Page Number
Contents Page School Prospectus Information School Information Members Of Staff Members Of The Governing Body Headteacher’s Letter Of Introduction School Aims And Values School Organisation Additional Learning Needs Staffing Information About Admissions Arrangements For Admission Of Disabled Pupils As Outlined In The Disability Discrimination Act (Dda) 1995 Equal Opportunities School Times Pastoral Care Accidents and Emergencies Community Links School Health Service Security Policies On Pupil Welfare/Pastoral Care Administration Of Medicines in School Kids Club At Terrace Road Playgroup At Terrace Road Breakfast Club School Curriculum Foundation Phase Curriculum 3 - 7 English Maths Science Geography History Art and Creative Work Music Design Technology Information Communication Technology Physical Education Sex Education Welsh Religious Education Assessment Records Homework at KS2 School Uniform Extra Curricular Activities Charging and Remissions Policy – School Trips 1
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Provision For Children With Special Educational Needs (S.E.N.) EMLAS – Ethnic Minority Language Achievement Service Arrangements For Parental Visits / Discussions Parents And The School Home / School Agreement Parental Help Charging And Remissions Policy – School Trip Discipline Tackling Bullying School Terms And Holidays Attendance Summary Report Unauthorised Absences Attendance Secondary Transfer Headlice Healthy Eating What To Do If A Problem Arises / Complaints Procedure Where Do You Obtain Further Information? School Comparative Reports Children’s Thoughts On Being A Pupil At Terrace Road Primary School
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Terrace Road Primary School, Terrace Road, Mount Pleasant, Swansea, SA1 6JD CITY & COUNTY OF SWANSEA ( (01792) 654257 (01792) 651603 e- Terrace.road.primary@swansea-edunet.gov.uk : www.terraceroadprimary.com http://twitter.com/TerraceRoad Headteacher:
Mrs. A .K. Evans
B.Ed.(Hons) (Sp.Ed.)
Deputy Headteacher:
Mr. P. Owen
BA.(Hons) PGCE.
Chairman of Governors:
Mr. D. J. Roberts C.Eng., MIMM, BSc Hons.
Age range of pupils:
3 - 11 years
Number on the roll:
226 (including nursery children)
Terrace Road is a County Maintained, Co-educational Primary School. This information is correct and up to date at the time of printing Autumn Term 2010. 3
MEMBERS OF STAFF Mrs. A. EVANS Mr. P. OWEN Mrs. C. STONE Miss C. BUCKLE Mrs. S. DAVIES Mrs. T. STARES Miss R. WILLIAMS Mrs. V. AUSTIN Mrs. A. HUGHES Mr. P. JAMES Mrs. S. DRIVER (HLTA) Mrs. A. DAVIES Mrs. M. NICHOLAS Mr. I. PARKHOUSE Mr. M. COSGROVE
2010 / 2011
Headteacher Year 5 / 6 Deputy Headteacher Year 5 / 6 Year 3 / 4 Year 3 / 4 Year 1/ 2 Year 1 / 2 Reception SENCo, Support Teacher and Nursery Support Teacher and PPA Nursery EAL Teacher (English as an Additional Language) School Secretary Building Manager ICT Support
Mrs. M. BRIDGEWATER, Mrs. E. DAVEY, Miss N. DAVEY, Miss C. DOWLE, Mrs. J. EVANS, Mrs. S. GODSALL, Mrs. E. HARRIS, Mrs. L. HARRY, Mrs. T. HEARD, Ms. D. HOLLAND, Mrs. S. JONES Mrs. D. KNOX, Miss K. POUNTAIN, Mrs. D. REES Mr. G. SQUIRE Mrs. C. WATTS Mr. J. WEBSTER.
Teaching Assistants / SEN Team Members
AFTER SCHOOL CLUB Ms. D. HOLLAND Miss C. ELLIS
Kid’s Club Manager Playgroup Deputy Manager
Mrs. E. DAVEY, Miss N. DAVEY, Miss. C. DOWLE, Mrs. S. GODSALL, Mr. P. JAMES, Ms. K. POUNTAIN Miss H. TEAGUE.
Playworkers
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Members of the Governing Body Name
Category
Appointing Body
Term of Office Ends
Mr. D. Roberts
Appointed
LEA
31.08.12
Ms. J. Walter
Appointed
LEA
26.06.12
Cllr. D. Philips
Appointed
LEA
30.01.12
Ms. E. Kirchner
Appointed
LEA
10.08.13
Ms. V. Butler
Parent
Mr. M. Radford
Parent
Mrs. J. Cherrie
Parent
Mrs. W. Marston - Phipps
Parent
Vacancy
Parent
04.10.11 By Parents of Terrace Road Primary
04.06.13 17.11.13 17.11.13
Ms. J. Stephens
Community
09.12.14
Mr. M. Gibbs
Community
23.10.11
Ms. A. Royal
Community
14.07.13
Vacancy
Community
Mr. P. Owen
Teacher
Miss. C. Buckle
Teacher
Mr. I. Parkhouse
Caretaker
Mrs. A. Evans
By Staff At Terrace Road
Headteacher ------------------------
Chairman :
Mr. D. J. Roberts
c/o
Terrace Road School
Clerk :
Mrs. M. Nicholas
c/o
Terrace Road School 5
09.06.13 06.11.14 04.09.12
Headteacher’s Letter of Introduction Dear Parents / Carers, We are very pleased to welcome you and your child to Terrace Road Primary School and hope the years spent with us will be happy, successful and memorable. The information in this prospectus is intended to help introduce you and your child to the school. Terrace Road Primary School has always enjoyed a good reputation in the community, with whom we foster close relationships. We host many visitors because of our reputation for being a pro-active, innovative learning environment. We strive constantly to achieve high quality teaching and learning catering for the individual child in terms of both welfare and educational provision. We believe that every child should be encouraged to reach their full potential. Terrace Road Primary School is a multi-cultural school and we celebrate this richness and diversity fully. We offer a well researched broad curriculum with experienced staff trained to a high level. Your child will gain literacy, numeracy, scientific, physical, artistic and technological skills. They will also build confidence, self esteem, develop self reliance, learn to make decisions and develop the ability to articulate feelings and ideas. We also attach great importance to the development of pupil’s social skills and seek to enable them to build relationships with other children and adults and be sensitive to the feelings and needs of others. As parents, there are a number of things you can do to help: • Reassure your children about school: talk to them about their teacher, the activities they are doing, the friends they are making and the happy time they will have; • Keep us informed of any significant details relating to your child’s education. Tell us of any allergies, major health problems, or personal circumstances, which might be significant. This information will be regarded as confidential and will help us to care all the more effectively for your child; • Do not hesitate to come and see us if there is a matter you wish to share. Remember however, that some things are better discussed away from your children, at a time when the teacher is free to talk to you. We therefore hold Parent/Teacher Surgeries every Wednesday after school to facilitate staff parent liaison; • You may be certain that we will do our best to ensure that your child will never fail. The staff are highly skilled at assessing pupils’ individual level of development and then supporting them in moving, at their own pace, towards their full potential. We work hard to ensure that all children feel good about themselves and acquire a high level of self-esteem. We believe that if you feel successful, you will be successful. We wish your child a happy introduction to the school and successful progress through his / her time with us. We strongly believe that your involvement in this process is crucial and we will keep you informed about the ways in which we are working with your child. We are keen to have parental involvement at all levels and if you have any spare time to come into the school and work with us, you will be made very welcome. We already have an excellent team of volunteers who make a significant contribution to the success of the school. We also employ a significant number of parents and grand parents who work throughout the school. However, there is always room for more helpers! Yours sincerely, Mrs. A. Evans Headteacher 6
Terrace Road Primary School is situated near the centre of Swansea. It is typical of many urban schools in terms of the size of the building and the number of children who attend. Currently we have approximately 226 pupils on roll. The school’s exterior is formidable but inside the staff work hard to create a warm welcoming atmosphere. Many famous Swansea people started their careers here, amongst them was Dylan Thomas. Family Learning
Our Mission Statement ”United
through Learning”
Our Vision Statement •
To provide a happy, welcoming, inclusive, safe and secure learning community, where expectations are high and where achievement is valued and success is celebrated.
