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Prospectus 2009-10

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WELCOME

TO

CARRINGTON JUNIOR SCHOOL

Headteacher

Mrs E. J. Plaskitt M.A. (Ed.)

4 Chapel Road,

Flackwell Heath,

High Wycombe,

Bucks HP10 9AA

Website: www.carrington.bucks.sch.uk

In accordance with the Governing Body’s mission statement, the school aims to provide a modern relevant education set firmly in the mainstream of good educational practice. Our school community is proud of its happy, secure, positive, stimulating environment. We encourage children to develop as independent individuals in order to achieve their full potential within the scope of their own talents and abilities.

Facilities

The school has spacious buildings which accommodate separate classrooms and a variety of resources. Radiating out from the main hall, which is used for assemblies, drama, P.E., etc., are home economics facilities, a music room and a computer suite.

The learner swimming pool and playing fields are features of the site.

The large, well-stocked library is an attractive area which is open to the children for private research and to change books. Parents act as voluntary librarians. The school also has access to the neighbouring Village Library with designated times for sole use.

Admission of Pupils

The school fosters a close professional relationship with local infant schools, but particularly Carrington Infant School. Children from the Infant School visit the Junior School several times, familiarising themselves with the buildings and staff. An induction programme is arranged for children in the Summer Term.

Prospective parents of new entrants are warmly invited to make an appointment to meet the Headteacher and tour the school. Specific events and information sessions are organised for new parents during the summer term, prior to the children starting school in September.

Admissions Policy

In most cases the school will be able to confirm that a place is available. In the case of over-subscription, however, the list of criteria detailed below is used to allocate places up to the published Admission Number which is 60 per year group. Admissions criteria for mainstream school are as follows:

1. Children who have a statement of Special Educational Needs which names the school.

2. Children in Public Care for whom there is an agreement between a designated officer acting on behalf of Bucks County Council (B.C.C.) as Corporate Parent and a designated officer ofthe Local Authority (L.A.) that the school will more appropriately meet the child’s needs.

3. Children living in the area normally served by the school, as agreed by the L.A. Admissions Authority.

4. Brothers and sisters of children who will be in attendance at the school on the date of admission.

5. Children with exceptional medical, educational or social needs supported by written evidence from a doctor, social worker, education welfare officer or other appropriate person.

6. Children attending Carrington Infant School at time of application.

7. Once the above criteria have been applied, then any further places will be awarded according to the distance between a family’s normal home address and the school’s nearest entrance gate; closest first. The shortest designated route is a public route with a proper made up surface, such as tarmac or concrete. If it is a road, it does not have to have a separate pavement.

The L.A. provides a comprehensive brochure, which details primary admissions for children transferring from infant to junior schools. It contains an L.A. standard admission form. Children awarded a place at Carrington Junior School will need to complete a Carrington Admission form, which relates to details required by the school office.

For admissions to the Special Educational Needs Department applications must be made through the L.A.

Absence

Should a child be absent from school, then parents are requested to telephone before 9.00 a.m. giving the reason for the absence.

A note of explanation is required when a child returns to school. Schools are now required to report the total number of sessions for which a pupil has been absent without authority. This includes non-educational absences such as shopping trips and house/child minding as well as truancy. Such data has to be presented to the Governors for their annual report.

Parents should not expect that, as a right, the school will agree to family holidays during term time. Each application will need to be considered on its merits. Permission will not normally be granted in the term leading up to any examination period. The appropriate application form, which enables parents to give a written explanation in support of their request, is available from the school office and must be presented one month prior to the holiday.

The Governing Body would encourage all pupils to have a full attendance at school and would discourage an absence other than through illness. To avoid parents booking holidays during term time, a list of term dates is provided at the beginning of each year and is on the website. Application for holiday leave must be given to the school well in advance of the proposed holiday. Permission will not be granted during the term prior to external examinations. Children taking holiday leave during term time will not be set additional homework.

Patterns of absence are monitored by the local authority Educational Welfare Officer.

Behaviour

We pride ourselves upon the caring ethos of our school community. This ethos is re-enforced by encouraging the children to demonstrate consideration, courtesy and respect for other people at all times.

Children are positively encouraged to conduct themselves in a responsible and responsive manner. Self-discipline, sensitive attitudes and tolerance of other races, religions and cultures are central to the school’s ethos. Rules for safety exist. It is hoped that the children develop an overall respect for people, property and themselves, so that they become self-motivated and work for worthwhile goals.

