Prospectus St Nicolas’ C of E Infant School St Nicolas C of E Infant School, Portsmouth Road, Guildford, Surrey GU2 4YD 01483 561639 info@st nicolas.surrey.sch.uk http://www.st nicolas guildford.com/
Tel: 01483 561639
“Values based learning lies at the heart of all that St Nicolas Infant School does and as a result, the overall attainment of pupils at the school is very high. (SIAMS* 2016)
Our Ofsted report (June 2019) describes us as being ‘a happy school where everyone is valued’. Similarly, our SIAMS* report describes St Nicolas’ as, “a very joyous school community with happy, confident children who view life from a very positive perspective. There is wonderful sense of togetherness based on strong relationships in which everyone is valued and treated with respect”.
EmmaSmart
St. Nicolas’ C of E Infant School is a small school with strong values, which are both Christian and universal, underpinning its work. It is situated close to Guildford town centre, yet set in green and peaceful surroundings, and has been serving the community since 1852. We are a church school with close links to St Nicolas’ Parish Church, and an inclusive school which welcomes children of all backgrounds, nationalities, faiths, cultures and abilities.
Portsmouth Road, Guildford GU2 4YD
Head teacher
The best way to find out whether the provision we offer at St Nicolas’ Infant School is right for your child is for you to visit us and see for yourself. You are warmly invited to contact our school to make an appointment. I shall be only too pleased to show you around and to answer any of your questions.
Email: info@st nicolas.surrey.sch.uk
Welcome
Dear Parents and Carers, Thank you for requesting a copy of our school prospectus which gives you a ‘flavour’ of our school. Choosing your child’s first school can be a difficult task and I hope that the information we have included will help you in making your choice.
I very much look forward to meeting you.
St. Nicolas’ has a great deal to be proud of. Our priority here is to ensure that every child is happy because we firmly believe that if children are happy, they will learn and thrive. Our success is due to a committed and hardworking team of teachers and support staff who work in partnership with a dedicated and supportive Governing Body to promote and be accountable for quality provision. Our standards of educational achievement remain consistently and significantly above the national average in reading, writing and mathematics.
*Statutory Inspection of Anglican and Methodist Schools
St. Nicolas’ CE Infant School
The Diocese of Guildford, together with the Rector and PCC appoint the majority of the governors and work to support the life of our families whether they are 'church' families or not. Many of the children take part in our monthly Messy Church as well as our Junior church each Sunday at the Parish Sunday Eucharist. Over the course of the year, the Rector leads weekly Collective Worship, is a known figure around school and available to staff, parents and of course the children as a visible sign of this care and responsibility. We have School services in church on Sundays including Advent, Christingle, Mothering Sunday, Harvest and Easter, as well as weekday school services which mark the beginning and ends of the terms.
SCHOOL VISSION STATEMENT
‘Prayers are said at lunchtime and at home time but children said that “you can say prayers anywhere you like” . One child said that, “it’ s nice to go out onto the field and say a prayer to God to thank him for all of the lovely outside space.”’ (SIAMS 2016)
Being able to persevere through life’s challenges With dignity and respect for ourselves and others And with hope for the future and all that it brings.
Our school community lives life in all its fullness: Through a love of learning, By having a sense of unity, Understanding right and wrong,
Vision Phrase: Living life in all its fullness” John 10:10
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Our Church School and Parish Church together form two sides of the same coin we are here to serve the parish and the children in our care. The welfare and growth of the families who are within the parish and who choose St Nicolas School stand at the heart of our being and it is a privilege to be able to do so. Each of us are unique children of God and our school vision and ethos give life to those virtues in all we do from seeking the highest standards in teaching and learning, in behaviour and attitude, and in effective governance.
