PROSPECTUS
HEADTEACHER’S
WELCOME
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This is an outstanding school OFSTED December 2013
HEADTEACHER’S
WELCOME I am delighted to welcome you to Moseley C of E Primary School and to the start of our partnership in your child's education. I am extremely proud to be the Headteacher of Moseley C of E Primary School. Our school was founded in 1828. We are a voluntary aided 1-form entry Church of England school with 210 children aged 4 to 11. We embrace strong links with the churches of St Mary’s, St Annes and St Agnes and actively promote an open Christian ethos, encapsulated by our moto ‘Every Child Matters to God’. We set ourselves high targets and have high standards. Our aim is to make learning enjoyable, allowing every individual to achieve their best and to nurture their talents, as well as giving them confidence, security and the skills they will need to be excellent citizens in a multi-cultural society and part of the workforce of the future. Moseley C of E has a truly dedicated team of pupils, staff, parents and Governors who all go above and beyond expectation to continue to improve and develop our school and the community it serves. This was recognised most recently in our Outstanding OFSTED report (December 2013) and our Outstanding SIAMS report (March 2014). We have achieved consistently excellent results in Maths, Reading and Writing. The percentage of pupils achieving Level 5 or better placed us 32nd in the country in 2014. The hard work by pupils, the provision of creative and stimulating learning environments that are tailored to each child's individual needs, and our home - school partnerships are the reasons for this achievement.
We provide a curriculum that is truly broad, enriched and challenging. In addition to Core subjects, we teach Foundation subjects through the IPC (International Primary Curriculum). This encompasses local, national and global understanding of the world in which we live. Throughout the year we also run specialist weeks in Creative Arts, Heritage, British Values, Science and Sports and Health. These involve educational visits, external providers and parental expertise enriching the curriculum. We have a rigorous tracking system which enables us to identify pupil’s needs and allows us to personalise their learning. As a Church of England school, our Christian ethos is central to all that we do and it is this ethos that is recognisable from the moment you enter the school. If you would like to arrange visit, or require further information, please contact the school and we will be delighted to welcome you. Mrs V Sumner Head Teacher
AIMS 1. 2. 3. 4.
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Our Christian ethos encompasses all aspects of school life where every individual is respected. All school staff, governors and parents work in partnership for the benefit of all pupils. Teachers and support staff enable all pupils to achieve their full potential as independent life-long learners. Pupils experience a broad, balanced and enriched curriculum which promotes challenge, enabling everyone to make a positive contribution towards their own achievement. We foster strong links with the community and encourage children to be responsible citizens. We encourage initiative within a happy, healthy and safe environment where all achievement is valued and celebrated.
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• The school’s outstanding Christian ethos creates an environment where pupils are nurtured as children of God and enabled to develop personally, academically and spiritually. • Religious Education has a high profile, is very well planned and taught and effectively develops children’s understanding of Christianity and other faith traditions. • The excellent relationship between the school and the church has a very positive impact on pupils’ spiritual development and encourages children and their families to become involved in the wider Christian community. SIAMS March 2014
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Our successful Christian school offers a wide range of exciting and educational opportunities to enhance skills, talents and creativity. The school community appreciates and accepts others, and celebrates the achievements of all. We have supportive and trusting relationships with God and all his children. As a result, we take responsibility and welcome absolutely everyone into a caring and safe environment, where we are all guided to work together.
The distinctiveness and effectiveness of Moseley C of E Primary as a Church of England school are outstanding
This is an outstanding school. ● All pupils make excellent progress regardless of their background. ● A consistent focus on improving teaching and achievement by all leaders, including the governing body, has raised both to be outstanding since the previous inspection. ● Standards are high and continue to rise. The majority of pupils achieve above the level expected for their age by the time they leave. ● Children get off to a strong start in the Reception class, and build a firm foundation for their great success when they are older. ● Pupils’ exceptionally positive attitudes to learning, strong working relationships and excellent behaviour all contribute to their outstanding progress, as do their high attendance levels. ● Pupils respond extremely well to teachers’ very high expectations of their work and behaviour. They persevere in the face of difficulties and take a pride in their accomplishments.
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OFSTED December 2013
Outstanding OFSTED
● Pupils feel extremely safe in school and make a major contribution to this by their own actions, and their efforts to support each other. ● Pupils’ learning and enjoyment are supported by the exciting, internationally-themed curriculum that the school provides. Leaders are already planning how the many strengths in this provision can be sustained when a new National Curriculum is introduced next year. ● The school promotes pupils’ spiritual, moral, social and cultural development extremely well. ● Teachers successfully use the school’s excellent assessment system to plan work for pupils that is at the right level of difficulty, so it is challenging but manageable. ● Pupils’ benefit from good quality marking of their work, which is consistent across the school. Pupils are clearly shown how they have done, and where they have made mistakes.
