Hill West Primary Prospectus 2013-14 by Hill West Primary School

Prospectus 2011-2012

PROSPECTUS 2013-2014

Where learning is fun and ALL children succeed in our 21st Century World

CONTENTS Page 3 4 5 6 7 8 12 16 18 20 21 22 23 25 27 28 29 30 35 36 37 38 39 40 41 42 43 44 45 47 50 52 53 54 55 56 57 58 59

Welcoming Letter Supporting Statement from Chair of Governors School Successes School Vision School Aims OfSTED Comments SATs Results SATs Results Explained Staff List Local Governing Body Class Sizes Teaching Hours General Information Term Dates Admission Arrangements Attendance and Punctuality Behaviour The School Curriculum Disability Equality Scheme Special Educational Needs, Gifted and Talented Provision Pastoral Care and Child Protection Personal, Social, Health and Moral Education Our Core Values Sex Education, Medicines and Welfare Parents and Children Educational Visits (charging and remission) Swimming, Performing Arts, Sporting Aims and Achievements Healthy Schools Standard School Meals School Uniform Security and Health and Safety Before and After School Care, PTFA, Parental Help in School Parental Partnerships, School Policy Documents Concerns and Complaints, Insurance Cover Website How to Find Us School Plan KS1 School Plan KS2 School Photographs

Dear Parents and Carers

If your child is joining us for the first time we welcome you and look forward to a happy and successful association over the coming years. If you already have a child attending Hill West Primary School we are pleased to welcome another sibling into our school and look forward to renewing our existing relationship. I hope that we will always be able to work together in the interests of your child, building on the foundations you have already laid for your childâ&#x20AC;&#x2122;s education. The information in this school prospectus should help you, and your child, understand the way in which we work and give you all the information you need. However if there is a question left unanswered or if there is anything we could add to help our parents of the future then please do not hesitate to let us know. As your child progresses through our school we will ensure that you are kept informed and provide as many opportunities for discussion as possible. We believe that confidence in a school comes from knowing and understanding what is happening within it. There is an open door policy here and prospective parents are welcome to visit at any time. If you have any queries or concerns, please do not hesitate to contact me. Yours Sincerely

B M Clarke Dr Beth Clarke Head Teacher

SUPPORTING STATEMENT FROM THE CHAIR OF GOVERNORS Having started my experiences in the Hill West learning community as a parent of two girls in the school, becoming a Parent Governor, taking the role of the student voice as Student Envoy following the Academy conversion and now Chair of Governors, I am proud and privileged to be involved with Hill West Primary and what it stands for. It is easy to direct people to the results achieved by the pupils in their 2013 SATs in key stage 1 and key stage 2. With our year 6 children achieving record breaking results for the school in reading (95% of them achieving level 4+ and 61% level 5+), their writing (92% level 4+ and 31% level 5+) and Mathematics (92% level 4+ and 48% level 5+) staff and pupils have every right to be proud. But that is not just what Hill West Primary is about. By offering an engaging creative curriculum and extra-curricular clubs, we look to develop lifelong learners who have the abilities which will support them in the future. Developing Resilience, Resourcefulness, Reflectiveness and Reciprocity skills, they are able to achieve the academic results they are capable of whilst supported by a dedicated Staff Team. Parental and Carer support is vital to the development of a child. By attending school workshops with your child, joining the Parent, Teacher and Friends Association, coming along to parent / teacher consultations or considering a role on the Governing Body, we will support you. On April 1st 2013, Hill West became an Academy, with Sir Christopher Stone from The Arthur Terry School as Executive Head Teacher, Dr Beth Clarke as Head Teacher at Hill West Primary, ably supported by Mrs Nichola Leeson and Mrs Hannah Cook as Assistant Head Teachers. We have a strong management team working towards common goals, building on the successes of last year while encouraging an individualâ&#x20AC;&#x2122;s lifelong love of learning and life skills vital for the future. This year we will continue to grow our relationships and roles within the learning partnership. Developing opportunities for Staff and Governors to further improve the teaching and learning environment for our children through support, nurture and challenge. Governor training is evolving to develop our individual skill sets and understanding to improve our effectiveness as the Hill West Local Governing Body. If you are aiming to join the Hill West Primary School Community, I look forward to meeting you during the stimulating year ahead.

SCHOOL SUCCESSES Our Before and After School Club was recognised for the excellent quality of childcare offered to pupils before and after school.

This award recognised our commitment to improving whole school performance by investing in staff development and on-going learning. OfSTED 2009 said â&#x20AC;&#x153;staff embrace with enthusiasm opportunities for professional development and are keen to improve their skillsâ&#x20AC;?.

We have been recognised as a quality mark school for many years now and this award acknowledges that our curriculum invests heavily in ensuring pupils gain the necessary basic skills (Maths, English and ICT) to succeed in the future.

This recognises that our school provides at least two hours of high quality physical activity for all pupils each week.

DCSF International School Award recognised our curriculum based international work and collaborative partnerships with schools locally, nationally and internationally.

The Artsmark Award recognises the opportunities we provide for our pupils in art, dance, drama and music throughout the school. It celebrates the wealth of curricular and extra-curricular activities on offer and particularly commends our partnership with Arthur Terry School.

SCHOOL VISION

Our aim is to develop Hill West Primary School as a school where:

Leadership and Management Leadership and management is inspirational so that all children achieve the highest possible standards. All staff are leaders, setting a clear vision which is achieved through dedication, continued professional development and team work.

Teaching and Learning Outstanding teaching based on rigorous assessment for learning sets the highest of expectations yet at the same time fosters a love of learning through the delivery of creative and inspiring lessons in which all pupils succeed

Achievement and Progress of Pupils With the school and parents working in partnership all children are inspired to surpass their potential making exceptionally good progress through a wide and varied range of opportunities. This prepares them well for transition to the next phase of their education.

Behaviour and Safety of Pupils Rigorous safeguarding practices are embedded. We all provide support and guidance to pupils and working collaboratively with their parents enable them to make the right choices in order that they become well-rounded, socially adept, confident, polite and respectful citizens.

SCHOOL AIMS

At Hill West Primary School we are dedicated to the whole child and as such we endeavour to: 

Develop and foster a strong home-school partnership through open dialogue;



Provide a broad, balanced and relevant curriculum that shows progress and continuity from Foundation Stage to the end of Key Stage Two so that each child meets their full learning potential;



Develop challenging experiences and activities to foster individual self-esteem and confidence;



Develop stimulating and inclusive learning environments;



Promote the awareness that each child is unique and develop opportunities to celebrate differences;



Develop in each child a sense of awe and wonder.

OFSTED COMMENTS THEMATIC MUSIC INSPECTION - FEBRUARY 2008

Achievement and Standards Achievement and standards are good. 

 

Pupils start school with broadly average musical attainment. They make good progress in Key Stage 1, and continue doing so until the end of Key Stage 2 when standards are above average overall. Rhythm work is particularly well developed. Pupils enjoy music, particularly the partnership activities which do much to promote their self-esteem and sense of teamwork. Overall numbers of pupils participating in instrumental tuition and extra-curricular activities are good, although there is a greater proportion of girls than boys.

Quality of Teaching and Learning The overall quality of teaching and learning is good. 



