uccess
ommitment
roduces
Castleton Primary School Prospectus for parents September 2007-2008
Every Child Matters
A.D. 1903
Castleton Primary School
Dear Parents, Thank you for considering us or choosing Castleton Primary School as the start of your child’s learning journey. This is a very important decision and we never forget the trust that parents and children place in us. During your child’s journey with us we will provide a safe, secure, exciting learning environment, where they can develop and extend their skills and challenge themselves to greater successes in learning and all areas of school life. We will ensure they have the support and challenge they need to inspire them to be enthusiastic learners and have the skills, abilities and qualities that will provide a solid foundation for your child to follow their dreams in the future. Most of our former pupils who have chosen us for their child’s education tell us that they have very happy memories of their time at Castleton Primary School. We hope to work with you to develop your child’s potential and ensure that they remember our school as happy and exciting- a good place to be.
M iss L Torrance
Head Teacher - Miss L Torrance
ContEntS Statement of ethos, values and philosophy of education List of staff & Governors Background information Education in General Information on the curriculum School organisation and procedures Practical information the nursery Class the speech and language unit and the Acorn Centre Information on attainment and attendance
StAtEMEnt of EthoS, VALuES AnD PhILoSoPhy of EDuCAtIon Vision Statement e believe education to be a route to the spiritual,
three Rights Each person has THREE RIGHTS:
moral, social, cultural, physical and mental
The right to learn;
development, and thus the wellbeing of the
The right to safety;
individual. We strive to equip children for lifelong learning in a dynamic world and enable children to
The right to fair treatment. With these rights come responsibilities. THE THREE RIGHTS
understand the choices that can be made through education. We believe
are guiding principles and inform all that we say and do.
education is the key to open doors of opportunity and empower children
We expect everyone to adhere to these rights and accept
to make positive life choices.
a responsibility to care for other people and themselves, animals, property and our environment. We also expect people to refuse to support
We aim to provide structures opportunities for children to develop values or actions that may be harmful to others or themselves. independent learning, thought and action, where they can strive to overcome their challenges, meet our high expectations and take risks in a supportive
All of the above will occur in an atmosphere of celebrating our achievements
setting and where they develop as life long learners and good citizens.
and successes in and out of the classroom, and supporting children and adults through periods of challenge or change as we continue our quest for
The school will provide a safe and secure environment where everyone continuous improvement in providing high quality learning experiences for all. feels trusted and respected. The school will pay attention to the need to be healthy, stay safe, enjoy and achieve, make a positive contribution and
Response to the vision statement by year 5/6
achieve economic wellbeing. We believe education is to learn, and to help young people achieve what We re-affirm our commitment to fostering the virtues of truth, justice,
they want in the future, and to be fair to everyone (inclusion). It also helps
honesty, trust and a sense of duty in every aspect of school life.
us to become respectable, reliable citizens.
Children learn in different ways and our teaching will take account of this.
We would like school to be fun, educational, exciting, to be a safe place,
We believe children respond to practical, active-based learning, structures
to be interesting and where people trust us.
to meet the needs of the individual and which makes the most of all
We think the THREE RIGHTS are good and we would like to keep
learning opportunities. “In times of change the learners will inherit the earth,
them as our rules. We think they are a good example of how to live.
while the knowers will find themselves beautifully equipped to deal with the Written by Mrs Garthwright’s class and agreed by all children October 2005. world that no longer exists” Eric Hoffer.
EVERy ChILD MAttERS Every school has a duty to promote the care and well-being of each and every child. the 5 outcomes listed below enable us to ensure that we do this well and enhance your childs learning. BE hEALthy
MAKE A PoSItIVE ContRIButIon
Physically healthy
Engage in decision-making and support the community and
Mentally and emotionally healthy
environment
Sexually healthy
Engage in law abiding and positive behaviour in and out of school
healthy lifestyles
Develop positive relationships and choose not to bully and
Choose not to take illegal drugs Parents, carers and families promote healthy choices
StAy SAfE Safe from maltreatment, neglect, violence and sexual exploitation Safe from accidental injury and death Safe from bullying and discrimination safe from crime and anti-social behaviour in and out of school have security, stability and are cared for Parents, carers and families provide safe homes and stability
EnJoy AnD AChIEVE