ADMISSIONS 2015-2016 Our admissions process is part of the Local Authority co-ordinated scheme. Application forms are available from the Local Authority in the autumn before the year of admission. The school’s admission number is 30. Where the number of applications is lowerthan the school’s admission number, all applicants will be admitted. If there are more applications than places available then all applications received by the Local Authority’s designated closing date for receipt of applications will be considered, together and at one time by a committee of the Governing Body’s Admissions Committee. Oversubscription criteria If the number of applications for a particular year group exceeds the number of places available the following criteria will be used:
Priority 1 Children looked after by a Local Authority (in line with section 22 of the Children Act) and children who were previously looked after but ceased to be so because they were adopted (or became subject to a residence order or special guardianship order). Priority 2 Children with brothers or sisters already at the school who will still be there when they start school themselves. Priority 3. Children whose parent/guardian regularly attends the local Church of England Churches in Moseley (St Mary’s, St Anne’s and St Agnes). We define regular as meaning once a month for a two year period and this will be confirmed by a letter from the local minister. Priority 4. Children whose parent/guardian regularly attends any other Church of England Church. We define regular as meaning once a month for a two year period and this will be confirmed by a letter from the local minister. Priority 5. Children whose parent/guardian regularly attends any other Christian denomination (defined as a Church who are members of Churches together in England or the Evangelical Alliance). We define regular as meaning once a month for a two year period and this will be confirmed by a letter from the local minister. Priority 6. Children who live nearest the school.
GOVERNING BODY The Governing Body is made up of people from a variety of backgrounds who dedicate their time to serving and leading the school. The school Governors are a group of individuals, who are elected, co-opted and are representative of parents, staff, the Local Authority and the Diocese of Birmingham. School Governors work with the Head Teacher and are responsible for setting the strategic direction of the school. Contact with the Governing Body can be made via the school office.
SCHOOL ORGANISATION The school currently has one class for each primary year from age 4 to 11. The admission number for the school is set at 30. Class structure follows the national pattern of Reception, Year 1, and Year 2 forming KS1, and Years 3, 4, 5 and 6 forming KS2. In a one-form entry school each class is of mixed ability. In KS2, children are placed in mixed age groups for Maths. Y3 and 4 will be mixed as well as Y5 and 6.
SCHOOL STAFF 2015-16 SLT (Senior Leadership Team) Mrs V Sumner – Head Teacher Mrs N Colley – Deputy Head Teacher Mr J Earle – Assistant Head Teacher EYFS and KS1 Team Mrs N Colley – EYFS/KS1 Standards Leader Reception Miss L Burton – Class teacher Mrs L Rogers – Teaching and Learning Assistant KS1 Miss C Leadbetter – Y1 Class teacher Mrs A Perry – Y2 Class teacher Mrs A Jay – Teaching and Learning Assistant Miss M Kaur – Teaching and Learning Assistant/Integration Assistant KS2 Team Mr J Earle – KS2 Standards Leader Lower KS2 Miss H Rogerson – Y3 Class teacher Mr A Sahed – Y4 Class teacher Mrs W Barshan – Teaching and Learning Assistant Upper KS2 Mr J Earle – Y5 Class Teacher Miss C Edwards – Y6 Class teacher Mrs A Harris – Teaching and Learning Assistant Other teaching staff: Miss R Stent – Cover teacher Mrs S Simson – KS2 MFL (Modern Foreign Languages) Miss D Cleaver – Lower KS2 History
Administration Team Mrs L Treacher – Senior Office Manager Mrs D Allen – Finance Administrator
Building Services Manager Mr G Horton ICT Technician Mr R Methvan
Little Acorns Team Mrs S Lawrence – Little Acorns Manager Mrs P Kumar – Playworker Miss I Iqbal – Playworker Miss S Sabir – Playworker Miss T McKeown – Playworker Lunchtime Staff Kitchen Mrs T Camden Miss B McKeown Supervisors Mrs D Daniels Miss T McKewon Miss S Sabir Miss I De Almeida Mrs P Kumar Mrs Z Bibi Miss S Asghar Cleaning Miss I De Almeida Mrs R Shaheen
LATENESS
SCHOOL HOURS MORNING SESSION 8:55 a.m. - 12:00 noon. AFTERNOON SESSION 12:55 p.m. - 3:30 p.m. Juniors 1:15 p.m. - 3:30 p.m. Infants TEACHING TIME Infants - 22.5 hours per week Juniors - 24 hours per week There is a playtime of 15 minutes duration in each session. Children are expected to arrive at school no later than 8:55 a.m. and assemble in the rear playground. Teachers escort their class into school when the morning bell rings. On wet days, children may come into school at 8:45 a.m.