Lessons are well-planned and have clear musical learning objectives. There is a common approach to the start of lessons, where ongoing skills such as pitch, tempo and dynamics are revisited and pupils become increasingly confident with musical concepts and vocabulary. All lessons include practical music-making activities. Teachers model work confidently, although sometimes too much time is spent on verbal explanation rather than practical demonstration. Working relationships are good, enabling children to have the confidence to participate and explore their ideas. Teaching assistants’ support for children with learning difficulties and/or disabilities is outstanding, enabling these pupils to participate confidently and make very good progress. 8



Recordings are made of pupils’ work and teachers’ assessment of pupils’ achievements is regular and effectively linked to National Curriculum levels. An example of good practice was in the Film Music project with the City of Birmingham Symphony Orchestra (CBSO) where more advanced instrumentalists used their skills alongside pupils playing classroom percussion.

Quality of the Music Curriculum and Extra-Curricular Provision The overall quality of the curriculum and extra-curricular provision is good. 



There is a comprehensive scheme of work which is adapted from three published resources and provides class teachers with clear frameworks and guidance for teaching. There are sufficient instruments for class music work although pupils are right to suggest that a greater range would help them to enjoy their work even more, particularly in upper Key Stage 2. There is a large school choir, thriving recorder group and a good range of instrumental lessons available.

Leadership and Management of Music The overall quality of leadership and management is good. 



The school’s self-evaluation accurately identifies what is successful and what needs to be done to improve provision further. The music coordinator has outstanding organisation skills and is given excellent support by you and the senior management team. There is a noticeably strong team ethic amongst the staff and this helps you share ideas and good practice. However, the music co-ordinator has not yet had any opportunity to observe and monitor the quality of class or instrumental lessons. The music co-ordinator has received very good support and training from within the specialist arts college cluster, but has not been involved in music professional development beyond this. The school is not aware of or involved with any national programmes, such as the instrumental/vocal programmes for Key Stage 2 or the Sing Up campaign.

Subject issues: Data collection and partnerships  The school has an excellent ongoing partnership with Arthur Terry School, a specialist arts college, and other schools in the local cluster.  Other partnership work has included the very successful silent film music project and a “playground singing” project with the choral group Ex Cathedra.  There are good links with the Music Service which provides a good range of instrumental tuition.

Inclusion  There is good commitment to inclusion and all groups of students are represented in instrumental lessons and extra-curricular activities, including those learning English as an additional language.

FULL INSPECTION - MARCH 2009 School Ethos           

This is a good school. It has made good progress since its previous inspection. Pupils are well cared for in school. All staff work together well to promote the enjoyment and well-being of all pupils. Pupils enjoy school and are motivated, attentive and well behaved. Children’s behaviour and attitudes are excellent Parents are very supportive of the school and are extremely pleased with the education it provides. The school ethos of promoting a love of learning is very apparent. The whole school plays an active role in making learning fun. Pupils say there is little, if any, bullying or racist incidents and they feel safe in school, knowing who to talk to if there is a problem The school’s cultural development is outstanding, with meaningful links forged with other schools in the United Kingdom and in Pakistan Relationships between adults and pupils are based on mutual trust and pupils have good attitudes to learning. Classrooms are attractive and displays used well to support and promote learning.

Teaching and Learning  In the Foundation Stage the personal development and well-being of the children are outstanding as provision for their welfare is excellent as thorough procedures are consistently applied in practice  Across Key Stages 1 and 2, good teaching ensures pupils’ achievement is good.  Much good, and a small proportion of outstanding teaching, which met the learning needs of all pupils well, was observed during the inspection  The school’s creative curriculum develops pupils’ thinking skills, encourages good personal development and is interesting and varied.  There is good progression of skills development and effective cross-curricular links. For example, much writing is undertaken in other subjects and this has helped to develop pupils’ writing skills in ‘real’ situations.  Opportunities for enrichment are diverse and innovative and take-up is good.  Pupils are prepared well for their future, as shown by their good aptitude for working in groups and independently and their good development of basic literacy, numeracy and information and communication technology (ICT) skills.  ICT is used well and teachers work hard to ensure that the range of activities offered in lessons maintain pupils’ interest.  The pace of most lessons is lively and staff have secure subject knowledge. As a result of accurate assessments, work is well matched to pupils’ different capabilities.

Leadership  Good leadership and management are key factors in the school’s success.  The school is well led by the Head Teacher who, together with all staff, continually seeks improvements for the benefit of the pupils.  The Early Years Foundation Stage is led well, which has ensured that provision is good with outstanding features.  There is a clear sense of common purpose among all staff and a strong sense of team spirit.  The senior leadership team is clearly focused on raising standards and pupils’ achievement  Staff embrace with enthusiasm opportunities for professional development and are keen to improve their skills

Statutory National Curriculum Assessment End of Key Stage One 2012 Comparative Information for Parents School: Hill West Primary

DfEE: 330 3429

Number of Year 2 Pupils - 59 The information given below is based upon the assessments of all children in the school who were in Year 2 in the academic year 2011 â&#x20AC;&#x201C; 2012. The results reported are teacher assessments although the teacher assessments for reading, writing and mathematics have been informed by the use of national tasks and tests. Information is also provided about national results from 2011. School Results (2012) English - Speaking and Listening - Reading - Writing

D 0% 0% 0%

A 0% 0% 0%

W 0% 0% 0%

1 7% 5% 10%

2 69% 63% 73%

3 24% 32% 17%

4+ 0% 0% 0%

Mathematics - TA

D 0%

A 0%

W 0%

1 5%

2 59%

3 36%

4+ 0%

Science - TA

D 0%

A 0%

W 0%

D 0% 0% 0%

A 0% 0% 0%

W 2% 3% 3%

1 2 3 4+ 7% 63% 31% 0% Figures may not total to 100% due to rounding

National Results (2011) English - Speaking and Listening - Reading - Writing Mathematics

1 10% 11% 14%

2 66% 60% 69%

3 22% 27% 14%

4+ 0% 0% 0%

- TA

69%

22%

Science - TA

D 0%

A 0%

W 1 2 3 4+ 2% 9% 68% 22% 0% Figures may not total to 100% due to rounding

Key D Children who may have been exempted or not assessed for various reasons A Children who were absent for the assessments W Working within Level 1 1 Level 1 2 Level 2 3 Level 3 4+ Level 4 or above

Statutory National Curriculum Assessment End of Key Stage One 2013 Comparative Information for Parents School: Hill West Primary

DfEE: 330 3429

Number of Year 2 Pupils - 60 The information given below is based upon the assessments of all children in the school who were in Year 2 in the academic year 2011 â&#x20AC;&#x201C; 2012. The results reported are teacher assessments although the teacher assessments for reading, writing and mathematics have been informed by the use of national tasks and tests. Information is also provided about national results from 2011. School Results (2013) English - Speaking and Listening - Reading - Writing

D 0% 0% 0%

A 0% 0% 0%

W 0% 0% 0%

1 3% 7% 8%

2 72% 68% 78%

3 25% 25% 13%

4+ 0% 0% 0%

Mathematics - TA

D 0%

A 0%

W 0%

1 7%

2 72%

3 22%

4+ 0%

Science - TA

D 0%

A 0%

W 0%

D 0% 0% 0%

A 0% 0% 0%

W 2% 3% 3%

1 10% 11% 14%

2 66% 60% 69%

3 22% 27% 14%

4+ 0% 0% 0%

- TA

69%

22%

Science - TA

D 0%

A 0%

W 1 2 3 4+ 2% 9% 68% 22% 0% Figures may not total to 100% due to rounding

1 2 3 4+ 5% 78% 17% 0% Figures may not total to 100% due to rounding

National Results (2012) English - Speaking and Listening - Reading - Writing Mathematics

Key D Children who may have been exempted or not assessed for various reasons A Children who were absent for the assessments W Working within Level 1 1 Level 1 2 Level 2 3 Level 3 4+ Level 4 or above

Statutory National Curriculum Assessment End of Key Stage Two 2012 Comparative Information for Parents School: Hill West Primary

DfEE: 330 3429

Number of Year 6 Pupils - 61 The information given below is based upon the assessments of all children in the school who were in Year 6 in the academic year 2011 – 2012. Separate information is given for 2011 national teacher assessments and tests.

