Woodhouse Primary School
School Prospectus
November 2008
‘Achieving Success Together’
Woodhouse Primary School
Daisy Road, Brighouse, West Yorkshire HD6 3SX
Tel : 01484 714750
Fax: 01484 720347
Email: admin@woodhouse.calderdale.sch.uk
www.woodhouse.calderdale.sch.uk
WOODHOUSE PRIMARY SCHOOL
SCHOOL PROSPECTUS NOVEMBER 2008
CONTENTS
Item
Page
(1)
Introduction to Parents and Prospective Parents
1
(2)
General Information Relating to the School
1
(3)
School Roll and Organisation of Education
2
(4)
The School’s Ethos and Values
2
(5)
The School Development Plan
3
(6)
School Building and Grounds
4
(7)
Provision for Disabled Pupils
4
(8)
Pupils with Special Educational Needs (SEN)
4
(9)
School Uniform
5
(10)
School Holiday Dates – 2008/2009
6
(11)
School Day Times
7
(12)
The Curriculum Policy
7
(13)
Pupils' Progress and Attainment
10
(14)
Home Learning
11
(15)
Personal Development and Pupil Well-Being
11
(16)
Child Protection
11
(17)
School Discipline
12
(18)
Extra-curricular activities
12
(19)
Enrichment Activities and Partnership
12
(20)
Sporting Aims and Provision for Sport
18
(21)
Complaints Procedure
18
(22)
Publication Scheme
18
(23)
Meals at School
19
(24)
Transport Arrangements
19
(25)
Authorised and Unauthorised Absences
19
(26)
Calderdale Primary Admissions’ Policy
20
(27)
National Curriculum Assessment Results
21
(28)
Woodhouse School – Complaint Procedure
22
2
(1)
Introduction to Parents and Prospective Parents
Welcome to Woodhouse Primary School. Thank you for considering Woodhouse as
a school for your child. The prospectus is written by the Staff and the Governing
Body for parents and prospective parents and we hope that it will provide you with
the information which you require. We recommend that you also visit the school
website which provides up to date information and the latest Ofsted Report.
Visits from parents are most welcome and should be arranged through the school
administrator. Prospective parents of reception age children are invited to a meeting
with the Head and Chair of Governors in November. At this meeting, Year 6 pupils
will provide a guided tour of the school for each family and the Parents, Teachers
and Friends Association (PTFA) will serve refreshments. There is also an
opportunity for informal chat amongst staff, parents and governors.
The school operates Calderdale’s Primary Admission Policy, which can be found at
the end of this prospectus. Parents of new intake reception children receive an offer
of a place from the school around April and are invited to an Induction Evening in
May. The children and parents visit the school in June and July and spend some
time with their class teacher during these visits.
Arrangements for pupils transferring to the school include the option of time in class
before enrolment.
(2)
General Information relating to the School
Woodhouse Primary School is a Community Primary School in Calderdale. The
contact details are as follows:
Woodhouse Primary
School
Daisy Road
Brighouse
West Yorkshire
HD6 3SX
Tel: 01484 714750
Fax: 01484 720347
Email: admin@woodhouse.calderdale.sch.uk
www.woodhouse.calderdale.sch.uk
Headteacher:
Mrs Shirley Stoker
Deputy Headteacher:
Mrs Lynn Daveney
Chair of Governors:
Mr Ken Blackburn
Clerk to Governors:
Miss Diane Cooper
School Administrator
Mrs Sally Knowles
The Governing Body comprises of volunteers drawn from the Staff, Parents, and the
wider community. Governors come from a wide range of backgrounds with a
diverse range of skills and expertise. Governors serve for a term of four years.
The Governing Body has a general responsibility for seeing that the school is run
effectively and providing the best possible education for its pupils. This is done
within the framework set by national legislation. Governors work with the
Headteacher and staff to provide strategic direction and vision for the school,
planning for the future and keeping a watchful eye on performance.
1
(3)
School Roll
As at September 2008 there were 400 children on the school roll.
Year Group
Reception
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
No of Children
60
60
60
56
44
60
60
The school is currently organised into 14 single age classes, two in each year group.
There is some specialist teaching in RE, Music, Art and Design and Modern Foreign
Languages.
There are 16 full time and three part-time teaching staff. The two reception classes
are supported by teaching assistants throughout the week. The school also employs
two Swimming Instructors, four Learning Mentors, a Healthy Lifestyles Co-ordinator
and seven Teaching Assistants to further support pupils’ learning in the classroom,
in the Study Centre and in the ICT suite.
The school has worked hard to achieve the following awards:
October 2004
Investors in Pupils Standard
November 2005
Basic Skills Quality Mark
September 2006
School Travel Plan
February 2007
ICT Mark
April 2007
Healthy School Award
November 2007
ICT Excellence Award
November 2007
Dyslexia Friendly Award
2006/07 & 2007/08 Sports Active Mark
(4)
The School’s Ethos and Values
The Governors and Staff at Woodhouse Primary School are keen to inspire, support
and promote a culture of increasing effectiveness, greater efficiency and continuous
improvement via a clear strategy supported by relevant policies, plans, objectives,
targets and processes.
The Aims of the Woodhouse School are: To maximise the effectiveness of the whole school workforce.
 To provide a rich and broad curriculum.
 To enable each individual pupil to achieve the highest standards they possibly
can.
 To promote partnerships and participation within the wider community.
 To develop a community where everyone feels safe, secure, happy and
valued.
 To develop responsible, healthy citizens who are consulted, listened to and
heard.
The aims and expectations of all partners in the school community are explained in
the Parent, Pupil and Staff handbooks.
2
All stakeholders believe in developing a sense of value in our pupils. Each half term
the whole school focuses on one of our six values. These are:Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
(5)
Be united – work together
Be safe – stay happy
Be bold – aim high
Be creative – enjoy and achieve
Be caring – take responsibility
Be healthy – grow strong
The School Development Plan
We pride ourselves on our shared determination to strive for continuous
improvement.
The November 2006 Ofsted report stated;
Woodhouse Primary School provides an outstanding education for its pupils. The
vast majority of parents are understandably pleased with the education their children
receive and the pupils say they are happy in school.
Main strengths identified by Ofsted
 The provision of education, integrated care and extended services is
outstanding in meeting the needs of learners.
 Achievement and standards achieved by learners are generally above
average.
 The overall personal development and well-being of learners is outstanding.
The school has been proactive in establishing outstanding partnerships with all
extended services. This work was recognised by Her Majesty’s Inspectors in the
school’s recent pilot inspection. The majority of pupils attain high standards
academically, socially and are well on the way to becoming responsible citizens.
They are given a strong voice within school which is listened to and acted upon.
Through good channels of communication, there is clarity of vision, sense of
purpose and high aspirations shared by all stakeholders.