The importance of punctuality cannot be over-emphasised. Much teaching and learning time is lost by the interruptions made by late arrivals, and indeed, the child often fails to settle for the day ahead. The school operates an electronic registration system and pupils arriving after 9:05 a.m. will have a late attendance recorded. If this continues the Head Teacher will contact parents to discuss the cause and solution to this problem. If your child is late to school we ask that parents bring them to the school’s front entrance and sign them in using the electronic system by the Office, stating the reason for being late.
ABSENCES Regular attendance is central to ensure all children can reach their full potential and access all that school has to offer. Government guidance does not permit parents to take children on holidays during term time and any taken will be unauthorised. Any application for leave of absence during term time should be made to the Head Teacher, who must be satisfied that there are exceptional circumstances that warrant the granting of leave. The Attendance Policy can be viewed on the school website. If your child is absent through sickness or any unavoidable cause, please contact school by telephone by 9.00am on the first day of absence. This will be an authorised absence. If your child has an appointment of any kind, such as a doctor’s appointment, please inform the school office, even if it is only part of the day. These will be authorised. Where possible, appointments should be made outside of school hours. The number of late marks and authorised and unauthorised absences for the year are written on your child’s annual report in July. This information will also transfer to future schools.
ASTHMA nhalers should be labelled with your child’s name and class and will be kept in the classroom. School does hold an emergency inhaler kit in the event of an emergency.
FIRST AID Minor cuts and grazes are dealt with at school and all staff have First Aid training. In the event of treatment being administered, a note first aid note will be sent home with the child. Parents will be contacted if we are concerned about an injury so that further treatment can be arranged by the parent. .
RETURNING TO SCHOOL AFTER ILLNESS Children returning to school after illness should clearly be fit to do so and free from any infection. Details of exclusion periods for infectious illnesses can be found on the school website. Please send your child with a written explanatory note when he or she returns to school to complete our records.
ALLERGIES Please ensure that we have the Red Card and Protocol in school if your child has a diagnosed allergy. If you are concerned that your child may have an allergy please consult your doctor to have this confirmed. We will be unable to provide a school lunch for your child without their Red Card.
HEAD LICE Head lice are a constant problem with school-age children. Please check your child’s hair and scalp weekly. If head lice are found, children should not be in school until they have received treatment and they are clear from lice. Please inform school if you find head lice so that letters can be sent out to the relevant class(es).
MEDICINE Parents are advised to provide the school with full information about any medical needs so that staff can exercise appropriate levels of care for children. If medicines are required to be held in school for the school year, a School Nurse will call you to discuss a care plan which is held in the school office. Items such as inhalers and allergy medicines can be sent to school and stored centrally for children to access when needed and taken on trips. When children need short-term medicines, parents are asked to complete a consent form to administer medication at the school office. All medication must be handed in to and collected from the School Office and must never be sent in with a child.
SCHOOL UNIFORM FROM SEPTEMBER 2015 Children are expected to wear school uniform and take pride not only in their appearance but also in being a member of the school. Our uniform policy is detailed below. Jewellery is not allowed for safety reasons, with the exception of watches. Parents are also asked to ensure that hair is styled appropriately. We ask that children wear shoes that they are able to fasten independently. Key Stage 1: White polo shirts (available with or without logo); V-Neck sweatshirts with logo Cardigans with logo Fleece with logo (OUTDOOR USE ONLY) Grey skirt/dress/trousers for girls Grey trousers for boys Summer Option Boys: Grey Shorts Girls: Blue / white checked summer dress Key Stage 2: V-Neck sweatshirts with logo Cardigans with logo Plain white shirt Tie (either clip on or normal tie) Fleece with logo (OUTDOOR USE ONLY) Grey skirt/dress/trousers for girls Grey trousers for boys Summer Option Boys: Grey shorts / short sleeve white shirt / white open neck shirt Girls: Blue / white check dress OR short sleeve white shirt / white open neck shirt
PE: KS1 and KS2: Navy shorts/Navy tracksuit bottoms/Navy skort White t-shirt/Navy t-shirt / White polo shirt Trainers / black pumps Footwear: Smart, flat black shoes (WINTER: Girls can wear smart, black boots) (NO TRAINERS) Grey/black/white socks OR tights These items are readily available at most chain stores. However, Kids & Co., Clive Marks and Tesco online uniform shop stocks items embroidered with the school logo.