discriminate Develop self-confidence and successfully deal with significant life changes and challenges Develop enterprising behaviour Parents, carers and families promote positive behaviour
AChIEVE EConoMIC WELL-BEInG Engage in further education, employment or training on leaving school Ready for employment Live in decent homes and sustainable communities
Ready for school
Access to transport and material goods
Attend and enjoy school
Live in households free from low income
Achieve stretching national educational standards at primary school
Parents, carers and families are supported
Achieve personal and social development and enjoy recreation
to be economically active
Achieve stretching national educational standards at secondary school Parents, carers and families support learning
StAff AnD ChILDREn 2006/7 (this may be subject to change) teaching Staff
Acorn Centre
Miss L. Torrance
Headteacher
Mrs Clare
Teacher in charge if the unit
Mrs. M Barratt
Deputy head
Mrs Layton
Teaching assistant
Mrs Chapman
Assistant head
Mrs Platt
Teaching assistant
Miss Cope
Nursery class teacher
Mrs Cliffe
Lunchtime assistant
Mrs Quinn
Reception, Foundation co-ordinator
Mrs Worsley
Year 1
Mrs Milnes
Year 2
Miss Walster
Year 3
Mrs Macleod
Year 4
Cleaning staff
Mrs Edge
Year 5/6
Mr Cragg
Mrs. Garthwright
Year 5/6
Mrs Irons
Learning Mentor
Administrative staff Mrs M. Taylor
Bursar
Mrs J McIntosh
Secretary
Mrs Ashcroft
Mrs Mountain
Lunchtime staff Mrs Sutcliffe
Mrs Calverley
Mrs O’Neill
teaching Assistants
Mrs Redman
Mrs Pattinson
Mrs Pearce
(various grades and some linked to children with a Statement
Mrs Pinnington
Mrs Barnfield
Mrs Cliffe
of Educational Need)
Mrs Gavaghan
Mrs Parkinson
Mrs Atkinson
Mrs Clayton
Mrs Pinnington
Mrs Simms
Mrs Sutcliffe
Mrs Beckett
Mrs Atkinson
Mrs Duggan
Mrs Gavaghan
Mrs Fearnhead
Kitchen staff
Mrs Brierley
Mrs Needley
Mrs Barnfield
Mrs Haigherty
Mrs Mawdsley
Mrs Crossley
Mrs Parkinson
Mrs Logan
Mrs Dwyer
Miss Braniff
Miss Leach
Miss Chrimes
Mrs Goulden
Speech and Language unit Staff Mr Cook
Teacher in charge of Unit
Mrs Stillings
Language Unit teacher
Mrs Stopforth
Teaching assistant
Mrs Owens
CoMPoSItIon of thE GoVERnInG BoDy Crossing Patrol
The Governing body is required by law to meet
Parent Governors
at least once per term.
Mrs Feeney
Mrs O’Rourke
Mrs Dunne
Mrs Bennett
Mrs Jackson
Mrs Chester
In order to deal with the many responsibilities given to them by Government legislation,
LEA Governors
the Governors have formed sub-committees
Mrs Williams
Councillor P. Davison
Councillor E Flynn
Rev I Butterworth
Mr Cryer
Co-opted Governors Mr Warburton
Mrs Woolley
Mr Lomax
Ms Dunne
Mrs Chester
teacher Governors Mrs Milnes
Miss Cope
Staff Governor Mr Cragg
to consider relevant matters in greater depth and then report back to the full Governor meetings. At present the committees are as follows;
• Staffing and finance • Pupils and curriculum (standards, approaches etc)
• Buildings • General purposes • Remuneration • Appeals • Pupil discipline
elieve
Chair of Governors Mr B Warburton
Vice-Chair Mrs Jackson
Clerk to the Governors Mr T Piggott Education Dept
chieve
Director of Children’s Services
reate
BACKGRounD InfoRMAtIon We also have partners who provide services for children in our school, for the local area or for the Local Education Authority as a whole. We have a very good working relationship with these groups and all contribute to our thriving team ethos and supportive learning environment. At the time of writing this we have;
• THE
SPEECH AND LANGUAGE UNIT, provided by the education
authority for children in the borough with profound speech and communication needs. It is managed by Rochdale Additional Needs Service Castleton Primary School was founded in 1903. The building is largely
(RANS), and the children do join in with school activities ass appropriate
of Edwardian design with other sections added on over the years.
and are included in school. For further details please refer to section…)
As well as the classrooms, Castleton Primary School comprises;
• An office and Reception area • Staff area • KS1 and KS2 libraries • A mentor room • A kitchen • Nursery • An ICT suite • The Speech and Language Unit • The Acorn Centre • Three playground areas • A playing field • And a multi-purpose hall that is used for gatherings of all kinds, assemblies, PE, plays and productions.
• A quiet/low stimulation area (for those children who may need a ‘time out’ or who need to focus on a task, or for specific sessions on particular strategies)
• A small group/meeting room
• THE ACORN CENTRE is also managed by RANS, for children in the borough who are on the Autistic Spectrum, who need a little bit more than their mainstream school can provide. Like the Speech and Language Unit, the children come from a mainstream school in Rochdale, they come for a relatively short time, have a curriculum that meets their needs, have some supported integration into school and then they return to their mainstream school. For more details of the Acorn Centre please refer to section…..
• CASTLETON PLAYGROUP is based at our school. It is possible for your child to attend playgroup, then attend our nursery class and then continue their school career in school, which is the ideal situation to enable children to feel safe, confident and ready to tackle the challenge of learning.
• We also have CASTLETON AFTER SCHOOL CLUB, which also runs from our school.
