LJS Information 2019 -2020 by Oundle School and Laxton Junior School

LJS Information 2019 - 2020

Parents’ & Pupils’ Information Curriculum Information Griffin Club Information Uniform Information Behaviour Information Anti-Bullying Information

Contents Parents’ & Pupils’ Information Head’s welcome �� 3 LJS Vision: 2018-2028 ��4 The School Day �� 5 Getting Ready �� 5 Communicating with the School ��6 Library �� 7 Music ��8 Sport - Games ��10 Sport - Swimming ��11 House System & After School Clubs ��11 Health & Safety ��11 School Tips & Outings �� 12 Safeguarding the Children �� 12 Staff List �� 13 School Calendar �� 14 Parents’ & Friends’ Association �� 15

Curriculum Information National Curriculum and LJS �� 16 LJS Curriculum Aims �� 16 Assessment ��17 Testing and Examinations �� 17 Definition of Key Stages �� 18 The Early Years’ Foundation Stage �� 18 English �� 19 Mathematics ��21 Science �� 22 Computing �� 23 Religious Education �� 24 Personal, Social, Health Education & Citizenship �� 25 Art & Design �� 26 Humanities �� 28 Music �� 29 Physical Education �� 30 Modern Foreign Languages ��31 Learning Support �� 32 Prep Policy �� 33 Educational Visits �� 34

Griffin Club Information What is Griffin Club? �� 35 Club Routine �� 35 How it Works �� 35

Uniform Information Girls Uniform cost �� 36 Girls - Sports Kit cost �� 36 Boys - Uniform cost �� 37 Boys - Sports Kit cost �� 37 All Pupils - Uniform �� 38 All Pupuls - Sports Kit �� 38 Girls - Uniform pictures �� 39 Girls - Sports Kit pictures �� 39 Boys - Uniform pictures ��40 Boys - Sports Kit pictures ��40

Behaviour Information Aims �� 41 Rewards & Sanctions Overview �� 41 Rewards �� 41 Sanctions �� 41 Table Manners �� 42 The Code of Behaviour �� 42 Physical Restraint �� 43

Anti-Bullying Information

Parents’ & Pupils’ Information Welcome to Laxton Junior Dear Parents and Pupils, Whether you are new to Laxton Junior School or an existing family, I would like to offer you a very warm welcome to our Parent Handbook, which is a definitive guide to all aspects of school life at LJS. We understand that starting out at a new school, or even beginning a new academic year, can be a confusing and stressful time for parents and pupils alike; therefore, we have created this handbook to provide as much clarity and detail as we can about the busy and exciting year that lies ahead. We very much hope that the information contained within will make for a smooth transition and that it enables you start the year feeling ready and prepared in every sense. Of course, we would be delighted to hear from you if further information is needed so please get in touch and we will always do our very best to help! Laxton Junior School is such a special and vibrant place and I hope that you and your family will have a happy and successful 2018-2019 with us.

Mr Sam J Robertson Head

• Email: sjr@laxtonjunior.org.uk • Website: www.laxtonjunior.org.uk • Tel: 01832 277275

Anti-Bullying Policy �� 43 Definition of Bullying �� 43 Anti-Bullying in the School Curriculum �� 43 Cyber-Bullying �� 43 Role Modelling �� 43 Open Conversations �� 43 Communication with School �� 43

LJS Vision 2018 - 2028 Over the course of the 2017-2018 academic year, the Laxton Junior Leadership Team led the School community through a vision building project that aimed to develop the following:

• Our core values, which would define what we believe to be of central importance when shaping the future of our school

• Our mission statement, which would define what we want our education to develop in every child over the course of their time at LJS

• Our strategic objectives, which would be aspirational and farreaching in their scope, and define how we intend to develop LJS over the next ten years Children, parents, staff and governors all contributed their beliefs and ambitions to this hugely important process, and the Laxton Junior Leadership Team analysed the vast quantities of data, drawing out the central themes from across the community, and produced the ‘LJS Vision: 2018 – 2028’. We are hugely excited by this body of work: it provides a clear structure for how LJS is going to grow, improve and develop over the next ten years; it links beautifully with Oundle School’s strategic objectives and thus ensures that our vision supports the overarching direction of The Corporation of Oundle School; and it communicates with wonderful clarity what values and characteristics we intend to embed throughout our community. Below, you will find the values, mission and strategic objectives that together form the ‘LJS Vision: 2018 – 2028’, as assembled by the Laxton Junior Leadership Team and based on the incredible work of the LJS community.

Values

• A love of Learning • Care • Opportunity • Community • Quality

Mission At Laxton Junior School, as an essential part of The Corporation of Oundle School, our object is to provide an education of the highest class. This education is a product of our core values and develops in our children not just the qualities that they will need to succeed and thrive in all aspects of their future lives, but also a happiness that will ensure their experiences at Laxton Junior School are thoroughly enjoyed and never forgotten. Our children will face many challenges as they take their next steps into Senior School and, indeed, into the world that lies beyond. At Laxton Junior School, we prepare them for both, through the exceptional quality of our teaching and learning, pastoral care, provision of opportunity and the relationships with our community. This preparation ensures that Laxton Junior School children are: • Confident and resilient - where a love of learning ensures challenges are embraced and obstacles are overcome

• Kind and respectful - where the development of social and emotional skills ensures all relationships are positive and caring

• Open-minded and well-rounded - where all opportunities, whether new or challenging or preferred, are embraced with enthusiasm

• Collaborative and independent - where the knowledge of how to work together, both within and beyond the School community, is balanced with a strong sense of who they are and what they can achieve as an individual

Vision Our strategic objectives are: • Deliver a distinctive and outstanding education that prepares children for their future

• Promote community wellbeing • Maximise our purpose and performance within The Corporation of Oundle School

• Be in control of our market • Nurture global contributors

The School Day School opening hours The school playground is open to children and parents from 8.15 am and 3.30 pm after school, during term time. Any child arriving before 8.15 am in the morning must remain the responsibility of the parent and we would ask that you would remain with them until a staff member arrives on duty at 8.15 am Children arriving before then will be taken to Griffin Club. The school building is locked at all times, with access only through the front entrance. If you need to enter the school, do so by this means and sign in before accessing any other area of the school.

Wet dismissal At the end of the school day, three short blasts on the bell indicates a “wet dismissal”. The following are the places from which the children’s forms will be dismissed, please: › Reception Forms from RS › Year 1 from 1P classroom › Year 2 from 2H classroom › Year 3 from RG classroom › Year 4 from 1W classroom › Year 5 from 2P classroom › Year 6 from Junior Entrance. › Infants going to an Activity will remain in their classrooms until collected by the appropriate member of staff.

If you are doing a ‘roll and drop’ at the front of school please do not do so before 8.15 am At the end of the day (3.45 pm) children will be taken to the playground by a member of staff and lined up by form. They will then be dismissed to the authorised adult. Those children remaining for clubs will return to the school and may be collected from the playground after the clubs have finished at 4.45 pm

Juniors going to an Activity will go to the Hall where they will be supervised until collected by the appropriate member of staff.

If you know that you are going to be delayed at the end of the day please contact us so that we can reassure your child that all is well, this is particularly important for the younger children as they can become quite anxious.

The Griffin Club

Please remember that your child has had a long day and does need to go home. If you are unable to collect your child at the end of the day please inform the relevant teachers or the school office which adult will be responsible for collection. Some children get very confused and forget to pass staff a message.

Please see the Griffin Club section for full details.

Please inform us of any changes to your child’s collection at the end of the school day by putting a note in the child’s prep/ contact book, send an email to the office or give us a call.

School starts at 8.25 am each morning. Please leave yourself and your child plenty of time to reach us in time for the bell at 8.25 am It may distress your child if you are running late as they feel secure with a good routine.

End of day dismissal and walking to and from School on their own Children in Year 6 are permitted to walk home from School if they live in Oundle. However, this arrangement must be communicated to the Form Teacher in plenty of time, if it is to happen on an ad hoc basis. One communication is sufficient if your child will be walking home on a regular basis; for example, every Wednesday. “Home” may also include: walking to The Gascoigne, walking to Beans, walking to St Peter’s Church, walking to Waitrose in order to meet the person with whom they will be going home. We consider it to be excellent “training” for Senior School life where the children will all have to be more independent in order to negotiate roads and towns as well as bigger campuses on their own. In the Summer Term of Year 5, some parents may wish to request that their children be allowed to walk home from School. This should be discussed with your child’s Form Teacher, please, prior to the arrangement becoming permanent. Before this time, we do not consider it appropriate for children to be leaving School on their own. For security and safeguarding purposes, a register of children who walk home regularly is kept. We also recommend that children walk home in pairs

Children going to Griffin Club will go to the Hall. If it is still raining after Clubs, Infants may be collected from the playground doors of the Infant classrooms; Juniors will be waiting by the Junior Entrance door.

Our extended hours Griffin Club is open before and after school on every school day.

Getting Ready The School morning

Please do not allow your child to attempt homework in the morning. You need to focus on ensuring they have all they need to start the new day, including a good breakfast.

Traffic and parking Parking is not allowed in East Road. The road is for residential parking only between 8.00 am and 8.00 pm Therefore would you please either:

• • Park in the long term car park and accompany your child through to the playground via the footpath.

• • ‘Roll and Drop’ your child at the front of the school • Note: We will support your child to alight from your vehicle when using the ‘Roll and Drop’ so you can then drive away. To do this: Please enter East Road from the Oundle Town Football club end, turn left into the gates, drive clockwise around the car park, drop your child at the front of the school and then exit the school through the gates and into East Road.

Snacks All children from Reception to Year 6 will be provided with fruit at both morning and afternoon breaks. No other snacks should be brought into school, except if your child is staying for a club and you would like them to have something extra to eat then. All children should have a bottle of water or squash each day to drink in their classrooms. The PFA provide each child with a free drinking bottle. Replacement caps are also free and new bottles can be purchased from the school office. Please ensure the bottle is clearly labelled with your child’s name and Form.

Communicating with the School Newsletter and calendar A Calendar giving details of all events, trips and matches is produced at the beginning of the Michaelmas, Lent and Summer Terms. A copy is sent home with the oldest child in each family. Newsletters are sent electronically every month to supplement this.

Social Media We also post on Twitter,and Instagram for up to the minute information of exciting and interesting things the children and School are doing. Facebook is also used, but more for advertising upcoming events like Open Mornings.

Data checking At the beginning of the school year an information sheet will be sent home. We ask you to fill this in and return it to us to ensure that we have up to date records on file. We ask for emergency numbers, which we may contact if you are not available when your child feels ill or if they have an accident. We also ask for details relating to health problems and diet so that in an emergency we are fully cognisant of your child’s individual needs.

Reports Reports are compiled and sent home twice a year. They make up a comprehensive picture of your child’s learning progress. Children are encouraged to evaluate their own progress too and in many years, record their own aim for the following Term. Learning targets are set for all subjects. Reports form an important part of the school’s assessment programme and are complemented by open evenings, parent conferences and informal discussion.

Informal discussion These occur with staff on a regular basis: at the beginning and end of the day, at social events, or even on the sidelines of a sporting event. This always gives staff and parents the opportunity of building relationships and exchanging information. Telephone: Some parents may have a query or concern, which they may find easier to discuss by telephone. If the staff member is not available, they will do their best to return your call as soon as possible. Email: Our preferred means of contact is directly to the staff member. They check their emails at least once in a 24 hour period but please understand that emails received after 6.00 pm will not be responded to until after 7.00 am the next morning, or on Monday if received over the weekend. During a holiday a response may not be received until School is back in session. You will find a list that includes the office email and all staff emails at the end of this section. Staff emails can also be found on the LJS website and in the printed termly diary. Prep/Contact Books: these are sent home every day and you may write a message to the Form Teacher by using this book. The playground provides a good opportunity for you to meet your Parents’ & Friends’ Association member.

Formal discussion Parent Conferences: These occur three times a year: Michaelmas Term October Lent Term February Summer Term June The booking system allows you to select the time slot to suit you. Families with more than one child are given access to the system first, so they can schedule their meeting as close together as possible. These are 15 minute appointments where you may come and discuss your child’s learning progress. If, as may occur on rare occasions, you need more time please do not exceed the allocated time but ask the teacher if you may continue the dialogue at another time convenient to both of you. This helps to stop a ‘backlog’ of parents who may be waiting and may have more than one teacher to see. It also gives the teacher the opportunity to talk to the Head and see if you would prefer him to join the next meeting or if you wish, you may continue the dialogue by speaking to the Head on the evening of the conference.

The majority of concerns in school can be resolved by speaking with a member of staff and agreeing to a way forward. We take parents’ concerns very seriously and will want to work with you to sort out the problem as quickly as possible. It is very unlikely that you will not be able to sort out your concern with the School. The School values good relationships with parents and will not want you to continue feeling concerned. It is important we work together so that the children see the partnership in action and feel confident about their time in school. However, on rare occasions, if all avenues of exploring your concerns have been looked into and you are still unhappy, you may need to refer to the School’s complaint procedure. If the problem is still not resolved, inform the Head that you would like to communicate with a Governor or the Head of Oundle School and appeal to them.

School complaints procedure The first choice would be the Head of Oundle School, or if you know you have more direct communication with a governor, direct your concerns to them.

As stated above, you may wish to have a ‘follow up’ meeting with the Head at a later date and he is very happy for you to make an appointment to see him through the school office.

Any correspondence to the Chair of Governors, a member of the Governing Body or the Head of Oundle School should be sent via LJS.

As well as class teachers, specialist teachers are also available for you to book appointments to see.

If the Head of Oundle School or the Governing Body is unable to resolve the problem to your satisfaction you would approach the Local Education Authority, providing it is an issue within their responsibility, quite rare within the private sector.

We may invite you to come to school if we have any immediate concerns about your child.

First point of contact Your child’s form teacher is usually the first point of contact in raising a concern. A quiet word with them at the end of the school day is a good way to draw attention to your worry. You may prefer to send a note or email outlining your concern and/or ask to make an appointment at a time that is convenient for you to discuss the matter in more detail. Very often, problems can be cleared up at this stage, as they may simply be the result of poor communication between the school and home, rumours or misunderstandings. Your child’s teacher will want to be aware of any concerns you have, so don’t put off talking to them. Teachers will often have the facts about a situation, which can quickly put your mind at rest, or help you to take the next step in dealing with your concern. If you do not feel able to discuss this with your form teacher you should make an appointment to see the Deputy Head or Head. You can speak to them directly, send a note or email, or ask the school secretary to pass on the request. Please give some indication of the area you wish to discuss with us in order to make the best use of the time which has been set aside for the meeting.

Raising concerns There are a few basic things to consider in your approach when first discussing your concern. Talk to your child, if appropriate, to understand the situation from their point of view. Please do remember that it is their point of view and they may give their version of the truth, this may differ just a little from other views.

If you are still unable to resolve the issue successfully, then the final port of call is the Secretary of State for Education and Employment. The majority of concerns that parents and carers have during their child’s time at school are cleared up quickly. Remember that the school wants to do the best it can for your child and will want to help you with your concerns…so always make sure that we understand what it is that is worrying you. Please talk to us as soon as you can and remember to talk positively in front of your child to avoid your child feeling anxious and worried. We are all committed to helping your child in school, it is a team effort and by the time you have finished reading this book you will recognise that although you expect a lot from us, we in turn expect a lot of support from you with your child when they are at home. All these channels are available and we hope that you will use them when required.

Library Resources The Library is situated on the first floor and is conveniently located close to the Computing Suite. The role of the Library is essential in enabling pupils to become capable and enthusiastic readers and independent learners.

Borrowing books The timetable allows a session for each form to have a library period, but both staff and pupils are encouraged to use other free times to work in the Library. The staff encourage pupils to select fiction appropriate to their reading skills and the library is organised into four ageappropriate sections. Pupils may, at any time, borrow reading material below their reading ability. Sometimes children need to reassure themselves by reading an easier book, or by returning to an old favourite. Alternatively, staff or parents might guide a child to borrow reading material from a section above the usual reading ability. Parents may also come to the library during designated after-school hours to choose books which they would like to help their child to read, or to read to them. Our library system is computerised so that we are able to closely monitor your child’s reading habits and ensure that they develop a habit of reading a broad range of authors and genres. Staff will monitor children’s reading and advise where a particular novel may contain themes of a mature nature, so that we do not allow our younger children access to them. The library sessions are conducted in a secure, supportive and disciplined manner and our School Librarian is always on hand to offer advice and support. The staff and pupils interact in a manner that demonstrates mutual respect. The staff attempt to show the enjoyment and benefits that a variety of language and literature can give us.

