Prospectus 2012-2013
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“Pupils in the Woodland Primary Phase will benefit from a unique range of educational and extra-curricular activities delivered through South Gloucestershires first All Through Academy. A key focus for us all is to ensure that our children are happy, aspirational, achieve and ready to confidently move into the secondary phase” Dr R S Gibson | Chief Executive Principal
Contents Prospectus | 2012-2013 Welcome 2 The Curriculum Monitoring and Testing
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Visits 10 Charging for Academy Activities
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Children’s Road Safety
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Uniform
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Academy Sessions
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Academy Meals Service
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Medical Matters
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Parent/Carer Involvement
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Admissions.
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Home Learning Policy.
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Personal, Social, Health and Citizenship Education
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Academy Governance
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2012 - 2013 Term Dates
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Dear Parents and Carers Thank you for your interest in Yate International Academy, Woodlands Primary Phase. This information pack is intended to give prospective parents/carers a ‘feel’ for our attitudes and practices and to help you with the many matters you will want to consider when selecting a school for this very important phase of your child’s education. The Woodlands Primary Phase offers a fantastic, attractive and spacious learning environment. The classrooms are bright and airy and there is a computer suite, two food technology rooms, a music room, two large halls for P.E. and assemblies and further rooms for small group work. The building is surrounded by three playgrounds, a large playing field and two courtyards for the children’s use. The children’s play is extended through the provision of climbing frames and playground equipment. Woodlands Primary Phase caters for primary aged children from ages 4-11, who are this year organised into nine classes, four in Key Stage 1 and five in Key Stage 2. The children experience a creative curriculum, where subjects are taught through cross curricular themes to make learning more interesting and relevant. Our aim is to create independent, literate and numerate learners who are equipped with the skills to move successfully and positively on to continue their education in the secondary phase. In the Woodlands Primary Phase we think that good behaviour is very important and children are expected to be considerate towards others and are encouraged to take a pride in themselves and in their Academy. If you would like further details on any topic contained in this information pack, please contact Mrs Andrea Gould, Academy Business Co-ordinator on 01454 866535 for an appointment. I hope that you take up a place for your child at the Woodlands primary Phase and look forward to a positive working relationship with you in the future.
Yours sincerely
Yours sincerely
Yours sincerely
Dr R S Gibson Chief Executive Principal
Julie Hogan
Mr R J Gilbert Academy Principal
Acting Assistant Principal Woodlands Primary Phase
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“Pupils are exceptionally polite, very well behaved and they enjoy their learning� Ofsted, 2010
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The Curriculum The curriculum is all the planned activities that we organise in order to promote learning and personal growth and development. It includes not only the formal requirements of the National Curriculum, but also the range of extra-curricular activities that the Academy Primary Phase organises in order to enrich the experience of the children. It also includes the ‘hidden Curriculum’, or what the children learn from the way they are treated and expected to behave. We aim to teach children the knowledge, skills and understanding to grow into positive, responsible adults, who can learn independently and co-operate with others so that they achieve their true potential.
Key Skills The following skills have been deemed ‘key skills’ in the revised National curriculum: • Communication • Application of number • Information technology • Working with others • Improving own learning and performance • Critical skills • Problem solving In our curriculum planning we highlight these skills in order that the children’s progress in all of these areas can be identified and monitored. All subject areas contribute to a child’s progress in these skills. Our Academy believes that all children need to make good progress in these skill areas in order to develop to their true potential The Woodlands Primary Phase is in full agreement with the values statement included in the introduction to The National Curriculum Handbook for Primary Teachers in England. Education influences and reflects the values of society, and the kind of society we want to be. It is important, therefore, to recognise a broad set of common values and purposes that underpin the Woodlands Primary Phase curriculum and the work of the Academy. Foremost is a belief in education, at home and at the Academy, as a route to the spiritual, moral, social,
cultural, physical and mental development, and thereby the wellbeing of the individual. Education is also a route to equality of opportunity for all, a healthy and just democracy, a productive economy, and sustainable development. Education should reflect the enduring values that contribute to these ends. These include valuing ourselves, our families and other relationships, the wider groups to which we belong, the diversity in our society and the Environment in which we live. Education should also reaffirm our commitment to the virtues of truth, justice, honesty, trust and a sense of duty. At the same time, education must enable us to respond positively to the opportunities and challenges of the rapidly changing world in which we all live and work. In particular, we need to be prepared to engage as individuals, parents, workers and citizens with economic, social and cultural change, including the continued globalisation of the economy and society, with new work and leisure patterns and with the rapid expansion of communication technologies. The Woodlands Primary Phase is in full agreement with the aims statement included in the introduction to The National Curriculum Handbook for Primary Teachers in England. • Aim 1: The Woodlands Primary Phase curriculum should aim to provide opportunities for all pupils to learn and to achieve. • Aim 2: The Woodlands Primary Phase curriculum should aim to promote pupils’ spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life.