School Church
The policy of the Church of England in its education work is be both characteristically Christian but also to affirm other faiths to honour the honesty and insights of those who question faith. A church school is a special place for this amongst many other reasons because it can help to make faith and questioning positive and healthy. Whatever their own backgrounds, all our parents typically appreciate that the roots of our school are embodied in Christian values and to which the teachers consciously refer to in all areas of learning and all aspects of school life. Together we are rightly proud of our whole school community and our commitment to excellent care for all our children.
Our Children
The beautiful, original Victorian building houses the school offices and the hall where we gather for our daily Acts of Worship, Physical Education, lunch and clubs.
There is a playground and Forest School area. We have a garden with raised stage, storyteller’s chair and raised beds for growing vegetables. There is also a sizeable playing field used for lunch time play in good weather and for events such as Sports Day and after school sports clubs.
Ofsted June 2019
An extension provides 3 spacious classrooms and a library. Each classroom offers a well resourced, stimulating, colourful and safe learning environment with its own cloakroom and easy access toilet facilities. All three classrooms have interactive smartboard technology.
St Nicolas’ C of E Infant School is the last small Guildford town infant school. We have the advantage of being close to everything the town offers, including the castle, river, museum and library, yet situated on a quiet and green site reminiscent of a village school.
“Your mantra that ’childhood is precious’ weaves through the school’s approach to pupils’ learning and well being, ensuring that pupils at St Nicolas learn well and thrive ‘
Access to the school for pedestrians is by steps from the Portsmouth Road, or down from the back lane, leading off from The Mount. Parking is available at the United Reformed Church opposite the school, with pedestrian crossing.
Our School
‘Parents are highly satisfied with their children’s experience. One parent, encapsulating the views of many, commented: ’I feel fortunate that y child is part of the “St Nics” family. What a fabulous introduction to learning!”’ Ofsted June 2019
Pastoral Care
Our School
At St Nicolas’, we develop the whole child academically, spiritually, socially and emotionally, creatively and physically. We put real time and thought into our pastoral care and, as a smaller school, it is possible for all of our adults to get to know all of our children very well and to spot any problems immediately. The smaller setting and close community we can offer at St Nicolas’ means there is no risk of your child ‘getting lost’, as it were, among hundreds of children as might be possible in a larger primary school. Instead we offer a secure, nurturing and colourful learning environment in which our children learn and grow during their crucial first three years of school.
Partnership with Parents
We believe that it is vital to establish a positive and constructive partnership between home and school. We pursue an ‘Open Door’ policy so that you, as parents and carers, feel you can informally approach the teaching and leadership staff with any questions, suggestions, issues or concerns, whether large or small. There are opportunities for you to meet more formally with the teacher each term to discuss your child’s progress and you will receive a written report towards the end of each school year. Curriculum Parents’ Meetings are held to provide you with more information about the subjects we teach and our approach to them.
We welcome parental involvement in the daily life of the school. We ask parents to help with cooking, running the library, hearing children read, Forest School, school trips and generally assisting in the classrooms.
How to find us…
Our School
Click to be taken to a Google Map of our location.
Our School
Perseverance
“...personal development and welfare of pupils is at the heart of the school’s work, no child is allowed to be ‘left behind’. Excellent relationships and a very positive family environment lead to a focus on individual needs, resulting in good progress for vulnerable pupils.
Hope Fairness
Our values are ‘lived’ by every school adult and determine our approach to all of our policies and practices; they reinforce the relationships within the school community making us into a stronger team with our children at the heart of each and every decision we take.
Values Learning
Now these values underpin not just our curriculum but all areas of school life at St Nics’. Each half term the school focuses on one value and the children discuss and discover how this applies to real life, both in terms of the behavioural choices they make and how they learn; even our youngest children understand the importance of treating others with care.
Unity
SIAMS 2016
In September 2011, we decided as a school to join the quiet revolution that is Values based education . Like increasing numbers of schools across the country, we felt the need to reassess our responsibility approach to learning and introduce a series of values which are both Christian and universal.
