A Personal Letter from the Headteacher
Dear Parent / Carer
Welcome to Chapelfield Primary School!
Children, staff, parents and governors are very proud of our school and in
this prospectus we hope to give you an idea of what Chapelfield can offer you
and your child.
All the work of our school is driven by our School Values and Aims which you
will find on the first two pages of this prospectus. These Values and Aims
are very important to us and help to give Chapelfield School its unique
atmosphere.
One of these Aims involves a close partnership with parents/carers and we
value the important contribution you make, both to the learning of your child
and the life of the school itself. In the Curriculum section there is guidance
on how you can help your child in each subject we teach (this guidance is in
bold italics!), but this prospectus will also give you ideas on how you can get
involved in helping to raise achievement for all Chapelfield children.
If you haven’t visited the school, I would be delighted to show you around
and tell you more about us. Please telephone the school office to make an
appointment and come to see for yourself what Chapelfield has to offer.
I look forward to meeting you.
Yours sincerely
Malcolm Gate
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CHAPELFIELD PRIMARY SCHOOL
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Contents
School Values
School Aims
Map of the area
Plan of the School
Information on Governors and Staff
An introduction to the School / Admission to Primary
School / Visits to the School
Admission to Nursery / School session times
Uniform
Equal Opportunities & the Curriculum
Early Years / Literacy
Writing / Mathematics
Science / ICT
RE / History / Geography
Foreign Languages Art / Music
PE / Health Education
Sex Education / Collective Worship
Special Educational Needs
Charging Policy / Extra Curricular Activities / Outdoor Pursuits
H & S / Pastoral Care
Complaints Procedure / Medicines and Medical Needs
Asthma / First Aid
Parent Consent for Administration of Medicines Form
Homework / Behaviour
Assessment
Communication with parents
P.T.A. / Inclusion
Child Protection / School Meals
School Fund / Children’s Property / Attendance & Punctuality
Holidays in Term Time / Medical Appointments
Holiday List 2014 - 15
Chapelfield School
Values
 Respect
 Honesty
 Caring for each other
 Commitment
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Chapelfield School Aims
 To equip our children with the knowledge, skills
and attitudes for life outside the school
 To treat our children as individuals and
encourage them to realise their true potential
 To instil in our children a respect for other
people, themselves and the school
 To offer a secure, stimulating environment for
children where learning is enjoyable and
challenging
 To encourage a culture which celebrates success
and one in which the children can participate with
confidence
 To foster a partnership between children,
parents, governors, staff and the local community
which promotes high standards of achievement
These Aims were written during consultation with staff, governors and parents in October 04
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Chapelfield Primary School is situated on Clough Street in
Radcliffe, which can be found approximately half way along Stand
Lane.
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Plan of the school
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GOVERNORS AND STAFF
Chair of Governors
Governors
Headteacher
Deputy Headteacher
E Years Foundation Stage
KS1 Standards
KS2 Standards
Other Teaching Staff
Secretary
Clerical Assistant
Class/Teaching Assistants
Mr D. Binks
Miss D. Noxon
Mr. A. Isherwood
Mr M. Gate
Mrs. S. Pennington
Mrs. L. Weston
Mrs. H. Gibson
Mrs J. Williams
Mrs W. Bartley
Ms. R. Sharman
Mrs. M. Howarth
Mr M. Gate
Mrs M. Howarth
Miss A. Rogers
Miss D. Noxon
Mrs. M. Howarth
Mrs C. Hulse
Mrs P Gibaut
Mrs E Armitage
Mr P. Whittam
Mrs. A Fisher
Mrs. D Measor
Miss V Hamilton
Mrs S Allman
Miss K Hughes
Miss C Kinch
Mr. D Beh
Miss D Dackombe
Miss E Rollinson
Parent Liaison Officer
Pastoral Support Assistant
Mrs S Hannaby
Mrs. D. Rees
Miss D McNicol
Mrs J Farrington
Mrs T McLeod
Mrs E Williams
Mrs S Seddon
Mrs N Thompson
Mrs S Lloyd
Mrs W Bartley
Mrs V Bennett
Mrs. K. Armstrong
Mr. D Calderbank
Mrs. S Coundley
Mrs. T Rehmann
Miss A O’Carroll
Mrs J McLoughlin
Mrs. A Ryan
Cook in Charge
Mrs Z Allen
Caretaker
Mr J Barlow
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Coopted
Teacher (Staff Gov.)
LA.
Head
Coopted
Parent
Parent
Coopted
Coopted
Coopted
Coopted
Part time
Part time
Part time
Part time
AN INTRODUCTION TO THE SCHOOL
Chapelfield is a Primary school, which caters for children between the ages
of 4 and 11 years. There is also a Nursery Class for children from the age of
3 years. At 11+ children transfer to High School, the closest being Philips
High School. Some children go to independent schools in Bury, Bolton or
elsewhere.
Chapelfield School, was officially opened in June 1981, although the
traditions of the school and ethos of high standards were founded long
before in the two primary schools which Chapelfield replaced.
Situated in the south of Radcliffe, adjacent to the Whitefield border, in
pleasant grounds, the school serves a wide area. The accommodation, which
is for approximately 300 pupils includes a nursery, hall, ten classrooms,
resource areas, group teaching areas, practical work areas, a large playground
and playing field and a well fitted modern kitchen where school meals are
prepared each day.