Priorities for the School Development Plan 2008 /09
 To raise standards in Maths through implementation of the Renewed
framework for Numeracy;
 To research the most effective way of teaching Control and Data Handling so
that pupils’ learning progresses from Year R to Year 6;
 To research stimulating ways for pupils’ to develop a sense of value in
PSHCE linked to Be Bold and Be Caring;
 To monitor and evaluate the impact on learning following the implementation
of Letters and Sounds and the renewed framework for Literacy;
 To audit the extent to which more able pupils are challenged across the full
range of subjects.
National Priorities
 To improve and extend lines of communication via the VLE;
 To implement the curriculum guidance and statutory requirements of the Early
Years Foundation Stage from September 2008.
3
(6)
School Building and Grounds
The school was opened in January 1967 as a single-storey building in the midst of a
residential area. In 1968, a swimming pool was built onto the school with money
raised by the Parent / Teacher Association.
In February 2005, The school bungalow has now been converted to create on-site
pre-school provision called Toy Box Day Nursery.
The school building was extended again during Summer 2005 to incorporate the
Creative Spaces Project. These facilities include an ICT suite, study centre, shower
facilities, disabled toilet and serving kitchen. The extension was financed through
devolved formula capital, a successful bid for a grant of £48,000 and fund raising
events organised by the school and the PTFA. The governors are grateful for the
ongoing support from the parent body.
The school’s security policy is continually under review, ensuring that a safe working
environment is provided for staff, pupils and visitors. Our security procedures are
more robust and more strictly applied than ever before.
The Governors have worked closely with Calderdale Local Authority and have
invested a substantial amount of resources to ensure effective replacement of the
heating and electrical systems, including new fire and intruder alarms.
In September 2005, the school invited the Fire, Safety and Access Officer to conduct
a site visit and suggest any further improvements that could be made to the site
following the completion of the Creative Spaces Extension.
The Site Manager, in consultation with the Head and Premises Governors,
completes an annual health and safety audit in the summer term. Parents who are
aware of any Health and Safety risks should please report these to the Site Manager
at the school office.
(7)
Provision for Pupils with Disabilities and Difficulties
The Staff and Governors are keen to fulfil the key duties placed on them in the
Disability Discrimination Act. The school has an Equality and Community Cohesion
Scheme which is the result of consultation with stakeholders. This incorporates the
school’s Accessibility Plan. As a result of the consultation, the school has an action
plan in place which highlights how the school intends to improve facilities further.
(8)
Inclusion - Pupils with Special Educational Needs (SEN)
Inclusion is at the heart of our educational practice and, as such, pupils with Special
Educational Needs, those recognised as Gifted and / or Talented, and Vulnerable
Learners (those at risk of under attaining) are identified and their progress monitored
to ensure that their needs are met. Children are placed on the SEN register if they
have significantly greater needs than the majority of children in their age group.
These needs may be due to:
a) Cognitive and learning needs;
b) Behaviour, social and emotional needs;
c) Communication and interaction needs;
d) Sensory and / or physical needs.
4
Partnership between school and parents plays a key role in enabling children with
SEN to achieve their potential. Staff will discuss with parents any concerns they may
have with regard to a child’s needs. Through those discussions, if it is established
that the child has special educational needs then the school follows the Code of
Practice for SEN along with the school’s policy for Special Educational Needs.
Parents and pupils are involved in the child’s termly review of progress. Individual
Education Plans are written in language which can be understood by the parent,
child and teacher. A member of staff discusses the Individual Educational Plan with
the child and where appropriate the child keeps a copy. A copy is always sent to the
parents along with a review of progress linked to the previous plan.
Shirley Stoker is responsible for co-ordinating the day-to-day provision of education
for pupils with special educational needs at the school. Trudy Asquith and Liz
Whalley, take an active part in monitoring and evaluating the school’s practices
within their role as Governors.
The fundamental principles are as follows:






A child with special educational needs should have their needs met.
Interventions should be reviewed regularly to assess their impact, the child’s
progress and the views of the child, their teachers and parents.
The views of the child should be sought and taken into account.
Parents have a vital role to play in supporting their child’s education.
Children with special educational needs should be offered full access to a
broad, balanced and relevant education, including an appropriate curriculum
for the foundation stage and the National Curriculum.
There should be close co-operation between all the agencies concerned and
a multi-disciplinary approach to the resolution of issues.
The school has achieved the Dyslexia Friendly Award and two members of staff are
accredited in this field. Another member of staff is currently working towards
accreditation in the field of Speech, Language and Communication Needs. Should
parents have concerns about Dyslexia or Speech and Language, the school would
be happy to discuss these with parents on an individual basis.
(9)
School Uniform
Sweatshirts, cardigans, polo shirts, fleeces, and baseball caps, all with the school
crest, together with PE shorts and t-shirts can be ordered through school.
Boys
Girls
Grey Trousers
Grey skirt/ pinafore/trousers
Sweatshirt with school logo
Sweatshirt/cardigan with logo
Gold polo shirt with school
logo
Gold polo shirt with logo
Grey socks
Black shoes (not trainers)
Black shoes (not trainers)
Blue Fleece with school logo (optional)
Blue Fleece with school logo
(optional)
Summer dress optional: (blue & white / yellow &
white check)
White socks, black/grey tights
5
(10)
School Holiday Dates – 2008/2010
2008 Autumn Term
Re-open
Tuesday
2 September
Staff Training
Closed
Friday
17 October
Half Term
Close
Re-open
Friday
Monday
24 October
3 November
Christmas
Close
Friday
19 December
2009 Spring Term
Re-open
Tuesday
6 January
Half Term
Close
Re-open
Friday
Monday
13 February
23 February
Close
Friday
3 April
2009 Summer Term
May Day
Re-open
Closed
Monday
Monday
20 April
4 May
Half Term
Close
Re-open
Friday
Monday
22 May
1 June
European Elections
Closed
Thursday
4 June
Close (2pm)
Friday
17 July
2009 Autumn Term
Re-open
Wednesday 2 September
Half Term
Close
Re-open
Friday
Monday
23 October
2 November
Christmas
Close
Friday
18 December
2010 Spring Term
Re-open
Tuesday
5 January
Half Term
Close
Re-open
Friday
Monday
12 February
22 February
Close
Friday
26 March
2010 Summer Term
May Day
Polling Day
Re-open
Closed
Closed
Monday
Monday
Thursday
12 April
3 May
6 May
Half Term
Close
Re-open
Friday
Monday
28 May
7 June
Close (2pm)
Friday
16 July
6
(11)
School Day Times
School Sessions Reception
Morning session
Afternoon session
8.55 – 11.55
1.00 – 3.10
Infants
Juniors
8.55 – 12.10
1.15 - 3.10
8.55 – 12.25
1.15 - 3.15
Once per week children in YR to Y2 have group work for an extra fifteen minutes at
the end of the morning session.
The morning bell rings at 8.50am and children move to their class lines so that a
safe entry can be made into school. All pupils are in class and ready to start work by
8.55am.
