Chapel Street Infants and Nursery School

Prospectus Our Caring Code

Do be kind and helpful. Do be gentle. Do be honest. Do work hard. Do listen to people. Do look after our things.

Everyone is Special...Believe in Yourself!

Contents Contents .......................................................................................................................................... 2 Chapel Street Infants and Nursery School ........................................................................... 4 Hours ............................................................................................................................................ 4 Aims of Early Years Education .................................................................................................. 6 Home Visits ................................................................................................................................. 6 Toilet ............................................................................................................................................ 6 Snack Time .................................................................................................................................. 7 Early Years Foundation Stage Profile – EYFSP .................................................................. 7 The Curriculum ........................................................................................................................... 7 Literacy ........................................................................................................................................ 7 Reading ......................................................................................................................................... 8 Writing ......................................................................................................................................... 8 Physical Development ............................................................................................................. 10 Inclusive Education ................................................................................................................. 10 Parental Help ............................................................................................................................ 10 Personal, Social and Emotional Development .................................................................... 10 Records and Assessment ....................................................................................................... 11 Reading ....................................................................................................................................... 13 Spoken English ......................................................................................................................... 13 Writing ....................................................................................................................................... 13 Mathematics ............................................................................................................................. 14 Science ....................................................................................................................................... 14 Music .......................................................................................................................................... 14 PE, Games, Drama and Dance ................................................................................................ 14 Swimming ................................................................................................................................... 15 Art and Craft ........................................................................................................................... 15 Design and Technology ........................................................................................................... 15 Computing .................................................................................................................................. 15 Inclusive Education ................................................................................................................. 16 Moral Development ................................................................................................................. 17 S.E.A.L and KIDSAFE ............................................................................................................. 17 Sex Education .......................................................................................................................... 18 School Visits ............................................................................................................................. 18 Visiting Groups ......................................................................................................................... 18 Curriculum Development ........................................................................................................ 18 Religious Education and Collective Worship ...................................................................... 19 Extracurricular Activities ..................................................................................................... 19 Physical Care ............................................................................................................................. 20 Discipline ................................................................................................................................... 21 Rules ........................................................................................................................................... 21

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Homework .................................................................................................................................. 21 Uniform ...................................................................................................................................... 22 Lunchtime Arrangements....................................................................................................... 22 Absence in Term Time............................................................................................................ 23 Admission to School ................................................................................................................ 23 New Entrants in September ................................................................................................. 23 Parents and School .................................................................................................................. 24 Formal Complaints Procedure ............................................................................................... 25 Personal Accident Insurance ................................................................................................ 25 Charging Policy ......................................................................................................................... 26 Documentation.......................................................................................................................... 26 Changes in Information .......................................................................................................... 26 School Term Dates ................................................................................................................. 26 Disclaimer .................................................................................................................................. 26

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Chapel Street Infants and Nursery School Chapel Street Infants and Nursery is proud of its heritage and community links since it’s opening in 1877. The general plan of the School is E shaped, with the School hall being central. An extra classroom was added for September 1996 to accommodate rising numbers of children and a PE store was added in the summer of 1997. The School yard has numbers and games painted on the surface to make it more interesting for the children. A quiet area has been installed at the top end of the yard with seating, games and safety surfacing. At one end of the playground there is a Playdale log cabin and at the opposite end is a climbing frame with recently added safety surfacing, games marking and a traversing wall. All our outdoor areas are a valuable resource for all year groups. Outdoor play equipment, gardening area, wind turbine (sustainable energy) fountain, woodland area and new seating contribute to and enhance the importance of learning in the outdoors. The School caters for children in the 3 - 7 age range. Parents may visit the School during or after School hours. All Visitors should report first to the Secretary's Office, where they will be asked to sign in and out. Please telephone, email or call in to see the Secretary to make an appointment to see the Head.

Contact Details CHAPEL STREET INFANTS AND NURSERY SCHOOL Dalton-in-Furness Tel: 01229 467465 Cumbria. LA15 8RX Fax: 01229 467465 www.chapelstreet.cumbria.sch.uk Email – [email protected] To contact a Governor please make a request via the School Office. More contact information on ourschoolsapp

Hours Infants - 8.55am – 12.00 and 1.00pm - 3.00pm The Infants are in school for 25 hours 25 minutes excluding lunch hour. 22 hours 40 minutes of this time is designated teaching time and the remainder of the time is taken by collective worship and playtimes. This year there are 5 Infant classes. 4

Nursery, 8.45 – 11.45am and 12.15 – 3.15pm Children are eligible to attend Nursery the term after their 3rd birthday should there be spaces available. They are entitled to 15 hours funded provision each week and additional hours and lunchtime sessions can be purchased.

Early Years Foundation Stage - Nursery and Reception Organisation There are 78 part time places available in Nursery and there are two Nursery sessions each day. This year the Nursery Staff comprises of two part time Teachers, a Higher Level Teaching Assistant and Senior Teaching Assistants. We also have training NVQ students this year. We hope that the children attending the Nursery will be able to develop emotionally and socially and practice the skills that they will need when they move on into Infant School. The children follow the Early Years Foundation Stage September 2012, and are assessed against the Early Years outcomes. There are two Reception Classes which provide fully integrated activities in accordance with the Early Years Foundation Stage Curriculum. In PE, Music and story time the children are often taught as a year group. This year there is a team of two Teachers, additional Senior Teaching Assistants and NVQ students. In the Early Years Unit the teaching areas are divided into sections such as a wet area for activities such as painting, modelling, sand and water play, and carpeted areas suitable for role play, floor games, reading and writing activities. The unit is suitable for continuous provision in line with Early Years Foundation Stage 2012. There is outdoor play equipment installed in the playground and an adjoining courtyard. The courtyard is covered by a canopy which enables daily outdoor play regardless of the weather. The Early Years classes have access to audio visual equipment, interactive whiteboards, computers and listening centres. Each child will be appointed a Key Person, namely their class teacher in the first instance, with additional support from the teaching assistants. They are responsible for your child’s well being and communication between home and school. The staff work closely together to organise and prepare activities for the Reception and Nursery classes as part of the EYFS team. The content of the work has been planned in relation to the Early Years Foundation Stage September 2012 to prepare the children to move on to National Curriculum work the following year. There is a balance of child initiated, free and directed teaching activities.

