Welcome
I hope you enjoy glancing through our prospectus. We are very proud of our school
and the work we all do. This only gives a flavour of what we do in school – our main aim
is to have a school full of happy children learning. Woodrow First School is a friendly
and purposeful place where the needs of our children always come first.
You are always welcome in our school.
Mr. R. Kieran
Headteacher
WOODROW FIRST SCHOOL and
NURSERY
PROSPECTUS 2012-2013
Chairperson of Governors – Mr. A. Jackman
Vice-Chairperson – Mr. S. Rea
Headteacher – Mr. R. Kieran
Longdon Close
Woodrow South
REDDITCH
Worcestershire
B98 7UZ
Telephone: 01527 527619
Fax No: 01527 500497
www.woodrow.worcs.sch.uk
07/03/2016
Contents
Our Aims and Vision
Staffing and Governors
Admissions
The Nursery
School Travel Plan
School Organisation
The School Day
The Curriculum
Special Educational Need
Homework
Behaviour
Positive Physical Intervention
Rewards
Extra-Curricular Activities
School Meals
Late Arrivals
Holidays during Term Time
Absence
Sickness and Emergencies
Medicine in School
Medicals
Headlice
Uniform
Our Aims and vision
At Woodrow we encourage our children to enjoy the challenge of learning, through a
broad and balanced curriculum, enabling them to develop their individual potential in a
secure and caring atmosphere. We aim for children to develop their understanding of
themselves, their community and the wider world. We value children for what they
are as much as for what they will become. We give everyone the opportunity to
succeed and celebrate achievements.
Our School Motto was developed by the whole school community -
"We care, we share, we learn together"
Following work on our school aims the children developed
"The Woodrow Way"
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Love learning
Get smarter by learning together
Make the right choices
Believe in yourself
Believe in others
Don't beat yourself up
Don't put yourself down
Respect and protect each other with safe ways
Wait for the right time to speak
At Woodrow we are workers
During Monday assemblies one of the aims is discussed and across the week "Secret
Squirrels" look out for evidence!
At Woodrow we attach great importance to providing a caring, supportive community
in which our parents, staff and governors can work together in the education of our
children.
Staffing and Governors
Members of Staff:
Headteacher:
Deputy Headteacher:
Teaching Staff:
HLTA’s
Nursery Nurse:
Classroom Assistants:
Mr. R Kieran
Miss L. Hinton
Mrs. R. Hardisty
Mrs. S. Logan
Mrs. G. Holden
Mrs. J. Marshall
Mrs. A. Douglas
Mrs. S. Haines
Miss. L. Deykin
Mrs. S. Howie
Mrs. S. Ryall
Mrs. E. Heynes
Miss. I. Sterenberg
Ms. N. Hall
Mr. S. Benney
Mrs. H. Bailey
Mrs. L. Paxton
Miss. E. Cole
Mrs. T. Liles
Mrs. J. Gurden
Mrs. M. Hirst
Mrs. M. Newell
Mrs. D. Smith
Mrs. S. Clarke
Mrs. S. Walker
Mrs. P. O’Mahoney
Mrs. S. Ellis
Mrs. C. Claridge
Mrs. A. Morris
Mrs. A. Gulbicka
Miss. K. O’Mahoney
Mrs. D. Griffiths
Mrs. R. Matthews
Mrs. L. Chase
Mrs. J. Braidwood
School Administrator:
Administrative Assistant:
Finance Administrator:
Site Manager:
Mrs. L. McPartland
Mrs. S. Wilkes
Mrs. F. Falconer
Mr. D. Laurence
Lunchtime Assistants:
Mrs. T. Styles
Mrs. S. Walker
Mrs. P. O’Mahoney
Mrs. D. Elliott
Mrs. L. Robinson
Mrs. M. Robinson
Mrs. R. Matthews
Mrs. S. Wilkes
Miss. S. Cockshill
Ms. S. Preston
Mrs. D. Smith
Mrs .J.Braidwood
Mrs. D. Griffiths
Governing Body:
Chairperson:
Mr. A. Jackman
Vice-Chairperson:
Mr. S. Rea
Governors
Mr. R. Kieran
Mrs. N. Borthwick
Mrs. S. Howie
Mrs. C. Claridge
Mrs. J. Marshall
Mrs. S. Cameron
Mrs. S. Danks
Mrs. J. Cotton
Mr. J. Ellis
Mrs. D. Elliott
Mrs. C Sims
Rev. G. Noyes
Mrs. H. Wharton
Ms. I. Towler-Evans
Associate Member:
Clerk:
Mrs. F. Falconer
Mrs. S. Wilkes
Admissions
Parents wishing to register their child for Nursery may do so at anytime.