•
To provide broad, balanced and relevant learning experiences that focus on the needs of the individual pupil, preparing them for life in the 21st Century and enabling them to become lifelong learners.
•
To provide a culture of improvement, reflection and evaluation based on partnership, trust, honesty and transparency, so that as a school, we can continue to grow, develop and improve. 7
Our School Aims At Terrace Road Road Primary School we aim to: • Develop each child’s true potential by providing quality teaching. • Nurture a caring, friendly ethos to encourage positive social and personal development • Encourage a caring environment which feeds the spiritual, moral and cultural growth as well as the academic development of pupils • Prepare children for future personal challenges, by encouraging independence and determination alongside compassion and understanding • Encourage children to reach, at the very least, their potential, and have the ambition and confidence to aim for the stars!
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Terrace Road Primary School Vision Statement Our school values every child and will work to ensure that each child feels proud of who they are and of their achievements. Within this supportive ethos, we will provide a broad, balanced, enriched and thinking curriculum for all our children. We aim to celebrate successes in all areas of school life; motivating the children to become life long learners. Each child will be given every opportunity and challenge to achieve their full potential in a happy, secure, family atmosphere and stimulating, vibrant, inclusive environment. We will support each child in meeting their challenges and strive to promote independent learning by providing an environment in which children can learn from their mistakes and build on successes. Each individual’s self esteem is recognised as being at the heart of the learning process. Development of the whole child and of their self confidence and efficacy will be at the core of our aims. We welcome all adults and children and ensure that everyone has equal access to the school and the learning experiences we strive to offer. Tolerance, courtesy and respect will be the hallmarks of excellent personal relationships through the celebration of the dynamic and diverse family of individuals that form Terrace Road Primary School. Staff development will ensure a highly developed team that will respond to the challenges of school life with dedication, commitment and professionalism. Staff will feel trusted, valued and respected, emphasising the school as a community of learners on all levels. The team ethos will ensure honest self evaluation is at the heart of our improvement, which will be accurate and rigorous as a result. All stakeholders will form part of the team which will be inclusive and ensure partnerships between home, school and community are productive in building success for the children. The school will maintain its place at the centre of the community, being viewed with a sense of pride by all who recognise that the future of our community and society at large rests in the investment we make in our children. The school’s Mission, Vision and Aims form the core values of the school.
School Philosophy We believe the most important aspect of our school is the ethos. We consistently strive to ensure we have a very positive, welcoming ethos where children feel safe, secure, valued and happy to learn, as this aids effective access to the curriculum. We believe children need to be placed at the centre of their learning and that creative, independent thinking is central to independent learning. We strive to prepare children for a life in a dynamic future, as the technological age is rapidly developing, by fostering skills development that will equip them for whatever the future may hold for them. In Terrace Road Primary all children are included in the broad, balanced, relevant, differentiated and enriched curriculum we offer. We celebrate the diverse family that all the individuals in our school create and ensure that all successes are valued to motivate the children to continue learning, succeed and develop good attitudes to learning. All children are challenged to extend them and to achieve their potential. Every child will have access to the full curriculum and the all the school can offer. We are committed to Self Evaluation and Review as the means through which we understand and know ourselves, in order for us to continuously improve through challenging all our children whilst also supporting the children in meeting the challenges.
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School Organisation For the 2010 / 2011 Academic Year the school will be organised as follows. The school consists of Nursery, Infant (Reception + Key Stage 1) and Junior (Key Stage 2) departments. The Nursery caters for children aged 3 - 4+. We take in pupils in order to fill any vacant places; this is done strictly on an age basis. At the beginning of the school year in which they become 5, children are admitted to the Infant department, and to the Junior (KS2) department in the September of the school year in which they become 8. The number of children entering the school sometimes causes classes to include mixed age groups. When this is necessary that age span is limited to two years. As we have high numbers of pupils joining and leaving the school, class organisation is reviewed before the start of a new academic year.
Class Name
Year Group
Nursery pm V. Austin T. Stares R. Williams C. Buckle S. Davies C. Stone P. Owen
Nursery Reception 1/2 1/2 3/4 3/4 5 / 6 } 2 parallel classes/staff keep their Y 5 pupils 5 / 6 } for a 2 year period on the whole
Pupils in Yr 5 and Yr 6 are organised into 2 mixed age classes. They are set for maths and language which are undertaken in the main during each morning period. As far as possible, a limited degree of team teaching occurs where specialist staff are released to cover particular curriculum areas and activities e.g. Welsh, PE and Games. Classes combine for assemblies, singing, music and drama lessons and other learning activities as appropriate. Mrs. A. Hughes is our Special Educational Needs Co-ordinator and leads and trains supervisory assistants who assist with Special Educational Needs demands throughout the school. We have a private playgroup which operates opposite our nursery session, numbers permitting. It is open to any parent irrespective of where they live. Children as young as two may qualify to attend. Further information can be collected from the school or the playgroup.
Each class has its own class teacher, but receives the benefit of additional teaching, support and advice from other members of staff responsible for particular areas of the curriculum and of learning. Teaching Assistants work in each class of the school, alongside the classteacher and under the classteacher’s direction.
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School Organisation continued The class teacher constantly assesses each child in the class and provides accordingly. Your child will receive whole-class, individual and group teaching as appropriate. This approach enables your child to get the maximum help from the teacher, who, through careful preparation and organisation is able to allow other groups and individuals to work unaided for a while. Teaching in such one to one and small group situations makes it easier to ensure that each child really understands the work in hand and permits the teacher to vary methods to suit individuals. This aids our commitment to provide each child with appropriate teacher time and attention. We believe that children learn from experiences and real life situations. Activities are presented in a well - planned environment equipped to cater for the individual needs of each child. We aim to achieve quality and depth across the whole curriculum. We believe that children are instrumental in leading their own learning and structure our planning and activities to harness the children’s interests. Thinking is integral to our curriculum; we wish to develop deep thinkers and independent learners who have the capacity to reflect on their learning and understand how to improve it. This creative curriculum is set with the need to develop basic skills, at its roots. Above all, we see the primary classroom as a facility where children develop the skills necessary for learning for life. We strive to develop children who enjoy learning, will want to continue learning and will be equipped to do so.
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Additional Learning Needs All children have access to the full curriculum, unless disapplied. The school’s policy for Special Education Needs, reflects the requirements of the ‘Code of Practice’. Children requiring special educational needs support are identified via teacher assessments and observations, diagnostic, standardised and summative assessment tasks/tests, the LEA survey and assessment procedures carried out by the school’s educational psychologist. During regular meetings provision for children’s needs are discussed and future action agreed upon. Such action might include:- monitoring, hearing and sight assessments, differentiated work, using strategies to address specific needs, writing individual education plans and / or the involvement of outside agencies. Support is provided in class and in a small group or one to one withdrawn situations to work in a quiet area. Terrace Road Primary School seeks advice from the Educational Psychologist, Schools’ Medical Officer, Education Welfare Officer, Speech Therapist, Social Services and Advisory Teachers for SEN (including behaviour support) to ensure children’s needs are assessed and addressed. Record keeping is completed throughout the term as necessary, and children’s progress is discussed with parents. Resources are allocated to the school as a result of the county’s annual Special Education Needs survey, which is administered in October. All year 2 pupils are entered along with other pupils for who may benefit from additional support. Special Educational Needs staff attend courses and meetings, organised by the LEA on a regular basis as part of continuing professional development. During the summer term staff from Dylan Thomas Community School and Bishop Gore Comprehensive school’s SEN department visit Terrace Road Primary to discuss the Year 7 provision for children who have been in receipt of support. Should a child with Special Educational Needs be transferred from or to another school then consultations will automatically follow along with appropriate documentation and funding. All staff at Terrace Road Primary are well informed and totally committed to inclusion practices and procedures; staff are always caring and use a positive approach to all children within the school. Parents of children in receipt of Special Needs support are offered an additional consultations with Special Needs Co-ordinator, Mrs. A. Hughes..