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Aims of Early Years Education Our aims are for the children:         

To continue the journey through the EYFS through adult-led, child initiated and free play activities. To explore their learning indoors and outdoors To begin to acquire the basic tools of learning - numeracy, oracy and literacy. To develop lively, enquiring, imaginative and creative minds. To work and play co-operatively with others in a group and class. To develop respect for others. To become independent, self-motivated and self-disciplined. To develop manual co-ordination and dexterity. To develop physical co-ordination. To develop an interest in the natural world.

Home Visits Before your child starts Nursery or Reception, the Staff will arrange to visit you in your home. This gives them the chance to get to know you and your child and usually helps to settle your child into school more easily. During the visit you will be given information on how and when the children are admitted into school. You will be able to discuss any relevant health problems or concerns and questions you have in the privacy of your own home. We ask parents to sign various documents in line with appropriate school policy and safeguarding legislation.

Toilet The children are encouraged to go to the toilet as and when they wish. We do encourage them to go before story and snack time so as to reduce the number of interruptions. The children will be shown how to use the toilets and wash their hands. As your child will be going to the toilet by him/herself, he/she will need to wear trousers with elasticated tops, without belts or braces. If your child has any problems in this area, please tell the Staff. Any "accidents" will be dealt with discreetly. Please wash and return any clothing lent to your child as soon as possible.

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Snack Time During the session the children under 5 will stop for a break, and will be given a drink of milk, which is provided by the Local Authority free of charge. Please inform the Staff if your child is unable to drink milk. In Nursery the children will be offered a small snack of either a piece of fruit, cheese and crackers or carrot etc. We ask Parents to contribute £1.50 per week towards this. The children eventually take turns at giving out snacks and tidying the cups. In Reception the children will be offered a piece of fruit which is funded by the Government.

Early Years Foundation Stage Profile – EYFSP All children are baseline assessed within 6 weeks of beginning school. Children entering the Nursery and Reception classes are also assessed over the year in line with the Early Years Foundation Stage Profile, Early Years Outcomes and Characteristics of Learning. These assessments are a requirement of Central Government. Parents will be kept up to date on their child’s progress via email, at the termly Parents meetings and at handover with EYFS Staff. A formal EYFSP report at the end of Reception is given and discussed with Parents.

The Curriculum There are seven areas of learning explored both indoors and in the outdoor curriculum. The three prime areas of development are, Personal Social and Emotional Development, Physical Development and Communication and Language. There are four further specific areas of development including, Understanding the World, Literacy, Maths, Expressive Arts and Design. Activities are a balance of adult-led, child initiated or freeplay.

Literacy Listening and talking is the foundation of all language development and great emphasis is placed upon it in the Early Years. We encourage the children to talk about their activities and experiences as they are playing. Children also learn to listen to rhymes, stories, instructions, the Staff and each other.

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Reading Although there is no formal reading scheme in the Nursery, reading is taught incidentally. The children will see words around the classroom labelling the activities. They will be able to read their own names on their card and coat hook label. The displays in the classrooms will always have writing on them and any letters and notices being given out to Parents will also be shown to the children. Although they will not be able to read all the words, they will come to realise that reading is an important, meaningful skill in life. Similarly before a story, the author and title will often be pointed out to the children. Our aim is to draw the children's attention to print in a meaningful way. The classrooms each contain a book corner where children are free to go and either "read" by themselves, share a book with a friend, or listen to a story read by an adult. There is a wide selection of fiction and non-fiction books available for the children. They will be taught how to handle books and treat them with respect. The children will be allowed to borrow books from the Nursery to share with you at home. In the Spring/Summer term we will introduce the children to ‘Jolly Phonics’ encouraging them to listen to sounds in preparation for reading in the Reception classes. We also work within phase 1 and 2 of the “Letters and Sounds” programme according to the child’s individual needs.In the Reception Classes the books are changed at least once a week, and it is hoped they will be read many times by children and/or Parents.

Writing In Early Years the children have access to a full range of writing materials in the 'Office' areas where they can 'write' in diaries and on forms as part of their play. They will be taught activities which will encourage and develop hand/eye coordination. The children are taught how to hold their pencil and begin to form letters. They learn that what they say can be written down and re-read. Gradually they learn to record their own ideas, observations and feelings.

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Mathematics In Early Years Mathematics is taught incidentally through play activities such as water play, sand play, painting, constructional toys, and also through rhymes and stories. They will learn to sort, classify, count, and begin to develop ideas about capacity, volume, length and weight. The children will be introduced to the 'Number Zoo' series of stories which reinforce number recognition zero to ten. Pupils are supported in their mathematics by the “Little Big Maths” programme of learning. In the summer term of Reception, Maths games are sent home weekly to support and encourage practice and progression in a fun way with family.