• School runs a BREAKFAST CLUB, which runs from 8.00 a.m. until school begins.
Over the years at Castleton Primary School, methods of approach and
The following basic attitudes and aims complement our Vision Statement;
organisation have been refined. There is also a continuous revitalisation
• To create a happy school, where children develop good relationships and
of equipment and resources. The result of this is that staff are able to combine the strengths of our long-standing tradition with the most beneficial aspects of the latest educational developments in order to meet the needs of all the children.
a positive attitude to learning
• To help pupils to realise their potential, and develop it to the fullest • To develop all aspects of language in a stimulating way, and to help children develop confidence in their reading and ability to communicate, both for information and for pleasure.
In this way the developments in the National Curriculum (for children 5-11), the Foundation Curriculum (for children 3-5), national strategies and out-of
• To make mathematics interesting and enjoyable, and to enable the children to apply mathematical skills to their everyday life, and in doing
hours learning are used in an appropriate and effective manner. so develop logical thinking The school is non-denominational. A broadly Christian assembly is held each day. We are fortunate to have good links with our neighbouring church (St. Martins) and the Rev. Ian Butterworth occasionally visits us to lead or join in our assemblies. However, parents do have the right to
• To help pupils develop lively, enquiring minds and master scientific ideas • To enable children to develop technological skills through a planned programme of experiences with relevant resources
• To foster personal appreciation in musical and artistic fields and an
withdraw their child from school assemblies and should consult with the
enjoyment of physical skills and sporting activities and thereby raise self
headteacher before making a final decision.
esteem and levels of confidence
• To cultivate a feeling of community responsibility and tolerance by respecting and appreciating the feelings, views and capabilities of others. The school believes in equal opportunities for all children, access to the curriculum and is totally committed to anti-racism
• To strive to
ensure that children with additional or special educational
needs receive the support and resources they deserve
• To care for and respect the plants, animals, people and buildings in our environment The results of these aims can be seen in the pupils’ enthusiasm for their work, the quality of relationships within school and the increased levels of attainment. Emphasis is placed in encouraging self -control and self-respect. We believe in giving positive re-enforcement to acceptable forms of conduct. Poor attitudes are discouraged, and for obvious reasons bad behaviour is not tolerated.
GEnERAL InfoRMAtIon on EDuCAtIon enerally speaking, the Nursery class and the Reception
the curriculum
class is regarded as the Foundation Stage of the National
All the children at Castleton are taught a broad and balanced curriculum.
Curriculum. Children start Reception in the September prior the child attaining five years of age. They then move
The Foundation and National Curriculum documents, and subject guidance provide the framework for this from the Qualifications and Curriculum
through Year One and Year Two, which are known as Key Stage One. (Year
Agency (QCA). This is supplemented by;
two is the equivalent of top infants). From this the children go through Year
• The National Literacy Strategy • The Additional Literacy Strategy • The Early Literacy Strategy • The Further Literacy Strategy • The National Numeracy Strategy • The Springboard Strategies for years 3,4 and 5 • The LEA syllabus for RE • Our own existing schemes of work • Any additional strategies (SULP, Direct Phonics) which aid children’s
3, Year4, Year, 5 and year 6. This is Key Stage Two; year 3 being first year juniors and year 6 being the oldest children in school. Key Stage Two is sometimes talked about as lower KS2 and upper KS2, reflecting the difference between lower junior and upper junior school children. NATIONAL KEY STAGE
YEAR GROUPS WITHIN THE KEY STAGE
Foundation
Nursery and Reception class
Key Stage One
Year 1, Year 2
Key Stage Two
Year3, Year4, Year5, Year6
access to the curriculum and so to further learning
GEnERAL InfoRMAtIon on EDuCAtIon 1
Children need to see learning as a lifelong process. To help this view we
School organisation and procedures
make links between the subjects where possible. This means that children Currently there are nine classes in school, each with their own class teacher. have a context for their learning and a reason to learn it. Some classes consist of one age group; some classes contain two age groups. The core curriculum consists of English, Mathematics, Science, ICT and RE.
The average class size at KS1 is 28-30 and at KS2 the average class size is 28.
The other subjects (history, geography, art and design, music, design and
Children from the Speech and Language Unit integrate into mainstream KS1
technology, PE and games) are taught regularly and PSHE (personal, social
classes on a regular basis. There will be occasions when your child’s class is
and health education) also features in school life, either as particular areas
taught or supervised by another experienced colleague in school.
of study or as part of other learning. We have skilled non-teaching assistants working alongside class teachers in The school’s planning arrangements cater for the learning needs of different
every class, and some teaching assistants who support individual children.
ages and abilities of children, and allow us to ensure that children receive
Occasionally we have students working in school and we are lucky to have
the best teaching and learning possible. Lessons will reflect the school’s
a number of parents and governor helpers working with individual children
focus on practical, active based learning wherever possible. Rochdale’s
or helping the class teacher.
