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Title: Falkland Primary School


1
Falkland Primary School Prospectus 2015
/2016 Falkland Primary School is committed to
safeguarding and promoting the welfare of
children and young people and expects all staff
and volunteers to share this commitment.
2
Contents
  • Contents Page 2
  • Contact Detail and Important Web Links Page
    3
  • Headteachers Welcome Page 4
  • The Aims of the School Page 5
  • The Location of the School Page 6
  • The School Site Page 7
  • Home-School Partnership Page 8
  • The School Curriculum Page 9
  • Beyond the Classroom Page 13

3
Contact Details and Important Web Links
  • Falkland Primary School, Andover Road, Wash
    Common, Newbury, RG14 6NU
  • ? Phone01635 44949 ?
  • E-mail office_at_falkland.w-berks.sch.uk ?
  • web address http//www.falklandprimaryschool.org.
    uk ?

To view our latest Ofsted Report click below or
go to http//www.ofsted.gov.uk/oxedu_providers/fu
ll/(urn)/109871
To view our School Profile click below or go
to http//schoolsfinder.direct.gov.uk/8692140/sc
hool-profile
  • West Berkshire Council, Council Offices, Market
    Street, Newbury, RG14 5LD
  • Phone 01635 42400
  • Web address www.westberks.gov.uk

Safeguarding Designated Person Mrs Linda Wood
Head, if unavailable, Mrs Kavashni Bamfield
Acting Deputy Head Either can be contacted via
the school as above
4
Headteachers Welcome
  • Welcome to our Prospectus. We hope that you will
    find it both informative and useful.
  • Our mission is to establish a caring, learning
    community for everyone.
  • A community which produces competent, confident
    and well rounded pupils
  • suitably equipped to meet the challenges facing
    them in secondary school and beyond.
  • As a Community School within the West Berkshire
    Education Authority, we provide education
  • for Foundation Stage 2,Infant and Junior pupils
    aged from 4 - 11 years, at Key Stages 1 and 2 of
    the National Curriculum. It is our belief that
    the quality of the school's environment
  • provides a strong foundation for the Curriculum
    and we set out to
  • create for our pupils a safe, stimulating and
    exciting setting in which to learn.

Falkland has a very effective and highly
committed staff and governing body.
Alongside our full-time staff, specialist
staff help to develop the full potential of all
our pupils. Parents are encouraged to have an
active involvement in all aspects of school life.
Such support, along with that of the local
community, has ensured the continued development
and success of the school. Over recent years our
vision has resulted in a wider range of
curricular and extra-curricular opportunities for
children, improved facilities and higher
staff-pupil ratios. We are proud of our school,
we are always pleased to welcome visitors and
will be very happy to show you round. If you
have any questions please do not hesitate to
contact us. Fiona Henderson Headteacher
5
The Aims of the School
The Governing Body and Staff at Falkland School
have a continuing commitment to excellence in
leadership and teaching. It is our aim that all
our pupils fulfil their potential educationally,
spiritually, morally and personally in an
environment which is happy, safe, and
stimulating, and disciplined by
Providing a learning environment where each
pupil can be fully motivated and absorb knowledge
with an eager and enquiring mind.
Instilling in our pupils a sense of self worth
and self respect as well as sensitivity to the
needs of others.
Developing in our pupils the ability to listen
and to communicate in a variety of ways
appropriate to different occasions and purposes.
Encouraging our pupils to develop a critical
eye enabling them to examine, record and draw
conclusions from all aspects of life.
Creating an environment where children can
develop skills, attitudes and practical abilities
to equip them for lifelong earning as well as
for the challenges and opportunities of adulthood.
Fostering in our pupils a sense of social
awareness and responsibility for themselves, the
wider community and the environment.
Enabling our pupils, in a changing world, to be
flexible and adaptable as individuals, as
citizens and as co-operative members of a group.
6
The Location of the School
  • Falkland Primary School is situated in an area
    of historical importance to the south west of
    Newbury, known as Wash Common. The First Battle
    of Newbury took place nearby and the local street
    names reflect this.
  • Our school is named after the 2nd Viscount
    Falkland, Lucius Cary, who died in the 1st Battle
    of Newbury in 1643.