Good behaviour is a necessary condition for effective teaching and learning to take place. We like to work in partnership with parents to give the children firm and effective guidance. We work from a positive stance in which praise, encouragement and achievement are publicly recognised in assembly, by the presentation of certificates and through the House Point system. Golden Time is operated at the end of each week, when children choose an activity for a maximum of 30 minutes.

We demonstrate what we value by:

· a quiet word of encouragement or written comment on the child’s work

· a word of praise in front of a group or class

· commendation to the Head or other visitors

· house points

· commendation certificates

· greater responsibility

· full Golden Time.

Regrettably, there are times when children persistently misbehave. Such behaviour may be dealt with in one of the following ways:

· Verbal reprimands and reminders of appropriate behaviour

· Partial loss of Golden Time, on a culminative scale

· Separating pupils within class

· Removing privileges

· Deprivation of free time during play or the lunch hour

· Referral to senior staff

· Referral to the Headteacher

· After-school detention

· Exclusion

The involvement of parents will be necessary when behaviour gives cause for concern. If a child is given an after-school detention parents will be given at least 24 hours notice.

We are unable to discuss the punishment of other pupils as often outside agencies (such as Social Services, therapists, Pupil Referral Units, etc.) may be involved.

Bullying

The school regards allegations of bullying seriously. Incidents which give cause for concern should be reported to a member of staff immediately. Details of the complete Anti-Bullying Policy are available in school. The P.S.H.E. curriculum targets the prevention of all forms of bullying and promotes good behaviour and discipline in accordance with the principles of the Behaviour Policy.

Medical Matters

Parents are asked to collect a child who becomes ill at school. No child is ever sent home unaccompanied. The school needs to be kept informed of any change in parents’ home and work telephone numbers in case of emergencies.

On most occasions, children under prescribed medication should not attend school. However, there are occasions when written permission from parents may be given for prescription medication to be self-administered under supervision at school. Following B.C.C. guidelines, non-prescribed medication, including cough sweets, may not be self-administered or brought to school. Appropriate forms are available in the school office. All medication should be clearly labelled. Inhalers should be kept on the child’s person at all times and not be used by other children. Asthma sufferers and children with severe allergies should keep a spare inhaler/epipen in the school office.

Under normal circumstances, if children are suffering from a medical condition which prevents them from attending school, they will not be given homework and should not attend evening functions. Reading books may be borrowed from the school library.

School Organisation

School Hours:- Morning session: 8.55 a.m. - 12.20 p.m.

Afternoon session: 1.15 p.m. - 3.15 p.m.

After deducting time for daily registration, break and collective worship, 23 hours 45 minutes are spent on teaching time in a normal week.

Children are not expected to arrive on the premises before 8.45 a.m. as the school cannot take responsibility for early arrival. There are two classes per year group. Teaching is generally class based and unstreamed, although groups may be set within the class or across the year group. The well-planned curriculum provides access for all levels of ability.

Classroom Organisation

The nature and content of the lesson will determine the organisational strategies and teaching techniques used within the classroom. This will range from whole class to group and individual situations, the latter depending upon additional support. Year groups are ‘set’ in numeracy, according to ability and confidence.

Teachers meet weekly to discuss their plans, ensuring that the same year group are receiving the same learning experience. Parents are informed of topics to be covered each term at the beginning of the year.

Uniform

All school uniform can be purchased from the National Schoolwear Centre in High Wycombe.

Standard school uniform is as follows:-

· Grey school trousers / grey, knee-length skirt or pinafore dress

· School blue polo shirt/ white shirt/ blouse

· Royal blue school sweatshirt / school cardigan

· Summer Uniform: blue and white dress / summer blouse and skirt

· White or grey socks

· Carrington polar fleece (optional)

Footwear

All pupils should wear sensible, flat black shoes and for health reasons, trainers are not allowed, except for games. In the summer, if sandals are worn, children’s toes and heels should be adequately protected.

P.E. Kit

As P.E. is a compulsory element of the National Curriculum, children are expected to be equipped with the proper clothing and footwear.

· A shoe bag is required to store the P.E. kit

· White or royal blue school shorts

· Royal blue school T-Shirt

· Plimsolls for indoor P.E.

· Sensible trainers for outdoor P.E.

· Football boots and shin pads for winter field sports

· Swimming trunks (not Bermuda shorts) / one piece swimming costume, hat and towel for summer months only.

· A warm jogging suit and long royal blue socks for outdoor games.