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English In Woodlands Primary Phase we aspire to teach children skills which will enable them to become competent and confident communicators. Experienced readers become confident writers. All children are encouraged to become independent and motivated readers and writers. They have the opportunity to write in a wide variety of forms for specific purposes. Children are taught spelling, handwriting, sentence skills and punctuation skills as part of becoming a successful writer. Children are expected to apply these skills to produce quality work across all areas of the Curriculum. Opportunities are given to produce books, posters and work for display. Children experience a wide variety of different texts, for example; stories, explanations, letters and reports. They are encouraged to respond through whole class, collaborative and independent work. An awareness of different text types, authors and illustrators is fostered. Specific speaking and listening skills are taught in each Year Group. Children are encouraged to share, develop and extend ideas through paired and group work. Each classroom is provided with a wide selection of books including; fiction, poetry and information books. Children are encouraged to choose books independently and take them home to share on a regular basis. Book fairs are held twice a year. We have a separate library which contains a broad selection of both fiction and information books. Children learn to use the library system and to use their reading skills to acquire information. Parents/ Carers are always welcome to support the children in the Academy Primary Phase with reading, including library skills.
Mathematics We aim to give every child a Mathematics curriculum that will provide the necessary skills to handle Mathematics in everyday situations through developing: • A positive attitude towards Mathematics; • An ability to think for themselves, to solve problems and to communicate; • Information and ideas; • An enjoyment of Mathematics.
Every class has a designated Mathematics area with an appropriate range of resources to which children have free access, allowing them to deal with new mathematical situations. Mathematical skills such as mental strategies, mathematical operations and knowledge of shape, space and measures are taught and then reinforced and applied through a topic approach.
Science Science is an essential part of the learning process and at primary level is as much about learning skills as learning facts about the world. The skill of scientific investigation is a nurtured extension of the children’s natural curiosity and enthusiasm for exploring and discovering. We aim to develop children’s scientific skills, knowledge, understanding and attitudes through a range of practical activities and investigations. Children will have opportunities to develop the process of planning, carrying out and drawing conclusions and raising questions from investigative work. Our range of scientific resources and equipment will stimulate, challenge and support children in their learning.
Design and Technology We endeavour in Design and Technology to develop the children’s ability to generate ideas and designs and to plan, make, test and evaluate them. Our classroom and Food Technology rooms are equipped to enable children to learn about and develop important skills in the use of tools and materials. Children will also have the opportunity to develop their understanding of the way things work in the world around them by evaluating existing products and to understand the significance of technology in everyday life.
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Information and Communication Technology Our curriculum aims to ensure that all students are confident and have the necessary skills to understand and use Information and Communication Technology (ICT) within all subject areas. In order to achieve this we have a commitment to ensure that the children have access to the most up to date equipment we can provide. Every year the children will acquire and develop the skills to: • Find, explore, analyse, exchange and present information; • Research ideas and experiences from a wide range of people, communities and cultures; • Make things happen by controlling and monitoring events; The Federation takes e-safety and cyber bullying very seriously and endeavours to ensure that children and their families are aware of the potential risks of using the internet and how to ensure they are not affected in a negative way through misuse.
History and Geography Through studying the past and their environment, children will gain an awareness, appreciation and knowledge of their personal identity in relation to time and place. Full use is made of the rich resources in and around the Woodlands Primary Phase and in the local area. Emphasis is put on practical understanding made relevant to children’s experiences, bringing the subjects alive for each child. The children investigate both geographical and historical evidence in the form of artefacts, stories, local records, maps, documents, interviews and photographs. These experiences and our links with other children in the UK and abroad, all enhance a feeling of responsibility and commitment to their world.
Physical Education Within the Woodlands Primary Phase we have two well-equipped halls, playgrounds, a large playing field and outdoor play equipment where we aim to provide children with the opportunities to develop their physical skills through gymnastics, dance, games, athletics, outdoor activities and swimming. Children develop co-ordination, confidence, poise, agility and the ability to work as a member of a team. They are taught the benefits of exercise to health and encouraged to take part in fun exercise both in and out of the Academy. Members of professional clubs regularly visit the Woodlands Primary Phase to coach the children and work with teachers. We promote an awareness of safe practice and positive attitude towards physical exercise, in terms of both enjoyment and health benefits.
“All pupils achieve well, including those with special educational needs and/or disabilities, because they receive the support or challenge that they need” Ofsted, 2010
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Religious Education This is an integral part of the curriculum and is taught in accordance with the agreed Syllabus. It is our intention that children should learn about religion and from religion in order to begin to develop their own beliefs spiritually and values and to learn to respect those of others.
