Turnham Primary Foundation
School
CURRICULUM POLICY DOCUMENTS
English (including Library)
Modern Foreign languages
Science
Maths
I.C.T. (including Esecurity & the use of the Internet)
History
Geography
Overarching Arts
Music
Art & Design
Design and Technology
Physical Education
Personal, Social, Moral and Citizenship Education
Health Education
Drugs Education
S.R.E.
Religious Education
Collective Worship
September 2011
1 CURRICULUM POLICY DOCUMENTS
2 CURRICULUM POLICY DOCUMENTS
CONTENTS
ENGLISH LANGUAGE (LITERACY) POLICY 4
LIBRARY POLICY 8
MODERN FOREIGN LANGUAGES 10
SCIENCE POLICY 12
MATHEMATICS POLICY 16
INFORMATION AND COMMUNICATION TECHNOLOGY (I.C.T.) 20
COMPUTER SUITE 25
INTERNET POLICY 26
ACCEPTABLE/UNACCEPTABLE USE 27
ESECURITY POLICY 28
HEALTH AND SAFETY GUIDANCE FOR INTERACTIVE WHITEBOARDS AND PROJECTORS 31
HISTORY POLICY 33
GEOGRAPHY POLICY 38
OVERARCHING ARTS POLICY 42
MUSIC POLICY 46
ART AND DESIGN POLICY 49
DESIGN AND TECHNOLOGY POLICY 51
PHYSICAL EDUCATION POLICY 54
PERSONAL, SOCIAL AND MORAL EDUCATION AND CITIZENSHIP 57
HEALTH EDUCATION POLICY 60
DRUGS EDUCATION 62
SEX AND RELATIONSHIP (SRE) EDUCATION 66
RELIGIOUS EDUCATION 70
COLLECTIVE WORSHIP POLICY 74
POSTS OF RESPONSIBILITY 74
3 CONTENTS
ENGLISH LANGUAGE (LITERACY) POLICY
Whole School Philosophy
At Turnham School we aim to develop the abilities of all pupils to communicate effectively in speech and in
writing; to listen with understanding and to become enthusiastic and responsive readers so that they can cope
with the language demands in adult life. As our children are from many ethnic backgrounds we aim to use a
wide range of multi- cultural literature and reference materials, to develop the self esteem of all pupils and an
understanding and respect for all cultures alongside their own.
All our Curriculum Policies are written with consideration for the Government national Framework ‘Every Child
Matters’. In relation to the way in which we teach English at Turnham we believe that the curriculum should
enable the children to ‘Enjoy and Achieve’ by providing a stimulating curriculum which allows the children to
achieve the highest possible educational standards. Development of effective literacy skills will ensure that the
children are able to ‘Make a Positive Contribution’ by supporting their self-confidence and enabling them to
engage more effectively in enterprising behaviour. It is also a key factor in enabling children to ‘Achieve
Economic Well-Being’ by inculcating a love of learning which will be continued into further education and the
world of work. We liaise closely with services which have an impact on children’s achievement in Literacy, such
as Early Years, Settings, Speech and Language Development services, Sure Start and Book Start to ensure
that the gap in the outcomes in the ‘Every Child Matters’ key categories is narrowed.
Aims for our policy:
To provide a language rich environment that promotes a culture of reading and writing;
To develop in pupils an interest in and a love of books and literature that will not only support their
learning across the curriculum but also enrich their lives;
To value and use books as a basis for learning, pleasure, talk and play;
To teach children the craft of writing in order to develop in children the confidence and skills to write well
for a range of purposes and audience;
Teach the basics - spelling handwriting and punctuation - to liberate creativity;
To foster in pupils the confidence, desire and ability to express their views and opinions both orally and
in writing;
To value and celebrate diversity in culture and language.
Learning and Teaching
At Turnham we follow the principles set out in the National Literacy Framework.
Literacy is taught on a daily basis from Year 1- 6. Teaching and learning takes place within a whole class setting
(shared/modelled reading and writing) and within ability lead guided reading and writing groups. Within guided
groups good practice is shared and modelled as in whole class setting and the children also work independently
or with a partner on set tasks.
Teachers use a variety of interactive teaching methods to deliver the curriculum and achieve set learning
objectives.
English is also taught through cross curricular links wherever possible.
In Foundation stage 2, Literacy forms the basis of one of the 6 areas of learning –
Communication, language and literacy. Emphasis is on teaching Literacy through stories, story telling and big
books.
Planning and Organisation
In Foundation Stage 2 There is a shared daily literacy session and each group has an adult led session every
week.
Each year group, from Y1-6, plan units of work from the National Literacy framework.
These units cover the phases of the ‘Writing Sequence’. Some of the
Narrative units will be based on whole class novels.
Each Literacy unit will cover outcomes for Speaking and Listening, Reading and Writing.
Every lesson should include an element of sentence level work’ usually as a warm up at the start of the lesson.
Over the year each Year group will cover a balance of Narrative, Non-Fiction and Poetry text types. A clear set
of end of year expectations are followed by each year group and incorporated into planning and assessment.
In each year group Literacy is taught by the class teacher. Lessons are structured following the primary
framework guidelines ensuring independent learning along with a group guided session. The independent
learning sessions are differentiated to meet the needs of the children.
Literacy is taught daily for approximately 1 hour and through other curriculum areas.
Speaking and Listening
Speaking and Listening forms a key element of the Teaching Sequence for Writing
(See appendix 1) and is incorporated throughout the teaching phases of the Primary Framework.
4 ENGLISH LANGUAGE (LITERACY) POLICY
Talk for Writing
Talk for Writing involves making explicit the processes and thinking involved in the writing process so that
ultimately they can be internalised and applied by children in their own writing.
Talk for Writing will be embedded in every phase of the ‘Writing Sequence’. The main principles of talk for
writing are;
1. Book-talk
‘Book-talk’ is the extended opportunity to use talk to explore children’s personal and collective responses to a
text as readers.
2. Writer-talk
‘Writer-talk’ is the articulation of the thinking and creative processes involved in all stages of the act of writing;
talk that helps children to think and behave like a writer (and consider themselves to be one).
3. Storytelling and story making
This involves the learning and repeating of oral stories, building children’s confidence to
Develop them through telling and then extending that development into writing; later creating ‘new’ stories orally
as a preparation and rehearsal for writing. The sequence being imitation, innovation and invention.
4. Word and Language games
Talk games and activities are used to:
• stimulate and develop vocabulary
• ‘warm up’ the imagination, stimulate creative thinking
• Orally develop a character
• Orally develop a setting
5. Role-play and drama
Techniques from the Primary Framework are used- ‘hot seating’ ‘conscience alley’etc...
Talk for writing strategies will be used frequently both within literacy lessons and across the curriculum.
Reading
Shared Reading
Shared reading takes place within the Literacy lesson; the teacher models the reading process to the whole
class as an expert reader, providing a high level of support.
Teaching objectives are pre-planned and sessions are characterised by explicit teaching of specific reading
strategies, oral response and high levels of collaboration. The children join in, where appropriate with the
reading of the text. The texts selected are quality texts that reflect the teaching objectives.
Guided Reading
Guided reading takes place in differentiated groups once a week. During guided reading the responsibility for
reading shifts to the learner. Guided reading takes place with a group of children, of similar ability. During a
guided reading session the children read and respond to a challenging text with the teacher supporting.
Texts of graded difficulty are carefully chosen and matched to the reading ability of the group. It is intended that
guided reading provides a forum for children to demonstrate what they have learned about reading and to
further develop and extend their reading and comprehension skills.
Individual Reading
Children have access to graded books in a reading scheme, to support the development of their individual
reading skills. Children start the reading scheme in FS2 and continue on this scheme until they become
competent, independent readers achieving level 3C in reading. They can then choose from a wide variety of
books in KS2.
5 ENGLISH LANGUAGE (LITERACY) POLICY
Year Group Core Supplementary
Lower School Rigby Rocket Oxford Reading Tree
Sunshine
Young Puffins
Year 3 Rigby Rocket Spirals
Cambridge Pathways
Young Puffins
Year 4 Rigby Rocket Banana
Cambridge Skyways
Superchamps
Young Puffins
Year 5 Young Puffins
Puffins
Year 6 Young Puffins
Puffins
Teachers also read a class novel or short story on a regular basis as part of a ‘story time’ session.
Writing
Shared writing
Shared writing takes place within the Literacy lesson; the teacher models the writing process to the whole class
as an expert writer, articulating the process. Teaching objectives are pre-planned and sessions are
characterised by explicit teaching of specific writing strategies, oral response and high levels of collaboration.
The children join in individually or through partner work, with the writing, where appropriate.
Guided writing
Guided writing takes place as part of a guided session in at least once within a unit of work. During guided
writing the responsibility for writing shifts to the learner. Guided writing takes place with a group of children with
similar writing targets/needs. During a guided writing session the children will write with a teacher supporting.
It is intended that guided writing provides a forum for children to demonstrate what they have learned about
writing and to further develop and extend their writing skills.
Phonics
Letters and Sounds
Letters and Sounds is a focussed teaching strategy that teaches children how the alphabet works for reading
and spelling.
Letters and Sounds is taught through 6 phases.
Phase 1 supports the development of speaking and listening.
Phase 2-5 is a systematic approach to phonics teaching and word recognition skills
Phase 6- focuses on word- specific spellings and the rules for spelling alternatives.
Letters and Sounds are taught as a discrete 20 – 30 minute session each day. Each lesson
follows the structure of review, teach, practise and apply.
FS2 focus on the teaching of Phases 1-4
Year 1 - Phases 4-5
Year 2 - Phases 5-6
Spellings
In Y2/Y3, phase 6 of letters and Sounds focuses on the introduction of the spelling rules. Following on from this,
spellings will be taught in KS2 through Spelling Bank using the objectives for each year group. The focus for
these sessions is to review, teach, practise and apply taught spelling patterns in a fun and creative way.
Talk for Writing
Talk for Writing involves making explicit the processes and thinking involved in the writing process so that
ultimately they can be internalised and applied by children in their own writing.
6 ENGLISH LANGUAGE (LITERACY) POLICY
Talk for Writing will be embedded in every phase of the ‘Writing Sequence’. The main principles of talk for
writing are;
1. Book-talk
‘Book-talk’ is the extended opportunity to use talk to explore children’s personal and collective responses to a
text as readers.