Wisdom Dignity
The Curriculum
By the end of the school year, we ensure that the children in Reception are ready to make the transition into Year 1 through a carefully planned handover. The children visit their new class and meet their teacher towards the end of their last term in Reception, and of course, being a smaller school, the children already have the advantage of being familiar with the other classrooms and adults around.
understandingmathematicsliteracy the world expressive art and design
personal,for:social and emotional development communication and language physical development
The Foundation Stage
Our Reception children work in stimulating, creative and secure environments which are well resourced and carefully organised. We believe in ‘playful learning’, a play based approach in which our children learn through a balance of purposeful play, teacher directed work, and activities that the children initiate themselves. There is a strong emphasis on meeting individual needs.
Much emphasis is also placed on the children’s social and emotional development, on settling into school life, on learning to be part of a larger group, on developing independence and on building positive relationships with their peers and adults around them. Staff take a highly positive, consistent approach to behaviour management. Year groups mix regularly in a range of contexts across the school and our older children delight in becoming ‘buddies’ to the younger.
The Reception year has its own distinct curriculum tailored to the needs of these young children, which sets out Early Learning Goals
Close handover with feeder settings and careful, ongoing assessment of children’s abilities during the first few weeks they are in school allows us to establish and then build on what they already know, understand and can do. Assessment of progress in learning continues on an on going basis throughout the year.. We value parents’ views and knowledge of their children and work closely together to ensure a highly positive start to school life.
The children in Year 1 and Year 2 are known as Key Stage 1. Teaching is tailored to build on the learning which has taken place in the Foundation Stage and ensures a wide range of learning opportunities designed to extend academic achievement and to foster individual development in each child. Across the whole curriculum, we develop children’s own learning skills such as independence, problem solving, teamwork, concentration, perseverance and self motivation.
Across the curriculum, we maintain high quality teaching, using a range of teaching strategies. Our curriculum is flexible allowing it to be tailored to the interests and needs of the children. We set high expectations matched carefully to children’s abilities to ensure core skills are embedded and applied in a range of cross curricular situations, and we integrate Computing to enhance learning wherever appropriate.
We aim that all children will read and write with enjoyment, confidence, independence, fluency and understanding. We teach children to develop their powers of imagination, inventiveness and critical awareness through their reading and writingbecome confident speakers and attentive listeners enjoy writing in a range of genres in fiction and poetry understand, use and be able to write a range of non fiction texts plan, draft, revise and edit their own writing understand the sound and spelling system and use this to read and spell accurately have fluent and legible handwriting
The Curriculum
Careful assessment and record keeping allow us to track each child’s progress and ensures continuity and progression in learning. A programme of continuous assessment forms the basis of the teachers’ planning and the school has proved itself strong on the early identification of those pupils needing extra support, as well as the higher achievers. This ensures that the needs of individual children are met in all areas of the curriculum. Our approach to any more formal testing of children’s learning is to make the experience as comfortable and non threatening as possible. At the end of Year 2 (the end of Key Stage 1) children participate in the Standard Assessment Tests, or SATs, and the individual results are shared with parents. All results are verified and endorsed by Surrey Local Education Authority.
Literacy
Mathematics
We consider the development of reading skills to be of the utmost importance both in itself as well as a means to access other curriculum areas. We use many approaches tailored to the children’s needs including synthetic phonics. We aim to foster a love of books in all our children using Oxford Reading Tree as our core reading scheme, supplemented with a broad range of other reading books giving children the breadth they need to consolidate their learning as well as the challenge to Weprogress.havea library area in school where children are able to go to browse and borrow books from an ever growing range of fiction and non fiction.
Mathematics equips children with a uniquely powerful set of skills to understand the world. These skills include logical reasoning, problem solving, and the ability to think in abstract ways. As such, mathematics is a creative activity. It can stimulate moments of wonder when a child solves a problem for the first time, discovers effective solutions to a problem or suddenly sees hidden connections. Good numeracy skills are important for learning across all curriculum areas and are essential for life after school, opening a world of opportunity for our children.