DINNER ARRANGEMENTS Meals are cooked on the school premises and served in the school hall. A two weekly menu focussed on healthy eating (including vegetarian options) is offered and available on the website. This menu adheres to the DfE and BCC guidelines. We do not serve fried or processed food. Most meals are cooked using fresh ingredients. If you do not wish your child to have school dinners, children may either return home for lunch or bring a packed lunch from home. BREAKTIME SNACKS Children in Reception, Year 1 and Year 2 have a piece of fruit or vegetable provided each morning. Junior pupils are encouraged to bring healthy snacks and drinks for break time. All children should bring a labelled, plastic water bottle to school each day: there are chilled water dispensers in each classroom for pupils use. DINNER MONEY Dinner money is paid via the Parent Pay online system at a cost of £2.10 per day. All parents/guardians/carers will be given log-in details when starting school. Families in receipt of certain benefits such as Income Support or Income-based Job Seekers Allowance are eligible for free meals: please ask for an application form. Confidentiality is assured. INFANT FREE SCHOOL MEALS From September 2014 all children in Reception, Year 1 and 2 are entitled to a free school meal. Please ensure that we know that you wish to take this option. We still require you to inform us if you meet the above criteria for receiving free school meals, as we are given funding to help all children in receipt of free school meals with their academic progress. SCHOOL FUND This money pays for the many extras which are difficult to find from our official school budget, such as Christmas decorations, classroom sundries, cooking ingredients, costumes, material, seeds, awards and badges, etc. as well as Moseley Manners Treats (the class with the most reward points at the end of each half term will have their treat paid for by the school). You can contribute to this in several ways: either by donation every term, (suggested minimum £10.00), a donation every half term, (£5.00), or a weekly amount at your discretion. This can be paid via the Parent Pay system.
LITTLE ACORNS BEFORE & AFTER SCHOOL CARE
SCHOOL OUTINGS (and the School’s Charging and Remission policy) All children have the opportunity to go on school outings, which are planned to extend educational experience. Each September we ask for your written permission to take your child on local walking visits in the locality, e.g. to St Mary’s Church. This takes the form of blanket consent and is renewed each year. You will be informed of other visits and curriculum enrichment activities which are planned throughout the year. In line with the Governors’ Charging and Remissions policy we are allowed to ask for voluntary contributions from parents for Educational visits. No child will be prevented from attending the visit on financial grounds, however if insufficient contributions are received the visit may have to be cancelled. However, any parent experiencing difficulty or on state benefit can discuss the matter in confidence with the Head Teacher
Little Acorns originally opened in February 2012, and provided 24 childcare spaces for children aged 4 to 11 years. From September 2015, we will have two Little Acorns clubs, allowing us to accommodate 48 spaces of wraparound care. It is open from 7.45am until 9.00am and 3.30 pm until 6.00 pm weekdays, during term time. Little Acorns Out of School Club is situated on two sites within the school grounds. Year R and Year 1 pupils are based in ‘The Oaks’ building in the Infant playground. Years 2-6 are based in ‘ The pupils will work between the two buildings on the school site to ensure cross-phase, cross curricular opportunities are available at all times. They also have access to the wider grounds of the school incorporating the playgrounds, adventure playground and the tyre park. AIMS The club aims to provide a happy, healthy, safe and secure and relaxed environment for the children in our care. We endeavour to provide an atmosphere where children will grow and develop in confidence and their abilities through play, using play principals. WHAT WE OFFER We offer a high quality and a wide range of activities, incorporating cookery, craft, art, board games, reading, imaginary play, construction, group games, sport and much more. During their time at the club children have free choice of activities and we operate on themed weeks chosen by the children. There is also a club council for your children to join and make decisions about what activities they can do. Children have a choice of breakfast cereals in the morning and at the evening sessions a snack and drink are provided each day; however this is not intended to substitute for a main evening meal that the child may receive at home. We use fresh ingredients and follow statutory guidelines. Fresh drinking water is available at all times. Individual dietary requirements and parental preferences are met wherever possible. We recognise the importance of healthy nutrition for children delivered in a calm, friendly setting.
CURRICULUM Our curriculum is designed to reflect our aims and to meet the requirements of the National Curriculum (September 2014) and other Government guidance. The curriculum is enhanced through a range of exciting opportunities, including our 5 annual ‘special’ weeks: Creative Arts, Heritage, British Values, Science and Sports and Health. We have links with many organisations and establishments such as the Birmingham Royal Ballet, Aston Villa, Moseley Tennis Club and Bishop Challoner Sports College.