ADMISSION TO PRIMARY SCHOOL
In the case of community primary schools, the Local Authority is responsible
for the admission arrangements. In certain cases specific criteria relating to
admissions have been determined by the Education Committee after
consultation with the Governors, details of which can be obtained from the
schools concerned. Traditionally, the number of applications for places has
been met within the approved limit but in recent times demand for places has
outstripped supply. The Education Committee has adopted the following
order of priority to be applied in such cases:
1. Children with older brothers/sisters at the school at the admission date.
2. Any other children with geographical proximity to the school. Priority
under this criterion is determined by the shortest available walking route.
The admission limit for the school is 40 pupils.
VISITS TO CHAPELFIELD
Parents/carers considering an application to the school are warmly invited to
tour the school with the Headteacher. Please contact the school for an
appointment.
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ADMISSION TO NURSERY
Any parent/carer may enter their child’s name on the Nursery list for
consideration for a place in the nursery class. Currently, children are taken
into the nursery in the September following their third birthday and a *part
time place is allocated.
Priority is given to children using the following LA criteria:
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the needs of the individual child
needs of the parent/carer
home circumstances
proximity of home to nursery
sibling connections.
*Parents/carers can apply for an additional daily session. The cost of this is
currently £12.50 per week which includes school lunches.
Attendance at the nursery is not a guarantee of a place in the Reception class
of the school.
SCHOOL SESSION TIMES
Present Times of Sessions
Infant Classes (Reception / Years 1 & 2)
8.55am until 12 noon
1.15pm until 3.20pm
Junior Classes (Years 3, 4, 5, 6)
8.55am until 12.15
1.15pm until 3.30pm
Nursery Class
9am until 11.30am
12.55pm until 3.25pm
Excluding the statutory daily Act of Worship, registration and breaks
(including lunch) the hours spent on teaching during the normal school week
including Religious Education are:
Infant Department - 21 hours 50 minutes
Junior Department - 23 hours 55 minutes
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These hours are subject to review by the Governing Body
UNIFORM
BOYS
Royal Blue Sweatshirt with Chapelfield logo
Short sleeved pale blue or white polo shirt
Navy / black / dark grey trousers
Blue or grey socks and black shoes preferred
PE pumps with elastic tops if possible
PE shorts
T-shirt or vest
or
Pale blue or white shirt
Navy blue pullover
GIRLS
Royal Blue Sweatshirt with Chapelfield logo
(available from school)
Short sleeved pale blue or white polo shirt
Navy blue skirt
White, blue or grey socks and black shoes preferred
PE pumps with elastic tops if possible
Shorts or PE skirt
T-shirt or vest
or
School Tie (available from School priced two pounds)
Pale blue or white blouse
Navy blue pullover or cardigan
Summer Uniform
There is no official summer uniform. It generally remains the same except
that some girls prefer to wear light blue dresses if the weather is suitable.
If t-shirts are to be worn, blue is the preferred colour.
School uniform is available from Monkhouse Ltd. The Rock, Bury. The
Rock is the pedestrianised centre of Bury and the shop is on the same
side of the road as McDonald’s!
ALL ITEMS SHOULD BE CLEARLY MARKED (INCLUDING COATS AND
FOOTWEAR) WITH YOUR CHILD’S NAME.
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EQUAL OPPORTUNITIES
At Chapelfield we are preparing children for a life in a diverse world outside
school. We encourage respect, understanding and the celebration of
difference in our school and the local and wider community, with particular
focus on Rights and Responsibilities
As our School Values and Aims indicate, Chapelfield School is committed to
promoting the highest possible standards of moral responsibility, learning and
achievement for all its children, regardless of gender, culture, race or ability.
Equal Opportunities provision features in all our policies but particularly in
our Race Equality, R.E., Special Educational Needs, and Sex Education Policies.
THE CURRICULUM
Organisation of Classes
Chapelfield School children are grouped, primarily, according to age. As we
aim to keep classes to a maximum of 30 children, some classes accommodate
a mixed age range. Where classes contain a mixed age range, ability and
friendship groups may be taken into account in addition to the age of the
child.
Subjects and Skills
Great emphasis is placed upon the acquisition of a wide range of skills in all
subjects of the National Curriculum (and beyond) but particularly in Literacy
and Numeracy. The aim is to help all children become good learners by
making learning enjoyable, relevant and challenging. The Chapelfield
curriculum is distinctive, “hands on,” and designed to ensure this aim is met.
Visits and trips feature at the heart of our curriculum.
Our curriculum incorporates subject areas which include Science, Art and
Design, Technology, Geography, Physical Education, Computing, History,
Religious Education and Music.
Developing children’s social and emotional
attitudes to learning is as much a priority as the learning within the subjects
themselves. The learning is matched to the child’s age and abilities and the
children learn through a thematic/topic approach, with an emphasis on
enjoyment. Skills and attitudes are given the highest priority. Our
curriculum, as it applies to each year group/class is available to view.
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Teaching methods incorporate a variety of styles, including class, group and
individual learning in order to meet the learning needs of our children.
The staff are anxious to maintain the traditions and high standards of
Chapelfield School and ensure that children’s learning takes place in a happy
and stimulating environment where we encourage the development of lively,
enquiring minds and where the views of our pupils are taken seriously.
Early Years
Nursery and Reception aged children make up the Foundation Stage and are
taught by our Foundation team of Teachers and Teaching Assistants. The
children work in seven areas of learning, the first 3 being known as “prime”
areas. These 3 areas are prioritised in Nursery and are: Personal, Social and
Emotional Development, Physical Development and Communication and
Language. The 4 specific areas which are the main focus of a child’s
Reception year are: Literacy, Mathematics, Understanding the World and
Expressive Arts and Design. All 7 areas however, have a crucial place in the
learning in both the Nursery and Reception classes.