Children are admitted to Reception classes at the start of the year in which they are
five years old.
In the event of the number of applications to the school exceeding the number of
places available, the following admissions priority will be used to decide the offers to
be made and to establish a waiting list for places which subsequently become vacant.
The Governors are committed to making class sizes as small as possible with a
maximum of 30 pupils per class in KS1.
The children are taught in mixed ability classes and the children follow a programme
which matches their needs and abilities.
A variety of teaching styles and strategies are used throughout the Foundation
Stage, KS1 and KS2 in order to deliver the Early Years Foundation Stage Learning
and Development Requirements and the National Curriculum in the most effective
manner.
At the end of Year 4 children transfer to Middle School.
Woodrow First School Nursery
Admissions Policy
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The Nursery class is a 52 place setting based on two sessions each day: 26
children in the morning and 26 children in the afternoon.
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Each session is for 3 hours, which includes lunch.
8.45-11.45 am
12.00-3.00 pm
The government funds children for 15 hours a week.
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The Governors of the school will offer children a place in Nursery once they
have reached their third birthday according to the agreed criteria in the
following order of priority:
- children in the care of the Local Authority (Looked After Children)
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children with a particular compelling educational and/ or social or medical
need as referred by a professional e.g. social worker, speech therapist,
health visitor, doctor.
- children who have an elder sibling currently attending Woodrow First
School in the September of the year of their admission.
Within the above criteria, each application is always considered very carefully
and will take account of individual needs.
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Parents will be asked to give their preference for a morning or afternoon
session but a final decision will follow discussion with the Nursery
teacher and the Head teacher and be subject to the availability of vacant
places in each session.
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Children may be admitted at the beginning of the term following their third
birthday, assuming places are available. Children may now spend three, four or
five terms in Nursery before being registered on the Reception roll at the
beginning of the school year in which they become five.
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Any spare places may be allocated during the year as they become available,
providing the child has already passed his/her third birthday.
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From April 2012 we are able to offer a limited number of paid sessions for
rising threes. These are children who are currently on our ‘consideration list’
who have attained their third birthday but are not yet eligible for their free
funded fifteen hours. The charge for these paid sessions will be made and an
invoice sent to parents.
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Children in the initial catchment allocation area of the school will not
necessarily be given absolute priority for admission to Nursery.
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Admission to Woodrow Nursery does not imply automatic admission to
Woodrow First School.
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Children who are offered a place in Nursery are expected to attend regularly
in order to benefit from their education. If attendance and punctuality is poor
discussions will be held between the Nursery teacher, head and parents. If the
situation does not improve the place may be offered to the next child on the
consideration list.
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At the end of the period in Nursery staff liaise closely with colleagues in
Reception classes to ensure a smooth transition to their chosen or allocated
school.
The School Day
The school day begins at 8.45am in mainstream school and Nursery.
Nursery sessions run from 8.45am until 11.45 and 12.00pm until 3.00pm.
Children in Key Stages 1 and 2 have a break time at 10.15am although this timing is
flexible to suit the learning of each class. Children in Foundation Stage have
continuous access to the outdoors so a separate playtime is not needed.
Children in Nursery have their lunch break between 11.20 and 12.30 and Reception
take their lunch break between 11.30am and 12.30pm. Children in Key Stages 1 and 2
have their lunch break 12.00pm and 1.00pm.
