that during the lunch break there is always an organised activity for the children to participate in and no child is left out. Mixed age classes mean that children at our school are used to being friends with a range of children from different ages. Children from our school settle well as they transfer to secondary school where they will see familiar faces and friends from their time at our school, and they will know how to get on with a wide range of people.
The School Building:
The school is in the Village of Old Heathfield in the High Weald Area of Outstanding
Natural Beauty. From the front, you would be forgiven for thinking that it is very small, but it is ‘Tardis’ like, the building stretches out beyond the houses on each side. There are extensive grounds of more than 2 acres in which there is a wildlife area, a wooded area, fruit and specimen trees, raised beds for each of the classes, sandpit and an adventure trail. It is surrounded by countryside with wonderful views as far as the South Downs and the sea. We continue to improve the school grounds and we are in the process of making a pond and bog garden to further encourage wild life and planting up our meadow area. From next year ,
January 2012, once a week all children and staff will take part in the “Great Outdoors
Afternoon” when all the children will have their lessons outside.
The original building is Grade 2 listed and was designed by Philip Webb, famous for his work with William Morris, the building of the Red House and Standen. The oldest part of the building was built in 1864, the money for it came from the National Society for Schools, and replaced the school that had been founded in 1819 which was also a National School.
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The current hall was probably two classes, one for boys and one for girls. The building is of historical and cultural importance. We have refurbished the Hall and the other classroom located in the Victorian part of the building, maximising the daylight and painting them in calm colours. There are three other classrooms, one is exceptionally well equipped with its own outside area is for our youngest children, another is for our year 2 children, and is large airy and comfortable. The third is light, comfortable and well equipped. All three have beautiful views across the Weald to the South Downs and the coast beyond. All classrooms have new interactive“smart boards”. We have a resource room which is also used for small group work and we have another small group and nurture room. At the heart of our school is our recently refurbished library. We have laptop computers and these can be used in all the classrooms.
We are a voluntary aided school. We take this seriously. Christian values inform all that we do and we teach those values such as patience, kindness, forgiveness, truthfulness and honesty. In all that we do, we will provide opportunities for the children of All Saints’ and
St Richard’s to appreciate and value our society’s rich fabric of difference and diversity. Our children will leave the school with a good understanding of, and respect for, other faiths and cultures.
Teaching and Learning:
Whilst part of a family each child is treated as an individual and has his or her own learning journey. Learning is for all. The school has participated in a number of educational initiatives and pilot schemes which are consistent with our aims. The Ofsted Inspection survey on Assessing Pupil Progress which took place in June 2010 found that the “use of
assessment to support learning is good”. The Inspector also found that “Standards
have risen considerably since the school’s institutional inspection in 2008.” We also took part in the Making Good Progress Pilot and the skills and expertise gained through this have been used to improve practice throughout the school.
Children with special educational needs do well at our school (Ofsted 2008).
We undertake a number of educational visits throughout the year these underpin the curriculum and broaden the children’s experiences. We began the school year in 2011 with a whole school trip to the Sealife Centre in Brighton as a spring board to our whole school study of water. In 2010 educational visits included: The Magic Flute; a children’s version by
Glyndebourne Education and Opera by Definition, Fishbourne Palace, Wilderness Wood,
Bodiam Castle, Chichester Cathedral and the pantomime. In previous years we have visited
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the British Museum and the National Gallery. We also have a number of visitors who come into school including a workshop on the King James Bible, a workshop on Hinduism, a travelling theatre, well known children’s authors, experts in birds of prey and wildlife.
Every year our year 6 children participate in a residential trip to PGL at Windmill Hill. We have a whole school outing to the pantomime each Christmas. Payment for school trips is voluntary and no child will miss a trip because a family cannot pay for a trip.
Members of Staff work together collaboratively. There is consistent practice throughout the school. Members of staff also work with teachers from other schools and with outside experts.
School Organisation:
This is flexible as it depends upon the needs and ages of the children. Currently we have the following classes:
 Buzzards (Years 5 and 6)
 Sparrowhawks (Years 3 and 4)
 Kestrels and Barn Owls (Reception, Years 1 and 2)
Kestrels and Barn Owls are in one registration group, but for the most part they are taught separately with the Year 2 Kestrel children being taught separately from the Reception children for the morning and the Year 1 children spending time with both Year 2 and
Reception depending on their needs.
The class structure may change according to the number of children on roll but we will at all times aim to keep children in the same class as the rest of their year group. In organising the classes we also take into account the individual child, and his or her age ability and maturity.
We have designed the curriculum on a three year cycle, based on key skills for each subject.
We have a whole school focus for the over all theme e.g. the environment, water, the
Olympics to allow pupils to share and discuss their learning and so that children can share trip experiences. The curriculum ensures that no child misses any key areas of learning, but equally does not repeat any of the overall themes.