At this stage of their development, children learn best through practical,
first hand experiences. Through well planned, structured play opportunities
our children progress within these seven areas of learning. They also develop
the life skills of independence, working as a team, helping each other,
contributing to group discussions, developing their own interests and learning
from their mistakes. Most importantly, they discover that learning is fun!
Literacy
We aim to help out children become excellent communicators. This involves
being able to speak, listen, read and write. All classroom activities help
towards the development of communication skills even when children are
working on Numeracy, Science and other areas of learning.
Speaking and Listening Skills
The foundations of literacy are laid in the home. Listening to and joining in
stories, songs and rhymes are some of the most valuable activities
parents/carers can pursue with their child – and we continue with these
throughout the school. We encourage children to discuss, question and learn
from each other and we ask parents/carers to help their child develop
these skills through conversations and questions at home.
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Reading: We promote the enjoyment of both fiction and information books
and encourage children’s own interests and enjoyment in reading. Children
take books home on a regular basis to share with parents/carers.
Our aim is to ensure that all our children are members of Radcliffe Library
with whom we have a close relationship. We acknowledge the vital role
parents/carers play in promoting the love of books and reading and ask
that they hear their child read / read to their child on a regular basis.
We hear children read individually as often as possible and, although we are
fortunate to have several adult volunteers to hear children read, we are
always on the lookout for more! Most of the reading practice in school
however comes from group reading sessions where the children not only
practise reading aloud but learn strategies to help them with the processes
involved in reading and, most importantly, their understanding of the text.
We have regular book prizes which are awarded in Friday Celebration
Assemblies. Children choose a book of their own choice as a prize in
celebration of their commitment to reading at home
Writing:
We encourage children to develop as writers and teach them the
skills a good writer uses. Mark making is encouraged in the Foundation Stage
and we acknowledge the contribution of fine and gross motor skills in the
development of early writing. The acquisition of effective speaking skills is
also extremely important in this process.
We help children learn that writing has many different purposes and forms
by giving them opportunities to write for a variety of reasons and audiences.
Child initiated free writing at home is also encouraged with the aim of
stimulating and promoting the enjoyment of writing whatever the situation.
We encourage drafting and editing skills and encourage children to attempt
and check their own spellings. Letter formation, punctuation, grammar and
spelling skills are taught systematically throughout the school and children
are encouraged to present their work attractively.
Parents/carers can help children to develop as writers by focusing on
their child’s speaking skills, initiating conversations, and encouraging their
child to have views and opinions on the world around them.
Mathematics
Children are given a great variety of mathematical experience including
learning about shape, measurement of time, mass, volume, capacity and
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weight, algebra, calculation and data as set out in the National Curriculum.
The emphasis we place on basic number skills is a feature of our work in this
subject.Many of these skills are rehearsed and practised daily in Early Maths
The importance of problem solving and investigative work is emphasised to
help children apply what they have learnt in a variety of situations.
We encourage children to learn their number bonds and multiplication tables
to provide them with the necessary skills to solve problems.
Parents/carers also have a vital role to play in helping their child acquire
maths skills at home, for example through playing dice and sorting
games, or by taking their child shopping with them!
Science
Children are encouraged to adopt an investigative approach in Science which
builds upon their natural curiosity about the world.
An early understanding of scientific processes is encouraged by activities
such as cooking, observations of shadows and light, dissolving or mixing
substances and tinkering with objects such as old clocks and watches. The
children have opportunities to handle simple equipment eg. magnets, lenses,
batteries and bulbs.
Children are encouraged to discuss their work and to record their findings
through drawings, models, written work and graphs.
Parents can help by encouraging their child to be inquisitive and to ask
questions about why things are as they are and to try to find out why.
Computing
Children learn how to create simple programmes, understand different
technologies and learn how to use technology safely. Children are encouraged
to make their own decisions about when to use technology to help their
learning – and to assess their own competence in using it. Laptops, i-pads and
PCs are available in classrooms in order for this to take place.
Parents/carers can help by providing opportunities for children at home to
use computers safely and to research projects, although caution is
advised when your child is using the internet independently. Please ensure
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your child follows the school’s safety rules for using the internet and talk
to your child about their internet activity.
Religious Education
R.E is taught according to the Bury Agreed Syllabus which sets out studies of
the major faiths. In particular, the themes of self respect, caring for one
another, families and friends, and festivals are covered.
The many similarities between the different faiths are highlighted (our
School Aims provide a basis for this comparison) which helps to promote
understanding in our own diverse community and in the wider world.
Parents/carers have the right to withdraw their child from R.E. lessons but
are strongly encouraged to discuss any concerns they may have with the
Headteacher first.
Parents can help their child by discussing the R.E. learning covered in
school in an open and non-judgemental way and by encouraging their child
to ask questions. Parents/carers receive information on the curriculum to
be covered in R.E. lessons each term, just as they do for other subjects.
History
We teach History to stimulate the children’s interest and understanding
about people who lived in the past.
Our children need to be interested enough to ask questions, develop research
and investigation skills and be able to form and communicate their own
opinions to find out about the past. These skills are also extremely important
for life outside school.
Parents and relatives can help by discussing their own experiences with
their child and by encouraging their child to ask questions, find or
suggest possible answers, and come up with a point of view.
Geography
The start of learning geography for the young child is an awareness of their
immediate environment. Photographs, pictures and plans of the school and its
immediate area stimulate interest and questions which lead to an exploration
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of the local area. Comparing children’s knowledge and experience of places in
Britain with those in a different country is also important.