7
The School Site
The main school building was opened in
1969. The main school contains pairs of
classrooms in Reception and Year 1 with three Y2
classes for the 2013/14 intake. Cloakrooms and
toilet facilities lie between each pair of
classrooms. Most classrooms have a specific
outer work area for practical or small group
activities or for individual work. Years 3 to 6
are taught adjacent to the main building in
modular units
added in 1992 and
1999.  Central to all the classrooms is the
Library,
Resources Room, Music Room,
Learning Support unit and the ICT Suite. The
School Hall serves as a multi-purpose area for
assemblies, drama and
school lunches and also serves
as a gymnasium with portable and fixed equipment.
We have a Sports Hall, built in 2011, which
gives us greater scope for indoor sport and group
activities. Outdoors, there are separate,
well-equipped Reception, Infant and Junior
playgrounds as well as an extensive grassed
playing field providing valuable areas for
activities and play. Our entrance area was
extended in 2007 to include a large reception
area, improved offices, new toilets and a
dedicated medical room.
8
Home-School Partnership
  • At Falkland School, we pride ourselves on
    creating and maintaining a strong partnership
    between home and school, to the benefit of all
    children in our care. As part of this
    partnership, we ask parents to observe such
    formalities as ensuring their child's punctual
    arrival at school, smartly dressed in School
    uniform and properly equipped for the day. In
    the interests of a well-ordered learning
    environment, the staff set and encourage high
    standards of behaviour among the pupils and aim
    to act as would a careful and reasonable
    parent. At Falkland, we see homework as a
    consolidation of the partnership between home and
    school, which both involves parents in their
    child's learning and extends it beyond what is
    achieved in the classroom. The School uses a
    number of assessment procedures, both formal and
    informal, in order to build up a detailed profile
    of each pupil. Progress and levels of attainment
    are regularly monitored, assessed and recorded.
    Such records form the basis of our Annual Report
    to Parents as well as for discussion at
    Parent-teacher Evenings. As a formal statement
    of our partnership, we have a Home-School
    Agreement. This document is a national statutory
    requirement for all schools and is reviewed
    annually by the School Governors. We ask all
    parents to read and sign the agreement and Key
    stage 2 pupils to do likewise at the beginning of
    Years 3 and 5. Falkland School has an enviable
    reputation for fund-raising, mainly through the
    Falkland School Association. This is an informal
    body made up of parents, staff and friends of the
    school. All parents of children at Falkland
    automatically become members and are invited to
    an annual open meeting at which a co-ordinating
    group is formed. This group organises a wide
    range of fund-raising and social events
    throughout the year which contribute much to the
    life of the School. All money raised is overseen
    by the Falkland School Charitable Trust
    (1076433), who work closely with the School
    Association, Governors and Staff to ensure that
    all money raised goes directly to the purchase of
    educational resources that will be of maximum
    benefit to all our children.

9
The School Curriculum
  • The Main Curriculum.
  •  It is the aim of the School to provide all our
    pupils with a broad and balanced curriculum,
    which is differentiated to cater for individual
    needs and is organised and taught within the
    framework of the National Curriculum. Our Early
    Years classes are taught using the Early Years
    Foundation Stage Curriculum.
  • Ten subjects are identified in the National
    Curriculum as relating to Primary Schools
  • and all of these are taught in each of the Year
    Groups 1 - 6.
  • They are English Mathematics Science Informatio
    n Communication Technology Design
    Technology History Geography Art
    Design Music Physical Education

10
  • We use the National Literacy Strategy as a basis
    for the teaching of English . It is our aim that
    pupils should develop their skills in speaking,
    listening, reading and writing, enabling them to
    express themselves creatively and communicate
    with others effectively. Pupils are encouraged to
    read widely and our Library uses a simple,
    graded, colour-coded system for all reading books
    used throughout the School. Our great variety of
    fiction and non-fiction books provides extension
    materials for the development of vital reading
    skills as well as supporting topic-based work
    across the curriculum.
  • Mathematics is chiefly taught using the national
    Numeracy Strategy. Our aim is to enable our
    pupils to be competent in all basic number skills
    with an emphasis on developing good mental
    arithmetic strategies. This will enable them to
    understand mathematical concepts, solve problems
    and apply logical thought and reasoning in
    abstract ways.
  • Specialist topics are the principal means for
    the teaching of Science. These may be integrated
    with other curricular elements and usually last
    for a full or half a term. Opportunities are
    given for pupils to develop scientific methods of
    investigation involving skills such as observing,
    classifying, testing recording and evaluating.
  • The knowledge, skills, concepts and attitudes
    associated with History and Geography are taught
    using topics and environmental studies. Elements
    of Design and Technology, as well as other
    relevant subject areas, may be incorporated into
    such cross-curricular work.
  • Information and Communication Technology skills
    are taught by practical use of a wide range of
    ICT tools. Pupils are encouraged to use these
    independently and with initiative to explore,
    analyse, exchange and present information in ways
    that will enable them to participate fully in an
    increasingly technological world.