Shorts and T-Shirts are available from the National Schoolwear Centre in High Wycombe.

For health and safety reasons jewellery, including earrings and studs, is not permitted. Watches may be worn. Parents are advised that, if they wish to have their child’s ears pierced, it is more appropriate that it be done at the beginning of the long summer holidays.

Hair should be cut and styled in a conventional manner without artificial colouring. Long hair (beyond the collar) should be tied back unobtrusively. Plain royal or dark blue hair bands may be worn. Coloured hair braids and beads are not acceptable.

The rules apply to both boys and girls.

All personal property must be named.

Pastoral Care

The class teacher takes responsibility for pastoral care in the first instance, although it is considered the shared responsibility of all adults in the school. Staff are conscious that personal matters may affect a child’s work and are grateful if concerned parents contact them immediately. Such matters will be dealt with sensitively and in confidence.

Charges

In order to enrich the curriculum for our pupils, we occasionally make outside visits or invite visitors into school to support the work of the year group. No additional funding is available from the school’s budget. We therefore invite voluntary contributions from parents to support any activity organised by the school. Where activities take place during school time parents may be invited to make voluntary contributions towards the cost of the activity. Applications for full or partial remission of charges will be considered sympathetically by the Headteacher as no child would be excluded from an activity connected to the syllabus if the parents were unable to contribute.

Should the voluntary contributions not be sufficient however, the school would have the right to withdraw the activity.

Parents are invited to make an annual donation to School Fund.

Parents will be required to meet the cost of breakages and damages where this is a result of their child’s misbehaviour.

Security and Safety

The welfare of staff and pupils is a priority and so the school follows the Buckinghamshire procedures for safeguarding children.

Over the past few years we have addressed the issue of security in a pro-active manner. We have had a number of video cameras installed around the site and inside school which record 24 hours per day. We have a remote switched front door with a speech panel. Visitors sign in as they enter school and are asked to wear a visitor badge. Staff are always vigilant.

Children are not allowed to wait at the gate for parents. They should be collected, but if there is a delay in collection, children are instructed to wait in the reception foyer.

At this school, the health, safety and well-being of every child is our paramount concern. We listen to our pupils and take seriously what they tell us. Our aim is that children will enjoy their time as pupils in this school.

We want to work in partnership to help all children achieve their full potential and make a positive contribution.

On rare occasions our concern about a child may mean that we have to consult other agencies even before we contact you. The procedures, which we follow, have been laid down by the Buckinghamshire Area Child Protection Committee, and the school has adopted a Child Protection Policy in line with this for the safety of all. If you want to know more about our procedures or the policy, please speak to the Headteacher or your child’s class teacher.

Road Safety

It is regretted that there is insufficient space to allow parents to park in the school car park. Drivers are asked to use the Budgens Car Park when dropping and collecting children. To keep the children safe, on no account should drivers use the school entrances for turning.

Zig-zag lines must be kept clear at all times.

The Travel Plan Committee and the Governing Body of the Junior School support the County Council’s “Safer Routes to School” initiative, which aims to encourage children and parents to walk to and from school, either the whole journey where appropriate, or from local car parks.

All parents are urged to actively adhere to and implement the guidelines of this initiative in order to promote health, fitness and social awareness in the children and to substantially reduce the parking and traffic dangers in Chapel Road.

Parents take responsibility in allowing children to cycle to school. All cyclists should wear a cycle helmet. Bicycles may be parked in the cycle rack outside the Village Library, but they are left at the owner’s responsibility.

Home School Partnership

Education is a partnership between home and school and parent liaison is positively encouraged. Home to School Agreements are issued to all new entrants. A copy of this agreement is to be found at the end of the prospectus. Parents are formally invited into the school on several occasions throughout the year:

Autumn Term: Parent/Carer/Teacher Consultations

Spring Term: Parent/Carer/Teacher Consultations

Summer Term: End of Year written reports

Optional Consultations

We keep parents informed of events through newsletters, copies of which can be found on the school’s website. Likewise, we hope that you will keep us informed, in confidence, of any circumstances at home that might affect your child’s performance.

Parent Teacher Association

All parents are automatically members of the Parent Teacher Association (P.T.A.) and are welcome to all functions and meetings.

Carrington is fortunate in having a vibrant and active P.T.A. which jointly supports both Junior and Infant Schools. The Committee welcomes new members particularly those who enable the P.T.A. to explore new ideas. A large number of enjoyable fundraising events are held throughout the year for both pupils and parents. Both schools are indebted to the considerable investment made by the P.T.A. in time, money and energy to supplement their resources and to provide those ‘little extras’ which make school life at Carrington so very special.