Children are also encouraged to ask questions, use geographical vocabulary
and give their own views on subjects eg. environmental issues such as pollution
and climate change. Parents can help by encouraging their child to ask
questions about such issues and by taking them to new and different
places.
These subjects are combined as part of a topic or theme at Chapelfield,
rather than taught as separate and individual subjects. “Asking questions
and finding out” is the approach we use!
Foreign Languages
We teach French throughout Key Stage 2 and through French Clubs which
take place after school throughout the year, including for Key Stage 1
children. This subject is delivered primarily through quizzes, games and
songs and focuses on spoken rather than written French. Parents can help
by encouraging their child to find out about France and by encouraging
one another to speak in French!
Art and Design
Children are encouraged to look, see, question and discover as well as express
ideas and feeling. Children are encouraged to explore art through a variety
of media and techniques and experiment and develop skills using different
materials and tools.
The children are also given the opportunity to look at the work of other
artists. This develops the children’s critical awareness and appreciation of
their own and other’s art. Parents can help by discussing with their child
examples of art they come across in everyday situations thereby
encouraging questioning and further enquiry.
Music
Chapelfield places great importance on music as a way of communicating
feelings and of developing an appreciation of music which will last beyond a
child’s school years.
Music also brings the whole school together. We meet regularly to learn new
songs and share these songs with parents/carers, friends and family.
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The school gives the opportunity for children to receive instrumental tuition
from outside teachers (all children in the Y4 class learn a brass instrument),
or to learn the recorder. Singing is encouraged by membership of the choir
in Year 4, 5 and 6. (see also “Extra Curricular Activities” section)
Parents/carers can help by exposing their child to various types of music
thereby stimulating musical appreciation, and encouraging their child if
they show a particular interest or aptitude in playing an instrument.
Physical Education / Health Education
The school gives great importance to the benefits of physical activity in
promoting enjoyable learning and in preparing children for a healthy life
outside school. Activities are planned by the teacher to help children become
aware of how they use and control their own bodies and to develop the skills
of balance, co-ordination and flexibility.
The P.E. curriculum includes gymnastics, circuit training, dance/movement,
games, swimming, athletics and outdoor activities. We also link P.E. lessons to
Health Education with the aim of encouraging our children to take
responsibility for their health and pursuing a healthy lifestyle outside school
The children have an opportunity to experience festivals and games, such as
the annual Dance Festival, Bury Athletics and Swimming galas. Older children
participate in a variety of inter-school competitions in sports such as hockey,
cricket (indoor and outdoor) and football. We use the expertise P.E. coaches
in a variety of sports to widen the experience for all children.
The school’s commitment to these areas of learning is reflected in the award
of both the Healthy Schools Standard and the “Active Mark” standard.
Parents can help by ensuring their child has their P.E. kit in school at all
times and by encouraging their child in all sporting activities.
Emotional Health
We see this subject as particularly important at Chapelfield and it is a key
part of our curriculum. Our aim is to encourage children to develop positive
attitudes to learning and address any difficulties they may face, by
understanding their own feelings and emotions.
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Learning covers topics such as “Change,” “Feelings,” and “Going For Goals.”
Time is set aside for this learning but these areas also come into all other
subject areas as we try to ensure children become “good learners.”
We work closely with parents/carers to assess childrens’ social, emotional
and organisational skills. Our partnership with parents to improve pupil
learning is a strong feature of our school and in November 2012 our school
was awarded the prestigious Leading Parent Partnership Award (LPPA).
Parents/carers can help their child by encouraging them to talk about
how they feel and to help them recognise that these feelings are normal
– but that it is how we manage them that is important!
In this way, we see emotional and social “literacy” ie. being able to recognise
our own feelings and act appropriately on them, as important as literacy itself
as a way of raising achievement through increasing children’s resilience and
resourcefulness as learners. Persistence and effort, summarised in our
School Value of “Commitment,” are qualities we try to develop in our children.
SEX EDUCATION POLICY
Sex Education is part of our Health Education programme, which includes
Personal Safety and Drugs Education, all of which aim to provide our children
with enough information to make decisions which will keep themselves healthy
and safe. Children and parents have played a part in deciding what we cover
in this crucial area of learning.
Sex Education is taught in the context of relationships. Topics and themes
will continue from year to year in greater depth. Changes at puberty are
taught in Year 5, following consultation with parents, and the contribution of
the School Nurse is utilised in the delivery of these sessions.
A copy of the school’s Policy and Programmes of Study are available to
parents/carers on request. Parents have the right to withdraw their children
from Sex Education classes and should put their request in writing if they
wish to exercise this right.
This can be a sensitive area for parents to talk to their children about
but they can help their child by answering any questions honestly and
speaking to school, or the School Nurse, if they need any guidance.
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COLLECTIVE WORSHIP
Chapelfield School has no particular affiliation to any religious denomination,
but in accordance with the 1944 Education Act, Education Act 1986 and the
Education Reform Act (1988), follows the broad outlines of the Agreed
Syllabus for Religious Education. Each day there is a collective Act of
Worship arranged and conducted by a member of staff or a group of
children. The traditional religious festivals are celebrated as and when they
occur. The ‘School Assembly’ is considered to be a very important focal point
of the life of the school as a community.
Parents/carers have the right to withdraw their child from collective worship
but are strongly encouraged to discuss any concerns they may have with the
Headteacher first.
