LUGWARDINE PRIMARY ACADEMY
PROSPECTUS
ADDRESS:
Barneby Avenue,
Bartestree,
Hereford.
HR1 4DH
TELEPHONE
01432.850449
WEBSITE
www.lugwardine.hereford.sch.uk
EMAIL
jhancock@lugwardine.hereford.sch.uk
HEADTEACHER:
Mrs Julie Powell
CHAIR OF GOVERNORS:
Mrs Sam Hughes
For many of you, this Prospectus may be your first link with Lugwardine
Primary Academy. The aim of this Prospectus is to give you a flavour of
what Lugwardine Primary Academy has to offer your children in their first
steps along the exciting road of learning. We have tried to include a brief
guide to everyday life in school. The guidelines are designed to help us work
together to ensure the smooth running of the school and the happiness and
welfare of all the individuals in it.
There is much more information about our school curriculum on our website
at www.lugwardine.hereford.sch.uk
You are most welcome to make an appointment to have a look around the
school and I would be happy to answer any further points you may wish to
raise.
Julie Powell (Headteacher)
The information contained within this Prospectus is correct at the
time of printing i.e. Sept 2012. Details of any changes may be
obtained from the school office.
MISSION STATEMENT
The staff and Governors of Lugwardine Primary Academy aim to provide a school where
children come to find out about their world in a safe, caring, stimulating and supportive
atmosphere. We aim to create an environment where a learning process can be started
which will continue throughout the pupils’ lives.
We consider it vitally important that children should develop lively, enquiring minds and a
love of learning. This is addressed through a wide range of approaches to the understanding
of the natural and man-made environment, their place in history through the study of
different times, places and people and of scientific developments and achievements.
The staff, in their interactions with the children and other adults, endeavour to create an
atmosphere of mutual respect and consideration for others which allows children to develop
an understanding of ethical, moral and spiritual values. These values help to encourage
self-confidence, self-discipline and self-motivation within the children in our school.
Children are encouraged to understand their own emotions and feelings and to understand
the feelings and needs of others. Through the development of these life skills children will
begin to learn to make informed and sensible choices in all aspects of their lives.
We wish to establish the school and children as an active part of the community through a
focus on creativity in art, sport, music, drama. In these areas especially, children go out to
the community and invite the community into school to share in a wealth of experiences.
At Lugwardine Primary Academy there is a policy of equal opportunities for all, irrespective
of gender, race or religion. Children are encouraged to participate in all aspects of the
curriculum and grouping of children is varied to ensure equal access to learning
opportunities in areas where traditionally one gender group has been dominant such as
technology/cookery.
The policies adopted by staff and Governors at Lugwardine Primary Academy endeavour to
take all of these aims into account. However, be assured that all documents and policies in
school are regarded as working documents and are subject to a review cycle which takes
into account the changing needs and demands of all concerned with the education process.
THE AIMS OF OUR SCHOOL
The aims of the staff and Governors of Lugwardine Primary Academy are focused upon
creating an atmosphere which encourages learning in an environment which is caring and
secure. The rules of basic politeness and courtesy should be observed and encouraged at all
times and ways of doing so are highlighted in the Behaviour Policy which is reviewed
annually. The leadership goals for our school are to create an atmosphere which is:
Caring
Efficient
Fun
Positive
Safe
Our aims are:
CONTRIBUTION from all members of the school community will be valued and
recognised and to create an atmosphere of respect and consideration for others in
which self confidence, self discipline and self motivation is developed.
CHALLENGE - We aim to promote challenge through high expectations of learning
and behaviour.
CREATIVITY is a strong focus ensuring that school is fun! The school will be a bright
attractive, stimulating place to learn where we can develop lively and enquiring
minds, and a love of learning.
COMMUNITY - We value parents and Governors as our partners in education and
will involve them and the wider community, in the life of the school.
CARING – Children will be happy and secure and their achievements will be
celebrated and valued by all; children will feel safe in school. We will ensure that all
staff, children and visitors get an equal opportunity for a happy and constructive
experience at Lugwardine Primary Academy irrespective of age, gender, ethnicity,
attainment or background
CONSISTENCY - School will grow and change but we will remain true to our vision.
COMMUNICATION – We realise the importance of efficient, effective
communication. Everyone must feel that they have opportunities for consultation and
to be kept informed.
THE SCHOOL
The adjoining villages of Bartestree and Lugwardine are situated in pleasant countryside, 4
miles east of the Cathedral city of Hereford. In recent years, the villages have undergone
substantial growth, bringing the total population to over 2,000.
Lugwardine Primary Academy was formerly housed in Victorian premises adjoining the
Parish Church in Lugwardine. In September 1989 the school moved to the present excellent
modern premises in Bartestree, although still remains within the boundaries of the parish of
Lugwardine. In April 2012 the school converted to an academy.
Lugwardine Primary Academy is a non-denominational Community School for children aged
5 - 11 years. At present there are 7 full time and 3 part time teachers plus the Head. In
addition to this, there are Support Staff designated to work with each class as well as a
Learning Mentor and a permanent Cover Supervisor and 5 support staff with a SEN support
role for some of the timetable.
Our published admission number each year is 30. The school has capacity for 210 pupils. We
currently have 211 children on roll taught in separate year group classes.
The building has a large hall with a kitchen area which allows for the serving of hot food
daily. The offices for the Headteacher and Business Manager are reached via the main door.
There are seven classrooms and a range of work areas for groups of children.
Children have separate entrances through three cloakroom areas. The school also has
substantial attractive grounds and playing fields, including a designated outdoor area for the
Reception Class and Year 1 children. We have an adventure trail and an ‘Around the World
Garden’ which has been developed with the help of our PTA.