Equal Opportunities

Alongside the breadth of subjects in the curriculum, the school is mindful of the diverse society in which it exists, recognising and respecting the contribution of all members of our community. The school also demonstrates equality of opportunity in all aspects and is aware of sensitive issues. It has adopted the Buckinghamshire Equal Opportunities and Multi-Cultural/Diversity Policies.

Insurance

Parents are reminded that the school is not responsible for the replacement of any personal property, whether lost, stolen or damaged on school premises. Parents are advised to make claims for the replacement of property to their own home insurance company. Insurance for school trips is available from the L.A.

Meals

Children bring their own packed lunches to school to eat under supervision on the premises. We request that parents provide a balanced healthy meal. Glass bottles and fizzy drinks are not allowed. Although there is no County Meals Service in Buckinghamshire, the County does provide a packed meal in cases of hardship. Parents should contact the Headteacher for details.

Children may go home for lunch.

Healthy School

As a Healthy School we actively seek to promote and improve the health and well-being of the whole school community through all aspects of school life, so that pupils are enabled to maximise and enrich their aspirations, levels of attainment and personal development.

We intend to achieve this goal through a variety of key areas:

· The whole school, its ethos, community and environment

· P.S.H.E., citizenship, sex and relationships education and drugs education

· Physical activity

· Food and healthy eating

· Safety

· Emotional health & well being

We will promote these ideals by working with the whole school community, recognising our existing good practice and developing new initiatives.

Disability

Carrington is keen to cater for disabled children and adults and is following the guidelines under the Disability Discrimination Act in which disabled pupils are not treated less favourably. Ramps have been provided to give access to the ground floor buildings. Further details are available from the school office.

Environmentally Friendly

Carrington is a beacon site, recognised as an ecologically friendly school. It is one of the few schools in Buckinghamshire with a wind turbine. This enhances the potential of the Science curriculum as well as reducing the cost of electricity to the school. The swimming pool and showers are heated by solar power.

The school is happy to collect clean pure foil, deposited in a plastic bag, from all villagers in the special bin at the entrance gates on Mondays and Fridays. Over the years there has been enough foil collected to provide two guide dogs for the blind.

Freedom of Information

One of the aims of the Freedom of Information Act 2000 is that public authorities such as schools should be clear and pro-active about the information they will make public. To do this we have produced a publication scheme which sets out classes of information, the manner in which it is published and the appropriate costs. This publication scheme can be found on the school website. However, the Data Protection Act ensures that children's details are kept confidential.

Governing Body

The Governing Body is comprised of representatives from the parents, the teachers, the community and the Council. The Governors play a vital role in the management of the school. They are a united, committed, supportive body who develop school policies and respond to the demands of the current changes in education. Parents wishing to contact the Governing Body may do so through the school.

Governing Body's Aims

The Governors and Staff firmly believe in the right of pupils to have equal access to an education which provides opportunities for children to develop in line with the ‘Every Child Matters’ target strategy. This philosophy has always been at the centre of our structure for the well-being of each and every one of our pupils. Five core targets have now been identified.

Being healthy

The curriculum offers children opportunities which allow them to develop their individual skills, through structured physical activity, music and drama. We aim for pupils to understand the importance of exercise, balanced diets, etc. in setting standards for a healthy life style. Emphasis will be placed on the importance of relationships and problem solving, understanding that each child has a right to respect.

Staying safe

The safety of our children is paramount and each child has the right to feel totally secure when in the school environment. Our aim is always to help children deal with the complex world in which we live and they will be encouraged to express any fears and concerns they might have. Our school offers a caring environment and strategies are in place to help children deal with issues.

Enjoying and achieving

Our aim is to provide each child with a range of opportunities, both academic and personal, so that all pupils can attain their full potential. We aim to challenge and stimulate children, whilst remaining sensitive to the variation in individual skills and abilities. We recognise that a caring and happy environment is essential if children are to learn lessons for life and that much of our teaching is by example.

Making a Positive Contribution

Every child is an important member of our school and has a contribution to make. We aim to show that each child is valued and this will be done by continuing the good practice already in place. Many opportunities are offered for children to demonstrate individual skills, both academic and non-academic, recognising that each one contributes to the school community.