The school aims:

• To provide an attractive and accessible library with a wide range of fiction and non-fiction where pupils and staff can read, browse, study and borrow books.

• To provide a challenging, yet supportive environment to stimulate, maintain and develop a lively enquiring mind and a curiosity, interest and enjoyment of reading.

• To encourage all pupils to reach their true potential and eventually become independent learners.

• To contribute to the development in pupils of a wider body of knowledge and skills.

• To enable pupils to be familiar with a body of knowledge and information retrieval skills applicable to a wide range of sources

School policies Key policies, as listed below, are available on the website:

• Safeguarding • Data Protection • Curriculum • EYFS • Behaviour & Exclusion • Learning Support & EAL Other policies are available on request.

• Think it through. • Write down your concerns. • Keep things in proportion. • Stay calm when discussing matters at school. 6

Music

Woodwind & Recorder

Weekly music

Oboe

Individual lessons

All children receive 2 music lessons a week as part of their school curriculum.

Bassoon

Individual lessons on purpose-built lightweight instrument

Bagpipes

Individual lessons

Recorder

Individual lessons

Violin, viola or cello is compulsory in Year 2 and the School supplies instruments for your child to use throughout that year. Should your child wish to continue playing in Year 3 and have individual lessons (which you will be charged for), you will need to hire or buy an appropriate instrument. Please speak to either Mrs Cornwell or Mrs Newman for advice.

Instrumental and vocal tuition Following is a comprehensive list of useful information and guidelines regarding instrumental and vocal tuition at Laxton Junior School coordinated by Mrs Roisin Cornwell. We hope that this will answer any questions that may arise about learning a musical instrument. Children usually start with a 15 or 20 minute lesson and when they are able to concentrate for longer they may move onto a 30 minute lesson.

How much do lessons cost 2018-2019 Individual 15 minute lesson

£13.60

Individual 20 minute lesson

£18.15

Individual 30 minute lesson

£27.20

Group 20 minute lesson

£9.10

Violin or Cello Hire

£1.00

Which instruments can be learned? Strings Violin

Individual lessons

Viola

Individual lessons

Cello

Individual lessons

Double Bass

Individual lessons on a purpose-built mini-bass

Guitar

Individual lessons

Harp

Individual lessons

Brass

Piano

Individual lessons

Drum Kit

Individual lessons

Orchestral Percussion

Individual lessons

Voice

Individual lessons

As we are keen to provide opportunity wherever possible, age is not necessarily the decisive factor. Teeth at the front of the mouth are very useful when producing any noise on the clarinet or trumpet and serious consideration needs to be given if your child wishes to learn to play the bagpipes or drums. Therefore each child wishing to learn will undergo an initial test to ascertain suitability or potential problems.

We strongly recommend that you do not have two different teachers for your child. This inevitably leads to mixed messages and confusion for your child.

What is the procedure for terminating lessons? Please contact src@laxtonjunior.org.uk and let Mrs Cornwell know you wish to cease lessons. Six weeks notice is required in writing. Parents should also note that the first Term of a child’s tuition is a trial period only and further tuition may be at the discretion of the teacher.

Public examinations are merely a way of reflecting the standard that a teacher feels that their pupil has reached; they are not a curriculum for teaching. They can, if carefully approached, provide interesting competitive stimulus between keen and eager pupils. Each teacher likes to be left to use their own discretion as to which grade is appropriate and when it should be taken.

There are few instruments available through the school except for violins, violas and cellos for Year 2 and double bass. We therefore encourage parents to, wherever possible, obtain instruments on a ‘try and buy’ basis from a reputable retailer – the music department would be happy to advise you on this. In most cases, this means that the child can have a new instrument rented for a term and this can then be acquired by full payment or further rental instalments should tuition continue. There are also secondhand instruments occasionally available from other parents. However, the teacher responsible will be able to offer the most suitable advice.

When do instrumental lessons take place?

What if my child misses a lesson?

Tenor Horn

Individual lessons

Baritone

Individual lessons

If a child misses a lesson, even through illness, then a charge will still be made as the School must pay the visiting music teacher.

French Horn

Individual lessons

Tuba

Individual lessons

Individual lessons but a ‘curved head’ flute may be required

Support and encouragement at home are the key factors here, so please avoid the temptation of bribery – it rarely works.

Do I need an additional teacher outside School?

Are there school instruments available?

Individual lessons

Flute

Visiting Music Teachers (VMTs) will post a weekly timetable on the intranet at the end of every Friday. Parents and children can access this at home under Music Timetables. Most lessons rotate through the School’s timetable.

Please avoid popping in to “catch” the teacher concerned as this will almost always cut into a pupil’s lesson, unless a suitable time has already been agreed.

Please note: For most instrumentalists a music stand at home would be a distinct advantage and for pianists a piano or electric keyboard is a must.

Trombone

Individual lessons on either the lightweight ‘C’ clarinet or the larger B flat version

Repeating a lesson due to lack of practice is both frustrating and tedious and is something we all strive to avoid. As much as we try to make learning at an early age fun, there are vital exercises and repetitions that have to come as part of the package. Therefore a structured practice routine is advised, the length of which should be adjusted to the growing stamina of the pupil.

This is a question that occasionally crops up after the pupil’s first lesson!

Individual lessons

Clarinet

You can always contact the teacher via Mrs Roisin Cornwell or email src@laxtonjunior.org.uk or write to them via Laxton Junior and they will be more than happy to telephone you as soon as possible.

How old does my child have to be to start lessons?

Trumpet

Individual lessons

The shared philosophy of all musicians is that progress in any instrument is best achieved by daily practice and monthly or termly goals can then be reached through the guidance of weekly lessons.

When will my child be taking their Grade examinations?

Individual lessons

Saxophone

How do I contact a teacher should the need arise?

Frequently asked questions

Cornet

Woodwind & Recorder

Other instruments

How much practice should my child be doing?

Lessons are weekly and most lessons are taken during school hours.

The one exception to this will be if your child misses a music lesson due to a School event; in these instances, the School will pay the peripatetic teacher. If the music teacher is absent, you will not be charged. All pupils have a record of when their lesson is and are expected to make sure that they have their instrument and music in School on ht ecorrect day.

Sport – Games School policy regarding games All boys and girls in the juniors, Years 3 to 6, have double games sessions twice a week. The correct sports kit must be worn during P.E. and games lessons. All children swim all year round in the Oundle School swimming pool.

The children practise and play:

• Michaelmas Term: • Girls: Hockey • Boys: Rugby • Lent Term: • Girls: Netball, Football • Boys: Football, Hockey • Summer Term: • Girls: Rounders • Boys: Cricket School team selection All boys and girls are invited to attend practices. A child who is selected to represent the school under 11 team is usually from Years 5 & 6 but occasionally a talented child in Year 4 may be selected. A child should not assume that upon entering Year 6 they will automatically be selected for the school team, although we aim to ensure every child in Years 4, 5 & 6 will play at least one fixture against another school per term, as long as it is safe and appropriate for them to do so. There are also U9 fixtures and children from the relevant age groups are selected if, and when, they are of the required standard. Ability, skill level and attitude are all taken into account when we select a team but our major priority is not to place a child in a situation in which they are not equipped to cope.

A child’s self confidence and morale can be adversely affected if they are placed in such a position however keen and enthusiastic child may appear. We have to select the strongest team available for any fixture as our opposition similarly do. Unfortunately some children may not have the opportunity to represent the school team in fixtures but all children in Years 3 to 6 will represent their house in our internal house matches, thus enjoying and experiencing competitive team play. If your child is selected to represent a school team you are invited to support them and we will be very pleased to see you. Children at this age enjoy encouragement and love to hear positive rather than negative comments when things invariably don’t go according to plan. It is hoped that school match commitments will take priority over outside school sport.

Cricket Cricket is the most technical game we play. We try to involve as many of the team as possible either batting or bowling but due to the nature of the game this is not always possible. There are many versions of the game which we play during the season with limitations on who can do what and when. The children are aware of these rules and regulations at the time but on occasions these may lead to confusion for spectators. The teacher in charge will gladly explain if and when they occur.

Varying strengths We recognise that children have differing talents and strengths; therefore we aim to provide opportunities for these to be developed and enhanced. Although a child less talented in sport than others may be disappointed by not playing for the team he/she will be encouraged to persevere and also take into account their strenghts in other areas.

Sport – Swimming

Burghley:

General information

• Swimming lessons will begin in September. All children should wear swimming hats and failure to do so may stop a child from swimming. Minibuses are used to transport the pupils to the pool.

• When younger children return from swimming they eat their fruit to maintain their energy levels.

• We invite Reception parents to come to the pool to watch the children’s lessons. This is available for the whole year.

• Please ensure that, during the summer holiday prior to the beginning of a new year, your children have as much safe experience in deep water as possible so that they do not feel anxious in the Oundle School swimming pool.

• Flotation aids are available at the pool so you do not need to send any with your child.

Swimming timetable Monday pm Wednesday am Wednesday am Wednesday am Thursday am

House System and After School Clubs

• The school is made up of fourteen forms; seven parallel pairs – Reception to Year 6.

• We have four Houses – named after local houses or families: BURGHLEY (Blue), GLOUCESTER (Yellow), LILFORD (Green) and WHITMORE (Red).

• Please note: Children from the same family always represent the same house so as not to create split loyalties at home.

• Children may earn house points by producing good work, much improved work, helping a teacher or friend, being kind, or by responding to a difficult challenge.

• Merits – if a child is awarded a Merit, they are asked to visit the Headmaster to collect a special certificate that will honour their achievement.

• House meetings are held throughout the year, where children are able to discuss upcoming events and/or charities to raise funds for.

• House tournaments and competitions occasionally vary, but most of the following are held each year:

Infants

• Yr 1 & 2 Speech & Drama, Yr 2 Writing, Rec - Yr 2 Sports day, Yr 2 Cross Country.

Juniors

• Football, Rugby, Cricket, Hockey, Netball, Rounders, Cross Country, Swimming, Speech & Drama, Music, Sports day.

• Trophies are awarded for these competitions and presented at the appropriate award ceremonies. Each House has several teachers and pupil House Captains responsible for them:

Mrs Hamilton-Charlton Mrs Fryatt Mrs Bogg

Gloucester:

• Mrs Hill • Ms Withers • Mrs Bain

Mr Harper Mrs Perkins Mrs Clayton

Lilford:

Infant swimming

• Years 3 and 4 • Reception • Year 1 • Year 2 • Years 5 and 6

• Mrs Pearson • Mrs Harrison • Mrs Pick • Mrs Humphrey

• Mrs Henderson • Mrs Newman • Mrs Hillyer • Miss Williams

Mrs Poole Miss Sandall Mrs Simpson Mrs Leeson

Whitmore:

• Mr Marsden • Mrs Cooper • Mrs Scott • Mr Devitt

Mrs Ashby Mrs Laxton Mr Smith

After school clubs

• There are many different clubs including chess, sport, art, construction etc. These Clubs vary from Term to Term, so please check your SchoolPost

• You will be asked to sign up for each Term’s Clubs at the end of the preceding Term. We ask that once your child has made a commitment to attend a Club, they do so for the duration of a Term.

• There are no clubs in the first and last week of each Term. All Clubs are from 3.45 pm to 4.45 pm unless otherwise stated.

Health and Safety – Care and Health Accidents: In the event of an accident the School will assess the seriousness and decide whether our first-aid trained staff can deal with it in school. Should the accident be more serious, we will try to contact you and if you are not available (even via an emergency number) immediately we will arrange for your child to go to the Health Centre and if they feel it necessary, your child will then be taken to A & E. Please note: if we cannot reach you at the first stage of this procedure - we will continue to try and contact you continually as we follow our procedures - we know that they need you and your tlc. N.B. All accidents are recorded in the Accident File and parents informed via prep/contact book or, with a more serious accident, by telephone.

Head lice & Threadworms: From time to time we have outbreaks of these. If your child is affected please notify the School. It is no longer a social stigma rather just more prevalent - if we know about it, we can give you any up to date information on treatment and also advise other parents to check their own children. Your child does not need to take time off School after beinbg treated

Allergies: We must be informed if your child is allergic to anything and this should be included on the information sheet. However, we do need to be updated should they develop an allergy during the year.

Asthma:

legislative standards:

We have several children with asthma in school but we do need explicit details about your child’s requirements.

• ‘All age’ adjustable lap seat belts. • Large side doors for easy access. • Audible warning buzzers for reversing. • Safety graphics. • First-aid box and fire extinguisher.

If they have an inhaler or nebuliser we must have a spare kept in school with their teacher. All inhalers should be named.

Verrucas: If your child has a verruca they should have it treated and can continue to go swimming or have P.E. and Gym.

School Medicals: In the Michaelmas Term the Reception children will have a medical at School from an external medical team. A health questionnaire will be sent to parents before hand. Parents are not required to be present.

Please note: on all journeys, a teacher carries a mobile phone in case of emergencies.

Year 6 children will be offered an optional medical during the year.

All parent cars, which may be used, may not carry a small child in the front seat unless a booster seat is used. The child sitting in the front seat must have the parent as the driver and may only sit there by their consent and ours.

Return to School after Illness:

All children and adults are insured under the Oundle Schools’ insurance scheme.

If your child has been ill or had a fever please keep them home for at least 48 hours AFTER this has gone to ensure the infection is clear, thus helping to curb infection throughout the school. PLEASE NOTE: Do not send your child into school if they are not fit enough to play out-side, especially after flu, tummy bugs, serious eye and skin infections.

Medicines in school Prescribed Medicines: Many children will need to take medicines during the day at some time during their time at school. This will usually only be for a short time period, perhaps to finish a course of antibiotics. However, these medicines should only be taken to school where it would be detrimental to the child’s health if it was not administered during the day. Parents must complete a medicine request form obtained from the School Office, giving the school permission to administer the medicines.

Non-Prescription Medicines: We will continue to have Calpol for children in school but unless we have your permission that this may be administered to your child we will not do so. (See pupil information sheet).

Record Keeping: Written permission from the parents will be kept in the School Office. Records will be kept every time a medicine is administered as good records demonstrate the staff have exercised a duty of care. If a child refuses to take the medicine, staff will not force them to do so, but will note this in the record and inform the parents immediately.

During the year, outings are arranged to museums or other educational venues to compliment the work being done in school…or, of course, just for fun.

Safeguarding our Children Laxton Junior School is dedicated to safeguarding and promoting the welfare of its pupils. It is the duty of all members of staff, both teaching and non-teaching, to play an active roll in ensuring this. All members of staff are aware of and follow the School’s Safeguarding procedures. In particular they are aware of their duty to report concerns, the guidance for identifying child abuse, what to do if a child makes an allegation of child abuse and issues surrounding confidentiality. Each member of staff is issued with guidelines, has training and receives refresher updates at least annually. Members of staff do not investigate serious allegations of Child abuse themselves. Serious allegations will be reported to Social Services and, if necessary, the Police. When a serious allegation is made against a member of staff then the School will report it and any findings following investigation, to the Secretary of State for Education and Skills, even if the School has ceased to use that person’s services. The following people have specific responsibility for Safeguarding matters at LJS: Mrs Janet McFadyen who is the Designated Safeguarding Lead, Mr Fraser Harper who is the Deputy DSL and the Head Mr Sam Robertson. From the Governing Body, Mrs Rebecca Lawesis the Governor with responsibility for safeguarding. Our safeguarding policy is available to read on our website.

Teaching and support staff from September 2019 Laxton Junior Leadership Team

Mr Sam Robertson

Head Deputy Head Assistant Head - Academic/Form 6H Director of Music Head of Infants/Form 1W Head of Pastoral Care/Form 3O Registrar

sjr@laxtonjunior.org.uk

Mr Mark Worthington Mrs Sarah Ashby Mr Simon Marsden Mrs Rachel Hamilton-Charlton

Form 6W Form 5A Form 5M Form 4HC

dmw@laxtonjunior.org.uk sla@laxtonjunior.org.uk ssvm@laxtonjunior.org.uk rjhc@laxtonjunior.org.uk

Mr Mikhail Devitt Mrs Claire Henderson Mrs Heather Poole Mrs Emma Perkins Mrs Megan Larkin Miss Tina Sandall

Form 3D Form 2H Form 2P Form 1P Form RL Form RS

md@laxtonjunior.org.uk ach@laxtonjunior.org.uk hp@laxtonjunior.org.uk erep@laxtonjunior.org.uk msl@laxtonjunior.org.uk tas@laxtonjunior.org.uk

Head of Sport Assistant Head of Sport Yr 1 to Yr 4 Science Music Piano Computing Head of Learning Support

ajl@laxtonjunior.org.uk red@laxtonjunior.org.uk kw@laxtonjunior.org.uk sjt@laxtonjunior.org.uk bps@laxtonjunior.org.uk fh@laxtonjunior.org.uk lec@laxtonjunior.org.uk

School Administrator Librarian Operations Co-ordinator Griffin Club Supervisor Griffin Club Assistant

kah@laxtonjunior.org.uk afryatt@laxtonjunior.org.uk jgreaves@laxtonjunior.org.uk cd1@laxtonjunior.org.uk eji@laxtonjunior.org.uk

MFL Yr 5 & 6 Science Religious Education KS2 Learning Suppoer Teacher Learning Support Teacher

tch@laxtonjunior.org.uk stp@laxtonjunior.org.uk ssm@laxtonjunior.org.uk sch@laxtonjunior.org.uk shs@laxtonjunior.org.uk

Infants Infants Infants Infants Infants Infants Juniors Juniors Art

abogg@laxtonjunior.org.uk cscott@laxtonjunior.org.uk spick@laxtonjunior.org.uk cll@laxtonjunior.org.uk sbain@laxtonjunior.org.uk jw@laxtonjunior.org.uk tlh@laxtonjunior.org.uk mkemp@laxtonjunior.org.uk hc@laxtonjunior.org.uk

Mrs Sumitha Hill Mrs Roisin Cornwell Mrs Rachel Waterhouse Mrs Jackie Ormston Ms Lesley Taylor-Zwanziger

Full Time Teachers

Mr Andy Larkin Miss Rachel Danby Mrs Kim Withers Mrs Sarah Newman Mr Ben Smith Mr Fraser Harper Mrs Louise Cooper Other Staff

Mrs Keren Hatcher Mrs Andrea Fryatt Mr James Greaves Mrs Charlie Donaldson Mrs Jayne Ingram Part Time Teachers

Mrs Tessa Humphrey Mrs Sue Pearson Mrs Sophie Maslen Mrs Sarah Harrison Mrs Sarah Simpson Teaching Assistants

All medicines, with the exception of inhalers and epipens, will be stored in the fridge or in a lockable cupboard in the School Office.

Mrs Alison Bogg Mrs Cheryl Scott Mrs Sharan Pick Mrs Claire Laxton Mrs Sylvia Bain Miss Jessica Williams Mrs Teresa Hillyer Mrs Miranda Kemp Mrs Hanna Clayton

School Trips and Outings Laxton Junior School places great importance on the safety of our children when travelling in minibuses, coaches or cars. Our minibuses are replaced approximately every three to four years and are fitted with all the key safety features required to meet the

sah@laxtonjunior.org.uk src@laxtonjunior.org.uk rew@laxtonjunior.org.uk jo@laxtonjunior.org.uk lat@laxtonjunior.org.uk

Full Time Form Teachers

Storage of Medicines:

Staff will return to parents any out of date medications or remaining medicines at the end of a course of treatment

In addition to the school minibuses, all coach companies we use are checked for the above and will not be used if they do not comply.

Staff List

School Calendar 2019/20 Michaelmas Term 2019

• Term Commences:

Monday 2nd September (Reception Forms start Wednesday 4th)

• Long Exeat Commences: Friday 11th October • Term Re-commences: Monday 28th October • Term Ends: Friday 13th December after • Carol Service (approx 3.00 pm) Lent Term 2020

• Term Commences: • Long Exeat Commences: • Term Re-commences: • Term Ends:

Tuesday 7th January Friday 14th February Monday 24th February Friday 27th March

Summer Term 2020

• Term Commences: Tuesday 21st April • Long Exeat Commences: Friday 22nd May • Term Re-commences: Monday 1st June • Term Ends: Friday 26th June • Oundle School Speech Day: Saturday 27th June • Please Note: May Bank Holiday, May 5th 2020 is a normal school day.

School Calendar 2019/20 Michaelmas Term 2019

• Term Commences:

Monday 2nd September (Reception Forms start Wednesday 4th)

• Long Exeat Commences: Friday 11th October • Term Re-commences: Monday 28th October • Term Ends: Friday 13th December after • Carol Service (approx 3.00 pm) Lent Term 2020

• Term Commences: • Long Exeat Commences: • Term Re-commences: • Term Ends:

Tuesday 7th January Friday 14th February

Summer Term 2020

Governing Body If you would like to contact any member of the governing body, please do so through the Head sjr@laxtonjunior.org.uk in the first instance.

Oundle School Governing body

• Mr R H Ringrose - Chairman • Mr D A Hutchinson - Vice Chairman • Mr J Whitmore - Master • Mr R W Uloth - Second Warden • Mr C Bartram • Mr J Cartwright • Mrs J Kibbey • Mrs R Lawes • Mr D C L Miller • Mr C G McAndrew • Mrs D McGregor • Mr M Spens • Mr T Stubbs • Mr P Woodhouse • Laxton Junior School Governing Committee • Mrs D McGregor - LJS Chair • Mr T Stubbs • Mr J Whitmore • Mrs R Lawesv

Parents’ and Friends’ Association Each Year group has their own representatives who are very good at being a first port of call for general queries. They all have children in their respective year groups and are a great souce of of general ‘what if’ information

They organises many social events throughout the year, from individual year group coffee mornings, where you can come and meet the other parents to discuss ‘life in general’, to large organised events.

The PFA have individual year group Whatsapp groups and a Twitter feed to keep the community informared of events and relevant School information.

Everyone is welcome to be involved as little or as much as they want. From becoming a Year representative on the committee, to volunteering to help at an event or baking cakes, to just turning up and enjoying yourself.

LJS PFA Committee members contact details September 2018 Co-Chair Co-Chair Secretary Reception Reception Year 1 Year 1 Year 2 Year 2 Year 3 Year 3 Year 4 Year 4 Year 5 Year 5 Year 6

Suzy Blundell Delene Abbott Gemma Moore Claudia Pierri Abigail Wilson Charlotte Elderkin Helen Healey Sarah Brammer Yvonne Todd Fiona Phillips Maggie De Pree Nadine Duncan Velina Freeman Sarah Bateman Triona Hockel Claire Spencer

07814 032584 07967 627260 07809 880571 07595 895690 07597 376765 07967 475530 07713 387595 07785 723386 07966 026292 07824 366231 07912 194731 07847 008211 07894 147900 07545 923315 07789 057000 07971 543923

suzanne.rodwell@hotmail.co.uk info@equifreeze.co.uk gem.bdam@gmail.com claudia@rxsport.co.uk abigail.wilson@wilsonandcohomes.co.uk charlotteelderkin@hotmail.com helenhealey44@gmail.com sarah.brammer@googlemail.com yvonneandmatt@hotmail.com fmmbrown@gmail.com maggiedepree@gmail.com nadineandtom@gmail.com velina@yahoo.com sb.bateman@outlook.com triona.hockel@gmail.com nenebridgehouse@sky.com

Monday 24th February Friday 27th March

Curriculum Information National Curriculum and LJS EYFS & Key Stage 1 Due to the outstanding provision for children in the EYFS at Laxton Junior School, we have been granted an exemption from the Department for Education with regard to the learning and development requirements of the EYFS Framework for children aged three to five.

as well as their intellectual and physical growth;

• we value the importance of each person in our community and we organise our curriculum to promote inclusion, cooperation and understanding among all members of our community;

• we value the rights enjoyed by each person in our society. We respect each child in our school for who they are and we treat them with fairness and honesty. We want to enable each person to be successful and we provide equal opportunities for all our pupils;

At Laxton Junior School we deliver a curriculum that goes far beyond the expectations for the EYFS and we are very proud of the breadth, balance and challenge.

• we will strive to meet the needs of all our children and to

Although the National Curriculum is designed for children of 5– 6 years, our Reception Forms start to follow the Early Years Foundation Stage and Yr 1 guidelines, as appropriate for each child, and this continues into Year 1.

• we value our environment, and we want to teach our pupils,

In the Summer Term, each child in KS1 is assessed in English, mathematics and in the following Michaelmas Term, reasoning. The children in the EYFS have reasoning assessments.

Key Stage 2 Each Term children are tested in the core subjects of English, mathematics and science. Again, the standard of pupils’ performances are set out in school reports and parent conferences. In June, each child in Key Stage Two will sit GL computerised assessments for English and mathematics and a cognitive abilities test. These assessments are marked externally and a standardised score for each English and mathematics is given. In using assessments in this way, we are able to closely monitor your child’s learning progress and ensure that they are learning effectively, our planning is of appropriate challenge and our teaching is meeting the needs of your child.

ensure that we meet all statutory requirements regarding inclusion; through our curriculum, how we should take care of the world, not only for ourselves but also for future generations. The aims of our school curriculum are:

• to enable all children to learn and develop their skills to the best of their ability;

• to promote a positive attitude towards learning so that children enjoy coming to school and acquire a solid basis for lifelong learning;

• to teach children the basic skills of literacy, numeracy and computing;

• to enable children to be creative and to develop their own thinking;

• to teach children about the developing world, including how their environment and society have changed over time;

• to help children understand Britain’s cultural heritage; • to appreciate and value the contribution made by all ethnic groups in our multi-cultural society;

• to enable children to be positive citizens; • to teach children to have an awareness of their own spiritual development and to distinguish right from wrong;

These assessments provide us with standardised scores that we use to track each child’s progress and evaluate the value the school is adding to their learning.

• to help children understand the importance of truth

LJS Curriculum Aims

• to enable children to have respect for themselves and high

Our school’s curriculum is all the planned activities that we organise in order to promote learning and personal growth and development. It recognises all elements of the National Curriculum and also includes the various extra-curricular activities that the school undertakes in order to enrich the children’s experience. Within it is the ‘hidden curriculum’ - what the children learn from the way they are treated and expected to behave. We want our children to grow into positive, responsible people who can work and cooperate with others while at the same time developing their knowledge and skills in order to achieve their true potential. We seek the highest standards of attainment for all our children. We also value the breadth of the curriculum that we provide. We aim to foster creativity in our children, and to help them become independent learners. Above all we believe in making learning fun! Our school curriculum is underpinned by the values that we hold dear at our school. The curriculum is the means by which the school achieves its objective of educating children in the knowledge, skills and understanding that they need in order to lead fulfilling lives, whilst laying the foundations for them to be genuine 21st century learners. The following are the main values of our school upon which we have based our curriculum:

• we value children’s uniqueness, we listen to the views of individual children, and we promote respect for diverse cultures;

• we value the spiritual and moral development of each person,

and fairness so that they grow up committed to equal opportunities for all; self-esteem and to live and work cooperatively with others;

• to prepare children with the necessary skills to be ready to enter their senior school with confidence.

The curriculum and inclusion The curriculum in our school is designed to be accessed by all children who attend the school. If we think it necessary to modify some children’s access to the curriculum, in order to meet their needs, we do this only after their parents have been consulted.

Key skills In our curriculum planning we emphasise the skills listed below so that the children’s progress in all these areas can be identified and monitored. Teachers in all subject areas seek to contribute to a child’s progress in these skills, because we believe that all children need to make good progress in these areas if they are to develop their true potential:

• communication; • application of number; • information technology; • working with others; • improving one’s own learning and performance; • problem-solving.

Subject Leaders at Laxton Junior School English - Mrs Sumitha Hill Art/DT - Mrs Sarah Ashby Drama - Mrs Rachel Hamilton-Charlton Humanities - Mrs Heather Poole Mathematics - Mrs Claire Henderson RE - Mrs Jackie Ormston Science - Mrs Sue Pearson PSHE - Mrs Jackie Ormston Computing - Mr Fraser Harper PE/Games - Mr Andy Larkin Music - Mrs Roisin Cornwell

Michaelmas Parent Conferences Reception to Year 6. Basline Assessments EYFS Assessments Year 3 to Year 6. Assessment results shared with parents

Lent Half year reports. Parent Conferences Reception to Year 6.

Summer Assessments Reception to Year 6. Reports. Parent Conferences Reception to Year 6.

MFL KS2 - Mrs Tessa Humphrey

Testing and Examinations

Assessment

Our Learning Support Department is responsible for:

MFL KS1 - Mrs Emma Perkins

Learning support

We make regular assessments of pupils’ learning and we use this information to ensure that future planning reflects identified needs. We believe that effective assessment provides information to improve teaching and learning. To do this in our school we undertake two different but complementary types of assessment throughout the year. At age appropriate stages these include assessment of innate potential as well as assessments of current performance.

• The appraisal and assessment of pupils’ progress and

Assessment for learning (formative assessment) involves the use of assessment in the classroom to raise pupil achievement. It is based on the idea that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve this aim (i.e. to close the gap in their knowledge).

Mrs Louise Cooper is our full-time Head of Learning Support. She works with the staff in appraising and assessing children who may have specific learning difficulties and then, where required, organises a learning programme for the individual needs of each child.

Assessment of learning (summative assessment) involves judging pupils’ performance against appropriate personal and national (comparative) expectations. Teachers make these judgements in a number of ways throughout the year. Core subjects are assessed regularly, throughout the year, using our GL assessments. These test our children’s cognitive abilities, reading, spelling as well as the core subjects, to each appropriate year group. We give our children regular feedback on their learning so that they understand what it is that they need to do better. Research has shown that their involvement in the review process raises standards and that it empowers pupils to take action towards improving their performance. Assessment in the EYFS takes the form of a wide range of observations and this involves both the teacher and other adults, as appropriate. An online Baseline assessment is carried out at the beginning of the year and progress is measured at the end. Photographs, assessed pieces of work and simple recording sheets are all integral to forming an overall picture of the abilities and needs of the pupils. Reading records are updated each time a pupil reads within the school, both in the home/school reading record book and in the form reading record file. These are collated as evidence of the child’s learning throughout the Early Years curriculum. Parents receive two reports per academic year with reference to their child’s progress in each area of learning. These highlight the child’s strengths and developmental requirements and give details of their child’s general progress, as well as targets for each subject area. These are sent home in January and June, with parents conferences scheduled for the following week in order that the reports may be discussed. Parent conferences take place in October, February and June. Parents are also encouraged to speak to staff at any time to discuss progress or any issues; this may be an informal chat at the beginning or end of the day or it may take the form of a planned meeting involving the teacher, Learning Support Coordinator and/or the Headmaster as appropriate.

development.

• Identification of possible special educational needs and barriers to learning.

• Reinforcing the skills, knowledge and understanding acquired by the pupils.

• Allowing self-appraisal of teaching skills.

Mrs Cooper also works with the younger form, assisting and evaluating the reading programmes so that if we feel any child needs additional support this is recognised at an earlier stage of their overall development. You may find that Mrs Cooper or the Form Teacher will communicate with you to discuss your child’s needs and how we can all help to support them. Should you have any concerns about your child’s development or progress please talk to the Form Teacher or the Head first and then if we feel an appraisal should be made we will ask Mrs Cooper to pursue this and communicate with you.

General assessment All pupils of appropriate age are tested in reading, spelling, mathematics, English and verbal/non-verbal skills. These tests are normally done throughout the academic year. The teachers and the Head then review these results and decide whether individual pupils may require additional learning support due to specific barriers to learning or in the case of higher achieving pupils, personalised learning programmes. In the Junior department tables tests may be given and the results recorded. Where a pupil appears to be achieving consistently poor results the teacher will inform parents so that support can be given as soon as possible. All pupils are continually assessed, with specific Baseline testing for Reception pupils. Our pupils are accustomed to being assessed and we hope that this become just another aspect of their learning.