Understanding the World The skills of observing, classifying, communicating, predicting, experimenting and problem solving will be introduced incidentally through the children’s activities as and when the opportunity arises. We encourage children to be inquisitive and ask questions.

Expressive Arts and Design The children have access to junk modelling where they will learn the qualities, properties and limitations of the different materials they use. Problems which occur in model making will have to be overcome, and the children are encouraged to discuss with others, ways of solving these problems. Children will have the opportunity to use a computer and have interactive whiteboard sessions with members of staff. There are also listening centres where the children can listen independently to rhymes and stories. The children are given the opportunity to develop skills using paint, crayons, glue, scissors and clay. They will be able to express themselves freely through these various media.

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Physical Development Physical development is explored daily through games in the classroom and during outside play where a variety of wheeled toys, small play, and climbing equipment is available. In reception children also have timetabled PE sessions which may take place in the Hall or outdoors.

Inclusive Education Some children may have physical disabilities or some learning difficulties. Occasionally there may be a child whose first language is not English. There may be a child who learns quickly. As these individual needs become apparent, they will be dealt with on an individual basis, with a specially designed “Learning Journey”, or in a group or class situation, whichever is felt most appropriate. The curriculum at Chapel Street is adapted to suit each individual child’s needs. Parents can seek impartial advice regarding SEN or physical disabilities from the Cumbria Parent Partnership Service Furness – 01229 407439. More information about various conditions and syndromes which may affect your child’s ability to access education can be clarified and explained through this service.

Parental Help Parental help is always welcomed in whatever form. Parent help in the classroom can be used in many ways, from telling stories to small groups or individuals, helping children to wash up, preparing activities, or playing/supporting a small group of children. Any particular expertise is also welcome. Do not hesitate to contact the Staff if you are able to help. We do require DBS clearance however, in line with safeguarding legislation if parental help is to be deemed “frequent and regular”. Please see Mrs. Quirk in the office for the appropriate forms to apply for a DBS.

Personal, Social and Emotional Development The children will be encouraged at all times to share the toys and activities in Early Years and to play co-operatively together. They take part in the S.E.A.L. programme (Social, Emotional Aspects of Learning) to support their social and emotional well being.

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The children will be encouraged to listen and talk to each other whilst they are playing and to respect each other. They will begin to form friendships and acquire the basic skills which they will need in their later school life. Hopefully they will enjoy all that Early Years has to offer through accessing the rich and varied curriculum.

Records and Assessment In Nursery samples of your child’s work will be kept regularly each term. These will be put into his/her own ‘Record of Achievement’ book which will be passed on to you at the end of the year, for you to keep as a memento of your child’s early years work. Assessment is carried out throughout your child’s time at Nursery and in Reception. This is based on observation only in Nursery, whilst your child is playing, taking part in group activities both in the classroom and during outdoor play. These observations are also recorded in the Early Years Profile supported by evidence such as photos, comments, etc. These are formally reported to you at the end of their Nursery and Reception Years.

Aims of Key Stage 1 – Years 1 and 2 The pupils should:  Make use of a practical working environment in which all their learning should flourish.  Acquire the basic tools for learning:- numeracy, literacy, oracy.  Develop lively, enquiring, imaginative, creative minds.  Become independent, self-motivated and self-disciplined.  Work co-operatively with others in a group, the class, the School and in the wider community as appropriate.

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 Develop reasoned attitudes, values, beliefs, with a respect for others and their values.  Develop artistic and creative skills and appreciation.  Appreciate achievements and hopes in themselves and in others.  Develop a wide range of physical skills to keep them healthy and to enable them to make the most of their leisure time.  Develop an understanding and respect of the environment.  Prepare themselves for the future in a fast and changing world.

Organisation of Key Stage 1 This year there is one Year 1 and two Year 2 classes. Each class has a class Teacher and Senior Teaching Assistants to support intervention and activity groups. The Class Teachers work closely together planning and organising the work for the children. The work is planned from the National Curriculum 2014 and matches the interests and learning potential of the children. The children work in a variety of ways - either individually, in small groups, or as a class. Children are set challenging individual and group targets to support and encourage their learning.

Curriculum The Curriculum provided at Chapel Street Infants and Nursery School is designed to meet the aims set out previously. We provide the children with many experiences and through these the children should acquire the elements of learning - knowledge, understanding, skill and attitudes. English, Maths and Science are the "Core" subjects and, as such, have most time given to them. The Curriculum is broad and balanced and also includes the other foundation subjects of Geography, History, Music, Technology, Art, Computing, PE and RE. There is opportunity for practical first hand learning and focused learning weeks. The Curriculum incorporates progression and details of the children’s achievements and progress are recorded. Parents may ask to see these records at any time. The

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activities in the Reception Classes are planned to provide a good basis from which should follow a smooth transition to National Curriculum work. The National Curriculum documents are available via the Dfe website for Parents to explore.

Reading The core reading scheme in EYFS and K.S.1. is "New Way" but we have many other books the children can read at each level. Books from School are sent home regularly, including Cumbria Schools' Library books. Books may be changed daily or as often as required. Letterland is used throughout Key Stage 1. “Letters and Sounds” is used in conjunction with lively phonics teaching in all classes. Phonic ability is assessed at least termly and interventions are introduced to support the children’s learning should they be required. In June Year 1 children will complete a Phonic Screening along with those children in Year 2 who did not meet the required standard last year.