School Results (2012) ENGLISH English Level Reading Test Reading TA Writing TA

T/D 0% 0% 0% 0%

A 0% 0% 0% 0%

B 2% 2% 0% 0%

N 0% 0% 0% 0%

W 0% 0% 0% 0%

1 0% 0% 0% 0%

2 2% 0% 2% 2%

3 3% 2% 3% 7%

4 46% 34% 36% 61%

5 48% 61% 59% 31%

6 0% 0% 0% 0%

MATHEMATICS Mathematics Test Mathematics TA

T/D 0% 0%

A 0% 0%

B 2% 0%

N 0% 0%

W 0% 0%

1 0% 2%

2 0% 0%

3 7% 5%

4 44% 44%

5 43% 43%

6 5% 7%

SCIENCE Science – TA

T/D 0%

A 0%

B 0%

N 0%

ENGLISH English Level Reading Test Reading TA Writing TA

T/D 0% 0% 0% 0%

A 1% 0% 0% 0%

B 4% 4% 0% 0%

N 1% 4% 0% 0%

W 0% 0% 1% 1%

1 0% 0% 1% 1%

2 1% 0% 3% 3%

3 12% 8% 14% 14%

4 52% 41% 49% 49%

5 29% 43% 32% 32%

6 0% 0% 0% 0%

MATHEMATICS

T/D

Mathematics – TA

14%

45%

35%

Mathematics – Tests

14%

47%

34%

SCIENCE Science – TA

T/D 0%

A 0%

B 0%

N W 1 2 3 4 5 6 0% 1% 0% 2% 12% 50% 35% 0% Figures may not total to 100% due to rounding

W 1 2 3 4 5 6 0% 0% 2% 2% 67% 30% 0% Figures may not total to 100% due to rounding

National Results (2011)

Key T Children who may have been exempted from the assessment for various reasons A Children who were absent for the assessments N Children who were not awarded a level B Children who are working at levels below those assessed by the tests W Working within Level 1 1-6 Levels of attainment within the National Curriculum TA Teacher Assessment

Statutory National Curriculum Assessment End of Key Stage Two 2013 Comparative Information for Parents School: Hill West Primary

DfEE: 330 3429

School Results (2013) ENGLISH English Level Reading Test Reading TA Writing TA

T/D 0% 0% 0% 0%

A 0% 0% 0% 0%

B 2% 2% 0% 0%

N 0% 0% 0% 0%

W 0% 0% 0% 0%

1 0% 0% 0% 0%

2 0% 0% 0% 0%

3 7% 0% 5% 8%

4 36% 0% 34% 39%

5 48% 0% 48% 48%

6 9% 0% 13% 5%

MATHEMATICS Mathematics Test Mathematics TA

T/D 0% 0%

A 0% 0%

B 2% 0%

N 0% 0%

W 0% 0%

1 0% 0%

2 0% 0%

3 0% 3%

4 0% 39%

5 0% 38%

6 0% 20%

SCIENCE Science – TA

T/D 0%

A 0%

B 0%

N 0%

ENGLISH English Level Reading Test Reading TA Writing TA

T/D 0% 0% 0% 0%

A 1% 0% 0% 0%

B 4% 4% 0% 0%

N 1% 2% 0% 0%

W 1% 0% 0% 0%

1 1% 0% 0% 0%

2 3% 0% 0% 0%

3 11% 7% 0% 0%

4 49% 38% 0% 0%

5 35% 48% 0% 0%

6 1% 0% 0% 0%

MATHEMATICS

T/D

Mathematics – TA

11%

45%

36%

Mathematics – Tests

11%

45%

36%

SCIENCE Science – TA

T/D 0%

A 0%

B 0%

N W 1 2 3 4 5 6 0% 1% 0% 2% 11% 50% 36% 0% Figures may not total to 100% due to rounding

W 1 2 3 4 5 6 0% 0% 0% 0% 0% 0% 0% Figures may not total to 100% due to rounding

National Results (2012)

SAT Results Explained - 2012 Key Stage One English  69% of our year two children achieved a Level 2 in Speaking and Listening  24% of our children achieved a Level 3 in Speaking and Listening This means that 93% of our pupils achieved a Level 2 or better in Speaking and Listening  Only 5% of our children achieved lower than a Level 2 in Reading  63% of our year two children achieved a Level 2 in Reading  32% of our children achieved a Level 3 in Reading This means that 95 % of our pupils achieved a Level 2 or better in Reading  10% of our children achieved lower than a Level 2 in Writing  73% of our children achieved a Level 2 in Writing  17% of our children achieved a Level 3 in Writing This means that 90% of our pupils achieved a Level 2 or better in Writing Mathematics  5% of our year two children were below a Level 2 for Mathematics  59% of our pupils achieved a Level 2 for Mathematics  36% of our pupils achieved a Level 3 for Mathematics This means that 95% of our pupils achieved a Level 2 or better in Mathematics Science  7% of our year two children were below a Level 2 for Science  63% of our pupils achieved a Level 2 for Science  31% of our pupils achieved a Level 3 for Science This means that 94% of our pupils achieved a Level 2 or better in Science

Key Stage Two English  5% of our pupils were below a Level 4 for English  46% of our pupils achieved a Level 4 for English  48% of our pupils achieved a Level 5 for English This means that 94% of our pupils achieved a Level 4 or better

Mathematics  7% of our year six children were below a Level 4 for Mathematics  44% of our pupils achieved a Level 4 for Mathematics  43% of our pupils achieved a Level 5 for Mathematics  6% of our pupils achieved a Level 6 for Mathematics This means that 93% of our pupils achieved a Level 4 or better

Science  4% of our year six children were below a Level 4 for Science  67% of our pupils achieved a Level 4 for Science  30% of our pupils achieved a Level 5 for Science This means that 97% of our pupils achieved a Level 4 or better

SAT Results Explained - 2013 Key Stage One English  72% of our year two children achieved a Level 2 in Speaking and Listening  25% of our children achieved a Level 3 in Speaking and Listening This means that 97% of our pupils achieved a Level 2 or better in Speaking and Listening  Only 7% of our children achieved lower than a Level 2 in Reading  68% of our year two children achieved a Level 2 in Reading  25% of our children achieved a Level 3 in Reading This means that 93% of our pupils achieved a Level 2 or better in Reading  8% of our children achieved lower than a Level 2 in Writing  78% of our children achieved a Level 2 in Writing  13% of our children achieved a Level 3 in Writing This means that 92% of our pupils achieved a Level 2 or better in Writing Mathematics  7% of our year two children were below a Level 2 for Mathematics  72% of our pupils achieved a Level 2 for Mathematics  22% of our pupils achieved a Level 3 for Mathematics This means that 93% of our pupils achieved a Level 2 or better in Mathematics Science  5% of our year two children were below a Level 2 for Science  78% of our pupils achieved a Level 2 for Science  17% of our pupils achieved a Level 3 for Science This means that 95% of our pupils achieved a Level 2 or better in Science

Key Stage Two English  5% of our pupils were below a Level 4 for Reading and 8% were for Writing  34% of our pupils achieved a Level 4 for Reading and 39% for Writing  48% of our pupils achieved a Level 5 for Reading and 48% for Writing  13% of our pupils achieved a Level 6 for Reading and 5% for Writing This means that 95% of our pupils achieved a Level 4 or better

