Halfway Houses Prospectus 2021

Welcome To Halfway Houses Primary School

Prospectus 2021-22

We would like to extend a very warm welcome to you and your child/ren. I am delighted that you will be joining us, becoming part of our Halfway Houses community and we are all looking forward to working in partnership with you throughout your child’s time with us.

I am extremely proud of our school and am fortunate to lead an incredibly hard-working, committed team, who are all motivated, passionate about our pupils and wider community and strive to ensure that they themselves and all our pupils aim: ‘To be the best we can be.’

I firmly believe that all of our pupils are bursting with potential and we offer a broad, balanced curriculum, which provides the best possible education, regardless of our pupils’ starting points. Our children are happy, confident and listened to.

I believe that learning is a life-long experience and strong foundations need to be built, therefore we provide exciting and challenging opportunities for all within our safe and caring environment, where mistakes are respected and learnt from.

A trusting and open partnership between home and school lies at the heart of a successful educational experience for all children. You are warmly invited to join in our many and varied school activities and to share the experiences all pupils will have throughout the important years spent in their primary school.

We work as a team and are all proud to be part of the Halfway Houses Primary School community where we ensure that children thrive, learn together and make the very most of their time at Primary School.

Lindsay Fordyce Head of School

We are committed to providing a happy, secure and purposeful environment where our children can learn successfully and develop fully.

Our purpose

‘To be the best we can be’ This means that

we…

 value the individual.  seek to enable everyone to achieve their full potential.  seek to develop the whole person, recognising and rewarding achievement in all spheres of school life.  work to develop high self-esteem in all.  promote attitudes of mutual respect and responsibility.  attach high priority to strong links between school, home and our local community.

Our address is: Halfway Houses Primary School Danley Road Minster On Sea Kent ME12 3AP

Telephone: 01795 662875 e-mail:

HHoffice@tiltrust.org

Website:

www.halfwayhouses.kent.sch.uk

Age Range: Four to eleven year olds: Years R, 1, 2, 3, 4, 5 and 6.

School Hours: 8.30am to 3.20pm EYFS lunchtime 11.30 – 12.30 KS1 and KS2 lunchtime 12.20 – 1.20

We are a three form entry primary school. We are lucky to be based in a brand new building with 21 classes. Our younger children are downstairs and our older children are upstairs. We have 21 classrooms, break-out spaces, a library, 2 halls, an Art and DT Room, a music room and our own kitchen. Outside we have two playgrounds, a playing field and a Forest School area where we also have chickens. We have an area of our field designated to our Year 6 children, with exercise equipment and a relaxing space. We are fortunate to also have a secure outdoor play area for our Reception children. The school covers

“The Foundation Stage", "Key Stage One"

and "Key Stage Two”, that is from ages 4 to 11. We expect to have

approximately 620

children on roll in September 2021, housed in 21 classrooms.

      

Reception Classes x 3 Year 1 Classes x 3 Year 2 Classes x 3 Year 3 Classes x 3 Year 4 Classes x 3 Year 5 Classes x 3 Year 6 Classes x 3

The teaching team consists of class teachers, 2 Assistant Headteachers, 1 Special Educational Needs Co-ordinator and the Head of School. We offer further support through our dedicated team of teaching assistants, our sports coaches, our music teacher, our Pastoral Support Worker, our Family Liaison Officer and a superb team of office staff. We have many parents who regularly help in class. Our office is open every morning from 8.00am and closes at 4.00pm each afternoon.

If you have any queries about school or need to arrange to visit the school, please contact our office and they will be pleased to assist you.

We believe that working together our children succeed, therefore parents are very welcome in school. We hold regular parent consultations and open evenings during the year where you can come and find out how your child is progressing. We also hold celebration events such as: class assemblies, reading afternoons and other events which show case our pupils’ learning and actively encourage parental support and participation. We have a very active Facebook page where achievements are shared and celebrated.

We have an open-door policy if you have any concerns outside these times about your child then please contact us. It helps if an appointment can be made but we understand that sometimes this is not possible. Parents are also welcome to email our class teachers to ensure regular contact is maintained.

This year our class groups are organised as follows:

Foundation Stage:

Reception Classes

Key Stage One:

Year One Classes Year Two Classes

Key Stage Two:

Year Three Classes Year Four Classes Year Five Classes Year Six Classes

Our group structure and good differentiation of tasks ensures that the needs of all our children are catered for.

We ensure that our children receive quality first teaching at all times and are supported within their classroom environment. Our staff are dedicated to ensuring that the children are able to learn to the best of their ability. If a child is not making the expected progress, then additional support is given to them so they can break out from the classroom and receive a structured intervention to ensure confidence and understanding.

We keep our teaching and the activity.

approach flexible to ensure it best suits the need of the child

Chair of Governors

Mrs Kirsty Pearn

CEO DCEO CFO

Mrs Debbie Wheeler Mr Ryan Driver Mrs Jeanette Read

Senior Leadership Team

Executive Headteacher: Mr Ryan Driver Head of School: Mrs Lindsay Fordyce Assistant Headteachers: Mrs Lisa Elderfield and Mrs Danielle Hall SENDCo: Miss Felicity Walsh

Teaching Team

Teachers

Teaching Assistants

EYFS

Robin

Claire Michel (Year Leader)

Emma Hopper

1:1/Additional Adults Lisa Gammon Paula Kelynack Karen Simmons

Blackbird

Lisa Noble

Sarah Regan-Kennard

Sparrow

Beth Yates

Vicky Baughan

Year 1

Pelican

Robert Journeaux (Year Leader)

Shelley Riches

1:1/Additional Adults Joanna Pullis George Kippen Stephanie French

Swan

Amy Bell

Joe Ruffle

Duckling

Clare James

Nicola Johnson

Year 2

Penguin

Sophie Martin (Year Leader)

Sam Kiddle

1:1/Additional Adults Nicola Haggar

Hummingbird

Libby Maytum/Emma Tickle

Donna Petrie

Puffin

Gemma McIntyre-Lewis

Jackie Luckhurst

Year 3

Woodpecker

Jayne Stupple (Year Leader)

Suezanne Nye

1:1/Additional Adults Lauren Adams Jo Edwards

Curlew

Devon Dumont

Nicola Simons

Chaffinch

Arthur Carey

Beccy Hoggins

Year 4

Housemartin

Flo Martin (Year Leader)