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School Routines:
The school gates open at 8:30am and children go straight into their classrooms where they are met by their teacher. Registration is at 8.45 to 8.55am. We have found that this works well and enables children to have a calm start to their day and they therefore settle down quickly. It allows parents to pass a message to the teacher if needed and leave their child happy and well-settled ready to learn. It has also helped with the traffic and the parking in the village as parents arrive at different times. Children, staff and parents all like this calm start to the day.
A typical school day looks like this:
Lunch
8.45am to 8.55am
8.55am to 9.55am
9.55am to 10.15am
10.15am to 10.30am
10.30am to 12.30pm
12.30pm to 1:30pm
1.30pm to 2:30pm
2.30 pm to 2.40pm
2.40pm to 3.20pm
Registration
Lessons
Collective Worship
Morning Break
Lessons
Lunch Break (12:15 to 1:30 Reception/Key Stage 1)
Lessons
Afternoon Break (Reception and Key Stage 1 only)
Lessons
All the children eat their lunches together in mixed age groups table groups. The children give their table group a name, make a place mat each and create discussion cards. The table has a Year 5 Table Monitor who looks after the children on the table. The Year 6 children sit with their buddies. Lunch together improves the children’s ability to communicate, and helps to build a sense of belonging and community for each child. A hot lunch is available to all the children, but they can bring a packed lunch. The school is working with the Local
Authority to put in a cooking kitchen so that hot meals can be cooked from fresh every day, on site. Children are expected to play outside unless the weather is very bad or very hot, and should have a warm coat in winter and a hat and sunscreen in summer.
End of Day
The day finishes at 3.20 pm. The children are brought onto the front playground by their teacher to be collected by parents or carers. For their safety children are not allowed to leave the front playground unless accompanied by an adult. A local afterschool provision collects some children.
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School Uniform
School uniform has many advantages in terms of belonging, identity and discipline. All children are expected to wear full school uniform.
The uniform is easy to obtain: sweatshirts, school ties and polo-shirts (for reception children) are available from the school suppliers: ???????, the remainder of the clothes are available from high street stores.
We ask that the children should have the sweatshirt with the logo, polo shirt and tie from the school suppliers.
Boys:
 White shirt and school tie (gold with logo polo shirt in reception),
 Bottle green v-necked sweatshirt with the school logo,
 Grey trousers,
 Black shoes (not trainers or boots),
 Grey socks.
Girls:
 White blouse and school tie (gold polo shirt in reception),
 Bottle green v-necked sweatshirt with the school badge,
 Grey skirt, pinafore dress or trousers,
 Black shoes (not trainers or boots),
 White socks or grey tights
For the Summer Term the children can wear the following:
 White polo shirt (boys and girls),
 Grey tailored shorts (boys),
 Green gingham or striped dress (girls, readily available from many stores) closed toe sandals can be worn in summer.
PE Kit:
 White t-shirt,
 Black shorts,
 Black plimsolls, trainers (black or white) for use on field (older children),
 Black or green jogging bottoms.
Long hair should be tied back at all times.
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Children may wear stud ear-rings as long as they can be removed for P.E. and a watch if they are able to tell the time.
The School Friends/ PTA hold a stock of good quality second hand uniform.
Communication:
The relationship between the school and family is a partnership. We believe that good communication between school and home and home and school is vital. Research shows that at all stages of a child’s time at school, parental involvement with a child’s education is critical to a child’s progress. The younger the child the more a parent’s involvement matters. We have weekly newsletters from the school and newsletters from the governors every term. We have formal compliments, complaints and concerns procedures.
For individual matters the class teacher is available at the beginning and end of the day, for a quick chat. Other concerns are dealt with by way of a meeting with the class teacher, and subsequently the Headteacher. Our Headteacher is almost always in the front playground in the morning and end of the day.
We have two formal parent consultation evenings each school year, these are in the Autumn and Spring. Targets are carefully set for all the children to enable them to progress. These are revised according to the needs of the child and the progress that has been made. The children know what their targets are. Copies of the targets are pasted into their books. New targets and progress are shared at parents’ evenings.
Governors are present at both these evenings. Open afternoons where parents have the opportunity to look at children’s work and have informal conversations with the class teacher are held three times per year in December, March and July. We also hold regular
“Meet the Head” afternoons and evenings, where the teachers, parents and governors collaborate to look at the way forward for the school and to discuss particular issues. In July a detailed report on a child’s progress is sent to all parents.
Starting at School and Moving on:
We know that for both parents and children starting school and moving on to secondary school can be difficult times. We do our best to make this as easy as possible.
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For children starting in reception we support the child by:
 Visiting them at their pre-school; speaking to the staff at the pre-school;
 Visiting the child and parents at home;
 Each child comes for at least one taster day.