ORGANISATION
The organisation of the school allows for a maximum of 7 classes in single year groups. The
organisation of year groups within classes changes from year to year according to numbers,
it is therefore necessary to sometimes split year groups between two classes.
In deciding the class for each child we take many factors into consideration including the
age, maturity, ability and the social mix of children in each class.
The Governing Body has agreed that the children would be allocated to classes according to
a number of factors. These are listed below in no particular order!
The factors which we will take into consideration will be a child’s:
Ability in their academic work; (there is always a three year range of ability in any
one academic year group) the ability of the child will be matched with the work
planned.
Social skills; the level of social and emotional skills that each individual child has will
be considered.
Ability to work with a degree of self support and independence.
Friendship groups; a mix of boys and girls in any one class.
Special educational needs.
We are confident that we know the children in our care very well and we will consider each
child before making any decision over class allocation, therefore allowing each child to
access the curriculum which best fits their very individual needs. By carefully balancing the
children in each class we will ensure that all pupils will have a rich learning experience at
Lugwardine Primary Academy.
The current number of children we have on roll permit us to have single year group classes
they will be taught as itemised below:
The grouping for September 2012 is in seven class groups:
Reception Class
Year R children 4-5 year olds
Class 1
Year 1 children 5-6 year olds
Class 2
Year 2 children 6-7 year olds
Class 3
Year 3 children 7-8 year olds
Class 4
Year 4 children 8-9 year olds
Class 5
Year 5 children 9-10 year olds
Class 6
Year 6 children 10-11 year olds
The benefit of whole school planning allows us to ensure that the children are offered a
broad and balanced curriculum which clearly relates to Attainment Targets and Programmes
of Study within the National Curriculum.
HOME SCHOOL PARTNERSHIP
We recognise that parental involvement is a major factor in educational success. Therefore
at Lugwardine Primary Academy we wish to encourage this co-operation from the earliest
opportunity. To this end we operate an open door policy where parents are encouraged to
come into school to discuss their child’s progress with the class teacher or Headteacher. It
is generally easier to facilitate this after school.
PRE-SCHOOL
We aim to provide as much home/school liaison as possible. Wherever possible, children are
offered a series of introductory sessions during the second half of the Summer Term prior to
starting school.
ADMISSIONS
The planned admission limit is 30 for children in their first year of school. In the event of
over-subscription please refer to the advice given in the Local Authority Information for
Parent’s Booklet, which is available from the Local Authority.
The Governors’ Policy for admission in this event is based on these criteria:
First Priority
Looked After Children.
Children who are registered as being in the care of a Local Authority (for example, fostered
or living in a Children’s Home).
Second Priority
Exceptional Arrangements.
For example, children with statements of special educational need that name a particular
school in the statement. Children with medical conditions and other sensitive, individual
and compelling family circumstances.
Third Priority
Brothers & Sisters (Siblings).
A sibling is a child who will have an older brother or sister still at the school at the time of
the younger sibling’s admission.
Fourth Priority
Children living in the defined catchment area of the school.
If the number of applicants in the defined catchment area is greater than the number of
places available at the school, places will be offered to those living the closest distance from
the school entrance, measured in a straight line.
If the school is over-subscribed, within any category other than priority 4, we will offer
places according to distance from the permanent home address to the school. Home to
school distance will be measured by a straight line from the address point of the pupil’s
house, as set by Ordnance Survey to the nearest school gate for pupils to use.
All matters regarding admissions should be referred to:
Admissions Office,
P.O. Box 185
Education Centre,
Blackfriars Street,
Hereford.
HR4 9ZR
The Governing Body has approved the Admission Policy in the light of L.A. guidelines and
the policy for the academic year 2013-14 is that all children whose date of birth falls
between 1st September 2008 and 31st August 2009 will have the opportunity to start school
full time in September 2013. Where children have summer birthdays we are happy to work
with parents to organise a pattern of attendance which supports the successful integration of
their child into school.
JOINING THE SCHOOL LATER ON
Sometimes children join the school when the term has started or later on in their school life.
We make every effort to make sure that they are welcomed, looked after, and monitored so
that they quickly make friends and can find their way around the school. Teachers give
pupils time to settle in before making an assessment of their academic ability. This
assessment, together with records from the previous school will enable your child to have
the best start in our school. Parents/Carers are asked to contact the school if their child has
a problem settling.
SECONDARY TRANSFER
In September, after the eleventh birthday, children transfer to Secondary Education. The
designated school for children living in Lugwardine and Bartestree is the Bishop of Hereford’s
Bluecoat School in Tupsley. Some parents/carers may wish to send their child to St. Mary’s
R.C. High School which is in the village. In both cases, application must be made direct to
the Local Authority via the Primary School. Details of L.A. Policy and details of Secondary
Transfer may be obtained from the school office or from the address above.