Spoken English Speaking and Listening are very important in language development and the acquisition of language. Children learn to listen to stories, poems, instructions, rhymes, teaching staff and each other. They are encouraged to talk about their activities and experiences with others, eg talk partners, response partners, etc. Shared experiences in School will involve discussion and problem solving. Speaking and listening strategies are taught progressively throughout both EYFS and Key Stage 1. The School signposts families to Family Learning sessions which support language acquisition for all pupils and their families at the local Children’s Centre.

Writing The children are taught how to hold their pencil and form letters. They learn that what they say can be written down and re-read. Gradually they learn to record their own ideas, observations and feelings. The content of their writing can take many forms - factual accounts, poetry, scientific reporting, creative story telling, making lists etc. Writing areas are provided in each classroom to encourage free writing and creative expression. Dedicated focus learning weeks help support cross curricular writing. Assessment of writing is undertaken continually with more formal assessment at the end of each term or half term.

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Mathematics The children are introduced to mathematics through practical activities such as sand and water play, role play and constructional toys. They learn to sort, to classify, to count, understand weight, capacity, time and money through practical activities. Systematic teaching of mathematics continues throughout the School in accordance with the requirements of the National Curriculum 2014. Maths focus week helps to develop problem solving and the using and applying of maths strategies both in the indoor and outdoor learning areas. Pupils are supported in their mathematics by the “Big Maths” and “Little Big Maths” programmes of learning. Assessment of mathematics is undertaken continually with more formal assessment half termly. Maths games are sent home weekly to support and encourage practice and progression in a fun way with family.

Science Science aims to teach children skills such as observing, classifying, recording, communicating, predicting, experimenting and problem solving. As these skills are practised, the topics studied will provide the children with knowledge about everyday things. Science curriculum enhancement days occur in the summer term where the children learn in fun exciting ways.

Music The children are taught many simple songs, musical rhymes and hymns. The children are introduced to percussion instruments, tuned and un-tuned. They also learn about rhythm and beat, fast and slow, high and low sounds. Listening skills are important. All Year Two children are offered the opportunity to learn to play the recorder and lessons take place within School time. Year 2 children may join the School Choir. The School Choir performs at the South Cumbria Music Festival and local community organisations.

PE, Games, Drama and Dance Through a programme of PE, Games, Drama and Dance, the physical development of the children is carefully encouraged. Primary Sports Funding is used to create opportunity and teach a variety of sports to all pupils. Pupils have the opportunity to undertake activities such as dance,

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football, multi-skills, karate and yoga. Curriculum enhancement and CPD helps to provide quality provision in our School.

Swimming The Governors and Staff of this School feel it is important for our pupils to take advantage of the close proximity of Dalton Leisure Centre, and so all Year One and Year Two children are offered the opportunity to have weekly swimming lessons. These are paid for by voluntary contributions from Parents.

Art and Craft The children are given the opportunity to develop their skills by using paper, scissors, glue, crayons, paint, clay etc. in many different ways. They are encouraged to observe colour and form of natural and man made objects and draw these in as much detail as they are able, and to then go on and use their experiences as the basis for print making, work with clay etc. There is also opportunity for self expression and pattern making. They explore the work of famous artists including George Romney, Picasso, Monet and Kandinsky. Visits to galleries and Museums support and enhance the curriculum. Visiting artists are also encouraged to work in School with our pupils.

Design and Technology Through model and picture making the children learn to understand the qualities, properties and limitations of the different materials they use. Problems which occur, for example in model making, have to be overcome. Children are encouraged to discuss problems which occur with others to find ways to solve the problems.

Computing All classrooms in School have interactive whiteboards, a bank of computers and ipads for the children to use together with control technology. The Hall has an electric screen and projector system for whole school use. The classes have purpose built computer bays and all of the computers are networked and are able to access the internet. We ask Parental permission before the children use the internet. Children are encouraged to follow “Think then Click” to ensure safe internet practices both at School and Home. They generate their own safety rules in their classrooms which helps e-safety and life long learning.

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Inclusive Education All children develop as individuals at their own pace. They learn in different ways and at different rates. The work in the classroom is organised to match their individual needs. It may become apparent to the Teacher that a child needs special consideration in one or more areas of the Curriculum. It may mean that a child has a particular talent which needs fostering or perhaps the child is experiencing a learning difficulty. It may be that for health reasons a child has a special need. Particular needs are dealt with carefully in the classroom situation wherever possible. In some cases outside help may be sought, always with the Parents permission. School outlines its SEND provision/Local Offer which can be viewed on the website. Mrs. Lett has responsibility for implementing the Special Needs Provision in School. As our Special Needs Teacher she supports specific children from all the Classes, either individually or in small groups. The Extra Literacy Support initiative is introduced in the Year 1 classes to target some children who would benefit from additional support in reading and writing. An Extra Numeracy Support initiative may be introduced in Year 1 to support Numeracy. Maths programmes are also implemented in Year 1 and Year 2. Specific children have access to provision targeted for their own individual needs, eg, SEAL (Social, Emotional Resilience in School), EAL, etc. Pupil Premium supports pupils with additional needs which also includes gifted and talented, as well as the less able child. Impact of Pupil Premium is monitored by Senior Leadership and Governors, and is published on our website. Pupils have access to our SERIS worker who supports their social and emotional well being in small group work. The Kidsafe programme is offered to all pupils. The full Special Needs Policy is available for inspection in School.

English as an Additional Language Bilingual learners are those who use more than one language in daily life. The term 'bilingual' emphasises that learners already have one language and that English is a second or additional language. Children new to school and new to English can be greatly supported by their peers even if they do not share their home language. This is supportive for settling in, forming relationships and learning English from their peers.