Collective Worship Assemblies are held daily, during which an act of worship, aiming to develop the children’s spiritual awareness, takes place. These assemblies, which are broadly Christian, are led by staff, children and visitors. Parents/Carers are invited to join us for class assemblies which, this year, take place on Thursday afternoons. Parents/Carers have the right to ask for their child to be withdrawn from collective worship or religious education.
Art and Design Art and Design offers children of all academic abilities the opportunity to communicate their thoughts and feelings through a visual response. We encourage our children to learn from a variety of stimuli, including the diverse world of art craft and design through exploring western and multi-cultural resources. Our curriculum ensures our children can build on their skills and techniques to produce final pieces of high quality work. By displaying our art work in the Primary Phase and the local community we celebrate and value the achievements of the children of Woodlands Primary Phase and provide a stimulating and ever-changing educational environment.
Music We aim to enable all children to gain an understanding and enjoyment of music from different times and cultures. In both Key Stages, lessons are focused on the study of a particular musical element combined with developing and understanding of structure and the skills of performing, composing, listening and appraising. A well stocked resource area within the Primary Phase enables the children to have access to a range of tuned and un-tuned instruments and give them opportunities to listen, compose and perform. All children are given the opportunity to take part in a performance during each academic year through concerts, assemblies and workshops. The children regularly share their music with the local community.
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“Behaviour in and around the site is outstanding and all the play spaces are happy and harmonious places� Ofsted, 2010
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Monitoring and Testing The Foundation Stage Profile which will have been started for your child in their pre-school setting will be completed at the end of their first year in the Primary Phase and is sent home to parents/carers. From Year 1 future progress in relation to National Curriculum levels is then monitored through a process of continuous teacher assessment (both formal and informal). At the ages of 7 and 11 children will carry out Standard Assessment Tasks (SATs) in English and Mathematics. All the teachers use Assessment for Learning during their lessons to make judgements about an individual child’s learning and what they need to do to move forward.
Educational Visits We plan a variety of educational visits which provide our pupils with valuable experiences and enhance their learning in the Primary Phase. Educational visits can provide stimulus and support to work being covered as part of the Primary Phase curriculum. It may be that a visit provides an effective stimulus at the start of a unit of work; alternatively teachers may decide to use an educational visit at any time during a project to enhance and support the curriculum. Providing a variety of ‘real-life’ opportunities for our children enables them to achieve a fuller understanding of the world around them through direct experience.
Residential Visits Residential visits enable children to develop independence and resilience through a range of outdoor and adventurous activities as well as the social skills needed to get along with others for a sustained period of time. The visits we plan are always hugely enjoyed by the children who go and they help to establish good relationships for the rest of the Academic year. Children in Year 5 have the opportunity to take part in a three day residential visit to Kilve Court in Somerset in September. Children in Year 6 have the opportunity to take part in a five day residential visit to Acorn Activity Centre in the Brecon Beacons in September.
Charging for Academy Activities Our policy on charging for Academy activities can be found on the Yate International Academy website www.trfyia.org.uk.
Children’s Road Safety Parents/Carers delivering or collecting children by car should note that the drive and car park are very congested, and should not be used. There is a Crossing Patrol on the road outside the gates as indicated. For safety reasons it is essential that nobody parks on the zigzag lines marked on the road. Please note that it is illegal to park there, and police regularly monitor the area. In the interests of both safety and hygiene, please do not bring or allow dogs inside the Academy gates. We have cycle racks which are used by our Year 5 and 6 children who have taken part in the Cycling Proficiency training.
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“It is firmly bound up in the ethos and culture that pupils’ needs are individually known and catered for. As a result pupils feel extremely safe” Ofsted, 2010
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Uniform As part of the move to an All Through Academy, The Ridings’ Federation of Academies Trust has introduced a uniform at the Woodlands Primary Phase consistent with the Yate International Academy secondary phase, for all pupils to wear from 1st September 2011. The uniform is designed to reinforce the ethos of the Federation and the All Through Academy whilst generating pride amongst pupils. It also makes a clear and recognisable statement to the local community about the aspirations for excellence at the All Through Academy.
Academy Sessions The total teaching time for KS1 (4—7 year olds) is 21 hours 15 minutes and 23 hours 45 minutes for KS2 (7—11 year olds). This excludes the statutory daily act of worship, registration, lunch and break times.
Morning Session 8.40am
Crossing patrol on duty. Children may enter the Primary Phase grounds
Reception, Years 1 and 2
8.50am
Academy day starts for KS2 children (doors open at 8.40am).
• Navy Crew Neck Sweatshirt (with embroidered Academy Primary Phase logo)
9.00am
Academy day starts for KS1 children (doors open at 8.50am).
• White Polo Shirt
12:00 noon Lunch time for KS1. Those going home to lunch leave at once.