We teach mathematics through a combination of dedicated mathematics lessons and cross curricular opportunities to apply and extend this learning. We emphasise the importance of mental calculation and knowledge of basic mathematical facts and seek to ground these in concrete, relevant contexts through practical activity, exploration and discussion. We strive to ensure that all children enjoy this subject and learn with confidence and a sense of achievement.
Science
Science often forms the core of our cross curricular topics. In this subject, we build upon the children’s natural curiosity about the world around them, why things happen and how things work, and we teach children to see science as immediately relevant to everyday situations. We teach the skills of scientific enquiry such as making predictions, drawing conclusions, raising questions and spotting patterns through an investigative, hands on approach. We have an outdoor classroom where the children grow flowers and vegetables, encourage and observe minibeasts and other wildlife, and sketch plants and flowers. This area is used to raise the children’s awareness of the need to care for the environment and all living creatures within it.
The Curriculum
RSHE (Relationship, Sex, Health Education)
As a church school, the religious education of children is one of our central purposes. The Christian framework within which we operate at St Nicolas’ generates values and principles which pervade all areas of our school’s life, not simply RE lessons. The function of teaching Christianity is to enable the children in due course to come to their own set of beliefs and values and to understand the society in which they live.
Religious Education teaching is based on the Guildford Diocesan RE Guidelines, and this curriculum involves teaching about other world faiths. We have close links with the Parish Church of St Nicolas’ and the children attend church services to celebrate Harvest, Christmas, Easter and the end of the school year. An Act of Worship is held every day in school. Father Neil is a school governor and visits the school once a week to take an assembly. We also invite a range of visitors from other churches to lead assemblies. All parents have the right to withdraw their child from R.E. and Acts of Worship.
RSHE is taught primarily through values learning. The children learn about themselves as developing individuals and as members of their communities, building on their own experiences and relationships. They learn the basic rules and skills for keeping themselves healthy and safe and for behaving well, and they have opportunities to show they can take a growing responsibility for themselves and their environment. They learn about their own and other people’s feelings and become aware of the views, needs and rights of other children and adults. As members of a class and school community, the children learn social skills such as how to share, take turns, play, help others and resolve simple arguments. They take an active part in the life of the school and its community. We strongly encourage independence, self esteem and self help skills, and use Circle Time to teach children how to listen to, consider and reflect upon each other’s views.
The Curriculum
Religious Education
We actively seek the views of our pupils. Children discuss ideas and issues in Class Councils, which feed through into School Council whose members the children elect. Among other things, our school councillors are involved in supporting charities, meeting with governor working parties to give their views on a range of aspects of school life and thinking about ways to make our school even better.
The Curriculum
‘Parents are delighted with a multitude of aspects such as the quality of teaching, the approachability of staff, the richness of the curriculum and the family atmosphere’ Ofsted June 2019
RSE (Relationship and Sex Education)
The school follows the advice laid down in the Surrey Curriculum Guidelines and as such, children do not receive any specific Sex Education lessons except in Year 2, for one session, which parents are consulted about in advance. Topics such as friendship, caring, animal/plant growth, family relationships, and other issues related to Sex Education are interwoven into part of the normal curriculum programme of the school. If parents feel that an element of curriculum provision contains specific Sex Education they have the right to withdraw their child.
If any questions from children arise, they are dealt with on an individual basis and answered simply and with sensitivity, paying due attention to the child’s maturity. Parents are informed of any questions raised or discussions which might need following up at home.
Geography is integral to our topic work. There is strong focus on mapwork, the diversity of lives here and in other countries, climates and physical geography, as well as environmental issues, including the impact that people make. Geographical skills which the children learn include making comparisons and recognising change, using atlases and globes, researching from sources of information, making maps and communicating their own views. We make regular use of the school grounds and local environment with the children visiting the river, the castle, the museum and other local places of interest.