Catherine Massey

1:1/Additional Adults Julie Hawkes

Swift

Bobbi Foley

Hannah Potts

Magpie

Hannah Stevens

Pam Ward

Year 5

Kestrel

Danielle Hall (Year Leader) Zoe Marks

Leigh O’Hara

1:1/Additional Adults Kara Axten

Hawk

Rebecca Cooper

Anne Stickings

Eagle

Natalie Watson

Linda Thompson

Year 6

Yellowhammer

Debbie Pickard (Year Leader)

Julie Spratling

Additional Adults Aimee Jacobs

Flamingo

Jason Green

Michelle Rogers

1:1/Additional Adults Kay Rose Mandy Payne

Toucan

Dan Tragner

Roz Brown

Middle Leadership Team (Year Leaders)

Miss Claire Michel Mr Robert Journeaux Miss Sophie Martin Mrs Jayne Stupple Mrs Flo Martin Mrs Danielle Hall Mrs Emma Johnson

Cover Supervisors

Miss Annie Shann Mrs Kelly Smith Miss Becky Edgett

Librarians

Mrs Jackie Coppins Mr Chris James

Support Staff Family Liaison Officer:

Mrs Helen Potts

Pastoral Support Worker:

Mrs Debbie Spocchia

Sports Coach:

Mr Darren Cooper, Mr Lee Smith

Music Teacher:

Mrs Zoe Marks

Office Manager:

Mrs Cathy Stevens

Administrative Staff:

Mrs Yvonne Annand Mrs Debby Rose Mrs Diane Lock

Site Manager: Assistant Caretaker

Mr Dave Cooper Mr Martin Brown Mr Terry Brown

Starting at

Halfway Houses Primary School

For all admissions we follow

Kent County Council policy and apply their admission criteria.

Full details are available from the School Office and on our website. In common with all Kent Schools, we have a policy of 'early admission'. This means that we offer a place in our Reception Class at the start of the academic year in which a child attains the age of five.

(mornings for 2 weeks, mornings including lunchtimes for a week, then stepping up to full During Term 1, it is our practice to admit all children on a part-time basis,

time).

Following this period, all reception pupils enter full time.

For September 2022 Kent County Council Admissions Department co-ordinates primary admissions and all procedures will be undertaken by the Council Admissions Department, following Government admissions criteria. We will need to see your child's

birth certificate before they start with

us. Children moving from other schools are sensitively introduced to our systems. Parents moving into the area are encouraged to come and look around the school.

At the age of 11, children transfer to local secondary schools: The Oasis Isle of Sheppey Academy, Fulston Manor, The Westlands Trust, The Sittingbourne School, Highsted Grammar or Borden Grammar. We maintain close links with all local secondary schools, with discussions held between staff prior to the transfer. Children also spend between a day and a fortnight at their chosen school, to begin their

transition

to their new school. There are also open evenings to enable

parents to visit the schools and meet staff. We recognise secondary transfer is a big step for all children, so it is our policy to

prepare and support them as far as we are able.

Halfway Houses Primary School

has a joint Governing Body with our sister school, Minster

Primary School.

Our Governing Body consists of: Parent, Staff and Trust appointed Governors. Our Governors have a range of experience including: Education, Health and Safety, Finance and Personnel.

In recent years, the responsibility of the School Governors has been considerably increased.

Governors overall responsibilities include:

curriculum issues, including: standards of teaching and learning, monitoring special educational needs provision; relationships education,

finances; premises; health and safety; and personnel matters.

The Governors meet as a whole group each term.

The Governing body review school effectiveness, approve the school improvement plan and monitor its implementation. Please see the Governor section on our website for more details.

Halfway Learning Muscles At Halfway we believe that all of us continually develop our capacity to learn throughout our lives.

We have created our own learning muscles which provide a shared language enabling all members of our community to talk about the process of learning. Our aim is to make our pupils more

responsible for organising and evaluating their own learning by giving them opportunities to exercise

independence

and

self-discipline. These muscles are outlined below and are

woven across our curriculum. Lessons will focus on particular learning muscles, encouraging pupils to consider and develop these skills, however; pupils will be encouraged to consider other

muscles they may develop personally at the same time.

learning

Wellbeing at Halfway We believe that good wellbeing works hand in hand with a successful education. We encourage children to engage with activities of their own interest beyond the school curriculum. Each child is given an activity passport when they start school with activities to complete across the year and part of the homework from Year 1 upwards is passport to learning projects where the children can focus on a project of their own interest and enjoyment.

Growth Mindset At Halfway Houses, growth mindset is a key concept which shapes the ethos of our school. Each classroom has a growth mindset display and its principles underpin all learning activities.

We believe that success can be achieved through the application of: 

TIME



INPUT



PRACTISE



EFFORT

We ensure that we regularly celebrate: 

LEARNING



CHALLENGE



BRAVE CHOICES



MISTAKES

Values Education We have a two yearly cycle of monthly values which form the basis of our assembly content and are displayed around the school. We have also taken time to link these to our own

Halfway Learning

Muscles. These monthly values help create a strong learning environment that enhances academic achievement and develops pupils’ social and relationship skills that last

throughout their lives. These values are displayed around the school and in classrooms and are referred to regularly.

WE have four key values RESILIENCE, OPTIMISM, AMBITION and RESPONSIBILITY… our children ROAR !!

Pupil participation is about developing a culture in schools where all children and young people have a voice and have the opportunity to play an active role in decisions that affect their learning and well-being. At Halfway Houses Primary School we are committed to actively develop opportunities to support this. Our

empowering our pupils and

Halfway Parliament is a key aspect of this

but not the only one.

Why have a Halfway Parliament?

Possible Outcomes Better

Impact on

Enhanced

attendance and motivation Promotes positive school ethos

teacher-pupil relationships

teaching and learning Improved policies and environment

What is our Halfway Parliament? democratically elected group of pupils to become partners in their own education, making a positive contribution to our school’s environment and ethos.

Our Halfway Parliament is a

How do we form our Parliament?

Assemblies are held across the school and the expectations of each role is shared. To be considered for a role in our Halfway Houses Parliament, pupils need to be comfortable speaking in front of others and being a leader. If interested, they need to complete an application process and are selected accordingly. Our Parliament Leaders are made up of Year 6 pupils but the whole school have class representatives who work with the leaders and are voted for and elected by their class. Whatever their role, they need to listen to others opinions and have ideas about what they would want to do to improve our school community and suggest ways to reach out to our wider community by promoting fund raising and charitable events.