11







  • In Art and Design, our aim is that pupils learn
    not only how to express themselves through
    colour, texture, form and pattern but also to
    understand, compare, discuss and appreciate the
    visual arts.
  • The teaching of Music involves pupils in a
    variety of activities such as listening to music,
    singing, playing instruments and composing. They
    are also taught to explore, select, organise and
    combine musical ideas and gain valuable teamwork
    experience.
  • Physical Education  provides our pupils with the
    opportunity to develop their skills in a wide
    variety of Dance, Gym and Sports Activities.
    However, it is our aim that alongside these, they
    should also learn other skills such as evaluating
    performance, working as a team and understanding
    both how the body works and the lifelong benefits
    of regular exercise.
  • At Falkland, each member of the teaching staff
    is also a Subject co-ordinator, with
    responsibility for one or more of the ten subject
    areas, as well as for Religious Education and
    Personal, Social Health Education (PSHE).
  • Religious Education is provided in accordance
    with the agreed syllabus adopted by West
    Berkshire Council. Our collective acts of
    worship are an integral part of School life and
    although Falkland is non-denominational, our
    assemblies are broadly Christian in character.
    Our aim, nonetheless, is to make pupils aware of
    a wide range of faiths and cultures.
  • Parents may, if they wish, request that their
    child be withdrawn from all or part of the
    religious education and collective worship
    provided by the School.

12
  • Our aim in teaching Personal, Social Health
    Education is to give pupils the knowledge, skills
    and understanding they need to lead confident,
    healthy, independent lives and to become
    informed, active and responsible members of the
    community.
  • Citizenship is also included in this area of
    study and pupils may take part in topical
    discussions and learn about such diverse issues
    as democracy, the environment and the media. Some
    of this work may be integrated across the
    curriculum.
  • Sex Education is included in the PSHE programme
    and is taught in appropriate contexts and at
    suitable times in the pupils school careers. The
    School aims to support the home and to promote
    good understanding as well as healthy and moral
    attitudes. (Parents may request the withdrawal of
    their children from all or part of the sex
    education provided except that which is require
    as part of National Curriculum science.)
  • Children with Special Educational Needs have
    full access to National Curriculum but may also
    be withdrawn from classes at times for support to
    be given. Such pupils are closely monitored and
    there are strong links between home and School,
    as well as with other professionals, when
    required. Where a child has a Statement of
    Educational Needs, support may be given in a
    variety of ways, either in the classroom, the
    Learning Support area, in a group or on a
    one-to-one basis.
  • The School also has an Able Child policy,
    which seeks first to identify such pupils and to
    offer them sustained challenges leading to high
    achievements. This may be done in a number of
    ways, such as through giving extension and
    project work, varying teaching styles and
    resources, and setting by ability for particular
    subjects at Key Stage 2. In all cases pupils are
    closely monitored, supported and encouraged.