Economic Well Being

The purpose of the school’s curriculum is to promote, care for and foster all aspects of a child's development. This includes the intellectual, creative, physical, emotional, spiritual, moral and social development and taking into account their ages, abilities, needs, wishes and the expectations of the community in which they live. This is demonstrated by the children organising fundraising activities for both local and national charities.

Curriculum Aims

Staff and Governors have a committed policy to develop pupils’ self-confidence, to help them acquire knowledge and skills, to train them to have inquiring minds and encourage application and concentration on the task in hand. At the same time, the children are expected to develop socially and personally, relating well to other pupils and understanding the interdependence of all the peoples in the modern world. They are encouraged to work independently and as part of a wider group.

The school aims to provide a modern relevant education through a broad, balanced, differentiated programme of study, complying with the National Curriculum and Local Education Authority Policies.

Much planning and thought is put into the academic structure of the school day, based on traditional teaching of the core subjects of English, through the Literacy Hour, Mathematics, through the Numeracy Hour, Science and Information Technology. Wherever practicable, subjects are merged in a cross-curricular fashion. The full range of core and foundation subjects is included in the curriculum. Implicit within the teaching of many subjects is their relevance to the real world, details of which may be found in the curriculum documents which are available for reference in the school.

The School Curriculum -SUBJECT SPECIFICATIONS

Literacy
The school delivers the English curriculum through the literacy hour, following the Primary Framework.
All English skills are developed across the curriculum through I.C.T. and cross-curricular links. Children are taught to communicate clearly and confidently using Standard English and to listen closely and respond appropriately to a variety of speakers.
Essential reading skills are taught including reading with understanding and comprehension and for specific information. Children are encouraged to take an active approach to reading, while developing a critical response via independent, shared and guided reading.
Children are helped to write using a wide range of vocabulary to communicate meaning to the reader. They also use I.C.T. to format and publish their work. Using correct punctuation, grammar and learning valuable spelling rules enables children to write a variety of forms and for a range of purposes.

Numeracy
The school has adopted the National Numeracy Strategy with its emphasis on the development of mental calculation. As well as upholding this, the children are taught basic skills and concepts in mathematics, either individually, in small groups or in class groups. There is a systematic approach to the teaching of these techniques throughout the school, with clear differentiation to extend or support as appropriate to each child.

The Strategy covers many areas including number, calculation, measurement, data handling and shape. Confident use of I.C.T. and the calculator are an essential part of the strategy. However, the school still highly values multiplication and computational skills, which are developed throughout the school.

These areas are all combined in problem solving and investigative work, resulting in the children developing a variety of techniques together with confidence and perseverance to tackle new situations.

Science
We want children to enjoy learning about Science. Pupils are taught to investigate, predict, hypothesise, plan and carry out fair tests, observe and record results. As they advance, emphasis is placed on learning to draw conclusions and understand scientific concepts.
The school aims to develop pupils' natural curiosity through practical investigations and 'first hand' experience.

History and Geography are covered through Humanities topics.

History
Pupils are taught about important episodes and developments in Britain’s past from Roman to modern times. They have opportunities to investigate local history by visiting the neighbourhood and are also taught about ancient civilisations. They are helped to develop a sense of chronology and to learn about changes in everyday life over long periods of time.

They have the opportunity to use a range of sources of information & artefacts to help them find out about the past & participate in a variety of workshops and visits to help broaden their study.

Geography
Pupils develop their skills in the use of maps and fieldwork techniques. They build upon their existing knowledge and understanding of places in local, regional, national, international and global contexts. Children will participate in local fieldwork around the village in order to complete the practical aspects of their studies.
Elements of human geography include the knowledge and understanding of population, settlements, communication and economic activities.
An awareness of physical and environmental geography includes the understanding of the use and misuse of natural resources, the quality and vulnerability of different environments and the possibilities for protecting and managing environments.
There are cross-curricular links with P.S.H.E. to develop these skills.

Physical Education
Physical Education includes a wide range of activities to develop children's skills, motor control and spatial awareness. The focus is to develop a good grounding of key skills in each of the units of work, leading to small sided games or the development of short sequences of movements in gymnastics and dance.
There is regular opportunity for the children to analyse their own performance, to demonstrate their skills to other children and for self-expression in their work.
In Physical Education there is a strong focus on the development of a healthy lifestyle and the benefits and enjoyment that physical activity can provide.
The school facilities including hall, playground, school field and outdoor heated learner swimming pool are all used with an extensive range of resources in the teaching of Physical Education.
There are strong links with schools and clubs in the local area, enabling the children to experience additional coaching and to participate in several tournaments throughout the year.