Pupil-staff link Each Parliament leader has members of staff that they can link with and who are supportive of them. Between this pupil-staff link, they will decide which events they would like to promote in school and then raise this at a Parliament meeting in order to discuss their suggestions. For example: If it is

‘Anti bullying week’ approaching, then the ‘Well-being Minister’

supported by their lead adult, would hold an assembly (often a ppt to share across the school) so all stakeholders are aware of the Parliament’s intent and outcome.

Whole school ideas In order to encapsulate and champion the thoughts of all pupils at Halfway Primary School, it would be an expectation of the Parliament to canvas ideas and discuss them at a meeting with their members each term. They discuss ideas for events, hopes of improving our school environment and ways to fund raise and support charities.

Role models We value pupil voice and fully support the pupils who hold responsibility on our Halfway Parliament.  Our Parliament leaders wear a different coloured fleece (purple) in order to be recognised around the school.  Each member is considered to be a role model within the whole school community.  Each member represents themselves, their position and our school.

We are all tremendously proud of our Halfway Parliament and we believe they personify the values we promote as pupils journey through our school. We encourage and support pupils to believe in themselves, to demonstrate independence yet also understand the importance of being part of a team. To show empathy for others, both inside and outside our school community. To be risk 

takers, stand up and have the confidence to lead. To show passion and commitment for things

they feel are important and to try their best at all times and to make a difference where they can.

Positive, productive learning environments are key to our pupils’ academic, emotional and social success in school. We recognise that the classroom environment is often considered as the silent teacher enticing our children to learn and have high aspirations. However we believe that learning environments extend beyond the classroom walls and we are committed to using and developing our

outside spaces to provide interesting, challenging spaces to enrich our curriculum but also provide

safe and secure environments for all pupils to confidently play and learn.

Effective and stimulating use of our own school environment is made as well as the local area to help pupils to

appreciate nature and the outdoors, promote communication,

teamwork and problem-solving. Use of outdoor spaces enables our pupils to direct and shape their own learning with minimal support being required from adults.

Our EYFS Environment Our Early Years Team are continually developing their outside learning area to create a

space, which promotes, exploration and creativity

safe

whilst also allowing positive social

interaction to be fostered. Our responsive approach means that our environment reflects pupils’ emerging needs and interests.

Forest School Forest school provides a rich and stimulating natural environment with activities that are carefully managed to include an element of challenge and help children develop awareness of risk and the skills and confidence to manage risks. Forest School provides opportunities for pupils of all ages and abilities to develop

self-esteem

and

self-confidence.

Regular Forest School sessions

enable pupils to form positive relationships, develop emotional intelligence and improve their resilience and concentration skills. Pupils learn to cooperate with their peers and adults and develop a sense of responsibility. The open and free environment of Forest School fosters the development of children’s natural intelligence. It provides activities which enable them to

problem solve and

creative

and ask questions, enabling them to become more

independent, confident

learners.

Our Chickens Our school is home to some friendly rescued chickens. The chickens are very sociable and enjoy visits from different classes across the school. The children have learnt how to care for the chickens and what they can eat. Did you know they really enjoy eating watermelon and tomatoes?

Sensory Room Our Sensory Room is a fantastic environment for our children who have a wide range of needs, for example sensory, emotional regulation and social communication.

It is a space that they are able to access on a specific day at a specific time which is calm and quiet and supervised by an adult. It promotes a feeling of trust, empathy and confidence.

Sometimes, on occasions for individual children it enables them the opportunity to re-focus and return to class to continue learning in a positive manner.

At Halfway Houses Primary School, our curriculum has been designed to help every child to be

‘the best they can be’ The best learner, friend, citizen of the school and indeed the wider community, now and for the future.

Our curriculum has been designed around the needs of our learners, to overcome their barriers to learning and to widen their understanding of their place in the local, national and global community.

At Halfway Houses Primary school careful analysis and discussion about our pupils’ backgrounds, life experiences and culture has helped us to design a curriculum with three key priorities underpinning every subject area. We believe that by focusing on the following key priorities our children will be ready to successfully meet the challenges of the next stage of their education and their lives.

The aim of our curriculum is to develop:

  

Successful learners with aspirations Confident children who are independent and resourceful learners.

Responsible citizens, pupils who value their environment and understand their responsibilities towards sustaining their local and global environment.

In order to be successfully prepared for the future our learners need to acquire a range of knowledge, personal skills, qualities and dispositions. Our curriculum, ethos, values and pedagogical approaches have been designed to provide the full range of experiences to support our young people to develop a positive sense of self, a growth mindset, aspirations for the future and a sense of responsibility for self, others, the community and wider world. Our children also leave us with a well-developed sense of moral and social responsibility, an absolute appreciation and acceptance of diversity, culture, sport and the arts. We aim to support children to attain highly so that they are very well prepared for the next stage of their learning journey; they are aspirational, motivated, capable, curious and resilient learners.

Learners at Halfway Houses Primary School sometimes enter with low levels of literacy, speaking and listening skills. Thinking and speaking are inextricably linked as such, every area of our curriculum places an emphasis on language acquisition: talk for learning is a cornerstone of our approach to the curriculum. Furthermore, we prioritise the teaching of reading: reading is the window to all areas of learning. We pride ourselves on our tangible reading culture, driven by our Accelerated Reading programme and this is evident in every area of our school environment.

Reading supports pupils to improve vocabulary, become more articulate, develop higher order reasoning, promote critical thinking and is a necessary vehicle for all learners to access every area of the curriculum with increased confidence, enjoyment, reflection and success.

We have designed the curriculum to ensure our learners experience an education that is broad, rich, deep, inspiring and exciting.

At Halfway Houses Primary school our definition of progress is; the widening and deepening of essential knowledge, skills, understanding and learning behaviours. We design, organise and plan our curriculum to ensure that children are not merely covering content but achieving a depth to their learning, which enables them to use their skills, and understanding in all areas of the curriculum. We plan and design our curriculum to allow time for children to think, discuss, practise and explore but most importantly to embed. Our curriculum design allows for teaching, practice and repetition so that our learners know and remember more over time. Children are able to revisit previous learning, which allows them to gradually develop a deeper understanding of the skills and processes within subjects, at their own pace and in the best possible way for each individual child.

Our approach also recognises the importance of making connections between different experiences in learning and in essence developing children’s understanding of the fundamental principles of each subject and the links between them. Our curriculum is meticulously designed and planned to move the nature of children’s thinking to a higher order deep level of understanding rather than just acquiring new facts and knowledge.