Ofsted June 2019
‘One pupil in Year 2 commented: ’It’s a brilliant school. All the people in it are kind and they care about each other. And everyone works in unity, so they can help each other to learn”’
The Art and Design curriculum provides a unique way of understanding and responding to the world. It encourages each child to develop creativity and imagination by exploring the visual, tactile and sensory qualities of materials and art processes. Children learn about colour, shape and space, pattern and texture and use them to represent their ideas and feelings. They explore the role of art, craft and design in their environment. The curriculum investigates the work of artists, craftspeople and designers, encouraging appreciation of different styles. Displays around the school encourage the children to take pride in their work and achieve a high standard of presentation.
Design Technology
The Curriculum
Geography and History
Art and Design
ICT is rapidly changing the way we teach and the way children learn. It is having an ever increasing impact on our daily lives for which we start to prepare the children. The teaching staff use smartboards, tablets and laptops across all subject areas and each of our classrooms has its own computers. As part of our ongoing programme to increase our ICT provision in school, we have a mobile suite of laptops for use by the children, allowing broader opportunities for the pupils to practise their skills during focused ICT lessons.
Victorian urchins 2018, the proportion of pupils who met the standard expected in the Year 1 phonics screening check was above that seen nationally’ June 2019
Ofsted
‘In
In history, our aim is for the children to become curious about what came before and to develop understanding of how the past is different from their present. The curriculum teaches about significant men, women, children and events from the recent and more distant past, including those from both Britain and the wider world. Historical skills which the children develop include a sense of chronology, raising questions, how to gain understanding from artefacts and other sources of information, comparing and contrasting different time periods, and recognising why people in the past might have acted as they did. The history curriculum is brought alive and enhanced through school visits.
Computing
The classes are resourced with other technologies such as ‘Roamers’ and ‘Beebots’. Children explore ICT and learn to use it confidently and with purpose. They develop specific skills, including the use of the keyboard, how to enter, store and retrieve information, how to give instructions to make things happen, how to develop and share ideas through using text, tables, images and sound, and how to test what happens in imaginary situations.
The Curriculum
The Curriculum
Music provides a unique, powerful form of communication that can change the way our children think, feel and act. We encourage an appreciation of, and participation in, a range of musical experiences including those from other world cultures. The children listen carefully and respond physically through movement and dance, emotionally, creatively and artistically to a wide range of music. They learn to play musical instruments and sing a variety of songs from memory, adding accompaniments. They develop an understanding of tempo and pitch, explore how sounds and silence can create different moods and effects, and create musical patterns and short compositions.
Music
The PE curriculum develops children’s physical skills and all round confidence. It provides opportunities for creativity and challenge, promotes positive attitudes towards active and healthy lifestyles, and develops teamwork. We encourage children to build on their natural enthusiasm for movement, using it to explore and develop their abilities, and begin a lifelong choice about keeping fit. PE involves an indoor and outdoor curriculum, involving gymnastics, dance, games. The children have opportunities to work individually, in pairs, small groups and larger teams. By watching and experimenting, and by evaluating their own performances and those of others, they develop their skills in movement and co ordination, and enjoy expressing and testing themselves in a variety of situations. The inclusion of well being classes has been of great benefit to the children”. Pupils, too, enthuse about learning, their friends and their day to day experiences’. Ofsted June 2019
Physical Education
‘”
Through these experiences, our children learn boundaries of behaviour both physical and social, grow in confidence and self esteem, and become self motivated. Children develop leadership and team skills, physical and communication skills, all relevant to successful learning in any context.
Concentration increases, as do resilience and independence, and a keenness to participate; Forest School is especially relevant for children who typically do not do as well in the classroom as some of their peers.
Our curriculum contains regular Forest School sessions for each year group, promoting learning outdoors both within and beyond the school site.