2. Writer-talk
‘Writer-talk’ is the articulation of the thinking and creative processes involved in all stages of the act of writing;
talk that helps children to think and behave like a writer (and consider themselves to be one).
3. Storytelling and story making
This involves the learning and repeating of oral stories, building children’s confidence to
Develop them through telling and then extending that development into writing; later creating ‘new’ stories orally
as a preparation and rehearsal for writing. The sequence being imitation, innovation and invention.
4. Word and Language games
Talk games and activities are used to:
• stimulate and develop vocabulary (VCOP)
• ‘warm up’ the imagination, stimulate creative thinking ( VCOP, Story starters)
• Orally develop a character
• Orally develop a setting
5. Role-play and drama
Techniques from the Primary Framework are used- ‘hot seating’ ‘conscience alley’etc...
Talk for writing strategies will be used frequently both within literacy lessons and across the curriculum.
Children with Special Educational Needs and the More able children
Literacy lessons, tasks and materials are differentiated by the class teacher to meet the needs of individual
children. Children identified as having Special Educational Needs may need greater differentiation of materials
and tasks consistent with that child’s I.E.P. A number of intervention strategies are used to develop children’s
specific learning needs in Literacy. These include ‘ELS,’ Quest, ‘FLS’ and Soundswrite.
More able children will be challenged and motivated by greater differentiation of materials and tasks. The class
teacher will also aim to identify those children who may be gifted in English and provide them with appropriate
learning opportunities. See Policy for Gifted and Talented.
Inclusion
All children will be given opportunities to participate on equal terms in all Literacy activities and due
consideration will be given to the principles of Inclusion.
Assessment, Records and Reports
Progress in Literacy will be monitored through ongoing teacher assessments and APP for writing and reading.
FS2-children are assessed against the ELGs for Communication, language and literacy that form part of the
Foundation Stage Profile.
Progress in phonics is assessed at the end of each half term.
7 ENGLISH LANGUAGE (LITERACY) POLICY
LIBRARY POLICY
Introduction
The school library is for use by all children and adults on the school premises. It is there as a resource
and a facility to teach children about appreciating the world of books and libraries. We encourage
children to visit the library regularly. We aim to teach them how to use a library and how to respect the
special place it has within the school.
We liase with our local library services, encouraging use of local libraries, alerting our parents to the
services offered by the libraries and enabling us to provide an integrated approach to the place of
libraries in our culture. This is to support the aims of ‘Every Child Matters’.
We use the library to give the children access to a wide range of books, possibly those books which are
not available elsewhere. The children are encouraged to research in the library. We display different
books to develop children's interest.
The displays are designed to bring to the children's attention aspects of literature, new books, and
information on a variety of issues or themes. We try to emphasise the multi- cultural nature of our
community and develop the awareness of equal opportunities through our displays. Children's work is
also displayed to make the library a central part of the school community. It is a venue for shared story
times. We give them the opportunity for quiet reading. We encourage it as a place to be particularly
quiet and reflective. We want to make the children aware of the way they can use public and other
libraries to extend their access to books and information. We believe that books and other forms of
print should become of central importance within children's lives.
Procedures
- Each class has a timetabled library session at least once a week.
- The number of books chosen by the children should be monitored by the class teacher. One book
each is usual.
- At the present time the children are not allowed to take books home they take them to the classroom
where they can share them with others.
- The children can go to the library as a class group or in small groups with suitable supervision from a
teacher or primary helper
- The children must be taught how to behave in a library. A quiet atmosphere must be encouraged. The
books should be handled properly. The library must be left in an orderly state. Many of these things
must be taught and reinforced by the teacher.
- The older children are being encouraged to use the library for independent research.
This is to help develop a sense of responsibility and trust as well as teaching higher reading skills.
This must be organised with care by the class teacher.
- Damaged or unsuitable books should be removed and given to the language group to repair or
replace. New books will be regularly purchased. We also assess our books for appropriate imagery
and content that reflects our equal opportunities policy. Staff are encouraged to keep in mind any
ideas for new books which would benefit the collection.
Book Shop
- The Book Shop is open to parents on Parent‟s Evenings and other school functions
8 LIBRARY POLICY
Development Plan
We are in the process of reorganising the classification system in the library and we need to consider
as a staff continuing with the Dewey system , bar codes, or any other appropriate system that will help
the children use a library competently.
9 LIBRARY POLICY
MODERN FOREIGN LANGUAGES
Introduction
This policy is to inform teachers, governors, parents and other interested parties about
Turnham Primary School‟s approach to Modern Foreign Languages (MFL). It promotes a
common understanding of the aims of teaching MFL and, alongside the schemes of work,
provides a framework for planning, thus aiding continuity and progression throughout the
school.
Aims
Through the teaching of MFL, we aim to:-
develop pupils‟ communication and literacy skills that lay the foundation for future
language learning
develop linguistic competence, extend pupils‟ knowledge of how language works and
explore differences and similarities between the target language and English
enhance pupils‟ awareness of the multilingual and multicultural world and introduce an
international dimension to pupil‟s learning, giving them an insight into their own
culture and those of others
provide a medium for cross-curricular links and for reinforcement of knowledge, skills
and understanding developed in other subjects.
Curriculum Organisation
At Turnham Primary School we are following the progressive strands of teaching and learning
set out in the Key Stage 2 MFL Framework. These strands include objectives for Oracy,
Literacy, Intercultural Understanding and Knowledge about language.
Curriculum Delivery
The main focus of MFL teaching at Turnham Primary is French. All pupils formally begin
learning French at the beginning of KS 2, although we hope that the target language may be
introduced earlier if staff feel confident to teach it. We recommend that a time-tabled half
hour lesson per week is delivered through direct teaching. If possible this should be taught on a
Monday morning so the rest of the week can be used to reinforce the learning. Staff should
then find 10 minute sessions throughout the week to reinforce key vocabulary and concepts
taught during the 30 minute session. Staff can use register time in the morning and afternoon,
transition time between lessons and time before break to reinforce the learning. This should be
done throughout the week so that children meet the one entitlement of language learning.
We believe in a communicative approach in which all pupils can actively engage in
meaningful tasks. French will be exploited to the maximum. Greatest emphasis will be given
to speaking and listening, with writing and some reading where relevant. The children are
taught how to:-
Ask and answer questions
Use correct pronunciation and grammar
Memorise words
Interpret meaning
Understand basic grammar
Use a bi-lingual dictionary
Work in pairs and groups and communicate in the French
Look at life in another culture.
10 MODERN FOREIGN LANGUAGES
At Turnham Primary School we follow the Rigolo scheme of work which closely follow the
objectives outlined in the QCA scheme or work. For the academic year of 2011-2012 we will
be following this structure:
Year 3: Units 1-6
Year 4: Units 7-12
Year 5: Units 13-18
Children are to complete one unit of Rigolo per term. Where there are less lessons in Rigolo
than teaching weeks this time is to be used to reinforce the language through other activities
such as ICT.
Children in Year 6 will switch to studying Spanish. The rationale behind this is that it will give
them exposure to another language before they reach secondary school and will aid their
transition as some of the children will be attending schools that study Spanish. As this is the
first year that children will be studying Spanish they will work from the Year 3 MFL
objectives.
Differentiation
Differentiation will generally be by outcome or support.
Marking and Assessment
Assessment is formative and is used to support teaching and learning and inform future
planning. As the class teacher works through the scheme of work they may record their
observations where appropriate and assess the children‟s progress in the target language based
on their achievement of the learning objectives in lessons. These informal assessments will be
used to identify gifted linguists and those requiring extra support. If any written MFL work is
produced, it is marked in line with the school policy on marking.
Equal Opportunities
All pupils, regardless of race or gender, shall have the opportunity to develop MFL capability.
The school promotes equal opportunities and fairness of distribution of MFL resources.
Children with other languages at home are encouraged to use them for educational benefit.
Positive images of languages being spoken by people of both sexes will be promoted.
Resources
A small selection of resources is at present available in school. These include children‟s books
and magazines, dual-language texts, teacher‟s resources, classroom calendars and ICT
resources, including Petit Pont and Task Magic. The MFL co-ordinator is responsible for
maintaining resources, monitoring their use and organising storage. The co-ordinator will
assist teachers in securing any resources needed that are not already available in school.
Monitoring and Review
Planning and practice will be monitored by the subject leader. The policy will be reviewed in
consultation with the teaching staff in 2012.
11 MODERN FOREIGN LANGUAGES
SCIENCE POLICY
Introduction
We believe in the view of science outlined in the National Curriculum:
“Science stimulates and excites pupils‟ curiosity about phenomena and events in the world around
them. It also satisfies their curiosity with knowledge. Because science links direct practical experience
with ideas, it can engage learners at many levels. Scientific method is about developing and evaluating
explanations through experimental evidence and modelling. This is a spur to critical and creative
thought. Through science, pupils understand how major scientific ideas contribute to technological
change – impacting on industry, business and medicine and improving the quality of life. Pupils
recognise the cultural significance of science and trace its world-wide development. They learn to
question and discuss science-based issues that may affect their own lives, the direction of society and
the future of the world.” (National Curriculum 1999 p.76)
At KS1 pupils observe, explore and ask questions about living things, materials and physical
phenomena. They begin to work together to collect evidence to help them answer questions and to link
this to simple scientific ideas. They begin to evaluate evidence and consider whether tests or
comparisons are fair. They use reference materials to find out more about scientific ideas. They share
ideas and communicate them using scientific language, drawings, charts and tables with the help of
ICT if it is appropriate.
At KS2 pupils learn about a wider range of living things, materials and physical phenomena. They
make links between ideas and explain things using simple models and theories. They apply their
knowledge and understanding of scientific ideas to familiar phenomena, everyday things and their
personal health. They think about the effects of scientific and technological developments on the
environment and in other contexts. They carry out more systematic investigations, working on their
own and with others. They use a range of reference sources in their work. They talk about their work
and its significance, using a wide range of scientific language, conventional diagrams, charts, graphs
and ICT to communicate their ideas.
Expectations
By the end of Key Stage 1, the performance of the great majority of the pupils should be within the
range of levels 1 to 3. Most pupils are expected to achieve level 2.
By the end of Y4, the performance of the great majority of pupils should be in the range of levels 1 to
4. Most pupils are expected to achieve level 3.
By the end of Key Stage 2, the performance of the great majority of the pupils should within the range
of levels 3 to 5. Most pupils are expected to achieve level 4.
