SCHOOL HANDBOOK
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CONTENTS Welcome to Oakdale Junior School Headteacher’s letter
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Introduction Vision / Mission Statement School background
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Aims of the School
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Contacts and Governors Information
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Staff List 2015/16
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Admission Application Procedures Visits to school Parents/Carers of New Admissions Admissions to other year groups Liaison with First Schools Photograph/Video Permission Secondary Transfer Arrangements
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Charging and Remissions Policy
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Code of Conduct Behaviour Bullying Home school Agreed Partnership School Rules
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Complaints and Appeals Procedure
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Curriculum Typical Timetable Core Subjects Community Curriculum Curriculum Queries and Complaints Pupils with Disabilities Special Rights School Action School Action Plus Assessments Statutory Assessment and Statements
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Data results Data Protection Freedom of Information Act 2000
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Health Education Information Asthma Policy Cycling to school Drugs Exclusion times for infectious illnesses/conditions First Aid Lunchtime arrangements Medical information School Health Service
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Parent/Carer Partnership Parent/Carer information
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Parent/school contracts Childcare and Family support Equal Opportunities statement Friends of Oakdale Junior School Multi-agency Locality teams Policy on Sex Education
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Punctuality and Attendance Application for leave of absence from school Education Welfare Service Illness and Medical Appointments
33
Religious Education and Collective Worship
36
Reggio Emilia Approach
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Safeguarding and Child Protection
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Safety Jewellery Mobile phone permission Parent/carer permission for Educational Visits Playground Safety Property Visits and off-site Safety
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School Routine Class organisation Breakfast club Careers Education Emergency closure of school Extra-curricular clubs Eco Warriors Playground Buddies Homework and Home Learning Internet access Music Tuition School Council School Diary
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School Uniform
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Sport and Physical Education The Provision Clothing and Footwear Jewellery Non-participants Safe Practice Working environment and Equipment
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Term Dates
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Parent helper volunteer form
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Breakfast Club flyer
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WELCOME TO OAKDALE JUNIOR SCHOOL HEADTEACHERS LETTER
What are we trying to achieve? Our provision aims to enable all our young people to become:
Successful learners who enjoy learning, make progress and achieve;
Confident individuals who are able to lead safe, healthy and fulfilling lives
Responsible citizens who make a positive contribution to society
Oakdale Junior School is a multi-layered, modern junior school. Each child is encouraged to engage with the rich world of ideas and explore intellectually as far as they can. Children are eager to develop their creative and physical talents. Oakdale children revel in the wide range of activities outside of the classroom that are on offer. Each child’s personal journey through school will be different, but for all, an Oakdale education ensures they can play a full part in the challenges and opportunities of life in the 21 st century. Children come here wanting to learn and grow with a natural curiosity about life, knowledge and people. At Oakdale we are preparing children for a fulfilling life as an adult providing them with opportunities to be independent thinkers and confident learners. Hopefully this booklet will provide you with enough information to give you a flavour of what the school is like, what we do and how we do it. As Headteacher of Oakdale Junior School, I am proud of our school, children and community.
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Mrs Eileen Bissell
INTRODUCTION This handbook to the best of our knowledge, complies with the current requirements of Education Acts and contains information for you, a parent or carer about Oakdale Junior School. We hope you will find it useful and we will be pleased to hear or read of your comments or queries so that we can improve on its various aspects. Although information is currently correct, minor changes will occur and updates will be posted on the school website. Access to further information may be obtained in school concerning:
The academic record of your child
School policy documents
Minutes of the Governing Body and its Committees
The latest School Inspection Report (OFSTED) (May 2016) can be viewed and downloaded from the Ofsted website and is available from school upon request.
The latest HMI Report Nov 2014.
Even though the DfE no longer use the ‘Every Child Matters’ framework it is well and truly embedded at Oakdale Junior School. The five outcomes are implicit within the school’s vision for the foreseeable future. They are:
Be healthy
Stay safe
Enjoy and achieve
Make a positive contribution
Achieve economic well-being
All the adults who work at Oakdale Junior School are part of a team which is there to serve the educational needs of our pupils. Governors, teachers, higher level teaching assistants, classroom assistants, reading partners, administration staff, cleaners, cooks, midday supervisors and our site managers all have an important role to play. We work together and, with the co-operation of adults at home, we will provide the best in education provision for your child. September 2015 saw the journey at Oakdale as a junior school move into its forth year. What was Oakdale South Road Middle School, opened in September 1997, following a merger of the former Oakdale Middle School and the middle school element of South Road Combined School. This excellent, well-equipped provision now serves the Oakdale and town centre areas of Poole, catering for children between the ages of 7-11 (Key Stage 2) having approximately 510 pupils on roll. Your child will transfer to their secondary school at the end of Year 6. VISION Educational Aims and Values Our school’s vision is to enable our young people to become: Successful learners – who enjoy learning, make progress and achieve; Confident individuals – who are able to lead safe, healthy and fulfilling lives;
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Responsible citizens – who make a positive contribution to society locally, nationally and globally.
Mission statement The school will:
provide an outstanding, personalised education
ensure that each / every child achieves their full potential
contribute actively to all aspects of children and their families’ lives, ensuring well being
embrace change; developing learning opportunities that are relevant, forward thinking, meaningful and will prepare for life in the 21st century
Rationale Oakdale Junior School is a modern junior school. Each child is encouraged to engage with the rich world of ideas and explore intellectually as far as possible. Children are eager to develop their creative and physical talents. Oakdale children revel in the wide range of activities outside of the classroom that are on offer. Each child’s personal journey through the school will be different, but for all, an Oakdale education ensures they can play a full part in the challenges and opportunities of life in the 21 st Century. Children come here wanting to learn and grow with a natural curiosity about life, knowledge and people. At Oakdale we are preparing children for a fulfilling life as 21 st Century adults, providing them with opportunities to be successful learners, confident individuals and responsible citizens. We can achieve this by:
providing an up to date, world class, engaging, and enriched curriculum meeting the needs of the future
playing a central role in the community
providing access to all the elements of the core offer of extended services, e.g. before and after school childcare, extra-curricular activities etc.
being accredited as a Healthy School and having implemented the Social and Emotional Aspects of Learning (SEAL) programme
working closely with other children’s services and in particular with other schools engaging with the Children’s Trust
focusing on early identification of individual needs and implementing intervention if required
actively engaging and listening to parents / carers, working with them in partnership in their children’s learning and development
providing a safe, caring and stimulating environment for all learners, challenging them to achieve their full potential through equal access to an appropriately balanced and differentiated curriculum
upholding the principles of the United Nations Conventions of the Rights of the Child (UNCRC) through a Rights Respecting ethos that promotes childrens’ rights linked to their corresponding responsibilities, and
upholding British values as well as developing knowledge and respect of other cultures
We continue to value the five outcomes of the ‘Every Child Matters’ framework (archived) to be fully evidenced
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throughout the school even though the term has been discontinued by the DfE:
Be healthy
Stay safe
Enjoy and Achieve
Achieve economic well-being
Make a positive contribution
Values Underpinning the school’s vision of Successful learners, Confident individuals and Responsible citizens are the values that enable children to achieve their full potential: Confident individuals We aim to:
provide a secure and happy atmosphere in which children can learn effectively and are sensitively cared for
ensure that all children reach the highest level possible of competence in language, mathematics, science and computing
help children express themselves creatively through language, movement, art, music, drama and technology
help children understand the world in which they live through religious (spiritual), moral, cultural, historical and geographical studies.
Successful learners We aim to:
provide children with a range of physical activities at both individual and group level
help children develop an understanding of British values and their cultural heritage
involve parents / carers in the life of the school so that they become partners (with the school) in the education of their children
promote liaison between schools in order that the education of each child is a smooth continuous process
Responsible citizens We encourage all children to become responsible citizens by the development and implementation of the following values:
to be polite, honest and truthful
to keep promises and agreements
to be charitable to others
to be respectful to others and their property
to be considerate to all living things
to be responsible for all personal actions by developing self-discipline.
We at Oakdale Junior School are committed to create a safe, respectful climate in which broad based educational and cultural opportunities provide rich, diverse experiences for all learners and their families. We believe that all of our learners are entitled to the very best education. We are fully committed to raising the standards of learning for all our learners in order to provide the best life
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chances.
The Reggio Emilia pedagogy is used to enhance the learning principles at Oakdale and is based on ten principles:
An emergent curriculum – building on the interests of children
Project work – in-depth studies encouraging deeper understanding
Representational development – using multiple forms of representation to show understanding
Collaboration – encouraging pupils to discuss, critique, compare, hypothesise and problem-solve
Teachers as researchers – teachers as learners alongside the child
Documentation – using a range of media to document children’s’ learning and understanding
Environment – using the environment as the ‘third teacher’
Teacher role – to facilitate, inspire and assess
Projects – should be concrete and personal, engaging from real experiences
Media – experience and explore a range of media to evidence the learning journey
At Oakdale we are preparing children for a fulfilling life as 21st Century adults providing them with opportunities to be independent thinkers and confident learners.
SCHOOL BACKGROUND The school is situated within the residential area of Oakdale in the central part of Poole, Dorset. The children come mainly from council or private property erected from the 1930s which are either rented or owner occupied. The school is very near the Dolphin Shopping Centre and its catchment area is bisected by the main roads which takes a vast amount of traffic to or near it. The school building was constructed in 1997 at a time when space was given to middle school specialist activities. Therefore, although we have 24 classrooms there are many other learning resource bases: library, food technology room, art room, design and technology room, science laboratory, teaching bays etc. which have been designed to a very high standard. There are several areas of the school and its facilities which may be hired for private functions. Details are available
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from the school office.