Teaching time includes Religious Education, but excludes the statutory daily act of
worship, registration time, lunchtime and breaks.
(12) The Curriculum Policy
Curriculum Statement
The Staff and Governors of Woodhouse Primary School aim to tailor education to
individual need, interest and aptitude so as to fulfil every child’s potential. Every
pupil will have access to a rich, broad, balanced and differentiated curriculum.
However, it is recognised that every child has a different knowledge base and skill
set, as well as varying aptitudes and aspirations: and that, as a result, there is a
determination for every young person’s needs to be assessed and their talents
developed through diverse teaching strategies. At Woodhouse Primary School this
means teachers using the flexibilities that already exist to ally high standards in the
basics with opportunities for enrichment and creativity.
Common Values and Purposes

The curriculum, whilst paying due regard to achieving high standards in
English and Maths, is broad, exciting and challenging;

The curriculum embraces the five outcomes set out in Every Child Matters Stay safe; Be healthy; Enjoy and achieve; Achieve economic well-being;
Make a positive contribution;

The curriculum is used to increase pupils’ knowledge, skills and
understanding as they grow and develop and become more aware of the
world around them;

The curriculum is carefully planned and structured to ensure that learning is
continuous, and that pupils make good progress with the development of their
learning;

The curriculum engages the children’s interest; it encourages and motivates
pupils to want to learn;

The curriculum is exciting and offers pupils first hand experience to re-inforce
their learning and to underpin their growing knowledge, skills and
understanding;

The curriculum opens their eyes to the wonders of creation and causes them
to marvel at the incredible and fantastic world in which we live;

The curriculum relates to the values from Collective Worship and the PSCHE
scheme.
7
Broad Guidelines
Planning
In their Reception Year pupils follow the Early Years Foundation Stage Curriculum
which includes six areas of learning:






Personal, social and emotional development;
Communication, language and literacy;
Mathematical development;
Knowledge and understanding of the world;
Physical development;
Creative development.
Where pupils move into Year 1 without having achieved the Early Learning Goals,
they continue to be taught in line with the Foundation Stage Curriculum. Transition
to the Year 1 curriculum does not happen at a point in time but rather when pupils
have reached that stage in their development.
From Year 1 to Year 6 the curriculum consists of: The National Curriculum; the programmes of study for each subject are used
as the basis for the long term and medium term plans.
 The Renewed frameworks for Literacy and Numeracy supplement the English
and Maths curriculum respectively.
 Calderdale’s agreed syllabus for RE 2006, (Parents may exercise their right
of withdrawal from religious worship and religious education.)
 A bespoke PSCHE curriculum, developed in response to Every Child Matters.
From Reception through to Year 6 opportunities will be taken to extend the
curriculum beyond the statutory requirements through:



visitors including artists, craftspeople, actors, musicians;
the use of the school grounds, the locality and the wider environment;
educational visits;
support of parents.
Many of these activities will embrace the cultural diversity of the society in which we
live and enhance the aesthetic environment of the school.
Delivery - The school week provides 22 hours and 20 minutes teaching time for
Infants and 23 hours and 45 minutes for Juniors. The curriculum is planned in such
a way that it can be delivered over 34 weeks. This leaves four weeks integrated
within the school year, for curriculum enrichment and collaborative events.
For example:- E-learning projects, day visits, residential visits, whole school themed
days / weeks such as ‘Be Healthy’, ‘Be Safe’ and ‘Be Creative’. Productions, cultural
days, music festivals, DT challenges and teddy bears’ picnic also take place for
specific year groups. In Years 5 / 6, pupils are taught by a number of teachers in
preparation for their move to secondary school. All subjects are taught through
mixed ability classes with differentiation as necessary. Cross-curricular links are
made between subjects where appropriate and an extensive range of high quality
resources is used to underpin the curriculum. Optional homework is set, where
appropriate, to link the curriculum with learning at home. To ensure progression, the
school has developed its own schemes of work, many of which promote enrichment
and cater for pupils’ individual needs through personalised learning.
8
Part of the curriculum is taught as continuing work whilst other aspects are taught as
blocked units of work and allocated to specific year groups.
Assessment - The school has policies for Assessment and Monitoring and
Evaluation. Children have their own tracking record which is available for parents to
see within 24 hours of their request.
Reporting on pupil attainment - All work carried out by the children is monitored
and evaluated. A written school report is made available to parents annually in the
summer term. Parents are invited to Parent / Teacher Consultation meetings in the
autumn and spring Term. In the summer term, parents are invited to an open
afternoon. The Governing Body receives regular reports on pupil attainment
compared to the national picture and similar schools and pupils` prior attainment.
Target setting - All pupils are set next step learning targets through teachers’
marking and feedback to pupils. The Governing Body sets the statutory targets in
the autumn term for those pupils reaching the end of key stage 2 in the following
academic year. These targets are set in close consultation with the teaching staff
using the evidence from ongoing standards analysis. Using the May assessment
level as a base, end of year targets in Numeracy, Writing and Reading
Comprehension are set for each child.
Roles and Responsibilities - The Headteacher takes overall responsibility for the
curriculum. Subject leaders monitor their particular subject to ensure that it is
implemented consistently and effectively in line with the agreed policies.
Consultation relating to the curriculum is facilitated through the annual stakeholder
consultation process, from parents through newsletters, parents’ consultation group,
from pupils through the class and school councils, and from staff and governors at
their regular meetings.
Inclusion - Provision for all pupils - Teachers plan to meet the needs of all pupils
by ensuring learning is focused on individual pupils’ needs and abilities. Outcomes
from assessment of learning enable teachers to set targets which reflect individual
pupils’ skills, abilities and potential.
The school has developed a model of intervention for children experiencing
difficulties in literacy or mathematics based on three waves:
Wave One: The effective inclusion of all pupils in a high quality daily literacy hour
and mathematics lesson (Quality First Teaching).
Wave Two: Small group, support and intervention e.g. Booster classes, Springboard
programmes, Early Literacy support, Additional Literacy Support and Further
Literacy Support, Social Use of Language Programme (SULP).
Wave Three: Specific targeted intervention for pupils identified as requiring special
educational needs support. Specific curriculum extension programs for the Gifted
and Talented.
Sex and Relationship Education (SRE) - The Governing Body has an agreed
policy for SRE. Parents of pupils in Year 6 are given an opportunity to preview the
DVD used as the basis for the Year 6 Sex Education programme of study which
goes beyond the statutory science curriculum. Those parents wishing to withdraw
their children from these lessons are given the opportunity to do so. SRE for other
year groups forms part of the science and health education programmes of study.
Spiritual, Moral, Social and Cultural Opportunities - The staff and governors are
keen that all pupils are provided with SMSC opportunities both within the planned
curriculum and through current affairs, independent study, extra events and
experiences.