Children in Key Stage 1 may have an afternoon break at around 2.15pm. This timing is
flexible and the children will be supervised by classroom staff.
School finishes for all children at 3.00pm.
Children in KS1 and 2 are collected from their playground in the morning by their
teacher. The children need to line up when they hear the bell. Foundation Stage
children may be brought into school by an adult.
Children need to be collected from their classroom door at the end of the day. If for
any reason parents are late children wait at the school office. If you know you are
going to be late a quick phone call to the office helps us to reassure children that you
are on your way.
For safety reasons there is no access to the school car park when dropping children
off for school and collecting them at the end of the day.
School organisation
The school is divided into 3 Key Stages:
Foundation Stage
(Nursery and Reception)
3 – 5 year olds
Key Stage 1
(Years 1 and 2)
5 – 7 year olds
Key Stage 2
(Years 3 and 4)
7 – 9 year olds
Each Key Stage is led by a Key Stage Manager who leads a team of teachers and
teaching assistants.
The School Curriculum
The Foundation Stage
The Foundation Stage begins in school when the children reach the age of 3 and
concludes at the end of the Reception Year. The Nursery and Reception children work
together within the purpose built Foundation Stage Unit, providing a child-centred
education to extend and enrich each individual child’s needs and experiences.
Attitudes and behaviour patterns established during the early years provide the
foundation for future educational and social development. It is important to provide
enjoyable experiences to foster positive attitudes to learning and encourage the
children’s natural curiosity, motivation and self-esteem.
Our learning environment includes both indoor and outdoor facilities to underpin
these ideals. The outdoor provision is very important and includes an undercover area,
the woodland and a hard play surface, all of which are used to enrich our curriculum
and make learning fun.
The Foundation Stage curriculum is organised into three ‘Prime Areas’ and four
’Specific Areas.’
Prime Areas
 Personal, Social and Emotional Development
 Communication and Language
 Physical Development
Specific Areas
 Literacy
 Mathematics
 Understanding the World
 Expressive Arts and Design
All areas are equally important and depend on each other to support a rounded
approach to child development. The Early Years Foundation Stage Learning and
Development Requirements set out the experiences for children but delivery is based
on the needs and requirements of individuals. Tasks are delivered through planned,
purposeful play with a balance of adult led and child initiated activities.
Children need real experiences to develop understanding and skills necessary for
future development. Play and practical activities are fundamental in our curriculum.
“The education of all children lies in the partnership between parents, and teachers,
home and school.” To support this ideal children starting Nursery and those children
starting Reception who have not attended our Nursery will be visited in their homes
by staff before they start school.
Throughout the year there are opportunities for parents of Nursery and Reception
children to take part in Family Learning and successful programmes have included
Playing with Language and Family Literacy. Home and school working together has a
positive effect on children’s learning.
Our staff are always available and willing to liaise with parents to ensure that our
children are happy and secure in their learning environment.
Key Stages 1 and 2
At Woodrow First School we follow the National Curriculum in Years 1,2,3 and 4. Our
aim is for a broad and balanced curriculum which gives all children the opportunity to
succeed. Our aim is to blend skills, knowledge and experience and prepare children
for their transition to Middle School at the end of Year 4.
English
In English we value the communication skills of reading, writing, speaking and
listening. In early reading our emphasis is very much phonics based. This provides the
ideal stepping stone for reading for meaning so that children can gain far more from
the books they encounter as they progress through the school. Opportunities are
made for children to read to their teachers, read in groups and individually for
pleasure. Children will read using ipads, netbooks and other digital devices to support
their learning. We encourage children to read at home; the more they read the
greater the progress they make.
Children write in a wide range of contexts in school. Early writing involves sentence
construction and this is built upon as children progress through school so that longer
texts are formed and used regularly. This may be fiction or nonfiction, stories or
reports, explanations or poems and perhaps even note taking. We strongly believe in
the importance of the written word and work with children individually, in groups and
whole classes to ensure that they are given opportunities to always become better
authors, writers and poets.