AIMS OF THE SCHOOL ‘Every child matters’ Oakdale Junior School aims to serve its community by:
Providing for and encouraging a child’s intellectual, emotional, physical, spiritual and moral development within a caring and stimulating environment;
Providing a broad balanced education to its children aged between 7+ and 11+ years, in accordance with the National Curriculum;
Giving equal opportunity for pupils of all abilities in all areas of school life;
Ensuring a safe, secure and enjoyable learning environment;
Encouraging family involvement in the life of the school and its community;
Co-operating with agencies whose expertise can enhance the task of educating our pupils;
Communicating with parents and carers personally, and via the school newsletter, the ‘Oakdale Post’;
Providing opportunities for parents/carers to discuss their child’s educational progress at open evenings in the Autumn and Spring terms;
Ensuring that there is always a senior member of staff available to deal with enquiries; by telephone or by personal callers;
Encouraging parents/carers, governors and others in the local community to play an active part in
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supporting the children and their school;
Providing opportunities for staff to develop professionally;
Preparing the children for the secondary phase of their education.
CONTACTS AND GOVERNORS INFORMATION
Oakdale Junior School School Lane Poole Dorset BH15 3JR Tel: 01202 685800 Website:
Fax: 01202 685247
www.oakdalejunior.co.uk
Headteacher:
Mrs E S Bissell, BSc, PGCE, NPQH
Deputy Headteacher:
Mr G Woolley, BA, PGCE
Assistant Headteacher:
Miss J Horlock, BA, PGCE
Assistant Headteacher
Mr Daniel Carter, BA
Assistant Headteacher
Mr Richard Skinner, PGCE
Chair of Governors:
Mr C D Mann, MA
Strategic Director Children and Young People’s Integrated Services:
Jan Thurgood
GOVERNING BODY
Mr C D Mann (Chair) Mrs S Openshaw (Vice Chair) Ms K Allen Mr Tom Ralph Mr J Hemmings Miss R Davies Mrs E Bissell Clerk to Governing Body:
Governor type Local Authority Parent Parent Parent Staff Staff (headteacher)
Term ends Nov 2017 Nov 2015 Nov 2016 Jan 2019 Sept 2019 July 2016
Miss Sarah Simpson
The Governing Body is responsible for the overall performance of the school. The leadership and management is delegated to the headteacher. All governors serve for a period of four years and have equal responsibility; they may offer to serve again at the end of their term. Parent/carer governors are elected by ballot of all parents/carers and staff governors by members of staff. Other governors are appointed or co-opted, through the Local Authority, from elected Borough Council members, or from the local community. Any governor can be contacted on any issue via the school office or in confidence, via a letter marked ‘Private and Confidential’ and for their attention. The school guarantees that such correspondence will reach the governor(s)
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directly.
STAFF LIST 2015-2016
Headteacher:
Mrs E Bissell
Deputy Headteacher:
Mr G Woolley
Assistant Headteacher:
Miss J Horlock
Assistant Headteacher:
Mr Daniel Carter
Assistant Headteacher
Mr Richard Skinner
Access and Inclusion Manager: Miss J McNiven Year Leaders:
Teaching Staff:
Year 3
Miss J Bertenshaw
Year 4
Miss A Knowles
Year 5
Mrs E Vadgama
Year 6
Mr D Wingrove
Mr J Bailey Mrs A Hanmore Miss E Black Mr P Burton Mrs R Davies Mrs S Doyle Mrs L Hancock Mr R Hanmore Mrs S Harper Mr K Jackson Ms A Knowles Miss L Mitchell Mrs L Partridge Mrs L Rosa (Maternity) Mrs L Seddon Mr S Thomas Miss C Ward Miss E Wilding Mrs E Wilson (Maternity) Miss P Wood
School Business Manager: Mrs E Macpherson Office Staff:
Mrs C Ball
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Miss L Hillier Mrs K Williams
Mrs L Scrivener Mrs R Cameron Miss L Lewis Teaching Assistants:
Mrs S Athar Mrs M Baylis Mrs J Bissell Mrs S Black Mrs S Campey Mrs S Dunkley Mr A Mannouch Mrs D Kilshawe-Fall Ms J Fricker Mrs E Gale Mrs L Lee Miss H Mannouch Mrs C Martindale Mrs B Moore
HLTA’s:
Mrs Z Johnstone Miss S Lawrence Mrs C Middleton Mrs V O’Connor
Other Support Staff:
Mrs J Hansen (Librarian) Mr I Gamlin (ICT Technician) Mrs B K Rigler (Reprographics)
Lunchtime Supervisors:
Mrs D Cobb Mrs S Cook Mrs A Courage Mrs H Cox Mrs C Jeffries Mrs C Brignell Mrs A Plumb
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Mrs V Rickford
Lunchtime Playleaders:
Mrs J Hansen Mrs R Hamilton :
Site Manager:
Mr R Bailey
Caretaker:
Mr M Robinson
Cleaners:
Miss A Reeks Mr M Robinson, Mr D Jones Mrs V Rickford Miss S Digby
Learning Link Worker:
Mrs C Deakin:
Community Development Officer: Ms K Allen Safeguarding and Child Protection Officers: Miss J Horlock
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Miss J McNiven
ADMISSION APPLICATION PROCEDURES The admissions policy is determined by the local authority in consultation with the Governing body. The school has to publish a Planned Admission Number (PAN) and admit pupils up to this number in each year group. The PAN for this school is 140 and Year 5 and 6 is seen as adequate to enable places to be offered to all pupils residing within the school catchment and wishing to attend this school. Historically, the PAN of 140 has also enabled some pupils from outside the catchment area to obtain a place at this school. From September 2016 the PAN for Year 3 and 4 will be 180 places. An appeals process is managed by the local authority for parents and carers who fail to gain admission for their child to the local authority school of their choice. Parents and carers are able to make their appeal to an independent panel whose members hear submissions from both the LA and the school in question. Parents/carers complete an application form (either paper or on-line) and are asked to nominate their three preferred schools. The parents and carers will rank the schools in the order they would prefer a place i.e. 1 st preference is the most preferred school, etc. Parents/carers can also give reasons for their preferences if they so wish. All application forms for maintained schools, irrespective of where they are returned to, are sent to the local authority and are dealt with by the Schools Admissions Team, Children & Young People’s Integrated Services based in the Dolphin Centre, Poole. The local authority co-ordinates all school admissions for maintained schools in Poole. After the published closing date for applications, the local authority will send a list of applicants to each of the admission authorities for the schools nominated as a preference. The admission authorities will not be informed of which preference (1st, 2nd or 3rd) parents have ranked their school. The list will include full names, addresses, post codes, the category under which the applicant is applying (e.g. in-catchment, sibling, religious or distance, etc.) and the distance measurement from the applicant’s home address to the school. All the admission authorities within Poole have adopted the same distance criterion, i.e. the safest walking route. Thus, an individual’s information will be passed simultaneously to all of the admission authorities for the schools for which they have expressed a preference. Each admission authority will rank each applicant in accordance with its oversubscription criteria and will then send back to the local authority a list of all the applicants, ranked in numerical order with the school’s oversubscription criteria. Once the local authority has received the lists from all the admission authorities, it will offer a place at the highest ranked preference school which has indicated it can accept the applicant (up to the school’s PAN). If all of the admission authorities have indicated that they can offer places, the local authority will offer a place at the applicant’s 1st preference school. If, however, the applicant cannot be offered a place at their 1st preference school
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but can at their 2nd and 3rd preference schools then the offer will be for the 2nd preference school and if the only
school that can offer a place is the 3rd preference school, then this will be the one that is offered by the local authority. If none of the preferred schools can offer a place: Reception and transfer to junior school – the local authority will advise the parents/carers of schools which do have places available requesting them to express a further preference for one of these. Transfer to secondary school – the local authority will offer a place at the nearest secondary school to the home address that has a place available. A more detailed account of how the Equal Preference system operates can be found in the Parents’ Guide to Schools in Poole, which is available to all parents whose children have reached the ages of transfer. Further advice and support is available from:
The Schools Admission Team Children and Young Peoples’ Integrated Services The Dolphin Centre POOLE, Dorset BH15 1SA Tel: 01202 261936
Email:
[email protected]
VISITS TO SCHOOL BY PROSPECTIVE PARENT/CARERS The school hold two formal meetings for prospective parents/carers of Year 2 pupils, in the autumn and summer terms preceding admission, and also host an Open Day every October. Parents/carers are given escorted tours of the school and the chance to ask questions of staff and pupils. Additional visits will be arranged through the school office for parents/carers who require admission at other times of the year. PARENT/CARERS OF NEW ADMISSIONS If you have any doubts or concerns about anything that you read in this handbook, please do not hesitate to contact the school so that the matter can be discussed further. Please note that whilst the particulars contained in this document are correct at the time of publication, it should not be assumed that there will be no change affecting the relevant arrangements or some matter particularised:
Before the start of, or during, the school year in question, or
In relation to subsequent school years.
ADMISSIONS TO OTHER YEAR GROUPS Tell your child’s present school that you are considering moving your child to Oakdale Junior School.
Contact the Admissions Team to ensure that there are vacancies at Oakdale Junior School in the
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appropriate year group for your child.
If there are no vacancies at Oakdale, the Schools Admissions Team at Children & Young People’s Integrated Services will advise you of the nearest alternative school or, if necessary, the appeals procedure.