SPECIAL EDUCATIONAL NEEDS
At Chapelfield we recognise that many children will at some stage in their
primary education have some special need which we aim to address efficiently
and with full parent consultation. We place high importance on identifying
need as early as possible and we encourage parents/carers to help us in this
through a full exchange of information.
The Special Educational Needs Code of Practice sets out a framework for
meeting special needs. Following the identification of a need, the class
teacher makes necessary provision within the class situation for a child with
special needs and liaises with parents to write a plan for the child which will
ensure his/her needs can be met within the school.
If, following reviews of these plans, the special need has not been addressed
sufficiently for satisfactory progress to be made, further intervention, in
the form of help from a support agency of Bury LA eg. an Educational
Psychologist or a Speech and Language Therapist, may be requested. Their
advice will help address the plans for the child using the school’s own
resources and any that the outside agency may supply.
In the event of a child requiring regular and more intensive intervention, an
Education Hhealth Care Plan (EHC) - formerly a Statement of special
educational need - may be considered which, if evidence identifies significant
and long-standing difficulties and lack of progress, could allocate more
resources to help the child. At all stages, parents are fully engaged with the
process.
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Admission arrangements for children with special needs are the same as the
arrangements for all children. If a child has an EHC, or a statement of
special educational need, this prioritises their application to the school. We
welcome all children whatever their ability or need.
A copy of the school’s Special Educational Needs Policy is available to
parents/carers on request and a summary of our provision can be viewed on
our website.
Disability
The school has a duty to ensure it does not discriminate on the basis of
disability, whatever the disability may be, and we aim to ensure our school
facilities reflect this. We are a “ground floor” building only and past
experience has proved the school to be easily accessible to children and
adults in wheel chairs. Our disabled toilet has been extended to provide a
more suitable resource, and this area is also used as a changing area. We
have several children with statements of educational need (now called
Education Health Care Plans) of varying descriptions, and we have been
successful in ensuring their needs are met within our school. We welcome
children and adults with disabilities of any kind in our school.
CHARGING POLICY
The Governors reserve the right under the Education Reform Act 1988 to
seek voluntary contributions for the benefit of the school or in support of
any activity predominantly during school hours, residential or non-residential.
Such contributions will be genuinely voluntary. No registered child of the
school will be treated differently whether or not that child’s parent/carer is
prepared to make a contribution in response to such a request e.g. for
educational visits.
EXTRA CURRICULAR ACTIVITIES
Extra-curricular activities are arranged on a regular basis, including a variety
of sporting activities (see P.E./Health Education section). Our current
provision includes Football Club, Drama Club, Recorder Club, Computer Club,
Rounders Club, French Club and Choir. We also run Basketball, Hockey and
Athletics Clubs, Book Clubs and Fairs, and Library activities. There are a wide
variety of opportunities for children to rehearse and perform musical and
dramatic activities, both within the school curriculum, and as extra curricular
groups. Children take part in productions at Christmas and/or the end of the
school year.
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Our school choir, which rehearses after school on Wednesdays, performs in a
variety of concerts and venues in the local (and wider) area, including annually
at the Young Voices Concert at the M.E. N. Arena. Children are able to take
advantage of Bury Music Service peripatetic teaching to learn to play a
selection of brass, woodwind, percussion and string instruments.
OUTDOOR ADVENTUROUS ACTIVITIES
The School gives opportunities for children to engage in character-building
outdoor pursuits and adventure activities at the PGL Centre at Caythorpe
Court in Lincolnshire. These activities are optional and are intended for
children in Upper Key Stage 2, although we are looking to extend these to
pupils in lower Key Stage 2 .
HEALTH & SAFETY
The school views the health and safety of its pupils to be of paramount
importance. Regular safety checks are made in the buildings and grounds. If
there is an accident in school, details are recorded and parents are
contacted, therefore we need accurate and up-to-date contact information
from parents.
Children are not allowed to wear items of jewellery at school. School cannot
be held responsible for these items or any accidents that these items may
incur. The school strongly discourages ear-piercing. If your child does have
their ear pierced, ear-studs may only be worn for the first six weeks after
piercing and these must be worn flat to the ear and removed – or covered by
a plaster - for P.E.
For reasons of hygiene as well as safety we require all children to change into
full P.E. kit for P.E. lessons. We ask parents/carers to ensure their child has
his/her P.E. kit in school at all times during the term.
We respectfully request that parents/carers do not park or stop their cars
in Clough Street or Andrew Close when dropping off or picking up their child.
This practice is extremely dangerous for our children.
All new
parents/carers are asked to sign an undertaking not to park in these areas.
There is a School Crossing Patrol on Stand Lane at the start and end of each
school day. Parents/carers and visitors are asked not to bring dogs, other
than guide dogs, onto the school site.
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The school is a “Smoke Free” environment with a no smoking requirement
throughout the school and its grounds.
The Governing Body have adopted the Bury Education Authority Health and
Safety Policy, which is incorporated into the school’s own Policy.
This
includes requirements for regular risk assessments in school and safety
procedures for Educational Visits.
PASTORAL CARE
All members of staff are involved in the pastoral care of our children, under
the overall direction of the Headteacher. If a problem arises at home which
affects a child in any way, then parents are encouraged to discuss the matter
with the child’s teacher, Mrs. McLoughlin, or the Headteacher, as soon as
possible. Mrs. McLoughlin is our Parent Liaison Officer and her role is to
support parents so that their children make the best possible progress in
school. Support is also available from our Pastoral Support Assistant Mrs.
Ryan, who works on Wednesdays.