SCHOOL STAFF - SEPTEMBER 2012
Headteacher
Deputy Head
Assistant Head
Teaching Staff
West
Mrs. Julie Powell
Mrs. Angela Whitchurch
Mrs Diane Hemming
Class R
Miss Louise Maguire
Class 1
Miss Rebecca Travis
Class 2
Mrs Diane Hemming
Class 3
Mrs Angela Whitchurch
Class 4
Mrs Sarah Philp
Class 5
Mr Craig Harris
Class 6
Miss Georgina Bentham
Part-time teachers: Mrs Gill Lerego, Mr Trevor Clarke and Mrs Kay
Non-Teaching Staff
School Business Manager
Mrs Julie Hancock
Learning Mentor
Mrs Judith Dunn
Cover Supervisor
Mrs Judith Hann
Support Assistants
Mrs Mandi Young
Mrs Caroline Edwards
Mrs Nicky Louden
Mrs Rebecca Beddard
Mrs Clare Lawrence
Mrs Clare Stayte
Mrs Elaine Brown
Ms Katherine Buckle
Mrs Bridie Rider
Mrs Linda Williams
Mrs Michaela Farruggia
Miss Samantha Berrow
School Librarian
Mrs Mandi Young
Lunchtime Supervisors
Mrs Elaine Brown
Mrs Katherine Buckle
Mrs Mandi Young
Mrs Michaela Farruggia
Miss Samantha Berrow
Mrs Nicky Louden
Breakfast Club Assistants
Mrs Judith Hann
Mrs Caroline Edwards
Mrs Linda Williams
Mrs Katherine Buckle
Mrs Elaine Brown
Admin Assistants
Mrs Kerry Allen
Miss Leah Russell-Wells
Caretaker
Cleaner
Mr Tony Bayliss
Mrs Jackie Locke
SCHOOL DAY
Morning
8.50 am – 12.00 pm (Key Stage 1)
8.50 am – 12.00 pm (Key Stage 2)
Afternoon
1.00 pm – 3.10 pm
1.00 pm – 3.15 pm
(Key Stage 1)
(Key Stage 2)
The hours spent on teaching
Key Stage 1
22 hours 5 minutes
Key Stage 2
24 hours 10 minutes
Registration is prompt at 8.50 am, so please make sure that your child is in school for a
prompt start. Children will be allowed in the school building from 8.40 am, unless they are
attending Breakfast Club which starts at 8.00 am.
BREAK TIMES AND LUNCH TIMES
Children are expected to go outside at break times, weather permitting. Please would you
make sure that your child has an outdoor coat. Children are discouraged from bringing toys
into school unless specifically requested by the class teacher.
If you wish your child to have lunch at home, please make sure that the class teacher knows
of it – we must know which children are off the premises in case of fire.
A and M Catering provide hot lunches for our school, which are ordered weekly at a cost of
£2.50 a day for a main meal and a dessert. Any children in families on Income Support or
Family Income Supplement are entitled to a free school meal. If you feel you are eligible,
please ask for a form at the office. Alternatively, if your child does not take up this offer
he/she will need a packed lunch. Drinks must be in a plastic container, glass bottles are not
allowed. Water is provided if needed.
Children staying for lunch at school are supervised by adult helpers, and a member of
staff is always on call for emergencies. Three members of staff have an up to date first
aid qualification, and all members of staff are able to carry out emergency first aid
procedures.
PARENT HELPERS
We are fortunate in having a number of parents who come into school on a regular basis to
share their special talents with the pupils. Activities include painting, cookery, sport and, of
course, reading with children.
We encourage parents to become involved in their child's school life. If you are willing to
become involved please see your child's Class Teacher or the Headteacher. In the interest
of security, parents are requested to wear a badge and sign the Visitors' Book when they
help in school. Parents will also be required to fill in a security check form for the CRB before
working with children. All volunteer adults working in school will do so under the direct
supervision of a class teacher.
COMMUNICATION
We have changed our system and we send home a newsletter fortnightly. All other
updates are posted on our website at www.lugwardine.hereford.sch.uk and on the VLE
hereford.itslearning.com
When we do send letters home we cannot be held responsible if children do not convey
these letters to you. Please ask your child’s class teacher for copies of any letters sent out
in your child’s absence.
PARENT/TEACHER CONSULTATION EVENINGS
These are held regularly. The first meeting is in the Autumn Term when the class teacher
invites all the parents in to an Information Evening to hear about what is going to happen in
their child’s class for the year. Separate individual appointments are available during the
following two weeks which enable the class teacher to discuss with parents possible areas
for the development of their child. In the Spring Term parents will receive a brief summary
of their child’s progress in key areas alongside a Parents’ Evening appointment. In the
Summer Term there will be a written report, which will be a summary of the child’s effort
and achievement and set areas for parents and teachers to work together to support the
effective learning of children plus a final Parents’ Evening to give staff and parents the
opportunity to discuss any issues highlighted in the annual report as the end of the
academic year approaches.
If there is something you wish to discuss with the child's teacher, you are welcome any
afternoon after school. It would be most helpful if you could avoid visiting the teacher
before school, unless you can be very brief, as there is a great deal to be done before school
starts. This does not apply to the Reception Class, who may need the reassurance of their
parent/carer with them until they settle in.
THE CURRICULUM
The broad and balanced curriculum will stimulate your child to acquire knowledge and
develop individual skills. Children’s achievements are celebrated and everyone enjoys
success and praise regularly during their time in school. We encourage children to become
independent and confident in both their work and social development. The children are
taught by their own class teacher in mixed ability classes with children of the same year
group. There is one class per year group.
Every classroom is fully furnished and equipped with the highest quality learning resources,
each class has an interactive whiteboard and children across the school have regular access
to our laptop suite of 45 laptops.
The class teacher will get to know your child very well and will be pleased to involve you in
their life at school. We recognise that children make progress at their own rates and in their
own ways. It is important to value them as individuals and to provide learning opportunities
that will build on their strengths and overcome their weaknesses. The curriculum is broad
and balanced and provides for the academic, moral, physical, creative and personal and
social development of every child. In our school today we recognise that learning consists
of:
Acquiring knowledge
Understanding ideas
Perfecting skills
Developing good attitudes
In order for this to take place the children must:
Become involved with things that interest them
Be active in their learning
Be encouraged to work with each other
Make progress and be challenged in each area of learning
Be encouraged to think and act for themselves and become independent
The National Curriculum Programmes of Study are divided into Key Stages:
THE FOUNDATION STAGE
The Foundation Stage makes a crucial contribution to children’s early development and
learning. We provide children with a rich variety of teaching and learning experiences that
are appropriate to their needs. The Foundation Stage is about developing key learning skills
such as listening, speaking, concentrating, persistence and learning to work and co-operate
with others.