LIAISON WITH INFANT SCHOOLS Many of our children transfer from Old Town Infant School and Nursery and Stanley Green Infant School. Some children transfer from Sylvan, Courthill, Canford Heath and Lilliput Infant Schools and Heatherlands Primary School. Every effort is being made to ensure continuity, through the programmes of study and the selection, where appropriate, of common source material. Quality time is spent on handing over of key information from one school to the next. PHOTOGRAPH/VIDEOS OF CHILDREN IN SCHOOL Digital cameras and the recording of class and club activities are now part of the normal school day. Great care and sensitivity is always given to any photographic image taken in school that might have a wider audience. All parents/carers are requested to read the policy statement given to all new admissions to school and inform the Headteacher if they have any further concerns. SECONDARY TRANSFER ARRANGEMENTS At the end of their time at Oakdale Junior School, parents/carers have the choice of a number of secondary schools – general secondary, comprehensive or the two single sex grammar schools. In the case of Parkstone Grammar School (girls) and Poole Grammar School (boys), entry is on the basis of selection tests, held in October each year at the two schools concerned. Poole High School also carries out testing of those children who apply for entry to its expressly academic stream. Close liaison with all senior schools is involved and, prior to transfer, visits are made in both directions and each child’s progress is discussed. The school currently enjoys partnerships with both Poole and Parkstone Grammar Schools. Poole Grammar School has been awarded specialist status in Mathematics and ICT; Parkstone in Science and Modern Foreign Languages. Teachers from these schools work within the school on a regular basis, particularly with Year 6 pupils. All parents/carers should please note that no child automatically transfers to secondary school. Details of admission arrangements are sent to parents/carers of Year 6 children in the Autumn term for entry into secondary school commencing September 2015 and the obligation is on parents and carers to complete and submit the
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secondary transfer application form by the stated deadline.
CHARGING AND REMISSIONS POLICY The Governing Body recognises the valuable contribution that the wide range of additional activities, including clubs, trips and residential experiences can make towards pupils’ personal and social education. The Governing Body aims to promote and provide such activities, both as part of a broad and balanced curriculum for the pupils of the school and as additional optional activities. The Governing Body reserves the right to make a charge in the following circumstances:
The board and lodging element of the following residential activities deemed to take place within school hours i.e. Carey Outdoor Education Centre.
The full cost to each pupil of activities deemed to be optional extras taking place outside school hours.
The cost to the pupil for providing individual instrumental tuition outside school hours.
The cost of materials, ingredients, equipment (or the provision of them by parents) for the following subjects – e.g. Food, Technology and Textiles
Where the parents of a pupil are in receipt of Income Support, Income-based Jobseekers’ Allowance or Child Tax Credit, from October 2014, Universal Credit (refer to https://www.gov.uk/government/policies/simplifying-the-welfaresystem-and-making-sure-work-pays/supporting-pages/introducing-universal-credit) or the Guarantee element of State Pension Credit, the Governing Body will remit in full the cost of board and lodging for any residential activity that it organizes for the pupil if the activity is deemed to take place within school hours or where it forms part of the syllabus for a prescribed public examination of the National Curriculum. In other circumstances, there may be cases of family hardship which make it difficult for pupils to take part in particular activities for which a charge is made. When arranging a chargeable activity, the Governing Body will invite parents to apply in confidence for the remission of charges in part or in full. Authorisation of remission will be made by the Headteacher. Visits which support the children’s work sometimes involve costs e.g. transport, insurance, admission fees, charges for visiting experts. Unfortunately funding to pay for these is very limited. The school is not allowed to make a formal charge for these activities, but Governors have decided that a voluntary contribution will be asked for from parent/carers to cover the extra costs that arise. The costing of visits is always carefully calculated to ensure value for money. If contributions are not made, the activity may not go ahead. Sometimes a saving scheme is set up for Educational/Residential visits. All monies should be in labelled envelopes or paid through the online payments section via the school website. If paying online, an access code letter is sent to all parent/carers when your child starts at Oakdale Junior School.
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Should you have mislaid this code then please contact the school office to request a reminder.
CODE OF CONDUCT The Assertive Discipline approach adopted at Oakdale Junior School is as follows. Oakdale Junior School believes that all children will benefit from following a simple code of conduct, that being:
Keep your hands and feet to yourself.
Raise your hand for attention (to encourage turn-taking and courtesy).
Follow instructions closely (to encourage listening skills).
To speak to all adults and children politely (encouraging respect for all members of the school community, and preventing racial/verbal abuse).
Respect your own and other’s belongings.
Respect your own and other’s personal health.
Each classroom uses these same basic rules and discussions to help the children whatever their age, to apply them to their own circumstances.
Additional rules are negotiated with children in each year group and are displayed in classrooms as ‘Behaviour Street’
Consequences are clearly negotiated, they include: a list of sanctions for those who choose not to follow the rules, and rewards for those who can, are clearly displayed in all classrooms.
The parent/carers will be informed by letter or telephone if the unacceptable behaviour does not subside. Parent/carers will also be informed when children have been kept in during morning playtime (for approximately ten minutes) – and the reasons for this sanction.
All sanctions are carefully considered and parent/carers are involved at a very early stage since we believe that their co-operation is essential to the child’s social development and progress.
In circumstances where it is considered necessary, the Education Welfare Officer, based at Children and Young Person’s Integrated Services Department at the Dolphin Centre, Poole will contact families and is available to parent/carers who have queries.
Children’s co-operation is encouraged by the recognition of positive behaviour and are rewarded accordingly.
Incidents occurring during playtimes may need to be investigated out of lesson time. Parent/carers will always be involved and informed if a child is to be delayed at 3.25 pm, to help provide information in
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such circumstances.
BEHAVIOUR The school enjoys a pleasant working atmosphere and encourages high standards of work, self-discipline and respect for each other. The behaviour and safety of pupils at the school was judged by OFSTED 2016 to be Good. Both pupils and parents have high satisfaction levels with regard to safety and behaviour (parent questionnaire 2016). The vast array and range of extra-curricular activities and well looked after and resourced building adds to the positive ethos of the school. Oakdale Junior School has an expectation of good behaviour and rewards the children by the trust we place in them and by the awarding of house points. The school catchment area extends down to the shores of Poole Harbour and the names of our houses - Haven, Brownsea, Parkstone and Baytor - remind us of this connection. Each child is allocated a house, which they will then be able to represent in both sporting and academic activities throughout their four years in school. We will inform parents if a child’s behaviour begins to cause concern. It is important for parents/carers to realise that the school always attempt to act in the child’s best interests, trying to be firm and, most important of all, fair to all concerned. BULLYING Most children will, at some time, face the problem of falling out with their friends. These difficulties are usually shortlived and, in most cases, the friendships are restored within a few days. Parents/carers and staff can help by explaining this and suggesting strategies to help children deal with the situation. Do please encourage your child to talk to their class teacher if they are unhappy – staff are usually able to resolve the matter very swiftly but need to be aware of it first. The more serious problem of bullying can take many forms and we are well aware of the suffering it can cause, both at home and school. Thankfully, bullying is not commonplace within our school but, when discovered, we will always act to resolve the problem. We regard it as a basic right that the children within our school receive their education free from humiliation, oppression and abuse. Anti-bullying education and material has a place within our curriculum and every pupil’s diary contains an ‘Anti-Bullying Advice’ section. The school also has a published policy on behaviour and bullying within school, which deals with the problem in more detail than space allows for here. The school will not hesitate to contact a parent/carer if there is clear evidence that their child is involved in bullying. HOME-SCHOOL AGREED PARTNERSHIP A Home-School Partnership Agreement is enclosed with this brochure. Please read it carefully with your child, sign and return it to the school. The agreement will ensure that all of us have then committed ourselves to work together within a clearly stated framework. If you have any questions or concerns about our Partnership
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Agreement, please contact the school.
SCHOOL RULES Children should enjoy their school years and our simple, common sense rules enable all to work and play safely and the school to run smoothly. The rules will be carefully explained and justified to all children when they join Oakdale Junior and will expect all children to adhere to them.
Parents/carers should read this handbook carefully. If there is any difficulty that arises from any part of the regulations, rules or methods as described in this prospectus, such areas of difficulty should be resolved before the child is admitted to the school. Unless such matters are raised prior to a child’s admission, it will be assumed that parents and carers agree to abide by the contents of this prospectus.
COMPLAINTS AND APPEALS PROCEDURE
Parent/carer concerned about any aspect of school life should contact the Headteacher or the Deputy Headteacher.
The school will always endeavor to speak with you immediately if at all possible.
If further meetings are needed these will be arranged at a convenient time for all concerned.
The school generally encourage adults to discuss concerns away from children’s hearing.
Whilst we will always try to resolve concerns, any parent/carer who remains dissatisfied may pursue
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complaints by contacting a member of the Governing Body.
English
Wed
Guided Reading
Guided Reading
Project French
B R E A K
Project
Games (Mr. Jackson)
Project
2:203:25
1:20
1:202:20
ICT
Mathematics
Project (Mr. Thomas) Art
Mathematics
Project DT
English
Project Geography
Guided Reading
Mathematics
Project History
Project Swimming
Project Swimming
Guided Reading
Mathematics
Project RE
P.E.
Project Food Tech
At Oakdale Junior School your child will spend time learning in these areas:
Core Subjects: English Maths Science
Foundation Subjects Art & Design Community Language Computing Design & Technology Geography History Music Modern Foreign Languages e.g. French/Spanish
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L U N C H
R E G I S T R A T I O N
Mathematics
Guided Reading
CURRICULUM
PE (including swimming)
12:20 01:15 1:15-
12:0012:30
11:0511:05 12:00
10:50-
10:2510:50
9:2510:25
9:009:25 Singing Assembly
English
Praise Assembly
Whole Sch Assembly Year Assembly Class Assembly
Project Learning e.g. VolcanoesScience
Tue
English
Thu
R E G I S T R A T I O N
English
Fri
Mon
8:509:00
TYPICAL TIMETABLE
Religious Education
Personal Social Health and Care Education Environment Issues Careers Health Economic Awareness Citizenship British Values
Oakdale Junior School aims to deliver a balanced and broad curriculum.