Music Service provides tuition for some children (for a fee). We also Every class will contain children with a range of abilities. regularly have the services of experts to work with the children, in tag Some English and Maths work is done in year groups or ability rugby and lacrosse, for example. groups as well as in the usual class group. On other occasions, depending on the purpose of the lesson, children may work in single sex groups, in smaller groups or work individually on a task. The main thrust of all teaching is to enable children to achieve their potential whatever their abilities.
GEnERAL InfoRMAtIon on EDuCAtIon 2
Behaviour Management
Sports
We fundamentally believe that every child has a responsibility for and a role
The older children have the opportunity to experience a wide variety of
to play in managing their own learning and their own behaviour. Our
physical activities including swimming, netball, football, rounders, rugby,
approach to behaviour management is encapsulated in the three rights;
Lacrosse, Judo, kickboxing and cricket. Chess and athletics are also available.
the Right to Learn the Right to Safety the Right to fair treatment
There are equal opportunities for all children and we ensure that each activity is accessible for those children who wish to participate. We also take the year 6 children away for a residential weekend in the summer term, where the children experience archery, fencing, problem solving, boulder walking, and stream walking.
Fundamental to our message to children is that no one has the right to stop them learning, or from feeling safe or from being treated fairly.
The school has swimming, netball, cross country and football teams, which compete with other schools on a friendly basis. This wide range of sporting
We also expect children to take some responsibility. For example, we activities offered as after school clubs always varies depending on the time expect a child to ensure that they learn, that they help other children learn of year and the goodwill of the staff in running these activities. and that they do not stop another child from learning. Year 3 children attend regular swimming lessons at Castleton baths for a We also share with children the fact that teachers have the right to teach minimum of six weeks during the year. We do this because we recognise and that they do not have the right to stop them from teaching. the importance of children being able to swim. Every class discusses and agrees these rights at the beginning of the school It is fair to say that our recently awarded ACTIVEMARK GOLD does show year. From that they generate a class code of how they will behave in class the depth of expertise and opportunities children have in lessons and out of and around school. The children devise playtime and lunchtime codes in the school. If for any reason your child cannot take part in PE or swimming, a same manner letter is required.
GEnERAL InfoRMAtIon on EDuCAtIon 3
Extra Curricular Activities We have a number of thriving clubs, which run either at lunchtime or after school. These include; a computer club, a chess club, a science fiction club, a football club, a netball club, an athletics club, a garden club, an art club, judo club, kickboxing club, sewing club, friendship club, music club. We also have links with Castleton Water Activity Centre that have provided sessions in canoeing, orienteering, problem solving, archery and fencing. We also arrange a series of sessions at Hollingworth Lake Water Activity Centre for year 6 pupils where they get the opportunity to sail, canoe, and raft-build and windsurf. Judo is provided for a series of five sessions in the spring term. The playground pals run an arts/crafts club for KS1 children one a week at lunchtime.
homework We set homework regularly. It may be following a particular learning point in school, or it may be an investigation to prepare the children for the work that they are about to do. Many of our homework tasks are active or thinking tasks rather than paper and pencil tasks. Reading is a regular homework activity, as is the learning of spellings or multiplication facts. The amount of homework will increase as the child progresses through school. The task is always explained to the pupils and they are given a reasonable time to do the task and to return it to school. The newsletter that you receive from the class teacher every half term should give you details of any homework, when it is set and when it is to be returned. If your child has a difficulty with the task, please make a note and contact the class teacher.
GEnERAL InfoRMAtIon on EDuCAtIon 4
Inclusion and Integration
Children involvement in school life
We strive to uphold every child’s right to be included in and have access
We recognise the value of children being involved in their learning, and seek
to the building, the curriculum and to information.
to promote ways in which children can work together and gain positive experience from each other. Our vibrant school community benefits in
We have a long history of successfully integrating children from the Speech many ways from the involvement of children in and out of the classroom. and Language Unit and children with an Autistic Spectrum Disorder. The staff are experienced and well skilled in identifying a child’s needs
We have an active School Council, which debates and decides key issues
and finding ways to meet them this equally applies to very able children and
that the children select. Each class elects two representatives at the
with particular talents.
beginning of the year, they attend meetings and report back to they class, carry out research or gather the opinions of their classmates.
We have an inclusion plan, which is updated annually, and refers to our plans to make the building more accessible, the curriculum appropriate
Some year six children and year 5 children are trained as Playground
and accessible and the information that we present is done so in the most
Pals, which is a very responsible job. They help the KS1 children and
appropriate formats.
Nursery children at playtimes and lunchtimes. Their job is to play with the little children, to encourage good playing and to help sort out
Child Protection/Safeguarding
difficulties if they arise.