The six areas of learning that make up the Foundation Stage curriculum are:
Personal and social development
Communication, language and literacy
Mathematical development
Knowledge and understanding of the world
Physical development
Creative development
The outdoor environment is also a very special part of the Foundation Stage curriculum. As
such it is carefully planned for and available each day. The reception class has its own
specially equipped all-weather outdoor covered area.
The teaching to achieve these early learning goals will be through first hand experience and
structured play. The areas of experience will be linked to the National Curriculum.
The Class Teacher and Teaching Assistant will keep records on children’s experiences and
attainments. Assessments of development and learning needs will be ongoing throughout
the school year.
During the first half of the Autumn Term the teacher will carry out a baseline assessment for
every child. This will establish where they are in aspects of their learning and development
and help future planning. The results of this early assessment will be shared with parents at
the Parents’ Evening in the Autumn Term. By the end of the year the teacher will have built
up an accurate profile of the each child’s development.
We encourage children towards reading, communication and mathematical skills from the
very beginning. Much of this earlier learning is achieved through carefully structured play.
Young children who cannot read or write often express their ideas and feelings through play.
It is an important way of developing new skills and building up relationships with other
children both individually and in groups.
Reading is taught through a variety of structured reading schemes supplemented with a
wide range of other books. Books are organised in a structured, graded way to allow children
many opportunities for consolidation of key vocabulary. We encourage parents to work with
their child at home by reading with them on a daily basis. We are always pleased to discuss
ways in which they can help their child at each stage of their reading development with
parent
KEY STAGE 1 (AGES 5-7 YEARS) AND
KEY STAGE 2 (AGES 8-11 YEARS)
The core curriculum at Key Stages 1 and 2 comprises:
English
Mathematics
Science
Information Communication Technology (ICT)
CORE SUBJECTS
LITERACY
A Framework for teaching literacy was introduced in 2007. Literacy includes Speaking and
Listening, Reading and Writing. English is an integral part of the whole school curriculum.
Speaking and Listening
Talking is fundamental to a pupil's learning. Pupils are encouraged and helped to talk
clearly, confidently and with expression in order to communicate ideas and feelings.
Similarly, and just as importantly, is the need to listen to others and respond appropriately.
All children are provided with opportunities in all areas of the curriculum to develop skills in
speaking and listening.
Reading
One of the greatest gifts we can give a child is the ability to read. We believe that reading
should be an enjoyable activity, and our approach to reading is based on this.
At Key Stage 1 there is great emphasis on the teaching of phonics and reading. At Key
Stage 2 we extend and develop each child's reading skills.
We aim to develop a love of reading and therefore encourage our pupils to take books home
and share them with you. As a school, we are continually trying new reading material,
matched to the wide interests and abilities of the children.
Children need to be able to read with understanding, for pleasure and for information.
Pupils' reading is structured in Key Stage 1 and pupils are helped and guided towards
suitable reading material. As the pupils go through the school, they are given more
responsibility for this choice in reading. The school has a library where pupils benefit from
good quality reading materials both fiction and non-fiction. The library is open during the
afternoons and the school employs a Librarian for these sessions. All classrooms have their
own reading corners.
We use the ‘Floppy’s Phonics’ scheme which is based on ‘Letters and Sounds’, Read, Write
Inc and Oxford Reading Tree to support the teaching of reading.
Writing
Pupils are helped to develop the ability to express their thoughts and ideas and
communication skills through the written word. Every attempt is made to ensure that pupils
develop a command of basic English which includes punctuation, spelling, grammar and
correct letter formation. We have recently developed a whole school approach to writing to
enable all children to identify what is good practice. We provide a host of opportunities for
the children to write in real life context and display our work around the village wherever
possible.
MATHEMATICS
The National Numeracy Strategy was implemented in September 1999 followed by the New
Framework 2007 which we are currently following. The structure is similar to that of the
English.
All pupils receive a daily Maths lesson of between 45-60 minutes. Maths Schemes are used
to supplement and support the Numeracy Framework. The framework provides continuity
and progression throughout the school.
Maths at Lugwardine Primary Academy is taught in a number of ways but much of the work
is related to and supported by practical activities in order to develop a sound basic
knowledge and understanding in calculation, measurement, shape and data handling. We
hope to develop pupils’ confidence and enthusiasm and their ability to apply mathematical
skills and knowledge to the world around them. Setting is often used to group children by
ability in KS2.
SCIENCE
We encourage an enquiring mind, an understanding of the world around us and aim to
develop the pupils’ scientific skills through first-hand experiences. Lessons are presented in
a practical, relevant context. Pupils solve problems by making close observations, planning,
predicting, fair testing and recording their findings in a systematic way. We hope also to
foster responsible attitudes towards the environment and all living things.
We broadly follow the Qualifications and Curriculum Authority (QCA) Schemes of work for
Science and use resources from a wide variety of sources to help implement the scheme.
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)
ICT prepares children for using technology in our rapidly changing world. Children use ICT
tools to find, explore, analyse and present information. We have introduced the Virtual
Learning Environment to the school this year. This platform enables pupils and their parents
to have access to a range of learning from home as well as in school. This is an exciting new
venture!