Curriculum
In Nursery and Reception, the staff follow the „Early Learning Goals‟ (DFES 2003), which gives the
children opportunities to find out about the world they live in.
In KS1 and 2 we follow the QCA exemplar scheme of work for science. This scheme of work provides
teacher‟s with long- and medium term planning and also provides some aspects of short-term planning.
The exemplar scheme is underpinned by assumptions about the aims and purposes of teaching science
at Key stages 1 and 2, which also underpin the National Curriculum programme of study. Within each
unit, staff are not only expected to develop the children‟s: scientific knowledge and understanding,
process skills and attitudes to scientists, but also supports the progression of other areas of the child‟s
development. The scheme also ensures children make progress in science by providing opportunities
for them to do so as they move through Key stages 1 and 2.
Science is allocated ten percent of the taught time at both key stages, and this amounts to about 80
hours per year at Key Stage 1 and about 90 hours per year at Key Stage 2.
12 SCIENCE POLICY
Science is taught as a discrete subject. It is expected that Science will usually be taught over 2 separate
sessions a week, amounting to a minimum of 1 ½ hours in KS1 and 2 hours in KS2.
The school‟s curriculum map (see staffroom curriculum map or Science Hnadbook) shows how the
QCA units are distributed across the years in a sequence which promotes curriculum continuity and
progress in children‟s learning. We endeavour to make links across the curriculum. Medium term
planning ensures that the sequence of units promotes continuity and progression, this is undertaken by
phase groups.
In line with suggestions made in „Excellence and Enjoyment‟ (DFES 2003), individual teachers are
expected to modify their unit plans. When doing so they should identify the following:
which learning objectives are to be addressed in a particular lesson
whether these objectives need to be modified for particular children or groups of children in
light of their existing knowledge, skills and understanding;
what resources are needed;
how to divide up time during lessons;
how to introduce the activities;
how to organise the activities;
what will show what children have learnt;
what to look for in the children‟s responses;
how to draw the lesson together at the end and to evaluate whether the children are ready to
move on.
(QCA 2000)
Short term planning is the responsibility of individual teachers who build on the medium term plan by
taking into account the needs of the children in their particular class. Before teacher‟s plan they carry
out an assessment task for the forthcoming unit, so that they can plan for the needs of the class.
The QCA units provide teachers with a clear knowledge and skills focus. We follow the guideline that
in KS1 there should be a balance of 50% subject knowledge and 50% skills and KS2 60% subject
knowledge and 40% skills.
Many of the QCA units include opportunities for children to carry out the whole process of
investigating an idea by „planning experimental work‟, „obtaining evidence‟ and „considering
evidence‟. Units which provide opportunities for whole investigations are marked with an x (see
appendix 1). We use planning proformas, for KS1 (see Science Handbook) and KS2 (see Science
Handbook).
Inline with school policy staff are to hand in their unit plans at the beginning of each term. Generally,
our planning teams produce their plans collaboratively, then each teacher adds in differentiation for
their own class. The Science Subject Leader is available to support teachers with planning. Annotated
plans are seen as working documents, and should be kept available for consultation.
The learning environment
All classrooms should have a science working wall. A poster should be displayed on this wall which
includes information about what the children are learning about (knowledge) and what they are
learning to do (skills) (See appendix Science Handbook for an example).The key vocabulary should
also be displayed. Resources for the unit of work being covered should be appropriately accessible.
Other sources of information should be available.
13 SCIENCE POLICY
End of unit assessment and record keeping
For each unit of work there are 3 targets for the children to achieve based on their ability (these are
differentiated 3 ways) 2 of these are based on “What we are learning about” and one is based on “What
we are learning to do”. These targets closely follow the target posters that are displayed in class.
At the end of each Unit staff are to complete an end of unit assessment proforma which is to be passed
onto the Science Co-ordinator. These help staff understand who needs support in the following units
especially if it is skills based and allows the Co-ordinator to offer support and suggestions to improve
the unit of teaching especially if comments are made about resources needed. Staff also have an
opportunity to comment on the subject when they evaluate the forecasts at the end of each term. The
end of unit assessment sheets are kept by the Science Co-ordinator and then passed onto the following
year group teacher.
Staff are also required to complete the school tracking sheet each term and the PS tracker.
Equal Opportunities
Science is taught inline with the Schools Equal Opportunities Policy.
All pupils, regardless of race, gender or physical ability, shall have the opportunity to develop
scientific capability.
Planning at all levels ensures that the interests of boys and girls, all races and religions are taken into
account. Staff are also advised to use the Haringey EMA inclusion units where appropriate (see
Science Folder) in order to promote positive role models in science.
The pupils work individually, in pairs, as part of a small group and as a whole class each term. They
use a variety of means for communicating and recording their work.
Educational support staff work as directed by the teacher. They are able to refer to a planning sheet for
the particular group they are working with. Where educational assistants are assigned to pupils with
special educational needs, they are well briefed beforehand.
All pupils, including those with special educational needs, undertake the full range of activities.
Teacher assessment determines the depth to which individuals and groups go during each unit of work.
Annotated planning shows how activities have been adapted or extended for the needs of all pupils
and, where appropriate, how they relate to Individual Education Programmes [IEPs].
14 SCIENCE POLICY
Resources
Science resources are centrally stored. Equipment is stored in labelled trays in large open cupboard
units. The responsibility for organising, setting up and maintaining this area is that of the Subject
Leader. However, the whole staff are responsible for ensuring a record is kept of borrowed items (in
borrowing book) and that broken or used up equipment is reported to the Subject Leader so that,
repairs, replacements or new orders can be made. It is also the borrower‟s responsibility to return items
to the correct storage area when no longer required.
n.b. Under NO circumstances are children allowed access to the science resource area.
There is also an extensive Science folder on the shared area that hosts a whole range of resources from
blank Investigation sheets to videos and powerpoints.
Health and Safety (Safeguarding)
Science is taught in line with our general school Health and Safety Policy.
Science in our school is very safe. However, when children are engaged in a variety of practical
activities, included open-ended investigations, there is always the possibility that something could go
wrong, therefore, vigilance is needed.
Individual teachers will need to undertake their own specific risk assessment.
The QCA units point out specific health and safety issues in relation to each lesson; these are generally
consistent with advice given in „Be Safe! Some aspects of safety in Science and Technology for key
stages one and two‟ (ASE 2001).
The governing bodiy‟s code of practice for Health and Safety in Primary Science is encompassed in
the booklet „Be Safe!‟ Copies of this booklet are kept in the science resource area and the staff room.
All staff are expected to be familiar with its contents and to follow its guidance.
The LEA maintains a subscription to CLEAPSS school Science service (Brunel University, Uxbridge)
This organisation produces a termly newsletter, Primary Science and Technology and a wide range of
guides about primary science, especially resources (see appendix 3). They also provide a helpline
number: 01895 814372 which teachers can use for health and safety advice and other issues
concerning science.
Using the above advice it is up to the individual teacher to do their own risk assessment.
The school has produced a Science Handbook which contains further information and is presented to
staff when they join the school. It is recommended that staff refer to this to help them in their teaching
and planning of science.
15 SCIENCE POLICY
MATHEMATICS POLICY
tatement of School Philosophy
“Numeracy is a key life skill. Without basic numeracy skills, our children will be disadvantaged
throughout life.”
This statement embodies our own thoughts at Turnham Primary School. Children need to be armed
with the numeracy skills that will carry them through life. Through numeracy we aim to give our
children the proficiency, confidence and competence they will require to carry out every day activities
involving number, shape and measure.
We encourage children to become independent mathematicians, applying the skills they have learnt to
solve more challenging and complex mathematical computations.
All our Curriculum Policies are written with consideration for the Government national
Framework „Every Child Matters‟. In relation to the way in which we teach Mathematics at
Turnham we believe that the curriculum should enable the children to „Enjoy and Achieve’ by
providing a stimulating curriculum which allows the children to achieve the highest possible
educational standards. Development of effective numeracy skills will ensure that the children
are able to ‘Make a Positive Contribution’ by supporting their self-confidence and enabling
them to engage more effectively in enterprising behaviour. It is also a key factor in enabling
children to ‘Achieve Economic Well-Being’ by inculcating a love of learning which will be
continued into further education and the world of work. We liaise closely with services which
have an impact on children‟s achievement in Numeracy, such as Early Years, Settings and Sure
Start to ensure that the gap in the outcomes in the „Every Child Matters‟ key categories is
narrowed.
Aims and Objectives
At Turnham School we believe that all children should
Have a sense of the size of a number and where it fits into the number system.
Know by heart number facts such as number bonds, multiplication tables, doubles and halves
Use what they know by heart to figure out answers mentally
Calculate accurately and efficiently, both mentally and with pencil and paper, drawing on a range
of calculation strategies
Recognise when it is appropriate to use a calculator and be able to do so effectively
Make sense of number problems, including non-routine problems, and recognise the operations
needed to solve them
Explain their methods and reasoning using correct mathematical terms
Judge whether their answers are reasonable and have strategies for checking them where necessary
Suggest suitable units for measuring, and make sensible estimates of measurements and
Explain and make predictions from the numbers in graphs, diagrams, charts and tables
Practice and Procedure
Through following the Primary Framework we are able to cover all of the areas of the National
Curriculum.
The numeracy lesson consists of four phases. The children start with a whole class mental maths
session and then move on to whole class work. This is a direct teaching session where the objective for
the lesson is outlined and key mathematical skills taught. The next element involves the children either
16 SCIENCE POLICY
working independently or with the teacher on activities, which reinforce key skills. Children will work
individually, in pairs and in-groups of same or mixed ability depending on the task. The final part of
the lesson, the plenary, is used to draw conclusions from the children‟s work, to address
misconceptions or to extend the children‟s thinking. The framework emphasises that the phases within
the lesson should support the learning intention by introducing, developing and reviewing this focus
while maintaining a sharp beginning, cohesion across the whole class teaching and independent work,
and follow through to a clear ending.
The postholder for mathematics is available for support and guidance for all areas of mathematics.
Teachers will follow the calculation policies outlines in the framework to ensure progression and
this guidance can be accessed on line at http://www.standards.dfes.gov.uk/primaryframeworks and
Primary Framework document (p76-90) ·
Year groups will draw up Termly forecasts for mathematics based on the Primary Framework. the
new framework is most easily accessed on line at
http://www.standards.dfes.gov.uk/primaryframeworks
Mathematics equipment to support the teaching of mathematics can be found in the resource room.