Music
Children appreciate class lessons from a specialist music teacher who provides the ideal opportunity for children to develop skills in listening, singing, instrumental performance and composition. In years 3 and 4 children get the chance to participate in Wider Opportunities in Music, where they learn an instrument as a class during the year. The overall aim is that music awareness is increased and enjoyed.
Specialist instruction in various instruments in small groups is available during the school day at cost. If appropriate, children are encouraged to join the school band and choir.
There is close liaison with the High Wycombe Music Centre.

Design and Technology
Through Design and Technology children are encouraged to identify the needs and opportunities to generate a design. They explore the planning and making processes and the nature of materials, becoming aware of the need for safety and accuracy. The school is fortunate in its specialist facilities, such as the purpose-built technology room which encompasses a home economics area.

Information and Communication Technology
The school uses the most recent advances in Information Technology to support teaching and learning across the curriculum. All classrooms are provided with interactive, internet-linked whiteboards, providing teachers with a wide range of resources and software, enabling the delivery of exciting and informative lessons. I.C.T. is also fully integrated throughout the curriculum.
The school also has an extensive computer suite, which provides the opportunity for all pupils to learn specific computer based skills e.g. word processing, data handling and multimedia presentations.
Controlled internet access is available and pupils are taught how to use the internet and email in a safe environment. All parents and pupils must sign a copy of the Pupils' Internet Code of Practice, a copy of which is to be found at the back of this prospectus.
The school has recently launched its own Virtual Learning Environment, which is used to support cross-curricular and subject teaching by accessing the internet.
The school also runs an I.C.T. club, (primarily for children who have no or little access to computers at home).

Art
The children are given the opportunity to enjoy and develop their practical skills through the use of a variety of materials. These include paint, printing, clay and 3D work.
Children record their investigative work in sketchbooks which includes ideas and research they have collected. Children will also experience the work of artists from different times and cultures.

Religious Education
The school has adopted the Buckinghamshire Local Education Authority’s syllabus which has three aims:-
- to understand the nature, role and influence of religion in the world
- to pursue personal quest for meaning, purpose and value
- to formulate reasoned opinion/argument.
There is a daily act of collective worship.
Parents who wish their children to be excluded from the act of worship and religious education may arrange this through consultation with the Headteacher. The school will make separate arrangements for non-participating pupils to read their own religion faith books, which should be provided from home.

Personal, Social & Health Education
Personal, Social and Health Education and Citizenship help to give pupils the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active and responsible citizens. These subjects help prepare our pupils for the opportunities and challenges of life. P.S.H.E. is taught separately, but also through cross-curricular links.
The school follows the Government’s programme: Social and Emotional Aspects of Learning (S.E.A.L.).
An integral part of P.S.H.E. is Sex and Relationships Education. In this subject children follow a carefully prepared programme which includes parts of the Science curriculum, although incidental questions are answered as they arise. A specific Sex Education programme is followed using appropriate resources, together with the local Health Service.
Parents have an opportunity to view videos which are shown; any who wish to withdraw their child from Sex Education may do so after consultation with the Headteacher.

French
French is the latest subject to have been introduced into the curriculum for all year groups. The learning of a foreign language helps pupils to gain communication and literacy skills and introduces an international dimension to their learning and insight into other cultures. Primarily, much of the work is oral, but there is also written language and finding out about France as a country and its way of life.

Performing Arts
We plan an extended curriculum very carefully in order to provide a wide range of opportunities for the pupils in all areas of the curriculum, especially in the Performing Arts and sports. This gives all children the opportunities to engage in the arts as well as appreciating activities and exhibitions as spectators, both in school and further afield. Children are encouraged to respond and make judgements about the arts; transferable skills for adult life. Through performing arts we extend into the community, likewise, we use activities as a vehicle to promote cultural identities.

Assessment
All children are continually assessed by their class teachers on an informal basis.
At the start of the academic year the children’s reading and spelling ages are tested so that they can be monitored throughout the year.
In the Spring term the children in Years 3, 4 and 5 undergo cognitive ability tests, which measure the children's reasoning abilities.
Subject assessment is given verbally on consultation evenings and in the written report at the end of the academic year.

National Curriculum Assessment Tests (known as S.A.T.s), are taken by children in Y6. It is essential that Year 6 children are not absent immediately prior to and during S.A.T.s week, as examinations cannot be taken at a later date, regardless of circumstances.