Through focussed ICT lessons and cross curricular themes we place emphasis on developing
the children’s skills in:
Finding things out
Exchanging and sharing information
Developing ideas and making things happen
Reviewing, modifying and evaluating work as it progresses
FOUNDATION SUBJECTS
Children also study the subjects below as part of the National Curriculum. These are taught
as part of cross curricular topic work planned to ensure the children have a rich wide ranging
experience across the subjects. The topics area taught in a variety of ways some theme
weeks take place throughout the year where the whole school is focussing upon a particular
subject such as the Jubilee or places of worship.
Art and Design
Design Technology (DT)
History
Geography
Music
Physical Education
Children are also taught Personal, Social, Health and Citizenship Education.
RELIGIOUS EDUCATION
Non-denominational Religious Education is provided for all children as part of the curriculum
and is in accordance with the local agreed County Religious Education syllabus. Assembly is
an important part of the school day when we meet together as a community. It is a time
when we place emphasis on the development of values and attitudes towards each other
and the world around us. Assemblies are non-denominational and although they are of a
broadly Christian nature, due consideration is given to the multicultural society in which we
live. Parents have the right to withdraw their children from religious education and collective
worship should they so wish. If parents do not wish their child to be taught the agreed
syllabus or take part in short acts of collective worship then they should inform us in writing.
Their child can then be excused and suitable alternative arrangements made.
SEX EDUCATION
Sex Education forms part of the Health Education in school and the Science curriculum. Year
5 pupils will study Sex Education and Relationships within a moral, family orientated
framework.
Parents have the right to withdraw their children from Sex Education and should contact the
Headteacher if they wish to do so. The policy is available from the school office.
EXTRA-CURRICULAR ACTIVITIES
We offer a wide variety of clubs that take place before school, during lunch break and after
school. These are run by members of staff, parents and outside agencies. Updated details of
the activities on offer are on our school website: www.lugwardine.hereford.sch.uk and on
the VLE.
HOMEWORK
It is our policy that homework will be given to children during their time at Lugwardine
Primary Academy. Some homework will be set using ICT based platforms such as the VLE,
My Maths or Education City website.
It is expected:
That children will read regularly at home
That children will learn their tables and spelling lists
That the child will join a library as it would be a great help when they have to find
information at home for their topic work
That parents will support us in maintaining the high standards of achievement and
high standards of behaviour we have established here
ASSESSMENT AND RECORD KEEPING
Assessment is a continuous process that takes place in all areas of school life. Through ongoing assessment we hope to build a complete picture of a pupil's development, not only
intellectually, but emotionally, socially and physically.
Assessment can take on many forms. We assess through discussion and observation as well
as using more formal procedures such as testing.
Formal assessment is carried out on a regular basis to ensure that the children are making
consistent progress. This allows us to track the progress of individual pupils or year groups
and also helps us to identify strengths and weaknesses across the school. Parents will
receive information about the results of these tests as part of the pupil’s Annual School
Report.
Foundation Stage Profile
This is an on-going assessment which is collated during the final term. The aim of the
assessment is to give us an indication of each child's development in specific areas. The
purpose of the profile and the results are discussed with parents early in the school year and
again at the end of the reception year.
National Curriculum Tests (SATS)
At the end of Key stage 1 (age 7) pupils have Teacher Assessments. At the end of Key stage
2 (age 11) pupils are required to undertake statutory Standardized Assessment Tests
(SATs). These are summative assessment tests in English and Maths for Key Stage 1 and
English and Maths for Key Stage 2. The results of these tests are published to parents and
Key Stage 2 results are published nationally in the form of league tables.
INCLUSION
PUPILS WITH SPECIAL EDUCATIONAL NEEDS
Pupils with Special Educational Needs are helped within the normal classroom environment
or by being withdrawn to work where there is less distraction, with school funded Teaching
Assistants. Advice and support are provided from the Local Authority, an Educational
Psychologist and other agencies where appropriate.
We have Teaching Assistants who work in the school for some of their time with our School
Action Plus pupils.
The Policy for Special Needs is available to look at if you would like more information. Our
Special Needs Coordinator is happy to speak to you about general issues related to special
needs if the class teacher cannot answer your questions.
MORE ABLE PUPILS AND GIFTED PUPILS
It is important to understand what we mean by more able and gifted pupils. More able
pupils can be defined as pupils who demonstrate a significantly higher level of ability than
most pupils of the same age in one or more of the curriculum areas or in any of the
following:
General intellectual ability
Specific academic aptitude
Creative thinking
Leadership qualities/social skills
Artistic abilities
Ability in the expressive arts
Physical ability
Gifted children can be identified as pupils who achieve two years beyond their age group in
a certain subject. This would be about 1-2 % of the school population. More able and gifted
children are identified through teacher assessment and judgements based on a variety of
assessments.
At all times the needs of the children, whatever their ability, are catered for through careful
differentiation and task. Setting is often used higher up the school for Maths and English.
This allows for the more able pupils to work with other pupils of similar ability.
INCLUSION – ACCESSIBILITY
The school has carried out an Accessibility Audit and is confident about meeting the needs of
all pupils here. We provide parking spaces, toilet facilities, wide corridors and easy access to
all school rooms. Signage is clear so that visitors can clearly find their way around the
school.
SAFEGUARDING AND CHILD PROTECTION PROCEDURES
Under the Education Act 2002 (section 175), and DfES (2007) Safeguarding Children and
Safer Recruitment in Education, schools must make arrangements to safeguard and promote
the welfare of children and follow the correct procedures and processes. Parents/carers
should know that the law (Children Act 1989) requires all school staff to pass on information
which gives rise to a concern about a child’s welfare, including risk from neglect, physical,
emotional or sexual abuse. The staff will seek, in general, to discuss any concerns with the
parent/carer, and where possible seek their consent to a referral to Social Care. This will
only be done where such discussion will not place the child at increased risk of significant
harm. Schools will seek advice from Social Care when they have reasonable cause to suspect
a child may be suffering or likely to suffer significant harm. Occasionally, concerns are
passed on which are later shown to be unfounded. Parents/carers will appreciate that the
designated person for child protection was carrying out their responsibilities in accordance
with the law and acting in the best interests of all children. The designated Child Protection
person in school is the Headteacher.