 The children start on different days in small groups so that it is not overwhelming for them.
 We offer flexible arrangements so that children who are not yet 5 or rising 5 can stay for some whole days depending upon their needs.
The school has a Toddler group and children who are coming to the school are welcome to join this to support their transition. Parents are welcome to discuss any concerns about their child with the staff before their child joins.
Children starting in another year group are encouraged to visit the school with their parents and we would usually encourage them to have a taster day with us.
For children moving onto the secondary schools we liaise closely with the secondary schools. We are part of the Heathfield Area Schools Partnership which includes the
Heathfield Community College so that there are already established relationships. Teachers from the secondary school visit the children at our school. Our year 6 teacher visits the children when they have moved on to the secondary school. We have a Governor with specific responsibility for transition and she will be working closely with other governors from Heathfield Community College and other schools to ensure that transition to secondary school improves.
As the children participate in many activities with children from other schools they find that when they move on there are plenty of familiar faces.
Community Involvement:
The school welcomes the use of its facilities by community groups. We work closely with the local Children’s Centre in the running of our 0-5 toddler group which meets every
Tuesday. We hold regular tea parties for the retired members of the community who are also invited to our school events and services. Our children sing at the Christmas Lunch party held by the Country Lunch group.
In the wider world we support a child in the village of Kabubu in Uganda and the children take part in and run fund raising activities for this. We also take part in other charitable fundraising including: Macmillan coffee morning, Jeans for Genes, Comic relief, Children in
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Need. The children have also helped to raise funds to pay for items at school including funds to pay for the improvement of the school grounds.
Curriculum Overview:
The school’s curriculum is broad and balanced. Teachers plan carefully to ensure continuity, progression, challenge, pace and enjoyment.
Children in Reception follow the Early Years Foundation Stage Curriculum, with an integrated approach to learning. There is an emphasis on exploration and practical work, using a range of materials and equipment. The children in reception have free access to the outside environment.
Children’s early knowledge, understanding, skills and attitudes are developed through the following six areas of learning:
 Personal, Social and Emotional Development
 Communication, Language and Literacy
 Mathematical Development
 Knowledge and Understanding of the World
 Physical Development
 Creative Development
In Key Stages 1 and 2 the school’s curriculum reflects the National Curriculum. The
National Curriculum consists of core subjects: English, mathematics, science and information, communication technology (ICT) and foundation subjects: history, geography, design and technology (D&T), art, music, physical education (PE). We also teach personal, social health education (PSHE&C) and citizenship. We follow the locally agreed syllabus for
Religious Education (RE).
Core Subjects:
English
All English teaching takes place within the Primary Framework for Literacy. English includes speaking and listening, reading and writing.
Speaking and Listening
Talking is fundamental to pupils’ learning. Pupils are encouraged and helped to talk clearly, confidently and with expression in order to communicate ideas and feelings. Just as important is the need to listen and respond to others. Each child has a learning partner to support these skills.
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Reading
Reading underpins so many other activities. We aim to develop a love of reading which will stay with our children for the rest of their lives. Our newly refurbished library is at the heart of the school and all children are able to borrow books from it.
At Key Stage 1 there is a great emphasis on the teaching of reading including phonics. Pupils are helped and guided towards suitable reading material through a structured reading development.
At Key Stage 2, we extend and develop pupils’ reading skills and they are given more responsibility for their choice of reading books.
Writing
The school has made great progress in teaching writing over the last few years. Our SATS results at the end of Key stage 2 were very good exceeding both the national and Local
Authority averages.
Writing begins with letter formation and emergent writing relating to an event or story. As children’s writing develops they are encouraged to write in a variety of ways, e.g. narratives, poems, play scripts, reports, instructions and reviews, and for a range of audiences. We give full emphasis to the teaching of writing skills including spelling, punctuation, the use of grammar and presentation.
Mathematics
All mathematics teaching takes place within the Primary Framework for Numeracy.
Children experience a wide range of mathematical activities. Teachers plan carefully to ensure all basic aspects of number, measurements, shape and space are covered in a systematic and enjoyable way. There is a strong emphasis on developing skills in mental mathematics through the use of games and practical activities. We show children how to use and apply their mathematical knowledge successfully in practical everyday situations.
All children from year 2 have a My Maths account which they use for their homework and for undertaking booster work at home.
Science
Science constitutes an important part of the curriculum of the school. We aim to develop pupils’ scientific skills through firsthand experience. Pupils are encouraged to solve problems by making close observations, planning, predicting, fair testing and recording their findings in a systematic way. Science may be taught as part of a topic or as a discrete subject.
We are able to use our extensive grounds in science and have developed parts of the school grounds to compliment many subjects, but science in particular.