ENGLISH The successful teaching of English is imperative to ensure our children leave us literate, with a love of reading and writing. Our curriculum enables children to express themselves creatively and imaginatively and to communicate with others effectively. Children are encouraged to read with confidence, fluency and understanding, as well as developing a genuine desire to read for pleasure and purpose. All children are encouraged to take books home to practise and reinforce skills taught in school. Children are helped to express their thoughts and ideas through writing. The link between reading and writing is emphasised, as well as the importance of a real purpose for writing. Phonics is taught in an engaging way from Year R throughout the school, with the Deputy Head providing 1:1 support where required.
Spelling, punctuation and grammar are taught carefully to ensure children have the necessary skills to help them become effective and accurate readers and writers.
MATHEMATICS Our aim is to give a firm foundation in the understanding of number and mathematical concepts. From the beginning the emphasis is placed on the understanding of number concepts, bonds and patterns through practical experiences. Sorting, matching, counting, measuring, recognising and writing numerals form the basis of Key Stage 1 mathematics. Through daily Maths lessons, pupils meet mental arithmetic challenges from their first term. Mathematics at Moseley C of E covers the new National Curriculum expectations per year group, through as many creative and practical activities as possible. Applying Mathematics to practical situations interweaves with many other curriculum subjects where problem solving, investigation and data handling are needed. The development of logical thought underpins the applications of mathematics throughout our Primary years.
SCIENCE
PHYSICAL EDUCATION
Our aim in Science is to develop a positive inquiring mind. In line with the National Curriculum, our Science programme of study provides the foundations for understanding the world through the specific aspects of biology, chemistry and physics. The children are given many opportunities to actively plan, predict, investigate, measure, explore and interpret to support them in their learning. We encourage group work across the school, as well as working independently later on. At Moseley C of E we feel that it is important to build up a body of fundamental scientific knowledge, while allowing the children to develop a sense of excitement and curiosity about natural phenomena. During the Summer Term, a Science Week is held to encourage and engage children further in their learning. Workshops, guest speakers and educational trips are organised to suit the aspects of Science being covered at this time, throughout the school.
Sport is a very important part of life at Moseley C of E. We aim to educate the whole child and accordingly deem physical education an mportant part of the curricular and extra-curricular life of the school. Children are encouraged to explore, acquire and develop their physical abilities individually and collaboratively in groups or teams. Competitive aspects of sport are either as part of a team or matched against previous personal achievements. Pupils practise selecting and applying skills, tactics and compositional ideas, and are given opportunities to evaluate and improve their performance. I n addition, we promote knowledge and understanding of health and fitness. Children in Year 3 visit the Swimming Baths once a week for a set period of time. A qualified teacher and lifeguard are present at each lesson.
THE INTERNATIONAL PRIMARY CURRICULUM In September 2009 we introduced the thematic International Primary Curriculum. IPC encompasses the foundation subjects of History, Geography, Art, Music and DT. The principle of the IPC is to focus on a combination of academic, personal, and international learning for children worldwide combined with innovative and exciting ways to learn. It is designed to help children: • Learn the essential knowledge, skills and understanding of a broad range of curriculum subjects • Engage with their learning so that they remain committed to learning throughout their school careers and their lives • Develop the personal qualities they need to be good citizens and to respond to the changing contexts of their future lives • Develop a sense of their own nationality and culture at the same time as developing a profound respect for the nationalities and cultures of others. Fundamental to the IPC approach to learning is a clear progression in skill development. This even applies to the IPC’s personal learning goals which emphasise adaptability, resilience, thoughtfulness, cooperation and respect and which, as a result of progressive skill development, help children to become able and inspired learners. As for the international context, it is not just an add-on; internationalism is embedded within the entire curriculum helping children develop a coherent international mindedness through all subjects. It is also helping to engage and inspire children of all abilities as a result of stimulating, child-centred, thematic, cross-curricular units of work, and the use of the most up-to-date tried and tested approaches to learning, including multiple intelligences.