The uniform consists of the following:
• Grey Trousers (all students) • Grey Skirt (girls) • Grey Pinafore Dress (girls) • Blue or Red Summer Dress (April to July)
12.10 pm
Lunch time for KS2. Those going home to lunch leave at once
Afternoon Session
• Grey Knee-Length Shorts (boys, April to July)
12:45pm
Those returning from lunch may enter the Primary Phase grounds.
Years 3 to 6
Only those with special arrangements may return earlier, e.g. to attend lunchtime activities.
1:00pm
Afternoon session begins.
• White Shirt
3:00pm
Home time for KS1 children.
• Navy/Gold striped tie (with Academy Primary Phase logo)
3:05pm
Home time for KS2 children.
• Grey Trousers (all students)
Crossing patrol manned until 3.20pm.
• Navy V-neck Jumper (with embroidered Academy Primary Phase logo)
• Grey Skirt (girls) • Blue or Red Summer Dress (April to July) • Grey Knee-Length Shorts (boys, April to July) All items of uniform can be purchased from Any Sports in Yate, who can be found at 18 North Walk, Yate, Bristol, BS37 4AP. Parents/Carers will be able to pay weekly for uniform items and collect from the store when full payment has been made. It is also important to note that from September 2013, there will be an expectation for students in Years 3 to 6 to also wear an Academy Blazer.
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Academy Holidays and Absence A list of holiday dates for the forthcoming year can be found on the Woodlands Primary Phase website. We ask that you take your holidays during the Academy breaks. However, should it prove necessary for you to take your annual holiday during term time, please complete and return a “holiday form”, available from the Academy Primary Phase office, to request permission which will be considered at the discretion of the Assistant Principal. It is essential that you notify the Academy Primary Phase, either by telephone or letter, at the start of any period of absence of your child from the Academy. If for any reason you wish your child to be excused from P.E., games or swimming lessons, the class teacher should be notified by letter. Please do not send an unwell child to the Academy.
Attendance We are asked to keep a record of absences for which we did not receive a telephone message or letter. These absences are termed “unauthorised” and will appear on your child’s annual report.
Academy Meals Service
We are fortunate in having our own kitchen and dining hall. The standard of catering is excellent and parents/carers are welcome to come and “sample the cooking”. Requests for any special diets, etc. can be made to the Academy. Payment for lunches should be made on the first day of the week. Please send the money in a sealed envelope bearing your child’s name and showing the days on which meals are required. Sometimes, when children need to stay unexpectedly, they can bring the money on that particular day. Packed lunches may be bought and eaten at separate tables provided for the purpose in the dining hall.
Water Children are encouraged to bring water in an unspillable and unbreakable container. Squash, fizzy and hot drinks are not allowed in the Academy. The Primary Phase office can provide a suitable flask for £1.00.
Fruit Tuck Children may bring fruit for a playtime snack. Fruit tuck may also be bought from the Primary Phase canteen for 15p per day. The kitchen also sell freshly baked bread and butter at Friday breaktime. Please note, KS1 pupils will be provided with fruit at playtime as part of a Government initiative to encourage children to eat fruit and vegetables.
Medical Matters
Routine visits are made by the School Dentist, and the School Nurse. Routine dental inspections are carried out periodically, and you will be notified if your child requires treatment. It is then open to you whether you want to arrange this through the Schools’ dental service or through your own dentist. The Federation policy is not to administer any medicines in the Academy. Medication will only be administered when it is a long course, which specifies a dose is necessary during the Academy day and therefore is necessary for the child to continue to be educated at the Academy. In this case forms are available from the office to be completed and handed to Mrs Hogan or Mrs Gould with the medication for administration. If your child becomes ill at the Academy, we will ask you to collect him/her so that proper care and attention can be given. For this purpose we need to know where we can contact you during the Academy Primary Phase day, and we would ask you to ensure that the Academy has this information (a telephone number for home or place of work, or that of a willing neighbour, is vital). We normally ask you for this when the child first starts the Woodlands Primary Phase.
Fire Regulations
Fire drills are held once each term and occasionally more often. The children are expected to know the fire exits and alternative exit routes, and to proceed by walking to the allotted assembly points in the playground.
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Parent/Carer Involvement Parents/carers play a vital part in education, so please come along and see how we teach and look after the children. We are always delighted to have your interest, and some parents/carers by arrangement with the teacher, come into the Primary Phase to assist with certain activities. We want to get to know you, and for you to feel welcome here. There are several opportunities during the year for you to meet with teachers by appointment, but we need to keep up more regular contact, as many things will affect your child’s behaviour/attitude at the Academy. If the teacher knows what is happening, she/he may be able to help.
Parents/Carers in the Academy Primary Phase If your child wishes to show you something he or she has done during the week, then please feel free to come in after the Academy day to look at it.
Parents/Carers Consultation Meetings These are held three times a year, when parents/carers are invited to meet the teacher and discuss their child’s progress. You may however make an appointment to discuss your child’s work at any time during the academic year. We also hold meetings/workshops to keep parents/carers informed about aspects of the curriculum.
Reports Each March parents/carers will receive a written report of their child’s progress and targets for future development. In July parents/carers will receive a statement of the National Curriculum levels their child has achieved in Reading, Writing and Mathmatics both through teacher assessment and tests.
Parents’/Carers’ support for the Academy Primary Phase We are pleased to have the support of parent/carers both in the classroom and for our social events. These events include children’s discos, Quiz Nights, Fashion Show, Summer and Christmas Fayres. We hope you will come to our many social events during the year.
Communication Parents/carers arers are kept informed by newsletters which are sent out by the Assistant Principal Primary Phase every month. Class newsletters are sent out every term and will
inform parents/carers about the curriculum their child will be studying that term and how they can help at home. We also use a text messaging service to support effective home/ Academy communication.
Home Learning A copy of the Home Learning Policy can be found at the end of the prospectus.
Prospective Parents and Carers
You are welcome to view the Academy Primary Phase at any time, but please come whilst the children are working, to see at first hand the various activities taking place. Appointments should be made by ringing the Primary Phase office on 01454 866535.
Admission Procedure Parents/carers have the freedom to indicate a preference for the school that they wish their child to go to and are welcome to visit the Academy/school as part of the selection process, by appointment with the Assistant Principal Primary Phase. At present children may come to the Academy Primary Phase the September following their 4th birthday. They must be 4 at the beginning of the Autumn term. Legally, children must attend school the term after their 5th birthday. Application forms for admission in September are available the previous October from the Academy Primary Phase office. Visits are arranged during the Summer term, for the new Foundation Stage children and parents/carers to meet the teaching staff. Meetings and home visits are also arranged for parents/carers to tell us about their child, ask questions and hear about Academy Primary Phase. The children come in gradually at the start of term to give them the easiest possible start. The part-time arrangements consist of two weeks of mornings or afternoons followed by one week of mornings plus lunch time. With just a few children at a time at the very beginning, the teachers can build confidence and get to know each one thoroughly. Details of the admissions procedures are available at the Academy Primary Phase office.
Standard Admission Number At present we are able to take a maximum of 60 pupils into each Year Group.
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Home Learning Policy
The role of parents/carers in supporting children with Home Learning
Please remember that we are here to serve your child’s best interests, and we believe that this can only be achieved on a basis of partnership. Please help us to work together. If there are any difficulties, our telephone number is: 01454 866535
This will be part of the Home/Academy Agreement and we hope that parents/carers will agree to support their children by:
Rationale
• Providing them with the basic equipment.
Research over a number of years has shown that children make better progress when parents/carers and the Academy/school work closely together, with parents/ carers taking an active interest in their child’s work and the Academy enabling their involvement in different ways including the provision of home learning.
• Ensuring that there is help and encouragement available from an adult.
Purpose • To foster positive attitudes to learning. • To develop an effective partnership between the Academy Primary Phase and parents/carers in pursuing the overall aims of the Primary Phase. • To provide opportunities for parents/carers and children to work together to enjoy learning experiences.
• Providing them with a quiet place and time in which to do their Home Learning.
• Making it clear to children that they value Home Learning. • Supporting the Academy Primary Phase in explaining that Home Learning can help the children’s learning. • Encouraging the children to work and praising them when they finish. • Encouraging the children to show care and respect for books and equipment sent home from the Academy Primary Phase.
The role of the Academy Primary Phase in supporting parents/carers
• To ensure that parents/carers have a clearer understanding about the Academy Primary Phase expectations for their child.
The Academy Primary Phase will support parents/carers by working within this policy, making sure that communications with home are clear and timely and by providing parents/ carers with help when it is needed. The support may include:
• To enhance the quality of learning experience offered to children.
• Being available to parents/carers to give advice over aspects of the given Home Learning.
• To extend and support the learning experience via reinforcement and revision and exploiting home based resources.
• Providing an exercise book specifically for Home Learning.
• To encourage self discipline and progression towards the independence needed to study on their own. • To prepare children at Year six for secondary transfer.
Guidelines • These guidelines have been written to ensure a consistency of approach throughout the Woodlands Primary Phase. • Teachers should provide support so that Home Learning is a positive experience for child and parent/carer. • Sufficient time should be given to complete Home Learning in order that it does not conflict with other family activities. • Home Learning should match the needs of the individual child.
• Ensuring that the task is clearly written down and examples provided when necessary. • Ensuring that there is some verbal or written feedback to the child as to how well s/he has done. • Ensuring where appropriate feedback is given to the parents/carers. • In some cases, providing extra guidance or materials. Home Learning will be allocated with sufficient time for completion in order that it does not conflict with other family activities. The Academy recognises that activities, such as belonging to youth organisations, visiting places of interest and sporting activities are a valuable part of a child’s education. Home Learning may be drawn from the following areas:
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English
The Foundation Stage
• Reading — including writing reviews and Jolly Phonics.
We aim to provide a safe, stimulating, well-resourced environment where children feel secure, valued and confident.
• L istening to stories — talking and listening with family and friends. • Handwriting — practising from given sheet.
We provide an appropriate and varied curriculum in line with the 6 areas of learning:
• Spelling — learning key words and using word games.
• Personal, social and emotional development
• Writing for different purposes.
• Communication, language and literacy
Mathematics
• Mathematical development
Number facts and mathematical concepts covered in lessons to include number, measures and shape. These may be practised in a variety of ways such as games, puzzles and everyday problem solving.
• Knowledge and understanding of the world
Science
The curriculum in the Foundation Stage is a balance of 50% play based and 50% adult led and meets the requirements set out in the Practice Guidance for the Early Years Foundation Stage. Our curriculum planning focuses on the four Themes, the six Main Areas of Learning and on developing children’s skills and experiences, as set out in this document.
Practising investigative skills e.g. measuring or observing, and researching scientific topics from non—fiction texts or the internet.
Researching Information Finding out more about their current topics by using books, visiting a library, using a computer or doing an activity that will extend their topic work.
Other Curriculum Areas Designing and making, collecting objects or information.
Amount of time for Home Learning The Government recommends the following: • Reception - 10 minutes daily reading based activities. • Y ears 1 and 2 - one hour a week plus 10 minutes daily reading based activities if not included in the hourly activity. • Y ears 3 and 4 - one and a half hours a week plus 20 minutes daily reading based activities if not included in the other home learning.
• Physical development • Creative development
Throughout the Primary Phase we fully support the principle that young children learn through play and by engaging in well-planned structured activities. Teaching in the Foundation Stage builds on the experiences of the children in their pre-school learning. We do all we can to build positive partnerships with local pre-school providers. The Foundation Stage teacher completes a baseline assessment at the beginning of the Foundation Stage. This is used together with the pre-school assessments to feed into the Foundation Stage Profile Assessment Scales. Throughout the Foundation Stage the Early Years teacher compiles a Learning Diary for each child. This is then used to inform planning and as evidence to feed into the Assessment Scales three times a year. This assessment forms an important part of the future curriculum planning for each child.
The amount of home learning allocated will not exceed these amounts.
We are well aware that all children need the support of parents, carers and teachers to make good progress in the Academy Primary Phase. We strive to build positive links with the parents/carers of each child by inviting them to contribute to their child’s Learning Diary, keeping them informed about the way in which the children are being taught and how well each child is progressing.
Allocation of Home Learning
Inclusion
Home Learning will be given out regularly according to the Year Group. Each child from Year 2 onwards will be given a home learning book which will be used by the child for completing their home learning and as a home/Academy book for parent/carers and teacher comments.
The aim of the Academy Primary Phase is to meet the needs of all its children. We value the individuality of all our children and are committed to giving them every opportunity to achieve the highest of standards—regardless of their age, gender, ethnicity, attainment or background. We aim to
• Y ears 5 and 6 - two and a half hours a week plus 20 minutes daily reading based activities if not included in the other home learning.
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“Pupils enjoy their learning and the challenges they are faced with� Ofsted, 2010
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create an environment where all children feel valued, secure and grow in confidence and independence. We achieve educational inclusion by continually reviewing our practice and how it impacts on student achievement.
The children and staff together have decided upon two sets of rules: during Academy day and at lunchtime. These will be displayed in each classroom. At the basis of all this is the Academy Code: Think before you Act.
Gifted and Talented students are recognised and differentiated for as part of the teachers curriculum planning. These students may also be given the opportunity to take part in clubs and workshops designed to challenge the more able child.
During Academy Day.
The Academy Primary Phase can, where necessary, modify or disapply the National Curriculum and its Assessment arrangements. Our Federation policy is to do this only in exceptional circumstances and we make every effort to meet the learning needs of all our children without recourse to disapplication or modification. In our Academy the teaching and learning, achievements and wellbeing of every child are important. We follow the necessary regulations to ensure that we take the experiences and needs of all our children into account when planning for learning.