Information, Communication Technology (ICT)
Each classroom has an interactive whiteboard, fixed data-projector, laptop and PC. In addition, we have a trolley of 12 laptops which are timetabled to be used regularly by all
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classes. The laptops use a wireless network connection which enables them to access the school network and the internet from anywhere in the school. All pupils have supervised access to the internet and e-mail. Appropriate safeguards are in place to prevent inappropriate use of the internet.
Emphasis is placed on the development of five strands of learning in ICT:
 Information handling e.g. data bases, internet, graphs and tables
 Communicating information e.g. word processing, graphics, email and music
 Controlling and modelling e.g. programmable toys, writing simple and complex procedures, simulations and spreadsheets
 Data logging e.g. using sensors to measure changes in light, temperature etc.
 Exchanging and sharing information e.g. talking about and presenting ICT work
Foundation Subjects
Humanities (History and Geography)
The humanities curriculum is taught through subject based topics which make links to other areas of the curriculum.
In history pupils consider how the past influences the present, what past societies were like and how beliefs and cultures influenced people’s actions. As they do this they develop a chronological framework for their knowledge of significant events and people.
In geography pupils develop their knowledge of places and environments throughout the world, an understanding of maps, and a knowledge and understanding of environmental change and sustainable development.
In both history and geography pupils are taught through practical experiences wherever possible, looking at artefacts and resources and visiting local places of interest.
Design and Technology (D&T)
Design technology work comprises of three strands:
 Investigating and evaluating familiar products or objects to see how they are made and how they work;
 Learning the skills needed to use tools safely, and cut and join materials correctly;
 Creating a design idea, making it and evaluating its effectiveness.
The skills are taught leading up to the design and make tasks. Items made for the design and make tasks are linked to the pupils’ topic work.
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Art
Art plays an important part in the primary school curriculum. We provide a pleasing and stimulating environment where examples of work are displayed to their best advantage.
Children are given opportunities to develop their skills in a variety of media including drawing, painting, three dimensional work and textiles.
Music
Pupils are encouraged to sing, compose and use percussion instruments in order to develop their creative musical skills. Through active listening pupils’ awareness and appreciation of different styles and genres is developed. Music is part of the curriculum and part of extracurricular activities.
Many of the children learn musical instruments. We have taken part and continue to take part in the Wider Opportunities music programme. All the current Year 5 children will learn to play the Double Bass this year free of charge. Others have had free tuition in the recorder and this continues. We have visiting music teachers who are part of the East
Sussex Music Service, and other musical instrument teachers also come into the School for individual lessons. Piano, violin, double bass and guitar teachers currently visit the school and other instrumental lessons can be arranged with East Sussex Music Service and other outside teachers. A number of children from our school continue to play music at a high level and are members of the South Downs Youth Orchestra, East Sussex String Chamber
Orchestra and the East Sussex Youth Orchestra. East Sussex Music Service provides many opportunities for children to learn music. We have an excellent choir. We are part of the
“Sing up” campaign. We have taken part in the Big Sing for the last 4 years and our children have sung at Christmas concerts at Glyndebourne and the De La Warr Pavilion. 17 children from our school took part in the Talented and Gifted music programme at Heathfield
Community College last summer. We take part in the Heathfield Area School’s Partnership
Christmas Concert every year. We also take part in other musical events organised by the partnership. We have regular school concerts each year, where all the children are encouraged to participate.
Physical Education (PE)
We aim to develop agility, co-ordination and confidence through physical activity.
All pupils have two hours of physical education each week. For children in Key Stage 2 this is taught in 2 sessions, children in the Foundation Stage and Key Stage 1 have 3 sessions each week. Dance, gymnastics, athletics and games are taught in school. This year all the children from year 3 upwards will have 15 swimming lessons with qualified swimming instructors.
We far exceed the statutory requirement for this at 10 lessons in year 5. We use the large
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heated indoor swimming pool at St Leonard’s School in Mayfield which allows the more experienced swimmers to swim out of their depth.
We participate in local sporting tournaments and in 2010 won through to the regional finals in tag rugby. We take part in the local cross country tournament and children from our school won through to the regional finals. The Schools area partnership holds regular tournaments and sporting festivals which our children participate in.
Religious Education (RE) and Collective Worship
Religious Education plays an important part in the life of the school and we are committed to delivering high quality learning experiences. We teach the children about Christian values, believing that these will encourage them to grow up with a concern for those around them and a willingness to co-operate with others in the school community.
As a Church Aided School our syllabus has been agreed by the Governing Body. Whilst it gives the greatest emphasis to Christian teachings, the syllabus also covers the beliefs and practices of the major world religions. We believe it is important for pupils to learn to understand and respect other faith communities.