Progression to senior school All Junior pupils’ test results are collated and evaluated each year. During the beginning of Year 5, we assess these pupils’ results and when necessary or if requested, the Head will meet with parents to advise them as to which senior schools we feel would be most appropriate for their child’s skills. Each year you will be advised of your child’s progress through reports and conferences and if you inform us of your intentions for senior schools for your child, we can offer advice as to the suitability of your choice.

If you are intending to send your child to boarding school they will be required to sit the 11+ COMMON ENTRANCE EXAM. If this is so please make sure that we have all the details, as it is the Junior School which must apply, and not you.

The Early Years Foundation Stage

The examination papers are sent to us and we invigilate these on a set date. We make every effort to communicate with a senior school to ensure that they have a fair reference and report about your child.

Children joining our school have already learnt a great deal. Many have been learning in one of the various educational settings that exist in our community, as well as enjoying the learning that takes place at home. The early years education we offer our children is based on the following principles:

Biannually we invite a number of senior schools to come and talk to parents of children in Years 3 to 5 in the Michaelmas Term of the academic year.

It is YOUR responsibility to register your child for the senior school of your choice. This includes OUNDLE SCHOOL.

Definition of Key Stages The Early Years’ Foundation Stage - EYFS The EYFS extends from a child’s birth to the end of their Reception year. Entry into our school is at the beginning of the school year in which the children are five (although compulsory schooling does not begin until the start of the term after a child’s fifth birthday). The EYFS is important in its own right and also in preparing children for later schooling. It is the Early Learning Goals that set out what is expected of most children by the end of the EYFS. Our curriculum planning focuses on the Early Learning Goals as set out in these documents and on developing children’s skills and experiences. Our school fully supports the principle that young children learn through play and by engaging in well-planned and structured activities. Teaching in the EYFS builds on the experiences of the children in their pre-school learning.

• it builds on what our children already know and can do; • it ensures that no child is excluded or disadvantaged; • it offers a structure for learning that has a range of starting points, content that matches the needs of young children and activities that provide opportunities for learning both indoors and outdoors;

• it provides a rich and stimulating environment. Aims of the EYFS The curriculum of the EYFS underpins all future learning by promoting and developing:

• personal, social and emotional well-being; • positive attitudes and dispositions towards learning; • social skills; • attention skills and persistence; • language and communication; • reading and writing; • mathematics; • knowledge and understanding of the world; • physical development; • creative development.

aThe EYFS curriculum Our curriculum for the EYFS reflects the areas of learning identified in the Early Learning Goals. Our children’s learning experiences enable them to develop competency and skill across a number of learning areas. The Early Learning Goals form part of the National Curriculum and are in line with the statutory framework for the EYFS. Accordingly, during the Reception year, our children have regular mathematics and literacy lessons. For Music, Computing, MFL and P.E. lessons, the children are taught by a specialist teacher each week. Teachers address these requirements in a flexible way at first and by the end of the EYFS, as part of the smooth transition to Key Stage 1, mathematics and literacy lessons follow a more formal pattern. The Early Learning Goals provide the basis for planning throughout the EYFS. Teachers use the national schemes of work, where appropriate, to support their planning. Our planning identifies the intended learning and topics covered.

Play in the EYFS Play underpins the EYFS. Through play our children explore and develop the learning experiences that help them make sense of the world. They practise and build up their ideas, learn how to control themselves and begin to understand the need for rules. They have the opportunity to think creatively both alongside other children and on their own. They communicate with others as they investigate and solve problems. They express fears or relive anxious experiences in controlled and safe situations.

The EYFS is made up of seven areas of learningand development

Literacy;

We do, of course, continue to meet the EYFS safeguarding and welfare requirements with which the school must comply to ensure the safety and well-being of our children.

• the provision for children to take part in activities that build

Key Stage One Years One and Two (ages 5 – 7).

• the encouragement for children to communicate and talk

Key Stage Two Years Three, Four, Five and Six (ages 7 – 11).

give clear explanations, make appropriate interventions and extend and develop the children’s play, talk or other means of communication;

• the carefully planned curriculum that helps to build on children’s experience and extends their learning; on and extend their interests and develop their intellectual, physical, social and emotional abilities; about their learning and to develop independence and selfmanagement;

• the support for learning, with appropriate and accessible

Key Stage Three The first three years at Senior School (ages 11 – 14).

• the good relationships between our school and the other

Key Stages at a glance EYFS

Ages 0-5

Reception at LJS

Key Stage 1

Ages 5-7

Years 1 and 2

Key Stage 2

Ages 7-11

Years 3, 4, 5 and 6

Key Stage 3

Ages 11-14

Years 7, 8 and 9

Key Stage 4

Ages 14-16

Years 10 and 11

educational settings in which the children have been learning before joining our school;

• the clear aims of our work and the regular monitoring of our work to evaluate and improve it;

• the regular identification of training needs for all adults working in the EYFS.

Michaelmas

Academic 2019/20

Lent

vocabulary;

Summer Treasure.

(Keeping safe & well)

Traditional Tales & Rhymes.

Sand & Water.

Winter, Spring/ Weather/ Festivals/Life Cycles.

Spring, Summer/Weather/ Festivals/Plants.

• plan, draft, revise and edit their own writing; • understand the phonic system and spelling conventions and use them to read and spell accurately;

• be able to orchestrate a full range of reading cues (phonic, graphic, syntactic, contextual) to monitor their reading and correct their own mistakes;

• have a suitable technical vocabulary through which to understand and discuss their reading and writing;

• express opinions, articulate feelings and formulate responses to a range of texts;

Me & My Community.

Dinosaurs.

Busy Places.

Animals.

Out & About.

Presents.

Winter, Spring/ Weather/ Festivals/Life Cycles.

Spring, Summer/Weather/ Festivals/Plants.

Autumn, Winter/ Weather/ Festivals/ Colour.

• know, understand and be able to write in a range of nonfiction genres and structure text in a style suited to its purpose;

Let’s Pretend.

Stars and Space.

and poetry genres, and understand and be familiar with some of the ways in which narratives are structured through basic literary ideas of setting, character and plot;

• use grammar and punctuation accurately; • have an interest in words and their meanings and a growing

All about me

Autumn, Winter/ Weather/ Festivals/ Colour. B

language, able to analyse and evaluate its main features;

• to foster an enthusiasm for and love of reading for life; • to encourage pupils to have fluent and legible handwriting; • to provide opportunities for pupils to communicate ideas

listening situations;

Reception topics – two year cycle

and future learning needs which are regularly shared with parents;

• to provide opportunities for pupils to be reflective users of

• know, understand and be able to write in a range of fiction

These areas are equally important, connected and underpinned by the Principles of the EYFS.

• the identification, through observations, of children’s progress

competent and expressive users of the language with a developing knowledge of how it works;

perform in front of varying sizes of audience;

Expressive arts and design.

space, facilities and equipment, both indoors and outdoors;

Senior School

• to provide opportunities for pupils to become confident,

• be able to sustain concentration in a range of

Understanding the world;

Academic 2018/19

construct and convey meaning, both in speech and writing, of factual, imaginary and personal experiences;

responding appropriately and taking turns to speak;

Mathematics;

speaking and listening, reading and writing are integrated;

• to provide an environment where pupils are encouraged to

• develop the confidence and ability to speak appropriately and

Four specific areas:

Cycle

• to provide a rich and stimulating language environment, where

• be able to participate in a conversation, listening to others,

Physical development;

• the partnership between teachers and parents that helps our

• the range of approaches that provide first-hand experiences,

As a school we aim:

We hope that pupils will:

Due to our outstanding provision for the children in the EYFS at Laxton Junior School we have been granted an exemption from the Department for Education against the learning and development requirements of the EYFS Framework for children aged three to five. Therefore, Laxton Junior School is no longer required to deliver the learning and development requirements of the EYFS, the Government’s programme of early years learning for children in this age group. At Laxton Junior School this applies to children in our Reception forms only. We are very proud of the breadth, balance and challenge of the curriculum we create and we deliver to our Reception forms and strive to provide them with the very best education we can offer.

and learn and how this must be reflected in their teaching;

Aims of teaching English at Laxton Junior School

• to provide opportunities for role play and drama.

Communication and language; Personal, social and emotional development.

• the understanding that teachers have of how children develop

At Laxton Junior School we believe that literacy and communication are key life skills and that through the English curriculum we should help children develop the skills and knowledge that will enable them to communicate effectively and creatively with the world at large, through spoken and written language. We also intend to help children to enjoy and appreciate literature and its rich variety.

through the use of Computing;

Three prime areas:

The more general features of good practice in our school that relate to the EYFS are: children to feel secure at school and to develop a sense of well-being and achievement;

English

• be interested in books, read for enjoyment and evaluate and justify their preferences;

• be able to work confidently and increasingly independently in all areas. All forms from Reception to Form 6 have time allocated to them for Library visits. The aim of library time is to:

• help children to understand the Dewey system and encourage them to find books for reference and private study;

• to introduce child-centred research as an integral part of the learning process;

• to encourage children to care for books and value them as an important and enjoyable way of spending leisure time;

• to encourage children to be more selective when choosing fiction;

• to foster a love of books by providing an exciting and attractive range of material to suit all ages and abilities;

• to provide a quiet place where children can feel at ease to enjoy reading, studying and relaxing;

• form library sessions should be conducted in a supportive and disciplined manner.

English curriculum overview The English curriculum aims to provide a wealth of opportunities for children to explore and develop skills, coupled with creativity, throughout their schooling. This encompassed elements found within the domains of speaking and listening, reading and writing.

Speaking & listening: This includes:

• Drama – improvisation, role-play, theatrical effects, performance, scripts

• Speaking – imaginative and adventurous vocabulary, confident, clear and audible speech, communicating in different contexts, conveying information coherently

• Listening and Responding – sustained attention, analysing and evaluating presentations

• Group discussion and Interaction – organising and clarifying thoughts, leading, supporting and responding to others, making contributions.

Reading: This includes:

• Word recognition – segmenting and blending phonemes, recognising High Frequency Words, digraphs and alternate graphemes, independent reading

• Understanding and Interpreting texts – recalling information, making predictions, exploring patterns and use of language, exploring organisational features

• Engaging and Responding to texts – reading preferences, responding to authors and themes.

Writing: This includes:

• Spelling and word structure – employing strategies to spell difficult or unfamiliar words, spelling High Frequency Words correctly, applying strategies to edit, proofread and correct spelling

• Grammar – constructing sentences in varied ways, using punctuation to clarify meaning

• Presentation – consistent, joined handwriting style, presenting texts effectively using a wide range of Computing programs

• Creating and shaping texts – independent writing on paper or on the screen, using planning and editing strategies, evaluating work

• Text structure and organisation – recount, poetry, persuasion, non-chronological reports, instructional/procedural, information, explanatory, discussion, narrative.

Mathematics Mathematics teaches us how to make sense of the world around us through developing a child’s ability to calculate, to reason and to solve problems. It enables children to understand and appreciate relationships and pattern in both number and space in their everyday lives. It equips children with the skills that enable them to communicate ideas and information to tackle a range of practical tasks and real life problems. Through their growing knowledge and understanding, children learn to appreciate the contribution made by many cultures to the development and application of mathematics.

Aims of teaching mathematics at Laxton Junior School

• to promote enjoyment and enthusiasm for learning through practical activity, exploration and discussion;

• to promote confidence and competence with numbers and the number system;

• to develop the ability to think logically and solve problems, through decision making and reasoning, in a variety of contexts;

• to develop a practical understanding of the ways in which information is gathered and presented;

• to explore features of shape and space and develop measuring skills in a range of contexts;

• to develop an ability to communicate ideas using mathematical language;

• to develop a positive attitude and an understanding of the importance of mathematics in everyday life.

Mathematics curriculum overview A variety of Mathematics schemes are used to implement the National Curriculum for Mathematics. We teach mathematics as an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are organised into distinct domains that are revisted througout the year and concepts are consolidated and further extended as the children move through the school.

Number

At all levels, pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to other areas of the curriculum. In Reception, Mathematics is taught using a large variety of practical and interactive resources to support the teaching and learning. The children are encouraged to count reliably with numbers from one to 20, place them in order and say which number is one more or less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. They are taught to use everyday language to talk about size, weight, capacity, position, distance, time and money to campare quantities and objects and to solve problems. The children recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them. In the Infants, the principal focus of mathematics teaching is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This will involve working with numerals, words and the four operations, including the use of practical resources. Pupils will also develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Children will learn to use a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. In the Juniors, teaching will consolidate and extend pupils’ understanding of the number system and place value. The children will develop efficient written and mental methods and perform calculations with accuracy. Pupils will be taught to develop their ability to solve a range of problems and they should identify connections in geometry and measures to consolidate and extend their knowledge in number. Pupils will develop mathematical reasoning and their understanding of vocabulary to be able to classify shapes with increasingly complex geometric properties. Pupils are grouped according to ability and confidence (with teaching support where appropriate), initially very informally in Year 1; and in 3 sets in Years 2-6. It is important to understand that these are in no way ‘set in stone’ and that, in consultation between staff and parents, movement of pupils between sets occurs where it is felt appropriate for the child. The school has a calculations booklet to show the progression adopted when teaching the four main rules of addition, subtraction, multiplication and division. Please ask the school office if you require an extra one.

Number and place value Addition and subtraction Multiplication and division Fractions, decimals and percentages.

Measurement Length and height Weight Capacity Time Money

Geometry Properties of shapes Angles Position and direction Co-ordinates Refection and translation

Statistics Interpret and present data using tables and graphs Probability In upper Key Stage 2, children are also taught about:

Ratio and Proportion Scaling Reduction

Algebra Using simple formulae Solving formulae Substitution

Science

Computing

Science teaches an understanding of natural phenomena. It aims to stimulate a child’s curiosity, in finding out why things happen in the way they do. It teaches methods of enquiry and investigation to stimulate creative thought. Children learn to ask scientific questions and begin to appreciate the way science will affect their future on a personal, national and global level.

Computing has become part of the way in which we all work and entertain ourselves. Everything we do at school can now involve the use of computing.

• display results, evaluate evidence and present conclusions

Aims of teaching science at Laxton Junior School

clearly and accurately;

When teaching science we aim for children to be able to:

• ask and answer scientific questions; • plan and carry out scientific investigations using equipment, safely & accurately;

• know and understand the life processes of living things; • know and understand the basic physical properties of materials, electricity, light, sound and natural forces;

• know about the nature of the solar system, including the Earth

Science curriculum overview Michaelmas Rec

communication;

Through teaching Computing, we equip children to participate in a world of rapidly changing technology. We enable them to find, explore, analyse, exchange and present information. We also help them to develop the necessary skills for using information in a discriminating and effective way. This is a major part of enabling children to be confident, creative and independent learners. Our objectives in the teaching of computing are:

Lent

Summer

Know about similarities and differences in relation to places, objects, materials and living things. Talk about the features of their own immediate environment and how environments might vary from one another. Make observations of animals and plants and explain why some things occur, and talk about changes. Autumn, Weather, Harvest, Bonfire Night, Diwali, Christmas, Colour

Winter, Spring, Weather, Easter, Life Cycles

May Day, Summer, Weather, Plants

Cycle A : All about Me. Stars and Space

Cycle A: Treasure, Sand and Water

Cycle B: Me & My Community, Presents

Cycle A: Let’s Pretend, Traditional Tales and Rhymes Cycle B: Dinosaurs, Animals

Year One

Ourselves Sorting and Using Materials

Pushes and Pulls Sounds and Hearing

Animals and Plants Light and Dark

Year Two

Health and Growth. Grouping / Changing Materials

Forces and Movement Using Electricity

Plants and Animals in the Locality Variation

Year Three

Healthy Food and Teeth Magnets and Springs

Rocks and Soils. Characteristics of Materials.

Plants Light and Shadow

Year Four

Habitats Moving and Growing

Keeping Warm Solids and Liquids

Friction and Forces Circuits and Conductors

Year Five

Gases Around Us Changing State

Earth, Sun and Moon Changing Sounds

Interdependence and Adaptation Changing Circuits Graph and Practical Techniques

Micro-Organisms, Reversible and Irreversible Changes. More about Dissolving

Year Six

• to teach the use of computing for effective and appropriate

Aims of teaching computing at Laxton Junior School

• to enable the monitoring and control of events, both real and imaginary;

• to teach the application of Computing to children’s learning across the curriculum;

• to explore the value of computing, both to children and to society in general; • to examine issues of security, personal safety, confidentiality and accuracy.

• to facilitate the finding, selection and use of information; Computing curriculum overview Michaelmas Rec

Cycle B: Busy Places, Out and About

Lent

Summer

Recognise that a range of technology is used in places such as homes and schools. Select and use technology for particular purposes. Introduce and use technology, iPads, computers, IWB, smart table, cameras, talking photo albums, talking pegs and tins, big points, microphones, CD players, Easi ears, robots, beebots, remote control, programming, Lego education. Logging on and off, mouse control, opening and closing programs. Photography with iPads.

Introduce painting programs, using tools with control, copying and enlarging.

Multimedia story making, explaining letters, words and text, coding.

Year One

Representing information graphically, pictograms, an introduction to modelling. Mouse control. E-safety.

Lego WeDo, coding.

Coding. Using a word processor.

Year Two

Lego Education, coding.

iPads, strip design. Dance Mat typing.

Life Cycles Keeping Healthy

Introduction to Publisher, controlling a screen turtle, using a search engine. E-Safety.

Year Three

Coding, Lego WeDo.

Publisher, Dance Mat typing.

Forces. How We See Things Sex Education

Using Word, Word Art, iPads, E-Safety..

Year Four

Lego WeDo. E-Safety. Publisher..

Coding. Powerpoint.

Animation

Year Five

iMovie. Using email and excel.

Coding. E-Safety.

Lego Education.

Year Six

Multimedia presentations, PowerPoint & Prezi, Lego Education. E-Safety.

Use Publisher

Coding.

Religious Education

• develop their sense of identity and belonging, preparing them

RE provides opportunities for children to:

• develop their knowledge and understanding of, and their ability to respond to, Christianity and the other principal religions represented in Great Britain;

• explore issues within and between faiths to help them understand and respect different religions, beliefs, values and traditions and understand the influence of these on individuals, societies, communities and cultures;

• consider questions of meaning and purpose in life; • learn about religious and ethical teaching, enabling them to

for life as citizens in a plural society;

Personal, Social, Health Education and Citizenship

• develop enquiry and response skills through the use of distinctive language, listening and empathy;

• reflect on, analyse and evaluate their beliefs, values and

Rec

practices and communicate their responses. RE does not seek to urge religious beliefs on children nor to compromise the integrity of their own beliefs by promoting one religion over another. It is not the same as collective worship, which has its own place within school life.

Year One

make reasoned and informed judgements on religious and moral issues;

Religious Education curriculum overview Michaelmas Rec

Year Two

Lent

Summer

Talk about past and present events in their own lives and in the lives of family members. Know that other children don’t always enjoy the same things and are sensitive to this. Know about similarities and differences between themselves and others, and among families, communities and traditions. Ourselves, Our families, Our Communities. Where do we belong? Belonging to a faith community. What are Harvest Festivals? Celebrations and special times. What happens at a festival? Diwali, Christmas.

Celebrations Special Times Weddings and Baptisms Who were the friends of Jesus, Easter.

People in Christianity: Jesus and St Francis. Celebrations: Why do Christians give gifts at Christmas?

What makes a place special for Christian people? Places in Christianity. Visiting a place of worship. Encountering special places: own and religious.

What is the Torah and why is it important to Jewish people? How does the Torah influence the lives of Jewish people? Why do Christians give gifts at Christmas? Encountering special times – Advent.

Books and Stories in Christianity. Why did Jesus tell stories? What do Christians learn from the Bible? Celebrations - Easter.

Questions about God: How does a Christian’s idea about God compare with my own?

Year Three Jesus: Why is Jesus an inspirational leader for some people? The Church Year: Is Christmas a festival of light or love?

Peace: Why should we give it a chance?

Prayer: How and why do Muslims & Jews pray?

Year Four

Light & Dark: What do these symbols mean?

The Church Year: Is Easter a festival of new life or sacrifice?

Hinduism: What can we learn from some aspects of the Hindu religion?

Stories of Faith: What can we learn from stories shared by Christians, Jews & Muslims? What can we learn from Christian religious buildings?

Why is Muhammad important to Muslims? What is the Qur’an and why is it important to Muslims? Islam: Keeping the Five Pillars – what difference does it make?

Christianity in Action: What difference do Christians make towards addressing some problems in the UK today? Beliefs and Actions in the World: Can Christian Aid and Islamic Relief change the world?

Year One

Year Two

Year Five

Year Six

Whose world is it? How was the world created? Values: What matters most to Christians and Humanists?

Special Books. What can we learn from stories from different religions? Who was Noah? People who help us, including Jesus.

The family in Judaism. How do Jewish people express their beliefs in practice? Moses.

Year Three

Year Four

Year Five

Year Six

Milestones and Meaning: How does Bar/Bat Mitzvah affect the life of a Jewish child and their family?

Sikhism in Britain today: What is important to a Sikh in Britain today?

Michaelmas

Lent

Summer

Beginning and belonging. My body and growing up.

Family and friends (incl. anti-bullying). Keeping safe (incl. drug education).

Identities and diversity. Me and my world. My emotions. Healthy lifestyles.

Diversity and communities. Managing risk. Safety contexts.

Healthy lifestyles. Working together.

Beginning and belonging. My emotions.

Rights, rules and responsibilities. Family and friends.

Personal safety. Drug education. Anti-bullying. Financial capability. Managing change.

Beginning and belonging. Anti-bullying.

Personal safety. Diversity and Managing risk. communities. Healthy lifestyles. Managing change.

Rights, rules and responsibilities. Drug education. Safety contexts.

Working together. Financial capacity.

Family and friends. My emotions

Beginning and belonging. Working together. Anti-bullying.

Financial capacity. My emotions.

Relationships and sex education. Drug education. Managing risk. Safety contexts.

Rights, rules and responsibilities. Personal safety.

Family and friends. Diversity and communities.

Healthy lifestyles. Relationships and sex education. Managing change.

• recover from setbacks and persist in the face of difficulties; • work and play co-operatively; • compete fairly and win and lose with dignity and respect for competitors;

• recognise and stand up for their rights and the rights of others; • understand and value the differences and commonalities between people, respecting the right of others to have beliefs and values different from their own.

Self-awareness Self-Awareness enables children to have some understanding of themselves. They know how they learn, how they relate to others, what they are thinking and what they are feeling. They use this understanding to organise themselves and plan their learning.

• I accept who I am and I like myself. I am special; • I can recognise my strengths and things I find hard to achieve and I strive to improve;

• I know when to ask for help; • I can recognise my feelings and take responsibility for my actions and learning;

• I know that it is OK to have any feelings but it is not OK to behave in any way I like.

Managing feelings In managing their feelings, children use a range of strategies to recognise and accept their feelings. They can use this to regulate their learning and behaviour, for example, managing anxiety or anger, or demonstrating resilience in the face of difficulty.

• I can stop and think before acting; • I can calm myself down when I need to and recognise when

Emotional intelligence We aim to develop an emotionally intelligent child who is sensitive to cultural differences. An emotionally intelligent child is one who has well developed skills in relationships, motivation, managing and controlling feelings, empathy and self awareness. These emotional and rational skills are important components of human intelligence and will have a positive impact in every area of life: learning, health, behaviour and relationships. Laxton Junior School’s Definition of Learning: Learning is the acquiring and understanding of information that may lead to improvement or change. Emotional Intelligence Learning Goals: Social, emotional and behavioural skills underlie almost every aspect of school, home and community life. Where children have good skills in these areas, and are educated within an environment supportive to emotional intelligence, they will be motivated and equipped to:

• be effective and useful learners; • make and sustain friendships; • deal with and resolve conflict effectively and fairly; • solve problems with others or by themselves; • manage strong feelings such as frustration, anger and anxiety; • be able to promote calm and optimistic states that further the

this is necessary;

• I am not afraid of my feelings or to share them with someone I can trust;

• I have a range of strategies for managing my feelings; • I can express my feelings in ways that do not hurt others. Motivation Motivation enables learners to take an active and enthusiastic part in learning. Intrinsically motivated learners recognise and derive pleasure from learning. Motivation enables learners to set themselves goals and work towards them, to focus and concentrate on learning, to persist when learning is difficult and to develop independence, resourcefulness and personal organisation.

• I can set myself a challenging target and work towards it; • I will strive towards achieving a WALT (We Are Learning To) or target;

• I can bounce back after a disappointment or when I have made a mistake or been unsuccessful;

• I strive to develop independence; • I can concentrate and resist distraction. Empathy Being able to empathise involves understanding others, anticipating and predicting their likely thoughts, feelings and perceptions. It involves seeing things from another’s point of view and modifying one’s own response, if appropriate, in the light of this understanding.

• I can recognise the feelings of others and be supportive; • I know that people are different and can acknowledge their differences;

• I can see things from the point of view of others and respond accordingly.

achievement of goals;

Social skills Social skills enable children to relate to others, take an active part in a group, communicate with different audiences, negotiate, resolve differences and support the learning of others.

• I feel that I belong to and am valued in my form, school and community;

• I value friendship and try to be a good friend; • I can contribute to a group, co-operating with others to achieve a joint outcome;

• I know and understand my responsibilities within the school community;

• I can make wise choices with my work, behaviour and actions; Our Emotional Intelligence learning goals underpin all that we do at Laxton Junior School. Key Stage assemblies are planned to complement our PSHE programme of study.

Aims of teaching art and design at Laxton Junior School When teaching art and design we aim for children to be able to:

• record from first hand experience and from imagination, and to select their own ideas to use in their work;

• improve the children’s ability to control materials, tools and • increase their critical awareness of the roles and purposes of art and design in different times and cultures;

• develop increasing confidence in the use of visual and tactile • to foster an enjoyment and appreciation of the visual arts and a knowledge of artists, craftspeople and designers.

Art & Design curriculum overview

Rec

Being a part of our form group, relationships, rules.

Feelings and responsibilities.

Year One

Golden rules, giving and helping.

Trust, giving and helping.

Being a good friend, making good choices.

Year Two

Listening, be more independent.

Being a good friend.

Our feelings, showing empathy.

Personal organisation, listening skills, behaviour.

Qualities of a good friend.

Year Four

Targets / self motivation, anger management.

Self awareness, managing feelings.

Empathy, social skills.

Year Five

Dilemmas, self esteem.

Managing feelings, self awareness.

Thoughts, behaviours.

Year Six

Self-motivation – targets, teamwork and friendship.

Managing feelings, making decisions.

Moving on to senior school, taking responsibility.

Year Three

Choices and fairness, safety.

Character strengths, solving problems.

Listed above are areas for discussion within each year group. These are not set per Term, but discussed when it is felt it will fit best for the needs of each form.

Art and Design Art and Design stimulates creativity and imagination. It provides visual, tactile and sensory experiences and a special way of understanding and responding to the world. It enables children to communicate what they feel, see and think through the use of colour, texture, form, pattern, different materials and processes. Children become involved in shaping their environments through art and design activities. They learn to make informed judgements and aesthetic and practical decisions. They explore ideas and meanings through the work of other artists and designers. Through learning about the role and functions of art, they can explore the impact it has on contemporary life and that of different times and cultures. The appreciation and enjoyment of the visual arts enriches all of our lives.

Lent

Summer

Use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Me and My Community Self-portraits Illustrating class/ personal books Autumn colours Wax/Pastel conker pictures Messy Maps (Link with Humanities)

Dinosaurs collage paintings Junk modeling Paper straw pictures Salt dough fossils

Out & about Wax resist Model Magic boats Construction Wax resist

Animals collage Pastel

Origami Printing

Winter/Spring Harvest Fruit/veg printing Designing Vegetable Superheroes Making a Sukkot Bonfire Night Special effects using paint, glitter, neon pens, printing, blowing techniques

Chinese New Year Painting puppets Easter Clay Cards

Spring/Summer

Summer

Our Locality Collage Observational drawing Bird’s Eye views

Queen Elizabeth II Collage crown

Landscapes and Cityscapes

Guy Fawkes Fireworks painting wax resist Festival Clay modelling divas Paper engineering Sewing

elements and materials;

Rec

Lent

Autumn/ Outdoor learning clay modelling

techniques;

Michaelmas General themes

Year One

Michaelmas

Year Two

Great Fire of London COLLAGE AND DRAWING and junk modelling Paper engineering Collage Andy Goldsworthy iPad photography FIXING TECHNIQUES Victorian thaumatrope Victorian Christmas Christmas cards Decorations

Michaelmas

Lent

Summer

Year Three

Sketchbook Dream jars Observational drawing Mythological creatures Greeks vases Christmas Clay Bonfire night rockets Calendars

Card birds Pointillism Georges Seurat Bird’s eye views iPad Photography Mother’s Day clay pot Paper roundhouses

Mosaic Gaudi Symmetrical pictures observational drawing

Year Four

Self-portrait drawing Recycled art Glass painting Christmas card Christmas calendar family portrait

Anglo-Saxon jewellery Mother’s Day cards Collage Mother’s Day photo frames

Van Gogh Flower drawing Mod roc volcanoes

Year Five

Portfolio Watercolours Turner iPad drawing collaborative Tudor portraits Painting winter scenes Christmas hanging pyramids

William Morris Printing Still life drawing Mother’s Day decoupage pots

Clarice Cliff Matisse drawing with scissors

Year Six

Drawing Trip to Burghley Sculpture Garden Giacometti Wire armatures LS Lowry, painting Sewing Christmas stocking

Clay animals Observational Drawing, flowers

Perspective art Buildings Independent research project Willow weaving

Winter/ Seasons Snowmen modelling Easter Mother’s Day cards Easter baskets Modern Art

Hendrick Avercamp drawing Painting Textiles African masks Mother’s day canvases

The seaside Clay and printing Birds-eye view Andy Warhol Observational drawing

(Some topics may change depending on the requirements of Arts’ Week and current Art exhibitions).

Mothers’ Day Cards

Halloween Design a pumpkin Divali Creating patterns Autumn/Winter Autumnal clay models Leaf printing Christmas/ Nativity Printing) Assembling a snowman/Santa Collage Cards - printing

Humanities We teach Humanities at Laxton Junior School because we want our pupils to have an understanding of the world to enable them to take an active place in the society in which we live.

Humanities curriculum overview Michaelmas Rec

Aims of teaching geography at Laxton Junior School

• stimulate pupil’s interest and curiosity in their surroundings, thereby increasing their knowledge and understanding of the changing world in which they exist;

• teach children to ask questions and propose solutions to environmental problems;

• develop children’s competence in geographical skills; • foster a sense of responsibility for the earth and its finite resources;

• develop a respect and concern for, and an interest in, people throughout the world regardless of culture, race or religion;

• help children acquire and develop skills and confidence

Year One

to undertake, independently, problem-solving and decision making.

Aims of teaching history at Laxton Junior School

Year Two

• to help pupils develop a sense of identity through learning about the history of Britain, Europe and the World;

• to nurture and encourage an interest in the past; • to use a knowledge of the past to understand events in the present;

• to introduce pupils to the distinctive methodology of historians;

• to contribute to a pupils knowledge and understanding of countries and cultures;

Lent

Summer

Talk about past and present events in own lives and in the lives of family members. Know about similarities and differences in relation to places, objects, materials and living things. Talk about the features of their own immediate environment and how environments might vary from one another. Autumn, weather, harvest, Bonfire night, Diwali, Christmas, Colour. Cycle A : All about me. Stars and Space. Cycle B: Me & my community, Presents.

Winter, Spring, Weather, Easter, Life cycles. Cycle A: Let’s pretend, Traditional tales and rhymes. Cycle B: Dinosaurs.

May Day, Summer, Weather, Plants. Cycle A: Treasure, sand and water. Cycle B: Busy places, out and about.

Our locality: UK, Europe & World maps.

Great Explorers, Queen Elizabeth II.

Weather. Egyptians

Great Fire of London , Queen Victoria’s Reign & Empire, Samuel Pepys, Florence Nightingale, living as a Victorian.

Kenya, mapping. Comparison to locality.

The Seaside, RNLI, mapping, Grace Darling. Victorian seaside.

Year Three Ancient Greeks, Roals Dahl

Early settlements, mapping.

Romans, Weather and Climate.

Year Four

The Environment, Scandinavia.

Anglo Saxons, the Vikings.

The Normans, Volcanoes and Earthquakes.

Year Five

Water, The Tudors.

