Head Teacher:
Mrs M Robertson MA
Chair of Governors:
The Rev. D Morgan
Vicar of St. Paul’s Church:
The Rev. D. Morgan
OUR MISSION STATEMENT
St Paul’s School provides a caring, positive, secure Christian centre
of learning, in which children can develop their own potential by
having equal access to a broad balanced curriculum.
Their
achievements are rewarded and encouraged in order to develop their
self-confidence and self-esteem.
Our School Prayer
Dear Lord,
This is our school,
Thank you for protecting us,
Thank you for helping us.
May you keep our school safe.
Please help us with our work.
Please help us with our friendships.
Lord, this is our school.
Amen
INTRODUCTION
On behalf of Father David, the School Governors and the Staff may I warmly welcome
you and your child to Adlington St. Paul’s Primary School.
Your child is embarking on one of the greatest experiences in life, that of education. Our
staff team will ensure that your child achieves his/her potential and obtains the highest
standards of excellence.
Parents are always welcome in school. We foster a close partnership between home
and school, which is vital for your child. Your child is entering a new phase of his/her life.
In school he/she will meet new friends and encounter new experiences. We will create a
warm, caring environment where your child feels loved, confident and secure.
If you have any queries about school or about your child’s progress please do not
hesitate to come in and see us. Our door at Adlington St. Paul’s is always open.
The purpose of this booklet is to inform you about our school’s aims, curriculum, activities
and organisation.
The information in this booklet is correct at the time of publication and meets the
requirements of the current Education regulations. However it is inevitable that there will
be changes of which parents will be informed when they occur.
THE GOVERNING BODY
The Reverend D.F.C. Morgan
Chairman and Foundation Governor
Mrs M Robertson
Head Teacher
Ms J. Molyneaux
L.E.A. Governor
Mrs B O Donnell
Foundation Governor
Mr W. Young
Foundation Governor
Mr P Watson
Foundation Governor
Mr F. Ince
Foundation Governor
Mr D. Houghton
Foundation Governor
Ms C Hollister
Foundation Governor
Mrs J Bayliss
Foundation Governor
Mr G Caley
Parent Governor
Mrs S Sixsmith
Parent Governor
Mrs E Wingeatt
Teacher Governor
Miss J Shutt
Staff Governor
THE SCHOOL
Adlington St. Paul’s C.E. Primary School offers primary education to children aged 4 to
11. The school is situated in the centre of Adlington next to St. Paul’s Church and is
housed in three buildings.
The Infant Building
This was built in the 1970’s and houses the Reception, Year 1 & Year 2 classes. In
addition the building contains the main school hall and the school kitchens. The infant
classrooms were refurbished in 2010.
The Nursery Building
Built in 1910, this houses the St. Paul’s After School Care Club ‘KIDZONE’. We provide
a service for parents who wish to leave their children at school from 3.15 PM to 6.00 PM
on a daily or weekly basis.
Trained staff will be there each day to look after your child. The KIDZONE Club is ideal
for parents who go out to work or for those who need to dash off for an appointment or
go shopping. Rates are charged on a daily basis. Discounts are available for weekly
stays. If you wish to register for KIDZONE, please see the Head Teacher.
St Paul’s Nursery Unit is housed in the middle block. It caters for children 3-4 years old
and operates 9 - 12 weekdays. There is also a Toddler & Parent Group operating from 1
- 3 every Thursday afternoon.
The Junior Building
This was built in 1910 and is the larger of the two older blocks. It houses the main
waiting area, the office, four classrooms Year 3, Year 4, Year 5, Year 6 and a main
library and computer suite.
There are excellent outside play facilities with two large playgrounds and two playing
fields adjacent to the school buildings.
The school is equipped to cater for the needs of children of all abilities and interests. It
has the capacity to admit 30 children in any one year.
Community links
The school is also a centre for the local community, church and uniformed organisations
for example Brownies and Guides, Mothers’ Union, St. Paul’s Players etc. Details are
available from the Headteacher.
SCHOOL INFORMATION
Adlington St. Paul’s C.E. Primary School
Railway Road
Adlington
CHORLEY
Lancashire
PR6 9QZ
Telephone Number:
Fax Number:
01257 480276
01257 474849
E-Mail:
head@adlingtonstpauls.lancs.sch.uk
Website:
www.adlingtonstpauls.lancs.sch.uk
THE SCHOOL DAY
Morning Session:
9.00 am to 12 noon
Afternoon Session:
Infants - 1.15 pm to 3.15 pm
Junior - 1.00 pm to 3.15 pm
All children have a morning break of 15 minutes, the infant children also have a 15
minute break in the afternoon.
Hours spent on teaching in a normal school week: Infants, 5-7 21 hours
Juniors, 7-11 23½ hours
Children should arrive at school in good time to start school punctually but should not
arrive at school before 8.45 am.
SCHOOL CLASS STRUCTURE
Class 1
Reception
Ages 4-5 years
Class 2
Year 1
Ages 5-6 years
Class 3
Year 2
Ages 6-7 years
Class 4
Year 3
Ages 7-8 years
Class 5
Year 4
Ages 8-9 years
Class 6
Year 5
Ages 9-10 years
Class 7
Year 6
Ages 10-11 years
THE SCHOOL STAFF
Headteacher:
Mrs Marilyn Robertson
Deputy Headteacher
Mrs Elizabeth Wingeatt
Teachers:
Mrs Karen Quickfall
Mrs Christine Crompton
Mr Darren Stamp
Mrs Caroline Heaton
Mrs Leah Halsall
Miss Donna Wilden
Miss Jenny Shutt
Mrs Lisa Dearden
Mrs Mandy Fletcher
Teaching Assistants:
Mrs Helen Robert
Mrs Cathy Wilson
Mrs Karen Matnarudin
Mrs Diane Glithero
Mrs Janette Smith
Mrs Michelle Crosier
Mrs Lisa Finn
Mrs Dana Coulter
Secretary:
Mrs Linda Morris
Site Supervisor (Caretaker):
Mr Rowan Woods
Cleaners:
Mrs Ann Hart & Mr Sven Revill
Welfare Assistants:
Mrs Liz Watson
Mrs Amanda Gregory
Mrs Ann Hart
Mrs Heather Treadwell
Cook:
Mrs Lynn Roberts
Assistant cook:
Mrs Tracy Kane
SCHOOL STAFF ORGANISATION
Reception
Mrs Lisa Dearden/ Mrs Mandy Fletcher
Year 1
Mrs Karen Quickfall / Mrs Christine Crompton
Year 2
Miss Jenny Shutt (Key Stage 1 & EYFS Team
Leader)
Year 3
Mr Darren Stamp
Year 4
Miss Donna Wilden
Year 5
Mrs Caroline Heaton /Mrs Leah Halsall
Year 6
Mrs Elizabeth Wingeatt (Deputy Head teacher &
Key Stage 2 Team Leader)
Adlington St Paul’s C.E Primary School
School Terms & Holidays 2010/2011
AUTUMN TERM 2010
Teacher Day
Wednesday 1st September 2010
School re-opens on
Thursday 2nd September 2010
Mid Term Closure
Monday 25th October –
Friday 29th October 2010 (inclusive)
Teacher Days
Monday 1st and Tuesday 2nd
November 2010
Closure after school
on
Friday 17th December 2010
SPRING TERM 2011
Teacher Day
Tuesday 4th January 2011
School re-opens on
Wednesday 5th January 2011
Mid Term Closure
Monday 21st February –
Friday 25th February 2011 (inclusive)
Closure after school on
Thursday 21st April 2011
SUMMER TERM 2011
School re-opens
Tuesday 3rd May 2011
Mid Term Closure
Monday 30th May – Friday 10th June 2011
(inclusive)
Closure after school on
Thursday 21st July 2011
Teacher Day
Friday 22nd July 2011
Adlington St Paul's Church of England Primary School
ADMISSION ARRANGEMENTS
Making an application
Applications for admission to the school for September 2011 should be made on the
common application form enclosed with the Local Authority’s brochure and also on the
Diocesan Supplementary form between September 2010 and Friday, 14th January 2011.
It is not normally possible to change the order of your preferences for schools after the
closing date.
Parents must complete the Local Authority application form, stating three preferences.
Parents who wish their application to this Church school to be considered against the
faith criteria should also complete the supplementary form. If the school is
oversubscribed, a failure to complete the supplementary form may result in your
application for a place in this school being considered against lower priority criteria as the
Governing Body will have no information upon which to assess the worship attendance.
Applications may also be made on-line on the common application form; however, the
Diocesan Supplementary Form must be handed in to the appropriate school or schools.
Letters informing parents of whether or not their child has been allocated a place will be
sent out by the Local Authority by Tuesday, 26th April 2011. Parents of children not
admitted will be informed of the reason and offered an alternative place by the Authority.
Admission procedures
Arrangements for admission have been agreed following consultation between the
governing body, the Diocesan Board of Education, Local Authorities and other
admissions authorities in the area.
The number of places available for admission to the Reception class in the year 2011 will
be a maximum of 30.
The governing body will not place any restrictions on admissions to the reception class
unless the number of children for whom admission is sought exceeds their admission
number. By law, no infant class may contain more than thirty children. The Governing
Body operates a system of equal preferences under which they consider all preferences
equally and the Local Authority notifies parents of the result. In the event that there are
more applicants than places, after admitting all children with a statement of educational
need naming the school, the governing body will allocate places using the criteria below,
which are listed in order of priority.
1
(a) Children in public care.