An Act of Collective Worship takes place each day and is Christian in nature. The act of worship usually consists of a story from the Bible or other sources as appropriate, chosen to support the theme or subject. A hymn or song, often chosen for its effectiveness in supporting the theme of the worship, is sung. The worship is concluded with prayers.
We are supported by the two vicars from the Churches of All Saint’s and St Richard’s who attend regularly to take collective worship. We hold regular services at the two churches including Harvest festival, Christmas, Easter and a leaver’s service, at the end of the year, which parents and families are encouraged to attend. We hold class celebration worship three times a year for parents to attend.
Parents have the right to withdraw their children from Religious Education and Collective
Worship. However, we would ask parents to consider this very carefully as these are integral to the life of our school and a child’s part in the life of the school.
The Wider Curriculum
Personal, Social, Health Education and Citizenship (PSHE&C)
PSHE and Citizenship helps to give pupils the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed active and responsible citizens.
The PSHE&C curriculum is delivered through worship, circle time, class council and regular taught sessions.
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We aim to give pupils a greater understanding of themselves and how to keep healthy by covering aspects of diet, hygiene and exercise. Our sex and relationships programme has been agreed by the Governing Body. It is appropriate to the pupils’ age and experience and is presented within a moral, family orientated and Christian framework. Parents can withdraw their children from parts of the sex and relationships programme that are outside the compulsory elements covered in the science curriculum. However, the school is ready to discuss parental concerns fully and sensitively. Parents have the opportunity to preview course materials before the programme begins.
Pupils are encouraged to take part in a range of activities and experiences across and beyond the curriculum, contributing fully to the life of the school and their community. In doing this they recognise their own worth and learn to work well with others.
Extra Curricular Activities:
In addition to the Music and Sporting clubs we also have a judo club and a drama group which are run by outside agencies. We try to ensure that there are after school activities for children from Key Stage 1 upwards.
A week of activities would look like this
Monday Football
Thursday Singing and Rhythm, Piano and Judo
Friday Drama
Homework
Reading is really important for the children and we ask that parents hear their child read at least 3 times a week, or that a child when older reads independently and that parents and carers share books with their children. We know that this makes a big difference to a child’s progression. As the children get older they are set other homework tasks which may include spelling, some mathematics some writing and researching their subjects and reinforcing the work they are doing at school. Homework is carefully set to enhance and support the children’s studies at school. We have a learning platform (accessible via our website) and we use an online Mathematics homework called “My Maths”, which also allows children to do booster sessions to improve their skills. For children who do not have access to a computer we will put in other systems to support them. Homework is formally set from Year 1 and each child has a homework diary which sets out clearly what needs to be
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done. The diary also works as part of home to school and school to home communication.
Children are awarded stickers for reading and for doing their homework and certificates are given once a number of stickers has been collected.
Pupil Support:
Special Needs
Our policy is to identify and support children with any type of special need as early as possible. Class teachers keep a constant check on each child’s progress and, if they are concerned, will adopt a range of approaches to help children get back on track. Should progress still not be made the class teacher, in discussion with the Special Educational Needs
Co-ordinator (SENCo), will develop an Individual Education Plan (IEP) for the child. Most children can be helped at this level. Parents are kept informed of their child’s progress through meetings with the class teacher or the SENCo.
Should further help be required, the school, with the parents’ consent, can call on a variety of external professionals to help us devise strategies to help the child.
Teaching assistants and individual needs assistants help the class teacher to deliver a programme of support for these pupils, working with the child individually or in small groups.
The Governors’ Special Needs Policy is available from the school on request. The Policy has been reviewed in the last year.
Pupils with Marked Aptitudes:
Pupils with marked aptitudes are those who exhibit ability that is above the majority of their peers. The aptitude may be in one or several of the following areas of learning:
 Intellectual/academic e.g. mathematics, history
 Mechanical e.g. design technology, construction
 Physical Skills e.g. swimming, dance
 Visual and performing arts e.g. music, drama
 Creative thinking e.g. imagination and creative ideas
 Leadership and social skills e.g. running a group or meeting
We aim to provide an environment that challenges and supports all our pupils towards high achievement and high self-esteem. Pupils with marked aptitudes may need some particular support in order to fulfil their potential. Teachers differentiate the work that they set for
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pupils in their classes. Pupils with marked aptitudes may work individually or in small groups on a range of extension and enrichment activities designed to meet their needs.
There are also opportunities for pupils with marked aptitudes to take part in ‘master classes’ provided by our colleagues at Heathfield Community College; for example in art, mathematics music and sports.
Pupils with Disabilities:
We welcome applications for a place at the school from any pupil. The school’s admission criteria do not discriminate against disabled pupils. Across the school, no pupil is discriminated against because of their disability. We work closely with the parents of disabled pupils and take advice from other professionals to ensure that they are not treated less favourably than other pupils.