The spoken word is a vital ingredient of the day at Woodrow. We seek to develop
effective communicators and many opportunities are created for children to question,
collaborate and share thoughts and ideas. The strength of drama in our curriculum
allows even the quietest of children to voice their opinion. We regularly use
technology to capture this learning.
Maths
We encourage children to be confident about their Maths skills and to attempt
problems mentally where appropriate. We begin teaching mental strategies as soon as
the children enter school, asking them to visualise familiar objects, shapes and
colours. This technique is developed so that pupils progress on to mentally using
numbers and the 4 basic operations of addition, subtraction, multiplication and
division. This runs alongside taught practical and written maths. Children often work
practically and are helped to express their own ideas and ways of working. As children
progress they are expected to become increasingly independent in using and applying
their mathematical skills and selecting appropriate equipment for a task.
Mantle of the Expert
Woodrow First School is proud to be a Training School for Mantle of the Expert –
the first in the country to achieve this accreditation. This system of learning was
developed by the world renowned Dorothy Heathcote and is used by many school
across the world as a means of bringing dramatic inquiry into the classroom. Each
class works as a responsible team and the aim is always to complete tasks for an
imaginary client. The teams work ethically and are driven by a desire to do the right
thing. For instance Egyptian artefacts may need to be transported, a derelict garden
centre may need to be renovated, Snow White may have lost the dwarfs or evacuees
in World War 2 may need rehousing. The curriculum is covered by solving these
problems on a day to day basis. The children use drama to create a story and
recreate to issues they may encounter along the way. This means that rich curriculum
opportunities are encountered be it geographical, scientific, historical, technological,
musical, religious or artistic.
Previous Mantles have included:
Island Explorers
Toy Museum
Tudor House Renovators
Science
Through Mantle of the Expert children are encouraged to develop a series of skills,
they learn to plan experimental work, make observations and collect and consider
evidence.
We aim to provide a rich curriculum full of opportunities to make investigations, to
meet new experiences and to increase the child’s ability to solve problems in a
scientific way.
ICT
ICT is used to enhance the teaching and learning in all areas of the curriculum where
appropriate. Alongside this children are taught to develop skills in researching and in
using blogging, APPs, databases, art programmes, simulations and control robots. We
have a wide range of up to date equipment including ipads, netbooks, PCs and other
equipment to ensure children see ICT as an integral part of their learning. We are as
happy for children to pick up an ipad as we are for them to pick up a pencil.
History
Using Mantle children study real people’s lives and lifestyles in a variety of situations
and eras of time. Children also study their own life history and that of their families.
They are encouraged to use a wide range of hands on resources and sources of
information to develop their thinking and understanding and answer questions they
might have.
Geography
With an established Mantle of the Expert curriculum we use children’s own
experiences, practical activities and fieldwork to teach them about the human and
physical features of their surroundings. We develop in them an awareness that the
world extends beyond their own locality by introducing them to different, contrasting
localities in this country and other parts of the world using a wide range of resources.
Children are encouraged to develop a positive, caring attitude towards the
environment and think about how it can be improved and sustained.
Design and Technology
Children are given opportunities to explore how familiar things are made and work.
Focused practical tasks are used to teach skills which the children then use when
planning, designing and making their own products before they evaluate their final
piece. Children work safely with tools, equipment and materials to make quality
products.
Art
Children develop their creativity and imagination by exploring the different qualities
of materials and processes. Children’s understanding and enjoyment of art, craft and
design is developed through activities which focus on colour, pattern, texture, line,
tone, shape and space. Children are introduced to the work of artists, craftspeople
and designers from different times and cultures such as Paul Klee, Vincent Van Gogh,
Roy Lichtenstein and Barbara Hepworth.
Music
All children are encouraged to take part in and enjoy musical activities. They are
given opportunities to create, record and perform their own music using a wide range
of musical instruments and ICT. Children sing a variety of songs and explore how
their voices can make sounds and create different moods and effects.
PE
Children are taught to be physically active, to develop flexibility, strength and
stamina. In P.E. all children are able to experience a variety of activities – games,
dance, gymnastics, swimming, athletics and adventurous activities. Swimming takes
place in the school’s own learner pool on site. Through all of these we aim to develop
a sense of fair play and competition, high quality performance and enjoyment.