The statutory requirements of the National Curriculum and Religious Education are met.
The curriculum will promote all pupils’ intellectual, physical, personal, emotional and social development.
Oakdale Junior School will prepare its pupils for the next stage in education.
Equality of access and opportunity for pupils to make progress is maintained.
Pupils with additional educational needs are educated in accordance with the Special Educational Needs/Disability (SEND) Code of Practice, the More Able Pupils Policy.
Pupils for whom English is an additional language can receive additional support from staff specially trained for their particular needs – so that they can access the National Curriculum.
The curriculum at Oakdale Junior School is planned carefully, providing continuity and progression of learning from Year 3 to Year 6.
Systems for assessing and recording pupils’ attainment are in place and assessment information is used to inform future curriculum planning.
Should you have any concerns about your child’s learning please contact the Headteacher or Deputy Headteacher.
COMMUNITY CURRICULUM Whenever possible the children will be involved in activities which take them into the community and bring members of the community into school to share their knowledge and experience. PUPILS WITH DISABILITIES Oakdale Junior School is compliant with the Disability Discrimination Act and access for the physically challenged is catered for. Prior to admission, we liaise closely with feeder schools, outside agencies and parent/carers to ensure that the needs of children with disabilities are met as fully as possible. Initial contact should be with Miss J McNiven If appropriate, special arrangements and visits will be made to ensure a smooth transfer.
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The school’s Equality Act 2010 Accessibility Plan and Special Educational Needs Policy are reviewed regularly by the governing body.
ADDITIONAL SPECIAL EDUCATIONAL NEEDS If your child experiences difficulty in any area, the class teacher will firstly adjust the level of work set to match more closely his or her ability. Longer term learning difficulties are managed on a full time basis by the Access and Inclusion Manager, Miss J McNiven, who will liaise closely with the class teacher to identify the problem through diagnostic testing, classroom observations or consultation with external agencies and professional if and when required. A structured programme of regular classroom support will then be provided. The school follows the SEND Code of Practice. The Code puts more emphasis on teaching, learning and achievements, rather than procedures. It takes into consideration the government’s policy on inclusion and the need to work closely with outside agencies and parent/carers for the benefit of pupils with special needs. The school’s governing body has overall responsibility for ensuring that the Code is implemented and, Mrs Potter, SEN Governor, makes regular monitoring visits. From September 2014 The SEN Code of Practice is organised into 2 levels of support:
School Support The criteria for a child receiving School Support will be that despite receiving support in school, he or she: •
continues to make little or no progress in specific areas;
•
continues working at levels substantially below that expected of pupils of a similar age;
•
continues to have significant difficulty in developing basic skills in English and Mathematics;
•
has emotional or learning difficulties which substantially and regularly interfere with the child’s own
learning or that of the class group, despite having an individual behaviour management programme; •
has sensory or physical needs and requires additional specialist equipment or regular visits and/or
advice from a specialist service; •
has ongoing communication or interaction difficulties that impede the development of social
relationships and cause substantial barriers to learning; in some cases there are outside agencies involved.
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These may include:
Educational Psychologists
Community Paediatrician
School Nurse
Speech Therapists
Audiologists
Physiotherapists
Longspee Outreach
Montacute Outreach
Winchelsea Outreach
Occupational Therapists
Family Support Workers
STATUTORY ASSESSMENT If a child’s SEN is thought to be significant, long-lasting and their needs are beyond those that can reasonably be met within the resources normally available, then the school may ask the LEA Pupil and Parent Support Service to work with parents, school and other agencies to decide whether a statutory assessment should be made. This process will require the school to provide evidence of a lack of progress despite significant extra individual help having been provided and sustained involvement from outside agencies. As a result of this process an Education, Health and Care Plan may be issued. This outlines the Special Educational Needs required by the child. All EHCP’s and Statements must be reviewed annually at a meeting involving parents, pupil, LEA, the school and other outside professionals. Provision Maps If your child is on the Code of Practice a provision map/s will be completed and discussed with you. Provision maps are completed by the class teacher and Inclusion Manager and include specific targets for the individual child identifying what support will be in place to help to meet these. Targets are reviewed at least twice per year and progress towards targets will be shared with you by the class teacher. DATA RESULTS Comparative National Curriculum Assessment Information at Key Stage 2 (SATs) OAKDALE JUNIOR SCHOOL RESULTS 2015 These tables show the percentage of Year 6 pupils within the school who achieved the various levels of attainment in English, Mathematics and Science in 2015. Figures may not total 100 per cent because of rounding. Teacher Assessment W
1
2
3
4
5
6
Pupils
Pupils
disapplied
absent
English
0
0
1
15
41
42
1
0
0
Speaking and
0
0
1
24
30
43
1
0
0
Reading
0
0
1
9
36
50
2
0
0
Writing
0
0
1
13
50
34
1
0
0
Mathematics
0
0
1
12
44
29
13
0
0
Science
0
0
0
7
43
48
1
0
0
5
6
Pupils
Pupils
disapplied
absent
Listening
Test Results Below
3
4
level 3 English grammar,
1
23
33
37
6
0
0
Reading
4
13
36
46
0
0
1
Mathematics
3
20
40
26
10
0
1
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punctuation and spelling
DATA PROTECTION As required by the Data Protection Act 1998, Oakdale Junior School has registered with the office of the Data Commissioner and complies with the eight enforceable principles of good practice in its management of personal data. Data must be:
fairly and lawfully processed
processed for limited purposes
adequate, relevant and not excessive
accurate
not kept longer than necessary
processed in accordance with the data subject's rights
secure
not transferred to other countries without adequate protection.
FREEDOM OF INFORMATION ACT 2000 As a public authority school, certain information has to be made available to the public. The school has a FOIA Published Scheme detailing the criteria and information available, which is available from the school office.
HEALTH EDUCATION Oakdale Junior School is a health promoting school. Our aim is to give children the information they need to make healthy choices: All children are encouraged to have fruit, plain water and healthy snacks. A healthy snack trolley is available to all children at a cost of 10p an item at morning break. The children are encouraged to look after their teeth.
Making sure children know and follow basic hygiene rules (e.g. hand washing)
Promoting the safety of our children with road safety and cycling proficiency course.
Giving the older children information about the dangers of smoking, alcohol, medicines, solvent abuse and illegal substances which should develop in them the qualities they need to resist the pressures they will encounter.
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Please note! Confectionery, sweets, chocolate, fizzy drinks, lollipops and chewing gum are not allowed in school under any circumstances. Please do not send food items into school for birthdays etc.
ASTHMA POLICY This is available in school. If your child/children are asthma sufferers please inform the school. They can then be placed on the asthma register with your permission and receive the emergency inhalers if necessary. Permission forms are available from the school office. CYCLING/SCOOTERS INTO SCHOOL Pupils should be encouraged to cycle/scoot to and from school if accompanied by a parent/carer or responsible adult and cycles and scooters may be stored on-site. Pupils must wear a cycle helmet. Parent/carers must complete an application form, obtainable from the office, prior to starting this arrangement. DRUGS Education into the dangers of drugs takes place in school. In the event of a prohibited drug being found on a child we would follow Local Authority guidelines which, initially at least, would lead to the child’s exclusion. Parent/carers also need to be aware that attractive logos and motifs promoting a drug culture have been found on some children’s
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clothing on sale locally. Such clothing will not be permitted in school.
EXCLUSION TIMES FOR INFECTIOUS ILLNESSES/CONDITIONS
Disease/condition
Minimum period of exclusion
Chicken pox
5 days from onset of rash or until blisters are dry
Conjunctivitis
Exclusion is no longer recommended
Diarrhoea/vomiting
Until 48 hours after symptoms cleared
Impetigo
48 hours after treatment started or lesions dry
Measles
4 days from onset of rash
Mumps
5 days from onset of swelling
Rubella (German measles)
4 days from onset of rash
Scabies
Can return after first treatment
Scarlet Fever
24 hours after antibiotic treatment started
Whooping cough
5 days after antibiotic treatment started
FIRST AID A number of staff are qualified in First Aid treatment If a child is ill or accidentally sustains an injury while at school, home is contacted and it is therefore essential that school has two current telephone numbers to use in such circumstances. If no responsible adult can be contacted, the child will be accompanied to hospital by a member of staff until an adult family member can go to the hospital to replace the member of staff. LUNCHTIME ARRANGEMENTS Only pupils who are having a school lunch, or who bring a packed lunch are looked after at lunchtime.
School lunches are provided by Chartwells. All orders should be made online or by telephone direct to Chartwells. We urge all parents receiving Income Support, Income Based Jobseeker’s Allowance, Guaranteed Pension Credit, Asylum Support (under Part VI of the Immigration & Asylum Act 1999), Child Tax Credit (but not Working Tax Credit) or Employment & Support Allowance (income-related) to apply for free hot meals for their children. Schools’ funding is partly based on numbers registering for free meals, so please consider applying, even if you still prefer to send your own lunch. An application form is available from the school office. This must be returned to the CYPIS at the Dolphin Centre, Poole.
The main criteria for acceptance is that families are in receipt of benefit payments and proof of this will be required. In due course you will be informed as to whether or not your application has been successful.
Children who leave the premises are the responsibility of parent/carers.
Packed lunches should be in a named plastic box (no larger than 15 cm x 25 cm long x 10 cm) and still drinks in a named plastic container only. Lunches should be a healthy balanced meal and not contain chocolates, sweets,
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fizzy drinks or crisps.
In hot weather, care should be taken to keep food cool, perhaps by use of a ‘cool box’ or freezer pack.