The school is equipped with a toilet suitable for people with disabilities and a shower. There is ramp access to all areas of the school site, and wide corridors to ensure easy access to all school rooms. Staff produce written information for disabled pupils in different formats to assist with their access to the curriculum e.g. large print, using visual symbols etc. The
Governors’ Accessibility Plan sets out our future intentions for increasing access to the school by pupils with disabilities. The Accessibility Policy is available from the school on request.
Promoting Positive Behaviour:
Pupils at our school have very high standards of behaviour. Pupils are encouraged to develop self discipline, self-awareness and self-control. The school frequently receives compliments from visitors and from people the children meet on educational visits on the quality of the children’s behaviour. We have a School Agreement which was written by staff and pupils.
The School Agreement guides the behaviour of all who work in the school.
At All Saints’ and St Richard’s School we will:
 Try our best in the classroom and on the playground;
 Treat other people with respect, be helpful and polite;
 Work and behave in a way that makes us proud of the school and each other;
 Move quietly and safely around the school;
 Look after the school inside and out.
Positive behaviour is promoted through the use of praise and encouragement backed up by a clear system of sanctions for those who chose to break the School Agreement. It is important that children learn that their actions can have consequences both positive and negative depending on the choices they make. Children who consistently struggle to meet the School
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Agreement are supported through targets and small group work to improve their behaviour.
We believe that the actions of a child should not prevent another child from learning. A summary of the behaviour policy is included with the Prospectus.
Bullying:
We treat any incidences of bullying very seriously. Bullying of any sort is not tolerated.
Pupils are encouraged to ‘tell’ if they are being made to feel uncomfortable by another child. The Headteacher thoroughly investigates any reports of bullying. Pupils involved in bullying receive appropriate sanctions in line with our Behaviour Policy. We have a clear ant bullying policy.
Other Difficulties:
From time to time, in children’s lives, events take place that are upsetting for them. We request that parents share this information with us so that we can offer understanding and support. This personal information will always be dealt with in the strictest confidence.
If any parents are concerned about their children experiencing any kind of difficulties at school, or if they have any concerns about aspects of school life, then they should contact the child’s class teacher in the first instance and then the Headteacher if necessary
.
School Information:
Governing Body
Whilst the day-to-day management of the school is the responsibility of the Headteacher, the
School Governors have overall responsibility for the policy and decision making in the school. The Governing Body meets seven times a year. Governors regularly visit the school to observe children working and meet with teachers and parents. Because we are a voluntary aided school many of our governors are appointed by the two churches and by the
Diocesan Board of Education.
The Governors are:
Mrs Emma Gower
Mrs Nicola Miller
Mrs Carrie Thain
Mrs Nicola Woods
Foundation governor, All Saints’ Church (Chair)
Foundation governor, eligible parent St Richard’s Church
Elected parent governor
Foundation governor, eligible parent, All Saints’ Church
Mrs Sharon Coppard
Mrs Linda Dearsley
Foundation governor, Diocesan Board of Education, parent foundation governor, St Richard’s Church
The Rev. Malcolm Jones Ex officio St Richard’s Church
The Rev. David Guest Ex officio All Saints Church
Mrs Caroline Harvey
Mrs Julie Moore
Ex officio, Headteacher
Staff governor, non teaching
Clerk to the Governors Mrs Fiona Allan
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We will be holding elections for a parent governor shortly.
We have a vacancy for a community governor and for a Diocesan Board of Education governor.
The governors regularly meet parents, at parents’ evenings; meet the Head sessions and at school functions and church services. They are available for informal meetings and form part of the formal complaints system.
The Friends of All Saints and St Richard’s School
The Parent Teacher Association is known as The Friends of All Saints’ and St Richard’s CEP
School. The group is very active in both its fund raising and social activities. It has two main objectives, firstly to help create a community feeling among the parents of the children and secondly, but by no means less importantly, to raise funds for the school.
Most recently The Friends has paid for the replacement of the school computers, has made substantial contributions to the building work, the library and the playground adventure trail; Parents of children at All Saints’ and St Richard’s are automatically members of The
Friends. Parents may choose to become committee members and help organise fundraising events, or simply support the events themselves.
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The School Year and Term Dates: insert
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Attendance:
Pupils’ attendance at All Saints’ and St Richard’s CEP School is good.
Absences from school are either recorded as authorised or unauthorised. Authorised absences are when the school has been informed of a legitimate reason for absence e.g. illness. Absences are recorded as unauthorised when we receive no explanation from parents, or the absence is not for a legitimate reason e.g. holiday.
We strongly discourage parents from taking children on holiday during term time, as we know from experience that children’s learning suffers as a result of holidays taken in term time.