RELIGIOUS EDUCATION
COMPUTING The Computing Curriculum at Moseley C of E aims to develop children’s understanding of an ever-changing world through the use of computational thinking. It covers three keys strands: Computer Science develops programming skills whilst learning to understand how computer systems work; Information Technology develops awareness of choosing the appropriate software as well as having the skills to use it appropriately; Digital Literacy encourages children to express themselves through the safe use of technology. These strands are taught through a scheme that provides many opportunities to develop programming skills through using BeeBots, Junior Scratch and Scratch software. Learning is also supported through many other resources including iPad apps, digital magnifiers, voice recorders, visualisers, electronic keyboards and interactive whiteboards. Our school is well resourced with portable netbooks and an ICT suite that caters for whole class teaching. Links with other curriculum areas are regularly planned. We encourage the children to develop their curiosity of our digital age and also support this with after-school computer clubs. Safeguarding is at the heart of the curriculum, not only within each class’ Digital Literacy strand, but also at a whole school level with a yearly e-safety week and internet firewalls and support from Link2ICT
Religious education is taught in accordance with the Birmingham Agreed Syllabus with advice from the Diocese. The major world religions are studied and insights into these are developed via videos, handling artefacts, visiting speakers and visits to a variety of places of worship. The religious beliefs of all our pupils are respected and pupils may be withdrawn from the Act of Worship at Assembly times, at parents’ request. Religious education is taught in accordance with the Birmingham Agreed Syllabus with advice from the Diocese. The major world religions are studied and insights into these are developed via videos, handling artefacts, visiting speakers and visits to a variety of places of worship. The religious beliefs of all our pupils are respected and pupils may be withdrawn from the Act of Worship at Assembly times, at parents’ request.
COLLECTIVE WORSHIP We are a Church of England (voluntary aided) primary school and actively promote close links with the churches of St. Mary’s, St Anne’s and St Agnes. The religious beliefs of all our pupils are respected and pupils may be withdrawn from the Act of Worship at Assembly times, at parents’ request. Collective Worship is an opportunity for the school to gather as a community for prayer and reflection. All staff lead worship and there is regular input from the clergy. A theme is set each week, closely linked to the Christian calendar, the SEAL theme and British Values. We include the interests and experiences of the children, moral and spiritual aspects of being a considerate human being, and respect through knowledge of other religions. The School has a monthly service in either St Mary’s or St Agnes Church which is led by a particular class. All children are expected to attend and parents and family are warmly invited to share the service with us.
SPIRITUAL,MORAL,SOCIAL and CULTURAL (SMSC), PSHE and BRITISH VALUES The curriculum of our school promotes the spiritual, moral, cultural, mental and physical development of our pupils and of society. It prepares our pupils for the opportunities, responsibilities and experiences of later life. We already consider this part of our role. As migration and economic change alter the shape of our increasingly diverse local communities, it is more important than ever that all schools play a full part in promoting SMSC and British Values. We show that through our ethos and curriculum, we can promote a common sense of identity and support diversity, showing pupils how different communities can be united by common experiences and values. Through our care, direction and support we aim to ensure our children are able to: - be effective and successful learners - make and sustain friendships - deal with and resolve conflict effectively and fairly - solve problems with others or by themselves - manage strong feelings such as frustration, anger and anxiety - be able to promote calm and optimistic states that promote the achievement of goals
- recover from setbacks and persist in the face of difficulties - work and play cooperatively - compete fairly and win and lose with dignity and respect for competitors - recognise and stand up for their rights and the rights of others - understand and value the differences and commonalities between people, respecting the right of others to have beliefs and values different from their own. This is achieved through teaching, Circle Time, our Heritage Week and British Values week, opportunities to be elected onto our School Council, Anti-Bullying Council, Playground Pals, Play Leaders and Pupil Voice meetings each term with the Head Teacher.
HEALTH EDUCATION Health Education is taught as a cross curricular subject throughout the school and embraces the personal, social and moral education of the whole child. Through greater awareness, pupils are encouraged to develop increasing responsibility for their own health. We aim to develop positively each child's self-awareness, confidence and esteem, their responsibility towards others and understanding of behaviours which reflect feelings and emotions. Health Education, along with Sport, is a focus for a special week in the Summer Term.
Forest School entails weekly half-term visits, for year one, year two and year three, to our risk assessed woodland area where children participate in activities and games designed to build self-esteem, communication skills, independence and a range of life skills through the appreciation of the natural environment. Activities reinforce and extend learning that takes place in the classroom, supporting physical and emotional development through outdoor play. Tools are sometimes used by the children. Our qualified leader ensures that all relevant policies and procedures are in place to run a safe and effective Forest School. Forest School allows children of all ages to have the opportunity to learn about the natural environment, how to handle risks and most importantly to use their own initiative to solve problems and co-operate with others.