POSITIVE HANDLING/PHYSICAL INTERVENTION
Lugwardine Primary Academy is committed to ensuring that all staff and adults with
responsibility for children’s safety and welfare will deal with all incidents involving
aggressive behaviour. Physical intervention will only be used as a last resort in line with
DCFS and L.A. advice. If used at all it will be in the context of a respectful, supportive
relationship with the pupil. We will aim to ensure minimal risk of injury to pupils and staff.
BEHAVIOUR AT SCHOOL
In our school, we have a few simple rules which are made only for the well-being and safety
of everyone - children, staff and visitors. We expect our codes of behaviour and anti
bullying strategies to have regard for our aims as set out in our Mission Statement. We aim
to have a relaxed and pleasant atmosphere in which good attitudes are positively
encouraged, where good examples are set and where a fair system of rewards and sanctions
operates.
We aim to develop in the pupils here an understanding of:
Personal responsibility
The consequences of their actions
The need to make careful decisions
Other people's needs and respect for their point of view
The need for politeness and consideration for others
Tolerance, co-operation and sharing
The need for an atmosphere where effective learning can take
place
The need to be truthful and honest
ARRANGEMENTS FOR DEALING WITH COMPLAINTS
If you have any complaints the first course of action is to contact the school; the Class
Teacher, the Business Manager or the Headteacher. We will always endeavour to make an
appointment to discuss any concerns and attempt to resolve them as quickly as possible. If
after this consultancy and contact with the Chair of Governors the issues remains unresolved
you may wish to seek further advice. The L.A. document setting out the arrangements is
available in the school office should you feel that there is a matter of concern which remains
unresolved.
BULLYING
Bullying is defined as the wilful, conscious desire to hurt, threaten or frighten someone, and
as such is completely unacceptable. Any incidence of this kind of behaviour is ALWAYS
taken seriously by the staff. We have a Behaviour and Anti Bullying Policy in school which is
reviewed annually by the staff which forms the basis for our actions when bullying is
identified in school.
Teachers are alert to signs of distress in pupils - poor work, no one to play with, a desire to
remain with adults, a change in behaviour - and immediate support is offered. Children are
encouraged to tell any adult here if they have a problem. Any action that is taken is made
clear to the parents of both the bully and the victim, and each case is followed up. The help
of the parents is essential if problems are to be sorted out satisfactorily.
Non-teaching staff are encouraged to alert class teachers of any problems they discover.
Both bully and victim are spoken to separately in order to find out what has actually
happened, then they are brought together to discuss the problems out in the open.
PASTORAL CARE
The Headteacher always endeavours to be available should either a parent wish to discuss a
problem or prospective parents wish to view the school. However, it is important that
parents make a first contact with their child’s class teacher; this will ensure a continuing
good relationship between class teacher and parent.
CHILD PROTECTION ISSUES
Under the terms of the Children Act our first responsibility is to the children in our care at
school. In any circumstance that indicates the need for action the school has no choice but
to follow the law and inform the appropriate agencies to ensure the child’s safety. We will
follow the agreed procedures as set out in our Child Protection Policy
REWARDS
We have a system of rewards and sanctions which are intended to encourage good
behaviour, including stickers, certificates and house points. On entry into school, each child
is placed in one of four houses – Arrowsmith, Burdon, Hollylea and Wilcroft. House points
are given for good work and the totals are kept. House assemblies take place regularly and
children receive Bronze, Silver and Gold awards for gaining certain numbers of house points
Each Friday we hold a Celebration Assembly; parents and family are warmly welcomed into
school for this occasion. Each class has a boy and girl of the week and each award winner
receives a certificate to celebrate this. Each child also receives a certificate to mark his/her
birthday.
As well as the whole school recognition each class has a simple reward system in place
through which children can earn Golden Time activities at the end of the week. This reward
is based upon class members following the agreed class rules and proves a successful
incentive for consistent good behaviour and hard work.
The system of rewards of Cups/student of the term includes a special trophy/certificate in
order that we show special awareness to those pupils whose behaviour/contribution to
school is of a consistently high standard. We also hold an end of year presentation to
celebrate the individual success of pupils and to say goodbye and good luck to all the Year 6
leavers.
SANCTIONS
It is a non negotiable that at Lugwardine Primary Academy all children have the right to feel
safe. There is a clearly identified system of sanctions available to staff to deal with
unacceptable behaviour. If a child behaves very badly, i.e. deliberately hits another child,
bullies someone or is rude to another child or adult, the child will have to explain his/her
behaviour to the Headteacher or Deputy and will subject to the system of agreed
intervention set out on our Behaviour and Anti Bullying Policy.
In the event of repeated outbreaks of unacceptable behaviour, then the child’s parents will
be asked to come into school to discuss matters with the class teacher and the Headteacher.
If this fails to solve the problem then an outside agency may be consulted. The
Headteacher has the right to exclude children from school on a short term or permanent
basis. Full details are available in the Behaviour and Anti Bullying Policy.
EMERGENCY OR EARLY CLOSURE OF THE SCHOOL
There are occasions when bad weather overnight or over the weekend prevents the school
from opening. In the event of this happening the L.A. has an arrangement with Radio
Wyvern (MW 196, 102.8 FM) and BBC Hereford and Worcester (104.6 FM) to announce
information about school closures. Usually these announcements are at 20 past the hour
and 10 minutes to the hour. Where possible the caretaker will also display a sign on the
school gates informing parents of closure arrangements.