Other Difficulties:
From time to time, in children’s lives, events take place that are troubling for them. In order for the school to support children and act to mitigate damage for children we ask that parents keep us informed of any difficulties for the children. Personal information will always be dealt with in the strictest confidence.
If any parents are concerned about their children experiencing any kind of difficulties at school, or if they have any concerns about aspects of school life, then they should contact the child’s class teacher in the first instance and then the Headteacher if necessary.
Three statutory assessments are carried out whilst pupils are in the primary phase of their schooling.
Foundation Stage Profile
At the end of the reception year the Foundation Stage Profile is completed for each child.
Each area of learning in the Foundation Stage Curriculum has Early Learning Goals. These set out the skills, knowledge and attitudes we aim for all of the children to reach or exceed by the end of the Foundation Stage. Children’s progress towards these Early Learning Goals is assessed and recorded in the Foundation Stage Profile. Assessments will be made through talking to children and observing them playing and interacting with others. Children will be at different stages of progress towards these goals depending on age and stages of development.
Key Stage 1 Assessments (SATS)
At the end of Year 2 the class teacher makes an assessment about the progress children have made in relation to national expectations. From the work that children do throughout the year, teachers make a judgement about children’s level of progress. Tests are used flexibly
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to support the teacher’s assessment. The assessment at the end of Key Stage 1 covers speaking and listening, reading, writing, maths and science. By the end of Year 2 pupils are expected to be working at Level 2. The assessments are underpinned by careful moderation.
Key Stage 2 Assessments (SATS)
At the end of Year 6 children are required to take tests in reading, writing and mathematics.
The tests are delivered formally and take place over five days in the middle of May. Teachers also make an assessment of children’s progress, based on their work throughout the year.
Both the test results and teacher assessments are reported to parents. By the end of Year 6 children are expected to be working at Level 4.
The basis of assessment and testing and the tables published will be changing in the near future in line with government policy.
Performance Tables
 The schools in the Heathfield area work in close partnership. As a Heathfield Area
Partner (HASP) School, we welcome the increased range of information now available regarding our children’s attainment.
 We would like to offer the following guidance:
 Each school’s data will vary from year to year, which should not necessarily be interpreted as indicative of a school’s overall performance.
 The SATs can only be a snapshot of a child’s achievement and learning and do not affect progress across the whole curriculum.
 A measure of each school’s value added progress is published, but individual children’s progress will be celebrated within each school.
 The number of children in each year group differs from school to school and year to year and has a significant effect on final percentages e.g. in a group of 50, each child is worth
2%, in a group of 10 each child is worth 10%.
We do not publish any results where the number of children is below 10 as this may lead to the identification of individual children.
Leavers:
Of the 12 children who left after year 6 from this school 11 went to Heathfield Community
College (co educational comprehensive) and 1 went to Tunbridge Wells Girls Grammar
School (selective single sex school).
In the previous year all 23 (?) children went to Heathfield Community College (co educational comprehensive).
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Complaints Process:
Whilst we strive to provide the best possible education for your child and to keep you informed about his or her progress, we would never claim to be infallible. We hope that any concerns or anxieties will be brought to our attention when they arise. The first and most appropriate point of contact will normally be your child’s teacher with whom most problems can be resolved through informal discussion. However if the matter is not resolved then you should make an appointment to discuss things with the Headteacher. In the event of continued dissatisfaction there is a formal complaints procedure details of which are available from the school office.
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Governors’ Admission Policy:
The Governors have agreed with the Local Authority to admit 20 pupils to Reception Class.
The Governing Body has also decided that this will be the maximum number that it will admit to the school due to constraints of space within the building.
These arrangements and the admissions criteria, below, are reviewed annually by the admissions panel of the Governing Body, which then report to the whole Governing Body.
When the school receives more applications than there are places available the Governors will admit pupils according to the oversubscription criteria, which are listed in order of priority. Please note, it has not been necessary to apply the oversubscription criteria for over 15 years, and no child who has wanted to come to the school has been unable to come here.
All children who have been offered a place in the Reception Class, and when this has been accepted by the parents, will be admitted in the September of the school year in which the child reaches five years of age. All children have the option to attend full time from
September, through negotiation and agreement with parents.
CASUAL ADMISSIONS
If casual vacancies arise during the school year and there are more applicants than places The
Admissions Committee will consider all applications against the oversubscription criteria. A decision to refuse admission will be taken by the Committee and no one individual.
OVERSUBSCRIPTION CRITERIA
1.
The admission authority will give first priority in its oversubscription criteria to all relevant looked after children.
2.
Children whose parents are regular worshippers in the parish churches of All Saints’ and
St Richard’s, by ministerial reference.
3.
Children who already have brothers and sisters attending school, at the time the child starts school.
4.
Children whose parents are regular worshippers in a neighbouring Anglican parish
Church for whom this is the nearest Church school, by ministerial reference.