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When working on small-group activities, it is ensured that children learning EAL are placed with children who have developed a good age-appropriate level of English. The EAL pupils are able to watch, listen and learn from the responses of others. Pace of learning is appropriate, interactive and fun. Children sharing the same first language are encouraged to develop and play together. This is facilitated where possible, with the help of peers, in lunchtime activities and at allocated class/nursery times.

Moral Development The children are taught to value their own worth and to value and respect others. This is endorsed by our Caring Code and Mission Statement. “Everyone is Special ...............Believe in Yourself”

S.E.A.L and KIDSAFE Social and Emotional Aspects of Learning programme is used throughout EYFS and Key Stage 1 to promote emotional resilience. Parental support may also be sought for specific children who require additional help in this area. Mrs. Toal provides SERIS support for targeted pupils and delivers the Kidsafe programme for safeguarding annually to all pupils in KS1 and EYFS.

British Values/Prevent Preparing for life in a modern democratic Britain The Government and Department for Education emphasise that ‘’schools should promote fundamental British values of democracy, the rule of law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs ‘’ September 2014 Chapel Street Infant and Nursery School is committed to ensure that every child is provided with a broad and balanced curriculum. We aim to prepare our pupils for their future adult life, to help them become a valued citizen of our ever changing society.We aim to embed the 5 Key British Values throughout our curriculum and reinforce them regularly. Prevent Duty Statement Chapel Street Infants and Nursery School is fully committed to safeguarding and promoting the welfare of all its pupils. As a school we recognise that safeguarding against radicalisation is no different from safeguarding against any other vulnerability.

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In formulating this statement the staff and Governing Body have taken into account the guidance from the Department of Education (DfE) who have called for all public bodies to make explicit their preventative measures to minimise the threat of extremism in their setting.

Sex Education Children’s questions are answered truthfully if they arise but specific sex education is not given. In preparation for life and forming relationships, through our topic work, the children learn that loving means caring.

School Visits From time to time we may consider it useful to take the children outside School to provide first hand experiences. We try to use the local resources and make children aware of their local environment. You will be given full details in advance if a trip has been arranged. Best Value is always sought when costing school visits.

Visiting Groups Many people are prepared to come into School to sing or act or to dance and we have found this is an economical way of presenting live theatre to the children. Other visitors are also welcome to broaden the children's experience, for example people showing hobbies, crafts and skills.

Curriculum Development The Headteacher and Staff have regular weekly meetings to plan and discuss the various aspects of Curriculum development and planning. All subject areas are taught to the requirements of the National Curriculum 2014 and the EYFS Statutory Framework. In addition to Staff meetings, there are also five Staff training days each School Year. These are a Central Government requirement and are part of the Conditions of Service for Teaching Staff. The children attend school for the statutory 190 days, whereas the Staff attend for at least 195 days each academic year.

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Religious Education and Collective Worship The School follows the Cumbria Agreed Syllabus on Religious Education and aims to create an environment in which children feel happy, cared for and valued. In this atmosphere, through all areas of the Curriculum, they will learn something of themselves, other people and the world around them. The children will be given the opportunity to grow in tolerance and understanding as they learn of the similarities and differences of people. They will be allowed to experience awe and wonder of the world around them and be given time to reflect on these experiences. It is hoped that the children will learn to respect all the denominations of the Christian faith and begin to understand that many people who are not Christians are religious. We introduce the children to the Buddhist Faith, and visit the local Manjushri Buddhist temple in Year 1 or Year 2. Collective Worship is held in the Hall each day. There is music, singing and a prayer in connection with a theme. Themes arise out of some areas of the Curriculum, the children’s own experiences, the day to day running of the School, and seasonal interest. The children are given the opportunity to take part in a Class led Assembly each half term. Under Section 9 of the 1988 Education Act, Parents have the legal right to withdraw their children from Religious Education and Collective Worship if they feel this is necessary. These children will be supervised elsewhere. Please see the Headteacher if this is the case.

Extracurricular Activities Year One and Year Two children have the opportunity to attend a Gym Club after School on Mondays or Wednesdays from 3.00-3.45pm. We have been highly successful in the Key Steps Competitions during recent years. (Cumbria Key Stage 1 Champions 2013) First Aid Club is available for Year 2 children. Past pupils at the local Junior School come to further First Aid sessions in Year 3 and Year 6. They receive accredited certificates in First Aid. Children also have the opportunity in Year 1 and Year 2 to attend French club where they learn basic French. On the first Thursday each month there is a Film Club which all children are invited to attend.

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Physical Care All members of Staff have current First Aid or Paediatric First Aid Certificates. In the event of a child being taken ill or injuring him/herself at School, the child will be made comfortable and the Parent contacted. Should the parents or other nominated contact not be available School will act in loco parentis. Please consider carefully before sending your children to School if they seem unwell in the morning, it is distressing for all concerned if children are sick or unwell whilst at School. If your child stays at home because of ill health, please inform the School as soon as possible by note, email or telephone. Following Health and Safety guidance, the Staff do not administer any medication other than asthma inhalers and diabetic treatment, and epi-pens should the need arise. Upon School entry, a questionnaire via the internet will be available for Parents from the School Health Service for each child. This consent is valid throughout the child’s Primary School years. The School Nurse Team and Health Visitor (EYFS) will observe the children and do routine assessments. Any Parents with health concerns about their children can discuss issues with the school Health Team, they may be contacted on 01229 484085. Because of day to day contact with children, Schools are particularly well placed to observe outward signs of abuse, changes in behaviour, or failure to develop. Parents should be aware therefore, that where it appears to a member of School Staff that a child may have been abused, the School is required, as part of Cumbria Child Protection Procedures, to report their concerns to the Social Services Department immediately. Staff have access to procedures referred to in the LSCB –Cumbria Child Protection procedures www.cumbrialscb.com. The designated Safeguarding Officer is Mrs A Walton, Headteacher, and the designated Governor is Mrs. Lyndsey Mitchell. All members of Staff and Governors have had Level 1 Child Protection Basic Awareness Training. The Head, Mrs. Fuller and Mrs Toal have had level 3 Multi Agency training. The designated Governor has appropriate training. The pupils will have access to the Kidsafe programme. Kidsafe is a fun but nevertheless important weekly programme that covers topics such as trust, bullying, internet safety and cyber bullying, private places, and turmoil in the family. Parents are invited to an information session prior to the pupils undertaking the programme.