A hot meal service is provided, but you will need to book and pay for any meal a week in advance. A form and the current menu is available online or by telephone direct from Chartwells – the cost per meal is £2.00.
MEDICAL INFORMATION School needs to know medical information and dietary information about your child. SCHOOL HEALTH SERVICE The school work closely with the School Health Service. The school nurse is Miss Emma Scantlebury and is a regular visitor to the school, working with pupils and parents/carers, hosting ‘drop in’ sessions and supporting teaching staff in the delivery of some aspects of the science curriculum. Medical checks are held at regular intervals for selected children, as are hearing and sight tests. Should parents/carers have particular concerns, it is possible to arrange for additional checks by either the school nurse Emma Scantlebury or the Consultant Paediatrician, Dr Morozova. Please contact the school office for further information. The school nurse team can be contacted via Parkstone Health Centre, Mansfield Road, Parkstone on (01202) 711538. School dental inspections are also undertaken in Year 4. All children in Year 6 will have a health check in school. This includes measuring their height and weight. Children who are taken ill in school will be observed and looked after while Parent/carers are being contacted. In these circumstances medication will not be given. Prompt contact with a carer is essential – can we get in touch with you or a named person quickly? We also need to know about any medical condition which may be affecting your child. Staff will obviously be discreet about such information. A Drugs Education Policy is in place to guide staff in this aspect of Health education. The School Health Visitor has advised that:
Children who are taking a course of antibiotics or penicillin should stay at home for the early days of the course.
Ideally once the child has returned to school, medicine should be administered out of school hours (between 3.30 pm – 8.45 am) by the parent/carer.
Only in special circumstances should one dose, in a named container, with complete instructions, be handed to office staff for administering during the day.
Preferably the parent/carer should come into school to administer the medicine.
Children who have inhalers will be given the opportunity to administer their own medication, under
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supervision of a first aider.
PARENT/CARER PARTNERSHIP PARENT/CARER INFORMATION
In each academic year parent/carers are invited to two parent/carer and teacher consultations to discuss their child’s progress: in the Autumn and Spring terms.
A member of the Governing Body will always try to be on hand at Parent/carer and teacher evenings.
It is always possible to arrange for additional meetings if you are concerned about any aspect of your child’s education.
The school has as Association called : Friends of Oakdale Junior School which encourages all parent/carers and interested parties to support the school and its community.
Parent/carers wishing to become more involved in the day to day work of the school can be involved in activities such as reading partners, general volunteers, classroom assistant training and school governors.
Parent/carers wishing to become involved as a Parent Governor are advised to discover what’s involved by making contact with an existing Governor. Arrangements for the election of Parent Governors are notified when the need to fill a vacancy arises.
If you wish to know more about any of the above, please contact the Deputy Headteacher in the first instance.
Parent/carers are required to provide emergency contact details on an admission form. This helps the school to contact you quickly should the need arise. Any subsequent changes must be brought to the attention of the school.
Letters and half-termly newsletters, along with communications from the Friends of Oakdale School, regularly inform parents/carers of both whole school and year group activities.
This information is also sent out by email to parents/carers via Parentmail. The school website www.oakdalejunior.poole.sch.uk also gives parents/carers access to a wealth of school information at any time. The school occasionally sends brief information to parents/carers via our text messaging service. If you have given your mobile number and/or email address we will provide you with this service unless you tell us otherwise.
A suggestions box is situated in the lobby of the main entrance and we hope parents/carers will use this to share their ideas for improving the services that Oakdale Junior School offers. A similar box for pupils’ ideas is located in the foyer.
PARENT/SCHOOL CONTRACTS These can be linked with homework or behaviour modification The parent/carer is involved at an early point in time if we are concerned about behaviour. ONLINE PAYMENTS AND COMMUNICATION Oakdale Junior School uses ParentMail X to communicate with parents and take credit/debit card payments for items such as trips, meals, breakfast club. In order to set up an account parents are sent a registration code and
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instructions when their child joins the school.
CHILDCARE AND FAMILY SUPPORT The Borough of Poole’s Children and Young People’s Services offers a range of support to parents, including information on childcare providers, family outreach services, support for families and children with special needs and leisure activities for children and families. The school’s Family Outreach Worker, Ros Friend, can be contacted on (01202) 261968. Alternatively email
[email protected]. Further information can also be found at www.childcarelink.gov.uk EQUAL OPPORTUNITIES STATEMENT Oakdale Junior School is committed to equal opportunities for all children regardless of gender, race, background or additional educational needs. Children are encouraged to have a positive self-image and cultural identity. Learning in the classroom is diverse to reflect our society and the fact that we are part of one world. Girls and boys do the same learning in all subjects unless there is a special reason for teaching in non-mixed groups. FRIENDS OF OAKDALE JUNIOR SCHOOL A school association is a valued link between home and school and a marvellous asset to any school. It is an opportunity for everyone to work together for the benefit of the whole school community. Within the Friends of Oakdale Junior School, parents/carers and teachers work together in equal partnership. Regular fundraising events such as discos and fun nights are held throughout the year. The current Chair of the Friends is Ms Kristina Allen who can be readily contacted through the school office. Please do lend your support. Important information can always be found posted on the home-school partnership notice board at the school entrance and on the website. Email –
[email protected] for further information. MULTI-AGENCY LOCALITY TEAMS To support delivery of the Government’s Every Child Matters agenda, the school is a member of a Locality Team, which includes representatives from Children and Young People’s Integrated Services and Children and Young People’s Social Care. These service units provide a range of support for schools and parents, including family support, educational psychology, education welfare, behaviour support, early years and youth services. Fortnightly meetings enable Locality Team members to exchange information and focus on preventative early intervention in individual cases, as opposed to reacting only when a threshold for referral to a statutory service is reached. All those attending the meetings have received the Borough of Poole’s Common Assessment Framework (CAF) training. In
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addition, the school can access a family support worker to assist parents where necessary.
POLICY ON SEX EDUCATION
The Sex Education module is taught in the Summer term of Year 6. It is culmination of a programme of work that begins in Year 3 and ends as the children leave their primary school. Parent/carers are notified in advance when the Sex education module is to be taught. Permission is sought for the children to cover the whole topic.
Parent/carers have an entitlement to withdraw their child from Sex education, although few, if any, will do so, recognising that this is an area of essential learning that is delivered with appropriate care and sensitivity.
Throughout the school the emphasis is at all times on the development of self-respect and respect for others.
Young children learn about protecting themselves from danger, knowing when touches and caresses are inappropriate and learning when ‘secrets’ are good and when they are potentially harmful. Children are given strategies for dealing with unwanted approaches whether they are from strangers or, possibly, friends and family members.
As the children progress through the middle years of school they are reminded that they have the right to reject unwanted advances. They are taught the basics of self-respect, learning to value themselves and developing a pride in themselves and their achievements in every area of life.
All sex education is taught in the context of stable, long term, caring, family relationships.
Children are taught to see and value themselves as individuals who have a right to take relationships at a pace that feels right for them and not to bow to peer or media pressure.
In Year 6, ‘Puberty’ is the introduction to the Sex Education module. An adolescent’s changing roles and responsibilities are discussed. Possible areas of conflict at home, with friends and at school are explored and strategies for coping are investigated.
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The grid below shows specific learning intentions for each year group in the ‘Changing Me’ Puzzle. These specific lessons sit within the whole Puzzle (6 lessons) which looks at change and coping with change in lots of contexts, so changes as we grow up and enter puberty are seen as one sort of change that we can all cope with.
Year Group 1
Piece Number and Name Piece 4 Boys’ and Girls’ Bodies
2
Piece 4 Boys’ and Girls’ Bodies
Learning Intentions ‘Pupils will be able to…’ identify the parts of the body that make boys different to girls and use the correct names for these: penis, testicles, vagina respect my body and understand which parts are private recognise the physical differences between boys and girls, use the correct names for parts of the body (penis, testicles, vagina) and appreciate that some parts of my body are private
3
Piece 1 How Babies Grow
tell you what I like/don’t like about being a boy/girl understand that in animals and humans lots of changes happen between conception and growing up, and that usually it is the female who has the baby
Piece 2 Babies
express how I feel when I see babies or baby animals understand how babies grow and develop in the mother’s uterus and understand what a baby needs to live and grow
Piece 3 Outside Body Changes
express how I might feel if I had a new baby in my family understand that boys’ and girls’ bodies need to change so that when they grow up their bodies can make babies identify how boys’ and girls’ bodies change on the outside during this growing up process recognise how I feel about these changes happening to me and know how to cope with those feelings
Piece 4 Inside Body Changes
identify how boys’ and girls’ bodies change on the inside during the growing up process and why these changes are necessary so that their bodies can make babies when they grow up recognise how I feel about these changes happening to me and how to cope with these feelings
4
Piece 2 Having A Baby
Piece 3 Girls and Puberty
correctly label the internal and external parts of male and female bodies that are necessary for making a baby understand that having a baby is a personal choice and express how I feel about having children when I am an adult describe how a girl’s body changes in order for her to be able to have babies when she is an adult, and that menstruation (having periods) is a natural part of this know that I have strategies to help me cope with the physical and emotional changes I will experience during puberty
5
Piece 2 Puberty for Girls
explain how a girl’s body changes during puberty and understand the importance of looking after myself physically and emotionally
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understand that puberty is a natural process that happens to everybody and that it will be OK for me Piece 3 Puberty for Boys and Girls
describe how boys’ and girls’ bodies change during puberty
Piece 4 Conception
understand that sexual intercourse can lead to conception and that is how babies are usually made understand that sometimes people need IVF to help them have a baby
express how I feel about the changes that will happen to me during puberty
appreciate how amazing it is that human bodies can reproduce in these ways
6
Piece 2 Puberty
explain how girls’ and boys’ bodies change during puberty and understand the importance of looking after myself physically and emotionally express how I feel about the changes that will happen to me during puberty
Piece 3 Girl Talk/Boy Talk Piece 4 Babies – Conception to Birth Piece 5 Attraction
ask the questions I need answered about changes during puberty reflect on how I feel about asking the questions and about the answers I receive describe how a baby develops from conception through the nine months of pregnancy, and how it is born recognise how I feel when I reflect on the development and birth of a baby understand how being physically attracted to someone changes the nature of the relationship express how I feel about the growing independence of becoming a teenager and am confident that I can cope with this
Withdrawal from RSE lessons Parents/carers have the right to withdraw their children from all or part of the Relationships and Sex Education provided at school except for those parts included in statutory National Curriculum Science. Those parents/carers wishing to exercise this right are invited in to see the head teacher and/or RSE Co-ordinator who will explore any concerns and discuss any impact that withdrawal may have on the child. Once a child has been withdrawn they cannot take part in the RSE programme until the request for withdrawal has been removed. Materials are available to parents/carers who wish to supplement the school RSE programme or who wish to deliver RSE to their children at home.