9
Self Esteem and Self Worth - Congratulations assemblies are held most weeks
recognising the achievements of our pupils. Parents of pupils being congratulated
are invited into school for these special assemblies.
The school also recognises the efforts of individual pupils and staff by recording their
achievements in their class’s Well-Done Book. Where a child’s name is entered into
the Well-Done Book, a post card is sent home to the child’s family so that they can
also share in the celebration. Talents of individual pupils are celebrated within class
and at school assemblies and at the end of term Talent Shows. The awarding of
house points also encourages pupils to do their best both in their school work and in
their behaviour towards others.
Weekly record cards are distributed to pupils in Year 3 to Year 6 commenting on
different aspects of school life. At the end of each half-term those pupils who have
achieved good grades throughout the half term are awarded certificates of
excellence. Their parents are also invited to attend the certificate assembly.
Extra curricular activities - A wide range of activities is offered at the start of each
half term. Parents of children wishing to attend such activities are asked to sign a
consent form. Most teaching staff and many non-teaching staff participate in the
provision of extra curricular activities at some stage during the year. Some
enrichment activities are organised by external providers.
Conclusion - Children’s work and achievement within the curriculum will be
celebrated and displayed to enable it to make a significant impact on the visual
appearance of the school and to contribute to the ethos.
(13)
Pupils' Progress and Attainment
Many developments have taken place over the last three years to improve the
quality of teaching and learning at Woodhouse Primary School. The excellent
Statutory Assessment Test (SAT) results in previous years, at both Key Stage 1 and
Key Stage 2, reflect the high standards attained and hence, show how effective the
developments have been in further improving the quality of education at Woodhouse
School.
Assessment of pupils in their Reception Year relates directly to the six areas of
learning defined within the Early Years Foundation Stage. Within the first few weeks
of term, each pupil is assessed through observation of child initiated play and adult
led group work both within the classroom and the outdoor area.
Pupils in Year 2 to Year 6 are formally assessed twice each year in December and
May with regard to their attainment in Maths, Reading Comprehension and Writing.
Year 1 are assessed in May prior to entering Year 2. Parents and pupils are
provided with the assessment information so that they are aware of the next steps in
their child’s learning.
Historical Performance and Targets for Level 4 and above at the end of KS 2
Targets
May
2005
Results
English
Maths
Science
Aggregate
Results
2005
Targets
May
2006
84.5%
96%
82.8%
88%
May
Results
2006
Targets
May
2007
90.6%
98%
94.4%
98%
May
Results
2007
Targets
May
2008
86.7%
95%
90%
93%
91.7%
86%
91.7%
90%
May
May
2008
100%
96%
94%
97%
284
292
275
280
10
(14)
Home Learning
The school recognises that home learning can be of considerable benefit to
children’s learning. However, it is the policy of the school not to set compulsory,
formal homework. Wherever possible home learning should be viewed as an
enjoyable joint activity for children and their parents. Home learning should seek to:
 Show children that both home and school are interested in their learning;
 Demonstrate that learning does not only take place in school;
 Help to consolidate recent learning;
 Make children eager to know, understand or do more;
 Provide experiences that are different from those experienced in school but
which encourage them to observe, discuss, analyse and record;
 Develop self-confidence by gaining the approval of parents or carers.
 Extend self studies to enhance learning which has taken place within the school
day
 Build pupils’ confidence and self-discipline and so prepare them for the
requirements of high school
 Extend school learning and support the attitude that learning is not confined to
the classroom but that it is an open ended and life long activity
 From Year 3 onwards, children are expected to carry out independent self-study
involving their own research related to work being studied at school. Pupils
record their home learning in their Homework Diary.
(15) Personal Development and Pupil Well-Being
Each teacher is responsible for the welfare of the children in their class. Any
concerns are dealt with on an individual basis. Necessary information is shared with
the appropriate staff. The local welfare agencies and a variety of external agencies
are available if specialist help is required.
The Headteacher and the class teacher are available for parents to discuss any
social/welfare problems that may arise. Parents are informed immediately of any
emergency concerning a pupil. At the start of each school year, all parents are
asked to supply the school with an update of contact names and phone numbers,
and any medical requirements or needs which their child may have. Minor injuries
are dealt with at school. In the case of a serious accident parents are contacted. In
exceptional circumstances, where parents cannot be contacted, it may be necessary
for the child to be taken to the hospital by a member of staff.
(16)
Child Protection
Woodhouse Primary School recognises the important role that the whole community
plays in promoting the health, safety and well being of all children. In view of our
special relationships with children and their families, staff are particularly alert to
any signs of possible abuse or neglect and have a legal duty to pass on any
concerns to the designated teacher for Child Protection.
These concerns must be reported to the Health and Social Care Directorate or the
Police Service.
The school has a Child Protection Policy and is required to follow procedures set out
by the Area Child Protection Committee for child protection. These are available to
any parent who wishes to see them.
If any parent has a concern about the welfare of any child in the school, they should
speak with Mrs Daveney, the designated teacher for child protection, or contact the
Children and Young People’s Services at Northgate House.
11
(17)
School Discipline
The school has a comprehensive Behaviour Policy which is available for parents on
request. The policy clearly outlines rewards and sanctions. The school has high
expectations of the manner in which children and staff behave towards each other.
All pupils from Year 1 upwards are involved in writing the class vision statement
which is included in each class’ pupil handbook. They are also invited to sign the
Home – School Agreement. This helps pupils understand what is expected of them
as a member of the school community and what they can expect from school.
Each Friday, children from Year 4 to Year 6 bring home a weekly record of their
behaviour and attitude towards work. Pupils in Year 3 commence the record card
system from the spring term.
The vast majority of our pupils work hard and behave well every week and we
believe parents of these children will reward their child for achieving good grades
and hence provide further encouragement to the child. Where children's behaviour
during the week has been disappointing, the record card allows school, parents and
pupils to work together to bring about the necessary improvement. Parents who
wish to opt out of the weekly record card scheme should inform the Headteacher in
writing.
Pupils in Year R, 1 and 2 bring home a weekly letter which provides parents with
information on the learning taking place in the classroom. It is hoped that this
creates an opportunity for parents to support and encourage their child’s learning.
Parents are invited to Celebration assemblies when their child is to be congratulated.
Parents are also contacted when their child’s name has been entered in the Well
Done book. Children who wish to share achievements out of school with their peers
are encouraged to bring medals or certificates into school. All of these are important
ways in which we recognise the achievements of individual children both in and out
of school.
(18 ) Extra-curricular activities
A variety of extra curricular activities are offered to pupils. Recently, activities have
included Netball, Football, Gymnastics, Judo, Recorder, Drama, Drawing, Board
Games, Science and a variety of ICT clubs. The school also takes an active part in
local festivals and competitions for sports and the arts.