Every adult has a duty for the care and protection of children. This is The Playground Pals also run a “Wednesday Club” (with adult supervision) particularly true of the adults in a school. The headteacher and the named so little ones can come into school and play different activities and chat in person for Child Protection issues in a school (sometimes this is the same quieter surroundings. The Pals also organise the playground equipment for person) are charged with particular duties when it comes to the care and lunchtime activities at KS2, and do a very good job or ensuring that welfare of the children in school. lunchtimes are an enjoyable experience for children. At Castleton Primary School we follow the guidance set out by the Rochdale We regularly consult children about their views on school, or canvas Area Safeguarding Boards, a copy of which can be viewed in school. their opinion on specific issues. In the last two years we have surveyed Sometimes a situation arises when we have to ask parents questions about the children about all aspects of school, and in particular, antisomething that has come to our attention. Occasionally it becomes bullying, healthy eating, snacks, clubs after school, their necessary for us to consult Childcare Services or even make a referral. favourite meals and any they’d prefer to see. As part of This is all done in the spirit of protecting the child and of helping the
monitoring the quality of teaching and learning we also make
parent. We take the view that it is better to ask the question and be
a point of consulting the children as to how they feel about
wrong than to do nothing and find that the family was in need of support and that the child was in need of protection. We are thankful that parents understand this and support us in this process.
learning that way, and what works for them.
layground Pals
GEnERAL InfoRMAtIon on EDuCAtIon 5
Admission policy
Parents are invited to a meeting prior to admission, where information regarding their school and your child’s class will be given. There will be
The standard admission number is 30 at KS1 and KS2. opportunities to talk to your child’s class teacher, and children are invited to Applications are invited from parents of children for admission in the
sessions to get used to the classroom before starting school in September.
September prior to the child attaining five years of age. The first few weeks are important to the child forming happy associations Parents are requested to complete a choice form, stating three schools
with their new environment and people. The staff make every effort to
in order of preference. If the number of applications exceeds the number
ensure that this settling in period runs as smoothly as possible and we are
of places available at a particular school, then priority will be given
grateful for parents support.
to the following; Following on from the Nursery experience, we aims to make learning
• Medical/psychological grounds; a medical note from the child’s own doctor
exciting and joyful, and to develop this excitement constructively so that
must be submitted at the time of application. When this is received the case
the children become totally involved. These early stages provide the basis
will be referred to either the Consultant Community Paediatrician or the
for much that follows, and although some of what goes on looks like play,
Principal Educational Psychologist for professional advice. If medical grounds
the children are in fact learning all the time from exploring, experimenting,
are claimed after the allocation procedure has been completed it may not
estimating, listening, talking, singing and watching and being actively
be possible to allocate a priority place using this criterion.
involved in well crafted and carefully planned activities.
• Sibling priority; children who have an older brother or sister attending the Sex education and Religious Education
school at the time of application
• Prior attendance; those children who have attended the playgroup or our nursery class.
Some aspects of sex education are taught as part of science work in the National Curriculum. In the early stages this is concerned with
• Proximity and ease of access; after priority cases the remaining pupils will
the reproductive processes of plants and animals. The school has its own
be allocated places according to the relative proximity and ease of access
sex education policy, which is reviewed regularly. Religious education
to the school. When the school is full any remaining “first preference”
is determined by the Local Education Authority’s Agreed Syllabus.
pupils will be placed on the list of their next preference and will rank In consultation with the headteacher suitable arrangements may be made for equal consideration with children whose parents have made it their for those parents who wish their child to withdraw from assemblies on first preference. request from parents. Underlying all that is taught is a strong commitment An application form for school must be completed whether or not your towards developing a multi-cultural, anti-racist and equal opportunities child had attended the Nursery class. approach to life.
GEnERAL InfoRMAtIon on EDuCAtIon 6
PRACtICAL InfoRMAtIon the school day
Accidents
• The school day starts at 8.50a.m. and lessons start as soon as possible. It is
All accidents are recorded. If a child is injured and needs further treatment
for this reason that it is vitally important that your child is in time for the start
this is recorded in the accident book, along with any action taken. If a child
of the day, as lateness can often cause distress to the child and unsettle them
receives a bump to the head, they are treated, and a slip is completed by
for the rest of the learning that day.
the adult seeing to the child that is then given to the child to give to their
• At break time (10.35-10.50) the KS1 children have milk and a piece of fruit and the KS2 children are allowed to bring a healthy snack of a piece of fruit
parent/carer. In the case of more serious injuries we will contact you directly and take appropriate action.
or a couple of plain biscuits. All children are actively encouraged to bring Please ensure that your contact information is up-to-date and that we can water bottles to school and they are encouraged to drink from them get in touch with you, just in case we need to. during the course of the day.
• Lunch is 12.15pm - 1.15pm for most children. (Playgroup Children who stay for lunch have lunch a little earlier).
On this form there is also a place for medical information, including asthma and diabetes. We ask that you record here anything which we may need to
• The school day ends at 3.15p.m. We ask that parents pick up their children
know about your child’s past and present health situation.
promptly at the end of the school day, to avoid distressing the children and because the staff have other tasks to perform when the children leave. We require parents to inform us who is collecting their child at the end of the day and the child will only be released to this person. If for any reason this needs to change, please contact us and let us know.