We shall also be posting any new information
www.lugwardine.hereford.sch.uk or the VLE.
on
our
school
website
at
Where the situation occurs where the school needs to be closed during the day, in
consultation with the LA and Governing Body the school will contact all parents before
sending any children home and again it will be posted on our website.
ATTENDANCE
Absence from School
We are required by the L.A. to keep an accurate record of attendance and absence. .
Lugwardine Primary Academy encourages regular attendance in the following ways:
Providing a caring and welcoming learning environment and learning that is such fun
that children will not want to miss it.
Responding promptly to a child’s or parent’s concerns about the school or other
pupils, marking registers accurately and punctually during morning and afternoon
registration by publishing and displaying attendance statistics.
Celebrating good and improved attendance.
Monitoring pupils, informing parents/carers in writing of irregular
attendance, arranging meetings with them if necessary and referring the family to
Education Welfare Officer (EWO) if the irregular attendance continues.
Should your child be absent for any reason a telephone call on the morning of the absence is
required giving the reason for the absence followed by a letter on the child’s return to
school.
We expect that you will:
ALWAYS encourage regular school attendance and be aware of your legal
responsibilities;
ALWAYS ensure that your child arrives at school punctually and fully prepared for the
school day;
ensure that you contact the school whenever your child is unwell and unable to
attend school;
contact the school by 9.00am on the first day of the child’s absence and telephone
every day thereafter unless your child has a Doctor’s Certificate;
contact us promptly whenever any problem occurs that may keep your child away
from school;
Ensure that if your child arrives after 8.55 a.m. or 1.05 p.m. he/she goes directly to
the Learning Mentor so that the register can be amended.
Responding To Non-Attendance
When a pupil does not attend school we will respond in the following manner:
On the first day of absence, if a child fails to arrive and we have not received any
communication about why we shall contact the family as soon as possible to ensure
the safety of the absent child.
If by the end of the second day, there has still been no contact made we will send a
letter of concern and invite you into school to discuss your child’s absence. You will
be notified that if the absence persists a referral will be made to the Education
Welfare Officer (EWO).
Failure to comply with the expectations set by the EWO may result in further action,
an application for an Education Supervision Order, or court prosecution.
GRANT FOR LEAVE OF ABSENCE
IN VERY EXCEPTIONAL CIRCUMSTANCES
The school term dates are published a year in advance and we therefore do not see any
reason for parents to need to take their child out of school during term time. If a family feels
leave in term time is unavoidable, a Grant for Leave of Absence in Very Exceptional
Circumstances must be completed at least two weeks prior to the leave date. This can be
obtained by writing to the Chair of Governors and the Governing Body, via the School Office.
The Governors will then decide whether to send a Grant of Leave of Absence. No parents can
demand leave of absence for their child as a right. The Governors will decide whether or not
to authorise the absence having considered:
Your child’s record of attendance which must be 95% or above.
If leave is granted it shall not exceed ten school days in any one year.
The time of the leave, ensuring that it would not prevent the child from missing any
important assessments/school events.
ATTENDANCE SUMMARY FOR YEAR ENDED
JULY 2012
APPROVED EDUCATIONAL ACTIVITY
2%
4.2%
AUTHORISED ABSENCE
PRESENT
UNAUTHORISED ABSENCE
95.7%
0.%
MEDICINES
If your child needs medicine during the school day, it is best if a parent/guardian can come
in to give the correct dose to the child. If this is not possible please complete the form
available from the office. Medicines should be handed directly to the office and should be
collected at the end of the day by the parent/guardian. If your child has an allergy or
needs to take regular medication for a long-term problem, such as asthma, please inform
the school. These details are regularly updated. Also we must know if your child should be
wearing spectacles or a hearing aid.
No child can be allowed to leave school for medical appointments unless a note has been
received requesting absence. The person collecting the child must sign a book confirming
that the child is off the premises. This is for reasons of personal safety.
Please inform the school IMMEDIATELY if your child has an infectious disease - especially
German Measles. Parents/Guardians must be notified of this. Also, please let us know if your
child has head lice.
EXTRA CURRICULAR ACTIVITIES
We are very fortunate that staff and parents are prepared to offer a wide variety of clubs
and activities during lunch times and after school. Children may approach individual
members of staff if they are interested in attending. Details of club times and attendance
are sent home on a termly basis in newsletters.
We are able to offer a variety of sporting activities including netball, football, rounders and
kwik cricket. Other activities offered to children during the year usually include drama,
gardening, orchestra, art club and recorders. There are no charges for these activities.
SCHOOL UNIFORM
Every pupil is expected to attend school in uniform. All items must be clearly marked with
the pupil’s name (labels or marking ink is suggested for this).
BOYS
Trousers
Shirt
Sweater
Socks
Tie
Shoes
Grey (not jeans or cords)
White shirt or white polo shirt
Navy v-necked or school sweatshirt
Dark socks
Navy and pale blue striped
Sensible school shoes (trainers not to be worn)
GIRLS
Skirt/Pinafore dress/trousers
Blouse
Sweater/cardigan
Socks/tights
Tie
Shoes
Summer uniform
Grey
White blouse or white polo shirt
Navy v-necked or school sweatshirt/cardigan
White, black or navy
Navy and pale blue striped
Sensible school shoes, (trainers not to be worn)
Navy and white check dress
P.E. AND GAMES UNIFORM
Navy shorts and white t-shirt are required for all physical activities. Soft soled gym shoes
are needed for indoor use ONLY, and pair of trainers are needed for outdoor work. Key
Stage 2 children need studded football boots and shin pads if they wish to go to Football
Club after school. Please note that the only acceptable jewellery for children are sleepers in
pierced ears, any other jewellery is not suitable for school, especially in terms of health and
safety issues. It is also necessary for children with hair of shoulder length to have it tied
back please.