Pupils have the opportunity to learn how to play a musical instrument. A charge is
made for these lessons and they are taught by peripatetic staff in school time. All
children have the opportunity to perform in one of the end of term concerts, all of
which are well supported by parents and grandparents. The talent of the children
never ceases to amaze all concerned. Throughout the year visiting musicians came
to share their talents with the pupils.
(19 ) Enrichment Activities and Partnership
Throughout 2007/08 the school community has had a very exciting and interesting
time. The school staff have achieved success together by creating a good working
relationship and strong team. We have also had assistance from many parents
which has been greatly appreciated.
12
Foundation Stage Enrichment
Autumn
 We had a Birthday party with lots of fun party games and delicious party food!
 We prepared for Christmas with the Key Stage 1 Nativity, carols at church,
the Christmas Fayre and our Key Stage 1 Christmas party, including a visit
from Father Christmas!
Spring
 On Shrove Tuesday we made and ate pancakes and learnt to toss them!
 A puppet show came to school for all of Key Stage 1.
 We celebrated Chinese New Year by tasting different foods and decorating
our classrooms.
Summer
 Caterpillars came to live and grow in our classrooms and when they changed
into butterflies we released them into the wild.
 We were visited by some mummies and their babies to help us with our topic
on growth and change.
 Monty the trained ‘Pat’ dog came to show us the tricks he could do so that we
could learn how to care for animals.
 A veterinary nurse brought in a guinea pig and told us all about her job.
 The local taxidermist let us look after some of his wild animals for a week.
We painted and drew pictures of them.
 We thoroughly enjoyed our Teddy Bears’ Picnic with our Year 6 buddies!
Year 1 Enrichment
As part of the Science in the Autumn term, Year 1 had a visit from a baby and his
mum. The children focused on what the baby could do and how they have changed
since they were a baby. The children also learnt about what happens at a baby
clinic to enable them to use the role play area more purposefully.
We also visited the National Railway Museum to enhance the History unit ‘Who was
George Stephenson?’ There, they had the opportunity to look at the Rocket and
other trains.
The values for the Autumn term were ‘Be United’ and ‘Be Safe’. During the ‘Be
United’ value Mrs Knowles visited the Year 1 classrooms to explain her role in
school. Each class then created a Powerpoint presentation which they presented to
the school. For the ‘Be Safe’ value we had a visit from the Calderdale Road Safety
Team which focused on encouraging children to wear a seatbelt and to choose the
appropriate car seat.
In the Spring term we walked around the school grounds, looking at features that
help to keep us safe. We also carried out a traffic survey on Daisy Road.
In the Summer value ‘Be Caring’, the children were visited by an alien investigation
unit and Princess Galaxia who worked with each class to help them to think about
how to care for each other. In the second of the Summer values, ‘Be Healthy’ we
visited Bradley Woods where we took part in a picture trail and played lots of games.
To enhance our Literacy this year, we have:
o visited the park to set the scene for our unit based on stories with familiar
settings;
o played on the trim trail and written a recount about our experiences;
o had a beach/summer lesson to get us thinking about Summer activities for
our Summer poetry
13
Year 2 Enrichment
Tropical World- Roundhay Park - On June 5th we had a fantastic time at Tropical
World. We did lots of drawing of plants. It was boiling hot! We both liked the snakes
best!
Be United – ICT Project - We had to interview Mrs Daveney. We asked her lots of
different questions like ‘what is your job?’ We thought her work was interesting and
we told her we wanted her job! We interviewed her in the Study Centre where we
have School council meetings. It was good to see what her job was about.
Puppet Workshop - We watched a puppet show called Little Red Riding Hood. It
was really fun and we even got to stand up at the front and hold the puppets at the
end. A man called Maurice came in and did the show. Then we made our own hand
puppets in class.
Tennis Lessons - In April we had tennis lessons with Roger. It was great and we
learnt some very good tennis skills like balancing and batting the ball. In the end
Roger put up the nets so we could practise getting the ball to the other side.
It was the best day ever.
Christmas Party - At our Christmas party we had a disco. We did party games like
musical bumps and so on. We saw Santa who was very funny and who gave us all a
present too
Healthy Living Week - During Healthy Living Week we had lots of fun. We played
kick rounders and had a swimming gala. Everybody loved doing orienteering and
low ropes at Bradley Woods. We had a great time doing the sports festival.
Nativity Play - In the Nativity play Year Two were the actors. The play was called
Jesus’ Christmas Party. There were brilliant songs and we liked ‘We’re having a
party’ best.
Greek Food Tasting - In Geography we learnt about Crete in Greece. To explore
this further, we decided to taste some Greek food. The olives and pitta bread were
delicious!
Key Stage One Disco - At the disco we had blackcurrant and orange juice. There
were biscuits too. We played some party games and the music was brilliant! There
were games of musical statues and musical bumps. We could go in non-uniform.
Be Caring - For our Be Caring Value an alien came in. She came from Planet
Orbus. We did role-play and it was very funny. We had to teach Galaxia things about
humans and we made frozen pictures of animals.
Year 3 Enrichment
Roman Day - As part of our History topic - the Romans, a Roman soldier called
John came to visit us at Woodhouse! He taught us how to play some Roman games
like Knuckle bones. They were hard to play but really good fun. During the day we
also learnt lots of information about Roman times and their conquests. Some of us
got the chance to dress up in Roman clothes; the armour was really heavy so the
Romans must have been very strong to wear that in battle. At the end of the day
because we had been so good John showed us his Roman swords, luckily for us we
were seen as friends and not enemies!
14
Brighouse - In our Geography topic we decided to compare the village of Nyakiswa
in Africa to our town, Brighouse. To collect all of the information we went on a field
trip to Brighouse town centre. We used a map to orienteer around the town centre,
marking off different buildings that we were looking for. In our groups we also
collected information about the types of shops found in particular areas, and created
a tally chart of how many people were visiting Brighouse. We walked through the
industrial area and noticed how this was different to the town centre. We also learnt
about why the canal was important for the factories. We were very lucky that the
people at Meze were very generous, as they let us use their toilets and gave us a
lollipop each!
French Afternoon - In Year 3 we have started to learn French. To get a better
understanding of French culture we had a French afternoon in school. We tasted lots
of different foods such as croissants, pain au chocolate, Babybell, French bread and
French jam. We loved them all!. Luckily for us we had a pupil in year 6 who is
French. He came to spend the afternoon with us and read us stories in French and
taught us how to play some French games.
Healthy Living Week - Every year we have a full week where we learn all about
being healthy. In year 3 we started the week off with a very tiring session of aerobics
led by Miss Clough! Over the week we did lots of healthy activities such as
parachute, treasure hunt Numeracy, Swimming gala, healthy lunchbox lesson and
much, much more! Our favourite part of the week was our visit to Bradley Woods.