At Halfway Houses Primary School it is our underlying belief that children will not be successful learners unless they are emotionally secure, therefore we carefully design our curriculum and adopt a flexible approach to timetabling to ensure that we can meet and respond to any issues which may arise. Children’s physical and mental wellbeing are as valued and important as academic development. We carefully monitor children’s progress with their personal development and our well planned and thoughtful approaches help to ensure that every child is well cared for and supported.

Halfway Houses values, Learning muscles and Growth mind-set under-pin our curriculum to make us a positive, successful community of learners.

Our balanced approach to the curriculum is not at the expense of high standards in core subject areas. High standards and enabling children to reach national expectations and above is of vital importance if they are to succeed at the next stage of their education and go on to achieve full and happy lives and careers.

We have designed and planned our curriculum to offer a range of experiences which contribute to every child receiving a full and rich curriculum. The range of experiences we offer support and champion our culture and ensures that our children benefit from a full range of academic, spiritual, moral, social and cultural activities. These activities enrich their lives and those of our whole school community and make them proud of their British values and the diverse society to which we belong and play an active part. We are proud that our curriculum gives our children the skills, confidence and self-belief to lead a happy and fulfilled life by encouraging them to aim high and work towards their goals and dreams in life.

Young children are eager to find out about the world and are trying to make sense of it. They want to explore and investigate. Our aim is to welcome the children into a warm, caring and secure atmosphere where they will have the opportunity to explore and discover in order to understand.

Children are given opportunities to talk about and listen to, real, meaningful and imaginative situations in order to sequence and develop their thoughts. They are encouraged to think about what they are saying and to listen to others.

The curriculum in our Reception Class follows the government's ‘Foundation Stage Guidance’, designed to develop skills in the 3 prime areas of learning.

1. Personal, social and emotional development 2. Communication and language 3. Physical development A further four specific areas of leaning are also prioritised:  Literacy  Mathematics  Understanding the World  Expressive arts and Design Early reading skills are developed as children listen to and discuss stories, rhymes or information books on a daily basis. We teach the sounds that letters make both individually and when combined through the document ‘Letters and Sounds’ and a structured phonics programme called ’Jolly Phonics’. The children are taught a basic sight vocabulary of high frequency words that they need to recognise.

Many of the skills to support reading also aid writing. We support the writing process by demonstrating and modelling writing, focusing on both structure and content. The children have regular opportunity to practice forming letters correctly. We have writing activities, using everyday situations where the children can behave like a writer and 'write' for a purpose.

We are sensitive to the needs of all our pupils and their varying abilities. Some children are quick to grasp new concepts, where others need more time and help. What all our children need is

positive encouragement and support. During the early years practical work, painting and

drawing, construction play, sand, water and role play form a vital part of the curriculum. This essential exploratory and practical work provides a sound basis for later learning and more formal language and numerical skills, ensuring that our children are ready to enter Key Stage 1 as confident and keen learners. Statutory assessments are made at the end of the EYFS to further inform parents, Year 1 teachers and to enable a national comparison to be made.

As one of the core foundations to a child’s education, we place a strong emphasis on our English work. We aim to provide a language-rich environment in which all children may become confident communicators in the spoken, printed and written word. All children pursue a planned curriculum designed to develop skills in

listening.

reading, written and verbal communication and

Reading We aim to develop the children as independent, successful and enthusiastic readers, as early as possible. In order to encourage them to read for a variety of purposes and to become lifelong readers, we provide a wide range of attractive and stimulating books, covering a variety of styles, subject matter and levels of difficulty. All children follow a programme of reading activities. Once they have mastered the basics and learned how to read (which most have by the end of Year 2) they begin a course designed to extend their reading ability so that they become competent and confident. The emphasis then becomes on reading for understanding. The children undertake activities with fiction and non-fiction books, which aim to help them:   

follow the author’s meaning. make reasoned judgments and statements about the books they read. use reference books effectively.

For most of their reading activities, the children are ability grouped. We find this the best way of catering for each child’s needs. We also place great value on personal reading for enjoyment and information.

Writing Children are engaged in a wide range of activities intended to provide the opportunity to express their ideas, feelings and knowledge and to help them develop the skills necessary to achieve this.

Over their primary years the children read, experience and write in the variety of shapes, styles and forms that our written language is contained in. They are introduced to the mechanics of writing, such as punctuation and grammar, in a scheme that allows for continuity and progression.

Our National Curriculum now places an increased emphasis on grammar and Standard English and this is taught and expected to be used throughout all areas of the curriculum. To develop and consolidate children’s understanding of grammar, daily lessons are taught across the school.

Rigorous attention is given to spelling, phonics, spelling patterns the presentation of work and handwriting. We use a cursive, leading line style of handwriting from the reception year upwards.

The children are encouraged to ‘join’ their writing as soon as they become competent at forming all the letters and feel confident enough to do so. An example of the script we teach is provided below:

abcdefghijklmnopqrstuvwx yz Speaking and Listening The National Curriculum recognises the value of actively teaching and fostering speaking and listening skills. A wide variety of activities, formal and informal, are introduced to enable children to listen with understanding and speak with clear meaning. As the principal means of communicating, speaking and listening skills are practiced constantly and are developed through conversation, discussion, message giving and receiving and drama, so as to serve as a key skill throughout all school activities.

A significant amount of time is spent developing the skills of mathematical thinking and the understanding of mathematical knowledge in each child. We aim to help our children acquire computational skills based upon the development of conceptual understanding and procedural fluency.

We strive to give children a thorough understanding of what they are doing in maths, by providing them with lots of opportunities to explore mathematics practically using concrete apparatus before proceeding to the use of pictorial and then abstract representations.

We feel it is important that children see how different areas of mathematics link together and that an understanding of the relevance of mathematics in relation to everyday life is developed.

A great emphasis is placed upon the value of promoting talk rich learning environments, enabling children to express their mathematical understanding using mathematical language accurately.

We teach a single maths topic at the time to our classes, ensuring that

logic, reasoning and

problem-solving skills are encouraged daily with a range of varying contexts provided to enable pupils to use and apply their skills.

A strong focus is placed on mental mathematics which includes knowledge of number bonds, times tables and understanding of the inverse operations, encouraging speedy recall through regular practice.