The Curriculum
Tools are used in Forest Schools in a traditional woodland manner and are introduced gradually with a careful safety first approach. The use of tools promotes confidence, and develops both their gross and fine motor skills.
Forest School
‘Collective worship is planned around the school’s cycle of values and is led by the head teacher, the local vicar and a range of other visitors. The children particularly enjoy Open the Book, which they say enables them to learn “all the stories in the Bible by joining in.”’
Educational Outings
Outdoorclassroom.education
Collective worship is of central importance in each school day. It brings the whole school together and plays an important role in contributing to pupils’ spiritual and moral growth, having a positive impact on children’s relationships, attitudes and values.
Educational outings are a vital component of learning through first hand experiences. We often make use of Guildford town’s facilities with the children visiting places such as the library, the cathedral and the river. We also travel further afield, for example, to zoos and museums. These outings are carefully planned to complement learning in the
Special Educational Needs and Disability
If your child has, or develops, special educational needs (S.E.N.D.), s/he will be given careful assessment by our Special Needs Coordinator, who will consult outside agencies if more specialised help and advice is needed (such as the School Educational Psychologist or the Learning and Language Support Service). We consult parents in depth and keep them informed at every stage. The school follows the Department of Education’s Code of Practice, and our policies regarding Special Educational Needs and teaching the Higher Achieving Pupil are reviewed and monitored regularly. In addition, we have experienced, talented staff who work with any of our children who may need extra support in ways which allow them to remain fully integrated with their peers.
Parents have the right to withdraw their child from collective worship.
SIAMS 2016
Children develop an understanding of the Christian faith and experience Anglican forms of worship. Collective worship includes time to reflect upon experiences, ask questions and to express both joy and sadness.
The Curriculum
gives depth to the curriculum and can be among the children’s most memorable experiences. It can stimulate and inspire, foster independence, personal and social development, and can often motivate reluctant learners. We ensure these experiences are stimulating, safely managed and enjoyable, contributing to meeting the needs of every child.
Collective Worship
We are committed to ensuring that all pupils, regardless of race, faith, age, dis/ability, gender, social and financial background, or other differences, have equal access to all areas of the curriculum and broader school life. We recognise that everyone is different and that these differences must be equally respected, and we challenge discrimination so that we actively demonstrate this policy in our practice. Our Accessibility Plan and Equalities policies are available to parents.
Behaviour
At St. Nicolas’, we are proud of our children’s excellent behaviour underpinned so firmly by our values learning approach. We aim to make your child’s school life as full and as happy as possible, so our approach is highly positive, based on praise and celebration combined with simple choices and consequences. We involve the children in deciding the rules by which they live, we deal with every child as an individual and ensure every child is heard. As a small community, we can ensure that all children understand the rules and boundaries within school and that there is consistency of approach among all adults. We place high expectations on the children in their attitudes towards those around them, with responsibilities appropriate to their age and stage of development. We establish and build upon mutual respect, good manners, fairness and consideration of the needs of all members of our community.
Equal Opportunities
Core Values
We take a zero tolerance approach to bullying and in the past ten years have had no incidents at all. We work closely with parents on matters of behaviour and ask for their support. If we have any concerns about a child, we contact parents immediately, and ask parents to do the same. The teaching and leadership staff always make time to discuss
Safeguarding/Child Protection
St. Nicolas’ CE Infant School is committed to safeguarding and promoting the welfare of children and expects all staff, parents/ carers and volunteers to share this commitment. Our safeguarding statement forms part of this prospectus. All staff and volunteers are cleared in advance to work with children by the Disclosure and Barring Service (DBS) including parent helpers Mrs Smart, Head Teacher is the Designated Safeguarding Lead (DSL) and Mrs Roberts is the Deputy Designated Safeguarding Lead (DDSL)
If you choose St Nicolas’ Infants as your child’s first school, we offer a structured induction process based on experience and parental feedback, designed to welcome your child into our school in a manner which ensures s/he is happy and comfortable with what is happening. It is also designed to give you, as parents and carers, confidence in us.