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Staffing Mrs. Alison Evans – Headteacher, and as such has overall responsibility for school management, organisation, finance and staff professional development. Mrs Evans is also in charge of transition from KS2 to KS3. Mr. Peter Owen - Deputy Headteacher and teacher of a mixed Y 5/6 class. Mr Owen is the Curriculum Co-ordinator for ICT (Information Communication Technology), planning and assessment and general school discipline. Mr. Owen is also the mentor for teaching students. He is also Teacher Governor representative and runs ICT club. Mrs. Anne Hughes – Mrs Hughes is the school’s Special Educational Needs Co-ordinator (SENCO) and manages the SEN Team. She teaches the nursery class and also undertakes the management and organisation of the Nursery. Mrs. Caroline Stone – teacher of a mixed Y5/6 class. Mrs Stone runs our Eco Club which encourages the children to value and protect their environment and is the Curriculum Co-ordinator for Religion. Mrs. Susan Davies – teacher of a mixed Y3/4. Mrs Davies is the KS2 Maths Co-ordinator and she is in charge of High Achievement. Miss. Camilla Buckle – teacher of a mixed Y3/4 class. Miss Buckle is our History and Geography Coordinator. She also runs library club and African drum club and is a Teacher Governor representative. Mr. Peter James – teacher of Y5/6 sets. Mr. James is our PE (Physical Education) and DT (Design Technology) Co-ordinator. He runs DT and fun and fitness clubs at KS2. Mrs. Teresa Stares – teacher of a Y1/2 class. She is our Literacy Co-ordinator and is trained to teach pupils with dyslexic tendencies. Miss Rhian Williams - teacher of a Y1/2 class. Miss Williams is both Curriculum Co-ordinator for Science and Music and runs the choir. She is the school’s mentor for Swansea Metropolitan undergraduate teaching students. Mrs. Vicky Austin – teacher of the reception class while Mrs. Beynon is on maternity leave. She is our Art Co-ordinator and runs KS1 fun and fitness club. Miss Arwen Roberts - temporary part time teacher of Art. She also runs art club.
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Information About Admissions A letter is sent to parents of children who attend our Nursery during the Spring Term. This asks parents who wish their child to attend Terrace Road Primary School in the following September, to submit an application. Parents will then be informed, in writing, with regard to the success of the application. Parents who do not live within the school’s defined catchment area will need to submit a ‘Preferred Placement Application Form’. Priority will be given to children who live within the catchment area. During the Summer Term, an informal meeting will be held with parents of new entrants, the Headteacher and class teachers, to discuss aspects of the school’s organisation and answer any question parents might have. Parents who wish to start their child at the school at any other time of year are asked to contact the Headteacher.
Arrangements For Admission Of Disabled Pupils As Outlined In The Disability Discrimination Act (Dda) 1995 The school's admission arrangements allow for entry of disabled pupils whose needs can be satisfactorily met within a main school setting. Owing to the nature of the school building we can only accommodate disabled pupils in our infant department which can be accessed via a ramp for wheelchair users, we would be unable to accommodate pupils who were physically unable to negotiate the many staircases unaided, If a pupil, after admission, falls into this category, then classroom organisation will be arranged to meet accessibility needs. Facilities would be provided as far as possible to enable pupils with other disabilities to access all curriculum areas ensuring that they would not be treated less favorably than other pupils. The Local Education Authority may make available home / school transport for pupils with disabilities.
Disability Equality Parents/ carers are asked to inform the school of any disability that may inhibit the child in learning environment or that may prevent a parent / carer accessing information and / or events. The school will endeavour to make necessary arrangements in these circumstances to ensure discrimination does not occur. The Governing Body will review provisions annually or on a needs basis and consider any changes that might be appropriate and fall within our budget. At Terrace Road Primary School we are committed to ensuring equality of education and opportunity for disabled pupils, staff and all those receiving services from the school. We aim to develop a culture of inclusion and diversity in which people feel free to disclose their disability and to participate fully in school life. The achievement of disabled pupils and students will be monitored and we will use this data to raise standards and ensure inclusive teaching. We will make reasonable adjustments to make sure that the school environment is as accessible as possible. At Terrace Road Primary School we believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit here.
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Equal Opportunities Within the school prospectus there is a statement for equal opportunities which asserts: “At Terrace Road Primary School we try to ensure that everyone is treated fairly. All children are given equal access to the school and its curriculum and all at Terrace Road Primary School learning partnership. When children have special needs we make arrangements to inform parents and design specific programmes�. Children with disabilities must be able to take a full and active part in every lesson and every measure must be taken to ensure this. Everyone in Terrace Road Primary School is valued. We are an inclusive school and each child in our care is provided with equal opportunities to develop all their talents and experience all that the school has to offer. All pupils are actively encouraged to participate in all aspects of the curriculum and school life. Curricular and extra-curricular activities are planned so that no discrimination takes place on the grounds of gender, race, colour, ability or religion. The school gives full consideration to the requirements of all pupils. We have comprehensive policies to everybody within the school experiences equal opportunities, these include; Equal Opportunities Policy, Disability Equality Scheme and Accessibility Plan, Race Equality Policy, Special Educational Needs Policy, Behaviour Policy and the Anti Bullying Policy. All policies are available for parents to read. Should you wish to see any policies please ask in the office and a copy will be made available for you.
School Times Morning Session Afternoon Session
8.50am - 12.00 noon (KS1) 8.50am - 12.05pm (KS2) 1.00pm - 3.20pm (KS1 and KS2)
Nursery Class and Playgroup sessions Nursery - Afternoon Session: 12.50pm - 3.20pm Playgroup - will operate morning sessions throughout the year and a lunchtime care facility is available for playgroup if parents require it. We adhere to the recommended minimum study times of 5 - 7 years - 21 hours per week
8 - 11 years - 23.5 hours per week
The remaining time is devoted to registration, morning assembly and morning and afternoon playtimes.
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Pastoral Care In order that children derive the maximum benefit from the opportunities at school, parents are asked to ensure that their children attend regularly and punctually and have a good night’s sleep. The school must be informed of the reason for any absence - a short note is preferred or a telephone call will suffice. Please make sure your child arrives at school at the stated times. If your child will possibly be away for over 2 days, please inform the school of the likely length of absence. We would ask that where possible medical or similar appointments should be arranged out of school hours. The taking of holidays during term times should also be avoided. A special holiday form must be filled in if a child is going to be away during school time on holiday. At present only 10 days a year can be sanctioned as an authorised absence. Parents are reminded that under the new regulations persistent lateness will be regarded as unexplained absence. Any unexplained absence will be counted as unauthorised and these statistics are recorded against the school. Please help us keep unauthorised absences to a minimum. The register closes at 9:30am. A late book is in operation. School gates will be closed at 9am. Entry after this time will have to be via the Terrace Road entrance where the late book will need to be signed. An attendance booklet will be sent to all parents this academic year.
Accidents and Emergencies In the event of a child being taken ill at school, or sustaining a minor injury, the parent / carer or nominated contact person will be informed and appropriate arrangements made. Minor accidents are dealt with by the school staff, most of whom have emergency first aid training, but every effort is made to contact the parent / carer / nominated contact person should further medical treatment be deemed necessary. Emergency services are summoned in the event of major accidents or reactions that require treatment at a hospital’s casualty department. Again, every effort is made to contact the parent / guardian (if contact is not possible the Headteacher and a Staff member will accompany the injured / sick child to the casualty department). The school maintains Accident / Illness records. The school also maintains computer records of a parent’s / carers home / work / emergency telephone numbers. We request that parents appreciate the importance of ensuring that the school is kept informed of any changes in such information.