PUNCTUALITY AND ATTENDANCE
ATTENDANCE DATA Authorised/Unauthorised Absence as a percentage of possible attendance 2014/15 Autumn
Summer
Auth
Unauth
Auth
Unauth
Auth
Unauth
Year 3
2.57%
0.60%
4.35%
0.07%
2.86%
1.04%
Year 4
2.95%
0.26%
3.73%
0.09%
3.18%
0.94%
Year 5
2.77%
0.91%
4.18%
0.33%
2.97%
1.10%
Year 6
2.59%
0.33%
4.32%
0.15%
3.58%
0.74%
Average
2.72%
0.53%
4.14%
0.17%
3.15%
0.96%
*Figures may not total 100% due to rounding
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Spring
Please note that lateness after the close of registration (in this school, 9.10 am and 1.40 pm Monday – Friday) is, in law, unauthorised absence. Also, only 5 days’ annual holiday may be authorised within term time - any additional days must be recorded as unauthorised.
Pupils should assemble in their designated playground area at 8.50 am at the latest – but not before 8.30 am.
After the school bell has sounded children are met at the classroom door or in the playground by their class teacher.
Any pupil arriving after this time will only be able to enter the building via the main entrance, where they sign in.
These children are, for purely statistical purposes described as being ‘late’. Their name and class are written down. They then proceed to their own class within the safety of the building.
Gates to the playground area are padlocked during the school day and overnight.
Any child who leaves during the school day, for appointments or because they are unwell, will need to sign in the ‘signing out book’.
Children who have stayed at school for extra-curricular club activities will wait inside the main entrance to be collected by the parent/carer unless alternative arrangements have been agreed in advance. Staff are not authorised to take pupils home.
All classes are encouraged to achieve a minimum of 99% attendance, they are recognised each week in Assembly for good attendance.
Parent/carers have a legal responsibility to ensure that their child is in school.
If a child is unwell, please notify the school before 9.30 am on the first day of illness and send a letter of explanation when the child returns to school. If medical or dental appointments should occur during school time, the school insist, on safety grounds, that parents/carers collect their children from school. The medical or appointment letter should be shown to office staff on collection of a child. If this is not possible, the school will only release a child on receipt of a signed letter from the parent/carer, accepting full responsibility for their child’s safety. Children must sign out at the school office when leaving and sign in again on their return.
APPLICATION FOR LEAVE OF ABSENCE FROM SCHOOL From the Department for Education:
Amendments To School Regulations The Education (Pupil Registration) (England) Regulations 2006 Amendments have been made to the 2006 Regulations in the Education (Pupil Registration) (England) (Amendment)
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Regulations 2013. These amendments, as described below, will come into force on 1 September 2013.
Term-time holiday The Education (Pupil Registration) (England) Regulations 2006 Amendments to the 2006 regulations remove references to family holiday and extended leave as well as the statutory threshold of ten school days. The amendments make clear that headteachers may not grant any leave of absence during term time unless there are exceptional circumstances. Headteachers should determine the number of school days a child can be away from school if the leave is granted. The Education (Penalty Notices) (England) Regulations 2007 Amendments have been made to the 2007 Regulations in the Education (Penalty Notices) (England) (Amendment) Regulations 2013. These amendments, as described below, will come into force on 1 September 2013. The 2007 regulations set out the procedures for issuing penalty notices (fines) to each parent who fails to ensure their children’s regular attendance at school or fails to ensure that their excluded child is not in a public place during the first five days of exclusion. Parents must pay £60 if they pay within 28 days; or £120 if they pay within 42 days. Amendments to 2007 regulations will reduce the timescales for paying a penalty notice. Parents must, from 1 September 2013, pay £60 within 21 days or £120 within 28 days.
EDUCATION WELFARE SERVICE The Education Welfare Service provides a welfare service to pupils and parents/carers. Home visits may be made to enquire about prolonged, unexplained or regular absences of pupils from school. Education Welfare Officers maintain a close working relationship with the school but the service provided remains independent of the school. Parent/carers wishing to take advantage of this service at any time should make an approach either through the school or directly via Children & Young People’s Integrated Services, Dolphin Centre, Poole BH15 1QE (01202 261921). All dealings with the Education Welfare Service are confidential.
ILLNESS AND MEDICAL APPOINTMENTS If your child is taken ill at school the school will always attempt to contact parents so please ensure that the school is notified of any change of home or work circumstances. A number of staff are qualified in first aid treatment, but if any doubt exists as to the seriousness of an injury, the
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school will not hesitate to seek professional medical advice.
RELIGIOUS EDUCATION AND COLLECTIVE WORSHIP RE is taught throughout the school to promote a deeper understanding of religion and culture. RE lessons are only concerned with teaching the facts about religion. There is no attempt to influence the children’s beliefs. Members of different religious groups come into school, and the children visit religious places of all kinds to extend their knowledge and factual understanding. There is regular collective worship where all the children come together. The Government instructs schools to make assemblies to be broadly Christian in content, the school does ensure that all our religious groups are considered in the different daily gatherings. While parent/carers have an entitlement to withdraw their child, we would hope that you would not wish to exclude your child from either RE lessons or assemblies in recognition of their value. But if so, please contact the school to make the necessary arrangements. The Local Authority has set up a Standing Advisory Council for Religious Education (SACRE) with the following role: 1. To support and encourage good practice in religious education and school worship; 2. To monitor staffing, resources and training; 3. To keep the agreed syllabus of religious education under consideration and, when necessary, call for its review; 4. To issue an annual report; 5. Within the framework of the statutory regulations, to deal with complaints and requests for waiving of the requirement that worship should be wholly or mainly of a broadly Christian character. The SACRE meet three times a year and correspondence should be addressed to the SACRE Co-ordinator, Civic Centre, Poole, BH15 2RU. REGGIO EMILIA APPROACH AT OAKDALE The Reggio Emilia approach is a way of teaching project learning and is based on the following principles: EMERGENT CURRICULUM: An emergent curriculum is one that builds upon the interests of children. Projects for study are captured from interests, the community or family events, as well as the known interests of children (volcanoes, tropical rainforests, fantasy football etc.). Team planning is an essential component of the emergent curriculum. Teachers work together to formulate hypotheses about the possible directions of a project, the materials needed, and possible parent and/or community support and involvement. PROJECT WORK: Projects, are in-depth studies of concepts, ideas, and interests, which arise within the class. Projects may last one week or could continue throughout a half-term. Throughout a project, teachers help children make decisions about the direction of learning, the ways in which the group will research the project, the
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representational medium that will demonstrate and showcase the project and the selection of materials needed to represent the work. Long-term projects, enhance lifelong learning.
REPRESENTATIONAL DEVELOPMENT: Consistent with Howard Gardner's notion of schooling for multiple intelligences, the Reggio Emilia approach calls for the integration of the graphic arts as tools for cognitive, linguistic, and social development. Presentation of concepts and hypotheses in multiple forms of representation include print, art, construction, drama, music, puppetry, etc. and are viewed as essential to children's understanding of experience. Children have 100 languages, multiple symbolic languages. COLLABORATION: Collaborative group work, both large and small, is considered valuable and necessary to advance cognitive development. Children are encouraged to dialogue, critique, compare, negotiate, hypothesise, and problem solve through group work. Within the Reggio Emilia approach multiple perspectives promote both a sense of group membership and the uniqueness of self. The high emphasis on the collaboration among homeschool-community to support the learning of the child. TEACHERS AS RESEARCHERS: The teacher's role within the Reggio Emilia approach is complex. Working as co-teachers, the role of the teacher is first and foremost to be that of a learner alongside the children. The teacher is a teacher-researcher, a resource and guide as she/he lends expertise to children. Within such a teacherresearcher role, educators carefully listen, observe, and document children's learning and the growth of community in their classroom and provoke, co-construct, and stimulate thinking, and children's collaboration with peers. Teachers are committed to reflection about their own teaching and learning. DOCUMENTATION: Similar to the portfolio approach, documentation of children's learning in progress is viewed as an important tool in the learning process for children, teachers, and parents/carers. Pictures of children engaged in experiences, their words as they discuss what they are doing, feeling and thinking, and the children's interpretation of experience through the visual media are displayed as a graphic presentation of the dynamics of learning. Documentation is used as assessment and advocacy. ENVIRONMENT: Within the Reggio Emilia schools, great attention is given to the look and feel of the classroom. Environment is considered the "third teacher." Teachers carefully organise space for small and large group projects and small intimate spaces for one, two or three children. Documentation of children's work, plants, and collections that children have made from previous trips are displayed both at the children's and adult eye level. Common space available to all children in the school includes dramatic role play areas and spaces for children from different
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classrooms to come together. Displays of project work of a high quality to inspire learning.