Victorians.

Transport & traffic, Investigating Coasts.

• to enrich other areas of the curriculum; • to prepare pupils for adult life.

Year Six

Britain Since the 1930s – leading up to WW2, Rivers.

WW2, Mountains, Capital Cities.

Post War Britain. The developing world.

(Current Affairs will be included where appropriate).

Music At Laxton Junior School, our philosophy is: ‘Music for All’! We recognise that music is an innate part of each of us, helping us to understand ourselves and relate to others. It develops a sense of group identity and togetherness, crossing all barriers of language and culture. As such, music is a powerful, unique form of communication that can change how we feel, think and act. Music brings together intellect and enables personal expression, reflection and emotional development and is therefore a crucial and highly valuable part of education. Therefore, it is our aim to strengthen the relationship between pupil and music, increasing attention to and involvement with music in a conscious and deliberate way.

Reception

Building confidence through using their voices and use of percussion instruments

Year 1

Rhythm work, pulse sharing and singing

Year 2

Violin, viola or cello and singing

Years 3 & 4

Recorders, singing, ensembles, composition and related musicianship and theory

Year 5

Tudor music, Descriptive music and Victorian music

Year 6

Musical periods, Pop music and Garage Band

Visiting music staff A team of peripatetic music teachers delivers more than 250 individual music lessons each week. Regular contact is kept with parents, by instrumental teachers, through practice notebooks and formal reports are delivered twice yearly. The school calendar informs parents of all music activities and important dates. We have an open door policy whereby parents may sit in on their child’s lesson, if appropriate. The Director of Music is happy to meet with parents informally or formally to discuss their child’s progress or any concern they may have. She is also always available on Parent Conference evenings.

Music activities: Since we recognise that music develops a sense of group identity and togetherness, helping pupils to understand themselves and relate to others, we offer a wide range of musical activities throughout the academic year. These activities usually occur during the lunch hour and / or after school. Any child may join the various ensembles if they have the skills required. Having lessons outside of school is never a bar to these activities.

Activity

Intended for

Choirs

Senior, Junior, Infant

Orchestra

Years 4, 5, 6 competent players, by recommendation

Junior Strings

Year 3 & 4

Senior Strings

Years 5, 6 most able players by invitation

Cello Group

By recommendation

Saxophone Group

Saxaphone players

Woodwind Ensemble

By invitation

Horn Group

Horn players

Form 6 Brass Ensemble

Year 6

Form 5 Brass Ensemble

Year 5

Form 4 Brass Ensemble

Year 4

Senior Percussion Ensemble

By invitation

Junior Percussion Ensemble

By invitation

Activity

Intended for

African Drumming Group

By invitation

Beginner’s Recorder

Years 3, 4 new players and revision

Aural / Theory

Available for children who have music lessons at LJS

Pupils regularly attend lunchtime concerts at Oundle School.

Music examinations Laxton Junior School is an Associated Board, Trinity and Rock School examining centre, with occasional entries from Oundle School and the local community. Theory - LJS children can also take the ABRSM theory examinations.

Performance “Come and play” is a lunchtime informal performance opportunity every week. Children can play their current piece in a very safe environment which allows them to develop their performance experience, which is especially useful for nervous performers. There are usually two or three specific music assemblies each Term, to which parents are invited. These are a very important platform for young developing musicians. Children are also encouraged to perform at other assemblies. Concerts throughout the year also offer individuals and ensembles an opportunity to perform. Christmas Fun! and the Summer Concert are particularly popular events where different ensembles love to perform. Our Choirs sing at services as well as other events.

The Musical Year Michaelmas

Lent

Summer

Harvest Festival, Armistice Day, Infant Nativity, Trinity and Rock School, Associated Board Examinations. Crash into Christmas Carol Service, Whole school service at the School Chapel.

House Music Competition - Two weeks of heats are held in school to choose finalists for a public final, held in our hall which is adjudicated by an independent adjudicator. Trinity and Rock School, Associated Board Examinations, Easter Service. Form 6 Performance.

Summer Concert, Leavers’ Assembly, End Of Year Service, whole school service at the School Chapel.

Physical Education At Laxton Junior School it is recognised that PE needs to build upon a child’s natural enthusiasm for movement by expressing and testing themselves in a variety of situations.

Physical education curriculum overview Michaelmas Rec

Through Physical Education we aim to enable pupils to develop co-ordination, strength, stamina and skilfulness to promote spatial awareness, intelligent reactions to situations and appreciation of physical excellence. We believe that Physical Education should lead to a sense of well being, a greater understanding of health and fitness, a healthy lifestyle and a feeling of self-confidence. Through the selection of suitably differentiated and developed tasks, it is intended that pupils, irrespective of their innate ability, will enjoy success and be further motivated to develop their individual potential.

Aims of teaching PE at Laxton Junior School

Year One

• receive regular exercise; • develop positive attitudes towards participation in physical activity;

• understand what it takes to persevere, succeed, and

Year Two

acknowledge the success of other children;

• become skilful and intelligent performers; • acquire and develop skills, performing with increasing physical competence and confidence, in a range of physical activities and contexts;

Year Three

• to discover their own aptitudes and abilities; • develop good sportsmanship; • foster self-esteem through the acquisition of physical competence;

• develop self-confidence in understanding personal capabilities.

Areas of physical activity and general aims:

Year Four

Athletics – To encourage children to participate in, and develop their individual skills in running, throwing and jumping. Dance – To develop an awareness of the body as a medium for communication and expression, and to appreciate the aesthetic qualities of movement. Games Skills – To provide the opportunity for children to acquire a variety of games skills and to provide opportunities and practice for children to create their own games, and be introduced to the games that are part of our cultural heritage. Year Five Gymnastics – To establish skilful control of body movement. Swimming – To enable children to learn to enjoy being in the water and to be able to swim confidently and have a basic knowledge of personal survival techniques. Outdoor and Adventure Activities – To develop children’s orienteering and problem-solving skills with an emphasis on building trust and working as a team. Year Six

Lent

Summer

Hall familiarisation – using a large space, development of movement vocabulary, exploring the theme of travelling using different parts of the body, swimming.

Ball skills, country dancing, hoops & quoits, gymnastics. swimming.

Country dancing, sports day skills, ball skills, tennis, swimming.

Ball skills, catching, throwing, rolling, kicking, swimming, gymnastics.

Ball skills, gymnastics, swimming.

Gymnastics, ball skills, swimming.

Country dancing, sports day skills, tennis, swimming.

PE: Dance, basketball. OAA. Girls’ games: Hockey. Boys’ games: Tag rugby. All: Cross country, swimming.

Girls’ PE: Gymnastics, football, rugby. Boys’ PE: Gymnastics, hockey. Girls’ games: Netball. Boys’ games: Football. All: Swimming.

PE: Athletics, tennis. Girls’ games: Rounders Boys’ games: Cricket. All: Swimming.

PE: Dance, basketball, OAA. Girls’ games: Hockey. Boys’ games: Tag rugby. All: Cross country, swimming.

Girls’ PE: Gymnastics, football, rugby. Boys’ PE: Gymnastics, hockey. Girls’ games: Netball. Boys’ games: Football. All: Swimming.

PE: Athletics, tennis. Girls’ games: Rounders. Boys’ games: Cricket. All: Swimming.

PE: Dance, basketball, OAA. Girls’ games: Hockey. Boys’ games: Rugby. All: Cross country, swimming.

Girls’ PE: Gymnastics, football, rugby. Boys’ PE: Gymnastics, hockey. Girls’ games: Netball. Boys’ games: Football. All: Swimming.

PE: Athletics, tennis, cricket Girls’ games: Rounders. Boys’ games: Cricket. All: Swimming.

PE: Dance, basketball, OAA. Girls’ games: Hockey. Boys’ games: Rugby. All: Cross country, swimming.

Girls’ PE: Gymnastics, football, rugby. Boys’ PE: Gymnastics, hockey. Girls’ games: Netball. Boys’ games: Football. All: Swimming.

PE: Athletics, tennis, cricket Girls’ games: Rounders. Boys’ games: Cricket. All: Swimming.

Modern Foreign Languages Year Two We are keen to encourage understanding of other cultures at LJS in a way that helps prepare our pupils for the world around them. We start in EYFS taking them on an exciting adventure around the world, dipping into different countries, playing with the different languages and enjoying how colourful our world is.

EYFS & KS1 Aims:

• Foster an interest in learning another language(s) • Stimulate and encourage learner’s curiosity about languages spoken around the world

Michaelmas

Lent

Summer

Spanish Explore the continent of South America Project work on a country of choice (Spanish speaking country) Numbers 1-12 Birthdays Family

German MFL day: German Months and Seasons Birthdays Animals and Colours Karnival! Days of the week Sports and Free time activities

French Making friends with people on the beach Ask someone to come and play Recognise things on the beach Describe what we should wear in the sun Ask for a chocolate ice cream

• Help learners to understand cultural differences in Country dancing, sports day skills, ball skills, tennis, swimming.

other countries

• Encourage learners to be aware that language has structure and that structures differ from one language to another

• Introduce young learners to a different rich language environment in a way that is enjoyable and fun

In the Juniors, we teach Spanish in Years 3 and 4, then French in Years 5 and 6:

• Develop their speaking and listening skills During their time in EYFS and KS1 pupils will explore a number of different countries. They will be exposed to a number of languages at a very simple level. We will explore the countries and their culture and language through stories, art, music, dance and interactive language games.

EYFS & KS1 MFL curriculum overview Rec

Year One

KS2 Aims:

Michaelmas

Lent

Summer

FWorld languages Hello around the World Traditional tales from around the world Celebrations and festivals around the World

German MFL day: German Greetings and Feelings with Felix and Franzi Visitors from Germany Colours German speaking countries Easter in Germany

Europe Exploring traditional stories from Europe A trip around some famous capital cities Food tasting from across the continent Meet and greet friends

French Meeting new people Introduce puppets: Minou et Trottine Understand simple instructions Play hide and seek in French and start counting Name parts of the face and body Say how we are feeling

German MFL day: German Fruit salad Time for breakfast The broken washing machine (clothes) The work out (body parts)

Spanish Meeting and Greeting Colours, Feelings, Faces and Picasso Barcelona and Gaudi inspired craft

• open the children’s mind to a wider world through foreign language-learning, enriching their understanding and broadening their global horizons

• deliver a varied and original curriculum whilst encouraging individual interest in languages

• stimulate and develop interest in Spanish, French, and other languages

• develop their speaking, listening and (in KS2), writing skills • promote key skills through MFL • contribute to moral, social and cultural development Michaelmas

Lent

Summer

Year Three Spanish

Greetings, classroom instructions, animals, at the pet shop. Numbers and plurals, connectives and simple sentences, gender, memorisation, Christmas

My name is, Spanish names, I am, Colours and aliens story, Carnaval. Colours, Opinions, word order of adjectives, Easter

Colours, Opinions, Word order of adjectives, Easter. Story, Numbers 1-10, I have, age.

Year Four Spanish

Animals, classroom instructions, Traditional stories, parts of the body, Colours, Adjective agreements, Food, Opinions about food and Christmas.

Shopping for food, numbers 1 – 31, months, dates, birthdays, personal descriptions, Little Red Riding Hood and Family Summer: Possessive adjectives, Dictionary skills, Clothes, Colours, Stories, San Fermin Festival

Transport, to go, Revision of greetings and time, San Fermin. What time is it? Carnaval de Cadiz.

Michaelmas Year Five French

Year Six French

Lent

Summer

Greetings, months and days of the week Classroom instructions, opinions, Sport, sport clothing, ‘to have’ avoir. Masculine and feminine forms, weather, hobbies, pets, Christmas.

Poems, verb être ‘to be’, numbers 1-31, sums, month and date revision. Story, ‘to go’ aller, transport, Mardi Gras.

Pronunciation, to go, Simple future. West Africa project

What time is it? Places in our school, Times and subjects. Scene de Plage (Dégas) project

Le Petit Nicholas Film Project. Au café.

Learning Support

Prep Policy

At Laxton Junior School we subscribe to the policy that “Every child matters” and as such, children with a barrier to learning receive support to enable them to access all aspects of the curriculum as any other child.

Parental help and support of a child’s learning at Laxton Junior School is of paramount importance to us. From Reception onwards, all pupils will be required to undertake some learning at home during the week. All formal prep is designed to enhance the learning undertaken during the school day and staff are required to ensure that prep is relevant, appropriate and of sufficient challenge.

As an independent establishment we are able to identify, evaluate and use the better recommendations that emanate from the various Government proposals/Acts and we fully adhere to and focus on the Standards from ISI (Independent Schools Inspectorate). The range and degree of barriers to learning that might be found in a typical form can be considerable. If a child has significant problems that hinder or prevent him/her from benefiting from the normal education provided for the majority of his/her peers then that child has a learning difficulty or is not reaching their potential. Trip preparation. Thank you letters and display

N.B. This definition of learning difficulty does not apply to pupils who have learning problems solely because his/her first language is different from the language in which he/she will receive his/her education. A child who has a learning difficulty which requires special educational provision is said to have some learning support. Our Learning Support Department aims to:

• ensure entitlement and access for Specific Learning Difficulty (SpLD) pupils to high quality learning within a broad, balanced and relevant curriculum using many different approaches which include;

• identification in KS1 of potential problems and in-form, small group support to give early support;

• rolling conferences with parents so that together agreement is reached and further investigation is undertaken with full parental support;

• advice to refer on to external professionals; • individual plans to reasonably follow any advice suggested in professional reports;

• use of ‘cutting edge’ scientific research to identify best available resources to remediate where possible any barriers to learning;

• educate pupils with Specific Learning Difficulties, wherever possible, alongside their peers within the normal curriculum, after giving due consideration to the appropriate wishes of their parents and the necessity to meet individual needs which can include:

• differentiated work to maintain good self esteem; • timetabled small group withdrawal and/or regular weekly one to one sessions;

• stimulate and/or maintain pupil curiosity, interest and enjoyment in their education alongside their peers and to a similar degree;

• enable Specific Learning Difficulty pupils to be familiar with a body of knowledge, skills, principles and vocabulary in order for them to lead full and productive lives. Mrs Louise Cooper, the Head of Learning Support, leads the Learning Support Department at Laxton Junior School and is assisted by full-time and part time Learning Support Teachers. Any school concerns regarding your child’s learning will be raised in the first instance by your child’s teacher who will then refer you to Mrs Cooper; she is easily accessible for discussion. Should you have concerns, please approach your child’s teacher in the first instance and after discussion you will be referred to Learning Support if it is considered by you both to be appropriate. If, however, your child is already receiving support then Mrs Cooper is always available and happy to discuss any pertinent issues.

Reading at home is an essential aspect of our Prep Policy. All pupils from Reception onwards follow the school reading scheme. Once a child is an independent reader, they will choose their own reading books from our Library. Even at this point, however, it is important for each child to read aloud and discuss all that they have read

Purpose Instructional prep is generally assigned for one of four purposes:

• Practice: the most common type, is assigned to reinforce material presented in the classroom and to help children master individual skills;

• Preparation: is assigned to introduce children to material the teacher will present in the future;

• Extension: asks children to apply previously learned skills to different contexts;

• Integration: requires children to produce a product, such as a social studies project, by applying multiple skills.

Key Stage Two (Years 3 – 6) In Key Stage Two, pupils are expected to undertake some prep each evening. During Years 3 and 4 the focus remains on the reinforcement of core skills and, as pupils move into Years 5 and 6 there is an increasing emphasis on the development of independent research skills, which will help children to prepare for the expectations of their senior school. While parental input remains perfectly acceptable, it is important that pupils learn to carry out such learning on their own. Each week, pupils will be expected to undertake the following tasks at home:

Years 3 and 4 Pupils should continue to read aloud at home and be given the opportunity to discuss the content of what they have read. In addition, they will be asked to learn their times tables, along with two formal preps each week. These preps will have a bias towards the core subjects but children will also have the opportunity to extend their learning across other curriculum areas through the two formal preps.

Year 5 Pupils should be encouraged to read as they work towards becoming wholly independent readers. Three formal preps embracing all aspects of the curriculum will be set per week and, once again, there will be a bias towards the core subjects. Children will also have the opportunity to extend their learning across other curriculum areas through the three formal preps.