We aim to develop positive attitudes and foster a ‘growth

mindset’ attitude to the subject so that every child feels that they have the confidence and ability to succeed.

In their Science work, the children discover how the world about them works. We encourage them

experimental and investigative work. A scientific approach is encouraged where questioning, predicting and examining are essential tools of the young scientist. to develop an enquiring mind, with a strong emphasis placed on

We follow the National Curriculum Programmes of Study. The children study materials, living things, and physical processes, including light, sound and the forces of the earth and beyond. We teach most of our scientific work in themes, which enables us to make the work more meaningful for the children, and allows us to offer a reasonable depth of study.

Considerable opportunity is provided for pupils to develop the

skills and confidence to cope

with the ever-changing world of computers. Our wireless networked learn pads, laptops, iPads and interactive whiteboards ensure that computing practice is provided across the curriculum, in individual, group and class organisations, using a wide variety of educational software. The children also have

safe and controlled access to the Internet. Our children make use of

computers to retrieve information, organise data, and process their own material.

At Halfway Houses Primary our policy is in line with the Kent Agreed Syllabus for Religious Education.

The curriculum for RE aims to ensure that all pupils:  Know about and understand a range of religions and worldviews.  Express ideas and insights about the nature, significance and impact of religions and worldviews  Gain and deploy the skills needed to encourage seriously with religions and worldviews All pupils learn from Christianity in each Key Stage in addition pupils learn from the principal religions that are represented in the UK, in line with the law. These are: Islam, Hinduism, Sikhism, Buddhism and Judaism. Furthermore, children from families where non-religious views are held are represented in all our classrooms. These worldviews, including for example, humanism, will also be the focus for study.

Parents have the right to withdraw their children from Religious Education after consultation with the Head of School.

In their historical and geographical work the children study the lives of people past and present,

key events in history, and attain a sense of order in which history unfolds. They investigate the features of their own locality and the wider environment. They develop an understanding of how people live and work, where places are situated and the means by which they communicate, use the environment and take their place in society. Once again we organise most of our work in

themes. To add to the children’s understanding and stimulation we use visits to places like museums, both local and further afield. We also invite experts into school to add to the children’s first-hand knowledge.

Children experience the Arts by looking at

artists from the past and present and across

a variety of cultures to enrich their understanding and knowledge. They have lessons that focus on exploration of technique and skill progression within each module. Our children are encouraged to be reflective throughout the entire process by commenting on pieces of existing artwork, discussing their explorations as well as evaluating any outcomes. We like to share our Artwork with members of our community to celebrate our learning. Halfway is an School and have achieved the

gold award.

Artsmark

We recognise that many of our pupils attend school having had limited musical and associated cultural experiences and therefore we have developed an enriched curriculum, with a strong emphasis placed on developing creativity and cultivating a real

enjoyment of music. All

play melodic and percussion instruments, in addition to singing.

We work alongside Kent Music School, who provide whole class instrumental provision to children are taught to

ensure that all our pupils experience working alongside and with a professional musician. Kent Music School also offers a range of peripatetic music lessons for pupils. Following the National Curriculum guidelines, our music curriculum includes opportunities for children to

perform,

compose and listen to different styles of music. Our ambition where possible is to share the enjoyment that music evokes by staging community members.

musical performances for parents and other

Children work individually and in groups to take a proposal through from the finished item. On the way they learn to

design

stage to the

design, to evaluate and modify their ideas, choose

the best materials for the job and handle tools in a proper and safe manner. Finished items range from instruments to cakes!

At Halfway Houses Primary School we aim to teach children another language in order to provide them with a broader understanding of the world around them. Being exposed to a Modern Foreign Language provides a vehicle for us to immerse the children in the multicultural society in which they live, developing their understanding of other cultures and languages. We strive to encourage their curiosity about other cultures and endeavour to make language learning a fun and enjoyable experience, with links across other curriculum subjects, so that our children will go on to develop further at secondary school with

world.

an enhanced awareness of their diverse

health and well-being is paramount. We strive to ensure all choices through promoting our Halfway Muscles, Value of

At Halfway Houses Primary School our children make well-informed

the Months

and through delivering a broad and balanced Personal Social and Health Education

curriculum. We place emphasis on developing, healthy respectful relationships whilst supporting them in developing their resilience and character. We use a comprehensive spiral teaching approach in PSHE building on children’s understanding year after year visiting termly topics; ‘Me and My Relationships’, ‘Valuing Difference’, ‘Keeping Myself Safe’, ‘Rights and Responsibilities’, ‘Being my Best’ and ‘Growing and Changing’.

Relationships and Sex Education (RSE) is a key part of Personal, Social and Health Education at Halfway. It is more than the biology of reproduction and is taught in the context of

caring

relationships. The Relationships and Sex Education provided forms a foundation for further work in secondary schools and the skills and attitudes developed will enable the children to lead

happy, healthy lives where they are successful and productive members of society. In Years 5 and 6 children are taught about the changes that they will go through as they grow up. We use established health education programs. The girls are given more detailed information about menstruation. All parents are given the opportunity to view any materials prior to their use in the classroom and are informed when sex education is planned to take place. Parents have the right, after discussion with the Head of School, to withdraw their child from these lessons.

Our Homework Guidance is designed so that we strike a balance between reinforcement and extension of work undertaken in class, whilst also ensuring that the children have free “after school” time to develop all of their other important out of school interests. Each week every child will have homework to complete; this will include reading, spellings, and times tables. We encourage our children to read as widely as possible and to try to research into specific work being undertaken in the classroom.

Our termly passports to learning projects support children in enriching the curriculum, with a range of self-selected activities centred around a topic.

We do ask for your assistance and support when the children bring work home. If we all work together and take a real interest in your child’s work, then we give them the important message of how much we value their education and care about their progress.

All children have a Home School Contact Book/Diary. This is used to outline the homework tasks set, to enable you to give us feedback on how your child has completed the tasks set and their motivation levels while working.

We offer a range of extra-curricular clubs organised by staff and volunteers either at lunchtime or after school. These provide an opportunity for the children to follow up and develop their

skills

and

interests. Clubs we have offered have included the following: Football, Gymnastics, Forest schools Club, Art Club, Choir, Karate, Creepy Claws Club and Multi Sports.