Secondary School Selection Procedures
Parents of children in their penultimate year are invited to attend a meeting in which the Headteacher outlines the County Policy for Secondary School Selection Procedures for the subsequent year known as the 11+. Time is also set aside for private consultation with the Headteacher on an appointment basis, where the choice of appropriate schools is discussed in detail.

Transition Arrangement for Secondary School
There is a designated procedure to ease transitional arrangements for children between the local secondary and feeder schools in which pupils meet with future teachers in the security of their own school before experiencing a day in their new environment.

Parents are welcome to discuss any individual concerns by appointment with the class teacher or the Head throughout the year.

Homework
Children are set homework on a regular basis. This varies in content and length depending upon the age of the children and the specific requirements of a particular class. Children are provided with a homework timetable. Parents are asked to supervise and show an interest in the homework, but not to do it!

Teachers keep a record of children who do not complete homework. As homework is a statutory requirement, children will be expected to forego their free time at school in order to complete homework.

Extra-Curricular Activities
Children are encouraged to participate in extra-curricular activities both in school and with local clubs. School clubs on offer during the year usually include a mixture of indoor and outdoor activities. These include both sport and non-sporting activities, such as netball, football, hockey, rounders, table tennis, crafts, Lego and board games.

Some activities take place in the lunch hour, but children staying after school will follow school procedures by making arrangements with their parents beforehand.

We always welcome parents with special skills or knowledge to run a club.

Curriculum Complaints Procedure
The 1988 Education Act set up arrangements for dealing with complaints relating to the National Curriculum and Religious Education. Initial complaints should firstly be addressed through the class teacher. If the outcome is unsatisfactory the next step is to contact the Headteacher. Any unresolved matters may then be considered by the Governing Body.

Special Educational Needs
Provision for disabled children and those experiencing learning difficulties is offered within the class structure itself. This provision is overseen by the Special Educational Needs Coordinator.
Children may be supported by the introduction of a member of the Specialist Teaching Service, who visits the school on a regular basis.
Close liaison between the school and home is essential at all times.
A separate document, detailing Special Educational Needs provision, is available upon request.
Children showing particular aptitude in any direction are identified and encouraged. The curriculum provides sufficient differentiation to extend the more able children as well as providing reinforcement for the less able children.

Social Communication Difficulties Department
The Additional Resourced Provision, known as the Social Communication Difficulties Department, is intended to provide for six children, each holding a Statement of Educational Needs defining their social communication difficulties. The Department serves a large area, covering Wycombe and South Buckinghamshire; hence some children arrive by private taxi. A specialist teacher heads the Department, supported by full-time specialist teaching assistants. A speech therapist works part-time within the Department.

Although the children have their own programmes of work associated with the National Curriculum, delivered in their own classroom, there are some instances when they are able to integrate with the mainstream school children. In some subjects they are able to join in class activities for social integration, such as P.E. On all occasions they are accompanied by a teaching assistant from the Department. There are other occasions when our more able conversationalists are invited to join in Department activities, thereby not only providing a good role model, but individually benefiting from the expertise and extension work received in small group activities.

The Department has been issued with a separate budget and therefore its financial operations are not dependent upon the Junior School budget.

Gifted and Talented Pupils
Through teacher assessment, observation, parental referral and the use of standardised tests, we are able to identify children who display a particular skill and ability in a subject or activity. We acknowledge such ability, applying a differentiated curriculum or encouraging the membership of extra-curricular activities.

Willow Tree Nursery
Willow Tree Nursery is a private facility offering day care for infants of three months upwards. It is situated in the redundant Junior School rooms, which have been converted in line with Social Services and operates under Ofsted rulings.
The Nursery pays a substantial hiring charge to the school, which extends the school budget considerably.

After-School Club
A daily after-school club, Four 2 Eleven, operates at the adjacent Infant School site from 3.15 p.m. to 6.00 p.m., catering for children from 4 to 11 years old.

Details are available on 01628 529553.

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THE CARRINGTON ‘IF’ POEM

Composed by Year 6 in the style of Rudyard Kipling

If you can keep your cool when all about you
Are losing theirs and blaming it on you.

If you can trust yourself to have your school equipment
And not rely on others the whole time.

If you can run on a winter’s day in a thin track suit
Not uttering one single word of complaint.

Or hand in homework every day on time
And still have time for family and friends.

If you can dance, act and sing your heart out
Even on the hottest evening of the year.