TEACHER ROLE:
to co-explore the learning experience with the children
to provoke ideas, problem solving, and conflict in thought
to take ideas from the children and return them for further exploration
to organise the classroom and materials to be aesthetically pleasing
to organise materials to help children make thoughtful decisions about media choice
to document children's progress: visual, video recording, portfolios
to help children see the connections in learning and experiences
to help children express their knowledge through representational work
to form a "collective" among other teachers and parents/carers
to have a dialogue about the projects with parents/carers and other teachers
to foster the connection between home, school and community
PROJECTS:
can emerge from children's ideas and/or interests
can be provoked by teachers
can be introduced by teachers knowing what is of interest to children, predators, volcanoes, solar system, battles etc.
should be long enough to develop over time, to discuss new ideas, to negotiate over, to induce conflicts, to revisit, to see progress, to see movement of ideas
should be concrete, personal from real experiences, important to children, should be "large" enough for diversity of ideas and rich in interpretive/representational expression
MEDIA:
explore first: what is this material, what does it do, before what can I do with the material
should have variation in colour, texture, pattern: help children "see" the colours, tones, hues; help children "feel" the texture, the similarities and differences
should be presented in an artistic manner--it too should be aesthetically pleasing to look at--it should invite you to touch, admire and inspire
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should be revisited throughout many projects to help children see the possibilities
SAFEGUARDING AND CHILD PROTECTION Oakdale Junior School recognises that the welfare of the child is paramount and take seriously the responsibilities to safeguard and promote the welfare of the children while at school. SAFEGUARD DEFINITION The school define safeguarding as all agencies taking all reasonable measures to ensure that the risk of harm to children’s welfare are minimised. Where there are concerns, working to agreed local policies and procedures in full partnership with other local agencies. The Governing Body will act in accordance with Section 175 of the Education Act and the supporting statutory guidance ‘Safeguarding Children and Safer Recruitment in Education (2006)’ to safeguard and promote the welfare of children in this school. All children have the right to be safeguarded from harm or exploitation whatever their:
Race, religion, first language or ethnicity;
Gender or sexuality;
Age;
Health or disability;
Political or immigration status
The school endeavour to safeguard children and young people by:
Valuing them, listening to and respecting them;
Involving them in decisions which affect them;
Making sure all staff and volunteers are aware of and committed to the Safeguarding Policy and Child Protection procedures;
Sharing information about concerns with agencies who need to know and involving children and their parent/carers appropriately;
Recruiting staff and volunteers safely, ensuring all necessary checks are made;
Adopting a Code of Conduct for all staff and volunteers;
Providing effective management through induction, support and training;
Ensuring staff and volunteers understand about ‘whistleblowing;
Dealing appropriately with allegations/concerns about staff or volunteers in accordance with Government guidance.
Designated Senior Person for Child Protection: Miss J Horlock, Assistant Head
Miss J McNiven, Access and Inclusion Manager
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Designated Senior Person for Child Protection: Mrs E Bissell, Headteacher
SAFETY
The use of mobile phones/other hand-held devices is not permitted by visitors on the school premises.
The school is a secure building – parent/carers and visitors may only enter and exit the premises via the Main Entrance. All visitors are requested to sign in and out.
Parent/carers are visitors and should report directly to the school office. The disabled toilet is for children and staff and should not be used without permission.
Parent/carers delivering and collecting children should use the car park with courtesy. The yellow zig zags should be kept clear at all times.
Vehicles should be parked in bays and not obstruct access. The 10 mph
speed limit should be strictly adhered to. The disabled bay is for Badge holders intending to visit the school building only.
The school site has a non-smoking policy and all adults are requested to respect this position. Please do not enter the school grounds smoking and any ‘butt ends’ should not be discarded indiscriminately on school property.
The consumption of alcohol is not allowed on the school grounds.
Children and adults are asked to keep the school grounds clear of litter by using the waste bins provided. Adults have an important role in setting a good example.
Dogs are not allowed onto the school grounds, unless they are guide dogs, or the owner has been invited to bring them for a specific purpose.
Skateboarding, roller blading is not allowed on school premises.
JEWELLERY The school has a ‘no jewellery’ policy. Children with pierced ears will be expected to wear only simple gold or silver studs – and these should not be worn on days when the child is having sporting activities. Diamante or other jewels are not allowed. MOBILE PHONE PERMISSION For security and organisational reasons, pupils are not permitted to have mobile phones in school. PARENT/CARER PERMISSION FOR EDUCATIONAL VISITS
When a visit is planned, you will be sent full details telling you the purpose, the timing and any special requirements such as wet weather clothing or packed lunches.
The school will ask you to give written permission for your child to go on the visit.
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Only those with parental responsibility are able to sign the consent form
PLAYGROUND SAFETY Children should aim to arrive at school between 8.40 am and 8.45 am. Please note that playground supervision does not commence until 8.40 am.
If you are delayed and cannot be there to collect your child, you need to phone the school to tell us what arrangements have been made in your absence.
PROPERTY Children should not bring to school toys, games, valuables or musical equipment unless asked to do so – since the school cannot be responsible for these items. All clothing and luggage should be clearly named. Lost property is kept for one term. Watches are encouraged but are worn at the owner’s risk. Any items found carried that might pose a risk will be confiscated and only released to the parent/carer upon request. VISITS AND OFF-SITE SAFETY The school make full use of the school minibuses and children are regularly taken out of school as part of their normal lessons. Parents/carers will be notified beforehand and the school always satisfy or exceed the recommendations on the level of supervision required for the trip. The school subscribes to the Local authority’s Offsite Safety guidelines and two members of staff hold certificates in Offsite Safety Management. All members of staff allowed to drive the school minibuses have successfully completed an LA or MIDAS approved course of instruction. No more than the official number of pupils will be carried in a minibus at any time. The school currently has three minibuses and meet the requirements of recent minibus legislation and are equipped to Public Service Vehicle standard. They are diesels, with all forward facing seats and additional head supports. Seat belts are fitted and worn by all passengers and a log book is completed before and after each
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journey.
SCHOOL ROUTINE CLASS ORGANISATION Oakdale Junior School is a school which is co-educational for pupils between 7+ and 11 years, which operates with the Borough of Poole Children’s Services. There are 533 children on roll in year groups of usually four or five classes. Year groups are: Key Stage 2
Year 3 Year 4 Year 5 Year 6
Each class is named with a number to show its Year and two letters which are the first two letters of the surname of the member of staff responsible for managing and teaching that class. For instance 6WI means Year 6, Mr Wingrove. Each class is a mixed ability class – and the classes are recreated each Summer term ready for the September of the new academic year. The principles used to create a new class group are: 1. As wide an ability range as possible within the 140+ (180+) members of a year group 2. Equal proportions of boys and girls 3. Equal ethnic mix 4. Social mix Children are taught mostly as a class, but small intervention groups may be created in various subjects based upon ability and progress throughout the school year. Support staff work within the classroom with children who have additional educational needs. BREAKFAST CLUB To assist parents/carers, a Breakfast Club operates from 7.30 am to 8.50 am every day, providing children with a breakfast of cereal, toast and juice or a hot drink. They can also enjoy a range of activities, including use of the library, computer facilities and fitness sessions. The charge from September 2015 is £3.50 per session. The Breakfast Club is staffed by Mrs Courage, Mrs Cobb and Mrs Gale. Further details may be obtained from the School Office. CAREERS EDUCATION
A positive approach is taken to raise awareness of the wide variety of jobs, careers and roles existing in adult life.
Action is taken to avoid stereotypical role models, e.g. male nurses/female fire-fighters.
Outside agencies are invited to speak about or demonstrate aspects of their jobs. These include emergency service personnel, nurses, clergy, musicians and teachers.
Children learn about all types of jobs and roles within our society; we also try to develop respect,
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understanding and empathy for all people – whatever their role.
EMERGENCY CLOSURE OF SCHOOL Should it be necessary to close the school e.g. due to bad weather conditions a message will be placed on the school website, and on the Borough of Poole website school status page. If it snows during the school day please do not assume the school is going to close and turn up to pick up your son/daughter or telephone the school office. However, should it become bad enough to close the school a text will be sent to parent/carers and a message will be placed on the school website. EXTRA-CURRICULAR ACTIVITIES During 2015-2016 over 400 pupils a week took part in extra-curricular clubs at Oakdale. The following clubs also run on a regular basis: Art, Dance, Science, Library, Football, Book Club, Netball, Recorders, Homework club, Computer club, Raspberry Pi, Tag Rugby, Unicycle, Indoor Athletics, Circuit Training, Drama SCAPA, French, Cross Country, Choir, Volleyball club, Tennis club, Mathletics, Music, Guitar, Drums etc. New clubs include: Lego, Summer Sports, Tri Golf, Multi Sports, Walking, Karate, Rounders, Chicken and Pond Dipping, Gymnastics, Sport Leaders, Gardening and Change 4 Life. Registration letters will be provided at the beginning of each term for children to apply for activities. Details are also provided on the school website. Parent/carer permission, in writing, is needed to allow pupils to stay for these activities on those occasions when they take place before or after school. PLAYGROUND PLAYLEADERS During lunch time play, a play leader organises and supervises a variety of playground games for all year groups to enjoy. They promote constructive play at lunchtimes and provide a range of appropriate creative, stimulating and
fun activities. They organise and maintain effective zoning of the playground, in order to cater for a wide variety of differing needs, creating a playground environment inclusive of all children and also look out for any children
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who appear to be lonely and encourage them to join in with the games.