Each classroom has an allocated amount of mathematical equipment that can be found on the
stock list at the back of the blue record folder.
Mathematics texts books and support material can be found in Room A
Presentation
The importance of encouraging good presentation in children's maths work cannot be stressed
enough, not simply for aesthetic reasons but because a misplaced decimal point or digit will
produce an incorrect result.
Each piece of work should have the learning objective written as the title and the date is to be
written in numbers, on the right hand side of the page. With dates in most other subjects written in
words, this may be the only opportunity to practice this form of recording. All children should be
encouraged to write the date and title independently.
One number -one box. A hard and fast rule to eliminate confusion, particularly in formal number
work. Should children / teachers feel this makes their work too spread out then they may be ready
for smaller squares. A general guide is:
Lower School: 2cm or 4cm squared paper for data handling/graphs.
1 cm squared exercise book
Plain large books for reception for the recording of computation and other number work.
Upper school: 1 cm squared exercise book Yrs 3 and 4
7mm squares,
5 mm squares
Question numbers should be circled from the numbers involved in calculation and separate from
the actual question. Full stops should not be used as they may be mistaken for decimal points
There are no margins in maths books
Working out should be shown, where possible next to the final answer.
Under the date the child should clearly indicate the learning objective for the lesson
17 SCIENCE POLICY
Rulers should be used to draw answer boxes:
Children should write in pencil not pen in maths books
Marking: All work should be marked towards the learning objective and comments of direction
and encouragement should be made.
Work should be marked with a tick or a cross.
Children's corrections should be rewritten in exercise books.
When teaching new curriculum areas introduce word banks for children to use and learn.
Key words should be displayed in the numeracy reference area in the classroom. Also use the
pages at the back of each book in all subject areas for this purpose.
Computers
ICT is an integral part of maths and the children should have access to the computer during the
daily maths lesson, working on activities, which reinforce the learning objective. Children in years
two to six will also have experience of selected maths lessons in the computer suite
Calculators
Calculators are a powerful and efficient tool, they offer a unique way of learning about numbers
and the number system they are available for all year groups to use. Children in years four, five
and six are taught the technical skills they require and they will learn when it is, and when it is not,
appropriate to use a calculator. Guidance on the technical knowledge and skill required to use a
calculator effectively can be found in Primary Framework document (p93 -98) and
http://www.standards.dfes.gov.uk/primaryframeworks
Assessment
Ongoing assessment will be implemented via APP with class teachers making teacher assessment
and compiling a file of evidence to support this. The files are monitored termly by the senior
management team.
Samples of children‟s work are compiled during the summer term and stored in folders. This
information is available to teachers and potholders. The postholder has regular curriculum
meetings to discuss, evaluate and check work.
Teacher‟s assessments of children‟s NC levels are completed at the end of Autumn and Spring
term.
Children will take part in the statutory testing at the end of Key Stage 1 and 2 and Q.C.A. tests
for years 3, 4 and 5
The mathematics section of the Annual Learning Record is completed for each year and passed
to the next teacher.
An end of year assessment is made of the child‟s mathematical ability and recorded in their end
of year report for parents and their next teacher.
Key Targets for each child are agreed with the child and recorded in the child‟s exercise book.
Where appropriate copies of IEP‟s are attached to exercise books
Equal Opportunities
Staff are committed to a curriculum policy and practice, which is anti-discrimination and
promotes access, positive experiences and achievement for all learners.
Multi-Cultural
18 SCIENCE POLICY
Children of different language backgrounds should have the fullest possible access to learning.
Staff need to be aware of the needs of bi-lingual children to ensure they understand the task at
hand and interpret the response accurately.
The contributions of other cultures to the study of mathematics should be incorporated in learning
opportunities wherever possible.
Special Educational Needs
In the case of children with special educational needs a modified or supplemented curriculum may
be the most appropriate means of providing access.
Where appropriate copies of IEP‟s are attached to exercise books
Cross-curricular
The National Curriculum the Primary Framework emphasises the need to make children aware that
mathematics embodies concepts that are relevant in all curriculum areas. It is important the
children perceive mathematics as being a useful tool which is part of their everyday lives.
Teachers can help in developing this perception by making sure that whenever it is relevant and
sensible, the mathematics, which exists in other curricular activities, is pointed out and made clear.
In teachers own programme planning provision must be made for identifying and emphasising
maths across the curriculum.
Health and Safety (Safeguarding)
Maths is taught in line with our general school Health and Safety Policy.
However, when children are engaged in practical activities, included open-ended investigations,
individual teachers will need to undertake their own specific risk assessment.
19 SCIENCE POLICY
INFORMATION AND COMMUNICATION TECHNOLOGY (I.C.T.)
Statement of School Philosophy
The school embraces the document 'EVERY CHILD MATTERS' and this policy reflects and supports
the 5 principles:-
Be Healthy
Stay Safe
Enjoy & Achieve
Make A Positive Contribution
Achieve Economic Well-Being
In Turnham, I.C.T. has become an integral part in all we do and we feel that a child who has developed
I.C.T. capability should:
be confident in her or his use of I.C.T.
select and use I.C.T. appropriate to the task in hand
identify situations where the use of I.C.T. would be relevant
be able to reflect and comment on the use of I.C.T. he/she has made
recognise that I.C.T. affects the way in which people live and work
enjoy using I.C.T. to enhance their learning experiences
be able to transfer skills learned in school to the home and other out of school locations.
be safe when using the e communication and the internet.
We acknowledge that children are growing up in a technological age and so they are less likely to be
intimidated by or afraid of I.C.T. than most adults. They approach I.C.T. with keenness and curiosity
and quickly become adept at operating the technology. I.C.T. is also playing an increasingly large
role in all areas of life - the home, the workplace and leisure pursuits - and so children need to be
prepared to accept the challenge of a rapidly developing and changing technological world. In
addition I.C.T. can enhance and extend children‟s learning in many subject areas.
We believe that I.C.T. allows children to;
Draft and redraft their work with less effort than using pencil and paper.
Combine words and images to produce a professional looking piece of work
Test out ideas and present them to different audiences
Explore musical sequences and compose their own tunes without needing a wide knowledge of
music
Investigate and make changes in computer models and see what happens as a result
Store and handle large amounts of information in different ways
Do things very quickly and easily which would be tedious or time consuming if done by hand
Experience, through simulations, things that would be difficult for them to attempt in real life.
Control devices by turning motors, buzzers and lights on or off by programming them to react to
changes.
To monitor the environment by using devices such as light or temperature sensors.
Learn through using an alternative means of communication
Communicate with others over a distance via fax machines, satellite links or electronic mail.
Develop skills which will be of immediate and future use to each child in order for them to make a
positive contribution.
Create and manipulate video, images and sound.
Create visually pleasing images.
20 INFORMATION AND COMMUNICATION TECHNOLOGY (I.C.T.)
Search for and locate information via the Internet.
Turnham‟s commitment to I.C.T. is reflected in the proportion of resources invested in equipment and
INSET. This will be maintained as long as funds allow.
Practice and Procedures
I.C.T. is taught with close reference to Q.C.A. and the programmes of study in the National
Curriculum for I.C.T. Key Stages 1 and 2. Following the programmes stated in QCA document.
The I.C.T. experience of individual pupils should be mapped within each year or Key Stage. Careful
planning will be needed to identify and plug any gaps.
The curriculum is planned termly by each year group. Parallel classes are required to cover the same
areas of QCA and the National Curriculum at similar times. This ensures continuity of approach to all
pupils, regardless of the strengths and enthusiasms of individuals.
In the school we have easily available for use a wide range of programmes including; Word, Excel,
Colour Magic, Music Explorer, Roamer World, Starting Graph, Powerpoint, Publisher, Simulations,
MFL etc. orgainised by Core Subjects, Curriculum Resources, Creative Resources, etc.
These programs cover the main strands of I.C.T. that run through in 2 year cycles from Early Years to
Year 6:
Communicating information and its applications and effects.
Data Handling and its applications and effects
Controlling and monitoring and its applications and effects.
Modelling and simulations and its applications and effects on jobs.
The software packages used in this school can be divided into two major types;
CLOSED; Those programs which have defined outcomes and set goals.
OPEN; Those programs where the user can manipulate and model information according to their
ability, i.e. Word, Colour Magic, Logo, Excel, Photoplus, 2animate, Junior Insight, etc.
User Skills
Hardware Skills;
Logon to system
Select from menu
Exit system
Select particular printer
Use of mouse, Roamer/Beebots, Scanner, Digital Cameras, Digital stills & Movie Cameras,
Microphones,
Interact with IWB
Software Skills;
Load and save or save as
Load appropriate program from its location.
Select options within a program
Select fonts, size, colours etc.
21 INFORMATION AND COMMUNICATION TECHNOLOGY (I.C.T.)
Children need to have the opportunity to learn and be taught using I.C.T. within a range of contexts.
New skill must be introduced where and when appropriate in order that they may progressively
develop their I.C.T. capability.
There are a number of ways in which current provisions allow for pupils to be taught Programmes of
Study material, specific to levels outside the ranges specified, where it is sensible to do so; provided
that the pupil is mainly taught Programme of Study material within the range of levels specified for
his/her Key Stage.
provided the pupil is mainly taught programme of study material within the range of levels
specified for his/her key stage, a school may teach a pupil for part of the time at a level outside
that range.
where it makes sense and is practicable, the pupil may be moved up or down a key stage by
placing him/her in a teaching group in which a majority of pupils are older or younger. There is,
however, no requirement or expectation that pupils should be moved up or down in this way,
except where the school judges this to be in the best interest of the pupil.
(NCC 1990, Para.23 pg6)
In view of this statement, we will provide this provision to accommodate for children who need this
flexibility.
A Plan to prepare staff to meet immediate and future I.C.T. challenges should be included in the
overall school Development Plan and should cover; short, medium and long-term needs of the school
and take into account the personal development plans of individual members of staff through INSET,
staff meetings and I.C.T. co-ordinator.
Health and Safety Issues relating to the use of IWB's should be followed, for further clarification
please refer to the school's Health and Safety documentation which will be kept up to date with current
practice or the extract that appears later in this policy.