Children are regularly assessed across the whole curriculum, throughout their time at Halfway, to ensure that we deliver a curriculum matched to their needs. This means our teachers are well informed about the individual child’s capabilities and aptitudes, and can plan future work accordingly. Class teachers will share the outcomes of ongoing assessments with parents in the Parents’ Consultation Evenings. During these meetings, teachers will also share targets for your child in reading, writing and numeracy. In addition to constant teacher assessment, we use more formal tests, where appropriate, both for diagnostic purposes and as a further tool for us to study a child’s progress and academic potential.

Year R teachers assess the children in each of the areas of learning at the end of their reception year. These assessments are reported nationally and to parents. They are used within school to ensure a smooth transition to Year 1.

Year 2 and Year 6 children all undergo the Statutory Assessment Tests/Tasks (SATs). These are government-designed tests in English (Reading and Grammar, Spelling and Punctuation) Mathematics and Science (if the school is selected as a sample school –Year 6 only) that are administered nationally to all children at the ages of 7 and 11. The results of these and ongoing teacher assessments will be reported to parents in the Annual Records of Achievement along with the results of Halfway Houses pupils, as whole and national results.

Year 1 pupils undergo Phonics screening and the outcomes of these are reported to parents and Year 4 pupils will undertake the new Times Table Check.

An annual report or Record of Achievement is written for each child and sent out during the Summer Term. This details their progress and achievements over the year. A mini report is also produced for the end of Term 1 focusing upon how well each child has settled into their new class and a further report is written prior to the Spring Term’s Parents’ Evenings. Parents are of course welcome to make contact with their child’s Class Teacher at any in point in the year to discuss progress or any other concerns or worries.

We regard school visits, both short and extended as an important part of school life. Each year the children go on a number of day visits to extend their knowledge and understanding of the work they are doing.

In addition to these visits, we periodically organise longer residential visits for our older children.

We also take the opportunity to host a range of in-school experiences to

enrich our curriculum. These have included: visiting authors, musicians and artists, theatre productions sporting experiences.

and a range

The needs that individual children bring to school will all be slightly different. We aim as far as possible to ensure that these are met appropriately.

Sometimes it becomes apparent that a child has specific needs. They may have a learning difficulty or be gifted in certain curriculum areas. In such cases we work closely in partnership with you to assess those needs so that we can offer the support necessary. It is important that support or special programs of work are appropriately designed, monitored and evaluated.

Sometimes a Pastoral Support Plan (PSP) will be drawn up to address specific behavioural needs or a Personalised Provision Plan will be written by teachers which now accompanies an EHCP. In some cases children require more support than we alone can offer. We then seek to obtain the provision of extra support. We are helped in this by the Specialist Learning Support Team, whose lead is Clare Bridgewater. Her team include specialists in the different areas of need addressing the Mainstream Core Standards of Cognition and Learning, Communication and Interaction, Social and Emotional Mental Health and Physical, Visual and Hearing Impaired Needs. Early Help is also available to help support families with children presenting with any of these needs.

Our FLO (Family Liaison Officer) leads on Early Help referrals. The Educational Psychology Service will become involved when an Education and Healthcare Plan is applied for. Sometimes this will mean specific learning programs are drawn up when needed; sometimes it might mean a child having a Teaching Assistant to work with them.

In all cases our teachers apply the Mainstream Core Standards for Teaching and Learning, as outlined above and the class teacher is the first person that you need to liaise with, if you have an issue with your child or their progress.

At all times, our aim is to maximize the potential of all our children, whatever their needs. We work closely with you as parents to ensure this happens. If you feel this close liaison has not worked, or you feel that we have not dealt with an Additional Needs issue thoroughly enough, we have an official Complaints Procedure. This is outlined in our SEN Policy and Guidance, available from the School Office.

Our Special Educational Needs (SEN) lead, who works closely with the FLO, Helen Potts and the PSW, Debbie Spocchia, is Miss Felicity Walsh. The Governing Body also has a Governor responsible for SEN: Jonathan Smeeton The school has a policy for supporting children with special educational needs which is revised and implemented every year by the staff and governors. The implementation of this policy is monitored by the Governor responsible for SEN. The SEN policy, together with the SEN information repost is available on our website to read and is updated each year to reflect current practice.

Halfway Houses Primary School is committed to safeguarding and promoting the welfare of all children entrusted to our care.

Safeguarding arrangements at Halfway Houses are underpinned by the following principles: 

Safeguarding is everyone’s responsibility: all Staff, Governors and Volunteers should play their



full part in keeping children safe.

That all Staff, Governors and Volunteers have a clear understanding regarding abuse and neglect in all forms; including how to identify, respond and report. This also includes knowledge in the process for allegations against professionals. Staff, Governors and Volunteers should feel confident that they can report all matters of safeguarding children in the school where the information will be dealt with swiftly and securely, following the correct procedures with safety and wellbeing of the children in mind at all times.

We recognise that because of their day-to-day contact with children, school staff are ideally placed to observe outward signs of abuse. Staff in school will therefore:  

Report any inappropriate behaviour/activities to designated staff.

Establish and maintain an environment where children feel secure, are encouraged to talk and



are listened to.

Establish that children know that they can approach any adult in school if they are worried and



they receive a consistent, supportive response.

Staff will promote a flexible and relevant curriculum which promotes safeguarding and provides pupils with the opportunity to develop skills they need to stay safe, protect themselves and take responsibility for their own and others’ safety.

All adults who work in the school have a responsibility to read and understand our Child Protection Policy.

All adults are also expected to read the DfE guidance: Keeping Children Safe In Education guidance.

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 our concerns about pupils are discussed with his/her parents/carers first unless we have reason to believe that such a move would be contrary to the child’s welfare.

Our Designated Safeguarding Lead (DSL) and Deputy Designated Safeguarding Leads (DDSL) are: 

Felicity Walsh (SENDCo) DSL.



Lindsay Fordyce (HoS) DDSL.



Lisa Elderfield (AHT) DDSL



Danielle Hall (AHT) DDSL



Helen Potts (FLO) DDSL.



Claire Michel (EYFS Lead) DDSL.

If you become concerned about the welfare of a child in the school, please contact either the DSL or a DDSL on: 01795 662875.

If you have an urgent concern about a child in the community linked to something you have seen or heard please do not wait to contact a member of school staff but contact Children’s social care on: 03000 411111, out of hours 03000 419419.

The NSPCC can also be contacted on 0808 800 5000 to offer advice on reporting a concern about a child.

If you think a child is in immediate danger, don’t delay and contact the police on: 999.

Our school aims to be an inclusive school. We hope to make all our children welcome and feel happy to look forward to their school day. Every child is different and we view differences as an opportunity for adults and children alike to learn more about themselves.