Mrs. McLoughlin is able to signpost parents to a wide range of agencies for
help and parents are encouraged to contact Mrs. McLoughlin as soon as they
have a concern.
COMPLAINTS POLICY
We take parental concerns seriously at Chapelfield and aim to resolve them
quickly and efficiently before they become serious issues. We ask therefore,
that parents/carers let us know immediately of concerns they have to enable
us to address them in this way.
There is a formal Complaints Policy however, which is displayed on the
Noticeboard in the main corridor and which provides a summary of the stages
in the complaints procedure.
MEDICIINES AND MEDICAL NEEDS
We prefer not to administer medicines in school as staff are not medically
trained to treat the children. However, we do recognise that there are some
cases where children do require medication during school time and we do our
best to meet this need.
Short Term Medical Needs
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Where it is necessary for a pupil to take a prescribed medicine please
request that the dose frequency is prescribed 3 times a day, rather than 4
times a day so that the pupil need not take the medication whilst at school.
The medicine can then be taken before school, after school and at bedtime.
If it is essential for a child to receive medication it must be clearly labelled,
brought to the school office by the parent of the child and a parent consent
form must be completed in person (please see overleaf). The form to
complete if this is the case can be found on page 23.
We cannot accept responsibility for any adverse consequences as a result of
administering medicines, which we undertake in good faith.
Please note that non-prescription medicines cannot be administered in school.
Long Term Medical Needs
To ensure that each child with long term medical needs receives the
appropriate support a Health Care Plan will be drawn up in conjunction with
parents, GP and the Local Authority. In keeping with the 2007 Disabilities
Discrimination Act, and Inclusion Act 2010, we will do all we can to help meet
the needs of children in such circumstances.
Asthma
If a child requires permanent access to medication, a Care Plan will be
completed. Parents of asthma sufferers who require occasional medication
will follow the guidelines for short-term medical needs. In both cases, rapid
access to medication will be made available. All inhalers and equipment must
be up to date and clearly labelled with the child’s name.
Parents are asked to ensure the school has up-to-date information about a
child’s asthma needs and are advised to visit their doctor regularly to ensure
their child’s asthma needs are being fully met. This is especially important as
an increasing number of children are now suffering from asthma.
First Aid
Mrs S Lloyd
Miss D Noxon
Mrs. Gibaut
Mrs. Hulse
Mrs. S Seddon
Mrs. T McLeod
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Teaching Assistant and Designated First Aider
Teacher
Nursery Teacher
Nursery Teacher
Teaching Assistant
Teaching Assistant
Mrs. T. Rehmann
Mr. D. Calderbank
Mrs. E. Armitage
Teaching Assistant
Teaching Assistant
Teacher (Nursery)
Injuries are dealt with by any of the above staff and recorded in the
Accident Book. Parents are immediately contacted if a child needs urgent
medical treatment or to be taken home. We also ensure that at least two
Mealtime Supervisors are also qualified First Aiders.
Children with minor complaints take home an incident notification form at the
end of the school day. Parents are always notified of knocks to the head
(where we know this has happened) so they can check for any ill-effects.
ADMINISTRATION OF MEDICATION: PARENT CONSENT FORM
Completion of this form is required in school if medication is to be given.
Child’s surname
Child’s forename(s)
Address
Date of Birth
Condition or illness
Name of medication as described on
container
Date Dispensed
Full directions for use:
Dosage and method
Timing
Special precautions
Side effects
Self administration
Procedures to take in an emergency
Contact details:
Name, address and daytime telephone number
Relationship to pupil
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I understand that I must deliver the medicine personally to the school office
and accept that this is a service, which the school is not obliged to
undertake. I understand that no responsibility can be taken by the school
for any adverse consequences as a result of medicines administered.
Signature(s)
Date
HOMEWORK
We have a Homework Policy which was drafted following extensive
consultation with parents/carers and we continue to respond to
parent/carers comments regarding homework. At our “Meet The Teacher”
meetings at the start of the new school year in September, class teachers
give out information which indicates when and what type of homework is to
be given and when it should be handed in.
This varies from class to class but in Reception classes, reading activities are
the main focus of expected learning at home. As a child moves through the
school expectations regarding the amount and type of homework increase
progressively.
At Chapelfield we aim to ensure that homework given is
connected to the learning going on in class at any particular time. Homework
tasks are also set at the beginning of a half term for completion any time
before the end of a half term to encourage independent learning.
We stress to all parents/carers the crucial role they play in the success
of their child’s learning. Ensuring that they support their children in their
homework by letting us know how their child coped with the homework is
extremely important eg. by writing a note on the homework. In this way
homework becomes an invaluable part of every day learning in school and
we can “tailor” the homework to the child’s needs and abilities.
BEHAVIOUR POLICY
We have the highest of expectations of children’s behaviour at Chapelfield
and we reward good behaviour, publicly, in a variety of ways, reflecting our
School Aims. We use the language of “Rights and Responsibilities” to ensure
the safety and emotional wellbeing of everyone in the school. This ethos
helps to promote the best possible environment for effective learning.
The children in each class agree a Rights and Responsibilities Charter at the
beginning of the school year. Expectations of behaviour in other areas of the
school, for example in assemblies and the Dining Hall, are also written in
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Rights and Responsibilities language to ensure our children understand their
responsibility to ensure everyone’s rights are upheld.
We encourage children to take responsibility for their own behaviour and to
uphold our 4 School Values. Politeness and good manners are also seen as
essential tools to prepare our children for life inside and outside school and
we place great emphasis upon teaching - and rehearsing - these skills. We
ask, and expect, parents/carers to support us in this.