Mathematics  3% of our year six children were below a Level 4 for Mathematics  39% of our pupils achieved a Level 4 for Mathematics  38% of our pupils achieved a Level 5 for Mathematics  20% of our pupils achieved a Level 6 for Mathematics This means that 97% of our pupils achieved a Level 4 or better

STAFF LIST Head Teacher

Dr Beth Clarke

Assistant Head Inclusion

Mrs Nichola Leeson

Assistant Head â&#x20AC;&#x201C; Teaching and Learning

Mrs Hannah Cook

Teaching Staff

Mrs Rebecca George Mrs Lisa Pardo Miss Kelly Stone Miss Lorna Shirley Miss Charlotte Head Miss Joy Baker Miss Sophie Roberts Miss Jaimey Finson Miss Amie Hyde Miss Amy McNally

Mrs Janine McEvilly Mrs Tracey Willmore Mr John Sheard Miss Leanne Rowe Mr Steve George Mr Tom Hamilton Miss Natalie Wilks Mrs Sarah Langhorn Mr Richard Jeffries

Teaching Assistants

Mrs Karen Page Mrs Julie Thomas Mr Paul Fennell Mrs Joanne Port Miss Gurpreet Patter Ms Clare Bracher Mr Connor Minto

Mrs Sonia Scandrett Mrs Wendy Pick Mrs Diane Hardeman Mrs Avril Anderson Mrs Kerry-Lyn Lampitt Mrs Lucy Bakewell

Administrative Team

Mrs Karen Balla Mrs Frankie Yates

Mrs Jane Connop

ICT Team

Mr Stuart Stanway

Building Services Supervisor

Mr Tony Botterill

Lunchtime Supervisors

Mrs Eileen Sivertsen Miss Sarah Foran Mrs Parm Sohal Mrs Julie Durkin Mrs Afshan Khan Mrs Carol Gould Mrs Rebecca Waldron Mrs Clare Hart Mrs Amanda Ready

Mrs Karen Smith Mrs Shivani Mehta Mrs Jackie Hollyhead Mrs Gurwinder Sohal Mrs Jane Thompson Mrs Tasleen Akhtar Mr Eddie Morgan Mrs Annette Cole

Woodpeckers

Miss Katy Pegg Mr Connor Minto

Mr Tom Brain Mrs Shazia Mahmood

Wagtails

Miss Claire Jones Mrs Louise Pugh

Miss Victoria Wakefield Miss Tracey Sutton

The staff at Hill West Primary School have formed a learning partnership with five other schools, two secondary and three primary and together we have converted to academy status under the umbrella of the Arthur Terry Learning Partnership. As a Learning Organisation for the 21st Century, we aim to make our Partnership of schools the best place to learn and work by:       

Inspiring and Sharing Innovation Drawing upon local, national and international thinking Leading and Communicating Excellence to raise and sustain high standards of attainment Valuing the partnership with you our families and children and the communities in which they live Building capacity to effect change across the Learning Partnership Providing Opportunities for Leadership Development Being actively involved and accountable to our partners

LOCAL GOVERNING BODY Chair

Mr Andrew Staples

Parent Governors

Mr Jonathan Brake Mr Craig Hollyhead Mrs Lisa Kitteridge

Community Governors

Mr Marcus Curry

Staff Governors

Dr Beth Clarke Mrs Nichola Leeson Mrs Lucy Bakewell

Clerk to Governors

Ms Janet Varley

What does the Local Governing Body Do? The Local Governing Body is there to support the school in all aspects of its strategic work â&#x20AC;&#x201C; whether it be approving our creative approach to the curriculum or appointing new staff to the school. The Local Governing Body reports to Trust Board of the Academy Alliance which has representation from all the Learning Partnership schools (Arthur Terry, Stockland Green, Mere Green, Brookvale and Slade). The Governors meet half termly for the local governing body meetings when they have a report from the Head Teacher on events and developments in the school, as well as discussing any other important issues regarding any aspect of the school. The Trust Board meets once every term. The role of a school governor is voluntary and their hard work and commitment is appreciated by the staff and children. Parents are welcome to contact any of the above Governors via the schoolâ&#x20AC;&#x2122;s main office.

CLASS SIZES 2013-2014 WRENS ROBINS

30 30

SWIFTS SWALLOWS

30 31

KINGFISHERS OWLS

30 31

HEDGEHOGS RABBITS

30 30

MOLES SQUIRRELS

31 31

182

425

243 BADGERS HARES

31 29

FOXES OTTERS

30 31

Current at date of printing

TEACHING HOURS KS1

Doors Open

8.55 am (staff on duty on playground at 8.45 am)

Session 1 Session 2

9.00 am - 10.00 am 10.00 am – 10.50 am

Playtime

10.50 – 11.05 am

Session 3

11.05 – 12 noon

Lunchtime

12 noon – 1.05 pm (staff on duty at 1.00 pm)

Session 4

1.05 pm – 2.40 pm

Playtime

2.00 – 2.10 pm

End of Day

3.20 pm

On wet mornings children should enter school through Swallows’ classroom door and wait in the hall. Swallows’ classroom door will be opened at 8.45 am

KS2

Doors Open

8.55 am (staff on duty on playground at 8.45 pm)

Session 1 Session 2

8.55 am - 10.00 am 10.00 am – 10.50 am

Playtime

10.50 – 11.05 am

Session 3

11.05 – 12.00 am

Lunchtime

12 noon – 1.00 pm (staff on duty at 12.55 pm)

Session 4/5

1.00 pm – 3.00 pm

End of Day

3.30 pm

On wet mornings children should enter school through the main KS2 entrance and wait in the hall. Staff will be on duty at the KS2 main entrance at 8.45 pm 22

GENERAL INFORMATION

Hill West Primary School is a two-form entry school situated in the Four Oaks area of Sutton Coldfield. The school is located on a pleasant 11 acre site, comprising extensive playing fields and gardens.

The school entrance is on a scheduled bus route and within easy walking distance of Butlers Lane railway station. The school was built in 1968. It consists of two separate buildings, one housing our Reception, Year One and Year Two classes and the other building housing our Year Three, Four, Five and Six classes. The site also has a number of external buildings that house our private nursery, before and after school clubs, staffroom, parentâ&#x20AC;&#x2122;s meeting room and library.

We are extremely proud of our school grounds and use these to our best advantage hosting annual Summer Fayres, Sports Events, Egg Rolling at Easter as well as athletics and track and field events, football, rounders and orienteering for the children as part of their physical educational curriculum.

TERM DATES 2013-2014

OPEN

AUTUMN TERM 2013 Monday 2nd September 2013 Monday 4th November 2013

Friday 25th October 2013 Friday 20th December 2013

SPRING TERM 2014 Monday 6th January 2014 Monday 24th February 2014

Friday 14th February 2014 Friday 11th April 2014

SUMMER TERM 2014 Monday 28th April 2014 Monday 2nd June 2014

Friday 23rd May 2014 Monday 21st July 2014

Training Days

Monday 2nd September 2013 Monday 4th November 2013 Monday 6th January 2014 Friday 2nd May 2014 Monday 21st July 2014

Extra Holidays Monday 5th May 2014 (Bank Holiday)

TERM DATES 2014-2015

OPEN

CLOSE AUTUMN TERM 2014

Monday 1st September 2014 Monday 3rd November 2014

Friday 24th October 2014 Friday 19th December 2014

SPRING TERM 2015 Monday 5th January 2015 Monday 23rd February 2015

Friday 13th February 2015 Friday 27th March 2015

SUMMER TERM 2015 Monday 13th April 2015 Monday 1st June 2015

Friday 22nd May 2015 Monday 20th July 2015

Training Days Five training days will be allocated this year

Extra Holidays

Monday 4th May 2015 (Bank Holiday)

ADMISSION ARRANGEMENTS Starting School New parents will have the opportunity to visit our Reception classes with their child during the Summer Term before their child starts in September. Children starting at other times and in other year groups during the year will be inducted into school with the support of the Class Teacher and Teaching Assistant. Parents and children are invited to visit school on an informal basis to look around and meet staff. For detailed information on Admission Arrangements, please contact our Office Manager and ask to see the full Admissions Policy.