If your child has a disability he or she will be treated no less favourably than other applicants for admission. We make reasonable adjustments to ensure that pupils with disabilities are not placed at a substantial disadvantage. Our accessibility plan (available from the school office) describes the arrangements we have already made and the further proposals planned, to improve physical access to the school, access to the curriculum and access to written information.

The school has a policy for supporting children with special educational needs which is revised every year. This policy is available from the school office. Our aim is for all children to have access to all aspects of school life, as far as is reasonable and practical. We aim to prevent disabled pupils in our school being placed at a substantial disadvantage. We will take all reasonable steps to ensure people with a disability are not treated differently without lawful justification. We will make reasonable adjustments for disabled pupils and we will know we have succeeded when disabled pupils are participating fully in school life.

In order for effective partnership working between home and school to take place, we anticipate that parents will want to:

  



Inform the school at the earliest opportunity if their child has a disability and the exact nature of it; Provide the information school needs to plan effectively for the child to be a full member of the school community; Acknowledge that when deciding whether an adjustment is reasonable, one of the factors the Head of School must consider is the effect of the proposed change on all members of the school community; Recognise the importance of school and home working in partnership.

Communication between school and home is vital if we are to maximise the potential of our children at Halfway Houses Primary School. We are always available to discuss any problems or anxieties concerning your child.

We try to deal with matters as they arise, rather than wait for problems to grow. In non-urgent cases teacher-parent meetings usually take place by appointments through the School Secretary or Pastoral Support Worker (PSW). Parents can also email the school office: HHoffice@tiltrust.org Any messages will be forwarded to your child’s class teacher.

The Head of School, Assistant Headteachers or FLO can usually be found outside the main entrance before school starts in the morning, and are always willing to discuss any concerns you may have.

During the school year we hold Parent Consultation Evenings where parents can discuss their child’s progress with the class teacher. At the end of the Summer Term we send home an Annual Report which describes the progress your child has made.

There are regular newsletters which keep you updated with developments within the school and keep you informed about the school news. These letters are also available on our school website: www.halfwayhouses.kent.sch.uk We also encourage parents to

participate in school life where they can and host regular

school/class events which celebrate our school, community and pupils’ learning.

As a school we are extremely proud of our working relationships with parents and carers. We have a very informative and active Facebook page where achievements are celebrated and news is shared.

Recognising the impact that parent/carer

partnerships

have on a child’s learning, we are always

looking at further ways to develop aspects of our home-school partnership and welcome feedback and suggestions from our parent body.

At Halfway Houses Primary School we build a relationship with the children. We listen to them and we nurture them to be the best they can be. We have a supportive pastoral team who work alongside the children when required.

As a first principle we take a positive approach by valuing the good we see in school. This might be work or behaviour. Every opportunity is taken to give praise to children where it is deserved. Selfdiscipline is encouraged and self-esteem nurtured.

In school we have routines to enable us to work happily and safely together. Each class agrees their own classroom code of conduct and sees them enforced fairly and consistently.

Once a week we gather together for a

Celebration Assembly where we share the good things

that have occurred in school that week.

Occasionally problems will occur. These will often be dealt with by staff using a restorative justice approach. If a child displays persistent behavioural issues, a consultation will be arranged between the teacher, PSW or FLO or SENDCo and/or Head of School and parents so that strategies can be implemented to understand the child’s needs and support them.

A consequence that fits the misdemeanour will be actioned if appropriate. The Nurturing Relationship and Best Behaviour Policy is upheld rigorously, in rare cases serious and persistent unacceptable behaviour can lead to the possibility of fixed term or permanent exclusion.

A nurturing school environment is of vital importance. It is important for staff to identify with the individual needs of our children by developing good relationships with them, helping to create an

atmosphere

of security. We try to help the children come to terms with the complex issues of growing up and hope that they see school staff as adults who care for them and with whom they can share their problems and achievements.

At Halfway Houses Primary School, we encourage our children and adults in school to look after their and

physical, emotional, social and mental health. Research shows that resilience

strength

directly impacts on academic progress and attainment and that children, who are

able to express their emotions and seek help when things are tough are able to take these skills into their adult life. At Halfway Primary School we are equipped to help our families and staff.

Our Wellbeing Offer: Families:        

Parental engagement – open door policy.

Family Liaison Officer.

Pastoral Support Worker.

Effective relationships.

PTA (The Friends) – Parent Teacher Association Range of communication – Facebook, Parent Mail, Website, Newsletters.

Parent workshops.

Signposting to a range of relevant services.

Children:              

Nurturing relationships at all levels.

Broad and balanced curriculum.

Worry Box Pupil Parliament Event days: Safer Internet Day, Anti-bullying week.

Attendance monitoring and awards.

Mindfulness.

Positive feedback and Marking.

Pupil conferencing.

Pupil mentors.

Referrals made to external agencies.

Celebration assemblies Pupils workshop SEMH (Social, Emotional, Mental Health) interventions

At Halfway Houses Primary School we know that good attendance is the key to successful schooling and we believe our pupils can be amongst the best!

Good attendance at school is not just beneficial, it’s essential. Statistics show a direct link between under-achievement and absence. Children that attend regularly make better progress; both socially and academically, they find school routines, schoolwork and friendships easier to cope with and find learning more satisfying. As well as this, going to school helps to develop:

Punctuality It is important that your child attends school every day and on time. Arriving late to school is unsettling for children and means they miss key information and important input at the beginning of lessons.

Reporting Absence It is a parents/carers responsibility to notify school if their child is absent. A reason must be provided and for prolonged periods of absence medical evidence may be requested.

Medical Appointments Where possible all appointments should be booked outside of school hours. Where this is not possible, the amount of school time missed must be kept to a minimum. To authorise this absence medical evidence must be provided.

Too ill to attend school?

We understand that when children first start school they can be susceptible to childhood illnesses such as chickenpox etc., children can attend school with minor ailments (toothache, headache, stomach ache, cold, sore throat) over the counter medicines can be given before school and then if required, administered during school. We will call you should your child become too ill to remain in school.

Family holidays should be taken during school holiday periods. There are 175 non-school days for day trips and holidays.

Requests for any additional leave must be made in writing.

Fines of £120 per parent/carer may be issued where unauthorised leave has been taken during term time.