HOMEWORK AND HOME LEARNING
Appropriate amounts of homework enhance the development of the child and provide the opportunity for a parent/carer to play a supporting role.
All pupils can expect to have regular homework.
It is expected that children will be encouraged to work in a quiet room, with as few interruptions as possible.
Time is provided at lunchtimes for children who need more time to complete homework in ‘Homework Club’
Homework is not used as a punishment.
INTERNET ACCESS Broadband facilities give pupils speedy internet access via a schools-only internet provider, which currently serves most of the schools in the south-west of England. This service automatically bars known inappropriate sites and is constantly updated. Pupil access to the internet is dependent on both parents/carers and pupils accepting and signing a code of conduct. MUSIC TUITION All children will be given the opportunity to sing in the school choir. In addition, specialists from the Dorset Music Service visit (after school 3.30 pm – 5.00 pm, dependent on numbers involved) to give small-group tuition in guitar, brass, woodwind, violin and percussion instruments. A reasonable small termly charge is made for the lessons. The children can either purchase or hire instruments, but please seek the advice of the specialist teacher before you choose a particular option. Approximate purchase costs of basic student instruments are as follows: Guitar: £65; Flute: £290; Clarinet: £250; Trumpet: £200; Saxophone: £350; Violin: £100. SCHOOL COUNCIL The School Council meet on a regular basis under the guidance of our PSHCE Co-ordinator, Miss Bertenshaw. The elected members discuss school issues of particular interest to pupils, contribute suggestions and assist with many school activities, such as Open Day and parent/teacher consultation evenings. HOME SCHOOL DIARY The school has produced a comprehensive school diary and every child receives a free copy on arrival in school. The diary provides us with an efficient means of communication between home and school on a daily basis, as well as acting as a record of your child’s reading and use of time. A contribution of £3.00 is requested to replace missing/lost diaries. BOOK BAGS Oakdale logo book bag (optional) ‘No rucksacks’ PENCIL CASES
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These are not allowed or required in school
SCHOOL UNIFORM The school are proud of the school uniform as it is a means of identifying your child with the high standards encouraged at Oakdale Junior School. The governors, parents/carers and staff all fully support the school policy on uniform. It is designed to be comfortable, practical and value for money. Boys Uniform
Oakdale Junior School logo navy sweatshirt or fleece (order through school) Oakdale Junior School logo polo shirt (order through school) School uniform trousers – charcoal grey (not light grey or black) Socks – black/grey only (no other colour) Sensible black shoes (not trainer style) Optional: School uniform style tailored charcoal grey shorts for warm weather
Girls Winter uniform
Oakdale plaid skirt (order through school) Oakdale Junior School logo navy sweatshirt or fleece (order through school) Oakdale Junior School logo polo shirt (order through school) Opaque plain navy tights (not black) or knee high navy socks (not white or black socks) Low-heeled sensible black shoes (not trainers/ ballet or slipper type, must have a strap
across
or laces)
Optional: Straight leg school uniform style tailored, charcoal, dark grey trousers (not hipsters/tight fitting/slim fit/boot leg or stretch material, no chinos or denim trousers)
Black only or grey only socks (only with trousers) Girls Summer uniform
The full winter uniform may be worn all year round or Gingham blue summer dress for warm weather with navy socks (not white, no trainer socks) Oakdale Junior School logo navy sweatshirt or fleece (not cardigans) (order through school) Low-heeled black only shoes (no trainers/ballet/slipper type/open toed sandals or footwear) Navy only hair bobbles/Navy only head bands (no other colours)
PE Kit
Black only trainers for outside PE (no coloured trainers) Plain navy football shorts (not cycling shorts) Oakdale Junior School logo PE t-shirt (order through school) Oakdale Junior School logo drawstring PE bag (no rucksacks) (order through school) Plain navy tracksuit bottoms Navy sweatshirt (school logo or plain) Plain navy long football socks (not white socks)
Hair should be natural coloured, not dyed or highlighted. Long hair should be tied back. Extreme haircuts are not permitted. No nail varnish, make up, transfer tattoos etc. The school has a ‘no jewellery’ policy, this includes any charity bands or pin badges. In exceptional circumstances
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a disclaimer form needs to be collected from the school office.
SPORT AND PHYSICAL EDUCATION The school aims to provide a sound background in sport through the National Curriculum Physical Education and a range of extra-curricular activities. Within these opportunities we are concerned with developing the physical fundamental movement skills of each child to their fullest potential, promote an understanding of games principles and develop positive attitudes towards physical activity. THE PROVISION All pupils follow the National Curriculum programmes of study for physical education. Key Stage 2 pupils will continue to develop their fundamental movement skills of agility, balance and co-ordination in gymnastics, dance, athletic activities, invasion games, striking and fielding, net and wall games and in the upper key stage work towards learning the principles of games. Pupils will also receive regular opportunities for swimming, and additional outdoor and adventurous activities. Everyone receives at least 1 ¾ hours per week of curriculum time physical education. In addition at least four hours of extra-curricular activities are organised after school, throughout the year. These include: football, netball, tag rugby, gymnastics, fitness, athletics – indoor and outside, rounders, cross-country, volleyball, tennis and summer sports. Teams represent the school in local leagues and friendly matches and festivals as well as wider competitions in netball, swimming, football, tag rugby and cross-country and athletics. Each year group compete in three Intra-House competitions throughout the year including sports day so experience competitive sport and activities. In past years the school has organised residential visits to Hooke Court and Carey Camp. The school enjoys the use of a good size hall, three playgrounds, tennis courts, basketball/netball areas, adventure play trim-trail, pond- dipping environmental area, outdoor classroom, butterfly garden, kitchen garden, chicken run, woodland areas, picnic courtyard, tree house and amphitheatre and a playing field on site. A new tyre park is planned for 2015. A nominated teacher carries responsibility for co-ordinating physical education and is a specialist in the subject. Staff hold relevant qualifications for most major games included in the National Curriculum Physical Education and also in Gymnastics. Swimming will be offered to all year groups in organised time blocks (a voluntary contribution will be requested in order for this to continue)
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CLOTHING AND FOOTWEAR Pupils require to change into suitable and safe clothing and footwear for all PE lessons. The school requirements for this are detailed under the ‘school uniform’ section of this prospectus. Goggles may be worn for swimming if a letter is signed by the parent/carer accepting full responsibility for the consequences.
JEWELLERY Jewellery must be removed; this includes studs in ears. Pupils with newly pierced ears must participate in Physical Education but wear ear tape, which they must provide themselves. To avoid this we suggest that ears could be pierced at the start of the summer holidays. Cultural and religious artefacts should be removed. Please contact the school if you have any queries about this. NON-PARTICIPANTS Non-participants whenever possible will be involved in the non-performance aspects of the activity, by helping individuals or groups, plan, organise and evaluate tasks and performances. A parent/carer note is required by the school if your child is excluded from Physical Education for any short or long term reason. SAFE PRACTICE To ensure their safety, pupils will be enabled to follow instructions and demonstrate an awareness of potential dangers relating to:
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WORKING ENVIRONMENT AND EQUIPMENT Pupils are encouraged to recognise potential hazards within a multi-purpose environment and to use the available space safely. They are made aware of the correct handling, lifting and siting of equipment and encouraged to be responsible for their own actions.
TERM DATES: ACADEMIC YEAR 2016/17 2016/17
Autumn Term
Spring Term
Summer Term
2016
2017
2017
Thursday
Tuesday
Monday
1st September
3rd January
24th April
24th October to 28th
13 February to
29th May to
October
17 February
2nd June
16 December
7th April
21st July
Term start Half term Term end
Public Holidays 2016-2017 Christmas Day:
25th December
Boxing Day:
26th December
New Year’s Day Holiday:
2nd January
Good Friday:
14th April
Easter Monday:
17th April
May Day Bank Holiday:
1st May
Spring Bank Holiday:
29th May
Summer Bank Holiday:
28th August
Inset Days 2016-2017 Thursday 1st September Friday 2nd September Friday 9th September Friday 21st October 2016 Tuesday 3rd January 2017 Friday 24th February 2017. Times of the School day: Pupils should assemble in their designated playground at 8.45 am at the latest, but not before 8.40 am. After the school bell has sounded children are met in the playground by their class teacher. End of school day 3.25 pm. ---------------------------------------------------------------------------------------------------------------------------------------------PARENT/CARER HELPER VOLUNTEER FORM Child’s name …………………………………………………...……………… Class ……...………………………… I would like to help on a regular/occasional basis (delete as required) with the following activities: Trips
Cooking
Swimming
Library
Gardening Hearing readers
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Email……………………………………………………..
Technology
Admin
Any other skills? ………………………………………... Contact Number ………………………………………
Signed ……………………………….. Name (please print) ………...……….….…………. Date ……….............
Problems with childcare? Trying to juggle work commitments?
Let us lend a helping hand! Oakdale Breakfast Club is here to take the strain Monday – Friday (during term time, excluding staff training days) From
7.30 am – 8.50 am Cost per session £3.50 The cost of Breakfast Club session is £3.50 per child, which includes e.g. breakfast of cereal, toast and fruit juice etc. So if you are looking for value for money before school childcare in a safe, friendly environment, provided by fully trained and qualified staff, please register your child today. Registration forms are available from the school office Payment must be made when making the booking. Ad hoc bookings are subject to places being available and must be arranged and paid for in advance. If, on the day, your child is unable to attend the Breakfast Club please advise the school by telephone or text to 07592728329 by 8.00 a.m. If you have any queries please contact Mrs Angela Courage, Breakfast Club Co-ordinator via the school office
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01202 685800