Birmingham LA Admission Criteria Allocation of places into Reception classes is administered by Birmingham City Council Schools Admissions Department. Admissions into other years is administered by the School, supported by Birmingham City Council . If you require any further assistance with regard to admitting your child to school you can contact the School Office on 0121 308 5392. Places at Hill West Primary School will be allocated based on the following order of priority.

1. Looked After Children (those in public care) will be allocated a place at their nearest school if it is not possible to allocate a place at any of their parentsâ&#x20AC;&#x2122;/carersâ&#x20AC;&#x2122; preferred school.

2. Siblings (brothers and sisters) of older children who will be attending the school at the time of admission.

3. Children who live nearest to the school.

In each of these cases priority is given to those who live nearest to the school, by straight line measurement to one fixed point in the school.

ATTENDANCE AND PUNCTUALITY If for any reason your child cannot attend school, please telephone us to let us know ON THE FIRST DAY OF ABSENCE. When your child returns to school you should send him or her with a brief note to explain the absence in more detail. Following amendments to the Education (Pupil Registration) (England) Regulations 2006, Head Teachers may not grant any leave of absence during term time unless there are exceptional circumstances. Requests for leave of absence must be made to the Head Teacher and according to school policy can only be authorised by the Head Teacher. A Leave of Absence form is available from the school’s main office and should be accompanied by a letter of explanation. Parents who take their children on holiday without permission will incur unauthorised absences for their child. These remain on the child’s record and will be monitored for further action by the Education Welfare Service. Parents could also be issued with a fixed penalty notice or court action. School starts promptly at 8.50 am and in order for children to have the best possible start to their learning it is important that they do not arrive late to school. If for any reason your child is late then could you please report to the main office in KS1 to sign your child in so that he /she can receive a late mark on the electronic register. In accordance with DFE requirements absences are published and reported at the end of the school year. School monitors children’s attendance very carefully and if your child’s attendance falls below 90% you will receive a letter from us drawing your attention to this fact.

Attendance Analysis 2010/2011

2011/2012

2012/2013

Attendance

96%

96.8%

96.7%

Authorised Absence

3.4%

2.9%

3.0%

Unauthorised Absence

0.6%

0.3%

PROMOTING GOOD BEHAVIOUR

Hill West Primary School promotes good behaviour through praise and encouragement and celebrating success.

It is every teacher’s aim, in partnership with parents, to develop a sense of responsibility in children that will lead to self-discipline. Our behaviour policy assumes that:    

All children have the right to learn Success should bring with it plentiful praise and positive reinforcement All pupils can behave if they wish to do so with the exception of a few pupils who have specific needs. Every Day is a Fresh Start.

Our rules are few and are concerned with the children’s welfare and safety. First and foremost, the emphasis is on care and respect for one another.      

We are kind and considerate to everyone We always walk quietly around our school We respect our own and other people’s property We co-operate with other children in the classroom and the playground We follow instructions on the first time of being asked We look after our school building, grounds and equipment

At Hill West Primary School we celebrate our children’s achievements at every opportunity. We believe that positive praise encourages children to become selfregulating, reflective citizens.

THE SCHOOL CURRICULUM At Hill West Primary School we provide for our pupils a broad and balanced curriculum that caters for individual needs and is underpinned by the guidance set out in the National Curriculum. The National Curriculum secures for all pupils, irrespective of social background, culture, race, gender, differences in ability and disabilities, an entitlement to a number of areas of learning and the right to develop knowledge, understanding, skills and attitudes necessary for their self-fulfilment and development as an active and responsible citizen. The National Curriculum makes expectations for learning and the attainment of pupils explicit to pupils, parents, teachers and governors and established national standards for the performance of all pupils in all subjects. It also contributes to a coherent national framework that promotes curriculum continuity and is sufficiently flexible to ensure progression in pupilsâ&#x20AC;&#x2122; learning. It facilitates a transition of pupils between schools and phases of education and provides a foundation for lifelong learning.

Early Years

In Reception our children follow the Foundation Stage Curriculum, which provides a broad and balanced range of experiences in order for them to develop socially, emotionally, intellectually and physically.

All children in the Early Years at Hill West are challenged in a supportive, encouraging environment with our aim being for each and every child to fulfil his/her potential. The curriculum for the Foundation Stage underpins future learning by supporting, fostering and promoting children’s early development.

Children in the Foundation Stage have full use of our outdoor play area.

The curriculum is designed around three prime areas of learning and an additional four specific areas of learning, making seven areas altogether:   

Personal, social and emotional development Communication and Language Physical Development

   

Literacy Mathematics Understanding the World Expressive Arts and Design

In the early years we monitor the progress of our pupils very carefully against the DFE ‘Development Matters’ guidelines. These group key skills into developmental stages - 30 – 50 months - 40 – 60+ months - Early Learning Goals On-going formative assessment is at the heart of our effective Early Years practice observing children as they act and interact in their play.

Key Stage One

Children enter Key Stage One in Year One. The curriculum developed in the early years is built upon but now children begin to follow the National Curriculum, studying Numeracy, Literacy, Science, ICT, History, Geography, Art, Design Technology, Religious Education, Music, Personal, Social, Health Education, Citizenship and French. ICT is a primary focus and children have opportunities to use digital laptops in a variety of lessons across the week. This enhances their enjoyment of learning as well as facilitating progress.

In Key Stage One all the other subjects are taught through cross curricular topics that aim to link childrenâ&#x20AC;&#x2122;s learning to everyday experiences in the real world. Each class has the opportunity to take part in an educational visit each term which supports and enhances the work undertaken in class.

Key Stage Two In Key Stage Two (Years Three to Six) children develop further key skills and abilities. They study all aspects of the national curriculum: Literacy, Numeracy, Science, ICT, History, Geography, Music, Art, DT, RE, PSHE and French through topic related work. Children are also taken swimming whilst in Year 3 with our aim being to teach every child to swim a minimum of 25 metres.

Assessment Children work in ability groups for English and Maths. We use a variety of continuous assessment procedures to monitor pupil achievement and to evaluate the curriculum. Individual Learning Profiles are developed to enable us to monitor the performance and progress of pupils across the year groups. Our assessment procedures are designed to promote the learning of various skills and are used to assess children both formally and informally in the classroom. Teachers plan targeted teaching opportunities for all pupils after assessments have taken place so that children are taught the skills and abilities they need.

Homework The main focus for homework is to provide children with the opportunity to practise their skills in an informal setting â&#x20AC;&#x201C; at home. Formal homework is set on Mondays, Wednesdays and Fridays in each class.

In particular we ask parents to concentrate on reading. Reading books are sent home every night and children are expected to read for a short time every day. Children may be given work to do at home such as practising their key words, multiplication tables or finding information about class topics. Older children are expected to undertake more research/project work at home with the support of parents. They are also expected to maintain comprehensive homework diaries to prepare them for their secondary education.

Children are now also set homework via our virtual learning environment â&#x20AC;&#x201C; Moodle. They are expected to complete this on-line at home. For those children who do not have access to the internet at home we provide lunchtime and after school clubs that allow children extended access to our school ICT facilities.

Religious Education and Collective Worship

Our programme of Religious Education follows the Birmingham Agreed Syllabus, which encourages a multi – faith approach and respect for all religions. The Education Reform Act requires that all children take part, each school day, in an act of collective worship that is wholly or mainly of a broadly Christian character. Assemblies include a Birthday Celebration Assembly once per week, Class assemblies (throughout the year) and stories to encourage kindness and caring for each other and our environment. Our assemblies make a valuable contribution to children’s spiritual, moral and cultural development. Major festivals – Diwali, Christmas, Easter, Vaisakhi, Chinese New Year – are all discussed throughout the year. You have the right to withdraw your child from Assembly. If your child is withdrawn we would kindly ask you to come into school during assembly times to support your child’s oral learning. Please inform us in writing if you wish to exercise this right. Parents are invited to come into school for Birthday Assemblies which are held on Wednesdays each week and for major events such as class assemblies and performances throughout the year.

DISABILITY EQUALITY SCHEME

The Disability Discrimination Act 2005 (DDA) required schools to plan to increase the access to education for disabled pupils in three ways:   

To increase the extent to which disabled pupils can participate in the curriculum. To improve the environment of the school in order to increase the extent to which disabled pupils can take advantage of education and associated services. To improve the delivery of information so that it is accessible to all. (See School Accessibility Plan).

The Disability Discrimination Amendment Act 2005 known as the Disability Equality Duty requires the public sector including schools to actively promote disability equality and for schools to have a proactive approach, mainstreaming disability equality into all decisions and activities. At Hill West we ensure that we produce a three year action plan in consultation with all stakeholders including disabled users. We are committed to ensuring equality of education and opportunity for disabled pupils, staff, parents and all those who provide or use the services of the school. We aim to continue to develop a culture of inclusion and diversity in which people can feel free to disclose their disability without fear of discrimination or harassment, and where they are encouraged to fully participate in school life even where this requires more favourable treatment. The achievement of disabled pupils, and access for disabled staff, parents and those involved with school will be monitored and adjustments will be made to ensure that barriers are removed and so ensure the school environment is as accessible as possible and free from prejudice. For a copy of our Disability Equality Action Plan please ask at the school office.

SPECIAL EDUCATIONAL NEEDS Our school believes that all children, whatever their ability or disability, have an entitlement to an accessible, broad and balanced curriculum, tailored to their individual needs. We welcome children with special education needs and disabilities into our school and make the appropriate provisions to ensure that we have an inclusive culture.

The SENCO along with the Head Teacher, class Teacher and Teaching Assistant ensure that the special educational needs of all pupils are identified, assessed and met in an appropriate and efficient manner. As far as possible, pupils with special educational needs will be fully integrated into the life and curriculum of the school community, and will be taught alongside other pupils. Parents will be kept fully informed and their views will be valued at all times. A register of children with special educational needs is kept by the SENCO. A child is never put onto this register without consultation with and agreement from parents.

GIFTED AND TALENTED PROVISION At Hill West Primary School we aim to provide a curriculum that meets the needs of all children across a range of abilities. Hill West Primary School has a person responsible for the Gifted and Talented pupils within school. Children who are identified as being exceptionally able will have their needs met in a variety of ways; from more challenging tasks within the classroom to support from our local secondary school with advanced coaching. Our Gifted and Talented register includes those pupils who achieve highly and have been identified by teaching staff as exceptionally able. We have established close links with Arthur Terry Secondary School, who have provided enrichment and extension activities for pupils in Years Five and Six in the core areas e.g. Mathematics, Literacy and ICT. At Hill West Primary School we recognise the importance of challenging and extending our more able children and are committed to meeting their needs.

PASTORAL CARE AND CHILD PROTECTION At Hill West Primary School we are committed to safeguarding and promoting the welfare of all our children. Criminal Records Bureau checks are carried out on all staff employed by the school and all visiting teachers. Thorough recruitment checks are made prior to appointments being made. All members of staff have an up-to-date CRB (Criminal Records Bureau) check.

The Head Teacher and Assistant Head Teachers are the primary named persons with responsibility for child protection issues in the school. They will liaise with a wide variety of outside agencies      

Health Workers School Doctor School Nurse Social Workers Family Centre Workers Education Welfare Officers

Involvement with the above agencies ensures that children and families who may be at risk have comprehensive, professional support. Any records and or information is kept confidentially by the Head Teacher. However, all adults working in the school take responsibility for the pastoral care of the children and discuss with the Head Teacher any concerns that they may have.

There are five main elements to our child protection policy in school:     

Ensuring we practice safe recruitment in checking the suitability of staff and volunteers to work with children including the completion of a CRB check. Raising awareness of child protection issues and equipping children with the skills needed to keep them safe. Developing and then implementing procedures for identifying and reporting cases, or suspected cases, or abuse. Supporting pupils who have been abused in accordance with his/her agreed child protection plan. Establishing a safe environment in which children can learn and develop.

PSMHE (PERSONAL, SOCIAL, MORAL AND HEALTH EDUCATION) AND CITIZENSHIP

Our Citizenship and PSHME Curriculum is extensive. Our primary aim is to develop independent, reflective citizens of the future and to this end we prioritise social and emotional aspects of learning. We believe that children should be taught the skills of: Enquiry Reasoning Communication Creative Thinking

Problem Solving Evaluation Information Processing

Our Citizenship and PSHME Curriculum helps children to develop as members of school, local, regional, national and global communities. It is concerned with issues of right and wrong, rights and responsibilities, fairness, rules and laws, power and authority, equality and difference, communities and identities, democracy, conflict and co-operation. As children grow and develop, citizenship helps them to think and talk about issues relating to these concepts as they encounter them in their own lives and in the lives of others.

OUR CORE VALUES At Hill West Primary School our aim is to enable all of our pupils to become successful learners who make progress and achieve confident individuals who lead safe and healthy lives responsible citizens who make a positive contribution to the society in which we live. We do this through explicitly promoting a core set of values which we all share and celebrate

Determination

Motivation

Confidence

Commitment

Pride

Humility

Cooperation

Trust

Thoughtfulness

Ambition

Honesty

Respect

Sense of Fun Awe and wonderment Success

SEX EDUCATION The school’s Sex Education and Relationship Policy was written in consultation with our Parents and School Governors. Its aim is to promote a good knowledge and understanding of how our bodies work. It is taught as part of our PSMHE Programme at a level appropriate to the children’s age. In Years Five and Six the programme is extended with the expertise of external providers who encourage the children to discuss in more detail the changes becoming apparent in their own and others’ bodies, and relate these changes to the scientific facts. Parents will be kept informed about the content at all times, and their wishes taken into account. If a parent wishes their child to be withdrawn from any or all of the sessions then they should put this in writing to the Head Teacher.

MEDICINES AND WELFARE

It is essential that we are able to contact a parent or responsible named person in case of illness at school. Many members of staff have undertaken courses in first aid and there is a designated member of staff with responsibility for first aid. Medicines are given in school if there is a particular need but are only to be administered via the school office. If children need medicine to be administered in school then we would kindly ask you to complete a Medicine Authorisation form 40

available from the school office. Without this form we are unable to administer your child’s medicine. All medicines must be handed to the Head Teacher or a member of the office staff by the parent. Epi-pens and Inhalers should be brought to school and will be kept either in the child’s classroom or in an identified cupboard in the school office or Assistant Head Teacher’s office, easily accessible by all staff. We have a separate form which we would ask you to complete giving full details of use of Epi-pens and Inhalers and instructions in case of any emergency.