Community Links The school views the partnerships it has with the community as vital; the children in our school community are part of the wider community, outputting responsible future community members is crucial to the success of the community and therefore central to all we do. Many people from the community visit the school to talk to the children, such as the Fire Service, the Police Liaison Officer, representatives from the Environment Centre, as well as parents and other people who live in the community. All these visitors can enrich the children’s learning experiences. In addition we make use of the local area and facilities within the wider area to offer the children first hand learning experiences, such as visiting the local church, museum, and other venues which relate to topics of interest to the children and their learning. Mrs. Stone is in charge of community links. 16
School Health Service The school nurse, doctor, audiometrician and dentist visit the school regularly to carry out routine checks, inspections and tests. You will be given notice of any dental or medical examinations and will be invited to be present. Should you wish your child to be tested or examined in any way, please contact the Headteacher / Classteacher / S.E.N.C.O. Specialist help is available for children with emotional, behavioural or learning difficulties. Arrangements are made for the Education Psychologist to visit the school. Following observation and perhaps assessment a discussion will follow to decide if further action is required. Lunch / Break Supervision Adequate supervisory arrangements are made during break and lunchtimes under the guidance and control of the Headteacher. During morning and afternoon breaks two personnel are on playground duty, some children have 1:1 support while on the yard. The Headteacher / Deputy Headteacher, or whoever in deputising in their absence, are also available to deal with emergency situations. Supervisory assistants are employed during the lunchbreak to supervise pupils. Health & Safety Provision The Headteacher, Deputy Headteacher and caretaker regularly inspect the premises for hazards. All teaching staff, support staff and pupils are actively involved in the safety provision within the school. A comprehensive Health and Safety Policy is in place, this includes relevant risk assessments and procedures. Fire drills are carried out at the school at regular intervals. All P.E. and play equipment, electrical appliances, fire extinguishers and emergency lighting are tested regularly by the relevant monitoring agencies. Health and Safety Officers : Mrs. A. Evans (Head teacher) and Mr. I. Parkhouse (Caretaker).
Security The school takes the responsibility of care it has for its pupils very seriously. We are continually trying to improve our security. Parents should note that school gates at Norfolk Street are locked by 9am. Any late comers or visitors during the school day have to enter via the Terrace Road entrance and sign either the late book or the visitors’ book. Please inform personnel when you leave the building and sign out. These procedures are of extreme importance to be in compliance with fire safety regulations. Our gates are opened to accept afternoon children and our school lunches. School gates are opened for the collection of pupils from 3.10pm onwards. A video camera system is in operation in and out of doors to ensure the safety of our community. Kids Club pupils must be collected via the Infant entrance, which has its own bell system.
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Dogs in School No dogs are allowed on the school premises at any time (with the exception of guide dogs for the visually impaired).
Policies on Pupil Welfare / Pastoral Care The school aims to provide a secure and caring atmosphere, liaising with other agencies when necessary. Children are supervised at both morning and afternoon playtimes by teaching staff and support staff. At lunchtimes the children are supervised by adults employed for this purpose. The number of supervisors employed depends on the number of children staying for lunch but always conforms to or betters that recommended, by the Local Authority. Pastoral care is also the concern of all class teachers with the Senior Managers having overall responsibility. Parents are requested to provide an emergency address and telephone number in order that they may be contacted. In the event of a minor accident, basic first aid is administered by qualified staff and parents will be informed at the close of the school day. If a child becomes ill arrangements are made to return them home as soon as possible. In the event of major accidents, the child is immediately transported to hospital and the parents informed as soon as possible. On some occasions staff seek advice from the Local Health Clinic and guidance is given to the family concerned. During clubs / activities, teachers and support assistants are responsible for supervision
Administration of Medication in School Medication (prescription only) may be administered in school at the discretion of the Headteacher. All medication should be clearly labeled and handed to the school secretary. School will only administer medication prescribed by a GP. Please also note that: * *
Parents are welcome to come into school and administer the medication themselves. If the school does agree to administer prescribed medication the following guidance must be followed: 1. The parent must sign to authorise voluntary staff to give the medication. 2. Medication is kept in the school office; children need to go to the school office to take it.
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Kids Club / Playgroup at Terrace Road Our Kids Club has been running since September 1997. Ms. D. Holland is the Club Leader, Miss C. Ellis is playgroup manager We provide quality, affordable childcare after school, 5 evenings a week from 3.20pm - 5.30pm Monday – Thursday, 3.20pm - 5pm on Fridays. We wish to provide a valuable service that benefits and meets the needs of all sections of the local community and, in particular, our parents whether they work or not. We aim to provide a safe place for children to play with trained carers looking after them. The club is an exciting provision we hope will attract parents to place their children in our school. Should any parents wish to access the facilities please contact Kids Club on – telephone number - 01792 415200.
Playgroup at Terrace Road A morning playgroup operates on a daily basis. Nursery aged children can remain with us all day if desired using a combination of our playgroup and nursery settings. Lunchtime is charged at an extra rate. The playgroup caters for 2 - 4 year old pupils. Playgroup telephone number - 01792 415200
Breakfast Club As part of the Welsh Assembly’s objective to raise standards the school runs a breakfast club. There is no charge for this and all children are given a healthy breakfast of cereal, toast and milk or juice to drink. Breakfast club opens at 8.10am and children can come for breakfast up to 8.30am. After this time we are not able to allow admittance as there is insufficient time for children to eat their food and clear and prepare the hall for the day’s activities.
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The School Curriculum Foundation Phase Key Stage 2
3 – 7 Years 7 – 11 Years
Terrace Road Primary School offers children a broad curriculum, based on the requirements of the National Curriculum, which focuses upon the 3 core subjects of English, Maths and Personal and Social Development, Well-Being and Cultural Diversity in Foundation Phase. In Key Stage 2 the core subjects are English, Mathematics and Science and the foundation subjects in both phases are History, Geography, Information Communication Technology, Design Technology, Art, Physical Education and Music. Welsh is taught as a second language, R.E. is also a statutory requirement. The school considers PSE is as important in Key Stage 2 as it is in Foundation Phase, we believe personal, social and emotional skills are crucial to the development of life skills and maximise children’s academic potential, it is therefore taught and prioritised across the whole school. To ensure our curriculum takes account of individual talents the children participate in enrichment clubs on Friday afternoons, when children across classes have opportunities to work together. Children vote for their preferred clubs and attend them for approximately half a term. The clubs include a range of activities which develops skills such as problem solving, communication, collaboration and teamwork, by engaging the children in activities which also develop creativity, physical and thinking skills. We enrich our curriculum further by the children having opportunities to work with specialists in Art and P.E. while the teachers have release time from class to fulfil planning, preparation and assessment roles. We actively facilitate activities for the children to participate in Citizenship, the school has an active Eco Group. The children begin to learn about sustainability as soon as they enter Terrace Road. We also have an active School Council to ensure that all children are included in many of the decisions taken with regard to school development. Some children are trained peer mediators who work to try to ensure children are not left on their own in the yard and to help friends resolve conflicts, more complex situations are brought to the attention of staff who help children to resolve difficulties. All areas of the curriculum are given status in their own right but activities or lessons can and will often integrate several curriculum areas, this means that children may learn about History and Geography while developing their Art and Writing skills through studying a locality and its History and recording aspects of it through writing about and drawing it. We firmly believe we are here to teach children and not to teach subjects. Children learn best when they are actively involved in their learning. Making learning fun develops motivation within the children and good attitudes to their learning. The outdoor environment and indoor ‘messy’ activities offers many possibilities to enrich the children’s learning and to develop language, problem solving and enquiring minds within the children. With this in mind it is important that children are clothed appropriately. It might be best to send your child/ren to school wearing items which you do not mind getting wet, dirty or possibly damaged. 20