The Use Of The Computer Suite (Millennium Room);
These sessions are timetabled, this is flexible but should be followed as near as possible. Years 1 to 6
only.
Planning on weekly forecasts should reflect the time spent and number of computers available at one
time.
There is a policy for the suite and this should be followed.
Managing I.C.T. in the classroom should be as follows;
Computers should be set up before the start of the teaching day.
If using the laptop trolleys based in Yr. 4, all preparation should be complete prior to the start of
the teaching session.
Good classroom management;
Keep your computer clean.
Check to see that all leads are connected properly.
Be aware of the number of children at the computer at one time, and mix of social grouping.
Be aware of the time spent at the screen by individuals.
Are the children on task?
22 INFORMATION AND COMMUNICATION TECHNOLOGY (I.C.T.)
Encourage children to work collaboratively - sharing knowledge and passing on new
learning/programmes.
Maximise the use of computer time in the timetable by ensuring that computers are not left idle for
any length of time.
Switch off IWB when not being used during lesson, at playtimes and end of the day.
If your computer develops a fault please refer it to the post holder or note the problem in the ICT
Faults book located in the staffroom as soon as is convenient without disturbing the teaching day.
Special Educational Needs
Our goal is maximum participation in the Information Technology attainment targets and Programmes
of Study by all pupils, including those with special educational needs. Therefore pupils should be
allowed access to the world of I.C.T. irrespective of their needs or abilities.
Equal Opportunities
All children are to get the same opportunities to develop skills in all areas irrespective of gender or
ability. Co-operative work is to be encouraged in a variety of groups.
Classroom organisation should reflect positive attitudes to integration of boys and girls. Previous
acceptance of supposed male superiority should be discouraged and adult attitudes should set an
example of equal opportunities for all. Where necessary, attention should be drawn to examples of
successful female in previously male dominated areas.
Assessment and Record Keeping
Teacher‟s record book: where it would be useful, keep a running record of software that children have
used and if appropriate, stages of use. Accompanying this should be hard copies of examples of
children‟s work in the areas of word processing, graphics, graphs and statistics (these will be collected
periodically by thwe ICT co-ordinator). These should be incorporated in examples of related work in a
variety of areas of the curriculum. This will facilitate the assessment of children‟s‟ work.
PLER‟s: Termly reports on children‟s progress.
Annual Home Reports: General statement on ability
At the end of the year, a teacher assessment of individula‟s levels based on the programmes if study
should be recorded by the class teacher.
Suggested Approaches
Stages of Development through Logo (Crystal Rainforest/Softease Turtle)
Freehand; experimenting with basic commands e.g. FD BK LT RT
Drawing specific shapes e.g. Square, rectangle etc.
Routines/Procedures - list of commands to draw specific shapes/editing skills
Nesting (procedures within procedures)
Variable (replacing direction/turn values with letters)
Multiple Turtles (more than one turtle active)
Colour (up to 15 for lines, background, turtles)
23 INFORMATION AND COMMUNICATION TECHNOLOGY (I.C.T.)
Speed, direction, labels, filling, varying shapes of turtles etc.
Stages of development through word processing skills
1. Load the program
Writing own name
Write some text
Print the text
2. Understand word wrap
Start a new line
insert a blank line
delete a blank line
3. Save the text
Load a piece of writing
Alter the text using direction keys/mouse
4. Add words to text
Delete words from text
Change the size
Change the text style
Change the font
5. Review and develop text
Cut and paste to reorganise/rethink
6. Think about suitability for purpose
7. Paragraph formatting
- Indenting paragraphs
- Change the alignment
Change the margins
Use columns
Add a picture to text
Inserting pictures from scanner, camera
Inserting text from other documents, Web Pages etc
Put boxes around the text
8. Alter page set up
Print using envelopes, labels, different sized paper.
9. Consider audience
Consider appropriate usage
10. Add page numbers
Add footnotes
Add a header to the text
Search and replace
11. Creating headings and signs
12. Inserting objects such as graphs, drawings, hyper text links
Use mail merge
Use macros
24 INFORMATION AND COMMUNICATION TECHNOLOGY (I.C.T.)
COMPUTER SUITE
Rules for using the Computer Suite:
Please refer to the timetable for time allocations. Any sessions left free may be
used by arrangement.
Where practical there should be no more than 1 person working at one
workstation.
There is to be NO eating or drinking in the computer suite.
Children should NOT bring bags, coats and personal possessions into the suite.
No external discs should be brought and used from home, to ensure virus
protection.
Headphones should be collected in by the teacher and replaced in case after use.
Printing should only take place when the user(s) are sure about the final copy.
At the end of a session, each user must LOGOFF.
The workstations should be left switched on at the end of the session.
Chairs should be left placed under the work surface at the end of the session.
The computer suite should be left tidy for the next users (manuals away & no
stationery left out)
The security shutter must be locked closed, any windows shut and blinds down at
the end of the day.
25 COMPUTER SUITE
INTERNET POLICY
We are very pleased to bring this access to our school and believe the Internet/e-mail offers vast,
diverse, and unique resources for everyone involved. Our goal in providing this service is to promote
educational excellence at Turnham Primary Foundation School by facilitating communications for
resource sharing and innovation.
Statement of Policy
It is the policy of the Turnham Primary Foundation School to maintain an environment that promotes
ethical and responsible conduct in all online network activities undertaken by staff and pupils. It shall
be a violation of this policy for any member of staff or pupil to engage in any activity that does not
conform to the established purpose and general rules and policies of the network.
User Rights
All users will be granted free and equal opportunity to access as many network services as our
technology allows. Exploration of the Internet and use of email is encouraged within the bounds of
Turnham Primary Foundation School‟s I.C.T. policy statement.
26 INTERNET POLICY
ACCEPTABLE/UNACCEPTABLE USE
The use of an Internet/e-mail account on Turnham Primary Foundation School network requires that
you abide by accepted rules of network etiquette. These include, but are not limited to, the following:
USE AS A TOOL FOR LEARNING. All use of the Internet must be in support of education and
research and consistent with the purposes of Turnham Primary Foundation School
PERSONAL & PRIVATE USE. Extensive use of the Internet/e-mail for personal and private business
is prohibited; no personal email addresses will be allocated to pupils, only group email addresses will
be used;
RESPECT THE NETWORK. No use of the Internet shall serve to disrupt the use of the network by
others; hardware or software shall not be destroyed, modified, or abused in any way;
BE POLITE. Do not send abusive messages to ANYONE;
USE APPROPRIATE LANGUAGE. In all messages, do not swear; use vulgarities or any other
inappropriate language. Anything pertaining to illegal activities is strictly forbidden;
RESPECT PRIVACY. Learn proper codes of conduct in electronic communication. Pupils are not to
reveal their surnames, personal home address, home phone number, or phone numbers of any other
individuals. They must notify their teacher if any individual is trying to contact them for illicit or
suspicious activities and should only use those sites that have been identified by the teacher as suitable
to use.
RESPECT ACCESS RIGHTS OF OTHERS. Do not use the Internet/e-mail in a way that disrupts the
use of the network by others. Abide by the time limits set by your school;
From time to time Turnham Primary Foundation School will make determinations on whether specific
uses of the network are consistent with the acceptable use practice.
27 ACCEPTABLE/UNACCEPTABLE USE
ESECURITY POLICY
Writing and reviewing the E-safety policy
The E-Safety Policy is part of the School Development Plan and relates to all other policies.
The school’s ICT Co-ordinator will also act as E-Safety Co-ordinator.
Our e-Safety Policy has been written by the school, building upon the Government’s guidance
and recommendations made in ‘Safer Children in a Digital World - The Report of the Byron
Review’. The E-Safety Policy and its implementation will be reviewed annually.
Teaching and Learning
Why Internet use is important
The Internet is an essential element in 21st century life for education, business and social
interaction. The school has a duty to provide children with quality Internet access as part of
their learning experience. Internet use is a part of the statutory curriculum and a necessary
tool for staff and pupils.
Internet use will enhance learning
The school Internet access is designed expressly for pupil use and includes filtering appropriate
to the age of pupils. Pupils will be taught what Internet use is acceptable and what is not and
given clear objectives for Internet use. Pupils will be educated in the effective use of the
Internet in research, including the skills of knowledge location, retrieval and evaluation.
Pupils will be taught how to evaluate Internet content
The school will ensure that the use of Internet derived materials by staff and pupils complies
with copyright law. Pupils should be taught to be critically aware of the materials they read and
shown how to validate information before accepting its accuracy.
Managing Internet Access
Information system security
School ICT systems capacity and security will be reviewed regularly.
Virus protection is updated regularly.
E-mail
Pupils may only use approved e-mail accounts on the school system and email usage should be
supervised and monitored by a staff member.
Pupils must immediately tell a teacher if they receive offensive e-mail.
Pupils must not reveal personal details of themselves or others in e-mail communication, or
arrange to meet anyone without specific permission.
E-mail sent to an external organisation should be written carefully and authorised before
sending, in the same way as a letter written on school headed paper.
The forwarding of chain letters is not permitted.
28 ESECURITY POLICY
Published content and the school web site
The contact details on the Web site should be the school address, e-mail and telephone number.
Staff or pupils’ personal information will not be published.
The ICT Co-ordinator with the agreement of the Headteacher will take overall editorial
responsibility and ensure that content is accurate and appropriate.
Publishing pupil’s images and work
Photographs that include pupils will not be published on the school’s website but will appear in
the school’s termly newsletters.
Pupils’ full names will not be used anywhere on the Web site, particularly in association with the
child’s work.
Social networking and personal publishing
The school will not allow pupils’ access to social networking sites.
Newsgroups will be blocked unless a specific use is approved. Pupils will be advised never to give
out personal details of any kind that may identify them or their location.
Pupils and parents are advised that the use of social network spaces outside school is
inappropriate for primary aged pupils.
Managing filtering
The school will work with the LA, DCSF and the Internet Service Provider to ensure systems to
protect pupils are reviewed and improved.
If staff or pupils discover an unsuitable site, it must be reported to the E-Safety Coordinator.
Senior staff will ensure that regular checks are made to ensure that the filtering methods
selected are appropriate, effective and reasonable.
Managing videoconferencing
When this becomes available within the school, videoconferencing will use the educational
broadband network to ensure quality of service and security rather than the Internet.
Pupils will be required to gain permission from the supervising teacher before making or
answering a videoconference call.
Videoconferencing will be appropriately supervised for the pupils’ age.
