Daily Routine

School commences at 8.30 am for all Primary School students. Playground supervision begins at 8.00 am and children should not arrive before this time. When the bell rings to signal the start of the school day, children in Years One to Four assemble in their designated class lines underneath the shaded area in the Teaching Block One Playground. Children in Year Five and Six make their way independently to class when instructed by the duty teachers. Children in the Early Years are welcomed into their classrooms by class teachers from 8.20am onwards. Children in the Nursery Class and Kindergarten finish their school day at 12.20 pm. If Kindergarten children are attending school for the full day, they finish at 3.20 pm with the rest of the school. The School Day is divided into eight lessons that are forty minutes in length (seven on a Friday). Break time is scheduled between 10.40 am and 11.00 am and lunch time is scheduled between 12.20 pm and 1.20 pm. Children in the Early Years who are on a half day eat their lunches in class before they go home. The school day ends at 3.20 pm Monday to Thursday and at 2.40 pm on Fridays. The daily Primary Timetable is as follows:

Period

Registration/Class Time Period 1 Period 2 Period 3 Break Time Period 4 Period 5 Lunch Break (EY half day children go home) Period 6 Period 7 Period 8 (Monday to Thursday only) Time Span

8.30 – 8.40 am 8.40 – 9.20 am 9.20 – 10.00 am 10.00 – 10.40 am 10.40 – 11.00 am 11.00 – 11.40 am 11.40 am – 12.20 pm 12.20 – 1.20 pm 1.20 – 2.00 pm 2.00 – 2.40 pm 2.40 – 3.20 pm Duration in Minutes

10 40 40 40 20 40 40 60 40 40 40

School Year/ Calendar

The school year generally starts at the end of August and ends at the end of June or beginning of July. The year is divided into three terms. The calendar is distributed by the beginning of term three every school year. This will be sent via email and is posted on the school website. New parents will receive their copy upon enrolment.

The Primary Classes are grouped in three areas. The Early Years Classrooms occupy their own green space to the left of the campus as you arrive at school. Children in Years 1 to 4 are located in Teaching Block 1 (TB1). Secondary Classrooms and Years 5 and 6 Classrooms are located in Teaching Block 2 (TB2). The Reception area and School Office can be found directly on your right as you arrive at the main entrance. The Head of Primary’s Office can be found immediately upon entering Teaching Block 1.

GENERAL INFORMATION

Absence from School

Parents are asked to telephone or send a note of explanation to the Classroom Teacher if a child is absent through sickness or any other reason. If your children arrive at school after 8.30 am please ask them to report to the school receptionist at the front office to sign in so that the register can be altered. Occasionally, a child may need to leave school before the end of the school day. Primary children can leave when prior communication has been received from a parent. Prior to departure the parent and child are asked to see the school receptionist and sign-out. This is in-case of an emergency evacuation. Primary children are not permitted to leave the campus without a parent or nominated adult during the school day.

Assemblies

We encourage everyone to feel a part of the school community but also to value the communities within the school. Our Assemblies provide a chance to celebrate achievement, share work, perform and pass on important information. Assemblies are also used to reflect and discuss things such as behaviour expectations, community service or important global events. Assemblies are held each Friday morning at 8.40 in the Performance Hall and are student-led. Each Assembly is run by a Year level or Department. Each assembly has a Learner Profile focus as well.

Assessment

We promote assessment for learning. We believe that children should be encouraged to know what they are learning, how they are learning it and why they are learning it. Assessment is built into the learning and not just included at the end. Teachers use a range of different strategies to assess knowledge, understanding and skills. Examples of assessment might include:  Teacher/child interviews at the beginning and end of a unit  Spelling lists and Diagnostic Reading Assessments  Checklists that are completed by the teacher/children  Teacher/child generated rubrics  Self-assessment  Peer-assessment  Student Portfolios with annotated selections  Writing Profiles  Observational notes

In addition to these methods of assessment, we have a subject specific tracking sheets that monitor progress in English, Maths, ICT and Science skills. We also take part in the GL Online range of standarised assessments in Literacy, and Math. Year 6 will also complete the online Science assessment. In addition to GL, we use introducing CAT and PASS assessments in order to gain evidence and understanding on a great scope. All of these assessments give us a better picture of your child and their progress to date as well as allowing us to set realistic goals for future growth. GL Progress in English and Mathematics Progress Tests are administered to children in Years 1-6. The tests are used to provide baseline assessment of children’s ability in English and Mathematics (and Science in year 6) compared to UK norms. They are marked online and enable teachers to monitor and identify specific strengths and areas for improvement. They also provide data that enables the school to track and monitor children’s progress as they move through the school. These assessment strategies and tools help us build a whole picture of what your child is able to do. Teachers are able to provide accurate reports to parents by combining a wide range of on-going in-class assessment with data provided by international or UK norm referenced standardised tests.

Behaviour Management

Good discipline is essential for a productive learning environment and it is necessary that the children obey our school rules for their own safety. Few children ever give great cause for concern in this respect, although it would be an unusual child who did not earn a reprimand from time to time. Our policy is to treat children with respect in a civilised and friendly manner. However, misbehaviour and discourtesy will be met with firmness and loss of privileges. There are four ‘expectations’ that we follow in the Primary school. They are: • Be Safe

• Be Respectful • Be Responsible • Be Honest

All teachers use this language when talking with children when they have made a poor choice. These words are displayed in all classrooms and referred to regularly by both teachers and children.