(b) Children with special medical or social circumstances affecting the child where
these needs can only be met at this school
.NOTE: Professional supporting evidence from eg a doctor, psychologist, social worker,
is essential if admission is to be made under the criterion for special medical or
social circumstances, and such evidence must set out the particular reasons
why the school is question is the most suitable school and the difficulties which
would be caused if the child had to attend another school.
2. Children whose parents live within the ecclesiastical parish of St Paul’s Adlington
A map showing the boundaries is available in school.
3. Children whose parents live outside the ecclesiastical parish of St Paul’s Adlington:
(a) Children with a parent/guardian worshipping in a church in membership of
Churches Together in England.
Churches Together in England is taken on the 1st September in the year
prior to admission to the school. A list may be obtained from its website or
from the school. Churches in membership of the equivalent bodies in
Northern Ireland, Scotland and Wales are accepted.
Parental worshipping is normally taken to mean a minimum of monthly
attendance at church at public worship for over at least six months. The
relevant date is 1st September in the year before admission to the school.
The governors will request confirmation of this from the relevant member
of the clergy or church officer. Where a family has changed churches,
then information about all of them will be required.
(b) Children who have a sibling attending the school on the date of application and
on the date of admission.
Siblings include step, half, foster, adopted brothers and sisters living at the
same address.
(c) Other children.
Tie break
Where there are more applicants for the available places within a category, then the
distance between the Ordnance Survey address points for the school and the home
measured in a straight line will be used as the final determining factor, nearer addresses
having priority over more distant ones. This address point is within the body of the
property and usually located at its centre. Where the cut off point is for addresses within
the same building, then the single measure between address points will apply and the
Local Authority's system of a random draw will determine which address(es) receive the
offer(s).
Admissions information:
In 2010, there were 26 applications for 30 places.
Late applications for admission
Where there are extenuating circumstances for an application being received after the
last date for applications, and it is before the governors have established their list of
pupils to be admitted, then it will be considered alongside all the others.
Otherwise, applications which are received after the last date will be considered after all
the others, and placed on the waiting list in order according to the criteria.
Waiting list
Where we have more applications than places, the admissions criteria will be used.
Children who are not admitted will have their name placed on a waiting list. The names
on this waiting list will be in the order resulting from the application of the admissions
criteria. Since the date of application cannot be a criterion for the order of names on the
waiting list, late applicants for the school will be slotted into the order according to the extent to
which they meet the criteria. Thus it is possible that a child who moves into the area later to
have a higher priority than one who has been on the waiting list for some time. If a place
becomes available within the admission number, the child whose name is at the top of the list will
be offered a place. This is not dependent on whether an appeal has been submitted.
This waiting list will operate for the full autumn term.
Address of pupil
The address used on the school’s admission form must be the current one at the time of
application, ie the family’s main residence. If the address changes subsequently, the
parents should notify the school. Where the parents live at different addresses, and
there is shared parenting, the address used will normally be the one where the child
wakes up for the majority of Monday to Friday mornings. If there is any doubt about this,
then the address of the Child Benefit recipient will be used. Parents may be asked to
show evidence of the claim that is being made for the address, e.g. identity cards of
various sorts showing the child’s address as the one claimed. Where there is dispute
about the correct address to use, the governors reserve the right to make enquiries of
any relevant third parties, e.g. the child’s GP, Council Tax Office, Electoral Registration
Officer, utilities provider. For children of UK Service personnel and other Crown Servants
returning to the area proof of the posting is all that is required.
Non-routine admissions
It sometimes happens that a child needs to change school other than at the “normal”
time; such admissions are known as non-routine admissions. In order to obtain a school
place in mid year, it is necessary to fill in the Local Authority's Common Application Form,
stating three preferences. The form must be returned to the Area Pupil Access Team. If
you wish to apply to this school on the grounds of your faith commitment then it may be
helpful to your application to complete the Diocesan Supplementary Form and return it to
the school. The Local Authority will consider your three preferences equally, in liaison
with other admissions authorities. The offer of a place can only be made by the Local
Authority.
If you wish to visit the school before stating your preferences, please contact us.
Appeals for children moving into the area will not be considered until there is evidence of
a permanent address, e.g. exchange of contracts or tenancy agreement with rent book.
Please note that you cannot re-apply for a place at a school within the same school year
unless there has been relevant, significant and material change in the family
circumstances.
Appeals
Where the governors are unable to offer a place because the school is over subscribed,
parents have the right to appeal to an independent admission appeal panel, set up under
the School Standards and Framework Act, 1998, as amended by the Education Act,
2002. Parents should notify the clerk to the governors at the school by Friday 27th May,
2011. Parents will have the opportunity to submit their case to the panel in writing and
also to attend in order to present their case. You will normally
receive 14 days’ notice of the place and time of the hearing.
Appeals which are received after the deadline will be slotted into the schedule where this
is possible. There is no guarantee that this will happen and late appeals may be heard
after the stipulated date at a second round of hearings. The schedule is subject to
change depending upon the availability of appeal panel members, clerks, venues and the
number of appeals for each school (which will vary year on year).
If your child was refused a place in Reception or Key Stage 1 because of Government
limits on Infant class sizes, the grounds on which your appeal could be successful are
limited. You would have to show that the decision was one which in the circumstances
no reasonable governing body would have made, or that your child would have been
offered a place if the governors’ admissions arrangements had been properly
implemented.
Please note that this right of appeal against the governors’ decision does not prevent you
from making an appeal in respect of any other school.
Fraudulent applications
Where the governing body discovers that a child has been awarded a place as the result
of an intentionally misleading application from a parent (for example a false claim to
residence in the catchment area or of involvement in a place of worship) which effectively
denies a place to a child with a stronger claim, then the governing body is required to
withdraw the offer of the place. The application will be considered afresh and a right of
appeal offered if a place is refused.
Deferred admission
If your child is due to start school during the next academic year, it is important that you
apply for a place for September. If your child’s fifth birthday is between the months of
September and December, then, if you wish it, admission may be deferred until January;
if it is between January and April, then admission may be deferred until the start of the
summer term though it is likely to be in your child’s interest to start no later than January.
You may also request that your child attend school part time until he/she reaches his/her
fifth birthday.
Twins, etc
Where there are twins, etc wanting admission and there is only a single place left within
the admission number, then the governing body will exercise as much flexibility as
possible within the requirements of infant class sizes. If places for both twins or all
triplets, etc cannot be offered, the family will be advised accordingly. This may also apply
to siblings who are in the same year group. If only a single place can be offered for
twins, then the Local Authority's system for a random draw will decide which pupil
receives an offer.
The Bishop of Burnley blessed our new library in January 2005
THE AIMS OF THE SCHOOL
Implicit in the daily life of the school is mutual respect and concern for others. This is to
be developed by example from all staff to each other and to each child with specific
reference to Christian beliefs and values.
The aims of the school are:

To establish a caring, supportive and Christian environment, which is rich and
stimulating, as the framework for the children’s personal and social development.

To maximise the potential of each individual pupil.

To help pupils develop lively and enquiring minds, and to promote within each
child a positive self image, to encourage self-respect and self esteem.

To develop a pupil’s agility, co-ordination and enjoyment in physical activity
through games, and movement as an expression of feeling.

To help pupils to acquire understanding, knowledge and skills which are relevant
to modern life.

To help pupils to use language effectively.

To help pupils to use mathematics effectively.

To help pupils develop an understanding of Science.

To help pupils to develop personal and moral values, respect for religious values
and tolerance of other races, religions and ways of life.

To help pupils understand the world in which they live.

To help pupils to appreciate human achievements and aspirations.

To ensure that the Curriculum offers equality of opportunity for all pupils, and is
broad and balanced within the framework of the National Curriculum.

To develop a sympathetic understanding, knowledge of the Christian faith, its
beliefs and practices, through religious education and collective worship.

To develop close links with our church through regular services and assemblies.
THE SCHOOL CURRICULUM
We follow the national curriculum, and the Primary Strategy. Links are made with local
industry, local organisations and other phases of education to promote a wide and real
dimension to the curriculum. PHSE lessons are also included for all pupils.
Six areas of learning together form the National Curriculum. These six areas of learning
are: Understanding the arts
 Understanding English, communication and languages
 Historical, geographical and social understanding
 Mathematical understanding
 Understanding physical development, health and wellbeing
 Scientific and technological understanding
At St. Paul’s School the children will concentrate on the basic skills - learning to read and
write and to use numbers. A creative approach is taken to children’s learning, linking
aspects and developing skills and knowledge through practical investigations, meeting
the needs of different learning styles.
The Reception children follow the Foundation Curriculum for reception children which is
based on the Early Learning Goals. This builds on the learning they have done in
nursery or their pre-school setting.
Understanding the arts
Understanding English, communication and languages
Historical, geographical and social understanding
Mathematical understanding
Understanding physical development, health and wellbeing
Scientific and technological understanding
THE ENGLISH CURRICULUM
The teaching of English in the school is divided into five major areas.
 Speaking and Listening
 Reading
 Writing
 Spelling
 Handwriting
These are taught in English lessons and also within other subjects in the curriculum.
In reading, one of the main aims is for the children to derive pleasure from reading by
themselves and from listening to stories. Learning to read is a skill and children need to
be prepared carefully. When children start this is one of the main tasks of teachers, and
parents can be supportive. Reading a story to children at bedtime is one of the best
things parents can do and following the words with a finger will help children to
understand that words have a meaning and that they go from left to right.
There is NO single perfect way of teaching reading. Parents should not start to worry if a
child cannot read after just a few weeks in school and should not worry if the way reading
is taught is different from the way they were taught to read. Teachers use many different
methods to help children learn to read in the early years.
The best start parents can give to their children is to love them, care for them and TALK
to them. Listening to their parents, and then copying them is how a child learns to talk,
and talk helps reading.
Children learn to read best when they are enjoying it and they need constant
encouragement and lots of interest if they are going to WANT to learn to read.
However, putting children under too much pressure to read too early will have a
detrimental effect on their learning.
Nothing succeeds like success. From simple words to simple books, children move on to
more difficult words, more difficult books. Parents and teachers need to show that they
are pleased with the progress. Children need this encouragement, even when they move
to secondary school
THE MATHEMATICS CURRICULUM
The Mathematics Curriculum consists of five main areas through which the children
progress at their own rate. This is carried out using the National Numeracy Strategy
a.
Number:
Addition, subtraction, multiplication and division, the use of measurement in weight,
length, time and area
Repeating patterns and exploring numbers
b.
Shape and Space:
Sorting, classifying and recognising 2D and 3D shapes
c.
Data Handling:
Sorting objects, constructing block graphs, feeding information about graphs and
statistics into a computer
d.
The Use and Application of Maths
Children acquire skills to help them through these areas. For example they will be
encouraged to ask questions, check results, use the correct materials, talk about their
work, make predictions, ask what will happen if...? These skills will help them in real life
situations of problem solving and with mathematical investigation. A variety of maths
schemes and ideas are used in school, which are led by the National Numeracy
Strategy. The school hosts a maths evening for parents to show them the kind of things
that their child will be covering in school.
RELIGIOUS EDUCATION
As we are a Church of England School, we adhere to all its beliefs and practices. The
school follows the Blackburn Diocesan Religious Education syllabus. School worship is
held each morning. The children go into church on a regular basis and the Vicar comes
into school to take services. We are very proud of our close relationship with St. Paul’s
Church.
If any parent does not wish for their child to take part in the Christian Worship of the
school for whatever reason, they have the right to withdraw them and alternative
arrangements will be made.
The quality of religious education at St. Paul’s encourages children to develop their
sense of identity as a person, to develop a sense of community and to consider their own
place in creation. They are encouraged to feel that they belong to one large family that
encompasses their own immediate family, that of the school, the church and the
community at large. The principles of Christianity form the ethos of the whole school and
are inherent in all aspects of school life. We follow the Blackburn Diocesan Scheme of
Religious Education and we also introduce pupils to the Jewish and Islam faith.
CREATIVE LEARNING
All other areas of learning are covered in creative learning time which follows a
programme of thematic units designed specifically for each class. These form a
programme as follows:-
Reception
Year 1
Who am i? Where am i?
Lets celebrate
Autumn
Funny bones
Through the keyhole
Year 2
Autumn
Oh I do like to be
beside the seaside
Katie morag’s island
home
Year 3
Autumn
Wacky weather
Our perfect
playground
Year 4
Autumn
East meets west
Toy story
Inside, outside
The tiny seed
To the rescue
Spring
Raining cats and dogs
Our amazing world
Summer
Percy the park keeper
Are we nearly there?
Spring
Fire! Fire!
Summer
Creepy,crawly creatures
Beware of the big
bad wolf
Let’s explore the
rainforest
Spring
Ww ii
Let’s perform
Spring
Where’s my mummy?
Lights, camera,
action!
Summer
The terrible tudors
A monster of a myth
Summer
My village
Home sweet home
Year 5
Autumn
From victoria to
elizabeth
Year 6
Autumn
H2o
Travellers
Spring
Above and beyond
Great thinkers
Summer
Light and sound
journeys
Spring
Look out
Summer
Moving On
Explorers
What a Performance
SEX EDUCATION
Sex Education will be taught as part of Health Education in the later primary years and
will have due regard to moral considerations and the value of family life. Parents are
asked to come into school to view the materials that are used. Parents are requested to
give their permission for their child to take part in these lessons.
ASSESSMENT AND RECORDING
As the children move through the school their progress will be measured against clear
objectives. This will show how much they know and what they can do. Their teachers
continually assess children in school in a variety of ways. These may be simply by asking
some questions, looking through their work or by observing them at a given task. All
children are tested as part of this assessment.
There will be a series of more formal assessments, which will take place at the ages of
seven and eleven, measured partly on the basis of teachers' views and partly by
Standard Assessment Tasks.
These tests will be consistent with assessments made in all other state maintained
schools and are a legal requirement.
Children will be measured on part of a ten-point scale. An "average" child will reach a
Level 2 by age seven and around a level four by age eleven.
Some children will make slower progress than this and others will make faster progress.
The main point is that children will be helped to progress at a rate, which is right for them.
The school will always inform you of your child's progress and will look for ways to
discuss with you how best to help them.
The process of praise and reward goes on all through the child’s day. Parents can play a
vital role in developing a child’s self esteem. When you child brings work home or a
painting, please make him/her feel valued and appreciated. Taking an interest and
showing the child that his/her achievement is worthwhile is the best way to develop a
child’s confidence.
Each term there will be opportunity given for you to discuss your child’s progress with the
class teacher. At the end of the school year, parents will be issued with a report on the
child’s progress.
SPECIAL NEEDS
All pupils have a right to a broad and balanced curriculum including the National
Curriculum.
Many children will have a special need at some time in their school life ranging from a
family crisis, personal illness or a specific learning difficulty. Most of these special needs
can be catered for through the normal school caring situation.
Sometimes children need a specific programme of support. This can either be provided
by the class teacher, the Special Needs Co-ordinator, or the local authority support
service. All parents are kept fully informed of their child’s progress and any occasion
when extra support is required.