Managing emerging technologies
Emerging technologies will be examined for educational benefit and a risk assessment will be
carried out before use in school is allowed.
Mobile phones will not be used during school time without the express permission of the
Headteacher. The sending of abusive or inappropriate text messages is forbidden.
Protecting personal data
Personal data will be recorded, processed, transferred and made available according to the
Data Protection Act 1998.
29 ESECURITY POLICY
Policy Decisions
Authorising Internet access
For Key Stage 1, access to the Internet will be by adult demonstration with occasional directly
supervised access to specific, approved on-line materials.
Assessing risks
The school will take all reasonable precautions to ensure that users access only appropriate
material. However, due to the international scale and linked nature of Internet content, it is
not possible to guarantee that unsuitable material will never appear on a school computer. The
school cannot accept liability for the material accessed, or any consequences of Internet
access.
The school will audit ICT provision to establish if the e-safety policy is adequate and that its
implementation is effective.
Handling e-safety complaints
Complaints of Internet misuse will be dealt with by a senior member of staff.
Any complaint about staff misuse must be referred to the Headteacher.
Complaints of a child protection nature must be dealt with in accordance with school child
protection procedures.
Communications Policy
Introducing the e-safety policy to pupils
E-safety rules will be posted in all networked rooms and discussed with the pupils at the start
of each year.
Pupils will be informed that network and Internet use will be monitored.
Staff and the e-Safety policy
All staff will be given the School e-Safety Policy and its importance explained (Attached)
Staff should be aware that Internet traffic can be monitored and traced to the individual user.
Discretion and professional conduct is essential.
Enlisting parents’ support
Parents’ attention will be drawn to the School e-Safety Policy in the School’s Policies
documentation and on the school Web site.
30 ESECURITY POLICY
HEALTH AND SAFETY GUIDANCE FOR INTERACTIVE WHITEBOARDS
AND PROJECTORS
RM pIc (Extract from) –
Careful handling of your interactive whiteboard and projector is important, as with any
electrical equipment.
All equipment must be of a reliable standard and should be checked and maintained regularly
in accordance with the Electricity at Work Regulations Act 1989
Interactive Whiteboard
Conceal cables wherever possible in or against the wall in trunking. If it is necessary to
have trailing cables ensure they are positioned so that students moving around the
room and coming up to the whiteboard do not have to cross them. Conceal any trailing
cables with appropriate cable mats and position them safely.
Take care when moving a mobile interactive whiteboard. Ensure it is unplugged, safe
to move and will not fall over.
It is important that the area around the whiteboard and aisles are kept clear of
equipment or bags, especially as students may be coming up to the whiteboard.
Reflections and glare on some whiteboards can make it difficult for students to see
Check to see if there is too much reflected light on the screen. You may like to draw
the blinds or curtains to improve visibility of the projected image.
Projector
Warning - The beam of light from a projector can damage the retina if looked at directly for
more than a few seconds continuously. In addition, there is a possibility of a risk of damage
to the peripheral retina from overexposure to a non-direct beam if a user stands in front of a
projector over a period of time. For this reason it is strongly advised that the user keep their
back to the projected beam. Anyone entering the projected beam, whilst facing the projector,
should do so for no more than a few seconds.
It is imperative that students are supervised at all times during a projector's operation,
especially in relation to interactive whiteboard work.
Operation
The projector bulb gets very hot and under no circumstances should the bulb be
touched while the projector is turned on.
When changing the projector bulb ensure that the projector has been turned off for at
least 30 minutes, and then take care only to hold the bulb housing and not to touch the
glass of the bulb.
To ensure maximum bulb life, and to ensure it is not damaged, the bulb must be
allowed to cool down before the projector is shut off at the mains. Please follow the
instructions within the projector user manual.
31 HEALTH AND SAFETY GUIDANCE FOR INTERACTIVE WHITEBOARDS AND PROJECTORS
Slots and openings of the projector cabinet are provided for ventilation. To ensure
reliable operation of the projector and to protect it from overheating, these openings
must not be blocked or covered.
It is recommended to clean the air filter after every 100 lamp hours. The projector may
become too hot if the filter is not cleaned when required.
Never look directly into the aperture and lens while operating the projector as this may
damage your eyes.
Cleaning
Unplug the projector from the wall socket before cleaning or replacing the lamp.
If the lens becomes dirty or smudged, clean it with a clean, dampened cloth.
Never touch the lens with your fingers.
Do not use liquid or aerosol cleaners. Use a soft dry cloth to clean the projector unit.
Do not use a chemical duster or polisher-cleaner because it can adversely affect the
unit and peel the paint.
Safety
Do not place the projector on an unstable trolley, stand, or table. The projector may
fall, which may cause serious injury to a child or an adult and/or serious damage to the
unit. Use only with a trolley or stand recommended by its manufacturer as being
suitable for use with a projector.
Projector equipment and trolley combinations should be moved with care. Quick stops,
excessive force, and uneven surfaces may cause the equipment and trolley
combination to overturn.
Do not allow anything to rest on the mains lead. Do not place the projector where the
lead will be walked on.
Follow all warnings and instructions marked on the projector.
As a safety feature, the projector is equipped with mains lead with a 3-pin grounded
plug. The 3-pin grounded plug will fit only into a grounding type mains outlet. Do not
attempt to modify the plug.
Never push objects of any kind into the projector through cabinet slots as they may
touch dangerous voltage points or short cut parts, which could result in an electric
shock.
Do not attempt to service the projector yourself other than general maintenance presented in the user manual.
Opening or removing covers may expose you to dangerous voltage or other hazards. Refer all servicing to
qualified service personnel.
32 HEALTH AND SAFETY GUIDANCE FOR INTERACTIVE WHITEBOARDS AND PROJECTORS
HISTORY POLICY
Statement of School Philosophy
History is a tool of learning and communication, involving people and their
development over time. It is paramount to our understanding of the modern world in
which we live.
Turnham Primary Foundation School embraces the document 'Every Child Matters' and
this policy reflects and supports the 5 principles:-
Be Healthy;
Stay Safe;
Enjoy and Achieve;
Make a Positive Contribution;
Achieve Economic Well-Being.
History is a valued part of the curriculum at Turnham Primary Foundation School as
we believe it provides a means of exploring, appreciating and understanding the
world in which we live. It involves enquiring about the past, analyzing, interpreting,
problem-solving and using investigative processes. History stimulates curiosity and
imagination, building upon the child's innate curiosity about the past. In our school,
we strive to help pupils understand how events in the past have influenced our lives
today.
Aims
History at Turnham Primary School aims to enable pupils: -
To develop a sense of identify through learning about the development of
Britain, Europe and the world;
To develop a sense of chronology;
To help pupils understand society and their place within it, giving them the
opportunity to develop a sense of their cultural heritage;
To foster in pupils an interest in the past which will enable them to enjoy all
that History has to offer;
To learn about significant events in British History and how Britain is part of a
wider European culture;
To have some knowledge and understanding of historical development in the
wider world;
To develop the skills of enquiry, investigation, analysis, evaluation and
presentation within our pupils.
33 HISTORY POLICY
Practice and Procedure
History is a foundation subject in the National Curriculum. We use the national
QCA schemes of work as the basis of our medium-term curriculum planning in
History. Key Stage 1 will follow the specific themes as outlined in QCA, while
Key Stage 2 will study units adapted from QCA. We strive to ensure that there
are opportunities for pupils of all abilities to develop their skills, knowledge and
understanding in each unit or work.
Foundation and Key Stage 1
Historical understanding at this stage will be developed through:-
Learning about the lives of significant men, women, children and events
from the past, in Britain and the wider world;
Understanding how the past is different from the present;
The exploration of artefacts, pictures, photographs, stories and other
historical resources;
The developing concept of time and telling stories through the use of time-
lines and sequencing, objects, photographs and pictures;
The study of history of their own locality.
Units of Work for Key Stage 1
Year 1 – How are our toys different from the past?
What were homes like a long time ago?
Exploring our own personal History.
Year 2 - What were seaside holidays like in the past?
Why do we remember Florence Nightingale?
How do we know about the Great Fire of London?
In the Foundation Stage, pupils learn the language of time, e.g.: past and
present and relate these to their own lives in simple ways. Our Foundation
Stage curriculum policy, Knowledge and Understanding of the World,
contains more information regarding the teaching and learning of History in
the Foundation Stage classes.
Key Stage 2
In order to aid the children in their development of chronology, in Key Stage
2, each year group will study History in its chronological order e.g.: year 3
will begin with the ancient studies.
Historical understanding at this stage will be developed through:-
The introduction of important people and events from ancient to modern
times;
34 HISTORY POLICY
The introduction of important people and events from Roman to modern
times in Britain, Europe and the wider world;
The study of history in their own locality;
The study and exploration of artefatcs, pictures, photographs, stories
and other historical resources;
The use of a wider range of resources to further pupil‟s historical
enquiry skills.
Units of Work for Key Stage 2
Year 3 – What can we find out about ancient Egypt from what has survived?
Who were the ancient Greeks?
How do we use ancient Greek ideas today?
Year 4 - Why have people invaded and settled in Britain in the past? (A
Roman case study)
Why have people invaded and settled in Britain in the past? (A
Viking case study)
Why have people invaded and settled in Britain in the past? (An
Anglo-Saxon case study)
Year 5 – Why did Henry VIII marry six times?
What were the differences between rich and poor people in Tudor
Times?
What were the effects of Tudor exploration?
How can we find out about the Indus Valley civilization?
Year 6 – What was it like for children in the Second World War?
What was it like for children living in Victorisn Britain? (this unit of
work is supported by a trip to Horton Kirby).
What can we learn about recent history from studying the life of a
famous person? (new unit of work from Sep ‟11 to replace „How has life in
britain chnaged since 1948?‟)
Medium-term forecasts for each year group can be found in the Blue Curriculum folders
in the Resource Room. Source materials, including text books, photographs, pictures,
posters, CDs, DVDs, story books, resource books and artefcats can be found in the
relevant year groups. Additional materials can be found in the subject trays in the
Resources Room.