We walked up to the woods and when we got there we spilt into two classes. Our
activities were the low ropes and orienteering. The low ropes were very tricky and
you had to work as a team to succeed. Orienteering was really good fun except for
Miss Bowers who ended up very muddy! We ended the week competing in our
Intercolour games. We played rounders against the other house colour teams. We
tried really hard and the winners in Year 3 were yellow team. A fun and tiring week
was had by all!
Year 4 Enrichment
In October we had a Viking Day when a man called John came in and told us about
Vikings. He dressed some people up in Viking clothes and we played Viking games.
That was very fun! We also made Viking key rings.
For the theme of ‘Be Safe’, a policeman as well as a Governor came in called Mr
Collins and told us how to be safe. Then Mr Howe came in and taught us about how
neighbours look out for each other and the alarms you should have in your home.
Because Year 4 were learning about the 1930s we made some 1930’s food. We
made some pasties and a soup. I really liked the soup but I did not like the pasty.
At the end of March Year 3 and 4 did the most spectacular Little Red Riding Hood
Concert. There were some unusual characters called Snort, Sam and Squealer.
On the 10th May we went to Ingleton on the coach. At first we went into White Scar
Caves and we saw a beautiful flowing waterfall, some fossils and lots of stalagtites
that glow in the dark. When the expedition had finished we ate our lunch outside the
caves. Then we went into Ingleton village and did a traffic survey.
In June a tennis coach called Roger came in to tell us some tips, how to play some
volleys and now we’re experts!
On June 30th we went to Bradley Woods during Healthy Living Week and we went
on the climbing wall. It was very exciting. After that we went and did orienteering in
the woods. It was good fun.
15
During the summer term a dental nurse called Mrs Halstead came in to show us how
to look after our mouth and teeth. She told us how to look after our gums as well
because gum disease can be really painful. After that session, I’ve always looked
after my teeth.
In July we made some delicious fruit kebabs. First Mrs Brook came and taught us
how to make a fruit kebab. Then we had a go at cutting bananas, apples, grapes,
strawberries and oranges. When we finished our teacher took some photos of them.
Finally we had yoghurt with our fruit kebabs and ate them.
On Wednesday 9th July we had our Sports Festival, when we did a variety of
activities including Long Jump, Triple Jump, Distance Run, Bean Bag Push and Ball
Throw.
Year 5 Enrichment
An author, Ceri Worman, came into Woodhouse with her Jamie B books and we
were able to role play, listen to one of her books, write our own stories and play
games. She had published 3 Jamie B books.
A Didgerido man called Ed came in to teach us how ton play the Didgeridoo. It was
really hard at first but Ed made it sound easy! We did some animal dances with
didgeridoo music. After that we performed to the Year 4 and 3s. It was really great
fun.
Chris Young, a cyclist who works for 3 cycling companies came to Woodhouse. He
brought 30 Mountain bikes and we had some races and he prepared us for 2 events
in the cycling proficiency if we took it in Y6. I think it was the best enrichment of the
year – it was great!
Our trip around Ogden was like a V.I.P. tour because our teachers knew most of the
things that were there. There were also sculptures of different animals and there
were some stories as well. Even though the weather wasn’t that good, it didn’t stop
us having fun. Everyone had the time of their lives!
The best time in Bradley Woods was when we went on the high ropes! It was great
fun! We were in mid air with this rope attached to us! Once we got to the top we
had to jump to reach for the black bar. That was something to be proud of! Then
we got lowered to the ground.
During healthy living week, Y5 walked to Bradley Woods. We did Orienteering, High
Ropes and Team work. The orienteering was very good fun! Each group had a
map of Bradley Woods and the maps had letters on it. There were posts hidden
around Bradley woods. Also there was a man at a desk who told us which posts we
had to find. Then we had to find it, write it on a sheet of paper, then run back to find
another. Hand tennis was the best part of tennis and a good way to get warmed up.
We do lots of fun activities at Woodhouse.
Year 6 Enrichment
“Had a great Year 6, it wasn’t just about SATs and hard work, we also had great
trips.”
Lakeside - “Year 6 had their residential trip to Lakeside. Some of the activities
were: - Zip Wire, Group Canoe, Climbing, Abseiling, Kayaking, Raft Building,
Orienteering and Fell Walking. All these activities were exciting and tiring which
made them so enjoyable.”
16
Bradley Woods - As part of the activities for Healthy Living Week we went on a visit
to Bradley Woods. Whilst we were there many people tried new activities such as
archery. However that wasn’t all that we did – we were split into teams as we
headed off without the teachers to do orienteering. After a tiring afternoon we
walked back to school – very healthy!
Didgeridoo - On 23rd June Year 6 were greeted with a pleasant surprise. Ed, the
Didgeridoo man, came to school for the day and taught us how to play the
Didgeridoo. We made aboriginal art decorations for our didgeridoos.
Ballroom Dancing - In a P.E. lesson, Year 6 got a surprise like no other, a woman
came called Mrs Brearley to teach us about Ballroom dancing. We learnt: - Tango,
Waltz and Cha Cha but as an extra we danced the electric slide. As a further
surprise we had to compete in a ballroom competition against Carr Green and
Longroyd Schools.
6B and 6M were split into two teams, Indigo (6B) and Orange (6M). We all had a
treat time.
Safety for Life - On 31 October 2007, Year 6 went to Halifax Fire Station to watch
out for dangers in life. We went around six different areas learning why it is
important to look after our lives and how dangers can arise very quickly from
different situations.
Food Technology - On Tuesday 1st July Year 6 did some healthy food technology
with Mrs. Brook, the Cook! Firstly Mrs Brook demonstrated how to make some
healthy dips. Next we were shown how to cut fruit and then we made our own fruit
and vegetable kebabs.
Bearder Poetry Festival - On Thursday 3 July Year 6 pupils went to the Viaduct
Theatre in Halifax for the day. They were second to perform and watched the rest of
the entries along with a guest poet, David Harmer. Woodhouse got a special
mention but no prize.
Shibden Hall - Year 6 has had a very busy year; full of activities. As well as the
residential trip to Lakeside they have also experienced a day to be taken back to the
Victorian times at Shibden Hall. They witnessed being treated as a child from a
wealthy family, or a poor child from the workhouse. Not only was this an educational
visit, but also very enjoyable as the Year 6 pupils were dressed up in outfits and
explored the house.
Charities 2007 – 2008
Woodhouse pupils and staff have taken part in numerous fundraising events, which
have raised pupil awareness of the concept of ‘charity’ and also generated funds for
a number of different charitable organisations. The chosen charities for 2007 / 08
were Forget me not Trust, NSPCC and the Dogs Trust. Over £600 was sent to each
charity. Charities are agreed upon at the beginning of each school year by the
School Council.
Parents, Teachers and Friends Association (PTFA)
There is a strong and active Parents, Teachers and Friends Association that
supports the school and provides social and fundraising events throughout the
school year. All parents automatically become members of the Association and
there are no membership fees. Parental help during the school day is also welcome,
however all volunteers do have to be police checked before they can work in school.