Sports instructors visit the school at various times of the year and teach a range of
games and dance. Many children are also given the opportunity to participate in
organised lunchtime sport, extra-curricular activities, local first school tournaments
and festivals and dance workshops.
PSHEC
Central to our work in Mantle of the Expert children are taught to recognise their
own worth, to work well with others and to become increasingly independent. We aim
to give them the skills they need to lead confident, healthy, independent lives and to
become informed, active and responsible citizens.
RE
The school is non-denominational. All classes have regular R.E lessons which follow a
syllabus laid down by Worcestershire Education Authority. School assemblies take a
thematic approach on moral and social topics and are mainly of a Christian character.
Parents may exercise their right to withdraw their child from religious education or
worship in consultation with the Head teacher.
On Fridays parents are invited to join us in celebrating the achievements of the
children from the previous week. This is a particularly special part of our week.
Sex Education
There is no formal sex education in school. However, children’s questions are
answered sensitively as they arise.
If you have any worries about the curriculum and related matters please feel free to
see your child’s teacher or the Headteacher.
Special Educational Needs
The schools SEN Co-ordinator is Mrs G. Holden.
At Woodrow we are willing and able to accept children with a range of special
educational needs; such children will be treated no less favourably than other pupils.
Whenever possible we are committed to educating children with SEN alongside their
peers in order that they can join fully in the curriculum and life of the school. We
acknowledge however, that there are children who may require extra support for
learning. We endeavour at all times to provide pupils with their entitlement of full
access to the National Curriculum whilst simultaneously striving to meet each child’s
individual needs.
The school follows the recommendations from the Department of Education which
has issued a Code of Practice on the identification and assessment of children with
special needs. The school has a Special Needs Co-ordinator who liaises with and
advises teachers about the provision for children with special needs. Teaching
assistants also support the work of class teachers by working with individual children
and groups, targeting specific learning experiences. Children may receive such
support by withdrawal to another working area or through ‘class’ provision.
Detailed provision maps are written for all children considered to have SEN and
these are reviewed regularly and discussed with parents.
If a child moves school, their SEN records are transferred to the receiving school to
ensure continuity.
The Code of practice on the identification and assessment of Special Educational
Needs has a staged model of practice and procedure.
School Action
If the class teacher identifies a child’s particular educational need, initial action is
taken which may involve increased differentiation within the child’s normal classroom
work. This is in consultation with the school’s Special Education Needs Co-ordinator
(Mrs Holden) and parents are informed of progress.
School Action Plus
If the child needs further intervention, the Special Education Needs Co-ordinator
can organise more specialist support. This may involve support in class or may be in
small groups in a quieter environment. Targets are reviewed by the SENCo each term
with parents and class teacher. Details are recorded on provision maps.
The class teacher and the Special Needs Co-ordinator, with parental approval may
seek additional help from specialists outside school e.g. Educational Psychologist, LA
support service, Education Welfare Office, health and social services.
Statement
The Local Authority considers the need for a formal statement of Special Education
Needs and if appropriate will make a statement and arrange, monitor and review
provision in close conjunction with parents.
We view parents as partners in the education process, with unique knowledge and
information to impart. It is very important to us that you feel free to discuss any
concerns that you may have about your child’s learning needs and that you feel
confident that we will discuss with you the implementation and monitoring of any
special education needs programme for your child.
If you have any worries about the special needs procedure please feel free to see
your child’s teacher, the SEN co-ordinator or the Headteacher. A copy of our school
policy which is updated regularly can be viewed upon request or by accessing the
school website.
Homework
Children are given activities to complete at home from an early age which gradually
become more formal as they progress through school.
Reading from the time the children start school forms a vital part of homework.
Alongside reading, we encourage all children to work at home with their parents in
order to reinforce work that has been done in class.
Homework gives parents an important opportunity to know how their children are
getting on at school. Homework activities include –reading, spelling, maths based
activities and topic based activities.