We aim to provide good role models for the children in our care by showing them respect and consideration thus developing a climate of co-operation and harmony. We promote the view that all people, adults and children alike have rights, but with our rights come responsibilities to ensure our actions do not impinge on others’ rights. This philosophy underpins our ethos, philosophy and discipline system. Parents and pupils are issued with home-school agreements which have been produced by children, staff, parents and governors, children, parents and the school sign these to ratify the agreement. All curriculum policy documents are available for parents to read at the school. Please make an appointment with the Headteacher/ relevant curriculum leader / classteacher if you wish to discuss any of the school’s policy statements. Foundation Phase Early Years provision begins when your child is 3 years old with entry into the Nursery and continues through a child’s Reception Year. “Being three and being four should be fun”
Audrey Curtiss
The Foundation Phase continues into Year 1 and 2. However, the styles of teaching in Year 2 become a little more formal, in readiness for Key Stage 2. Within Foundation Phase children are encouraged to follow their own lines of enquiry and interests, which are incorporated into the teacher’s planning, with a wide and extensive range of other skills which your child needs to acquire. All skills development is pitched by the teacher at an ability appropriate level for your child, to ensure the learning is accessible, relevant, meaningful and will extend your child and move him / her to the next stage of their learning within each particular skill. This is achieved through the high adult – pupil ration of 1:8 that the Foundation Phase affords, the well organised and trained staff and the highly structured learning environment. Much learning occurs outside, if this is the best place for the particular intended outcome, as it stimulates children’s interests, and adds another dimension to the learning environment, motivating children. The Curriculum 3-7 We believe that good and appropriate early education lays the foundation for effective learning and sound personal, social and emotional development. During the early years children are provided with a wide range of first hand experiences and associated activities in the following broad areas: • • • • • • •
Language, Literacy and Communication Skills. Mathematical Development. Personal and Social Development, Well-Being and Cultural Diversity. Knowledge and Understanding of the World. Welsh Language Development. Physical Development. Creative Development. Foundation Phase Co-ordinator: Miss R. Williams 21
English (Core Subject) We want children to be able to listen actively, think for themselves in order to express their ideas, feelings and thoughts effectively in a variety of situations including class group and paired discussions, role-play, when presenting, debating and informal situations. We also want children to become confident at writing in a wide variety of contexts, in varied situations and for a broad range of purposes. When learning to read, children will quickly be introduced to a whole variety of fiction books and at all times the emphasis is placed upon reading for pleasure. Children cannot be forced to read and individuals are ready to read at different times, when they are developmentally ready for this. If children have not developed the skills necessary for reading, they need to be engaged in activities that will do this, before being expected to read. At all stages it is the role of the teacher to encourage, support and offer help at the appropriate time, for the child and parents / carers, so the development can be supported in the home also. Children will read a variety of scheme books and carefully colour coded, graded storybooks. Picture books also play a very important role in encouraging children to read for pleasure and even the best readers benefit if they are able to “read” the detailed implications of illustrations. Discussion of the text and the pictures is as important as the decoding of the letters into words, as this develops comprehension and language skills which are essential for more complex reading skills. Reading to your child/ ren and reading which is shared with the adult and child is vital to the development of expression and fluency, as the child is able to ‘hear’ a good model of reading and learn from it. All classes benefit from organised ‘fiction libraries’ which you child /ren can select books from to bring home and read. Handwriting is practised and taught regularly as we consider the development of clear, fluent speed writing to be an essential skill, in addition to fostering a pride in their work within children. Children are encouraged to use a variety of different writing tools, although in their drafts and final copies they are asked to use black ink, unless the layout and design of the piece would demand otherwise. Above all, we want children to feel confident in their work and to be proud of what they produce. Spelling is taught in class using multi-sensory and individual approaches which suit each child. Subject Leader: Mrs. T. Stares
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Mathematics (Core Subject) We aim to equip children with the basic mathematical skills they will need in everyday life to foster an enjoyment in the manipulation of number as well an ability to use mathematical concepts to solve problems. Thinking skills are central to our teaching of Mathematics, to ensure children are able to apply a range of strategies to check the reliability of their calculations. Throughout the school we attempt to develop an understanding of how numbers work and the use of basic operations such as addition, subtraction, multiplication and division. We do this by providing a wealth of practical experiences that we know to be more effective and productive than teaching children a series of rules. We always attempt to present realistic problems and investigations for children to explore by getting them to actively think, developing perseverance. Confidence, understanding, logical thinking and enjoyment are all ingredients of mathematical development. We try to help children to understand number relationships and mathematical concepts, to master basic number skills with understanding and to be confident in their work. They are introduced to a wide variety of mathematical experiences from the earliest years and have a great deal of practical experience upon which to build. When children understand the processes and concepts we aim to develop quick recall. To this end children learn tables and we ask that you support this, but that you also talk to your children about numbers and how they interact with each other as this develops greater understanding which must underpin recall for a child to be an effective mathematician.
Subject Leader: Mrs. S. Davies and Mrs. N. Beynon
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Science (Core Subject) Science in the primary school is concerned with encouraging the development of critical and inquiring attitudes. We try to help children to develop a scientific thinking mainly through the practical use of the classroom and school environments. The emphasis is on learning through experience rather than from factual teaching. Such learning involves accurate observation and a questioning approach to investigation. Records are made as necessary; the traditional written format often not the most suitable so a careful drawing may provide better evidence of good observation. Many children at upper Stage 2 should reach the stage of formulating hypotheses to explain their observations or thought, subsequently testing them with investigations of their own design involving a variety of observational, manipulative, recording, and mathematical and language skills.
is Key
Environmental work from the locality provides a wealth of material to enrich the curriculum. We are fortunate enough to have an established garden with a pond in the school grounds as well as access to Rosehill Quarry. By relating what we teach to where we are, children can easily recognise the relevance of their learning experiences.
Subject Leader: Miss R. Williams
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Geography Geography is concerned with developing the child’s sense of place and the physical and human factors that affect it. Starting with their own local environment we endeavour to help children make sense of and learn to care for their own surroundings and the wider world, including environmental issues such as ecology and sustainability. Through their own investigations they can come to understand how human and physical factors can shape and change places and lives. There are close links between Geography, Science, Mathematics and History and for this reason, the subject is taught through thematic work which enables subjects to be integrated and make the best use of time. This also allows skills to be transferred over areas of learning. As children develop, they will have opportunities to extend further understanding and awareness of contrasting places to their own locality through residential visits and other day visits linked to particular themes, as well as studies of foreign places. Subject Leader: Miss C. Buckle
History At Terrace Road we believe that history is always best approached through enquiry based firsthand experiences. The past influences all our lives, it shapes the customs and beliefs of communities to make sense of the world in which we live. We try to provide the children with something concrete to work from, whichever period of history the children are studying. They are given lots of opportunities for hands-on experiences using artefacts and photographs and visits to places of historical interest and significance. The work is always meaningful and relevant to the children and their stage of development, it focuses on the organisation of skills required to be an historian. Subject Leader: Miss C. Buckle
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Art and Creative Work Creativity is not something we view in isolation. It is an essential feature of all aspects of learning. It is enjoyable and motivates the children. It allows the children to express themselves and learn about themselves and the world they live in. Children may have differing abilities and their individual talents may vary. We believe it is important that they have many opportunities to experiment with a wide range of techniques and materials. Much of the work that children do is likely to be related to the rest of the curriculum but they are also encouraged to develop subject specific skills. During the Foundation Phase and Stage 2 children will have opportunities to visit Art Galleries and work with specialist artists during residencies. Subject Leader: Mrs. V. Austin
Music Music should be part of every child’s life and we aim to encourage enjoyment and understanding of this subject through our sharing in making and listening to music. A music specialist is employed by the school in order to extend the creative music element of the curriculum. At both Key Stages music is experienced through activities linked to the curriculum. Violin / Brass Instruments / Recorders Key Stage 2 pupils are given the opportunity of having tuition to play the violin or Brass instrument. This is provided by 3 staff who are employed by the LEA’s Music Service. Tuition is now free of charge, but the school reserves the right to withdraw instruments and tuition from pupils who do not undertake the required practice or who regularly forget to bring their instruments to school. From Y2 upwards all pupils are taught to play the recorder. In the life of the school, music plays an important part in our daily sharing in collective worship and in our celebration of major festivals. The school has an active choir that regularly takes part in community performances. Subject Leader: Miss R. Williams
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Design Technology Construction is a natural activity to a child and this interest can be fostered through following a design technology programme. Activities are designed to enable children to develop their skills and knowledge. Children will have opportunities to investigate, disassemble and evaluate existing products. They will also take part in focused practical tasks and ‘design and make’ assignments. Children are encouraged to work independently, in pairs and in groups. The teacher’s role is to provide meaningful contexts in which the children carry out activities in a stimulating environment. Children have opportunities to work with a range of materials including sheet materials, materials for making frameworks, mouldable material, textiles, food, electrical and mechanical components and construction kits. DT is a very cross curricular subject and one where we encourage children to apply skills, knowledge and understanding from other subjects, particularly, Mathematics, Science, I.C.T and English. Subject Leader: Mr. P. James
Information Communication Technology Information technology is now part of many aspects of our daily lives. We aim to provide children with opportunities to develop their confidence, skills and knowledge of ICT by using computers, programmable robots, recording equipment, calculators and cameras. The nature of I.C.T. means that it is best used in all curriculum areas supporting and enriching the children’s learning experiences. A variety of software programmes are used to stimulate and support class work throughout the school. These include developing language and mathematical skills, word processing, logical thinking and reasoning, programming a screen and floor turtle, handling data, creating music and pictures and problem solving. Each class visits the computer suite and also has access to the Internet through the controlled website. Many lessons are delivered using interactive whiteboards at the school. The School website address is :- : www.terraceroadprimary.com Subject Leader. Mr. P. Owen
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Physical Education
During their time at Terrace Road Primary School children will follow a programme of physical education which will include aspects of dance, gymnastics, games, athletics, swimming and adventurous outdoor activities (walking, orienteering and cycling). The school has a yard area (marked for a variety of games The school also use Rosehill Quarry for P. E. activities. Wide ranges of sporting activities are undertaken during each year, which allow children the opportunity to represent the school e.g. rugby, netball, football. Representing the school is considered by us to be an achievement and is recognised as such. We aim to give all children of all abilities the opportunity to participate in competitive events if they so desire. We feel that taking part in such activities fosters a team spirit and collaboration within our pupils. Swimming Key Stage 2 children have swimming lessons in the Leisure Pool at Penlan Leisure Centre during each academic year, Years three and four visit the pool for two of the three terms in each year. Children are encouraged to develop a good swimming style and aspects of Water Safety are also studied. A specific swimming programme is followed. Children are expected to dress appropriately during swimming lessons with girls wearing plain one-piece bathers and boys wearing swimming trunks (fashion swim shorts are considered to be inappropriate). Children with long hair are required to wear a bathing cap.
PE Kit Children are expected to change for physical education lessons. Girls wear black P.E. briefs/shorts and white tee-shirts. Boys wear black shorts and a white tee-shirt. Foundation phase pupils and pupils in KS1 wear the same kit as the older children. In colder weather children are encouraged to bring a tracksuit for games lessons held outdoors. All lessons in the hall are worked barefoot but for outdoor activities trainers are necessary, trainers and tracksuits are not to be worn indoors. For safety reasons the wearing of jewellery is not allowed during P.E. lessons (this includes the wearing of earrings other than studs). Please save yourself expense and us valuable time by making sure that every garment likely to be taken off, is clearly and permanently marked with your child’s name. Sweatshirts and cardigans are particularly prone to cause confusion. If lost property that is not named will be placed in a lost property box in the Y5 area, but named items will be returned to their owners. The school cannot be held responsible for lost property and cannot reimburse missing items. Subject Leader : Mr. P. James
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Sex Education The school will follow the National Curriculum for Science, which contains aspects of Health and Sex Education, and will also incorporate the suggestions included in the City and County of Swansea's Policy Document on Sex Education. Sex Education is taught as and when it is considered appropriate to the needs of the child. This is undertaken in the spirit of a caring, sharing community with the emphasis being made on a code of morals. A copy of the Governing Body's Sex Education Policy Document is available on request from the Headteacher. Welsh We actively encourage “welshness” within the school in order to stimulate and encourage pupil’s learning and general awareness of the Welsh Language. Children are spoken to and encouraged to respond in Welsh as often as is possible during the school day. Welsh is taught as a second language, as part of the National Curriculum. It is taught in a meaningful way reflecting events and experiences. We aim to make the learning of Welsh a pleasurable, interesting and lively experience through song, dance, drama, games, stories and legends. Through stories and legends we aim to develop in the child an awareness of the cultural heritage of Wales. Teaching staff and pupils are supported by a teacher adviser for Welsh who visits the school regularly during the school year.
Religious Education Religious Education is a compulsory element within the curriculum and is taught in accordance with the Agreed Syllabus for R.E. and Welsh Assembly Government guidance. An awareness and understanding of Christian teaching has a direct bearing on the attitude and behaviour of all involved in the work of the school. Whilst emphasis is given to the study of Christianity, attention is given to the significance of other faiths both in collective worship and in the class situation through termly themes. Whole school acts of collective worship are held on a daily basis incorporating biblical/moral readings and stories, hymns, songs, poetry and prayers. Children are encouraged to plan and participate in the services. Parents may exercise their right to withdraw pupils from R.E. and collective worship and appropriate supervisory arrangements will be made. Subject Leader: Mrs. C. Stone
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Assessment At Terrace Road Primary children’s development is continually assessed. We use a range of approaches to make assessments of the children’s learning. These assessments assist us to consider a child’s strengths and needs to plan future work. In-house “Baseline” assessments of nursery pupils are carried out soon after admission and are continued throughout the Foundation phase (Nursery and Reception). A formal ‘Baseline’ assessment is carried out during children’s first term in the Reception class. Year 2 pupils take part in a Special Educational Needs survey (L.E.A) during the Autumn Term, along with pupils from other year groups whose teachers feel would benefit from additional support. All children in Years 1,2,3,4,5 & 6 are assessed annually (Summer Term) using standardised assessments in English, Mathematics called NFER tests. Pupils in Years 2 and 6 are teacher assessed at the end of the year, following moderation procedures and are deemed to be within an ability appropriate National Curriculum level according to the criteria outlined in the National Curriculum Level Descriptors. Subjects which are currently assessed are English, Mathematics and Science. Welsh is assessed at Year 6. INCERTS software is also used by the teacher to record development in each subject and acts as a guide for the teacher in assessing each child’s progress. On-going informal assessments are continuous throughout your child’s time in school and are carried out in a variety of ways – by listening, talking, observing, discussing and marking work produced. Children also participate in self and peer assessment. This enables the children to clearly understand their strengths and areas for development. Children are also assisted in understanding how they can improve. This approach is called Assessment for Learning, its impact helps to develop independent learners who are autonomous in their learning.
Assessment co-ordinator: Mr. P. Owen
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Records Records are necessary:1. When your child is admitted to this school you will be asked to complete a form giving details of your child’s name, position in family, date of birth etc. Also recorded are the parents’ places of work, if appropriate, along with contact personnel and the family doctor in case of an emergency. The form is placed in the child’s personal file, and the information from the second form is placed on the school’s computer system. Parents will need to inform the school with regard to changes in circumstances in order to update our information. Parents of Nursery pupils will also be asked to complete a home-toschool document that allows you to give us important information about your child. 2. Class teachers keep on-going records that show the work the children have covered, and how they have performed in the task. These records can be used as a guide for future work and the setting of individual targets. 3. 4. We also keep a whole school pupil profile system which is a record of all children’s progress and achievements from Nursery to Year 6. Each child has a Record of Personal Achievement that is set up on admission into nursery. All assessment results and annual reports are contained within this portfolio.
Homework at Keystage 2 Homework, is regularly set by individual class teachers to support work being carried out in the classroom situation. Activities may include reading, mathematics, handwriting, learning/revising, reinforcement/extension tasks, writing and research. Parents of all pupils are encouraged to share reading with their child on a daily basis Parents are also encouraged to practise Times Tables at home. Finally, we recognise the importance of one-to-one at home support and where we feel a child would benefit from additional parental help in the home situation the parent is notified by the class teacher with regard to additional supportive work. Please ensure that any help you do give your child at home is positive and enjoyable and free from pressure, which may undermine her/his confidence. We are happy to answer any questions - simply contact the class teacher or Headteacher.
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School Uniform School uniform is not compulsory, but has been adopted in response to the wishes of parents. Therefore, pupils are strongly encouraged to wear uniform at all times. Our school colours are red sweatshirts, hoodie, fleece, polo shirts, jumpers may be purchased from the school uniform shop to be worn with black or grey skirts and trousers. The wearing of school uniform is expected Where possible all clothing should be clearly marked with the child's name. Children should be presented in clothing suitable to undertake P.E. activities. When children represent the school in out of school activities, they must wear school uniform. No jewellery other than stud earrings and watches should be worn in school. The school will not accept any responsibility for theft or loss of jewellery. Pupils should always be presented in sensible shoes enabling them to move around our school, which has many stairs, and to be able to run about the sloping yards, safely.
Extra Curricular Activities The range of extra curricular activities at this school includes many clubs: Fun And Fitness clubs in both key stages, Art, Eco, Jumping Jacks, Library, ICT, D.T. ,African Drum, Choir, French Breakfast Club Kids Club and Playgroup.
Charging and Remissions Policy – School Trips The school’s charging and remission policy is based on the one provided by the L.E.A. which was accepted by the School’s Governing Body. Under Section 110 of the 1988 Education Act, the Governing Body having adopted the L.E.A. policy for charging and remissions, has determined that parents be invited to make voluntary contributions to support a particular activity. The voluntary contribution would help cover the cost of transport, entrance fees and insurance. This ensures those valuable experiences such as educational visits and residential activities continue
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Provision for Children with Special Educational Needs (S.E.N) Every child in Terrace Road, whatever their abilities or needs, will have access to the whole curriculum. We have a policy of total integration and equal opportunities for all. Special Educational Needs are identified and monitored from school entry time. From Year 1 to Year 6 on an annual basis the LEA carry out a Special Educational Needs Audit in addition to the professional judgements made by staff throughout the year. Support is provided and adjusted to ensure a balance of ‘in class’ and individual attention to meet the developing needs of the child. The school's Special Educational Needs Co-ordinator is Mrs Anne Hughes and several support assistants work alongside her. A full range of special educational provision is described in the LEA brochure. A copy of our school's policy for Special Educational Needs is available on request from the Headteacher.
EMLAS - Ethnic Minority Language Achievement Service
Terrace Road is a multi-cultural school; approximately 20% of our pupils are from ethnic minority groups. EAL (English Additional Language) support assists all bilingual learners and encourages them, alongside the school, to lay a positive role in the school community and to 33
achieve their full potential as learners. This is achieved by: • • • • • • •
A sensitive induction to school life for EAL families and pupils. Support for EAL pupils in learning English from nursery onwards. Sensitive pastoral care being provided. Well planned effective partnership with EAL staff with support and advice being available for all concerned. Support for staff development, monitoring and reviewing pupil progress, providing mother tongue, home visits, and a translation service. We encourage the use of the 'mother tongue' as this is vital to the pupil’s progress with learning the English language. Pupils, parents and the community are encouraged to become involved in school activities. An extra dimension of richness, culture, tolerance and equality is found in the school because of our EAL pupils.
Arrangements for Parental Visits/ Discussions We hold ‘Meet the Teacher’ sessions early in each new academic year. Staff will then outline their work and areas in which parents can assist. There are two Open Evenings held, one in the Autumn Term and the other in the Spring Term, these give parents the opportunity to view their children's work and discuss their progress with their teacher. We send out reports in the Summer Term and parents are given the option to come in and discuss them. Parents need not confine their enquiries to these occasions, informal parent surgeries are held on a weekly basis. Further meetings are occasionally held when teaching methods or new developments are explained or discussed.
Parents and the School We feel strongly that the responsibility for the education and general development of the children should be shared by both school and home. With an understanding of each other’s role and co-operation between parent and teachers, the children have a tremendous advantage. A close link between home and school, a partnership, is therefore vital. With this in mind, a dialogue with all relevant parties was undertaken, in order that a ‘Home School Agreement’ could be produced. Parents and pupils are invited to adopt the principles and to show their commitment by signing a copy of the agreement. We try in various ways to keep you informed about your child’s progress. Teachers frequently make time for consultation with parents in our weekly surgeries. School reports are issued annually and there are ‘Parents Evenings’ during the Autumn and Spring Terms. Regular newsletters keep you informed about what is going on. Parents, as well as other family members and friends are encouraged to come to school and help, in whatever capacity they feel comfortable. People in the community have many skills and talents which they can share with us – cookery, art, craft, library assistants, listening to pupils read, ancillary tasks, sport etc. If there is any way in which you feel that you can help, please see either the Headteacher or any other teacher.
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When pupils see their parents showing an interest by helping in the school there is an enormous benefit to their attitude, effort and attainment. The importance of parental interest and involvement cannot be over-stressed. It does pay dividends. Speak to some of our helpers and see what they have to say about it. The development of a close relationship between school and home demands more than close interest. It also needs the right mixture of space and trust. An appreciation of, and confidence in, each other’s role makes the school a purposeful and happy place where the children feel at ease, can work to reach their full potential and can gain maximum benefit from their schooling. There is a Home School Association that organises a regular programme of social, educational and fund raising events. Regular contact is kept through newsletters. Please make every effort to attend the Home School Association meetings – the activities are for the benefit of every child, and all help will be welcomed.
The school is committed to working in partnership with parents and pupils. We have therefore, in consultation with parents and pupils, devised a ‘Home School Agreement. This specifies our commitment to your child and asks you and your child to agree your commitment.
Parental Help Parents are encouraged and welcomed in school if they are prepared to assist class teachers. Many assist with the hearing of reading, playing games, helping escort pupils on visits etc. We have successfully run Literacy and Numeracy courses for adults, which specifically show parents how to help their children. We have arranged sessions for our EAL and any asylum seeker parents to help them become more fluent in both spoken and written English. Please ask at the office for up to date information regarding courses on offer.
Discipline Children are encouraged to develop self-discipline, but there is no question of children being allowed to do, as they like, without guidance or correction. We have a policy of rewarding all positive good behaviour, effort and work in school. This is undertaken both at class and whole school level. We have a school behaviour team who oversee and are actively involved in the promotion of good behaviour, many pupils are part of this team when they reach Y6 and become Peer Mediators. Pupils who break class and school rules are encouraged to reflect on their behaviour with a teaching assistant in the reflection room at playtimes.
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However if bad behaviour persists this has to be dealt with. Punishment naturally depends on the seriousness of the situation and there are a range of sanctions that may be imposed. The most usual being the loss of privilege and the most extreme, exclusion. The latter would not be imposed without prior contact with parents. A copy of our Discipline Policy is available on request from the Headteacher. Good standards of behaviour are expected from all children. We encourage them to adopt a caring attitude towards one another and to treat everyone involved in the school with courtesy. The class teacher normally deals with any behavioural problems in the first instance using a behaviour consequence system, but in cases of serious or persistent bad behaviour, children will be referred to the Headteacher or the Deputy Headteacher. Punishment will usually take the form of withdrawal of privileges, or the writing of a letter of apology. Any serious concerns will, as a matter of course, be brought to your attention and we may require you to attend the school to discuss your child’s behaviour. We expect your support in working together to correct poor behaviour should it arise, as this often helps to ‘nip it in the bud’. Our inspection noted the effectiveness of our work in this area when it stated that, “Class teachers provide good personal support to pupils in their classes and collectively, with the support of other members of staff, are committed to the care and well-being of all pupils.” Our golden rules are: • I am kind and helpful • I am respectful to others • I have an excellent attitude • I have good manners Wherever we are, whatever we are doing, we always try to remember that we are proud to be members of Terrace Road Primary School. On Friday of each week the school holds a Special Assembly where we celebrate together. This may be in the form of whole school successes (e.g. sporting achievement) or individual success (e.g. improvement in behaviour, kindness, outstanding work or effort). This is an opportunity for the whole school community to reflect upon the many successes that are achieved and to reinforce our aim that positive issues will be acknowledged and rewarded.
Tackling Bullying Bullying in any form is considered to be totally unacceptable at Terrace Road Primary School and will not be tolerated. Bullying occurs when unpleasant incidents have been on-going and sustained for some time; is not when children squabble, or say something unpleasant on one or two occasions, although this may be upsetting and needs raising with staff to be dealt with and to ensure a situation does not arise. All staff, both teaching and support make every effort, to make children aware of the effect and consequences that bullying behaviour may have. Through assemblies, class discussions, a consistency of approach (which may involve consequences), pastoral counselling and the use of strategies such as restorative justice following incidents it is hoped that a positive conclusion will be reached.
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SCHOOL TERMS AND HOLIDAYS - 2010/2011 Term
From
FROM
TO
TO
Autumn 2010
Wednesday 1st September
Monday 25th October
Friday 29th October
Friday 17th December
Spring 2011
Monday 3rd January
Monday 21st February
Friday 25th February
Friday 15th April
Summer 2011
Tuesday 3rd May
Monday 30th May
Friday 3rd June
Wednesday 20th July
22nd April 2011 Good Friday
25th April 2011
Easter Monday
2nd May 2011
30th May 2011 Spring Bank Holiday
May Day
Schools have the flexibility to determine when their five INSET / Staff training days are to be held. Three will be taken on September 1st , 2nd and 3rd. Please note the Government can offer schools extra Inset Days.
SCHOOL TERMS AND HOLIDAYS - 2011/2012 Term
From
FROM
TO
TO
Autumn 2011
Friday 2nd September
Monday 24th October
Friday 28th October
Friday 23rd December
Spring 2012
Tuesday 9th January
Monday 13th February
Friday 17th February
Friday 30th March
Summer 2012
Monday 16th April
Monday 4th June
Friday 8th June
Friday 20th July
9th April 2012 6th April 2012 Good Friday th 4th June 2012 7 May 2012 May Day th 5 June 2012 Additional Bank Holiday 37
Easter Monday Spring Bank Holiday
Attendance Summary Report Academic Year 2009 – 2010
Total Days Autumn Term 2009 Spring Term 2010 Summer Term 2010
74 59 62
Authorised Absence 2205 1615 1500
Unauthorised Absence 230 196 205
% Attendance 90.3 91.0 92.1
Unauthorised Absences An unauthorised absence is when we receive no letter of explanation from parents concerning the nature of their child's absence or if the Headteacher and Education Welfare Officer decide there are reasons not to authorise an absence. We do ask for a letter or telephone call explaining all absences and our statistics would be considerably lower if all parents complied with this ruling. Please remember good attendance is vital for the continuity and progression of your child's education.
Attendance School hours:Morning Session
8.50 am to 12.05 pm
Afternoon Session
1.00pm to 3.20 pm
Nursery p.m.
12.50 pm to 3.20 pm
We expect children to be punctual, but if, on occasion it cannot be avoided, it is better to be late than not to arrive. Children, however, should not arrive before 8.35 a.m. (There is no supervision for pupils who arrive early). At 8.45 a.m. following the buzzer, pupils will be admitted to the building. Absences Under the 1991 Pupil Attendance Regulations, every school absence must be accounted for by a satisfactory explanation. This can be done by means of a note from the parent or a telephone message or personal contact. Failure to provide a satisfactory explanation for absence will lead to that absence being classed as “unauthorised”. Regular unexplained absences and ongoing absences which adversely affect attendance and learning will subsequently lead to the involvement of the Education Welfare Officer. Lateness Registers are marked at the start of the morning and afternoon sessions. Children arriving late will be marked as present but late. However, if children arrive following closure of the register they will be marked as absent for that session.
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Secondary Transfer On leaving Terrace Road Primary generally pupils enter:Dylan Thomas Community School John Street, Cockett , Swansea SA2 0FR Telephone Numbers: (01792) 610300 Fax Number: (01792) 610230 Headteacher : Mr. R. Phillips Meetings and opportunities for parents and children to visit the school begin during the Academic year preceding your child’s admission. Opportunities also arise during your child’s final year at Terrace Road Primary to be involved in curricular activities organised by Dylan Thomas Community School e.g. sporting events, music/drama activities and workshops in Science and Mathematics.
Headlice These can be a constant problem. It is now the responsibility of the parent to check and treat their child if this is found necessary. We ask all parents to be vigilant and check heads at least once a week by bug busting. A special comb can be supplied by the school for each family. Should your child be found to have headlice they should be treated as soon as possible. Please tell the class teacher if you have found headlice so they can alert the remainder of the class to be vigilant. A video helping parents identify eggs and lice and administer correct treatment can be borrowed from the school. If a family have continual problems school can ask our Health Visitor to visit and provide help and advice.
Healthy Eating The school promotes the principle of healthy eating. The pupils have curriculum opportunities to study healthy eating and its benefits. Parents are asked to support the school in terms of break time snacks they send in and the packed lunches they provide. Our school dinners are planned by trained dieticians. Cold water is available in school.
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What to Do If a Problem Arises / Complaints Procedure
Under Section 409 of the 1996 Education Act should parents be unhappy regarding curricular or any related issues, they can approach the Governing Body and the Headteacher. Should they not be satisfied, procedures are available to discuss this with Officers of the Local Education Authority. (See page 3 of the prospectus for addresses of Chairman and Clerk to the Governing Body). The school has a comprehensive Complaints Procedure, a copy of this can be gained form the office, upon request.
Where Do You Obtain Further Information? The following are available for parents:• • • •
Copies of statutory instruments and circulars sent to schools by the Welsh Office about the powers and duties of Governing Bodies. Any published ESTYN reports on the school. Policy documents and Schemes of Work. Minutes of Governing Body Meetings.
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Children’s Thoughts on Being a Pupil at Terrace Road Primary School
Terrace Road is cool because the teachers are cool, funny and the lessons are fun. Break is exciting and fun. Terrace Road is a very healthy school and if some one picks on one they pick on us all, Terrace Road sticks together.
I like Terrace Road School because we have lots of colourful displays. In D.T. we are making model cars that move by an elastic band, balloon or motor. We have made some collages to look like the sea and used shells, sand and craft paper. They look great. There is a fruit tuck shop and Terrace Road sells water bottles. Our school is very healthy. The teachers here are very helpful and really try for you to do your best. We have lots of trips and no one ever gets bored. I like Terrace Road School.
I like the school trips because they are fun, educational and interesting. My favourite trip was Caerleon because I learned a lot about the Romans.
The school dinners are amazing! I also like the 'Concerns Box' in class because it helps sort out problems and so can the Mediators.
I like Terrace Road because of the teachers and the friendly environment here. All the teachers are very polite and helpful. When you need help or you have a problem they will try and answer you. We are a healthy eating school and we do not sell junk food. We have an environment club which encourages us to recycle. We have won lots of awards for various things. All the Year 6s did very well in their SATs.
I like Terrace Road because all the teachers are very kind and helpful and the children are very nice too. Terrace Road is a healthy school and has fun ways of learning, that’s why I enjoy school.
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