17
(20)
Sporting Aims and Provision for Sport
All children undertake Physical Education as part of the school’s curriculum. Pupils
in Year 1 through to Year 6 also have a weekly swimming lesson in the school pool.
The following principles apply to all forms of physical activity:
(1)
(2)
(3)
To promote healthy lifestyles.
To develop positive attitudes.
To ensure safe practice.
All children play simple competitive team games. Competitive Netball and Football
matches against other schools are organised throughout the year. In the summer
term the school participates in the Brighouse Schools’ Football and Netball
tournament.
A five a side football tournament is also a popular feature of the PTFA Summer Fun
Evening. Towards the end of the summer term we hold Infant and Junior Sports’
Mornings and inter colour games. Facilities include the multi-purpose hall, the school
field for football and rounders and athletics, along with two tarmac areas for trim trail,
netball, small games and an extensive decking / seating area.
(21)
Complaints Procedure
The Local Authority has established a complaints procedure concerning the
curricular responsibilities of the Local Authority and/or the Governing Body of the
school. The areas covered by the complaints procedure include matters relating to
the implementation and delivery of the National Curriculum. The Local Authority
does not have the authority to investigate any other complaints.
Complaints of this nature should be addressed to the Group Director of Schools and
Children's Services, Northgate House, Northgate, Halifax, HX1 1UN.
All other complaints should be directed to the school through the Head. Governing
Bodies have a legal responsibility to investigate all such complaints. The Governing
Body has recently revised its Complaints Policy and Procedure and this is to be
found on pages 26 to 30 at the end of the Prospectus.
(22) Publication Scheme on information available under the Freedom
of Information Act 2000
All maintained schools must produce a publication scheme setting out the classes of
information which it publishes, the manner in which the information will be published
and whether the information is available free of charge or on payment.
The classes of information that we undertake to make available are organised into
four broad topic areas:
1. School Prospectus
2. Governors’ Documents
3. Pupils and Curriculum
4. School Policies and other information related to the school
If you require a paper version of any of the documents within the scheme, please
contact the school by telephone, email, fax or letter. Contact details are:
Tel: 01484 714750, Fax: 01484 720347 or Email:
admin@woodhouse.calderdale.sch.uk
Contact Address: Woodhouse Primary School, Daisy Road, Brighouse, HD6 3SX
18
(23) Meals at School
The vast majority of pupils bring a packed lunch and drink with them from home.
However, meals are provided for those pupils whose parents wish them to have a
school lunch. The meals are not prepared on site but are delivered each day into
school prior to lunchtime. A choice of food is available and dinner money is
collected on the first day of each week and cheques should be made payable to
Woodhouse Primary School.
Applications for Free School Meals may be made direct to the Benefits Assessment
Unit of the Corporate Services Directorate, Princess Buildings, Halifax. The
Administrative Staff at the school can advise about procedure in case of difficulty.
(24)
Transport Arrangements
No special transport arrangements are applicable. However, due to the limited
amount of street parking close to school, parents are encouraged to walk their
children to school wherever this is feasible. The school drive and car park are for
the use of staff, visitors and contractors and should never be used by parents
between 8.00am and 5.00pm nor used for dropping off or picking up their child.
(25)
Authorised and Unauthorised Absences
No. of Pupils
on roll
% of sessions
of authorised
absence
% of sessions
of
unauthorised
absence
2007/08 2006/07 2005/06 2004/05 2003/04
342
335
334
352
345
2.6
3.1
3.7
4.2
3.6
0.3
0.3
0.1
0.1
0.1
The absence figures cover the period from 1 September 2007 until 26 May 2008.
Reception pupils are not included in these figures as this is not required by the
Government. Unauthorised absence, whilst still extremely low, has increased due to
fewer holidays being authorised by the Head in line with the revised Attendance
Policy.
The table below gives the breakdown for authorised holiday absence during 2006/07
and 2007/08. Reception pupils are included in the table below.
Holiday Absence
No. of pupils with
authorised holiday
absence
No. of sessions
missed
Summer Spring
2008
2008
Autumn Summer Spring
2007
2007
2007
Autumn
2006
76
28
53
71
26
43
442
144
261
415
139
309
These figures highlight the amount of schooling missed by a significant number of
pupils.
19
(26)
Calderdale Primary Admissions Policy
The order of priority for admission to the school is:
1st Priority Category (a)
Pupils who are in receipt of a statement of Special
Educational Needs (in accordance with the 1996
Education Act) where the Authority has named a
particular school as necessary to meet the pupil's
needs.
(b) Pupils who are in public care (looked after children).
2nd Priority Category
Pupils who have a brother or sister (or step brother
or step sister living in the same household)
attending the school or its associated junior school,
at the time of admission.
Parents should be aware that a sibling link cannot
be claimed where a sibling in receipt of a Statement
of Special Educational Needs is attending in a
resourced unit within a mainstream primary school.
3rd Priority Category
Proximity of the child’s home to school as measured
by the shortest, walking route wherever possible on
lit and metalled roads. Measurements will be made
from the centre point of the dwelling to the main
entrance of the school.
Note
Where a pupil lives with parents with shared responsibility each part of a week,
parents must state which is the predominant address together with details. Over
subscription criteria will be considered on the basis of the predominant address and
parental preference.
20
(27)
National Curriculum Assessment Results
SCHOOL RESULTS MAY 2008 – END OF KS1
P7
P8
1C
1B
1A
2C
2B
2A
3C
3B
Reading
Comp.
0 / 56
0%
1 / 56
1.8%
0 / 56
0%
1 / 56
1.8%
0 / 56
0%
4 / 56
7.1%
13 / 56
23.2%
16 / 56
28.6%
9 / 56
16.1%
12 / 56
21.4%
Writing
1 / 56
1.8%
0 / 56
0%
1 / 56
1.8%
0 / 56
0%
2 / 56
3.6%
11 / 56
19.6%
18 / 56
32.1%
12 / 56
21.4%
7 / 56
12.5%
4 / 56
7.1%
Maths
0 / 56
0%
0 / 56
0%
0 / 56
0%
2 / 56
3.6%
1 / 56
1.8%
4 / 56
7.1%
10 / 56
17.9%
19 / 56
33.9%
9 / 56
16.1%
11 / 56
19.6%
The table above shows the number and percentage of eligible children at the end of Key Stage 1
achieving each level in the school in 2008.