Further Information
A visit from the class teacher to see your child at pre school and the opportunity to talk with key staff.
In the Autumn term in which your child starts school, we offer: Meet the Teacher appointments in September before your child starts school. Reading and writing workshop to discuss the school’s approach to teaching and learning and how you can help support this at home.Tapestry
Before your child starts school you are also warmly invited to bring him/her into school on other occasions such as the May Fair.
A parents’ meeting at which you can meet members of staff, Governors, and the Parent Staff Association. We will discuss all the practicalities about starting school (uniform, dropping off and picking up arrangements, etc.) and you can ask any questions you have;
A Parents’ Evening around half term to discuss your child’s progress so far. An ‘open door’ approach so you can pop in and chat.
In the summer term before your child starts in reception, we offer:
Visits to the classroom by you and your child to meet the teacher and teaching assistant, and other children who will be in the class;
Induction Events
talk on how to use this app/website
09.25 Morning session
07.30 Breakfast club (Energy Kidz)
Children then play in the playgrounds or on the playing field if the weather is suitable. We use our existing teaching assistants as lunchtime supervisors to ensure continuity of care for the children.
The School Day
Collective Worship (Friday 9.15)
If you have not done so already, please visit our website, www.st nicolas guildford.com which contains all the information in this prospectus plus additional information relevant to parents whose children already attend the school. It is updated weekly and there are many photos of life in the school which will give you added insight into our daily work and play.
09:00 Registration
Lunches are eaten in the school hall. All children are entitled to a free hot school lunch or can bring a packed lunch from home. Hot meals are of a high standard and prepared on the premises allowing special diets to be catered for if required. There is always a choice of vegetables or salad to accompany the main meal and a choice of dessert. Lunchtime supervisors keep a close eye on children’s eating and parents are contacted in the event of any on going concern.
Further Information
Lunch Time
15:00 School finishes
12:00 Lunch
11.30
08:50 Doors open
13:00 Afternoon session
School Website http://www.st nicolas guildford.com/
15.00 18.00 After School Club (Energy Kidz)
White school polo shirt
Black elasticated/velcro plimsolls are worn for
Red school sweatshirt
Grey school pinafore, skirt, trousers
During the year, various outings to places of interest and visits to the school by theatre companies, musicians and story tellers are arranged, which are an integral part of the Curriculum. By law, no compulsory charges can be made but in order to pay for these important activities, parents are asked to make a voluntary contribution towards the cost. No child is ever excluded for non payment but these activities can only go ahead with reasonable parental financial support. We have funding available to support families of children receiving pupil premium. If required, the full Charging Policy is available from the school office and on the website.
Grey school trousers or shorts
Red and white gingham summer dress
Further Information
Red school sweatshirt/ red cardigan
The Governing Body recognises the valuable contribution that additional activities, such as outings, visits and clubs can make towards pupils’ personal and social education.
White or grey socks or grey/red tights/black shoes
Charging Policy
We have a ‘no jewellery’ policy and ask that all long hair, for boys as well as girls, is tied back at all times. For P.E. the children wear red shorts, white T shirt and black plimsolls. Indoor P.E. is done in bare feet.
Grey socks/Black shoes
White school polo shirt
UNIFORM: All items are available to order from our supplier Kids Biz https://www.kidsbiz.co.uk/
We offer a range of after school clubs including Multi Sports, Dodgeball, Boogie Pumps, Football, French. Plus our ‘wrap around care’ provider Energy Kidz who offers care from 7.30am until 6.00pm https://st nicolas guildford.secure primarysite.net/clubs and wrap around care/
We hope that you will never have the need to make a complaint but sometimes misunderstandings can arise. If you have any concerns about your child, please raise these immediately with the class teacher. Often a brief word can easily resolve matters. More serious issues can always be discussed with the Head teacher. If, as a parent, you remain dissatisfied after discussion with the Head, the Chair of Governors can be contacted. Our school has adopted the Parental Concerns procedure recommended by the Local Education Authority, available on the school website or from the school office.