Children with Special Needs A child is considered to have Special Educational Needs if he/she has a significantly greater difficulty in learning than the majority of children of the same age. A child may experience some barrier to the learning process due to physical, social, speech/language, academic, emotional or behavioural problems or a combination of these. Should this arise, their individual needs are discussed, programmes of support put in place and in some cases Individual Education Plans are agreed between staff and parents to support and maintain progress. This progress will be monitored on a regular basis. The Academy Primary Phase will respond to parent/carer concerns and keep them informed of developments. This is achieved through informal meetings, parents’ evenings, Individual Education Plan setting and review meetings and letters. Experienced and friendly staff are employed to work with the children who require extra help, allowing integration into normal class routines as much as possible. A few children may have Local Authority Statements of Educational Needs and these are supported according to the terms of the Statement. The Academy Primary Phase is able to draw on the expertise of other services including a Speech and Language Therapist, Physiotherapist and Psychologist. Facilities for the physically disabled, include, ramped access and a specialist toilet.
Behaviour and Discipline The aim of our Good Behaviour Policy is to have a structured plan of action throughout the Academy Primary Phase to ensure a consistent and caring approach that promotes good behaviour.
• Listen carefully to adults and do as you are asked. • Walk and talk quietly. • Keep your hands and feet to yourself. • Respect the feeling of others. • Take care of everything to keep our Academy tidy and clean. • Always try your best and allow others to do the same. Rules at Lunchtime. • Listen to adults, especially dinner ladies and do as you are asked. • Walk into the hall and dining room quietly. • Line up without pushing. • Talk quietly. • Leave your table when you have been given permission by your dinner lady. Good behaviour is rewarded in a variety of ways: Golden Time, Merit Certificates, class awards, verbal praise and stickers. Sanctions are put in place in response to bad behaviour. This takes the form of a yellow and red card system in which children have to attend behaviour lessons during playtime. Parents/Carers are informed very quickly in the event of continuing bad behaviour.
Bullying Bullying is the exercise of power by one person over another involving repeated deliberate, threatening or hurtful behaviour. Bullying of any kind is unacceptable at our Academy. However, we recognise that bullying may take place and therefore we have in place strategies for dealing with it promptly.
Racial Tolerance At Woodlands Primary Phase students will be prepared for an ethnically diverse society. The Academy Primary Phase will work hard to promote racial equality and harmony by preventing and challenging racism. If anyone ever feels unjustly treated then the Academy Primary Phase welcomes and values a response. It is in working together that we will make Woodlands Primary Phase even better.
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Personal, Social, Health and Citizenship Education Personal Social Health and Citizenship Education helps to give pupils the knowledge and understanding they need to lead confident, healthy, independent lives and to become informed, active, responsible citizens. Throughout the Woodlands Primary Phase we believe in developing a respect for oneself, respect for others, responsibility for one’s own actions and responsibility for family, friends, the Academy and the wider community in children, through a carefully structured All Through Academy approach. We believe that PSHCE should be delivered as a discrete subject as well as being firmly embedded in all curriculum areas. In PSHCE we follow the SEAL (Social and Emotional Aspects of Learning) programme which is a spiral framework organised into 7 themes: New Beginnings, Getting on and Falling Out, Say No to Bullying, Going for Goals, Good to Be Me, Relationships and Changes. The programme also covers 5 broad social and emotional aspects of learning which consist of self-awareness, managing feelings, motivation, empathy and social skills. We aim to: • Provide children with opportunities to set themselves goals, make choices and develop skills for the future. • Promote an awareness of personal safety with particular regard to road safety, fire safety, water safety, safety in the home and stranger danger. • Involve parents/carers in their child’s learning through newsletters, questionnaires, consultation meetings and home learning activities. • Provide a safe, secure learning environment, usually within own class, and provide learning opportunities which promote collaboration and develop teamwork through inter-personal skills.
Sex and Relationships Education At Woodlands Primary Phase, the Local Governing Body have agreed that Sex and Relationships Education will be taught to all students from Y1—Y6. We believe that effective sex and relationships education is essential if young people are to make responsible and well-informed decisions about their lives. We aim to help and support young people through their physical, emotional and moral development within a carefully structured programme. We wish to develop an understanding of the importance of respect, love and care within marriage or long-term loving relationships. Through sex and relationships education we will be teaching young people about responsible sex, sexuality and sexual health in a supportive, sensitive environment.
We use the Channel 4 All About Us materials to teach sex and relationships education within a secure, safe environment, in mixed gender groups, usually in the normal class setting. A meeting is held in Term 5 so that parents/carers can familiarise themselves with the materials used. Parents/ Carers have the right to withdraw their children from Sex and Relationships lessons by informing the Assistant Principal Primary Phase in writing prior to the lessons taking place.