Non-instructional prep, includes three subcategories:

Year 6

• prep assigned for personal development is intended to help

Pupils should be encouraged to read as they work towards becoming wholly independent readers. Four formal preps embracing all aspects of the curriculum will be set and, once again, there will be a bias towards the core subjects, particularly in the Michaelmas Term. After the entrance examinations, prep will also encompass other curriculum areas.

children improve behavioural skills, such as time management or self-confidence;

• prep assigned to improve communication between parents and their children is identified as parent-child relations prep, such as developing a family tree;

• peer interaction prep is assigned to more than one child in an effort to build and develop team-working skills. Any prep set at Laxton Junior School will always meet one, or indeed some, of these criteria.

The Early Years Foundation Stage and Key Stage One (Rec – Y2) In the EYFS and Key Stage One, pupils will be set a small amount of prep designed to develop core skills. This will include the requirement for pupils to read at home. Indeed, in this area of the school, it is vital that pupils work on their reading skills, reading regularly to an adult and discussing content. Each week, pupils will be expected to undertake the following tasks at home:

Reception Reading – pupils should be heard to read for five to ten minutes at a time. Parents should make a record of reading sessions in the Reading Record Book. Children will also bring home phonic activities and games and there may be some number work as the year progresses.

Year 1 In addition to regular reading at home, children may also bring home phonic activities and games and there may be some number work as the year progresses.

Year 2 In addition to reading, pupils will usually receive weekly prep activites. These may include language, phonics, maths or topic based tasks to enhance the children’s learning.

Learning Support Children receiving any form of learning support may receive prep in addition to that stated above. All prep is carefully monitored and if a child is struggling with their workload we will liaise with parents to ensure that a child’s prep schedule is appropriate.

Formal Prep will not be set:

• if the form misses the lesson during which the prep is set e.g. the form is out of school on a visit or outing;

• when Clubs finish at the end of Term; • during a holiday. We firmly believe that half-term holidays should be a holiday and that, as such, prep will not be set. However, reading will be recommended as an important activity for all holidays. October half-term in Year 6 may be an exception, as will be the case for children who require additional learning. During the Christmas holidays in Year 6, the children will be sent home with a revision timetable, suggested revision, practice papers and anything else that will keep them “on the boil” ready for their Entrance Examinations the following January and February. Completed prep should be handed in to the appropriate member of staff by the deadline set.

Contact Books and Prep Diaries From Year Two onwards children are responsible for writing down their prep in their Contact Book or Prep Diary. Members of staff will generally write the prep on the board, but may not be able to inspect each planner at the end of the lesson. It is vital that parents reinforce the necessity for pupils to take responsibility for recording their own prep. Form Teachers check planners on a weekly basis and will remind pupils of their obligation.

Educational Visits

Examples of Visits

Educational visits are activities arranged by or on behalf of the school, and which take place outside the school grounds. The governors and teaching staff believe that off-site activities can supplement and enrich the curriculum of the school by providing experiences, which would otherwise be impossible. Most off-site activities should serve an educational purpose, enhancing and enriching our children’s learning experiences. Some off-site activities are just for fun!

Reception – Our locality walk; Theatre trip; Stibbington, Hunstanton

In our policy we seek to establish a clear and coherent structure for the planning and evaluation of our educational visits, and to ensure that any risks are managed and kept to a minimum, for the safety and health of all pupils at all times. Within these limits we seek to make our visits available to all pupils, and wherever possible to make them accessible to those with disabilities. The visits usually take place within the school day, but can sometimes involve a late return or last a few days.

Year Four – Jorvik, York Minster and DIG, Snozone, the Theatre; Candlemas at St Peters Church, Hindu Mandir

Aims: The aims of our educational visits are to:

• enhance curricular and recreational opportunities for our pupils;

• provide a wider range of experiences for our pupils than could be provided on the school site alone;

• promote the independence of our children as learners, and enable them to grow and develop in new learning environments. These visits begin with short excursions into the local area in the Early Years, and progress to a residential experience towards the end of Key Stage 2.

Year One – St Peter’s Church; Barnwell Park; Theatre trip, Leicester Space Centre, Strawberry Farm. Year Two – Victorian Day; Zoo; Theatre trip; Year Three – Frontier Centre; the Theatre; Cripps Library; Flag Fen.

Year Five – Sulgrave Manor; Bushcraft residential trip; Theatre trip; Peterborough Mosque; St Peter’s Church. Year Six – Imperial War Museum, Duxford; Woolsthorpe Manor; the Theatre; Burghley Sculpture Garden; Residential Trip to France.

Griffin Club Information What is Griffin Club? Since September 2015 the Griffin Club is run and managed ‘in house’. It offers a before and after school childcare facility for all Laxton Junior School children. The Club runs Monday to Friday during term time regardless of any other School activities that are scheduled, with the exception of the May Day bank holiday and Speech Day.

During weeks where other clubs do not run in school, if your child is booked in for a late session, but you then need them to attend from 3:45pm, you will still need to book this. Early sessions are not automatically booked for ‘late session’ bookings during ‘no clubs weeks’.

The Griffin Club provides the children with a Play Club in a homely, nurturing, and safe environment. The Club is a fun and relaxed environment for the children to unwind after a busy school day. We offer the highest standards of care and play opportunities both indoor and outdoor for all children, using fully trained childcare professionals.

There will be one fixed price for the Clubs regardless of whether they are pre-booked a term in advance or the week in which they are required, our aim is to ensure that the Club is accessible to all.

We strive to make the Club as much fun as possible, offering a varied range of activities from arts and crafts and iPad fun to outdoor games, weather permitting. The focus of all sessions is to ensure that the children leave relaxed, happy and wanting to return for more. Mrs Charlie Donaldson Griffin Club Leader

Club Routine Breakfast club Breakfast club will operate 07.30 am to 08.25 am The children are offered a breakfast of cereals, toast, fruit and yoghurt. The children are able to relax and play before being escorted to the playground at 8.25am ready to start their day at School.

After School club After School club will be split into three sessions,

• Early session 3.45 pm to 5.00 pm • Full session 3.45 pm to 6.00 pm • Late session end of clubs to 6.00 pm The children are offered a light supper, which will consist of wraps, sandwiches, homemade cakes/biscuits, fruit and yoghurts.

Morning drop off & evening pick up procedure Club Griffin Club is based in the art room. When you arrive on dropping off or picking up your child, please press the button with the bell symbol on the keypad at the front of school. We will be able to see you on our monitor and you will be buzzed in. If anyone other than a parent is due to pick up your child, please notify staff in advance. We may require a password to ensure the child is leaving with the correct person.

Pricing

• Breakfast £5.25 Early session £5.25 • Late session £5.25 • Full session £8.00 Cancellation If a place is booked and is then no longer required you will still be charged for this, unless we are able to accommodate a change of day that week. It cannot be carried over as a credit for a subsequent week. In the event that your child is off school ill and you notify the Griffin Club, we will cancel the session without charge. If your child is booked for regular sessions, we do ask to be informed of dates you know your child will not be attending, to avoid any confusion Any sessions booked and not attended will still be charged if no notification is given.

Charging All Griffin Club fees will charged in arrears and will be added on to the termly bill. Childcare Vouchers can be used for the Griffin Club element of the bill only. Due to invoicing deadlines, any additional hours booked within the last few weeks of term may be carried over onto the following termly invoice. All fees quoted are in respect of the current academic year. They are subject to change in respect of subsequent academic years.

Late collection It is your responsibility to collect your child on time. Children who are not collected after the early session will be charged the late stay Club fee. However, a member of staff will still contact you if the session is already fully booked and you will ne required to pick up your child. Children who are waiting on the blue sofas as a result of late collection at either 4pm at the end of school or 5pm after Clubs will be escorted to the Griffin Club and you will be billed for the whole session.

We hope that your child thoroughly enjoys their time at the Griffin Club and we very much look forward to welcoming them.

If you are late collecting you child after 18.00 when the Club finishes, an additional fee will be charged of £5 per child for each additional 5 minutes except for in exceptional circumstances.

How it Works

Food

Booking If you require regular sessions or days then we advise you to book these in advance. Bookinf forms are sent out on Schoolpost at teh end of each term. You will recieve confirmation of your booked sessions. For all other bookings, please contact the Griffin Club leader, Charlie Donaldson, at griffinclub@laxtonjunior.org.uk. Please give details of your child’s name, Form and the dates and sessions they wish to attend. Children will be able to attend on a first come first served basis and, as places are limited, please do try and book early. If you require regular sessions or days then we

advise you to book these in advance. You will receive confirmation of the sessions you have booked. We do require a 24 hour notice period between bookings and the session requested, to ensure we have time to let the catering staff and any other relevant people know of any changes.

All specific food allergies will be catered for as it is for lunches, staff will be fully trained on allergens and specific food requirements.

Sickness We operate the same policy as the school, if we think your child should not be at the Club for medical/health reasons we will contact you to collect your child from the Club as soon as possible.

Uniform

Boys—Uniform

All of our school uniform can be purchased online from www.schoolblazer.com, where they also offer a labelling service, or from the school shop located within the Oundle Sports Hall on Milton Road.

Winter 41.50

Checked Kilt (Yr 5 & 6 Only)

41.50

Shop Opening Times:

White Revere Collar Blouse

19.50 For 2

Monday

Navy Tights (Autumn/Spring)

Tuesday

10.30 am to 5.30 pm

Wednesday

10.30 am to 5.30 pm

or Long Navy Socks (Autumn/Spring)

Thursday

10.30 am to 5.30 pm

LJS Navy Fleece Scarf

Friday

10.30 am to 2.00 pm

LJS Navy Fleece Logo Beanie Hat

Saturday

10.00 am to 3.00 pm

10.00 am to 2.00 pm (non term time)

Navy Fleece Gloves

Tel: 01832 277160

Nearly New Uniform

Short White Socks LJS Navy Summer Hat

Some parents receive ‘hand me downs’ from other parents in the school. Generous as this may be, sometimes it may be more than second hand and therefore look quite shoddy, on occassion, it may not even be the current school uniform.

13.50 8.75 3.75

24.00 7.50 For 3 Prs 7.50

LJS Navy Crested, Piped Blazer

LJS Navy P.E Shorts (Rec to Yr 2) Short White P.E Socks

Please ensure all uniform, (including bags), is named clearly.

For uniform queries, please speak to Mrs Taylor, Registrar or Mrs Waterhouse, Head of Infants

Girls—Uniform All items listed can be purchased from www.schoolblazer.com All items are also available from the School Shop except for those marked *

£ 79.00

LJS Navy Cardigan With Grey Trim

23.00

Navy Packaway Waterproof Jacket

16.25

Navy Waterproof Trousers (Rec only)

10.75

LJS Small Navy Rucksack (Rec to Yr 2)

12.75

LJS Large Navy Rucksack (Yr 3 to Yr 6)

24.00

79.00 9.75

LJS Navy Crested Tie - Elasticated

7.00 23.00

Navy Knee Length Socks (Worn with Shorts)

7.00 For 3 Prs

Short Black Socks (Worn under Long Trousers)

7.50 For 3 Prs

Charcoal Grey Trousers Yr 6 Only All Year

16.25

Charcoal Grey Shorts Infants Only All Year

13.50

Navy Packaway Waterproof Jacket

16.25

Navy Waterproof Trousers (Rec Only)

10.75

LJS Small Navy Rucksack (Rec to Yr 2)

12.75

LJS Large Navy Rucksack (Yr 3 to Yr 6)

24.00

*Plain Black Or Navy Outdoor Shoes

19.50 9.75 7.50 for 3

White Long Sleeved Shirt

Summer

Navy Baselayer Leggings (Yr 3 to Yr 6)

22.50

Charcoal Grey Shorts (Yr 3 to Yr 5)

LJS Navy Long Sleeved Baselayer (Yr 3 to Yr 6))

28.50

White Short Sleeved Shirt

LJS Navy Crested Midlayer (Yr 3 to Yr 6)

26.00

LJS Navy Summer or Legionnaires Hat

Navy Baselayer Leggings (Yr 3 to Yr 6)

26.00

*Black or Navy Closed Toe Sandals (Optional)

Navy Speedo Endurance Swimming Costume

17.75

LJS House Colour Swimming Cap

7.00

LJS Navy Drawstring Cloth Sports Bag (Rec to Yr 2)

8.75

LJS Navy Long Sleeved Baselayer (Yr 3 to Yr 6)

28.50

LJS Navy Crested Midlayer (Yr 3 to Yr 6)

26.00

Navy Baselayer Leggings (Yr 3 to Yr 6)

22.50

Navy Games Socks (Yr 3 to Yr 6) Navy Speedo Endurance Swimming Jammers LJS House Colour Swimming Cap

3.75

6.50 14.00 7.00

LJS Cricket Shirt (Yr 4 to Yr 6)

21.50

LJS Cricket Jumper (Yr 4 to Yr 6)

28.00

Plain Cricket Trousers

26.00 8.75 27.50 7.00

*Shin Pads & Gum Shield for Rugby(Yr 3 to Yr 6)

* Rugby/Football Boots (Yr 3 to Yr 6)

26.00

12.75

22.50

13.50

LJS Navy Piped Tracksuit Trousers (Yr 3 to Yr 6)

22.00

26.00

LJS Reversible Navy/Sky Sports Shirt (Yr 3 to Yr 6)

LJS Navy Fleece Scarf Navy Fleece Gloves

12.75

LJS Navy Piped Tracksuit Trousers (Yr 3 to Yr 6)

* White or Nearly White Trainers (no flashing lights allowed)

8.75

7.50 for 3 19.00

32.50

LJS Navy Fleece Logo Beanie Hat

9.75

35.50

LJS Navy Reversastorm Proof Jacket

35.50

Navy Cycling Shorts (Yr 3 to Yr 6)

19.00 For 2

19.50

LJS Navy/Sky Tracksuit Jacket (Yr 3 to Yr 6)

LJS Navy Drawstring Cloth Sports Bag (Rec to Yr 2)

16.25

LJS Navy Sweatshirt (Rec to Yr 2)

Charcoal Grey Trousers (Yr 3 to Yr 5)

LJS Navy /Sky Tracksuit Jacket (Yr 3 to Yr 6)

LJS Navy/Sky Skort (Yr 3 to Yr 6)

Navy Jogging Bottoms (Rec to Yr 2)

LJS Navy Plastic Coated Swimming Bag

19.00

6.50

Short White P.E Socks

LJS Navy/Sky Sports Holdall (Yr 3 to Yr 6)

LJS Navy Sweatshirt (Rec to Yr 2)

Navy Games Socks (Yr 2 to Yr 6)

Navy P.E Shorts

Winter

12.75

LJS Navy Plastic Coated Swimming Bag

LJS Navy Crested Tie

Navy Jogging Bottoms (Rec to Yr 2)

LJS Navy/Sky Sports Holdall (Yr 3 to Yr 6)

LJS Navy/Sky Short Sleeved Polo Shirt

*Navy Gusseted Book Bag Free to Yr 3 & 4 Pupils

£ LJS Navy/Sky Short Sleeved Polo Shirt

All Year

*Navy Book Bag Free On Entry to Infants

Girls—Sports Kit

We are very proud of our uniform and hope that you and your children will feel the same. To this end we operate a ‘correct/ smart’ uniform policy, whereby your child may be given a form stating what item of clothing may be unacceptable or incorrect.

*Plain Black or Navy Outdoor Shoes

32.50

*Black or Navy Closed Toe Sandals (Optional)

The Parents and Friends Association run nearly new uniform sales throughout the school year. All of the uniform in a sale must meet a high standard and is vetted for suitability beforehand.

LJS Navy Crested, Piped Blazer

7.00 For 2 Prs

Summer Short Sleeved Navy and White Striped Dress

All Year

8.50 For 2 Prs

All Year

LJS Navy V Necked Jumper With Grey Trim LJS Navy Storm Proof Jacket

Nearly new uniform is NOT available from the school shop.