It is important for parents to inform their child’s teacher if there is any change in home
circumstances as these may affect the learning process and life in school.
The Head Teacher is the Special Educational Needs Co-ordinator. There is a nominated
Governor with responsibility for Special Educational Needs. This is currently Miss
Freema Taylor.
GIFTED AND TALENTED
As part of our continuous assessment children are monitored in all areas of the
curriculum. If a child is identified as being gifted and talented a letter is sent to their
parents informing them of this. The status of children identified as being gifted and
talented is reviewed annually. Learning and study programmes are developed to cater for
the needs of these gifted and talented pupils. Children may be given the opportunity to
take part in specially designed activities both within the school and in collaboration with
other schools.
OUTSIDE AGENCIES
Occasionally other agencies may be called upon to support a child with special needs,
e.g.: the Hearing and Sight Impaired, Education Psychology Service and Education
Welfare Service.
The school nurse and dental officer make regular visits. All children are given a full
medical examination in school and have their eyesight and hearing tested.
If you wish to know any more about any of these areas please contact the Head Teacher.
HOME SCHOOL AGREEMENTS
Parents will be requested to sign a Home School agreement.
This is a document, which further develops positive relationships between home and
school.
Further details will be available from the Head Teacher.
EARLY YEARS EDUCATION
It is crucial to their future success that children’s earliest experiences help to build a
secure foundation for learning throughout their school years and beyond. The purpose,
therefore, of the Early Years Foundation Stage is to provide a firm foundation on which
all aspects of learning will be built. This is done by providing a balance of adult led and
child initiated play based activities within a safe and secure environment both indoors
and outdoors.
The Early Years Foundation Stage recognises that each child is unique and it allows for
children to learn according to their own stage of development. Stimulating play based
activities are carefully planned and resourced, ensuring that each child is motivated and
has the opportunity to succeed, whilst having fun and learning to be independent. This is
sensitively done through personalised learning, within the security of a supportive and
positive relationship with both adults and peers.
The Early Years Foundation Stage curriculum is based around 6 areas of learning.
These are Personal, Social and Emotional Development (PSED), Knowledge and
Understanding of the World (KUW), Physical Development (PD), Creative Development
(CD), Communication, Language and Literacy (CLL) and Problem Solving, Reasoning
and Numeracy (PSRN). All areas of learning are of equal importance and interconnected.
HOMEWORK
The school believes in building a partnership between home and school in order to help
children with their education. Homework is an important feature of school life and is
given on a regular basis to all classes.
As the child becomes older the amount of homework will increase. This may take the
form of reading, spelling or maths. Any work, which has not been completed, is usually
sent home at the teacher’s discretion. Homework is not compulsory but all children are
encouraged to complete the tasks as we have found that this actually enhances their
learning in school.
EDUCATIONAL VISITS AND TRIPS
From time to time the children are taken on visits to places of interest In connection with
the children’s studies. We also book theatre groups to perform at school to broaden their
education. Parents are sometimes asked for voluntary contributions to these activities
since the cost to the school may make them prohibitive.
EXTRA-CURRICULAR ACTIVITIES
Many extra activities take place during the lunch break and after school. Thanks to the
co-operation of staff and support of parents
They may include: 
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Athletics
Choir
Cricket
Cross Country
Dance
Football
Guitar
Gymnastics
Netball
Rugby League
Swimming
PARENTAL INVOLVEMENT
We offer parents the opportunity of partnership with school enabling them to participate
in decision making, to be involved with their children’s learning and to attend both formal
and social events.
Home/School links are encouraged, beginning with home visits before the children start
school. These are developed in school through our home/school reading programme,
book club and library, and the PTFA (Parents, Teachers, Friends Association).
Parents are encouraged to help with school and classroom activities and outings. There
are regular invitations to school to discuss their children’s progress and to enjoy
assemblies, concerts, sporting events and special occasions.
If you are worried please come and see us because together we can try to solve your
problems.
If you need a few minutes to talk alone with the class teacher or the Head Teacher
please ask for an appointment. We can listen more easily than we can in the classroom.
If you are pleased then please let us know! We need to be praised as well as the
children. It makes us better workers too! If parents take an interest in their child’s
education at school and become involved, then the performance of their child often
improves dramatically.
SCHOOL ORGANISATION
PASTORAL CARE AND DISCIPLINE
Children with personal problems are encouraged to approach staff or the Head Teacher
at any time with their worries.
It is vital that if you are aware of any concern over your child’s happiness or well being at
school do not hesitate to come to see us.
The staff take their role as “counsellors” very seriously and are dedicated to the children
in their care.
The school follows a positive discipline policy where good behaviour is rewarded. To
encourage good behaviour we operate a ‘traffic light’ system.
We use a variety of methods:  Being given extra responsibilities showing trust
 Written praise on children’s work
 House points for good work, a kind deed or helping others
 Golden Time
 Special awards.
 Verbal praise – being told “well done”
We hold an achievement assembly each week where children’s efforts are praised and
recognised.
In all matters of discipline the school can only operate effectively with co-operation of
home and parents. If a child can see school and home working together as a team it
gives him/her a feeling of confidence and discourages negative behaviour.
RULES FOR PUPILS
In accordance with our school ethos we expect all people concerned with school to act
with courtesy and consideration for one another at all times.
This means that:
1)
Children should always try to understand other people’s point of view.
2)
In class they should make it as easy as possible for everyone to learn and
for the teacher to teach.
- Be ready to begin the lesson
- Listen carefully
- Follow instructions
- Help each other when appropriate
- Be sensible at all times
3)
They should move gently and quietly about school.
- Never run or shout
- Be ready to help by:
I)
Opening doors
II)
Standing back allowing people to pass
III)
Keep to the left side of corridors when moving through
school.
- Remember we work on mutual trust.
4)
Children should always speak politely to everyone.
5)
They should keep school tidy – so that it is a welcoming place.
I)
Put litter in bins
II)
Keep walls and furniture clean and tidy
III)
Take care of displays
Out of school, walking locally or in a group, we encourage children to remember
that the school’s reputation depends on the way they behave and that courtesy
and consideration are good rules for living outside of school as well.
JEWELLERY
In the interest of safety no form of jewellery is permitted in school. Several incidents have
occurred in schools over the years in which children have been injured.
Where parents feel that their child must have his/her ears pierced then the time to have
them pieced is the start of the summer holidays thus giving time for the hole to heal.
Studs/rings may then be removed in time for the start of the school term.
CARE AND CONCERN FOR CHILDREN
We act “in loco parentis” (as a caring parent should) on your behalf whilst your children
are in school. We have regular visits from the National Health Services in the form of
dentists, doctors and nurses, who check children’s teeth, eyes, hair, hearing, conduct
medicals and give children injections against various contagious diseases. Although it is
a great advantage to have these services available to children in schools, you are under
no obligation to use them and are constantly given the choice to refuse treatment when it
is offered.
If your children are ill and therefore unable to come to school please let us know, either
by telephone or written note. Once your child is improving it may be possible to send
work home for them to do. Don’t hesitate to get in touch!
Should the absence be a lengthy one, e.g.: after an operation, it is possible for us to
arrange for a Home Tutor to visit and help. This is done in conjunction with the Head
Teacher, Educational Welfare Officer and your family doctor.
If your child is taken ill at school we will do our best to contact you. Please make sure
you inform school of your emergency number should the occasion arise.
Sometimes parents send children to school with medicines and tablets to take.
Obviously this poses risks to other children and therefore we follow the County Policy
that:
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Any medicines brought to school must be left with the Head Teacher
with written permission to administer them.
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That no teacher will be expected to administer medicines to pupils in
school.
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That parents should be encouraged to call at lunchtime to give
medicines to their own children.
It seems better to keep children at home if they are ill, but there will be occasions when
you need our assistance with medicines. If you follow the guidelines we feel they will
help your child and protect other children in school.
Parents occasionally ask for their children to stay indoors at playtimes if they are
recovering from illness. As a general rule we provide staff cover for children at playtimes
but cannot allow them to stay indoors alone unless we have adequate supervision
available. We feel that once children are deemed well enough by you to come back to
school they must be fit for all its demands and that the time outside will not be harmful to
the child if properly dressed.
ANTI BULLYING POLICY