Medicals The children are given either a full medical examination or health interview (which parents attend) during their first year at school and the orthodontist checks children’s teeth in Year One. Repeat hearing and visual tests can be made at a parent’s and/or teacher’s request. These medicals are then scheduled throughout the year with the school nurse or school doctor and parents are made fully aware of when and why the medicals are taking place.

PARENTS AND CHILDREN At Hill West we help all parents to keep in touch with their children and to be involved in their education. As far as possible, all those with ‘parental responsibility’ will be treated equally by school staff. If you have a parental responsibility, but do not live with your child, make sure that we know about you. Only a court order prevents you from being involved in your child’s education. Try to work together with your child’s other parent if at all possible, please do not ask the school to ‘take sides’. The Children Act 1989 aims to strengthen the relationship between parents and their children even if:  parents have separated  or divorced  or if they are not currently living with the child Under the Children Act, parental responsibility is a permanent status which cannot be lost (except by adoption).

Unmarried Parents and Step Parents If the childâ&#x20AC;&#x2122;s actual parents are unmarried, ONLY the person who gave birth to the child has parental responsibility automatically, even if the partner lives with the family. Unmarried partners can acquire parental responsibility in a number of ways. For children born before 1st December 2003 they can do so by either marrying the mother of the child prior to the birth or by obtaining a parental responsibility order from the court. For children born after 1st December 2003 they can do so by registering the birth jointly with the mother at the time of birth, re-registering the birth if they are the natural father, marrying the mother of their child or obtaining a parental responsibility order from the court or through an application to the court for parental responsibility. For adopted children all those registered at the time of adoption have parental responsibility Step-parents do not have parental responsibility unless they have been granted it through the courts. A step-parent may make an agreement to obtain parental responsibility through a step-parent parental responsibility agreement or order. Everyone who looks after a child is a parent in the general sense. They can all be involved in the day-to-day decisions and events at our school. But some decisions about the child are best made by those who are legally responsible. Please make sure that consent forms sent home by the school are signed by a parent with parental responsibility. This is an important legal safeguard for everyone. Families can change over time. We need to know when there are changes in who is looking after your child or collecting or delivering your child to school, or if any court orders are made. This is especially important if parents are in dispute or if there are questions concerning the childâ&#x20AC;&#x2122;s safety.

EDUCATIONAL VISITS (CHARGING AND REMISSION)

Taking our pupils on school trips is one way of realising our aims and is an extension of the work done in the classroom. Outings are a chance to give pupils a valuable first hand experience, which can bring a class topic to life.

Educational visits are organised to enrich the curriculum and take place if sufficient parents are prepared to make a voluntary contribution. No child will be excluded from an educational visit. Parents are asked to see the Head Teacher should they have any concerns about trips and or events. A copy of our Charging and Remissions Policy can be read via the main office. We also have visitors in school to help give the children first-hand experience in the various subjects and topics that they are studying. Four Oaks Assembly Team visit us on a termly basis, theatre companies, authors, health professionals come into school on a regular basis to talk to and perform for our pupils.

SWIMMING The National Curriculum includes swimming lessons for children in schools. We have decided, with other schools in Sutton Coldfield, to teach swimming to children on consecutive days over a short number of weeks. This results in the highest success rates. Our aim is to ensure that all children can swim at least 25 metres before they leave us at the end of KS2.

PERFORMING ARTS, SPORTING AIMS AND ACHIEVEMENTS We offer a wide range of Extra-Curricular activities both during the school day and as after school clubs:

        

Instrumental tuition – violins, brass, guitars, woodwind and piano Samba drumming Choir Dance Club Eco Club ICT Club Various sporting clubs French Club Art club

We recognise that sport can play a vital role in the development of young people and seek to promote this in a number of ways. The PE scheme of work provides a balanced programme of activities including gymnastics, dance, athletics, games and swimming. There are a wide range of extra–curricular activities offered, many of which are provided by coaching specialists. This year the children will enjoy football, basketball, dance, cross country running, cheerleading, netball, rounders, and athletics. We continue to participate in local and district-wide sporting events such as football, netball, cross-country and athletic tournaments with much success.

Our Key Stage Two Choir takes part in the annual Young Voices Concert at the NIA singing with 3,500 other children from Midlands schools.

HEALTHY SCHOOLS STANDARD At Hill West we encourage children to think carefully about their health and wellbeing. As such we provide healthy snacks and healthy lunch menu choices. We have achieved the Healthy Schools Standard and believe that it is important that children learn about the effects of different types of food and exercise on their bodies. We ensure that children have the opportunity to take part in at least two hours of physical activity each week.

SCHOOL MEALS Children may either have a school lunch, bring their own sandwiches or go home for lunch. We would ask you to make a request in writing for your child to change from hot dinners to sandwiches. Hot, nutritional school meals are cooked in our school kitchen. The School Meals service is provided by Direct Services – a professional catering company specialising in school meals. Lunchtime Supervisors care for the children during their lunchtime. There is a choice of main meals and puddings, water is provided. Children are not permitted to bring their own drinks to school for consumption with school meals. The cost of school meals is currently £2.00 per day. If this should alter we will let you know as soon as possible. Dinner money can be paid weekly, monthly or half termly and must be sent into school on Monday morning each week. Please put dinner money in an envelope marked with your child’s name and class and keep it separate from all other moneys paid to school. Cheques should be made payable to Birmingham City Council and your child’s name and class must be written on the reverse of the cheque together with your cheque guarantee card number. The menu is available for you to peruse outside in the parents notice board and also on the school website. The school meals menus are nutritionally balanced based on the principles of  Reducing salt  Reducing sugar  Reducing fat  Increasing fibre Good manners and high standards of behaviour apply at lunchtimes as well as during the rest of the school day.

Free School Meals Children are entitled to free meals if their families are in receipt of Income Support or Job Seekers allowance. Please ask the school office for an application form. We would also be grateful if you could notify us of your eligibility even if you do not wish your child to have a free meal.

Sandwiches We encourage the children when they first start school in Reception to have a hot school meal if possible. If your child does bring sandwiches to school we would strongly urge you to include a cooler block in the lunch box during the warmer months.

Milk We can provide children with a drink of milk at break time each day at a cost of 11p per day. Milk needs to be ordered before the start of each half term and you will receive a letter with an order form attached which you could complete and return to the school office with the correct money.

Other Drinks Only drinks in small cartons or suitable plastic flasks are allowed in school. We encourage all of the children to bring a drink to school with them to access throughout the day. No cans or glass bottles are allowed in school. Our School Cook sells drinks at break time each morning in Key Stage 2. Skimmed milk shakes in cartons, flavoured water and pure apple and orange juice are on offer.

Snacks All children in Key Stage One receive a piece of fruit free of charge daily. All children can bring a small snack to eat at break time but please only fruit, cheese or raw vegetables or breadsticks. No biscuits, crisps or sweets, we like the children to eat all their lunch! Snacks are sold in Key Stage Two for those children who do not bring them in from home. These snacks start at 10p whilst the most expensive item is 55p. Children should not consume food or drink on the school premises, including the school grounds, unless supervised by a member of staff.

SCHOOL UNIFORM Smart school uniform is encouraged and our pupils feel proud and pleased to wear it both in school and on visits. Most items of uniform can be purchased at local shops but in order to make obtaining our uniform as easy as possible we stock those items which bear our name or logo in school. You can order uniform from the School Office at any time.