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Head lice are unfortunately a recurring problem in most Schools. Any child found with head lice will be sent home for immediate treatment. The only way to eradicate the problem is by Parents checking their child's hair regularly and informing School of any incidents, so that other Parents can be alerted.

Discipline This is part of the whole ethos of the School, and is taught in conjunction with Chapel Street Infants and Nursery’s Caring Code. Good work, effort and consideration for others are recognised and encouraged. Each Class Teacher is responsible for the pastoral care of every member of the Class. Positive behaviours are praised and encouraged throughout our daily teaching. The School’s Behaviour Policy, the summary of which is given to every Parent for them to sign, indicating their support, is available on the website. Parents are consulted about any persistent poor behaviour and asked to support the school with a programme of improvement to help their child through this difficult time. It is not the Schools’ policy to administer corporal punishment.

Rules There are a few School rules made for the safety of the children. These are discussed with the children at appropriate times. Where rules affect Parents as well as children, they will be informed by letter. Parents are asked to report first to the Office on all occasions when visiting School for whatever reason.

Homework The School has a Home/School Policy which is given to each new Parent on the child’s home visit. In the Reception Classes, homework is not usually given, apart from your child bringing home books to read with some research for focus weeks. Year 1 and Year 2 children are set weekly spellings, talk homework and tables to learn. All year groups bring home Maths games which may be changed weekly. There is also the opportunity for the Year 2 children to do some additional Science or research activities. If a child has to be absent for a long period, the Class Teacher will set work for the child if it is thought to be necessary. However, it is helpful if Parents can encourage their children to read and draw and involve them in first hand experiences like cooking and visits etc. This helps develop knowledge and language skills, and increases their general knowledge and self esteem.

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Uniform Nursery There is no requirement for children to wear uniform in Nursery however many children do wear the school sweatshirt or cardigan. Please do not send children to Nursery in their best clothes as many activities are messy. As many activities are outdoors it is important that children always have a coat and wellies in school. In Reception and Key Stage 1 the School uniform is: GREY pinafore, skirt or trousers, long or short. ROYAL BLUE sweatshirt/cardigan with School logo WHITE polo shirt GREY or WHITE ankle socks, knee socks or tights. Suitable flat heeled BLACK shoes Suitable outdoor coat SUMMER TERM ONLY Girls may wear a PALE BLUE AND WHITE checked or striped dress and a Royal blue Cardigan with School logo. For P.E. the children should wear a white round necked T shirt, navy shorts and slip on plimsolls. All clothing must be clearly named. The uniform can be obtained at most local clothes shops. Sweatshirts with the School name are available from “The New Rig Out" in Dalton, or "Identity" in Barrow. EARRINGS:-these can be dangerous in School as they can be caught when dressing and undressing. WE STRONGLY ADVISE THAT EARRINGS ARE NOT WORN IN SCHOOL. THEY CANNOT BE WORN DURING PE AND SWIMMING. This also applies to all other items of jewellery.

Lunchtime Arrangements Hot meals are provided by our local Secondary School, Dowdales. The menus are displayed for parents and are nutritionally balanced in line with current Government Recommendations. Parents may send a drink in an appropriate container for the children to have with their hot meal. No fizzy drinks please. Water is available throughout the school day.

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Milk is available, free to under fives and anyone entitled to free school meals. This is organised by the Cool Milk Company. Parents of older children may purchase milk directly through Cool Milk should they wish. We employ a play Leader to encourage active play and games at lunch time. All children are eligible for Universal Infant Free School Meals. These are not to be confused with eligibility for free school meals and clothing grant - linked to low income which also has long term funding implications for schools. If you think your child may be entitled to these grants, please make enquiries at the School office or the Free Schools Meals Service, Childrens Services, Blencathra House, Tangier Street, Whitehaven, CA28 7UW, telephone 01946 506200. This entitlement is not automatically granted and so applications must be made before your child enters School, and every subsequent year.

Absence in Term Time The Government actively discourages Parents from taking children out of School during term time. Parents may seek permission from the Head if they wish to absent their child from School by filling in a Leave of Absence form. This permission may be granted under exceptional circumstances only. We ask that Year 2 Parents do not take holidays during the April/May assessment period and we also ask that Year 1 pupils are in school for the third week of June for Year 1 Phonics screening.

Admission to School We follow the admissions procedure as set out by Cumbria Education Committee. A copy of this is at the back of the Prospectus. The School’s admission number is 52 per year.