The school does not authorise holidays in term time.
We put a high emphasis on ensuring our children get to school on time and every day. We work closely with our families to offer support when needed and utilise the help of our Educational Welfare Officer when required.
Further Information
Parental Concerns
Attendance
Transfer to Junior School
The majority of children transfer either to Queen Eleanor’s CE Junior School www.queeneleanors.surrey.sch.uk/ or Holy Trinity CE School http://www.holytrinity.surrey.sch.uk/ although there are many other quality alternatives within the area including independent schools. When your child enters Year 2, you will receive information from the Local Authority about the application process. There is a careful transition process in place between St Nicolas’ and its junior schools to ensure children make a happy and settled move.
If you are concerned about the welfare of a child at this school, please record your concern, and any observations or conversation heard, and report to the DSL as soon as possible the same day. Do NOT conduct your own investigation.
If your concerns relate to the actions or behaviour of a member of staff (which could suggest that s/ he is unsuitable to work with children) then you should report this to the Headteacher (or the Chair of Governors if the concern relates to the Headteacher), who will consider what action to take. The Child Protection Governor, and Chair of Governors, is Jo Radley (radley@st nicolas.surrey.sch.uk)
Emma Smart Headteacher
This school is committed to safeguarding and promoting the welfare of children and expects all staff and volunteers to share this commitment.
Designated Safeguarding Lead (DSL) Deputy Safeguarding Lead (DDSL) (head@st nicolas.surrey.sch.uk) (roberts@st nicolas.surrey.sch.uk)
With thanks for your support in this important matter.
Lyndsey Roberts
Sometimes we may need to share information and work in partnership with other agencies when there are concerns about a child’s welfare. We will ensure that we will discuss any concerns we might have about your child with you as parents/carers first unless we have reason to believe that such a move would be contrary to the child’s welfare.
Safeguarding Children
Emma Smart
This means that we have a Child Protection Policy and safeguarding procedures in place to which we refer in our prospectus. All staff (including supply staff, volunteers and governors) must ensure that they are aware of these procedures. Parents and carers can find the policy on the school website or are welcome to request a copy from the office.
Parent StaffAssociation
The PSA Core Team is made up of seven parent volunteers who oversee the running of the charity, and Mrs Smart, who represents the staff. The Core Team is supported by a team of class representatives, and then by a large group of wonderful parent and carer volunteers who get involved with individual events and projects. We have regular open meetings for members at which all, including younger siblings, are welcome.
We look forward to meting you at our Open Days and showing you around our school.
* Attending a PSA event or taking part in a PSA activity
Best wishes, Your PSA Team
Meet the team: https://www.st nicolas guildford.com/parent staff association psa/
* Donating money (https://www.st nicolas guildford.com/donate/), or items for tombolas and raffles Sometimes you might feel that you are at capacity and might be able to help at a future time we understand and are very grateful for whatever support you can offer it really does make a huge difference.
A very warm welcome to the St Nicolas’ Parent Staff Association (PSA)
As a PSA, we encourage each member of the community to get involved in a way that works for them and their family at that time. That might mean, for example:
*Taking on a core role or volunteering your time for individual events
*To contribute to building and maintaining effective relationships within our special school community and, *To work in partnership with the school to help give our children the best possible infant school experience. As such, the PSA have two main roles to organise social events for both adults and children, and to fundraise to provide resources, facilities and opportunities that the school may not otherwise be able to afford. We also contribute towards developing a more environmentally aware and active school community.
All staff, parents and carers who join the St Nicolas’ infant school community, are automatically members of the PSA. The PSA is a registered charity and our two core objectives are:
