1

BISHOPSWOOD JUNIOR SCHOOL Barlows Road, Tadley, Hants. RG26 3NA

Telephone 0118 981 2738 Fax 0118 981 6515

Web site: www.bishopswood-jun.hants.sch.uk/

Bishopswood Junior School is maintained by the Hampshire Local Education Authority. Any information that is required from the Education Authority should normally be obtained from the Area School Improvement Manager, whose address is as follows: Fleet Local Education Office, Birch House, Barley Way, Fleet, Hampshire. GU 13 8YB Tel: 01252-812333 The Headquarters of the Authority is in Winchester and enquiries there should be directed to The County Education Officer whose address is as follows: The Education Department, The Castle, Winchester, SO23 8UG Tel: 01962 846400

Disclaimer The information contained in this brochure was correct at the time of printing, but Government legislation, County Council policy and the particular circumstances of the school might create the need for some organisational changes and adjustment of policy.

Introduction Bishopswood Junior School opened in 1972 for pupils aged between 7 and 11 years of age. Each of the eight classrooms is equipped with an interactive whiteboard and each group of four classrooms shares a spacious and fully equipped practical area. The school benefits from a well stocked library and an ICT Suite. The school hall is set in the heart of the school and at midday it is used as a dining room. Healthy meals are cooked on the premises or pupils may bring a packed lunch from home. In September 2013 the school roll was 220 pupils giving an average class size of 27 pupils. The school site is shared with Bishopswood Infant School and Greenacre Pre School Unit. The schools have always worked closely together to best benefit the pupils and in May 2013, the Junior School and Infant School federated. The federation of the two schools have a single Executive Head Teacher and Governing Body which manage them both. This provides the opportunity to share resources and expertise across the schools to improve outcomes for the children. Before and After School care facilities are available on site. The grounds are spacious and provide a pleasant place for recreation and physical education, and are a valuable learning resource for the schools.

2

Bishopwood Junior School is committed to safeguarding children and promoting the welfare of children and expects all staff and volunteers to share this commitment.

We will ensure that all our recruitment and selection practices reflect this commitment.

Staffing Glen Golding Executive Head Teacher Miss Amy Pennington Deputy Headteacher Mrs Sarah Doran SENCO and Able Pupil Co-Ordinator Year Three: Teachers: Mrs Rachel Moir and Miss Amber Faborsky Teaching Assistants: Mrs Rosemary Mapplebeck and Miss Samantha Jenkins

Mrs Joanne Alliston and Mrs Helen Green Year Four: Teachers: Miss Kim Price and Mrs Sophie Chan and Miss Esther Rimes Teaching Assistants: Mrs Susan Gorringe and Mrs Audrey Carr Year Five: Teachers: Mr Nathan Gynn and Mrs Lucy Sullivan Teaching Assistants: Mrs Helen Embleton and Mrs Caroline Dougall Year Six Teachers: Mr Mark Morris and Miss Adele Tashjian Teaching Assistants: Mrs Helen Rimmer and Mrs Carole Wishart PPA, NQT Release Mrs Sam Rolph Mrs Helen Embleton Interventions School Office Staff: School Business Manager Mrs Denise Morgan Administrative Officer Mrs Jackie Lenton Other School Staff: HLTA Mrs Helen Embleton ELSA Mrs Carole Wishart Librarian Mrs Rosemary Mapplebeck Lunchtime Supervisors: Mrs. Susan Brace (Senior Supervisor) Mrs Karen Roffey, Miss Carrie Brookes, Mrs Emma Pilbeam,

Mrs Caroline Dougall, Miss Samantha Jenkins Site Manager: Mr Stewart Abrahart Caretaker: Mr Robert Henry Kitchen Staff: Mrs T Gray – Head Cook

3

School Organisation The school is organised into eight classes with two mixed ability classes in each year group. Year group teachers plan together on a weekly basis so that the learning opportunities and experiences are consistent across the classes. The school has four houses- Leopards (Green), Lions (Yellow), Panthers (Red) and Tigers (Blue). Children are placed in a house when they join the school and may represent their house in competitions which take place throughout the year. Children receive house points as part of the school reward system and there is an award made in assembly for the children with the highest total each week. The logo on school jumpers and has a coloured bar to show which house the wearer belongs to and coloured PE shirts are available for children to wear in PE lessons. An experienced and skilled team of teaching assistants work with both individual and groups of pupils. Pupils with Special Educational Needs are well supported by both the teachers and the teaching assistants. Pupils showing special ability or talent will have their work planned for them appropriately in both class and group work.

Support, guidance and pupil’s welfare Our aim at Bishopswood Junior School is to provide a supportive atmosphere that encourages pupils to want to come to school. We believe that the pupils’ general happiness and welfare at school play a crucial role in their educational development. Self-discipline is encouraged in behaviour and attitude to work. The atmosphere of the school is a friendly one with an emphasis on the care and consideration of others. The well being of each pupil is of the utmost importance to all members of our team.

“Pupils speak very highly of the support they receive and are polite and

well-mannered in welcoming visitors to the school. All parents and carers state that their children enjoy school and feel safe. The quality of pastoral care,

the curriculum and opportunities for extra-curricula activities were highly praised During the inspection, inspectors found behaviour to be excellent.”

OFSTED November, 2010

School Times Pupils come into school from 8:45 to prepare for the day; they are encouraged to make good use of time from the moment they arrive. School officially starts at 9.00 and pupils must be in their classes, ready for learning and registration by this time. Arrivals after 9.00 are recorded as ‘late marks’ on the register. Parents are requested not to allow their children on the site before 8.45 as the school is unable to provide supervision and therefore, no insurance cover or protection. There is a morning break and pupils are encouraged to bring a healthy playtime snack such as fruit, vegetables or plain biscuits. Crisps and chocolate are not appropriate. Alternatively, snacks can be purchased from the school kitchen. Lunchtime is 12:15 - 1:15 and school finishes at 3:30. A daily Before and After School Care Club for both infant and junior age children operates from the Infant School. Office Hours are from 8:30 until 12:15 each morning and from 1:15 until 4:00 each afternoon. Outside these hours an answer phone may be in operation.

4

The governing body is responsible for the overall management of the school, acting within a policy framework set by national legislation. It is the responsibility of the Headteacher to carry out the day to day management of the school. At Bishopswood Junior School the headteacher and governors work in partnership and liaise closely on all matters affecting the school. The governors meet formally with the headteacher twice each term for a general review of the school. Governors also meet at other times to deal with specific issues, either as a whole or in sub-committees. Governors at Bishopswood Junior School are elected by the parents, appointed by the LEA, or co-opted by the existing governors. A chairman and vice-chairman of the governors are elected each year to conduct the meetings and to be available for contact by the headteacher. A clerk to the governors is also appointed to take minutes of meetings and to deal with correspondence.

School Governors The federation governing body members are listed below:

Mrs Mary McCrae Chair

Mrs Janette Hewitt Vice chair

Mr Glen Golding Executive Headteacher

Mr Nigel Leake LA governor

Mr David Spencer Co-opted governor

Mr Philip Clark Co-opted governor

Mr Steve Dodd Co-opted governor

Mrs Jo Slimin Co-opted governor

Mrs Karen Roffey Parent

Mr Robert Thompson Parent

Mr Stuart McManus Co-opted governor

Mrs Susan Payne Co-opted governor

Mrs Susan Brace Co-opted governor

Miss Bryony Stevens Staff

Mrs Carol Lees Co-opted governor

Mrs Helen Embleton Co-opted governor

Miss Amber Faborsky Co-opted governor

Mr Mark Livesey Clerk to the Governors

5

School Vision Bishopswood Junior School is a positive community which endeavours to prepare children for the challenges of the 21

st century by fostering a sense of self worth and an

appreciation of others.

“Pupils are equipped with the good social and academic skills necessary for them to meet the challenges of later life in secondary school.

OFSTED November, 2010

Motto

Success through Caring

Mission We aim to achieve our vision by:

� Encouraging all members of the school community to be motivated, engaged and independent lifelong learners, through a variety of creative and stimulating learning experiences.

� Providing excellent, enjoyable teaching and learning opportunities for children to

achieve their highest standard and optimum future prospects.

� Developing a broad range of ICT skills and promoting cross-curricular links where appropriate.

� Encouraging, recognising and celebrating achievement.

� Recognising and valuing everyone’s unique and positive contribution to the school

community.

� Providing an open and strong home/school partnership where challenges are faced and solved.

� Promoting and valuing self-worth and self-discipline, good behaviour and co-

operation.

� Encouraging a safe and healthy lifestyle through promoting healthy choices.

� Recognising that everyone has rights and responsibilities.

6

Curriculum Bishopswood Junior School delivers a stimulating, varied and child centred curriculum through providing a balance of focused subject teaching with well-planned opportunities to use, apply and develop the taught knowledge and skills across the whole curriculum. This is facilitated by the engagement of children’s interest through relevant, motivational activities. Children are encouraged to take responsibility for their learning and are taught the skills necessary to make appropriate choices. The school recognises that children’s success is strongly linked to their perception of themselves as positive contributors to their communities (e.g. class, school, family, social groupings, wider society). Every effort is therefore made to encourage children to develop a positive self image that will enable them to become active contributors to society throughout their lives.

The School Council contributes in many ways to the life of the school.

Spiritual, moral, social and cultural development is promoted by school assemblies which raise pupils' self esteem and enables

them to have the confidence to speak to their peers.”

OFSTED November, 2010 Bishopswood Junior School follows the National Curriculum framework and subjects are delivered through cross-curricula projects. Each project will involve key concepts and skills to be investigated.

“The Curriculum is good and opportunities to apply their skills in interesting and purposeful situations have contributed to improved attainment and progress.”

OFSTED November, 2010

The Arts Generally, children will investigate how different art forms communicate and evoke moods, thoughts and ideas. They will look at how this has been achieved by different cultures and over time. The children will be supported in developing their creativity and imaginative thinking through responding to different stimuli. They will develop discipline, control, technique and perseverance when designing, creating and performing. The children will also develop the ability to evaluate their own work and that of others, giving and receiving constructive feedback. In Art and Design, pupils will work on a variety of scales and with a variety of media to produce 2D and 3D artwork exploring line, shape, form, colour, texture and pattern.

In Drama, children will learn to use dramatic conventions such as improvisation, working in role, hot-seating and conscience alley. They will have opportunities to devise performances for each other, the school and the wider community. Drama is used throughout the curriculum to explore ideas and concepts, as well as developing empathy and understanding.

7

In Music, children learn to sing songs and use instruments to perform melodies and accompaniments by ear and from notation. They will compose pieces by recognising how musical elements (pitch, duration, tempo, timbre, texture and silence) can be used. Children will perform for a range of audiences and have the opportunities to hear live music performed by amateur and professional musicians. In Year 3 children receive weekly lessons from a member of the Hampshire Music Service in which they learn to play a range of instruments. Once a week the school gathers together to rehearse songs as part of the schools collective worship. These songs are performed during assemblies, special occasions and other school events.

English This area includes the study of Speaking and Listening, Reading and Writing in English. Children will explore and experiment with the power and structure of language in order to learn to communicate effectively in a range of media and respond to a wide range of texts. Discussion and debating will be used to develop their ideas, and they will write for a variety of purposes and audiences building on links made with other areas of the curriculum. English is taught as Guided Reading and daily Literacy sessions in ability groups, supported by Teaching Assistants according to the needs of the children. A wide range of genres are studied through shared, modelled and guided reading and writing.

Modern Foreign Languages Children study another language (Spanish) which provides opportunities for the development of intercultural understanding. Learning a new language helps the children appreciate and understand other cultures as well as their own: an essential part of being a citizen. Children develop a greater understanding of their own lives in the context of exploring the lives’ of others. When learning a new language, children reinforce and reinterpret knowledge and understanding gained in learning their first language. Building on their experience of interaction with and in the new language, they begin to increase their understanding of how language works. They compare Spanish with English reflecting on similarities and differences. They become aware of rules or patterns in language and begin to apply their knowledge when creating new language. It makes them aware of pronunciation and intonation and how these influence meaning. It helps them investigate how languages work and illustrates how users adapt language in formal and informal contexts. MFL (Modern Foreign Language) is taught weekly for 35 minutes and where possible activities are continued in the week to reinforce learning. During Spanish lessons children take part in a range of speaking and listening activities, including conversations, games and using expressions and actions to respond to the spoken word. The children’s reading skills will develop from responding to single words to engaging with longer texts, perhaps locating key words or filling in a missing word. Again, writing skills will develop from recording single words to writing whole sentences using a model.

Geography is taught with an emphasis on promoting an

awareness of and a concern for the environment within the local, national and global contexts. Children explore the ways people, communities, places and environments have changed over time, and how they are interconnected. They also develop links within the local community and abroad.

8

Children use fieldwork, first-hand experience and secondary sources to locate and investigate the geographical features of a range of places and environments, including their own locality, a contrasting area in the UK and a different locality in another country. They also learn about and develop informed views and opinions on local, national and global issues such as sustainability, climate change, economic inequality, and their impact on people, places and environments in the past and the present.

History encourages the investigation of how the present has been

shaped by the past, through developing a sense of chronology, exploring change and continuity over time, and understanding why and where things happened. Children are given opportunities to study the past in outline and in depth covering different societies and periods of history from ancient times to modern day through studies of British, European and World History.

Science lessons encourage pupils to think creatively about how things work, to identify

patterns and to establish links between cause and effect. The teaching of Science develops the pupils’ abilities to explore, understand and influence the natural and made worlds in which they live. The children develop skills which allow them to design and carry out investigations that explore a range of contexts,

environments and products.

Design and Technology provides an opportunity for

children to apply and develop their scientific understanding by making functional products from their design ideas. Pupils learn to work collaboratively by sharing ideas, making compromises, negotiating, evaluating and providing feedback.

Mathematics The school delivers the National Numeracy Strategy and each year the following aspects are taught:

• Numbers and the number system

• Calculations

• Solving problems

• Handling data

• Measures

• Shape and space Daily Maths is taught discretely in ability groups across each year supported by two Teaching Assistants and follows the Primary Framework for teaching Mathematics. In order to equip children with the skills they need in life after school, maths is related to everyday life whenever possible. Children will be taught to work logically and to select efficient strategies to complete tasks which may include investigations, problem solving, practical tasks, maths games and puzzles working individually or in groups. They will develop their understanding of mathematical language and use it to explain, refine and evaluate their work and that of others. Pupils are encouraged to use practical equipment and ICT resources to support their learning. Pupils are expected to learn their number bonds and multiplication tables.

9

PE Physical Education is taught discretely and links are made with other curriculum areas whenever possible. Bishopswood place a special emphasis on team pursuits through games, and individual achievement in dance, gym, athletics, OAA (Outdoor Adventurous Activities) and swimming. Children are taught to recognise that physical competence and performance can be improved by practice and commitment. Alongside PE, children are made aware of the importance of a healthy lifestyle and the contribution regular activity has towards this. Through a range of activities, children are taught physical

skills and the ability to refine these skills and apply them to different situations. In Games, they are taught how these skills can be used to outwit opponents in competitive situations, or put to create aesthetically pleasing routines in Gymnastics and Dance. All children receive two hours of curriculum PE. The school is also committed to offering up to 5 hours of Physical Education through a range of clubs and after school activities. Bishopswood regularly competes in inter-school competitions

including football, netball, rugby, dance, rounders and athletics.

Personal Social Health Education and Citizenship At Bishopswood Junior School, PSHE is considered a vital aspect of a pupil's education. The social and moral education of the pupils in our care is an integral part of the ethos and teaching at the school. The Social and Emotional Aspects of Learning are delivered through the SEAL resources published by the DfES. Good behaviour and consideration of others is strongly promoted at all times. The school has an effective Behaviour Code which addresses undesirable behaviour. Good behaviour is rewarded with badges, stickers and certificates encouraging positive behaviour and good work attitudes. Bullying is taken very seriously at Bishopswood Junior School. The Anti-Bullying policy is regularly reviewed. Pupils are reminded how to deal with bullying issues via school assemblies or class discussions. A pupil survey is conducted annually to monitor behaviour in the school. Citizenship at BJS plays an important part in school life. Pupils learn about the impact of their actions on the planet and understand the importance of developing a future that is sustainable. Through exploring cultures, beliefs, values, human rights and responsibilities, children develop a deeper understanding of themselves and others, and a sense of belonging. They see how societies are organised and shaped by people's values and actions, and how communities can live and work together. Learning about diversity and interdependence, fairness, justice and democracy is central to our pupils’ development as informed, active and responsible citizens.

10

A programme covering issues relating to health and sex and relationships is implemented by the school nurse for pupils in Year 6. Parents are invited to a meeting with the school nurse and shown any videos and information that is intended to be shown to the pupils. Parents are able to discuss the information and any concerns they may have before the pupils start the programme.

ICT skills are taught discretely and are actively used as a tool to support learning

throughout the curriculum. ICT is recognised as an essential for learning and life. In view of this, the school has ensured that it is well resourced with appropriate software and hardware which includes the following: 16 Fizzbooks, 16 Toshiba netbooks, 17 computers, 2 optical voting systems, Easi Speak microphones digital cameras Children are encouraged to use and apply their ICT knowledge, skills and understanding confidently and competently in their learning and in everyday contexts. They become independent and discerning users of technology, recognising opportunities and risks and using strategies to stay safe. Children communicate and collaborate with others both face to face and remotely and use ICT tools to capture, create and present their work in the new curriculum.

RE is also taught, following the recommendations of the non-denominational Hampshire

Living Difference syllabus for R.E. Children explore the secular and spiritual aspects of a variety of concepts so they develop an understanding of values and commitments. Where possible these concepts are linked to current cross-curricular themes. Pupils are encouraged to have an enquiring, open-minded and respectful approach to different belief systems. Aspects of Christianity and other world faiths such as Judaism and Islam are explored throughout the 4 year programme. Parents have the right to withdraw their children from RE lessons at the school. Any parent wishing to do so should inform the head teacher in writing.

Assessment

All schools continually assess the work of pupils. By doing so, they have an overview of the standards achieved by each pupil in each subject. Assessments are used to plan the next steps in a pupil’s learning. Appropriate targets for Mathematics and English are regularly set. Feedback is given to parents and pupils through discussion of targets and test results. In the Summer Term, Year 6 pupils are required to carry out the national SATs (Standard Attainment Tests) and Q.C.A. tests are also given to children in Years 3, 4 and 5. These tests in Mathematics and English support the school in highlighting strengths and weaknesses of individual pupils and in the target setting process. Parents receive an Annual Report in July, giving a summary of their child’s attitude, experience and attainment in each curriculum area.

“The school’s assessment and tracking systems monitor individual

performance closely and teachers use this information well in their planning.” OFSTED November, 2010

11

Special Educational Needs The school has a Special Educational Needs Co-ordinator (SENCo) who is responsible for SEN provision at the school. The SENCO, with the support of the Headteacher, liaises with outside agencies and coordinates provision within the school. Class teachers have responsibility for children in their class who are identified with SEN. They liaise with the SENCO and TAs as necessary in order to provide appropriate support for these children.

“Pupils who have Special Educational Needs make good progress because there is good practice in setting tasks that match their learning needs.”

OFSTED November, 2010 Parents are always informed if their child is placed on the school’s Record of Need. They also receive a parents’ Information Pack containing information about SEN provision. An IEP (Individual Education Plan) with specific targets is written for children identified as requiring additional support. The IEPs are usually reviewed termly by the class teacher and new targets set. A copy of the IEP and review of targets is shared with the child and sent home to the parents. Children also fill in a self-evaluation form each term which is shared with parents. Parents who are concerned about their child’s progress are encouraged to make an appointment to discuss their concerns with the class teacher or SENCO at any time throughout the year. Parents are always consulted if the school feels that their child would benefit from an assessment by an outside agency e.g. speech and language therapist, etc.

Inclusion of Pupils with Disabilities The school has an inclusive approach to all children whose needs they are able to meet. If necessary, outside agencies are contacted to support disabilities, including occupational therapy, teachers for visual and hearing impairment. Specialist equipment is often available from these support services. To support visual impairment, the school has a variety of books with enlarged print. The school building is on one level with a ramp allowing wheelchair access to the main entrance.

School Assemblies and Collective Worship Daily Collective Worship at the Junior School is Christian based. Christian Festivals such as Harvest, Christmas and Easter are celebrated throughout the year. At other times Collective Worship is organised into half termly themes linked to the SEAL Units of Work which forms part of the PSHE Curriculum. Opportunities are also taken during one assembly per week to investigate current affairs related to local, national or international issues. Collective Worship has a time for reflection and prayer and includes the singing of a hymn. It is hoped that all pupils will take part in Collective Worship and Religious Education. However, if any parents, on the grounds of conscience, wish to withdraw their child from these aspects, they are asked to notify the Headteacher in writing.

Library The school has a central library which has been greatly enhanced to support fully all the curriculum areas as well as the range of pupils’ reading abilities and interests. The library is a light and spacious room that provides a calm working atmosphere. It is fully computerised: books are checked in and out by scanning bar codes using a system similar to that of public libraries. Non-fiction books are classified using the Dewey system as is the practice in public libraries. Fiction books in the library are classified by authors alphabetically. The school hopes that parents will encourage their children to use public libraries and that the system at Bishopswood will help them to become familiar with public libraries. It is important that all school books are in school each day.

12

Procedures Regular weekly homework for spelling, reading and maths is given in a set pattern across the school. Children should record details of the tasks and times when homework is due in their homework diary. Guidance is provided about homework expectations at the beginning of the school year. The homework set will follow the suggested Government Guidelines of: Reading- up to three times a week Year 3 10 minutes Year 4 15 minutes Year 5 20 minutes Year 6 30 minutes Spelling- 20 minutes per week Weekly spelling lists are given. The use and understanding of these words are reinforced through sentence writing. Mathematics- 10 minutes three times a week- Practice of tables and number facts Up to 20 minutes per week- an activity to reinforce skills and concepts taught during lessons.

Equality of Opportunity The School has a Single Equality Policy and Action Plan which sets out how we will support equal opportunities at Bishopswood Junior School. We aim to ensure that every member of our school feels equally valued and free from discrimination.

The headteacher and all teaching and support staff work effectively together to provide equal opportunities for all pupils.

OFSTED November, 2010

Access to Information Copies of all school curriculum documents and policies are available for inspection at the school by parents on request.

Homework Bishopswood Junior School believes that homework plays an important part in raising standards of achievement and in developing independence. Homework is defined as any work or activity which pupils are asked to do outside lesson time, either on their own or with parents or carers. There is a homework club run to support children who find it difficult to complete activities at home or would benefit from working with an adult in school. Through homework, the school aims to:

• Maintain and develop an effective partnership between school and parents/carers in pursuing the aims of the school and the development of the pupil.

• Support learning experiences through reinforcement and consolidation, particularly in Literacy and Numeracy.

• Encourage pupils to develop confidence and self-discipline needed to study on their own.Ensure progression towards independence and individual responsibility.

• Prepare Year 6 pupils for secondary school transfer.

13

BEHAVIOUR CODE

The Rule What it means

Be polite Talk to others politely, no name calling, back chatting or interrupting. Only say pleasant words, be considerate, allow other people to give their own opinions, no swearing.

Concentrate on your own work Concentrate on the task in hand, on what you are doing, work quietly, use a voice appropriate to the situation.

Only touch or use other people’s property with their consent

Respect other people’s property, ask permission when you want to borrow something, accept it when people don’t want to lend.

Follow teacher instructions Listen and do as you are asked.

Keep your hands, feet and objects to yourself

No bullying, kicking or throwing things at others.

Holidays and Closure Dates These are printed each term in the newsletter and are also available at the school office. Each year, the school has available five days for staff training - these are also listed in the newsletter and displayed on the parents’ notice board. Bishopswood Infant and Junior Schools will arrange the same dates for staff training days.

Extra-Curricular Activities Various clubs take place during the school year, during lunchtimes or after school and can include:

netball, football, rounders, athletics, short tennis, Kwik cricket, tag rugby, judo, dance, gymnastics, choir, bible club, drama, Mind Lab, art, cooking, gardening. termly discos

Off Site Activities Parents are asked to complete an offsite activities form which covers all visits within walking distance of the school during the time they are at Bishopswood. Permission for specific trips will be sought for any visit involving transport. When arrangements are made for pupils to leave the school site to participate in activities elsewhere (e.g. for an educational visit), parents will always be given, in advance, details of the proposed arrangements. We have a clear policy for conduct on school trips - copies are available on request. We carefully select activities and visits which relate to the Curriculum being taught and have found that they stimulate and motivate learning. However, we do rely on voluntary contributions from parents to fund these activities and would ask that parents contact the school if this is a problem.

Behaviour Code The school provides a disciplined structure and believes that the Behaviour Code supports the already established policy for Behaviour and discipline. Parents are asked to support the Behaviour Code. Pupils are rewarded for keeping school rules.

14

Parent/School Partnership In accordance with Government requirements a Home School Agreement has been developed which parents, pupil and teacher are asked to sign. Parents are encouraged to be involved in their children's education by: 1. Being welcomed into the school and encouraged to help in a variety of ways. 2. Becoming familiar with curriculum content and methods used. 3. Being encouraged as educators at home by following up school interests e.g. project work and supporting homework by helping with activities such as reading and tables. 4. Being given up to date information on their pupils by reports, open evenings and newsletters, being alerted at an early stage where pupils are having difficulties and being equal partners in the process of remedying such difficulties. 5. Being involved in the decision making process when major changes are to be made in school and providing feed-back when appropriate. The promotion of the well-being of each pupil is of the utmost importance. The school is obliged to report child protection issues to Social Services. The school encourages parents to come into school to help with a variety of tasks, some with pupils and others with administrative tasks. We ask parents, when visiting the school to come in through the main entrance, calling first at the school office, and to wear a visitor’s badge. This is a safety precaution. New parents are welcome to see and discuss the work of the school. A New Parents’ Evening is held during the summer term each year.

Parents’ Meetings Parents’ Meetings are held in the Autumn and Spring Terms where individual appointments are made. The Open Evening in the Summer Term is a more informal opportunity for parents to view their child’s work and talk with the class teacher. There is an additional Open Evening at the end of September where parents of Year 3 pupils are invited into school to see their child’s work and discuss with the teacher how their child is settling in.

Parent Contact Each pupil has a Homework Diary where any messages can be written for the class teacher or headteacher. If you have any concerns you should make an appointment with the class teacher or Headteacher via the school office. At the beginning of each term a letter is sent to parents detailing the work that will be covered by their child for that term. The school subscribes to Parentmail which is a service offered by the school to parents. By signing up to this service, correspondence will be sent by e-mail. When parents need to be contacted urgently for example in the case of unforeseen school closures, there is a facility to use text messaging. We recommend that parents make use of this free facility. Newsletters are sent out regularly so that parents can keep informed of activities in school and offer their views on school issues. Extra copies of newsletters are available from the office. A Parent Notice Board containing relevant information is situated in the main entrance.

15

Survey of Parent Opinion A Survey of Parent Opinion is carried out annually to give parents the opportunity to let the school know their opinions on a wide range of issues, so that they may influence future school policy.

“ A parent wrote, ‘I have been very happy with the love and support that both my children have received at the school- the head and staff are very happy and receive excellent support from teaching assistants and support staff.”

OFSTED Parents’ Survey November, 2010

Parent Volunteers Parents and volunteers (grandparents, retired residents etc.) are always welcome in school. There are many ways that they can support the school on a regular basis or for specific activities. Some suggestions are listed below:

• Listening to readers, testing or helping children play games to learn number facts,

• Helping run a club- gardening, sports, chess etc.

• Transport to sporting events or helping on a school trip

• Supporting the librarian with the school library

• Helping during Curriculum Week or Sports Day Newsletters will often ask for volunteers but unfortunately helpers do need to complete some formalities. Bishopswood takes the safeguarding of children very seriously and follows the guidelines from Hampshire Education Authority. This means that we have to ask all volunteers to complete a CRB form. In addition, any volunteers helping regularly in school may work with children outside of the classroom with limited supervision and they are therefore asked to complete a simple application form which names two character referees. Anyone interested in volunteering should talk to the class teacher or contact the office.

PTA

In recent years a group of parents formed a PTA. They have a cycle of fund-raising events during the school year involving parent volunteers. The aim of the PTA has been to:-

• Form a support group by promoting the school to other parents, spreading understanding of the school's policies, curriculum and general organisation. Become involved on Sports Days, Open Days and other school events when parents and other visitors are on the site.

• Help to organise some simple social events.

• Fund Raising for specific projects. For further details please contact the school office.

16

Girls Winter Boys Winter

Black skirt/trousers Black trousers

Red cardigan/sweatshirt (embroidered with logo) Red sweatshirt (embroidered with logo)

White blouse / polo shirt White shirt/ polo shirt

White/black socks or black/red tights White/black socks

Black leather shoes (no boots or above ankle shoes)

Black leather shoes (no boots or above ankle black shoes)

Trainers may be brought to school and changed into at break and lunchtimes. It is important that shoes are flat so that pupils can run around safely. The school cannot be held responsible for accidents caused by unsuitable footwear.

Girls Summer Boys Summer

Red & white checked dress Black shorts / white short sleeved shirt

Black sandals (no heels, sling backs or open toes) Black closed toe sandals

Girls Boys

House T shirt House T shirt

black shorts black shorts

Plimsolls Plimsolls

A change of socks A change of socks

tracksuits may be worn in cold weather tracksuits may be worn in cold weather

A small bag is required to keep kit safe in the cloakroom. The bag should be the type that can hang on a peg. PE and Games kits must be in school on every school day. Please note 'baggy' fashion T shirts are not suitable for P E and games. For safety reasons T shirts are worn tucked into shorts. No jewellery may be worn for P E or games. Hair must be tied back. For reasons of hygiene and good health practices it is important that pupils do have this change of clothing available to them in school at all times.

School Dress Uniform

Pupils are encouraged to wear a school uniform, the colours of which are red, black and white. The school believes the wearing of school uniform makes pupils feel part of the school and encourages a positive attitude to learning. Bishopswood Infant and Junior schools share a joint logo which is embroidered on school sweatshirts and cardigans, which can be purchased from the School Office. The Junior School logo has a coloured bar in house colours. The school also sells fleeces which are outdoor clothing and should not be worn in the classroom.

Physical Education and Games Clothing Your child will be involved in both gymnastic and dance lessons in the hall and games lessons outdoors. The requirements are as follows:

17

Art Shirts – All pupils need a clearly named art shirt or apron. All clothing and personal property should be clearly marked with pupils’ names. Jewellery Pupils who have pierced ears may wear small stud earrings that must be removed during PE and games activities. Sleepers and dangling types of earrings are unsuitable as they can cause damage to ears when they become caught on clothing. Watches may be worn by pupils but, please note that they are entirely the pupil’s responsibility and should be named. We do have clocks in every classroom. For reasons of safety, no other jewellery is allowed. Mobile Phones Pupils should not bring mobile phones into school. If a child needs to bring a phone into school for a specific after-school purpose, it should be handed into the office and collected at the end of the day. Hair All pupils’ hair should be neat and well groomed. It should not be styled or coloured in any extreme way. Hair longer than collar length must be tied back.

Lost Property Pupils have the responsibility for looking after their possessions. There is a cloakroom peg for every pupil and space for PE kit to be hung up. All coats should have a secure tag by which to hang them. Lost property is placed in a labelled container in each of the two craft areas. Pupils and parents may look in the containers for items of lost property.

School Bags As the school cloakroom space is limited, we ask parents to ensure that pupils do not bring large bags to school, or property they do not actually need. School reading folders and lightweight backpacks can be purchased from the school office.

School Meals School meals are served, cafeteria fashion, in the hall. Hampshire Caterers prepare a well balanced meal which recognises the need for a healthy diet. There is always a choice - a new menu is put up each week on the notice board in the hall. The meal represents good value for money. Occasionally there is a themed meal e.g. American Style lunch. In the Summer Term, the caterers can also provide a packed lunch. Pupils may bring a packed lunch from home - this should be placed in a container and carefully marked with the pupil's name (no glass bottles please). Drinks should be kept inside pupil's lunch boxes. Pupils eat their packed lunches in the classroom or outside if the weather is nice. Dinner money for the week is collected each Monday morning. Every pupil who has a right to a free meal should be able to have one even if it is on an occasional basis. If you think your child may be entitled to free school meals, please ask the school office for an application form.

Water Bottles Pupils are encouraged to bring water bottles into school which are kept in the classroom. These can be refilled at lunchtime.

18

Health Matters Health screening can be carried out at the request of the parent, teacher, or the pupils themselves. Parents are always informed. The school nurse is available to offer health advice. The school nurse carries out a health education programme with Upper School pupils. Children with long term illness are encouraged to be responsible for their own medication e.g. use of inhaler. However, it is understood that adult support may be needed. Parents are asked not to send their child to school if he or she is unwell before the school day begins. Similarly, children should not return to school until 24 hours after the last episode of sickness or diarrhoea. Should a child fall ill during the school day parents will be contacted. In the case of a pupil suffering short term illness which requires a dose of medicine during the school day, written instructions are needed from a parent or doctor. The school office has a form, provided by the Local Education Authority, which should be completed.

Absences By law the school has to account for any pupil who is absent and parents are asked to inform the school by 9:15 either by telephone or letter on the first day of any absence. In order to ensure the safety of our pupils, non-notified absences will be followed up by the school before 10am on the first day of absence. Notice should be given of any change of address or daytime contact number and when pupils are leaving school during the day for any reason. The school cannot authorise any absence for holidays. However individual cases can be considered for extenuating circumstances and compassionate grounds.

Absence Return figures 2011 – 2012 Number of pupils on roll 216 Number of pupil sessions 81260 Number of sessions of authorised absence 2682 Number of sessions of unauthorised absence 740 % of Sessions of Authorised Absence 3.30% % of Sessions of Unauthorised Absence 0.91%

Bishopswood Junior School SATs Results for Key Stage 2 2011-2012

Level 4 and above

Level 5

English 97.8% 46.6%

Maths 95.6% 64.4%

English & Maths 93.3% 42.2%

English Maths

2 Levels of Progress 91.2% 97.8%

19

Complaints At Bishopswood Junior School we aim to resolve parent’s concerns at the earliest opportunity, so that pupils’ life in school is not adversely affected. Therefore in cases of concern it is important that parents/carers talk with staff as soon as possible. If you are ever unhappy with anything that happens to your child whilst in the care of the school, please let the school know using the procedure detailed below: Step 1 – How to share a concern:-

� Contact the class teacher i. Via the home-School Book or Homework Diary ii. By telephoning or calling into the School Office

The class teacher will then make contact with you in order to discuss and resolve the concern. Step 2 – What to do if the matter is not resolved through informal discussion or if concern is about a class teacher:-

� Contact the Head Teacher in writing or by telephoning or calling into the School Office. The Head Teacher or designate will then make contact with you to arrange a suitable time to meet in order to resolve the concern. Step 3 – How to take the matter further or if concern is about the Head Teacher:-

� Write to the Chair of Governors via the School Office. The Chair of Governors will make contact with you in order to discuss the matter. The best person to help you will be your child’s class teacher. However, complaints of a more serious nature can be brought to the immediate attention of the deputy headteacher or headteacher, who will always meet with you to solve difficulties and address any complaints.

Major complaints may be addressed to the Area School Improvement Manager whose

address and telephone number appear on page 1.