If you can represent your school at matches
Have the strength never to give up
Win or lose to your opponents
But keep a smile throughout it all.

If you can face all those national tests
Fill that long unforgiving hour
With 60 minutes of challenging SATs.

If you can try your best at all times
And never think yourself a failure – failure never wins.

If you can keep honest, always tell the truth
Never lie about others – don’t deal in lies
Never hate each other – don’t deal in hate.

If you can face your friendships breaking up
Turn your back on mocking calls.
If you can solve problems when friendships are hard

Help people when they feel rejected.
If you can accept your moral responsibilities
Perform your prefect duties without fail.

If you intend to do your best
Through times of trouble and times of rest.
Defend your ideas, whether big or small
Keep faith and believe in your dreams and hopes.
Or face your worst fears head on
If you have confidence, let it show, don’t let people doubt you.

If you can do all this
Yours is the earth and everything that’s in it.

And – which is more – you’ll be a true Carrington Star – my friend

Ready to say goodbye and move on.

Home-School Agreement
(Home Copy To Be Retained)

_________________________
(Name of Child)

The School will
• care for your child’s safety and happiness
• provide a full and balanced curriculum appropriate to your child’s needs
• contact you if there is a problem with attendance, punctuality or equipment
• let you know about any concerns or problems that affect your child’s work or behaviour
• report progress and achievement through Consultation Evenings and annual written reports
• provide homework
• keep you informed about school activities and curriculum developments through regular newsletters
• recognise and respect equal opportunities for all children

Our Family will
• take responsibility to deliver our child to school regularly, on time
• provide a letter of explanation if our child is absent
• provide our child with the appropriate uniform and equipment for all lessons
• let the school know about any concerns or problems that might affect our child’s work or behaviour
• support the school’s behaviour policy
• support our child in homework and other opportunities for learning
• support the school’s policies and guidelines for behaviour
• attend parents’ evenings and discussions about our child’s progress
• take an interest in our child’s life at school

We will work together to
• address any special needs
• encourage children to conduct themselves in a responsible manner
• support your child’s learning to help him or her achieve full potential

We will encourage your child to
• take good care of the building and equipment
• be helpful
• be friendly
• be courteous
• abide by the school’s behaviour policy
• work to the best of his or her ability
• take responsibility for his or her own actions

Signed: ……………………………… Parent/Guardian/Carer Date: .……………………………….…

Signed: ...…………………………… Headteacher or School Representative Date: ................................

Pupils’ Internet Code of Practice
• I will only use the Internet when supervised by a teacher or adult.
• I will not use chat rooms or discussions forums.
• I will never tell anyone I meet on the Internet my home address, my telephone number or my school's name, unless my teacher specifically gives me permission.
• I will never send anyone my picture without permission from my teacher/parents/carer.
• I will never give my password to anyone, even my best friend and I will log off when I have finished using the computer.
• I will never arrange to meet anyone in person from an Internet introduction.
• If someone writes something, which makes me feel uncomfortable or worried, I will always report it to a teacher or parent.
• I will never respond to unpleasant, suggestive or bullying e-mails or bulletin boards and I will always report it to a teacher or parent.
• I will not look for bad language or distasteful images, whilst I'm online and I will report bad language or distasteful images to a teacher or parent if I come across them accidentally.
• I will always be myself and will not pretend to be anyone or anything I am not.
• I know that my teacher and the Internet service provider will check the sites I have visited!
• I understand that I can access only sites and material relevant to my work in school and that I will not be able to use the Internet if I deliberately look at unsuitable material.
• I understand that I will not be able to use the Internet if I deliberately use it to hack into the school’s administrative network or other systems.
• I know that the posting of anonymous messages and the forwarding of chain messages are not allowed.
• I know that the supervising adult can monitor the contents of my e-mail messages.
• I may not download software from the Internet (including screen savers, games, video clips, audio clips, *.exe files).
• I know that information on the Internet may not always be reliable and sources may need checking.
• I will not use e-mail to send or encourage material, which is illegal, offensive or annoying or invades another person’s privacy.

Pupil's Name ……………………………………………… (Block Capitals)

I have read the Pupils' Code of Practice and I have discussed it with my son/daughter/ward. We agree to support the school's policy on the use of the Internet.

Signed (Parent/Guardian/Carer) …………………………… Pupil ………………………… Date ...................

Carrington Junior School

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TO

CARRINGTON JUNIOR SCHOOL

Contents:

All personal property must be named.

Pastoral Care