13
Beyond the Classroom
In keeping with the aims of the School, we place
a strong emphasis on offering our children
opportunities throughout their time at Falkland
to enable them to develop as enthusiastic,
independent and caring individuals. With this
in mind, our very committed members of staff
offer a wide range of clubs and activities at
lunchtimes and after school, sometimes aided by
parents and governors. We aim to accommodate as
many pupils as possible across the Key Stages.
Recent activities offered include ICT, Drama,
Arts and Crafts, Knitting, Netball, Football, Tag
Rugby. Pop Lacrosse, Cross Country, School
Newspaper and Dance. Some of these clubs may
involve competitions or activities with other
local schools. Music also plays an important
part in our extra-curricular activities we are
very fortunate in having a School Choir and a
variety of music groups. In addition to this,
tuition in small groups on such diverse
instruments as violin, cello, brass, woodwind,
guitar, keyboard and drumming is available under
Berkshire Maestros. With regard to other
areas of the Arts, our pupils, are, at various
times, taken on visits to galleries and museums
as well as concerts. There are also opportunities
for them to collaborate with other local schools
and to experience a range of cultures through the
media of dance, theatre and craft from specialist
visiting groups and individuals. We are also
able to offer a number of different sports as
extra-curricular activities and our teams
regularly take part in inter-school and district
events in athletics, tennis, rounders, cricket,
netball, football, mini-rugby and swimming.
14
.. and theres more!
The School encourages a range of environmental
studies and outdoor pursuits, much of which is
related to our residential education programme in
Years 4, 5 and 6. Year 4 have visited Oxenwood
Outdoor Education Centre near Marlborough for an
overnight stay in the summer term. Year 5 stay
for two nights at Ufton Court as part of their
Vikings study. Year 6 have a week long visit
to the Rhos-y-Gwaliau Centre in North Wales where
they take part in a variety of activities such as
canoeing, hill walking and orienteering as well
as their environmental studies. In our
experience, this is an excellent way for our most
senior pupils to develop their personal and
social awareness as well as their independence in
preparation for life at secondary school.
At Falkland, we value our place as part
of the local community and have strong links with
it at many levels, including involvement with St.
Georges Church, the local Guiding and Scouting
movements and the local pre-school groups.
Furthermore, our membership of West Berkshire
Education Business Partnership benefits our
pupils at all levels. We are also active in
raising funds and resources for a number of
charities at local, national and international
levels. We believe very strongly that it is never
too early to encourage children to see themselves
as part of a wider community and are unfailingly
impressed by their response.
15
Pupil Voice
School Council Our pupils at Falkland have the
opportunity to be elected onto the School Council
and help implement ideas raised by other pupils.
Regular meetings and fundraising events result in
a dynamic area of pupil involvement. Recent
successes include extra seating for the
playgrounds and the introduction of a healthy
tuck shop.
Playground Squad Our pupils at Falkland have the
opportunity to become a member of the Playground
Squad and help pupils join in games and make
friends. They monitor the Buddy Stops and look
out for pupils needing help in the playground.
Eco-Squad Our pupils at Falkland have the
opportunity to become a member of the Eco-Squad
and help promote a greener environment. They
ensure lights and equipment are switched off when
not in use. They are monitoring the energy use in
school and ways to conserve energy and save
money. Their efforts have resulted in us being
awarded a Bronze Eco award and they are now
working towards their Silver award.
As these areas of Pupil Voice develop we hope
to see all groups working together to enhance
provision and give pupils a sense of ownership.
16
In Conclusion 
  • The information contained in this prospectus is
    correct at the time of publication but parents
    cannot assume that certain particulars will not
    be subject to change. Any parent who wishes to
    obtain further information on matters such as a
    specific School policy, previous Ofsted Report or
    LA and government regulations concerning
    education should contact the School.
    Furthermore, should you have a concern or
    complaint at any time, please contact an
    appropriate member of staff or the Chair of
    Governors. A copy of the LA complaints
    procedure is also available from the School. It
    is our belief that a well-informed body of
    parents is a vital part of a happy and well-run
    school and we will always be pleased to respond
    to your requests and comments. The Headteacher,
    Governors and Staff of Falkland School hope that
    you have enjoyed reading this prospectus and
    found the information contained in it to be of
    use. Should you have any questions about an
    aspect of the prospectus, a particular area of
    school life or your childs education in general,
    then please do not hesitate to contact us.

17
Chair of Governors - Mrs Frances
Rayson Headteacher -Mrs Linda Wood Acting Deputy
Headteacher Mrs Kavashni Bamfield ORGANISATION
AND STAFFING 2015/2016 From September 2015 there
will be approximately 453 pupils on roll. Pupils
are organised into 15 classes based on 4 Teams.
Upper Juniors Mrs Deborah Prentice

6 Kennet Year 6 Mrs
Elizabeth Noyce
6 Avon Year 6 Mr Ken Hillerton (AHT KS2)
5 Kennet Year 5 Mrs Sharon
Skuse 5 Avon Year 5 Lower Juniors Mr Ryan
Day 4 Avon Year 4 Mrs
Catriona Abernethy Mrs Lorraine Hassett 4
Kennet Year 4 Miss Amy Corfield 3
Kennet Year 3 Miss Daniella DAndrea

3 Avon Year 3

Infants Miss Zoe Cornford
2 Avon Year 2 Miss Lizzie Upton
2 Kennet
Year 2 Miss Fiona Duff
1 Avon Year 1 Miss Amy
Rawlings
1 Kennet Year 1 Miss Steph Curtis Mrs
Emma Patton
1 Lambourn Year
1 Reception Mr Bryn Jones
R Avon Reception Mrs
Allison Baraow Mrs Emmaline Patton
R Kennet Reception
18

SPECIALIST STAFF Mrs Christina Allison supports
pupils with special educational needs. A range
of TAs (Teaching Assistants) support pupils at
both Key Stage 1 (Infants) and Key Stage 2
(Juniors). Other key staff include Mrs
Alison Pontin Finance Officer Mrs Carol
Hawkins School Business Manager Mrs Lisa Davey
Administration
Assistant Mrs Julie Riggs
Administration Assistant Mrs Alison Atkinson
Administration
Assistant Mrs Mandy Dyson
ICT Manager Mrs Gail Rodd School
Nurse Mrs Alex Brown
Librarian Mr Ian Banister
Site Controller
19
TIME OF SCHOOL SESSIONS Reception Morning
session 9.00am - 11.50am Afternoon
session 1.00pm - 3.15pm Infants Morning
session 9.00am - 12.15pm Afternoon
session 1.30pm - 3.15pm Lower Juniors
Morning session 9.00am -
12.15pm Afternoon session 1.15pm -
3.15pm Upper Juniors Morning session 9.00am -
12.30pm Afternoon session 1.30pm -
3.15pm ATTENDANCE The total number of pupils of
compulsory school age on roll for at least one
session during the reporting period up to and
including 23.7.2014 - 458 The percentage of half
days (sessions) missed through authorised
absence 3.20 unauthorised absence
0.10 RELIGIOUS EDUCATION AND SEX AND
RELATIONSHIPS EDUCATION In line with DfE policy,
parents are reminded that they can withdraw their
children from all or part of the religious
education and collective worship provided by the
school as well as sex and relationships
education. Alternate and suitable provision will
be discussed and arranged with parents as
appropriate. Copies of policies for each of these
areas of the curriculum are available from the
school. OTHER MATTERS Details of the dates of
school holidays, our charging and remissions
policy, information related to policies and
schemes of work, recent Ofsted reports and
arrangements for dealing with formal complaints
can be obtained from the school office or direct
from the Headteacher. If at any time you have an
enquiry about your childs education or aspect of
school life please do not hesitate to contact us.
20
HOMEWORK POLICY the full policy is available
on the school website Public- About Us School
Policies We believe that homework should develop
an effective partnership between school, parents
and other carers in pursing the aims of the
school. It is our policy that throughout the
school homework should be used to consolidate
and reinforce skills and understanding,
particularly in numeracy and literacy extend
school learning, for example through 15 minutes
daily additional reading exploit resources for
leaning, of all kinds, at home encourage pupils
as they get older to develop the confidence and
self discipline needed to study on their own, and
prepare them for the requirements of secondary
school (for example, through researching
information relating to work on a particular
theme or topic such as a homework
challenge) enable the development of social
skills as well as other skills through the
preparation of presentations. The school will
ensure that children are provided with a
home/school diary at Key Stage 2 for daily
use children in Key Stage 1 will be provided
with explanatory notes for home
support activities are manageable for teachers,
pupils and parents regular reading, spelling and
number work activities are provided parents/carer
s will be informed of the patterns of homework in
a newsletter the purpose of the activity will be
communicated children with particular learning
needs will be catered for as appropriate homework
activities are responded to and diaries checked
by staff there will be a consistent pattern
appropriate to the set, year group etc We
expect parents/carers to provide their children
with a suitable place to carry out work or
activities some time to complete the
activity appropriate support depending on the
age of the child and the activity to sign their
childs home/school diary on a weekly basis. We
believe that the activities set and the way they
are planned to support learning is more important
than the precise amount of time spent on
homework. In this way we aim to give all pupils
plenty of opportunity to develop their skills
and understanding.
21
PUPILS WITH SPECIAL EDUCATIONAL NEEDS The school
has the view that all children are special and
that each has their own individual needs. For
those pupils with specific difficulties, a
Statement of Special Educational Need is drawn up
by the Local Education Authority and a specific
grant is provided to support those needs. Those
children who are identified as having special
educational needs through the baseline assessment
entry to the school (the Surrey Screening
Profile) are monitored closely by their class
teacher who will provide extra support where
necessary on the advice of the Special Needs
Co-ordinator (SENCo). At the beginning of Year
2, those who have not made the expected progress