The school takes a very serious view of bullying and it is not tolerated under any
circumstances. If a child is being bullied he/she must speak to his/her teacher who will
deal with it immediately.
The Head Teacher will contact the child’s parents involved in the incident and deal with
the matter. Children who are observed bullying in school are reported to the Head
Teacher and their privileges are immediately withdrawn. A letter to the child’s parents is
sent home that day.
At St Paul’s we encourage all children to work and play together in a friendly manner.
We operate a positive discipline programme. However, the procedures for dealing with
bullies are swift and immediate. In this way incidents of bullying are kept to a minimum.
If you feel your child is being bullied please contact the Head Teacher immediately.
A copy of our anti bullying policy is available on our website.
ACCIDENTS IN SCHOOL
Children occasionally have accidents in school and we administer first aid to them
according to the recommendations of the St. John Ambulance Brigade. Most staff are
qualified first aiders and there is always one of them available should others feel unable
to provide adequate help.
The general advice recommended to us is to treat injuries (the vast majority of which are
cuts and grazes) by cleaning them and protecting them from dirt and infection. This
advice omits the use of ointments since they risk allergies and damage to skin tissue. In
general we use clean water and plasters.
Should your child be more seriously injured and need hospital treatment we contact
Casualty and yourselves and arrange to meet you at the hospital for more expert
attention.
CHILDREN’S SAFE ARRIVAL AND DEPARTURE
Road Crossing Officers are posted at either end of Railway Road and also by the school
drive. Where children have to cross roads they should make use of these safe places to
cross. Children on foot should use the school drive and not the church drive or along the
banking.
Parents who use cars to bring or collect their child should observe the following points: The car park behind the Upper Block is for staff cars or people who are staying in school.
The feeder road is too narrow for cars to pass and it also makes it dangerous for children
using this road on foot. So parents who bring or collect Infant children by car should park
outside the school grounds.
Parents using the Church drive to drop off or collect children are asked to observe the
following requests: 1.
2.
Keep to a maximum speed of 5mph on the Church drive
Use a one way (clockwise) system round the Church
CHILDREN ARE “PRECIOUS”. PLEASE HELP US TO PROTECT THEM BY COOPERATING WITH THESE SUGGESTIONS, EVEN IF IT MEANS ADDING A FEW
MINUTES ONTO YOUR JOURNEY.
SCHOOL UNIFORM
School uniform can be purchased through school. School uniform should be smart in
appearance to reinforce the high standard of conduct in school.
Girls -
Yellow polo shirt
Purple school sweatshirt or cardigan
Grey pinafore/skirt
Long dark grey trousers
White socks
Black school shoes – Fashion boots or trainers are not suitable footwear
Summer Uniform – Yellow or purple dress
Boys -
Yellow polo shirt
Purple school sweatshirt
Grey trousers
Grey socks
Black school shoes
School fleeces may also be purchased from school.
PLEASE DO NOT SEND YOUR CHILD IN JOGGING PANTS OR JEANS FOR
INDOOR WEAR
P.E. KIT
Yellow /white T-shirt and shorts
White/black pumps – slip-ons for infants
JUNIOR GAMES KIT
T-shirt – shorts as above
Trainers
Football boots
Please make sure PE and games kit are kept in a drawstring bag and taken home each
week to be washed.
PLEASE DO NOT send your child with a huge sports bag. There is not enough room in
the cloakroom for them.
All items of clothing must be clearly named. This reduces the worry of losing sweaters
etc. and makes identification much easier.
SCHOOL MEALS
School meals are cooked on the premises and are of a high standard.
The children are presented with a choice of menu. The menus have recently been
changed to reflect the need to provide healthy meals for pupils. The meals are currently
£9.00 per week.
It is possible for children to bring a packed lunch to school but this lunch should not
include sweets or chocolate. For safety reasons, any drinks brought as part of a child’s
packed lunch should be in an unbreakable container.
If you wish your child to change from school dinners to packed lunches, or packed
lunches to school dinners this can be easily accommodated, but we do require a weeks
notice. Please see Mrs Morris in the office.
DINNER MONEY
Dinner money is payable in advance on Friday morning of each week, for meals to be
taken the school week following that payment.
Payment can be in cash or by cheque.
PLEASE NOTE THAT CHEQUES FOR SCHOOL MEALS SHOULD ALWAYS BE MADE
PAYABLE TO L.C.C.
Parents in receipt of Income Support may be able to qualify for free school meal
entitlement for their children. To apply please telephone 01772 531821.
When a child is absent from school, that absence is credited at the daily rate.
To assist the office staff please try to make sure that dinner money is paid on time.
SCHOOL MILK
A carton of milk can be supplied to all the children in the infant classes under the Milk in
Schools Scheme, if parents so choose to take advantage of the scheme.
A charge for that milk must be made, except for the milk supplied to a pupil whose
parents are in receipt of Income Support under the Social Security Act 1986 or to a pupil
on the special recommendation of a School Medical Officer.
Parents will be advised of the termly charge for milk at the beginning of each term.
However, the scheme does not provide for either refund or credits with respect to nonattendance.
CHARGES IN SCHOOL
It is the policy of the School to enhance the curriculum offered to the pupils by
educational visits. Legislation states that schools may not charge for such visits but may
request voluntary contributions, to enable a visit to take place.
All pupils for whom the visit is appropriate will be treated equally, whether or not a parent
makes a contribution. If an appeal for voluntary contributions fails to provide adequate
support for the cost of the visit, then the visit will not take place.
Should a parent have a query related to this policy, or a particular school visit, please do
not hesitate to consult the Head Teacher.
ABSENCES
All children who have been absent from school through sickness must return to school
with a note stating the reason for absence. A telephone call on the first day of absence is
also needed in order for us to ensure your child’s safety.
Notification of all absences for dental, doctors and hospital appointments should be
made to school in writing prior to the appointment.
PARENTS TEACHERS AND FRIENDS ASSOCIATION
All parents are automatically members of the P.T.F.A., which organises many worthwhile
events during each school year.
The Association offers tremendous support to the school and looks forward to receiving
the active support of all parents in the coming years. If you would like to help the PTFA
and join the committee please contact the Head Teacher.
TRANSFER TO SECONDARY SCHOOL
During the Autumn Term of a pupil’s final year at St. Paul’s, arrangements are made for
parents and children to visit all the High Schools in the District before they complete a
form indicating which three schools, in order of preference, they feel are most suitable for
their child. The completed form is returned to the District Education Office via school and
towards the end of the Spring Term parents are notified at which school their child has
been allocated a place.
Very occasionally children are not allocated a place in the school of their parents’ first
choice. Parents are able to appeal and details of the appeal procedure are made
available to all parents at the time.
During the Summer Term prior to transfer, the children are included in quite a complex
induction programme involving all the High Schools. There are visits to their newly
allocated schools, visits to St. Paul’s by staff from the High Schools and activities
arranged by the High Schools to include all the children to be admitted at the beginning
of the new school year.
COMPLAINTS PROCEDURE
ADLINGTON ST PAUL’S CE PRIMARY SCHOOL
PROCEDURES FOR THE HANDLING OF COMPLAINTS IN SCHOOLS
REVISED 2007
1.
Introduction and scope
The policy of the School is to work in partnership with parents and the wider
community. It is based on the belief that co-operation and a sense of joint purpose
between staff, parents and the School will assist in ensuring open and positive
relationships. From time to time, however, parents and members of the public may
express concern or make a complaint, either orally or in writing, about some aspect
of the conduct/operation of the school, the conduct of the Headteacher, an
individual member of staff, the Governing Body or an individual governor. The
School will always give serious consideration to concerns and complaints that are
brought to its attention. However, anonymous complaints will not normally be
considered. In considering concerns or complaints, the School will ensure that they
are dealt with effectively and with fairness to all parties. Where possible complaints
will be resolved informally. Where a complaint has not been resolved informally,
then the formal procedures set out in section "5(ii)" below will be followed.
2.
Information for complainants
A leaflet, outlining the complaints procedures, is available from the school.
A full copy of the complaints procedures can be found in the school brochure.
3.
What is a concern or complaint?
(a)
A concern or complaint is defined as an expression of dissatisfaction about
the conduct/operation of the school, the conduct of, actions or lack of actions
by a member of staff/the Governing Body/an individual governor,
unacceptable delay in dealing with a matter or the unreasonable treatment of
a pupil or other person.
(b)
Concerns or complaints relating to any of the following are not covered by
these procedures, as separate procedures apply.
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Child Protection
Collective Worship
Freedom of Information Access
Functions of the County Council
National Curriculum
Pupil Exclusions
School Admissions
Services provided by other organisations on the school site or through
the school
Sex Education
Staff grievance
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(c)
4.
Special Educational Needs assessment and statementing procedure’
Whistleblowing by an employee
Serious complaints or allegations relating to the abuse of children, assault,
criminal or financial matters are also subject to separate procedures. (See
Section 11)
Making a complaint - who to complain to:
If the complaint is about:

something that has happened or failed to happen in School, contact the
Headteacher;
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the actions of the Headteacher, contact the Chair of Governors via the
School;
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the actions of a governor, contact the Chair of Governors via the School;

the Chair of Governors, contact the Clerk to Governors at Lancashire
Governor Services 0800 616665
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the actions of the governing body, contact the Clerk to Governors at
Lancashire Governor Services 0800 616665.
The School and Governing Body would in most cases hope to resolve concerns
and complaints at an informal stage, but the procedures allow for formal
consideration of a complaint and an appeal stage if matters cannot be resolved.
The School is committed to dealing with complaints as speedily as possible and
would plan to complete each stage within 20 school days. From time to time, it
may not be possible to complete the process in that timescale. Where that is not
possible the complainant will be informed of any delays.
Where complaints are made against an individual member of the School staff, that
person will be informed of the complaint at the earliest opportunity.
5.
The Complaints Procedures
(i)
Informal stage
The School will seek to resolve concerns and complaints informally with
the member of staff or governor concerned and encourage the
complainant to discuss with them the matters causing them concern.
However, if that does not resolve the problem then the matter should
formally be brought to the attention of the Headteacher (complaints and
concerns about governors should be made to the Chair of Governors).
The Headteacher (or Chair of Governors) will then seek to resolve the
matter informally and will:
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acknowledge the complaint;
make enquiries to establish the facts;
seek advice as appropriate;
attempt to resolve the matter informally;
establish whether or not the complainant is satisfied;
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advise complainants of the next stages if they wish to proceed to a
formal consideration of the complaint;
make a brief note of the complaint and the outcome.
This stage would normally be expected to be completed in 20 school
days. A complainant wishing to proceed to the formal stage of the
procedure should normally notify the Headteacher/Chair of Governors
within 20 school days of being notified of the outcome of the informal
stage.
The informal stage will not be used if the allegations made refer to:

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criminal activity which may require the involvement of the police
financial or accounting irregularities
abuse of children
(ii) Formal stage
Where an informal complaint has not been resolved to the satisfaction of
the complainant or the complainant has indicated they wish to go straight
to the formal stage the Headteacher (or Chair of Governors as
appropriate) will:
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ensure the complainant is aware of the procedures;
require a written record of the complaint (someone else may write
this on behalf of the complainant);
formally acknowledge the complaint;
seek advice as appropriate;
if the complaint concerns a member of staff (or governor) inform
them and provide them with a copy of the complaint;
arrange for a full investigation of the complaint;
prepare a report as a result of the investigation and consider
actions to be taken;
advise the complainant of the outcome. Where it is considered no
further action is needed or the complaint is unsubstantiated, the
complainant should be advised, in writing. They should also be
informed of their right to appeal to the Complaints Appeals
Committee within 20 school days;
make a record of the complaint and its outcome, this should be
retained for School records.
This stage would normally be expected to take no more than 20 school
days. The Governing Body should be informed in general terms of all
formal complaints.
(iii) Appeals stage
The Complaints Appeals Committee of the Governing Body will consider
complaints where the Headteacher (or Chair of Governors) has not been
able to resolve the complaint to the satisfaction of the complainant and
the complainant wishes to appeal. Any appeal must be made in writing
to the Clerk to the Governing Body (the School will advise the
complainant of the contact details). The Committee will be convened by
the Clerk to the Complaints Appeals Committee (Governing Body) and
will:
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consider the written materials;
consider the complaint and the Headteacher's (or Chair's) action;
invite the Headteacher or Chair of Governors (as appropriate) and
the complainant to the meeting;
seek advice and support as necessary.
At the end of their consideration the Committee will:
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determine whether to dismiss or uphold the appeal in whole or part,
including, if appropriate, referring the matter back to the
Headteacher/Chair of Governors for further consideration;
where upheld, decide on appropriate action;
advise the complainant and Headteacher of their decision;
advise the complainant of any further action they may wish to take
if they remain dissatisfied.
The Clerk to the Committee will arrange for the School's Complaints
Register to be amended to include a brief summary of the complaint and
the decision of the Complaints Appeals Committee for the matter to be
reported to the Governing Body.
This stage would normally be expected to take no more than 20 school
days.
In cases where the matter has been referred back for further
consideration the Complaints Appeals Committee will be reconvened.
(iv) Further stages
These procedures do not include a further appeal to the Local Authority
and in the case of Church Schools the Diocesan/Church Authority, but
complainants who remain unsatisfied with the outcome may refer the
complaint to the Secretary of State for Education and Skills. Following
the Education and Inspections Act 2002 parents may take certain
unresolved complaints to Her Majesty's Chief Inspector of Schools.
6.
Withdrawal of a complaint
If the complainant wishes to withdraw their complaint, they will be asked to confirm
this in writing.
7.
Complaints about a governor, the Chair of Governors or the Governing Body
Complaints about a governor should be referred to the Chair of Governors who will
investigate and respond to the complainant. In dealing with this matter the Chair
should seek advice from the Local Authority's Governor Services Team or
Diocesan/Church Authority Officer.
Any appeal against the Chair's response would be dealt with by the Complaints
Appeals Committee.
Complaints about the Chair of Governors must be referred to the Clerk to
Governors who would arrange for the complaint to be considered by the
Complaints Appeals Committee of the Governing Body. Clerks to Governors
should seek advice from the Local Authority's Governor Services Manager or their
Diocesan/Church Authority Officer. Governor Services or the Diocesan/ Church
Authority may be able to assist with any investigation.
8.
The role of the Local Authority (LA) or Diocesan/Church Authority
The Local Authority or, in the case of church schools, the Diocesan Church
Authority's role is prescribed by legislation.
In responding to complaints about schools the LA will explain to the complainant:
9.