PRACtICAL InfoRMAtIon 1
Anti bullying
Making contact
We take this subject very seriously, not because there’s a particular issue,
The staff are always pleased to make contact with parents and we welcome
but more that we don’t want there to be an issue. In school we have a lot
you to school whenever it is convenient. We will always consult you on any
of preventative measures that we use on a regular basis with the children-
matters that are causing concern, and we hope that in return you will feel
circle time, Peer Massaging, playground pals, the three rights, playtime
able to discuss with us any problems, with which you think we could help.
arrangements, the class codes, Zonepark (a way of arranging the Parents’ evenings are held 3 times a year, when you will have the playground and equipment so the children can manage their playtimes)-in opportunity to discuss your child’s progress and look at their work. Written addition to a differentiated curriculum that meets every child’s needs and reports are sent out towards the end of the summer term. If your child has enables them to develop all their skills and having a lunchtime supervisor additional or special educational needs they will have an Individual for every class. Educational Programme, and this will be shared with you at the start of If there is an issue of bullying we use the Peer Support Approach, where
each term.
we talk to the child who has the problem eliciting from them how they feel At the beginning of the school year each teacher holds a “welcome” meeting and who’s involved. We then get a group of children including the one for parents, where you can find out more about the expectations for the giving the child a problem together, and share with them how the child is children in that year group, the work, the children’s targets and basic feeling and exploring how that group can make the child feel better about information that you and your child will be coming across. Homework is also themselves and about being in school. This group of children decide for discussed. In addition, parents receive class newsletters at the beginning of themselves what they are going to do, and for the next fortnight they do each half term to keep them informed about the kind of work the class will this. After that time we talk again to the child and discuss how things have be doing, so they can help at home. In addition we sometimes send parents been for them. This approach is geared in total to getting the bullying to text or voicemail messages, telling you of your child’s particular achievement, stop, and to helping the child to feel better and safe in school. The bully or telling you something that you need to be aware of. without exception feels really bad at making someone feel bad and the child who had a problem reports that things are better and that they are happier. We have used this approach approximately 16 times in the last three years and it has ALWAYS worked. HOW TO CONTACT US/ USEFUL INFORMATION TELEPHONE; 01706 631858 Website; www.castleton.rochdale.sch.uk Email; office@castleton.rochdale.sch.uk FAX; 01706 710270
PRACtICAL InfoRMAtIon 2
Parents in school
School Meals
We welcome parents who would like to assist in some way in school.
School meals are cooked on the premises and served in the dining hall.
At the moment we have parents who help in classrooms, in the library
There is a range of meals on offer, reflecting a “healthy eating” focus.
and who help outside the classroom (cutting out letters for displays,
It is possible for your child to have a school meal or a school packed lunch,
for example). We also have parents who come to share their expertise
both of which are freshly prepared and met healthy school standards.
with a particular class; one of our parents is an expert gymnast and on
The current price of school meals is £1.55 per day or £7.75 per week. It
occasion has worked with the class in their PE lessons. Parents are valued
would assist us greatly if payment is made on Monday and the correct
assistants on educational visits, sporting activities and special events.
amount of money is enclosed in a sealed envelope, labelled with your child’s
If you feel that you could offer some assistance, please talk to your child’s name and their class. class teacher or talk to Miss L Torrance. Facilities are available for children
Security
to bring their own lunch. Drinks must
We take the safety and security of the children very seriously. For this
be brought in an unbreakable plastic
reason we require you to tell us who will be collecting children from school,
container and cans/ fizzy drinks
and we ask that you be as punctual as possible as delay often upsets a
and sweets are not permitted.
child and disrupts their learning. (an agitated child is not as ready to attend to their learning as a child who has had a smooth start to the day)
PRACtICAL InfoRMAtIon 3
Many parents are entitled to claim free school meals for their children. Indeed, registering your entitlement helps school in financial ways; many of the formulas used to allocate money to schools use the criteria of those claiming free school meals as a “reliable” and “objective” measure of a school’s need. Children whose parents receive
• Income Support • Income based job-seekers allowance • Receive Child Tax Credit • Are NOT entitled to working tax credit • Have an annual income that does not exceed £13,230, as assessed by the Inland Revenue. If any of these categories apply to you, you should
• Complete and submit an application form (available from and returnable to Castleton Community Centre)
• And provide your tax credit award notice ,TC 602 (this is issued by the Inland Revenue) YOU WILL BE DOING US A GREAT FAVOUR IF YOU CLAIM YOUR ENTITLEMENT, even if you do not intend to take it up.
PRACtICAL InfoRMAtIon 4
Break time milk and snacks
Clothing
Children in the Nursery and KS1 are provided with milk at a cost of £6.00
The school uniform is worn with pride at Castleton Primary School.
per year. We also provide Nursery and KS1 children with a piece of fruit,
Children from nursery age to year six are encouraged to wear our school
which thanks to a scheme we belong to is provided free of charge.
uniform which was adopted at the request of an overwhelming majority of parents.
KS2 children may bring snacks for morning break time. A piece of fruit or a couple of
The uniform comprises
plain biscuits are the only acceptable things
• A white blouse or polo shirt • Black or grey trousers, skirts or pinafores • A black or red cardigan, jumper or sweatshirt • Black or white socks • Sensible shoes, NOT TRAINERS • Red and white striped or checked dresses • A coat suitable for the prevailing weather conditions
a child may bring for a snack. We ask and encourage parents to support our Healthy Eating Policy. Sweets, chocolate and canned or carbonated drinks are not allowed. On occasion the PTA run toast or snack mornings, where children for a small fee (usually 10p or 20p) can buy toast or a cake or biscuit.
The uniform is widely available from a wide variety of outlets including; The proceeds go to one of the projects that the PTA fundraises for us. Asda, Littlewoods, Marks and Spencer, Woolworths, the Market, Top Form It is worth pointing out here that SWEETS AND CHEWING GUM ARE
and Moses. These last two places sell items with our school logo on them.
NOT ALLOWED IN SCHOOL For health and safety reasons the only jewellery allowed in school are watches and STUD earrings. For PE, games and other sporting activities the following items should be worn
• Tee shirt • Shorts or leotard • Gym pumps or plimsolls • Track suit or similar for outdoors and colder weather • Suitable trainers to change into Jewellery must be removed for all PE lessons. Please ensure that your child’s clothing and possessions are clearly marked with their name so we can return lost items promptly.
PRACtICAL InfoRMAtIon 5
Medical Information
Parent teacher Association
From time to time children develop medical needs. These may be of short
Every parent and teacher of pupils at Castleton Primary is automatically
duration, and require treatment to be administered during the school day
a member of this association. There is an informal general meeting at the
or they may be longer term (asthma or diabetes, for example).
beginning of the school year. Committee meetings take place regularly and every parent is invited to attend.
If your child has a known medical condition, like asthma or any allergies, please let us know at the earliest point. For children with asthma, please
PTA events are varied, enjoyable and entertaining as well as being essential
indicate whether they have a preventer or reliever inhaler. It is also
for providing money to fund vital school resources or projects. Recent
important that an asthmatic child has their reliever inhaler with them in
events organised by the PTA include discos, toast mornings, “Easter egg”
school and on educational visits. It should be labelled and within easy reach.
bingo, Christmas and Summer fairs as well as the hugely successful and hilarious “Sponsored bounce”!
Information about medical needs and who to contact in an emergency is kept on the “contact form” that you complete when your child starts at
We hope that you will be able to give the PTA your full support-it will
school. It is kept securely in school. If there are any alterations to your
benefit your child in the end! Attendance at meetings is not obligatory.
child’s medical or contact information PLEASE INFORM THE OFFICE
However your support at meetings and events is very much welcome and
STAFF AS SOON AS POSSIBLE. The contact form will be amended and
appreciated.
the relevant staff will be informed. We will not administer cough sweets, over-the counter medications or any
Comments and Complaints Our open door policy means that parents are welcome to come in and talk
medication that is not prescribed by a doctor. to the class teacher about their child’s progress. Most members of staff are PLEASE NOTE: We are ONLY able to administer medication that is
available after school, apart from Tuesday, when we have staff development
prescribed by a doctor for 4 times a day.
sessions. Sometimes a quick chat as you bring or pick up your child resolves the issue at hand, on other occasions you may feel that you need to have
You must complete and sign a form giving us your permission to administer more time with the class teacher. Please contact the class teacher and make such medications. Without it we are not allowed to treat children. a mutually convenient appointment. If discussions with the class teacher do The forms are available in the main office and in the Nursery. not resolve the issue you may talk to the Key Stage Co-ordinator (Mrs Redman for KS1 and Mrs. Chapman for KS2) or the headteacher. You also have the right to contact a parent governor or any of the governing body (details in section 1) or the Local Education Authority.
PRACtICAL InfoRMAtIon 6
thE founDAtIon StAGE is a two year provision, comprising nursery and Reception - age children astleton Primary School Nursery is a 52 part-time place
Children will be encouraged to take a delight in language; time is made for
nursery with sessions in the morning and afternoon.
talking and listening, story telling and song singing. The seeds of reading and
It has a large purpose built area, and a developing
writing will be sown.