5.
Children whose parents are regular worshippers of another Christian denomination who live within the parishes of Heathfield All Saints’ or Heathfield St Richard’s, by ministerial reference.
6.
Children with documented acute medical or social needs who, in the view of the
Governors, would benefit from a place at the school.
7.
Children living within the parishes of Heathfield All Saints’ or Heathfield St Richard’s.
8.
Children of other faiths or no faith who live beyond the parishes of Heathfield All Saints’ or Heathfield St Richard’s and whose parents desire them to attend this school because of its religious tradition.
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When deciding between applicants that ostensibly have equal entitlement under the above criteria, the Governors will have regard to the proximity of the applicants’ homes to the school. Priority will be given to applicants who live closest to the school, using surfaced passable routes. Distance will be measured using the County Council’s geographical information system (GIS), from the child’s home to the gate used by the children at the school. It must also be a public right of way.
NOTES
 The term ‘relevant looked after children’ refers to children in the care of the Local
Authority both at the time of application and admission.
 Parents applying under categories 2, 4, and 5 must complete a supplementary form
(available with this policy, from the School Office or the Local Authority) giving the name of the priest or minister able to verify that the requirements of a particular criterion have been met.
 A regular worshipper is defined as attending worship once a month for at least six months.
 A sibling is a full, half or step brother or sister living permanently in the same household, including an adoptive or foster brother or sister.
 Reference to parents includes legal guardians and applies to either or both parents, or a sole parent.
 Where only one parent/guardian satisfies a criterion, the application will be treated equally with one where the requirement is met by two parents.
 Christian denomination is one that is a full member of Churches Together in Britain and
Ireland or the Evangelical Alliance.
 Maps of the boundary of the parishes of Heathfield All Saints’ or Heathfield St Richard’s can be viewed at the school.
 Parents applying under criterion 6 must provide documentary evidence, with the application, from a registered health professional providing the particular reasons why
All Saints’ and St Richard’s is the most suitable school and the difficulties that would be caused if your child had to attend another school.
 Children refused a place can, at their parents’ request, be put on a waiting list where priorities will also be determined by the admissions criteria set out above. Children are kept on this list for a maximum of 12 months.
 Late applications are considered after all those applications received by the specified deadline.
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WAITING LISTS
The Governors will operate a waiting list so that it is clear as to which child will be offered any place, which becomes vacant. The waiting list will reflect the oversubscription criteria.
The Local Authority will be notified by the Governors of places which are subsequently allocated from the waiting list. It remains for the Governors to offer places to parents when places become available.
A waiting list will operate until the end of the 2012/13 school year in respect of reception admissions.
PROCEDURE FOR UNSUCCESSFUL APPLICANTS:
Parents who are not offered a place for their child(ren) are entitled to appeal to an independent panel.
Should the parents wish to proceed with an appeal it is suggested that the Headteacher or
Clerk be contacted so that the appeal process can be explained.
Parents wishing to appeal should do so in writing to the Clerk to the Governors within 14 days from the notification of the decision not to admit.
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ALL SAINTS’ & ST RICHARD’S CHURCH of ENGLAND PRIMARY SCHOOL
CLERGY REFERENCE FORM FOR ADMISSIONS APPLICATION
Application for a place for (child’s name) ______________________________
Date of birth __________________________________________________
If you are applying for a place under the following criteria 2, 4 or 5 please ask the Vicar or the recognised representative to complete the section below and return it with your form.
CRITERIA
Places at All Saints’ and St Richard’s Church of England Voluntary Aided Primary School are allocated in accordance with our published Admissions Policy. Where criteria 2, 4 or 5 apply a reference from the Parish Priest or minister is required to confirm that any criteria are satisfied. These criteria are:
2. Children whose parents are regular* worshippers in the parish churches of All Saints’ and St Richard’s.
4. Children whose parents are regular* worshippers in a neighbouring Anglican parish
Church for whom this is the nearest Church School.
5. Children who are regular* worshippers of another Christian denomination who live within the parishes of Heathfield All Saints’ or Heathfield St Richard’s.
* A regular worshipper is defined as attending worship once a month for at least six months.
Christian denomination is one that is a full member of Churches Together in Britain and
Ireland or the Evangelical Alliance.
CLERGY REFERENCE
I confirm that _________________________________parent/guardian name(s) worship(s) regularly at __________________________ and has attended at least once a month for 6 months prior to this application, thereby satisfying the criterion under which they are applying for a place at the school.
Signed _________________________________________
Name __________________________________________
Position in the church______________________________ Date ______________
Please return the completed form to the Chair of Governors at the school address:
All Saint’s and St Richard’s Church of England Primary School
School Hill
Old Heathfield
East Sussex
TN21 9AE
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