All items listed can be purchased from www.schoolblazer.com All items are also available from the School Shop except for those marked *

Checked Pinafore Dress (Rec to Yr 4)

9.00 am to 12.30 pm

Boys—Sports Kit

School office only: House Tee-Shirts

5.75

13.50 19.00 For 2 7.50

27.50 7.00

*Shin Pads & Gum Shield for Hockey (Yr 3 to Yr 6)

*Navy Book Bag Free on Entry to Infants

* White or Nearly White Trainers (no flashing lights allowed)

* Navy Gusseted Book Bag Free to Yr 3 & 4 Pupils

*Hockey or Astro Boots (Yr 3 To Yr 6)

School office only: House Tee-Shirts

5.75

LJS Navy Embroidered Hairband

3.50

All Pupils - Uniform

Girls only - Uniform

Position of Labels

Scarf Back lower edge at end Blazer Inside centre back of neck

Winter Hat Inside back

Summer Legionnaire or Baseball Cap Inside back

Storm proof Jacket Inside centre back of neck

Packaway Jacket Inside on tag at bottom

Waterproof Trousers (Reception only) Inside centre back of waistband

Rucksack small (R—2) Rucksack large (3—6) Inside Top

Gloves Inside front edge

Sports Holdall (3—6) Inside Top

All Pupils - Sports Kit

Baselayer (3—6) Inside centre back of neck

Midlayer (3—6) Inside centre back of neck

Blouse (winter) Inside centre back of neck

Pinafore Dress (winter) (R—4) Inside on care label

Skirt (winter) (5-6) Inside centre back of band

Tights (winter) Inside centre back of waistband

Long Navy Socks (Spring / Autumn) Inside top cuff

Dress (summer) Inside centre back of neck

Short White Sock (summer) Inside top cuff

Girls only - Sports Kit

Position of Labels

Sweatshirt (R—2) Inside centre back of neck

Cardigan Inside centre back of neck

Position of Labels

PE Shorts Jogging Bottoms (R—2) Inside centre back of Inside centre back of waistband waistband

Navy Baselayer Leggings (3—6) Inside centre back of neck

Navy long Sports Socks Under turndown cuff

Tracksuit (3—6) Polo Shirt Top - Inside centre back of neck All years Bottom - Inside centre back Inside centre back of neck of waistband

White short Sports Sock Inside top cuff

Swim Bag (waterproof) & Sports Bag (cloth) (R—2) Inside Top

Skort (3—6) Inside centre back of waistband

Cycling Shorts (3—6) Inside centre back of waistband

Swimming costume Lengthways along back strap

Swim Hat (House colour) Write name in permanent marker between logos on both sides

Behaviour Information

Boys only - Uniform Position of Labels

Aims Laxton Junior School aims to maintain high standards of behaviour and discipline by fostering an approach which encourages pupils to adhere to the school’s code of conduct at all times. The multi-layered pastoral system within the School aims to help pupils think about their behaviour and to take responsibility for their own actions. Pupils are regularly and consistently encouraged to;

Jumper Inside centre back of neck

Long Sleeved Shirt (winter) Inside centre back of neck

Short Sleeved Shirt (summer) Inside centre back of neck

Shorts Inside centre back of waistband

• respect all members of the school community • respect school property • respect their own personal property and that belonging to others In order to achieve consistently high standards of behaviour, the staff takes care to model a positive regard for others. It is hoped that this modelled behaviour enables and encourages pupils to;

• be respectful of others • be sympathetic to the needs and feelings of others • show empathy for others This behaviour management policy is applicable to all children at the school, including those in the EYFS. Our Deputy Head, Miss Janet Bass is the named practitioner responsible for behaviour management. Corporal punishment is not used or threatened at Laxton Junior School.

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Rewards & Sanctions Overview From Reception, pupils are taught that within any society or community, rules are needed in order for that group to function happily and in an orderly manner.

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Good behaviour is praised and rewarded in a variety of ways. However, when pupils ignore the Code of Conduct or behave in a disruptive or inappropriate way, sanctions have to be applied.

Position of Labels

The school recognises that the most effective way to maintain discipline is to recognise compliancy and reward good behaviour. This is most often achieved by praising the children and telling them why they are being praised. Rather than ‘Good Boy’ or ‘Good Girl’ as a comment, staff try as often as possible to make comments such as, “Thank you for holding the door open”, “It was kind of you to help….” etc. Using this method also teaches those within earshot and reinforces positive behaviour. It can sometimes be easy to take well behaved children for granted and spend a great deal of time reprimanding others for inappropriate behaviour. The staff aims to notice and celebrate good behaviour as often as is practical and thereby create a positive atmosphere within school. Cricket Shirt (4-6) Inside centre back of neck

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Rewards and Sanctions are, as far as possible, used in a balanced way. The following guidelines should be considered in matters relating to discipline and behaviour;

• Fairness and consistency are of paramount importance • Rewards should far outnumber sanctions and reasons should always be given for both

• To encourage children who find difficulty in sustaining good behaviour, identify and reward the positive things they do

• Reward children appropriately, taking into consideration their age and ability

• Try not to reward attention seeking behaviour by giving too much of the very thing that the attention seeking child craves

• Sanctions should be imposed as soon after the inappropriate Sports Top (3—6) Inside centre back of neck

behaviour as possible, in order to ensure the child fully understands the consequences of his / her actions.

• Public ridicule and sarcasm should not be used by staff and must be strongly discouraged in pupils.

• Effective criticism takes place where it is the behaviour which is criticised rather than the child.

• Idle threats should not be made. If a threat such as withdrawal of privileges is made and not carried after continued misdemeanours have taken place the children will become confused.

Rewards Rewards are given for a wide variety of reasons relating to all aspects of school life. They can be made to an individual or group of pupils, are age appropriate and take the form of one or more of the following;

• Verbal praise directly to the pupils concerned • Public praise, to the pupils concerned, in form, House meetings or assemblies

• A written comment in an exercise book or homework diary • The award of one or more House points • The award of a Merit (3 House points) and a certificate from the Head

• House point certificates • Year 3 has Wordsmith and Sucess merits at the end of the week • Awards at Speech Day for effort and achievement • House Point Champion • Stickers • Smiley faces and stars on children’s work House Points and Merits are awarded for positive behaviour, in addition to excellent effort and achievement.

Sanctions Sanctions – Electronic Cautions It is the aim of the school to accentuate the positive rather than the negative and to use dialogue between teacher and pupil at all levels to address problems as they arise. Electronic Cautions may be used when pupils regularly fail to meet homework expectations; if they are in breach of the school Code of Conduct or if their actions or behaviour are a cause for concern. The Electronic Cautions system has been created and developed to be fair, give opportunities to make the right choices, show responsibility and develop understanding that actions have consequences. The Electronic Cautions system within school provides both staff and children with clear procedures for managing the behaviour of the pupils at Laxton Junior School. The Cautions form the foundation of the sanctions system and are designed to give pupils the opportunity to rectify their behaviour before other sanctions are deployed.

Procedure for implementing Electronic Cautions Electronic Cautions are to be used if a child’s behaviour or attitude contravenes the Code of Conduct and he/she fails to respond to this being brought to their attention. Should this happen, the following procedure will come into effect:

• If a member of staff feels that the Code of Conduct has been contravened a verbal warning will be given – in the majority of cases, where the situation can be easily and immediately resolved, this will be the most appropriate course of action.

• If appropriate the member of staff will log an Electronic Caution so that the Form Teacher is aware of the situation. The Form Teacher may then deem it necessary to discuss the Caution with the child.

• Where the Electronic Cautions system gives cause for more serious concern (e.g. three Electronic Cautions within a two week period) the Form Teacher will inform the Deputy Head who will see the child, inform parents and will record this process.

• If a child is brought to the attention of the Deputy Head on a subsequent occasion, within the same Term, the Deputy Head will inform the Head. Parents may be contacted and appropriate sanctions implemented once an investigation has been undertaken. Where individuals persistently flout the School’s code of conduct,

a more serious approach has to be taken. Also the following behaviours, classed as serious misdemeanours, must be dealt with immediately;

• Bullying • Violence • Lying • Stealing • Swearing The School will not tolerate any of the above and views incidents where such behaviour has occurred very seriously. Incidents of this nature must be reported to the child’s Form Teacher and the Head or Deputy Head immediately. The Head (or Deputy in the Head’s absence) will decide on the appropriate course of action. This will involve a discussion between the Head or Deputy and the child concerned and is also likely to involve informing parents. Withdrawal of privileges, such as after-school activities and school trips, may also be considered an appropriate course of action. The Head, where appropriate, may also request that the child be taken out of school for a ‘cooling-off period’. Incidents of a serious or persistent nature will be recorded and staff are made aware to enable them to encourage and reward good behaviour. If a pupil is involved in three serious misdemeanours in a term, the child will be placed ‘on report’ for two weeks and will not be allowed to attend any after-school activities, including prep and participation in school fixtures. Before being placed ‘on report’, the child’s will be asked to come and see the Head where he will explain the situation and reporting procedure. At the end of the report period, the Head will meet with the child again to discuss the details of the card and make a comment in writing upon it. The card will be placed in the child’s file and a copy sent to parents. Should a child be on report more than once in a term, the Head will have discussions with the parents regarding the appropriateness of Laxton Junior School for their child.

Table Manners We endorse good table manners encouraging this in the dining room at lunchtimes. We hope that this is something which you also encourage at home. These are our basic rules:-

• To keep your mouth closed when eating and not to talk with food in your mouth.

• To keep elbows off the table while eating and keeping them as close to one’s body as possible.

• To ask to have things passed rather than stretching down the table.

• To place your knife and fork on your plate while having a drink, rather than holding them in one hand.

• To consider your fellow diners and offer to pass things to them before they need to ask!

• To use both a knife and a fork. • Cut your food so that it will fit in your mouth. • To speak to the person closest to you and not shout • Place your knife and folk together on your plate to show you have finished.

The Code of Behaviour Principles: There are two related principles on which the ‘Code of Behaviour’ is based. The two principles are explored in detail below:

1. All members of the school community have the right to be treated with respect and to work in a safe, calm and clean environment. This means:

a. We must show respect for others by working sensibly in lessons and do not disrupt their learning.

• When your teacher talks to the whole form you must be quiet and pay attention.

• Put up your hand to answer questions. Do not call out. 42

• Do not distract or annoy others in lessons. • Have the right equipment for lessons – books, folders, pens, pencils, ruler, coloured pencils and homework diary, etc.

• Do not chew or eat during a lesson. • Go to the toilet during breaks rather than during the lesson. • Only ‘pack away’ when your teacher tells you. • Make sure the area where you have worked is clean and tidy before you leave the room.

• Do not leave the lesson at any time without the teacher’s permission.

b. We must show consideration for others by moving around the building quietly and carefully.

• Walk on the left-hand side of the corridor. • Take care when carrying bags on your shoulders as you may accidentally hurt people or damage walls, etc.

• At break, go outside. • Do not run or push others. • Open/hold open doors for other people. c. That all members of the school community should treat each other with respect and consideration.

• At lunch time enter the dining hall quietly. • Clear your table. Do not leave a mess for others to clear up. • Do as you are asked whether it be by a teacher or lunch time supervisor. Be polite if you wish to express your opinion.

d. That we do not say or do anything that encourages bullying or endangers others.

• Do not punch, kick, hit or spit at anyone etc. • Do not join in any ‘name calling’. • Do not exclude others from your discussions/activities. • Do not damage or steal or threaten to damage or steal other people’s property.

• Do not endanger yourself or others and report those who do. • If you think you are being bullied, talk to somebody. Remember that silence is the bully’s greatest weapon.

2. Like teachers, pupils must be punctual and well prepared for lessons, so that they make the most out of their time at school. This means:

a. Come equipped for the day, wearing the right clothing and bringing everything you will need for your lessons.

• Come to school wearing the correct school uniform. • Bring all the necessary writing equipment, books, folders and P.E. kit.

• Do not wear make-up, jewellery or nail varnish. b. Do not bring into School:

• Mobile or electronic devices, unless special permission has been given by the Head

• Valuable items • Chewing gum • Drugs • Alcohol • Cigarettes • Unsuitable reading matter • Matches or lighters c. Be punctual. Arrive in plenty of time for the start of your lessons.

• Arrive on time for registration. Apologise for being late to the form teacher and give your explanation.

• If you have been absent your parents must have informed your form teacher or called the School Administrator.

• If you are going on holiday during term time, your parents must have requested permission from the Headmaster before you go.

• If playing in a match, you must excuse yourself from lessons.

Physical restraint

the year anti-bullying is a topic which flows through our PSHE curriculum and day to day school life.

Cyber-Bullying

Rules every child should be aware of:

Physical restraint may be necessary at certain times; to avert immediate danger of personal injury for example, and if physical restraint has been used by a member of staff, they must immediately inform the Deputy Head who is our named practitioner for physical restraint.

• Always ask an adult before you send a picture or information

The Deputy Head will make a record of the incident and will notify the Designated Person for Safeguarding and the Head. The Deputy Head will then inform the child’s parents of the use of physical restraint that same day or as soon as is reasonably practicable.

Anti-Bullying Information

that could be shared with other people. Remember that images could be shared with other people. Remember that you don’t know what will happen to any pictures or information you let people have. What you think of as a joke might be really upsetting for the other person when the whole world sees it.

• Think before you send a message about yourself or any other people involved. It doesn’t take long for it to be shared with every single person you know (from your best friend, to your grandmother, to a future form mate!)

• Never give out personal information when it can be shared with others. You may trust your new friends, but you don’t know his or her friends.

• Treat your password like your toothbrush – don’t let anyone else use it!

• If you receive nasty messages, texts, comments etc., block the person sending them and always report it to an adult - a parent, someone at school, or your service provider.

Anti-Bullying Policy

• Don’t reply to a bullying message but do keep it – whether it is

Laxton Junior School has an anti-bullying policy and takes any incident of bullying very seriously. A copy of the policy is available on request to info@laxtonjunior.org.uk.

Role Modelling

Definition of Bullying

a picture, message or online communication.

According to the government website, www.gov.uk/bullying-atschool/bullying-a-definition, bullying is defined as:

We believe it is important to develop a culture where children feel safe and happy. Teachers at Laxton Junior School role model positive ways to behave, showing empathy for others. We encourage all adults in a child’s life to role model positive ways of communicating and behaving.

Behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally.

Open Conversations

Bullying can take many forms (for instance, cyber-bullying via text messages, social media or gaming, which can include the use of images and video) and is often motivated by prejudice against particular groups, for example on grounds of race, religion, gender, sexual orientation, special educational needs or disabilities, or because a child is adopted, in care or has caring responsibilities.

It is good practice to talk openly with your child about what bullying is and the different sorts of bullying.

It might be motivated by actual differences between children, or perceived differences. Stopping violence and ensuring immediate physical safety is obviously a school’s first priority but emotional bullying can be more damaging than physical; teachers and schools have to make their own judgements about each specific case. Many experts say that bullying involves an imbalance of power between the perpetrator and the victim. This could involve perpetrators of bullying having control over the relationship which makes it difficult for those they bully to defend themselves. The imbalance of power can manifest itself in several ways, it may be physical, psychological (knowing what upsets someone), derive from an intellectual imbalance, or by having access to the support of a group, or the capacity to socially isolate. It can result in the intimidation of a person or persons through the threat of violence or by isolating them either physically or online. Low-level disruption and the use of offensive language can in itself have a significant impact on its target. If left unchallenged or dismissed as banter or horseplay it can also lead to reluctance to report other behaviour. Early intervention can help to set clear expectations of the behaviour that is and isn’t acceptable and help stop negative behaviours escalating.

Look out for signs that something may not be quite right with your child. It can be a sign that your child is being bullied. Listen carefully and take any concerns seriously.

Communication with School In the event of your child telling you that they are being bullied please listen to them and reassure them. Let them know that you will be communicating with School and let us know at the earliest opportunity so that we can take action. If your child tells you that someone else is being bullied please listen and inform School. If we know about incidents of bullying we address them immediately.

Further Sources of Information • www.anti-bullyingalliance.org.uk • www.antibullyingweek.co.uk • www.bullying.co.uk • www.parentlineplus.org.uk • www.nspcc.org.uk • www.childline.org.uk • www.connectsafely.org

Anti-Bullying in the School Curriculum Each year we have a week focused on anti-bullying. The theme changes from year to year, but the message is always the same that bullying is harmful to everyone and it is not tolerated in our school community. In line with the NCPCCs message, the overarching theme is to speak out and stay safe. Throughout

Laxton Junior School, East Road, Oundle, PE8 4BX T: 01832 277275 E: info@laxtonjunior.org.uk @laxtonjunior

Laxton Junior School

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