GIRLS  Green or grey skirt or grey trousers  White blouse or polo shirt  Green jumper, cardigan, school sweatshirt or sweatcardi  Green or yellow summer dress  Fleece Jacket or Waterproof/Fleece Jacket

BOYS  Grey trousers or shorts  White shirt or polo shirt  Green jumper or school sweatshirt  Fleece Jacket or Waterproof/Fleece Jacket

GIRLS AND BOYS PE KIT  White school PE T-shirt  Black PE shorts  Pumps for KS1/Trainers for KS2  Pump Bag

Painting overall

UNIFORM PRICE LIST

REVERSIBLE WATERPROOF FLEECE JACKETS (Embroidered with school logo) Bottle Green £17.00

FLEECE JACKETS (Embroidered with school logo) Bottle Green £15.00

SWEATSHIRTS (Embroidered with school logo) Bottle Green £12.00

SWEATCARDIS (Embroidered with school logo) Bottle Green £12.00

PE T-SHIRTS (Embroidered with school logo) White £6.00

PE SHORTS Black £4.00

BOOKBAGS (Printed with school logo) Bottle Green £6.50

PUMP BAG (Embroidered with school logo) Bottle Green £5.00

SHOULDER PURSES (Embroidered with school logo) £5.00

WOOLLY HAT (with school logo) £4.00 GLOVES £2.00 HAT & GLOVE SET £5.00

WATER BOTTLE (printed with school logo) £4.00

SECURITY AND HEALTH AND SAFETY Visitors to School The school operates an effective system for monitoring visitors to the school. The gates to the school drive close at 8.30am each morning and remain closed for the remainder of the day. The pedestrian gates remain open until school starts. Having gained access through the school gates all visitors are asked to use the main school entrance when visiting the school and report to the school office in order to sign in and out. Visitors are asked to prove their identity and wear a visitors badge whilst in school. In this way we will know the number of adults who are in school in the event of any emergency. Adults in school without a badge will be challenged. The school is protected by an intruder alarm. The outer school doors are locked at 9.00 am. All doors on the outside of the building have key-pads or buzzers which ring through to the school office.

School Car Park and Driveway We have electric gates fitted at the top of the drive which are programmed to be open or closed at certain times of the day. The staff car park is strictly for authorised users only; staff, delivery vehicles and emergency services. Parents are therefore not able to drive their cars onto the school site at any time. We have one space allocated for disabled users and if you need to drive onto the school site because of a disability please contact the Head Teacher. We would ask parents not to allow their children to walk on the driveway. This can be used by vehicles at all times of the day and children should stay safely on the footpath behind the fences.

Parking Parents/guardians who drive their children to school are asked to park considerately. The crossing patrol needs as much visibility as possible in order to cross the children safely over the road. Our neighbours are very supportive of our school but we would also ask you to think of them when parking at the beginning and end of the school day.

School Travel Plan In consultation with parents, governors, children and the teaching staff we have developed a school travel plan. This is aimed at reducing the congestion on Clarence Road, particularly at the start and the end of the school day. We are hoping to encourage more children and families to walk to school and as part of this campaign we have a â&#x20AC;&#x153;Walk on Wednesdayâ&#x20AC;? day each week. School staff meet our children at two points on Clarence Road and walk with them to school. If you required further information about this initiative please contact the school office.

We are also encouraging our oldest children to cycle to school and have cycle storage units available in the Key Stage Two playground. We actively teach cycle proficiency and the dangers which are ever present from busy traffic.

School Environment We aim to provide a safe and healthy working environment for everyone in the school. The Governing Body, the Head Teacher and Birmingham City Council have worked together to ensure that the school premises meet the requirements of the Health and Safety at Work Acts as well as other health and safety legislation codes of practice that are relevant to the school. These include the Management of Health and Safety at Work Regulations and any relevant policies adopted by the European Commission. The school Leadership Team, Senior Office Manager and BSS monitor the implementation of the school Health and Safety Policy, to assess whether it is being pursued effectively and safety standards are satisfactory. Risk assessments and reports are undertaken appropriately. 52

WAGTAILS AND WOODPECKERS We have two very popular before and after school clubs. Wagtails provides before and after school provision for our Reception and Key Stage One children and Woodpeckers provides before and after school provision for our Key Stage Two children. The morning sessions run from 7.30 am to 8.45 am and the afternoon sessions run from 3.20 pm in Key Stage One and 3.30 pm in Key Stage Two to 6.00 pm. If you would like more details about our before and after school provision please enquire at the school office.

PTFA We have an active and busy Parents’ Association, which meets at the school monthly. All parents are welcome to join the PTFA committee to help organise events such as the termly discos and the annual Christmas and Summer Fayres. The PTFA Chairperson can be contacted via the school office. We enjoy a high level of support from parents in a number of ways. Money raised by parents for the school is spent for the benefit of the children. The committee will always welcome new ideas and new members.

PARENTAL HELP IN SCHOOL Many parents assist in school and we welcome all offers of help. If you have an hour or more to spare please let us know. You will be asked to work in a class other than your child’s; hearing children reading, helping with art work, working on the computer with children, etc. Parents are welcome to talk to the children about their job, hobby, memories, pet or baby if it is relevant to one of our topics. There is the opportunity to accompany children on visits or to join in special events held in school. For security purposes, parents who help in and around the school at any time are asked to report to the school office, sign the visitors’ book and collect a visitor’s badge. Before leaving the building you should complete the visitors’ book to show that you have left. All parents who help with the children will also be asked to complete a Criminal Records Bureau Disclosure Form. If you are interested in helping in school please see the school office.

PARENTAL PARTNERSHIPS At Hill West we believe that as parents you are your child’s first and most important educators. We are therefore committed to building a strong relationship with every family so that we become, together, the co-educators of your children. To this end we deliver a number of parent workshops, some during the evening and some during the school day. We will be inviting you into school to find out about the way we teach Literacy and Numeracy. We will also be inviting you into school to work alongside your child in part of an INSPIRE workshop where you will help your child with learning related activities. We will endeavour to ensure that you:    

See yourselves as equal partners in your child’s education. Understand how your child learns best and how you can apply this understanding to support your child at home. Feel able to communicate your views through school visits and written and phone/email communication. Will receive guidance on how to support your child’s learning at home.

Our Parent Council (parent representatives from each class) meet with the Head Teacher on a monthly basis. The remit of the Council is that of a discussion forum and advisory body, helping to inform decisions made by the Head Teacher and Leadership Team of the school.

SCHOOL POLICY DOCUMENTS

Please note that some of our school policy documents can be found on our school website. All others can be obtained from the school office.

CONCERNS AND COMPLAINTS We believe in an equal partnership with parents working hard to provide the best possible education for our children. If you have a concern or complaint, please tell us straight away.    

In the first instance speak directly to your child’s class teacher outside class hours. Make an appointment through the school office to speak informally to the Head Teacher, or Assistant Head Teacher. Ask for a copy of the school’s complaints procedure. Write formally to the Chair of the Governing Body (all correspondence to the Governing Body is to be sent via the School).

The school follows the local authority’s guidelines for dealing with issues raised by members of the public.

INSURANCE COVER The Academy Trust insurance is the minimum cover legally required for public liability or injury to persons on school property. It is recommended that parents who feel they need more substantial cover should make their own arrangements.

WEBSITE

The school ICT Manager and Technician, together with the school staff, regularly update our school website. You can visit us on

http://www.hillwest.bham.sch.uk/ The site is absolutely packed with information about the school. We are working hard to extend it. Your views and ideas are very welcome. Via our website you can gain access to our newsletters and details of PTFA events and Governing Body reports. Our OFSTED Report is also available along with copies of forms you may need to use to change your contact details or request Leave of Absence for your child.

HOW TO FIND US

KS1 PLAN

KS2 PLAN