HOW DOCHILDREN BENEFIT FROM FOREST SCHOOL? WHATDOCHILDREN DO AT FOREST SCHOOL? All sessions are planned around the individual’s and group’s needs and are built upon each week. Earlier sessions concentrate on safety- establishing boundaries and routines. As children develop in confidence and familiarity with the environment, the focus moves onto development of skills and understanding. Children are also encouraged to choose for themselves the activities they wish to participate in. The Forest School Leader’s role is to facilitate this and to observe and assess the children’s progress and development. A wide range of activities run all year round and may include: searching for mini beasts; plant, bird and insect identification; shelter building; learning and using knots; tree climbing; using tools for a purpose- such as peeling bark from sticks with potato peelers to using a bow saw and knife to make a mallet; fire building and cooking on a camp fire; and a range of games.
It supports the holistic development of the child. · Health and fitness : Being active in an outdoor, natural environment · Increased emotional wellbeing: Developing self-awareness and managing emotions · Social development: Communicating, and negotiating with peers and adults to solve problems and share experiences · Skills development: Developing fine and gross motor skills and coordination for real purposes · Gaining knowledge and understanding: Multi–sensory, real-life learning · Individualised learning: Careful observation allows adults to tailor support to children’s own interests and stage of development · Curriculum Links : Forest School supports many areas of the Early Years Foundation Stage framework and the National Curriculum
ASSESSMENT The National Curriculum requires teachers to assess their pupils using the attainment targets and end of key stage expectations. From September 2014, each school was given the freedom to assess pupils in a way that was appropriate to them. We use a robust tracking system that enables us to track the progress of each individual on a termly basis. We recognise the importance of such summative assessments, but also consider that any assessments reported to parents should not only describe a child’s academic performance. We pride ourselves on providing an all-round picture of each child’s development through teacher assessment that happens on a daily basis and through engaging the children themselves in their own appraisal of progress and achievement. Parents are kept abreast of their child’s progress through parent consultations in Autumn and Spring, with a formal, written report in Summer.
SEX EDUCATION Children receive information about human reproduction as part of a widely-based programme which: - includes the physical, emotional and social changes they will experience - considers the importance of committed, caring and loving relationships which hinge on respect for self, others, family and the community. Sex education is taught principally by the class teacher and PSHE Coordinator. Some aspects of Sex Education are taught in single gender groups to facilitate an open question and answer session. The Governing Body respects the parental right to withdraw their child from sex education lessons, except that part which is required as part of National Curriculum Science. Parents will be notified of the time of these lessons and invited to view the guidelines and relevant teaching materials to be used.
STARTING SCHOOL Every child deserves the best possible start in life and support to reach their full potential. A child’s experience in the early years has a major impact on their future life chances. A secure safe and happy childhood is important in its’ own right, and it provides the foundation for children to make the most of their abilities and talents as they grow up. When parents choose to use early years services they want to know the provision will keep their children safe and help them to thrive. The Early Years Foundation Stage is the framework that provides that assurance.” (Statutory Framework for the Early Years Foundation Stage) The Early Years Foundation Stage (EYFS) applies to children from birth to the end of the reception year. In our school, children join us at the age of 4 to complete the EYFS in the Reception year by age 5. The EYFS covers: Communication and language Physical development Personal, social and emotional development Literacy Mathematics Understanding the world Expressive arts and design
EQUALITY Moseley C of E is committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers receiving services from the school, regardless of race, gender, disability, faith or religion or socio-economic background. We aim to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity and able to participate fully in school life. We tackle discrimination by the positive promotion of equality, challenging bullying and stereotypes and creating an environment which champions respect for all. As a school we believe that diversity is a quality to be celebrated and this permeates our curriculum and ethos.
SAFEGUARDING Moseley C of E is committed to safeguarding and promoting the welfare of children and expects all staff, Governors, volunteers and parents to share in this commitment. Staff work hard to maintain an environment where children feel safe and secure. The curriculum is designed to ensure opportunities for children to develop the skills they need to recognise and stay safe from abuse. Children know they can approach any of the adults in the school if they are worried and that they will receive a consistent supportive response. More information can be found in a range of Safeguarding policies on our website.
BEHAVIOUR We are a Christian school and endeavour to provide an environment where the whole school community (teachers and other adults within school, pupils and parents) strives to encourage behaviour which demonstrates respect and tolerance for others and kindness towards them, as well as to care and respect the environment. The school recognises that children’s behaviour is central to the learning process and is an intrinsic element of education, and that problems in behaviour in educational settings are usually the product of a complex interaction between the individual, school, family, community and society. We model and celebrate good behaviour and to provide a clear framework of expectations, rules, sanctions and rewards that allow a degree of flexibility in order to accommodate individual behaviour needs. We use the ‘Golden Rules’ as well as the awarding of house points for good work, sporting success and demonstration of our ‘Moseley Manners’. All forms of bullying and harassment are considered to be unacceptable and are not tolerated.