are given extra support in small groups with the
SENCO and SENTA in the schools Learning Support
Unit. Through other on-going assessments or by
teacher referral, children are placed on a staged
support system in line with the Educational Needs
Code of Practice. This may mean they receive
additional in-class support, additional resources
or work in a small group. If necessary, a
referral will be made for further support or
assessment. This further assessment may involve
the work of a teacher from the Learning Support
Service, and Educational Psychologist, Speech and
Language Therapist or one of many other
specialists. A close system of monitoring
progress for these pupils is provided through
termly review meetings with class teachers. A
childs parents would also be involved in the
monitoring and evaluation of the process.
Specific resources are purchased to support
individuals and groups of pupils and are kept
within the Support Base, to be used as
appropriate within the Base and throughout the
school. The use of regular pupil assessments
provides a basis for monitoring all pupils.
Staff review meetings and regular updates to
Governors enable the schools staff to monitor the
effectiveness of the SEN (Special Education
Needs) provision. There have no significant
changes made to the Governing Bodys SEN Policy
this year. Following the issue of the revised
SEN Code of Practice and supporting SEN
Regulations a review of the existing Policy will
be completed. School policy also embraces the
recommendations included within the DfE Inclusive
School Policy and the LEA Handbook for Special
Educational Needs. There is also a designated
Governor with responsibility for Special Needs.
22
ABLE AND MORE ABLE PUPILS - the full Gifted and
Talented Policy is available on the school
website Public-About Us-School Policies
It is recognised that approximately 20 - 30 of
a school cohort will be identified as Able in
any one subject area, 5 - 10 of a school cohort
will be identified as More Able and 2
nationally will be identified as Exceptionally
Able .
As a school we recognise that breadth of
provision and experience creates opportunities
for talents and abilities to emerge and be
recognised. We endeavour to create additional
opportunities and enriching experiences for all
children to provide a broad and balanced
curriculum. All children benefit from this and it
also enables staff to identify children who may
excel in these areas. Like all learners, Able and
More Able pupils need frequent opportunities to
apply their skills and understanding, and to
develop their knowledge, within a secure and
flexible learning environment.
The teachers will take abilities and needs into
account when planning lessons. Most needs will be
met within the classroom through differentiation.
Teachers will also make use of the different
strategies recognised as being useful for Able
and More Able children. We will try to make
productive use of your childs abilities
celebrating their successes as we do with all
children and encouraging them to share with
others their talents and gifts. There may also
sometimes be enrichment opportunities (additional
activities that develop the breadth or depth of
their studies) within school. On these occasions
your child may work with similar ability
children, not necessarily within their own year
group. Your child may also be given opportunities
to take advantage of local and regional
initiatives and events to encourage the
development of their abilities.
Provision for Able, More Able or
Exceptionally Able pupils will be reviewed
twice yearly via discussions between the class
teacher and the more able co-ordinator. Where
necessary these discussions may involve the head
teacher, parents, mentors and representatives
from outside agencies. The views of children
concerned will be taken into account during this
regular review cycle either by questionnaire or
by informal discussion with the class teacher or
more able co-ordinator. Moderation and monitoring
the registers will take place during these
reviews to ensure that it encompasses all pupils
who have abilities and talents well above those
found normally within the school and it broadly
reflects the schools social and economic
composition, gender and ethnicity.
23
  • GENERAL INFORMATION
  • CAR PARKINGPLEASE NOTE
  • In the interest of safety the Governors ask all
    parents to implement the following guidance when
    delivering or collecting children
  • do not park on the school driveway
  • do not use the driveway to drop off or pick up
    children
  • please note that the car park is for staff and
    visitor use only. The gates are closed at
    all times to safeguard our pupils, staff and
    property.
  • When using the St Georges facilities
  • - only use the marked spaces
  • - accompany children to the footpath
  • - be aware and considerate towards other
    vehicles and pedestrians
  • - if the car park is full, do not block other
    vehicles, seek alternate
  • parking but please park with respect for our
    neighbours.
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