outside play areas. The nursery playground is separate Children will be made aware of colour, shape, size and weight. Lots of from the main playgrounds in school so the children become very confident counting, sorting and matching takes place. in exploring their entire environment. Opportunities are given to encourage observation, exploration and enquiry We aim to provide a secure and happy environment in which your child in all areas of the Nursery. Musical instruments tapes and computers are will feel at ease, in order to learn effectively. We strive to provide children provided to help develop an ear for sound. with positive experiences and tasks at which they can succeed as individuals, and at their own pace. We will assist the children to grow in
Activities taking place using paint, paper, glue, scissors, wood, fabric, bricks,
self-confidence and offer opportunities for them to learn to communicate
and a generous supply of construction toys, clay, dough etc give the
and to co-operate, whist encouraging independence within the Nursery
children plenty of scope for creation and imagination.
situation. The children will learn care and consideration for other people When the children leave the Nursery they continue their Foundation stage and how to look after plants and animals. in Reception, and we hope we will have gone a long way towards bridging Physical development will be encouraged by the use of large apparatus
the gap between home and school, laying the foundation for secure and
which will enable the children to test their muscles both large and small,
happy learning for the rest of their school career.
and small apparatus to develop finer manipulative skills.
Nursery places are allocated according to our Nursery admissions policy,
As you can see this is a very generous staffing ratio for your child and allows
which is based on children’s needs as laid down by the Local Education
your child to do the best that they can and to enjoy their start to school
Authority. Any further places are filled first by children with siblings in
life. The Foundation Stage is also a placement for the training of nursery
school then according to proximity to the Castleton area. Priority will be
nurses. A child must have reached their third birthday by the year ending
given to those children whose parents plan for them to continue at
31 August, if they are to be admitted to Nursery in September.
Castleton Primary School. Applications can be made for admission from the September following the The nursery part of the Foundation Stage is staffed by one qualified teacher
child’s second birthday.
who has the full time assistance of 2 part-time teaching assistants (the equivalent of 1.3 teaching assistants) .
nursery times Morning session; 8.45 -11-45am
The reception part is staffed by a qualified teacher who has the assistance Afternoon session; 12.15 - 3.15pm of a full time teaching assistant and is responsible for standards in the Foundation Stage.
thE SPEECh AnD LAnGuAGE unIt The Speech and Language Unit was set up for children with specific speech
The children work in a variety of groupings; 1:1, small group, whole class.
and language difficulties who are able to benefit from short term intensive
We provide access to the National Curriculum through a topic-based
help (usually 1-3 years). It provides intensive speech and language therapy
approach to meet the children’s special educational needs.
in an educational setting for children residing in the Rochdale Metropolitan All the children in the Speech and Language Unit are integrated into Borough children benefit from the expertise of teachers, speech and the mainstream classes at Castleton Primary School, according to their language therapists and assistance from support staff in the unit. The main individual needs and for a variety of curricula activities. aim is to develop the children’s speech and language skills in order that they may return to their local mainstream school wherever possible.
Free transport is organised Rochdale Education Authority. The children wear seat belts and an escort accompanies the children to and from school.
There are 12 places for children aged between 3-7 years old. Children who are admitted to the Speech and Language Unit are placed on the roll of
Communication between staff and parents is organised in a variety of ways;
Castleton Primary School. Most children transfer back to their original local
• Annual review meetings and case review meetings • Termly parent meetings • A home/school note-book for informal day-to-day communication-to be
mainstream school when they leave, after agreement by the parents and professionals concerned.
used by staff and parents The children follow individual speech and language therapy programmes designed to meet their individual needs. The Speech and Language targets are integrated into the Individual Education Plans for each child. All members
• The classroom telephone for immediate contact, advice and discussion • Speech and Language Unit newsletters In all other matters the children in the Speech and Language Unit follow the
of the Language Unit team work with the children on these targets. mainstream school.
thE ACoRn CEntRE The Acorn Centre is run by the local education authority as part of their
The admissions process, just like the Speech and Language Unit, is managed
provision for children in Rochdale who are on the autistic spectrum.
by RANS and is separate from Castleton Primary School.
The centre is mainly a KS1 provision, for a maximum of six children who
Communication arrangements and transport arrangements are the same
have a statement of educational need and who have a diagnosis of autistic
as for the Speech and Language Unit.
spectrum disorder (ASD). Information regarding attainment and attendance. The children will have been at a mainstream school in the borough, and FOR MORE INFORMATION CONTACT US ON: will attend the Scorn Centre for a short time (notionally 1-2 years), having TELEPHONE; 01706 631858 a differentiated curriculum, having their needs met, having some supported Website; www.castleton.rochdale.sch.uk integration into the mainstream classes and being enabled to manage Email; office@castleton.rochdale.sch.uk successfully in the mainstream again- at this point the child would return to their mainstream school. The centre is staffed by RANS (Rochdale Additional Needs Service) with a teacher, two teaching assistants and a lunchtime supervisor. It is envisaged that speech therapy input may also be provided in the future.
HOW TO CONTACT US: Hillcrest Road, Castleton, Rochdale. OL11 2QD TELEPHONE: 01706 631 858 FAX: 01706 710 270 www.castleton.rochdale.sch.uk Email; office@castleton.rochdale.sch.uk
We look forward to seeing you soon.
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