COMMUNICATION We have constant communication with our parents and carers in a wide variety of ways. The Head Teacher leads half-termly ‘Parents in Partnership’ meetings which are opportunities for parents to engage in ideas to lead the school forward and to keep updated on what is happening both in school and locally/nationally in education. We have a weekly newsletter and the Head writes a half-termly newsletter ensuring parents are kept informed about school on a regular basis. We offer an opportunity for staff to meet with their child’s teacher at the beginning of the academic year. Parents are invited to Parents’ Evenings in the Autumn and Spring terms to discuss progress and next steps. In the Summer term, parents are invited to an open evening where they can talk to the class teacher as well as meet the teacher for the next year and celebrate the wonderful achievements of the children at the end of the academic year. Staff are always happy to meet with parents to discuss any concerns. Appointments can be made via the school office. Every year parents are invited to attend coffee mornings, Head Teacher award assemblies, INSPIRE workshops, children’s performances and class led collective worship. The School has a Home School Agreement to support the partnership between home and school, and foster shared dialogue. This agreement is signed by children and parents at the beginning of each year. All children from Reception to Year 6 have a Home School Organiser. The use of this book aids communication, as well as providing a place to record Reading at home and homework. The website has a wealth of information including the newsletters and copies of key policies. Most letters are sent via email, apart from letters that require a response. Letters will also be put on the website for reference.
HELPING IN SCHOOL Parents’ support and expertise can be used in many ways and is greatly valued and appreciated. Other family members such as Grandparents are also very welcome. At the start of the day, many join us for Reading time and enjoy reading with a small group of children. We also encourage parents to volunteer for educational visits where the help is much appreciated! All volunteers working in school are required to have a Disclosure & Barring Service (DBS) check and therefore these will be conducted on parents who can help in school on at least 3 occasions per month. Advice regarding this can be obtained from either office. We welcome parents and carers into Moseley C of E Primary School believing we are partners in the education of your children. There are many opportunities for parents to become involved in the life of the school and to gain a greater understanding of its work.
PARENT TEACHER ASSOCIATION (PTA) The PTA exists to support the life and work of the school and is open to all members of the school community. Members of the PTA work extremely hard organising many social events for parents and children, involving the wider local community. These include the bonfire, Christmas Fayre, Summer Ball, Promises Auction and Summer Fayre. Money raised provides extra facilities and equipment for all children. Over the last few years the PTA have helped fund a new Media suite and visualisers in each class. We look forward to your support to the work of the PTA.
ACHIEVEMENTFORALL
HOMEWORK Homework is given on a weekly basis to all children. Y1-6: As a minimum, children will be given a piece of SPaG homework and a MyMaths homework activity each week. They will also be encouraged to read weekly. YR-6: Each half-term, children will be gven a project to complete based around their IPC topic. This homework can be approached in any way the child sees as appropriate for them – for example, this could be art based or technology based. We encourage parents to support the homework their child receives to help develop skills outside the classroom.
EXTRA CURRICULAR ACTIVITIES We offer a wide range of after school activities. These include dance, football, French, netball, yoga, orchestra and choir. They are delivered by either the school staff or outside agencies, for which there is a small charge.
We believe that every child is unique and therefore aim to provide a broad and balanced curriculum accessible to all of children. We are committed to developing cultures, policies and practices that are inclusive. Systems are in place to identify when children have barriers affecting their learning, followed by specific interventions to help children overcome these barriers. This personalising learning applies to all children and for academically more able children this means provision of appropriate challenge to develop their particular talents. This is demonstrated in the exceptionally high achievement of our pupils. Where children are identified as needing additional support in any aspect, the school follows the Statutory Code of Practice for Special Educational Needs and Disabilities (SEND). This ensures that each child’s needs are individually and appropriately catered for, and that any outside agencies are involved in providing guidance and support. We are fortunate to have a non-class based SENCO who can support children with very specific needs. Policies relating to Inclusion can be found on the school website.
COMPLAINTS Any complaints about school matters should first be discussed with the class teacher or brought to the attention of the Head Teacher. There is a formal Complaints Procedure which parents can follow if a matter cannot be resolved informally. See the school website for details.
Oxford Rd, Birmingham, West Midlands B13 9EH Tel: (0121) 449 0441 Fax: (0121) 449 5128 Email: enquiry@moseleyce.bham.sch.uk
www.moseleyce.bham.sch.uk