INCENTIVES / REWARD SCHEMES
We have many ways of rewarding both good behaviour and the upholding of
our School Values. These are listed in the Behaviour Policy. Many of these
rewards are given in Friday afternoon Celebration Assemblies. If your child
is receiving an award you will receive a text message inviting you to attend!
We also have a house point system. Each child is allocated to one of the four
houses on entry into school and receive house points for effort, achievement
and good behaviour. The houses, named after local roads, are Pilkington (red)
Hollinhurst (green) Stand (yellow) and Outwood (blue).
ASSESSMENT
Each child’s progress is constantly monitored and assessed to ensure they
are making the best possible progress.
A combination of classroom
observations, school-based assessments, external standardised tests and
discussions about individual children with class teachers each term, are some
of the ways we use to ensure children are achieving their potential.
It is important to stress that parents/carers are always welcome to make an
appointment to come to school to discuss their child’s progress. Although we
have Parent Consultation Evenings each term (a choice of two evenings in the
Autumn and Spring terms) this is not the only time you can speak to us about
the progress of your child!
The Foundation Stage Profile is completed by the end of the Reception year.
This provides school and parents/carers with information on assessments in a
variety of areas for each child through the Nursery and Reception classes.
During the final year of the Infant and Junior Phases, Years 2 & 6, every
child is formally tested through both the teacher’s own assessments of
achievement and externally set tests. These tests are based upon a national
standard of expected achievement in Mathematics and English at Key Stages
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1 and 2. Traditionally, children in Years 3, 4, & 5 have completed nonstatutory tests in Mathematics & English. Increasingly however, we are
assessing pupil progress systematically at certain points throughout the year.
Parents/carers receive an Annual Written Report at the end of the school
year which gives information on their child’s achievement in all subjects,
including targets the child particularly needs to focus upon. The format of
this report has been simplified in recent years following parental
consultation. The focus is now on “what the child needs to do next.”
COMMUNICATION WITH PARENTS
A close relationship with parents/carers is crucial if we are to continue to
raise standards of achievement and this is reflected in our School Aims.
Parents have been appreciative of the communication they receive from us
and we always want to hear from parents where they have concerns.
All parents/carers are invited to monthly Parent Forums which take place on
last Fridays in the month from 9.00 – 10.15am. These give parents/carers
the opportunity to discuss informally with the Headteacher general school
issues. The minutes of these meetings are displayed on the Noticeboard in
the main corridor and the external Noticeboard. New ideas and suggestions
are particularly welcomed and in this way parents/carers have real influence
in the direction of school policy. The meetings have agendas which reflect
matters of topical parental interest. At recent meetings we have discussed:
The cost of school visits and trips; benefits for which parents may qualify;
safety on the internet, our Drugs Education Policy and our Anti-Bullying Policy
Questionnaires are also used to determine parental views and action is taken
by the school to address any issues causing concern. Written consultation
also takes place in relation to important policies such as Sex Education and
Behaviour. We also hold Curriculum Evenings to share information on
teaching and learning methods and how you can best help your child at home.
Newsletters and text messages are sent to parents/carers on a regular basis
and give a variety of information on how parents can be involved in the daily
life of the school and of school events.
We are eager for parents/carers to help in classes, through hearing children
read, helping small groups of children, assisting with trips etc. In particular
we are anxious that any parent with any specific skill, knowledge or trade
makes this known to us in order that we can make full use of their talents for
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the benefit of all our children! We will need to organise a CRB check for all
regular volunteers in the school but we hope this doesn’t “put you off!”
Parents/carers can aid the progress of their child by taking a keen
interest in their child’s learning at school.
Parents/carers receive
summaries of plans from their child’s class teacher on the learning to be
undertaken each term and within these, details of how they can help
their child with the learning. “Meet the Teacher” meetings are held at
the beginning of the school year to enable the teacher to set out his/her
expectations and for parents to ask any questions about the year ahead.
There is a Home/School Charter which we ask new parents/carers and
children to sign. This Charter summarises the rights and responsibilities of
school and home and how, by working together, we can enable children to
become better learners and keep them safe.
Most importantly, parents/carers need to feel confident about approaching
the school with any matter that is giving cause for concern and this should be
done immediately if it involves the welfare of their child. We are here to
listen and we do our best to ensure the happiness of every child in the school.
PARENT TEACHERS ASSOCIATION
All parents/carers become a member of the PTA when their child starts
school. The PTA organises fund raising activities and family social events for
the benefit of Chapelfield children.
The PTA has a committed team of parents who give up their time to support
the school. Recent events have included Chocolate Bingo evenings, Family
Quiz Evenings, Summer Fun Days, a Halloween Disco and the Christmas Fair.
The PTA raises a significant amount of money each year which is spent for
the benefit of all children in the school and which is badly needed! This
money has enabled the school to buy such items as lap-tops/ipads, a cooker, a
Key Stage 1 Resource Centre and outside benches and tables for the Quiet
Area of the playground.
If you wish to be involved in the PTA please let us know. We need your
support!
INCLUSION AND EQUALITY POLICY
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As stated earlier, we aim to celebrate difference at Chapelfield and this is a
key part of our Social and Emotional curriculum. It is just as important that
the children apply what they learn in school, to situations out of school.
Understanding that children and adults in our local (and the wider) area can
be victims of prejudice and discrimination because of race, disability,
poverty, gender etc. can help to promote a sense of belonging which is
essential in our diverse world. The school has a crucial role to play in this.