that schools are self managing and are responsible for administering
procedures that deal with complaints made against them;

the appropriate procedures for their complaint and refer them to the
Headteacher, Chair of Governors or Clerk as appropriate; and

source of potential assistance, if appropriate.
Next stages
Anyone can complain to the Secretary of State for Education and Skills if he or she
believes the governing body is acting "unreasonably" or is failing to carry out its
statutory duties. However, intervention can only occur if the governing body or the
LA has failed to carry out a legal duty or has acted "unreasonably" in the
performance of a duty. Intervention would have to be expedient in the sense that
there would have to be something that the Secretary of State for Education and
Skills could instruct either party to do to put matters right.
The Education and Inspections Act 2002 allows a parent who remains unsatisfied
with the outcome of certain complaints to refer the matter to Ofsted.
10.
Complaints Record
The school will maintain a written record of all formal complaints, how they were
dealt with and the outcome in a complaints register.
11.
Serious allegations or complaints
If the allegations refer to criminal activity which may require the involvement of the
Police, the Headteacher should inform the Chair of Governors and seek the advice
of the County Council.
If the allegations relate to financial or accounting irregularities involving misuse of
public funds or assets or any circumstances which may suggest irregularities
affecting cash, stores, property, remuneration or allowances, the Headteacher
should inform the Chair of Governors and seek the advice of the Senior HR Officer
and/or Children's Social Care so that the complaint can be investigated under the
procedures normally applied for suspected financial irregularities. The Scheme for
Financing Schools requires Children's Social Care to be notified immediately of all
such irregularities.
If the allegations relate to the abuse of children, the Headteacher should seek the
advice of the Senior HR Officer and/or the Director of Resources and/or other
agencies such as Children's Social Care. Serious allegations of this nature must
be referred under Child Protection Procedures to Children's Social Care.
Reference should also be made to the separate procedure "Staff Facing
Allegations of Physical/Sexual Abuse".
In all the above, consideration needs to be given to the possible suspension* from
duty, on full pay, of any member of staff concerned in accordance with the School's
Disciplinary and Dismissal Procedure. Investigations at school level and the stages
set out in this procedure are unlikely to proceed where external agencies are
involved. Subsequently, an internal school investigation and other procedures (eg
Disciplinary) may be involved.
*
Note: Suspension is a neutral act and is not a disciplinary sanction