Parents may purchase uniform at shops of their choice, but the following are available with
the school logo from www.yourschooluniform.com
CHARGING FOR SCHOOL ACTIVITIES
Full details are available in the Lugwardine Primary Academy Charging for School Activities
Policy which is available for reading in the school office.
CLASS VISITS AND ACTIVITIES
The school will request voluntary contributions to help cover the cost of such activities. It is
our policy, in the interests of safety, to transport children on the basis of one child per seat.
TERM DATES
Details of term dates are available from the school office and also published on the school
newsletter.
RESIDENTIAL VISITS
Where opportunities are offered on such visits the necessary charges will be made to cover
the costs of activities; board, lodging, transport and insurance as set out in greater detail in
the Policy. These charges would only be made when written parental consent is received by
the school.
DOGS
Please do not bring dogs onto the school premises (this includes the car park, turnaround,
playgrounds and pedestrian area), tie them to school fences or allow them to obstruct the
pavement where children walk. No matter how gentle your animal is, children can be easily
scared. Please don’t allow your dog to foul pavements on and around the school.
PARENT TEACHER ASSOCIATION
The school is very fortunate in having a Parent Teacher Association (PTA) which was formed
in the summer of 1982. It is affiliated to the National Confederation of PTA’s. Every
parent/guardian who has a child in the school is automatically a member of the PTA. The
Annual General Meeting is held at the end of September, when officers are elected to serve
for the coming year. The Headteacher is automatically a member of the Committee, but
may not be Chairman.
We are very grateful to the PTA for the money raised – this is given to the Headteacher at
the AGM. Regular details are given on how the money is spent. A programme of events is
planned for the year, and new ideas and offers of help are welcomed.
THE SCHOOL GOVERNORS
The Governing Body of the school is a combination of appointed, elected and 'co-opted'
Governors. The way it is made up is set out in the Articles of Association.
RESPONSIBILITIES OF THE GOVERNING BODY
Governing body responsibilities include:
Setting strategic direction, objectives, targets and policies
Reviewing progress against the budget, plans and targets
Approving the school budget
Acting as a critical friend to the Headteacher by providing support and challenge
Appointing the Headteacher
A Governing Body is a group. Individual Governors have no power except where the whole
Governing Body has delegated a specific power to that individual.
MEETINGS
The Governing Body meets frequently throughout the school year at school. A general
business meeting is held once per term with other occasional meetings held to discuss
specific agenda, including the budget, staffing and curriculum issues. The minutes of the
Governors' Meetings are in the school office and are available on request, except for matters
marked confidential.
LUGWARDINE PRIMARY ACADEMY
GOVERNING BODY
NAME
MRS MARGARET ELLIS
c/o Lugwardine Primary School
Tel. 850449
m.ellis1@bntinternet.com
MR MICHAEL WILSON
Monk’s Orchard, Lumber Lane, Lugwardine, Hereford HR1 4AG
Tel. 850254
mo@which.net
MR PHIL TAYLOR
Dunnington, The Old Grove, Westhide, Hereford HR1 3RL
phil.taylor@rbs.co.uk
MRS LINDA BRADBURN
16 Bridge Street, Kington, Herefordshire HR5 3DL
Tel. 01544.231520
MR JONATHAN FENNESSY
Little Woodmanton, Yarkhill, Hereford HR1 3SX
jonathan@hec-enviro.co.uk
MRS SHARON MARKS
19 Wilcroft Park, Bartestree, Hereford HR1 4DG
Tel. 851439
Wilcroft19@btinternet.com
MRS DIANE HEMMING
c/o Lugwardine Primary School
Tel. 850449
CATEGORY
LA REP
TERM OF OFFICE
ENDS
01.10.13
LA REP
31.08.12
PARENT GOV
21.10.12
PARENT GOV
11.2.15
PARENT GOV
12.7.15
PARENT GOV
21.10.12
STAFF GOV
21.10.12
dhemming@lugwardine.hereford.sch.uk
MRS JUDITH HANN
7 Hopton Close, Bartestree, Hereford HR1 4DQ
Tel. 850860
jhann@lugwardine.hereford.sch.uk
MRS JULIE POWELL
c/o Lugwardine Primary School
Tel. 850449
jpowell@lugwardine.hereford.sch.uk
MRS SAM HUGHES (CHAIR)
The Coach House, Hagley Court, Bartestree, Hereford HR1 4BX
Tel. 851208
sjmahughes@yahoo.co.uk
MR JAMIE WRIGHT
24 St James Close, Bartestree, Hereford HR1 4AY
Tel. 851602
jamie@bartestree.wanadoo.co.uk
REV LYNNE DAVIS
3 Hopton Close, Bartestree, Hereford HR1 4DQ
Tel. 850104
lynne.davisdavis@btinternet.com
MRS ANGELA WHITCHURCH
c/o Lugwardine Primary School
Tel. 850449
awhitchurch@lugwardine.hereford.sch.uk
MRS JULIE HANCOCK
c/o Lugwardine Primary School
Tel. 850449
jhancock@lugwardine.hereford.sch.uk
STAFF GOV
21.10.12
STAFF GOV
n/a
COMMUNITY
21.10.12
COMMUNITY
28.11.14
COMMUNITY
3.11.13
ASSOCIATE
GOV
21.10.12
CLERK
n/a