Children are regularly rewarded for completion of homework activities in their
classes.
Behaviour
At Woodrow we have a warm, friendly, nurturing and purposeful atmosphere in which
a high standard of general behaviour, politeness, trust, fairness and respect for
other pupils and adults is expected at all times. We aim to encourage and develop
self-discipline from an early age and believe that this stems from children knowing
what is expected of them and clear boundaries of acceptable behaviour set. We
encourage and praise good behaviour and help all children appreciate that this is the
normal expectation.
Should a child’s behaviour give cause for concern, the parents will be contacted and
consulted so that an appropriate course of action can be taken.
All children are involved, as part of the PSHEC curriculum, in constructing their own
set of class rules. All classrooms in Key Stages 1 and 2 have ‘Zone boards’ which
promotes high expectations for behaviour and consistency across the school.
Everyday all children start in the ‘green zone’. Children may move their names from
green to silver or gold zone as a result of good behaviour and they are rewarded for
this. They may also have to move their name from green zone to orange or red zone
as a result of inappropriate behaviour. They will be given a warning and choices to
correct their behaviour and move back up the zone board. We have a clear set of
sanctions for inappropriate behaviour. These include missing part of playtime or
lunchtime, having to complete missed work or having to see the headteacher. A
similar system is used in Foundation Stage to encourage good behaviour.
Further sanctions are in place should behaviour deteriorate. The school will always
work closely with children and parents so that they ultimate sanction of exclusion
remains a last resort. This may include a PSP – Pastoral Support Plan, regular
meetings with parents and other more personalised strategies.
Positive Physical Intervention
In situations where a child may be at risk of hurting themselves or others; or if their
behaviour seriously disrupts good order in the school; or causes damage to property,
staff may need to take steps to intervene physically. In such circumstances, staff
will follow the school’s Positive Physical Intervention Policy. This will usually involve
senior members of staff although all teachers have PPI training.
Rewards
As well as class rewards for the silver and gold zones on the zone board and ‘Golden
Time’ on a Friday afternoon, children are also rewarded for good behaviour and work
in a whole school context.
We have weekly celebration assemblies on a Friday where children who are on the
headteacher’s ‘Praise Blog’ for doing something outstanding for them share their
achievements with the school.
Each class also chooses a ‘Star of the Week’, a person who has worked particularly
hard, shown improvements or made progress socially or emotionally. These children
then have a ‘tea party’ with the head teacher and have a certificate displayed in the
hall.
Extra-curricular activities
We believe that extra-curricular activities make an important contribution to the all
round development of the pupils at school. We offer a variety of activities
throughout the year. Some activities take place at the end of the school day, others
take place during the school day at lunchtimes.
Clubs we have on offer include: sports, skipping, country dance and gardening.
Children in Years 2, 3 and 4 also have the opportunity to have cornet lessons.
In Year 4 children are given the chance to stay at the Malvern Hills Outdoor Centre
for a residential activity weekend. This normally takes place in the Summer Term and
is a real highlight for both pupils and staff!
The school supports the work of various charities throughout the year. This involves
the children in a number of different activities enabling them to express their
concern for others. Each year we have a Harvest Festival when we aim to help a
charity in providing for people less fortunate than ourselves. The year 4 children run
‘Tea Afternoons’ 3 times a year when parents are invited into school to share
refreshments with their children served by Year 4. The proceeds of these often go
to charity.
School Meals
Hot school meals
Meals are provided daily by Shire Catering and there are 3 meals for the children to
choose from. The meals rotate over a 3 week period. Copies of the menus are
displayed on the school notice board and regularly sent home with the newsletter.
Dinner money is collected in the classroom on a daily basis. School dinners currently
cost £1.60. The price is subject to change by Shire Catering.
Free school meals
Forms are available and need to be completed when your child starts school. If your
financial circumstances change and you think that you may qualify for free meals then
please do not hesitate to contact the school office for information. All enquiries will
be treated with the strictest confidence.