Assessment and Evaluation
Assessment is inline with the school‟s marking policy and should be to a standard
appropriate to the child and task. Comments in relation to the learning outcomes and
whether the child has met the outcome or not is advisable. Teachers are also encouraged
to move pupils on in their own learning by posing relevant questions in their book for
35 HISTORY POLICY
the child to respond to. Where possible, comments should be made about the historical
content of the work and be of a positive nature to direct and encourage pupils. On
completion of a piece of work, the teacher should make assessments in regards to future
planning and learning. Written or verbal feedback is given to pupils to help guide his or
her progress.
Each child shall be given a list of objectives to work towards throughout the year, „I
can...‟ sheets, and these are to be stuck on the front/back cover of their exercise book.
The teacher is to acknowledge and date each target as and when the unit of work is
covered or completed. Targets are to be divided into autumn, spring and summer terms.
Up to 3 targets per unit of work is acceptable.
Monitoring of History takes place throughout the school by the history team and senior
management in the form of book scrutiny each term. Each class teacher is given written
feedback following this procedure. The history subject-leader will also hold discussions
with staff during curriculum meetings.
The history subject-leader will collect 3 books per class - above average (AA), average
(A) and below average (BA) - at the end of the academic year, These books will
demonstrate what the expected level of achievement is in History for each age group
and ability level.
Learning activities should be wide-ranging and matched to the pupil‟s ability i.e.:
differentiated by task, through appropriate support and resource provision. Pupils should
understand what they are expected to do and know how well they are progressing.
At the end of the academic year, each class teacher is to assess their pupil‟s progress
and attainment with the use of the Foundation Tracker program. This is highlight which
objectives the child has or has not met and generates a National Curriculum level for
that child. The Foundation Tracker will only produce a level and not a sub-level,
therefore, the class teacher is to judge which sub-level is of „best fit‟ to that child‟s
ability. If a sub-level cannot be decided upon, the subject-leader will assist the class
teacher.
Special Educational Needs (SEN)
Support for SEN pupils follows the school SEN policy.
At Turnham Primary School, we aim to encourage all pupils to reach their full potential
through the provision of varied opportunities and by matching the challenge of the tasks
to the ability of the child. We achieve this by:
Supporting access to text;
Classroom organization,
Teaching style;
Help in tasks that require extended writing, such as the use of ICT or speech;
Visual resources to access sources of information;
The use of adults to support children individually or in groups.
Statements and IEPs need to be considered when planning an activity in History. Tasks
should be differentiated to meet the needs of pupils.
36 HISTORY POLICY
Equal Opportunities
History can contribute to the elimination of racism, sexism and all forms of unfair
discrimination in society, by leading pupils to a greater understanding of the global
community and promoting equality.
At Turnham Primary School, we ensure that all children, irrespective of their ethnicity,
attainment, ability, age, disability, gender or background, have equality to access to
learning. The curriculum we deliver encourages children to develop positive attitudes
about themselves as well as to those who are different from themselves. It encourages
pupils to emphasize with others and to begin to develop their skills of critical thinking.
Safeguarding
Turnham Primary School is committed to safeguarding and promoting the welfare of
pupils and expects all staff members to share this commitment. Every class teacher is
required to establish a safe environment in which pupils can learn and develop. It is
expected that teachers monitor and review the needs of pupils regularly to ensure their
well-being.
When year groups embark on a historical school trip, class teachers are required to
complete a risk assessment prior to the trip date ensuring the health and safety of pupils
is maintained outside of the school buildings. On return of the trip, class teachers are
required to complete and submit an evaluation of the trip and return to the risk
assessment officer.
Cross-curricular links
History at Turnham Primary School contributes to learning across the curriculum by
promoting:
Pupils‟ spiritual, moral, social and cultural development.
Citizenship
The development of reading, writing, speaking and listening skills.
Further literacy development in terms of drama and role-play.
Mathematical understanding through the use of numbers when developing a sense
of chronology, time lines and sequencing events.
The use of information and communication technology, such as word-processing,
finding information on the internet, PowerPoint and consulting Espresso and the
Gogglebox program.
Whole school displays
Each class/ year group is encouraged to make good use of the display boards along the
corridors for displaying pupils‟ work in celebration of history. Where relevant, the
pupil‟s first name and class is to be displayed alongside their work. Displays are
encouraged to be as creative as possible drawing on the cross-curricular links mentioned
above.
37 GEOGRAPHY POLICY
GEOGRAPHY POLICY
Statement of school philosophy
The school embraces the document 'EVERY CHILD MATTERS' and this policy reflects and
supports the 5 principles:-
Be Healthy
Stay Safe
Enjoy & Achieve
Make A Positive Contribution
Achieve Economic Well-Being
At Turnham Primary school Geography is taught because we want children to acquire skills
which will enable them to ask questions. As the National Curriculum states “What, where is
it? What is it like? How did it get to be like this? How is it changing? We want to develop their
natural curiosity so they may discover more about their environment and the people who live
in it. We aim to provide all children with the opportunity to appreciate, learn and enjoy
geographical activities. Our curriculum is structured to allow for this and our activities reflect
Excellence and enjoyment requirements of the Every Child Matters programmes. We also
aim to further their understanding of the world around them through the study of people and
places so that children develop respect for different ways of life.
Practice and procedure
Key stage 1
In key stage 1, Geography is about developing knowledge, skills and understanding relating
to children's own environment and the people who live there, and developing an awareness
of the wider world.
Children should:
· investigate and learn about the physical and human features of their own environment and
appreciate how their locality is similar to and different from other places;
· focus on geographical questions like What/Where is it? What is it like? How did it get like
this?
· develop and use geographical enquiry skills, including fieldwork skills, geographical terms,
making and using maps, and using photographs.
Key stage 2
In key stage 2, Geography is about developing knowledge, skills and understanding relating
to people, places and environments at different scales, in the United Kingdom and overseas,
and an appreciation of how places relate to each other and the wider world.
Children should:
· study places and themes at different scales from local to national in the United Kingdom
and overseas, and investigate how people and places are linked and how they relate to the
wider world;
38 GEOGRAPHY POLICY
· study how and why physical and human features are arranged as they are in a place or
environment, and how people are influenced by and affect environments;
· focus on geographical questions like What is it like? How did it get like this? How and why is
it changing?
· develop and use geographical enquiry skills, including fieldwork and IT skills, geographical
terms, making and using maps, and using photographs.
Throughout the school teachers should encourage language and communication skills so
that children:
· develop language skills through talking about their work and presenting their own ideas
using sustained and systematic writing and recording of different kinds;
· use geographical language and draw maps and diagrams to communicate geographical
information;
· read fiction and non-fiction, and extract information from sources such as reference books,
CD-ROMS, e-mails and the Internet.
Teachers should also encourage positive values and attitudes so that children:
· work with others, listen to each other's ideas, and treat them with respect;
· have opportunities to consider their own attitudes and values, and those of other people;
· develop respect for evidence and critically evaluate ideas which may or may not fit the
evidence available;
· develop a respect for the environment and be encouraged to evaluate their own and others'
effect or impact on it.
Teaching of Geography should be integrated as far as possible with other areas of the
curriculum, particularly Language, Maths and Science. It should aim;
To stimulate pupils interest in their immediate environment extending this as they get
older.
To help pupils understand that the world changes over time, that changes, may not
necessarily be positive.
To encourage pupils to care for the environment.
To encourage children to question why things are as they are and consider how they could
make changes.
To enable pupils to compare and contrast their own locality with other localities both within
and outside the UK.
For pupils to understand some of the important characteristics of the earth’s major physical
systems - weather, climate, rivers, landforms and the interaction among those systems.
For pupils to recognise that settlements vary - encourage them to look at the differences
and similarities between them both in terms of physical features and human activity.
To develop children’s awareness and appreciation of the ethnic, cultural, economic, and
political diversity of human society.
To develop skills necessary for geography enquiry, especially the making and
interpretation of maps and plans, use of IT, and the value of secondary sources.
To provide opportunities for relevant field work to make the subject more real to the
children. To develop children’s knowledge of geographical vocabulary e.g.-hill,
temperature.
39 GEOGRAPHY POLICY
To encourage and build upon cross curricular links, including stories, songs, poems, action
rhymes and P.E.
Teaching & Learning
Each year group will follow the QCA document when writing their termly forecasts. Copies of
the forecast are given to the Headteacher and put in the curriculum files opposite the
staffroom. A copy is also kept in the teaching file. Forecasts are evaluated each term and any
problems discussed with other teachers in the year group, the post holder and at curriculum
meeting held once a term. Teachers are to ensure that all activities provide stimulating,
challenging lessons for pupils of all abilities, enabling each child to receive their full
entitlement to the curriculum.
SEN
At Turnham Primary school we teach geography to all children, whatever their ability.
Geography forms part of the school curriculum policy to provide a broad and balanced
education to all children. Through our Geography teaching we provide learning opportunities
that enable all pupils to make progress. We do this by setting suitable learning challenges
and responding to each child’s different needs.
All children are to receive their full entitlement to the curriculum; therefore children with
special educational needs have to be catered for during Geography lessons. Teachers need
to ensure that IEPs are followed, to enable children to meet the learning objective. Work
needs to be specifically differentiated to ensure that each child is able to rightfully access the
curriculum.
Assessment against the National Curriculum allows us to consider each child’s attainment
and progress against expected levels.
Our assessment process looks at a range of factors – classroom organisation, teaching
materials, teaching style and differentiation – so that we can take some additional or different
action to enable the child to learn more effectively. This ensures that our teaching is matched
to the child’s needs.
We enable pupils to have access to the full range of activities involved in learning
geography. Where children are to participate in activities outside the classroom, for example,
a field trip, we carry out a risk assessment prior to the activity, to ensure that the activity is
safe and appropriate for all pupils.
Safeguarding
“Children learn best when they are healthy, safe and secure, when their individual needs are
met and when they have positive relationships with adults caring for them.” Therefore it is
imperative that risk assessments for field trips are undertaken to learning based away from
the school site, to ensure that there risks are minimal and foreseen.
Assessment
All children’s work will be marked and dated with relevant comments to help the child
progress and evaluate their own work. Comments also help the class teacher to assess
children’s work. The post holder and shadow for Geography & SMT to continue to monitor
Geography teaching throughout the school. Children to acknowledge I can assessment
targets place in Geography books; teachers to ensure all targets are achieved/
acknowledged and dated.
Equal Opportunities & Equality
40 GEOGRAPHY POLICY
In Geography we aim to develop children’s awareness and appreciation of different cultures
providing them with a balanced understanding which does not stereotype people or places.