2
SCHOOL RESULTS MAY 2008 – END OF KS2
3
4C
4B
4A
5C
5B
5A
English
2/60
3.3%
2/60
3.3%
4/60
6.7%
8/60
13.3%
21/60
35%
17/60
28.3%
6/60
10%
Reading
Comprehension
2/60
3.3%
1/60
1.7%
1/60
1.7%
5/60
8.3%
4/60
6.7%
22/60
36.7%
20/60
33.3%
Writing**
2/60
3.3%
12/60
20%
16/60
26.7%
16/60
26.7%
6/60
10%
6/60
10%
2/60
3.3%
Maths
3/60
5%
3/60
5%
4/60
6.7%
4/60
6.7%
15/60
25%
13/60
21.7%
11/60
18.3%
7/60
11.7%
Science
2/60
3.3%
2/60
3.3%
3/60
5%
8/60
13.3%
12/60
20%
19/60
31.7%
14/60
23.3%
5/60
8.3%
The table above shows the number and percentage of eligible children at the end of Key Stage 2
achieving each level in the KS2 SATs in 2008.
Writing ** 24 papers have been submitted for remarking as the school believes that these paper
should have been awarded a higher level.
21
(28)
WOODHOUSE PRIMARY SCHOOL – COMPLAINTS PROCEDURE
1.
Purpose of the Procedure
This Procedure provides a means both informal and formal for addressing
complaints from pupils of the school, parents or guardians of pupils and members of
the general public.
Staff complaints should be raised through the School’s Grievance procedure.
2.
Informal Process
Complaints should be made to the person best able to respond to them i.e., the
Class Teacher, Deputy Head Teacher or Head Teacher, in person wherever
possible and at the earliest opportunity following the incident or occurrence, which
gave rise to the complaint. A member of staff who is the subject of a complaint
should not deal with the complaint. Should the complaint concern the Head Teacher
then it should be referred directly to the Chair of Governors for consideration.
The school will respect fully the views and wishes of a complainant who indicates
that they would have difficulty discussing a complaint with a particular member of
staff. In such a case the complaint should be referred to another member of staff or
the Head Teacher with the agreement of the complainant.
Similarly, if a member of staff feels that they would be compromised in dealing with a
particular complaint for any reason then they too can ask that another member of
staff or the Head Teacher deals with the complaint. In such a case the complainant
should be advised of the decision to reallocate the complaint but not necessarily the
reason behind the decision to do so.
Where a complaint is made initially to a Governor it should be referred to an
appropriate member of staff to be investigated. In such a case the complainant
should be informed about the reason to refer the complaint, they should be advised
of the procedures involved and they should be notified of the name of the person
who will investigate the complaint.
In all cases where a complaint is made the complainant is encouraged to state what
actions they feel might be appropriate to resolve the complaint at the outset or any
other appropriate stage in the process.
In most cases complaints will be resolved by this informal means to the satisfaction
of the complainant.
Only where discussion fails to resolve the matter should the complaint be
progressed to the formal stage.
3.
Formal Process
(a)
Where a complainant is not satisfied with the outcome following the
informal process having been used to try and resolve the complaint, the
complainant must detail the complaint in writing and submit it to the Head
Teacher within 5 school days of the informal process having ended.
(b)
The Head Teacher will respond to the complainant in writing within 5
school days of receipt of the formal complaint.
22
(c)
If the complainant is satisfied with the response no further action is
required. If, however, the Head Teacher’s response is not accepted as
resolving the matter then the complainant should write to the Chair of the
Governors (c/o the School) within 5 school days of the Head Teacher’s
response. The complainant must set out the facts of the case, why they
are not satisfied with the Head Teacher’s response and what they would
wish to see as an outcome of their complaint.
(d)
The Chair of Governors will acknowledge receipt of the complaint within 5
school days and will offer to meet with the complainant to discuss the
matter.
(e)
Where the complaint can be resolved by the discussion between the Chair
of Governors and the complainant no further action is required. Written
notes shall be made of any discussion.
(f)
Where the matter requires further investigation or, where the matter
cannot be resolved by the Chair of Governors without the full Governing
Body’s consideration, an investigation will be carried out and/or Chair’s
report will be submitted to the Governing Body’s Complaints Panel.
Wherever possible this will take place within 20 school days of the matter
being raised with the Chair.
4.
Complaints Panel Process
(i)
The Complaints Panel will consist of 3 Governors who have had no prior
involvement in the complaint or any of the circumstances surrounding it.
One of the three Governors shall be appointed in the role as a Chair of the
panel for the duration of the complaints panel process.
(ii)
The meeting will be held within the school and will be minuted by the Clerk
to the Governing Body. The panel Chair shall seek to ensure that the
entire proceedings are as welcoming as possible and that all parties are
treated with respect and courtesy throughout the entire process. The Chair
will explain the remit of the Panel and the procedures involved to all
parties at the outset.
(iii)
The Clerk will call the meeting and will distribute any papers relevant to it
no less than 5 school days in advance of the meeting.
(iv)
The Chair of Governors will present any investigation report and/or other
information to the Panel and may call upon any witnesses, or others
having knowledge of, or involvement in, the matter which gave rise to the
complaint.
(v)
The complainant will have the opportunity to ask questions as will the
Panel members.
(vi)
The complainant will have the opportunity to address the panel and call
upon any witnesses, or other appropriate persons.
(vii)
The Chair of Governors will have the opportunity to ask questions as will
the Panel.
(viii)
Both sides will have the opportunity to sum up their cases.
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(ix)
All except the Panel and the clerk will leave the room whilst the Panel
reach their decision and will be recalled to hear the decision wherever
possible.
(x)
Within the terms of the Panels remit they can:
a)
b)
c)
d)
Dismiss the complaint in whole or part;
Uphold the complaint in whole or part;
Decide on the appropriate action to be taken to resolve the complaint;
Recommend changes to the school’s systems or procedures to ensure
that problems of a similar nature do not reoccur. Any such
recommendations shall be made to the next Full Governing Body
meeting with a recommendation for approval. No confidential
information shall be divulged concerning the complaint to the Full
Governing Body.
(xi)
The panel’s decision will be confirmed in writing to the complainant within
5 school days of the Panel meeting.
(xii)
There is no right to appeal against the Complaints Panel decision on the
matter, however the complainant can refer any breach in the application of
this procedure to the Local Education Authority (Calderdale MBC)
5.
Review
The policy will be reviewed within the school’s cycle of policy review or before if
appropriate. Outside agencies may be called upon to give advice.
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CONFIDENTIAL
WOODHOUSE PRIMARY SCHOOL
COMPLAINTS PROCEDURE
COMPLAINT FORM
Please complete this form and return to the Head Teacher who will acknowledge receipt and
explain what action will be taken.
Your name:
Pupils name:
Your relationship to pupil:
Address:
Postcode:
Daytime telephone number:
Evening telephone number:
Please give details of your complaint:
(Continue on a separate sheet if necessary)
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What action, if any have you already taken to try to resolve your complaint ?
(Please state who you spoke to and what response you received)
What actions do you consider might resolve the problem at this stage?
Are you attaching any further information? :
If yes please specify below number of pages:
YES / NO
Signature:
Date:
Official use only
Date acknowledgement sent:
Complainant referred to:
Acknowledgement sent by:
Date complaint referred:
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