Packed lunches
If children do not want to choose a hot meal then provision is made for them to bring
packed lunches to school. They are stored in the classroom and need to be in a clearly
named box or bag. We encourage children to bring a healthy balanced lunch.
Snacks
Milk is provided free to pupils less than 5 years for the whole of a particular term.
Under the Government’s Fruit and Vegetable Scheme, each child aged four to six will
be entitled to receive a piece of fruit or vegetable each day. The fruit and
vegetables are fresh and of good quality. The aim is to encourage children to eat a
range of fruit and vegetables and to be healthy.
Late Arrivals
School starts at 8.45am and the classroom doors are open for 10minutes. Children
who arrive after this time are considered late for school. All late arrivals should use
the school’s main entrance and parents need to sign the late book. Parents of children
who are frequently late will be sent a letter by the school or contacted by the
school’s Education Welfare Officer. The number of late arrivals will be monitored and
entered on children’s school reports at the end of the academic year. We urge
parents to get children to school on time as it can be difficult for children to join a
lesson once it has started as they miss important teaching and instructions.
Holidays during term time
We would prefer that holidays are not taken during the school term as the school
year is carefully planned to ensure for continuity and progression. When children are
absent from school they miss the opportunities offered by the curriculum.
If a holiday during term time is unavoidable, then a request for a child’s absence must
be made to the headteacher, in person, on a holiday form available from the school
office. A decision will then be made based on previous holidays and current
attendance levels.
The headteacher is allowed to agree up to 10 days holiday in a school year, any
additional days will be counted as an unauthorised absence and will be shown on the
child’s school report.
Absence
Parents are asked to let the school know if their child is absent from school and the
reason for the absence. This can be done by telephone or a letter to the school. If no
contact is made with school explaining the absence then a letter will be sent from
school.
Sickness and emergencies
If your child becomes ill in school we will contact you or a nominated person to collect
them. Please ensure you notify the school office of any change of telephone numbers
for the above reason.
If a child has a minor accident in school e.g. a graze, then they will be treated in
school by a member of staff and checked by a member of staff trained in First Aid if
required. All accidents involving children are recorded in the school’s Accident Book
and a copy sent home to parents.
Medicines in School
Requests for medicine to be administered in school must be made to the office and
can only be for prescribed medicines. They should be handed into the office and a
form completed about dosage, frequency, symptoms and side effects. Parents are
most welcome to come to school to administer medicine to their own child.
Asthma inhalers are kept in the classroom where staff or the children can access
them easily. They may use them whenever necessary. Inhalers are always taken with
the children outside school trips etc. a form needs to be completed at the school
office to be kept in our medical records.
Medicals
The school nurse visits the school for a weekly drop in. Routine health assessments
are carried out in the school; these include height and weight measurements for
children in Reception as well as hearing tests. These are all in accordance with Health
Authority Guidelines.
Head lice
Sometimes there are children with headlice in school. If live headlice are seen we try
to contact the child’s parents to collect the children so they can be treated.
School recommends the following:
 Regular detection combing
 If live lice are found, the correct treatment applied
 Check all family members
 Keep long hair tied back off the face
 Inform the school
Uniform
Children from Reception to Year 4 are expected to wear school uniform. Uniform is
optional in Nursery although the children do often like to wear it. The items
suggested have been chosen for comfort, smartness and easy care. Jewellery should
not be worn in school with the exception of watches and stud earrings, though these
must be removed for P.E. activities.
It is helpful if all school uniform is named.
Boys
Grey or black trousers
Green jumper or sweatshirt*
Yellow* or white polo shirt
Black shoes
Girls
Grey or black trousers/skirt/dress
Green jumper/cardigan or sweatshirt*
Yellow* or white polo shirt
Black shoes
In the warmer months, boys can wear shorts and girls green and white checked
dresses.
Items marked with a * are available from the school office and are embroidered with
the school logo.
For P.E. children will need a pair of shorts, pumps and a t-shirt.
For swimming children need a towel and swimming costume or trunks.
If children lose any items of clothing then there are lost property boxes in the
carpet area and the long corridor.