We expect all children to achieve 100% attendance with a minimum of 96% and we follow up absences with first day calling. We routinely monitor all pupils falling below 96%. Parents may be invited to meet with the FLO, HoS or governors to explore reasons for poor attendance. Equally we routinely expect to see medical evidence for pupils below 96% before we authorise absences.

We are required to record all occasions of absence. If your child’s absence level appears excessive, we are required to alert the School Liaison Officer, who will work with you and us in order to improve attendance levels. The Educational Welfare Service also monitors lateness. Pupils arriving between 9 – 9.15 a.m. are recorded as late. Our registers close at 9.15 a.m. and after this time late pupils are recorded as having an unauthorised absence.

Parents have a legal duty to ensure that their child(ren) attend school regularly and arrive on time.

It is the parent’s responsibility to contact the school on the first day their child is absent. If parents have not phoned in, the school will be in contact to investigate why the child is not in school. This is a safeguarding issue so that all parties know that your child is safe. Parents should regularly update the school and inform when their child is returning.

Children are expected to be suitably dressed for the variety of indoor and outdoor activities that they will be pursuing during the school day. We encourage all our children to wear our uniform and to be proud of their appearance at all times.

The Governing Body recommends the following dress code: White shirt, blouse or polo shirt Blue cardigan/jumper or school fleece Grey trousers (long or short), skirt or pinafore or blue and white check dress White socks, black socks, grey socks or grey tights Flat black shoes (this does not include sport trainers or leisure shoes) Blue striped tie (Year 6 only)

Whilst any dress code can only be voluntary in a primary school, we do hope for your co-operation to ensure that the children are suitably dressed. We discourage any clothing that could be dangerous (e.g. high heeled shoes) or unsuitable (e.g. bare-midriff tops, etc.).

Lost property can be a real problem in school. Please ensure that your child’s clothes are

labelled.

That way we can return them easily if mislaid.

Children will require alternative clothing for Games and PE. As a result of COVID the children are able to come into school in their PE Kit on the days that they have PE. They will need:  

Light blue t-shirt, blue shorts Plimsolls or trainers

A warm sweatshirt or tracksuit is recommended for games lessons during cold weather.

Children with pierced ears are asked for safety reasons only to wear stud earrings. All types of physical education will require the removal of any earrings. This cannot be undertaken by the teachers. No other forms of jewellery except for a watch (this excludes Smart watches) may be worn.

At morning break, our EYFS and Key Stage 1 children are provided with

fresh fruit or

vegetables as part of our involvement with the ‘Fruit & Vegetable Scheme’. All children are able to enjoy

milk from our milk bar to drink with their morning snack. Our children are also

encouraged to bring their own healthy snacks from home to eat at break time, therefore, no crisps, chocolate or fizzy drinks are allowed in school for break time.

Cooked meals are prepared on the premises. They are very good value. Parents are asked to pay online if possible, as this helps our financial administration.

Children who do not have a cooked meal can bring a healthy packed lunch to school. We have

Healthy School Status

and we encourage parents to provide a balanced and healthy lunch,

again no chocolate bars are allowed.

For health and safety reasons we do not allow children to bring canned drinks, glass containers or nuts or nut-based products such as: Nutella, to school. Please ensure packed lunch boxes are secure and labelled on the outside where possible.

All parents automatically belong to Halfway Houses Primary Parent and Teacher Association (The Friends). This thriving organisation exists to promote social events and raise funds for the school.

We hope that you will not only

support events but also become actively involved in helping to

organise them.

A list of the school holiday dates is available on our website. Our School policy strongly discourages holidays during school time. Indeed permission for term time holiday will only be granted to parents who’s circumstances match those outlined in law as ‘exceptional circumstances’.

A copy of our Leave of Absence policy can be obtained from the school office.

If your child is ill or hurt whilst at school we shall make every effort to contact you or your named representative via a medical note or by telephone. It is vitally important to keep contact information up to date with our office.

If your child is absent from school due to illness please contact us on the first day of absence and each subsequent day of absence. Please also send a note when they return to school.

Basic first aid is applied in school. We have a number of staff with current first aid training qualifications. If an accident requires hospital attention, we will try to contact you first. It is essential that we have an up to date address and contact number of who to contact if necessary.

In the event that we are unable to contact you we will act on your behalf.

All children are expected to achieve 96% attendance and routinely we monitor those who fall below this threshold. Parents may be asked to provide medical evidence if their children are showing up with high levels of absence. Unauthorised absences will mean a possible penalty fine will be issued.

The school follows the Kent Code of Practice for the Administration of Medicines to Pupils'. This means that normally medicines will not be administered to children in school. However, there are circumstances where children require regular medication (e.g. asthma/sore throats/allergies) and in these cases an Administration of Medicines Form must be completed and returned to the school office, giving permission to staff to administer the medication. All medicines must be in their original containers with dosage instructions. Only medicines supplied on prescription will be administered.

The School Governing Body is required to observe Government legislation on charging and remission (1988 Education Reform Act). Therefore, no mandatory charges will be made for curriculum activities with the possible exception of:   

Individual music tuition or sports clubs provided by external facilitators.

Board and lodging on residential trips.

Some finished products (e.g. some models, etc.)

Where approved charges are to be made parents will be notified in advance of the activity and those charges will be waived for those who have an entitlement to remission of fees.

The way in which the school manages to maintain any additional enrichment activities is through voluntary contributions from parents. All children eligible to take part in such activities are included, whether or not their parents have elected to make a voluntary contribution. However, the school may have to cancel an activity if there is not enough financial support from parents.

In an ideal world complaints would not exist. We do not, however, live in an ideal world and complaints arise from time to time despite our best efforts. This is as true in schools as anywhere else.

Parents may appreciate guidance on how to approach this matter.

Parents are encouraged to discuss all complaints with the class teacher in the first instance, as we believe that the great majority of complaints can be resolved in this way. The head of school is always available if you feel the situation warrants it. However, if you are still dissatisfied you can refer your complaint in writing to the Clerk to the Governors who will arrange for a governor to receive the complaint. There are also further appeal stages, to the Local Education Authority, and finally to the Secretary of State should the need arise.

We hope you find our prospectus informative and useful.

All the information in this booklet is correct at the time of publication, but may be subject to change as the year proceeds.

If you ever require any further information, then please don’t hesitate to contact us.

We look forward to welcoming you to our school community

Telephone: 01795 662875 e-mail: HHoffice@tiltrust.org Website: www.halfwayhouses.kent.sch.uk