New Entrants in September Children may enter Infant School in the September of the academic year in which they are five years old. Great care is taken to make the School environment appropriate for the young child so that entry to School is a happy occasion. In order to ease the transition from Home to School, the Class Teacher will make an appointment to visit you and your child at Home. After this initial contact has been made, dates will be arranged when your child can visit his/her class at School. These visits take place in the Summer term. Children's reactions to School can vary enormously and we try to be flexible and 23

sensitive to the individual child's needs. Part-time education or delayed entry to School may be appropriate for some children.

Parents and School We have found that children make good progress at School when Parents and Teachers understand each other and we have tried to establish firm links between Parents and School in the following ways: By encouraging Parents to take an interest in the work done by the children at School  By encouraging Parents to hear children read regularly at home. Advice on what to do will be given when you visit School and attend the Reading Talk early in the Children’s Reception Year.  Parents are invited to the weekly “Lets Read” session in their child’s class on Wednesdays at 2.30. We encourage Parents to help us at School. We have a number of Parents who come into School regularly to support the children’s learning across the curriculum. If you would like to help in School, either in your child’s class or to support fund raising events, please talk to the Head, Secretary or Class Teacher and your contribution will be greatly received. We do require a DBS however, in line with safeguarding legislation if parental help is to be deemed “frequent and regular”. Please see Mrs. Quirk in the office for the appropriate forms to apply for a DBS. Parents are invited to help in fund-raising activities. The members of the "Friends of Chapel Street School" are all Parents and friends of the School. They plan fundraising events which occur throughout the year. They provide a vital source of extra funding which benefits all the children in school. New members are always welcome, please come in for a coffee and a chat on Wednesday mornings at 9. Parents are also encouraged to walk to Church with the School for services and to the Cenotaph on Remembrance Day for a short service. We have an open afternoon early in the Autumn term when Parents can come and see their child at work, and find out how they have settled into their new class. This is an informal meeting without an appointment. Parents are also invited to attend School in the Spring and Summer terms to discuss their child's progress with the Class Teacher. This is by an appointment system which provides more privacy than an open session.

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As we have little space in the cloakroom areas, we ask you please to bring your child to the School yard and then allow the Staff to escort him/her into the cloakroom to take off his/her coat him/herself. If there are any particular problems, please see the Head or the Class Teacher to discuss them. Parents have an opportunity to complete a questionnaire in July to indicate their feelings on the quality of care, teaching, behaviour and leadership at Chapel Street Infants and Nursery School. Governors are present at open evenings and they collect feedback and suggestions from parents. Parents are also directed to “Parent View” via our School website or app.

Formal Complaints Procedure Your child’s development both academically and emotionally is of paramount importance. If you become concerned about any aspect of your child's education, it is important that you tell us about this. As a first step you should discuss your concerns with your child's Teacher, the Head or leave a message with the Secretary. If you are still concerned you should arrange a formal meeting with the Head. Obviously, as a Staff, we will do all we can to resolve your concerns and to ensure you are happy with your child's education. There may be some occasions when Parents wish to complain about matters relating to the Curriculum or Collective Worship which are the responsibility of the Governing Body and/or the Local Authority. Special formal arrangements exist for dealing with complaints of this kind. Copies of a leaflet which outlines these arrangements are available from the School, as are copies of the full arrangements themselves. Advice on how to pursue a formal complaint is also available from The School Places Team, 5 Portland Square, Carlisle. CA1 1PU. (Tel: 01228 226999)

Personal Accident Insurance Some Parents wrongly assume that if a child is injured at School, the County Council is held responsible regardless of the circumstances and that its insurance will automatically apply. This is not so - the County Council's responsibility is strictly limited to cases where there was negligence by them or their Staff. Accidents can happen in School, in the playground, or during School visits, when the County Council or its Staff are not in any way at fault and are, therefore, not responsible. The provision of Personal Accident Insurance is considered to be the responsibility of the Parents. Parents who are interested in this form of insurance can contact their local Insurance Broker, but they may be interested to know that the National Confederation of Parent Teacher Associations has arranged a suitable policy. It provides for substantial compensation in the event of a disabling injury, regardless of how or when caused.

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Charging Policy Education at School is free. However, from time to time, we arrange activities such as School visits, in connection with Curricular work, or visits to School by Theatre or Musical groups etc. These can take place within School hours and are regarded as part of the Curriculum costs may be offset by voluntary contributions from Parents or from School funds. When an activity relies on voluntary contributions from Parents, full details of that activity will be given and Parents' opinions sought. It is hoped that the activity planned will go ahead with parental backing, voluntary contributions and/or subsidy from School funds. Once an activity is planned, it is intended that ALL children will be included irrespective of the source of the funding. Parents may obtain from School a copy of the policy on charging for School activities.

Documentation Documents on Curriculum Policy organisation and content are kept in School and may be seen by Parents on request, with some policies to view on the school website. Records on the Curricular progress of individual children are also kept. These will be discussed with Parents at Parent Evenings. However, they are also available for Parents to see upon request.

Changes in Information Any changes in the information contained in this booklet will be given to Parents in information sheets as the changes occur.

School Term Dates School dates are determined by the County Council and Local cluster Schools. They are accessible via the school website, www.chapelstreet.cumbria.sch.uk

Disclaimer The information supplied in this document is in accordance with information at present available to the Governors and is believed to be correct as at the date of printing.(SEPT 2015). In particular, nothing herein prejudices the right of the Education Committee or any of its Sub-Committees or the Governors or the Head of the School, to make any decision relating to the School as it sees fit, without regard to whether this will affect the accuracy of any matters contained in this

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publication. Further, neither the Governors, nor the School, nor the Education Authority, nor any members of the Authority or the School is deemed responsible for any erroneous information in this document.