Safeguarding The welfare of every child does matter at Yate International Academy and ‘Safeguarding’ is of paramount importance in our day to day contact with children and young people. Given ongoing public concern on the subject of child abuse, and recent changes in the law, Yate International Academy and all schools/Academies are now required to make a report to Social Care Services if they think any child has come to harm, physically or emotionally, as a consequence of possible abuse. Every member of our Academy community has a duty of care to identify the vulnerable and to protect every child from harm, neglect or abuse. All staff, teaching and non-teaching, at Yate International Academy are aware of this responsibility. Any other safeguarding concerns can be raised with South Gloucestershire Integrated Working Team. Telephone 01454 868700
Staff Organisation September 2011 For a complete listing of all staff located at the Woodlands Primary Phase, please visit www.trfyia.org.uk/woodlands
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Academy Governance The Ridings’ Federation Sponsor Trust M Hayward
Mr
R S Gibson
Dr
M Calver
Mr
Chair
The Sponsor Trust is responsible for appointing Sponsor Directors of The Ridings’ Federation of Academies Trust. Sponsor Directors must always form a majority of Directors of The Ridings’ Federation of Academies Trust.
The Chief Executive Principal and the Chair of the Local Governing Body are automatically Directors of the Trust by virtue of their positions. Two Parent Directors will be elected from the Parent Directors of the Local Governing Body. The Ridings’ Federation of Academies Trust is responsible for the overall strategic management of the Federation. The Ridings’ Federation Yate International Academy Local Governing Body (LGB) J Enright
Mrs Chair of the Yate International Academy LGB
G Cope
Mrs Parent Governor - Primary Phase
K Kross
Mrs Parent Governor - Primary Phase
The Ridings’ Federation of Academies Trust - Directors
I Farnsworth Mrs Appointed Governor
M Hayward
Mr
Chair
R S Gibson
Dr
Chief Executive Principal
C Smith
Mr
Vice-Chair
R Gilbert
Mr
I Butcher
Mr
Chair of Winterbourne International Academy Local Governing Body
Academy Principal (Yate International Academy)
A Gould
M Calver
Mr
Sponsor Director
Mrs Support Staff Staff Governor - Primary Phase
J Enright
Mrs
Chair of Yate International Academy Local Governing Body
B Murley
Mrs Governor
R Evans
Mr
Academy Principal, Winterbourne International Academy – Sponsor Director
I Farnsworth
Mrs
Parent Director
R S Gibson
Dr
Chief Executive Principal
R Gilbert
Mr
Academy Principal, Yate International Academy – Sponsor Director
R Harris
Mrs
Sponsor Director
D Hase
Mr
Sponsor Director
J Hicks
Mr
Sponsor Director
E Pattison
Mrs
Sponsor Director
M Rees
Prof
Sponsor Director
M Pingstone Mr
Governor
J Powney
Support Staff Governor - Secondary Phase
Ms
Vacancy
Parent Governor - Secondary Phase
Vacancy
Parent Governor - Secondary Phase
Vacancy
Teaching Staff Governor - Secondary Phase
Vacancy
Teaching Staff Governor - Primary Phase
Vacancy
Appointed Governor
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Academy Term Dates 2012-2013 2012 Term One Monday 3rd September 2012 - Wednesday 24th October 2012 Holiday Thursday 25th October 2012 - Friday 2nd November 2012
Term Two Monday 5th November 2012 - Friday 21st December 2012 Holiday Monday 24th December 2012 - Friday 4th January 2013
2013 Term Three Monday 7th January 2013 - Friday 8th February 2013 Holiday Monday 11th February 2013 - Friday 15th February 2013
Term Four Monday 18th February 2013 - Friday 22nd March 2013 Holiday Monday 25th March 2013 - Friday 5th April 2013
Term Five Monday 8th April 2013 - Friday 24th May 2013 Holiday Monday 27th May 2013 - Friday 31st May 2013
Term Six Monday 3rd June 2013 Ends Wednesday 24th July 2013
During the above terms the Academy will be closed for STAFF INSET Monday 3rd September 2012 All students will return on Tuesday 4th September 2012 Parents/carers are requested to avoid booking family holidays during term time. This can have a detrimental effect on the continuity and progress of a child’s education. If absolutely necessary a maximum period of five days per annum is permissible upon application to the Academy, particularly as assessments are continuous throughout the academic year.
Dr R S Gibson Chief Executive Principal Federation House 17 High Street Winterbourne Bristol BS36 1JJ Telephone 01454 252041 Email federation@trfa.org.uk
www.trfa.org.uk
Sundridge Park Yate South Gloucestershire BS37 4HB Telephone 01454 866535 Fax 01454 866534 Email office@trfyia.org.uk
www.trfyia.org.uk/woodlands
Sundridge Park Yate South Gloucestershire BS37 4DX Telephone 01454 862626 Fax 01454 862627 Email office@trfyia.org.uk
www.trfyia.org.uk
The Ridings’ Federation of Academies Trust A limited company registered in England with company number: 6802948 Registered Office: The Ridings’ Federation of Academies Trust, High Street, Winterbourne, Bristol BS36 1JL.
“Achieving Success through Motivation, Knowledge and Skills”