The school has a single Inclusion and Equality Policy, both setting out rights
and responsibilities to ensure equal consideration to children and adults from
a variety of circumstances. Racist incidents for example, are taken very
seriously and racism will not be tolerated at Chapelfield. Such incidents are
logged and are fully investigated. Action to be taken is detailed in the Policy.
The Headteacher reports termly to the Governing Body regarding the
number and type of racial incidents.
CHILD PROTECTION PROCEDURES
The responsibilities for schools in the area of child protection are laid down
in the Children’s Act. Because of their day-to-day contact with individual
children during school terms, teachers and other school staff are
particularly well placed to observe outward signs of abuse, significant
changes in behaviour or the failure of a child to thrive.
All staff at school are aware of the need to alert Social Services when they
believe a child has been abused or is at risk of abuse. We are required to
inform Social Services of any incidents of concern reported to us by
individual pupils. There are weekly procedures for staff to share information
and any concerns they may have about any child.
School can also initiate Team Around the Child (TAC) meetings when there
are concerns about the welfare of a particular child but where these
concerns do not amount to a child protection issue. This enables a variety of
agencies to meet with the parents/carers and school to work out a plan to
help the child – and often to help with the home situation which may be
affecting the child. In this way we hope to address issues of child welfare
before they become more serious and cause potential harm to the child.
SCHOOL MEALS (£2.20 for the 2015/16 school year)
Payment for school meals is made on the first day of the school week. All
dinner money should be sent in a sealed envelope clearly marked with:
a) the child’s name
b) the child’s class
c) the amount enclosed
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From September 2014 children in the infants are automatically entitled to
free school meals. Parents of junior children who think they may be entitled
to free meals should contact the Social Services Department or the
Education Office (tel. no. 253 5652).
We operate the wrist-band system. When a child enters school via the Hall in
the morning, they are asked to make their lunch choice (choice of 3 meals)
and receive a wrist-band of the colour corresponding to their choice that day
Nutrition
School meals now conform to strict nutritional guidelines and there is a
varied menu, with occasional themed days, eg. in celebration of the World Cup
or to promote our focus on Fair Trade products. Special provision is made
for children who are vegetarian or who require a special diet.
CHILDREN’S PROPERTY
School cannot accept responsibility for any personal items lost or damaged on
the school premises. Please ensure that you are covered on your own
personal insurance policies for such items and please ensure all items are
clearly labelled, and re-labelled after a period of time where necessary.
ATTENDANCE AND PUNCTUALITY
We aim for excellent attendance at Chapelfield to ensure our children’s
learning is safeguarded. We have individual and class rewards and prizes to
encourage this. These are detailed in our policy “An Attendance Guide For
Parents” and all parents/carers receive a copy.
The ladder in the Hall
measuring success in our “Going For Gold” weekly class competition Hall is a
visible example of how we encourage excellent attendance. Attendance levels
continue to be very good at Chapelfield and we are eager to maintain this.
In the event of known absences please notify school beforehand in writing.
If your child is absent due to unforeseen circumstances, such as illness,
please contact school as early as possible on the first day of absence.
It is crucial that all children attend school on time. Children enter school via
the external Hall door from 8.40am and go straight to their classroom for
individual learning activities. School (lessons) starts at 8.55am. Lateness
without good reason is recorded as unauthorised absence on the child’s
record. Any child who arrives at school after the register is closed (ie. after
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9.00am.) enters school through the Main Entrance in order that they can be
given a mark. This is important for health and safety reasons.
HOLIDAYS and APPOINTMENTS
It is now illegal to take family holidays in term time. Although holidays in
school time are usually cheaper, you cannot put a price on a child’s education!
School days missed can never be made up and have a negative impact on a
child’s progress.
Only the Headteacher can authorise absence during term time but such
absence may only be authorised in exceptional circumstances. Family holiday
are not considered an exceptional circumstance. Parents who do take their
child/ren out of school for such a holiday will be subject to a Penalty Fine of
£60 per parent, rising to £120 if not paid within 28 days. Exceptional
circumstances may include absence for piano or ballet exams, an approved
sporting activity, or a funeral for a close family member. Family weddings
abroad are not normally considered
Parents/carers are also asked to arrange medical/dental appointments
outside school hours wherever possible.
The Education Welfare Officer visits the school regularly to check on
attendance and punctuality and makes home visits if necessary. The
Education Welfare Service issue fixed penalty fines in cases of intermittent
or prolonged non-attendance without good reason, for persistent lateness, or
for absence due to a family holiday (see above).
Pupil Absence 201/12 (School Year)
% Total Attendance
% Persistent Absence
96.1
0.5
Pupil Absence 2012/13 (School Year)
% Total Attendance
% Persistent Absence
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96.6
0.4
HOLIDAY LIST 2015-2016
Details of holiday arrangements for 2015/2016 are listed:
Close at normal time on :
Opens at 8.55am on :
SUMMER
(2015)
HALF TERM
Friday 17 / 07 / 15
Thurs. 3 / 09 / 15
Friday 22 / 10 / 15
Tuesday 3 / 11 / 15
CHRISTMAS
Friday 18 / 12 / 15
Tuesday 5 / 01 / 16
HALF TERM
Friday 12 / 02 / 16
Monday 22 / 02 / 16
EASTER
Thursday 24 / 03 / 16
Tuesday 12 / 04 / 16
HALF TERM
Friday 27 / 05 / 16
Monday 06 / 06 / 16
SUMMER
Wed 20 / 07 / 16
(To be confirmed)
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