CUMBRIA EDUCATION SERVICE

GENERAL ADMISSIONS POLICY 2015/2016 Community and Voluntary Controlled Schools

Where there are more applications than places available at a community or voluntary controlled school for entry to all year groups except Year 12, applications will be prioritised using the criteria below. They will be applied in conjunction with explanatory notes 1 - 6 which form part of the policy.

1.

Children looked after, i.e. in public care, giving priority, if necessary, to the youngest child(ren) and children who were previously looked after - see note 1 overleaf.

2.

Children living in the catchment area who have brothers or sisters in the school (or associated infant or junior school) at the time of admission. See notes 2 and 3 overleaf.

3.

Children living outside the catchment area who, at the time of their admission, have brothers or sisters in the school (or associated infant or junior school) who a) have a statement of special educational need that names that school or b) were directed to that school by the LA in the absence of a place being available in the catchment area school due to oversubscription and the school was identified by the LA as the next nearest with a place available – see note 4 overleaf.

4.

In relation to Church of England Voluntary Controlled Schools, children living within the catchment area who with a parent regularly attend a church in membership of Churches Together in Britain or the Evangelical Alliance. See notes 5 and 6.

5.

Other children living in the catchment area giving priority to those living closest to the school, measured by the shortest walking route by road - see note 6 overleaf.

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6.

Children living outside the catchment area who have brothers or sisters in the school (or associated infant or junior school) on 16 April 2015 for entry to Reception and Year 3 or 1 March 2015 for entry to Year 7 and at the time of their admission - see notes 2 and 3 overleaf.

7.

In relation to Church of England Voluntary Controlled Schools, children living outside the catchment area who with a parent regularly attend a church in membership of Churches Together in Britain or the Evangelical Alliance. See notes 5 and 6.

8.

Children living outside the catchment area, giving priority to those who live closest to the school, measured by the shortest walking route by road - see note 6 overleaf.

Applications will be prioritised on the above basis. An exception will be made under the Authority's policy for the education of children with special needs (i) where a child holds a Statement of Special Educational Needs, or (ii) is currently undergoing a statutory assessment, and in either case it is considered that attendance at a particular school is necessary to meet the identified needs of that child. Explanatory Notes [These notes are part of the policy] Note 1 A child looked after is a child in public care, who is looked after by a local authority within the meaning of Section 22 of the Children Act 1989. Children previously looked after are children who were looked after, but have ceased to be so because they were adopted (under the terms of the Adoption and Children Act 2002) or became subject to a Residence Order or Special Guardianship Order (Children Act 1989). Note 2 In criteria 2, 3 and 6, priority will be given to those children with the youngest siblings. Brothers and sisters are those living at the same address and includes step and foster children. Priority will only be given where it is known at the time of allocating places that a sibling will be attending the school [excluding a nursery class] at the time of admission. Note 3 Where reference is made to associated infant and junior schools this is to describe those situations where infant and junior schools share the same catchment area. Note 4

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If parents or carers believe they qualify for consideration under criterion 3, they should indicate this on their preference form in the place provided for this purpose. Note 5 To be considered under criteria 4 or 7 parents or carers must provide proof with the completed form that they regularly attend a church in membership of Churches Together in Britain or the Evangelical Alliance. ‘Regular’ is defined as at least twice a month. Attendance may be at more than one church but should be for at least two years prior to the application date. In criteria 4 or 7 applications will be prioritised using the distance measurement methodology set out at Note 6 below, with those living closest to the school measured by the shortest route by road given priority.

Fair Processing Notice (Primary) – School Census 2012 – Layer One Chapel Street Infants and Nursery School processes personal data about its pupils and is a “data controller” in respect of this for the purposes of the Data Protection Act 1998. It processes this data to:  support its pupils’ teaching and learning;  monitor and report on their progress;  provide appropriate pastoral care, and  assess how well the school as a whole is doing. This data includes contact details, national curriculum assessment results, attendance information, characteristics such as ethnic group, special educational needs and any relevant medical information. This data may only be used or passed on for specific purposes allowed by law. From time to time the school is required to pass on some of this data to local authorities, the Department for Children, Schools and Families (DCSF), and to agencies that are prescribed by law, such as the Qualifications and Curriculum Authority (QCA), Ofsted, the Learning and Skills Council (LSC), the Department of Health (DH), Primary Care Trusts (PCT),ContactPoint. All these are data controllers in respect of the data they receive, and are subject to the same legal constraints in how they deal with the data.

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The governing body of a maintained school in England is also required by law to supply basic information to ContactPoint 1 This only includes the name and address of the child, contact details for their parents or carers (with parental responsibility) and the contact details of the school. Pupils, as data subjects, have certain rights under the Data Protection Act, including a general right to be given access to personal data held about them by any data controller. The presumption is that by the age of 12 a child has sufficient maturity to understand their rights and to make an access request themselves if they wish. A parent would normally be expected to make a request on a child’s behalf if the child is younger. If you wish to access your personal data, or that of your child, then please contact the relevant organisation in writing. Details of these organisations can be obtained from the school or a hard copy given. Your attention is drawn to (Layer 2) of this Fair Processing Notice, which gives supplementary information about the processing of pupil data by the organisations mentioned above, and gives greater details of how the pupil data is processed and the rights of parents and pupils. This can be obtained by contacting the school where a hard copy can be obtained.

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ContactPoint is a directory that will help people who work with children and you people to quickly find out who else is working with the same child, making it easier to deliver more coordinated support 30