Teachers also need to ensure balanced and fair representation and non biased view of
cultures, people and countries.
Resources
These are allocated to individual year groups, some resources are kept by the coordinator,
and are also in room B and the resource room.
41 GEOGRAPHY POLICY
OVERARCHING ARTS POLICY
1 Mission Statement
Turnham school embraces the document ‘Every Child Matters’ and this policy reflects and
supports the 5 strands:-
Be Healthy
Stay Safe
Enjoy & Achieve
Make A Positive Contribution
Achieve Economic Well-Being.
At Turnham Primary School it is our firm belief that to enhance and enrich all children’s
learning, we are committed to the arts curriculum. The teaching of art, design, dance, drama,
music and creative writing therefore have their own place as subjects but they are also
planned into all the aspects of our curriculum.
We believe that our school environment makes a big difference to pupil learning and staff
wellbeing. We promote and value creativity
2 Aims
We aim to provide all pupils with:
· A broad and balanced range of arts activities
· The opportunity to progress their skills and creativity through the arts
· The varied experiences from different cultures and traditions through the arts
· The opportunity to achieve higher attainment in other curriculum areas through the arts,
including ICT, Literacy and Numeracy
· The opportunity to raise and develop their self-esteem through class activities,
performances, exhibitions and individual work
3 Planning the Arts
Please cross reference for details in our Art, Music, Dance, Literacy (Drama) policies and
action plans. In general, all class teachers follow the medium term plans for each subject.
These generate more detailed weekly learning objectives which show progression within the
unit and building from the previous unit.
QCA and National Curriculum documents provide a basic structure and class teachers with
advice from subject coordinators, supplement this. At Turnham, class teachers are actively
encouraged to always consider how to enrich the learning opportunity for pupils in other
curriculum areas through the arts. All medium term plans are kept by the curriculum co-
ordinator for future reference and monitoring. This provides a clear dialogue between the
class teacher and the co-ordinator.
4 Curriculum Provision
Each arts subject is timetabled weekly for art, design and music. Dance is blocked and linked
with PE. The Visual, Auditory and Kinesthetic approach to teaching and learning is
fundamental in all our curriculum provision.
The teacher will use a variety of strategies to teach the arts from the use of ICT, workshops
in school by visiting practitioners, teacher demonstration, discussion, practical work and
practice of basic skills.
We are committed to running at least one arts, culture or music visit in each year group,
every two years. We are committed to performing at a dance festival at our local theatre. We
are building links with our local music service.
5 Facilities and Resources
We have the use of 2 large halls which lend themselves to the arts for dance, drama, school
productions, art exhibitions, visiting arts practitioners, carol concerts.
42 OVERARCHING ARTS POLICY
We have our own kiln in its own room. We have two free standing pianos for visiting
musicians. We also have two resource rooms for the arts, sewing and art and design. The
school has many areas for displaying work.
6 Assessment, Recording and Reporting
Learning outcomes are structured and matched appropriately for each lesson.
Assessment would be measured against the criteria set for the learning outcome which is
made clear to the pupils. Assessment can then take various forms:
· Comparison with pupil’s previous work
· Discrete comparison with peers
· Pupil’s ability to select appropriate materials
· Pupil’s organisational and collaborative skills
· Pupil’s ability to respond to the visual curriculum
· Judgment of pupil’s developmental skills
Recording the arts curriculum is through photographic or video evidence which is
systematically monitored by the curriculum co-ordinators on a termly basis, through meetings
with parents and through termly reports. The school has recently implemented a foundation
subjects assessment programme which measures a child’s progress against the National
Curriculum levels. The Art and Design co-ordinator is responsible for evaluating the
outcomes of the aims written in this policy.
7 Equal Opportunities, Inclusion and Safeguarding
We aim to make access to all the arts subjects equal for all our pupils including our SEN
pupils and our gifted and talented pupils. This is reflected fundamentally in all teachers’
planning. We endeavour to celebrate the diverse cultural backgrounds of the children and
staff of the school. This is done through planning various activities throughout the year, both
within school hours and as extra-curricular provision, including Black History Month, Diwali,
Eid, Chinese New Year and Christmas. Please refer to our, Equal Opportunities policy, SEN
policy and Able and Talented policy. In safeguarding our children, all teaching staff are aware
and mindful of the health and safety aspects of the arts. Policies are adhered to ensuring
children know that, for example, moving around the classroom with paintbrushes and
scissors will lead to unnecessary accidents. We are careful to ensure photographs of the
children do not appear on outside publications as stated in our Safeguarding policy. Please
refer to our Health and Safety and Safeguarding policies.
8 ICT
Turnham has an impressive ICT suite available to whole class or small groups. The school
has a digital camera, a scanner, an interactive whiteboard and sounds system in each
classroom. There is one video camera available and access to 15 digi-blue video recorders.
At Turnham, we believe that pupils can access programs which can inspire and develop
creativity across the curriculum.
9 Extra Curricular Arts Activities
We aim to use staff and parental expertise in offering a wide range of arts’- based clubs after-
school. These include: dance and drama, choir, arts and crafts, clay and knitting.
Focus week
This week focuses the whole school on arts activities at least once a year. A theme is chosen
and a wide range of activities are offered to all pupils using visiting practitioners, outside visits
to name but two. This is followed by an exhibition of pupils’ work open to parents.
4. RESOURCE
Assessment ideas for the arts
The system is intended to be oral. Within an assessment session pupils will be asked to
assess their own achievement within a strand. Pupils will be required to justify orally why they
43 OVERARCHING ARTS POLICY
believe they have attained a particular level and not another. Pupils will also be encouraged
to evaluate the work of others through the same system. At the end of a particular unit, pupils
may be encouraged to highlight their agreed performance according to each stand across a
unit. This will form a valuable record and is particularly relevant to older pupils. Even so the
most important part of the assessment process here is the engagement of the pupils in their
own assessment and their appreciation of what they should do next to move up a level.
The cross reference to National Curriculum levels has been tested and works as least as well
as any other system. Particularly when dealing with creative and performance subjects
statistically relevant assessment is notoriously difficult and often relies on personal
preference and interpretation. We believe we have a system here which achieves a cross
reference without forgetting the most important aspect of any assessment system, i.e. the
need to move pupils forward in their understanding and attainment.
Particularly with younger pupils it may be difficult to assess accurately because the material
being used will be appropriate to a younger child. What will be expected for example in dance
of a Year 1 child will be very different to that of a child in Year 6. Even so it has been shown
that a child in Year 1 (who was particularly talented) could achieve a level 4 in Performance
in Dance, whereas in all other strands her attainment was at a level 2.
When engaging pupils in the assessment process in these subjects, teachers may find it
useful to have a range of questions available to prompt them. This may be particularly useful
with younger children and with those who have not yet fully embraced the culture.
Potential Questions for each strand.
Exploring Ideas
Were you happy to try out new ideas?
How did you work with a team?
When did you listen to the advice of others?
Did you always agree with what other people suggested? Why? Why not?
How did you alter our work because of the suggestions of others?
What ideas did you have of your own?
How did you share your ideas with other people?
What did you notice, which other people did not?
Which of your suggestions did other people take note of?
How were you successful?
Developing Skills
How do you feel that you have improved?
What can you do now that you couldn’t do before?
Have you thought things through carefully? Why? Why not?
What went wrong?
What did you learn from that?
What did you try out for the first time?
What surprised you?
What interesting discoveries did you make?
What have you shared with your fellow pupils?
Making, Designing, Composing
Which skills did you use in this project?
Did you achieve what you set out achieve? How do you know?
How is your work original?
How did you manage to keep within the timescale?
How did you cope with difficulties?
How is your work different to that of your friends?
What are you most pleased about?
Performing, Demonstrating, understanding
How did you enjoy the project?
Do you feel you have demonstrated your abilities?
44 OVERARCHING ARTS POLICY
Do you feel ready to move on to more complicated tasks?
Do you feel that you need more time to practice?
Do you feel that you have a particular flair for this work? Why?
What makes your work more interesting than perhaps that of others?
What do you admire in the work of others?
How could you and /or others improve work further?
What can advice can you offer others to reach a high standard?
Evaluating
Describe what has been done in this lesson / unit.
What have you learnt in this lesson / unit?
How has your worked improved in this lesson / unit?
How does your work compare to that of others?
Why is their work better or not than yours?
How can standards be improved in your work and that of your friends?
45 OVERARCHING ARTS POLICY
MUSIC POLICY
Statement of School Philosophy
Turnham school embraces the document 'Every Child Matters' and this policy reflects and supports
the five strands:-
Be Healthy
Stay Safe
Enjoy & Achieve
Make A Positive Contribution
Achieve Economic Well-Being.
At Turnham School we believe that children enjoy musical activities. We aim to provide an
environment where all children feel they are able to participate in performing whether it is singing or
playing a musical instrument. We believe everyone can take part in musical activities at some level
and our curriculum is structured to allow an enjoyment and love of the subject. These activities reflect
excellence and enjoyment requirements of the „Every Child Matters‟ programmes. We aim to provide
all children with the opportunity to appreciate and learn about a broad range of musical traditions, to
learn about and perform the work of many composers in many styles and through these studies foster
an enduring love of the subject. Children are introduced to a broad spectrum of music including
classical European music, music from around the world and contemporary/popular music. These
genres can be played by live musicians or a pre-recorded source.
Music Staff
Turnham School has a part-time music specialist who provides support and advice to class teachers in
respect to the national curriculum. The music post-holder is a full-time member of staff, and is
responsible for the administration of the music curriculum and organising curriculum meetings for
assessment and evaluation.
Practice and Procedure
The Curriculum
The staff as a whole agreed to implement the Music Express scheme of work. It is a scheme based on
the National Curriculum and covers all elements of music. Class teachers deliver of each unit of work
within the scheme, which cover the 38 weeks of an academic year. CDs of musical extracts accompany
the scheme and can be used to support lessons. Close liaison between the Co-ordinator and Class
Teacher ensures that continuity is maintained.
In the lower school it is the responsibility of the individual class teacher to ensure that a balanced and
progressive music curriculum is made available to the children in their class. In upper school lessons
are planned and delivered with the music specialist teacher.
Termly plans for music are taken from the Music Express scheme and adapted to fit the school termly
forecast format and the national curriculum. These plans are found in the resources room. The Early
Years File found alongside the KS1 and KS2 files contains Reception and Nursery music curriculum
forecasts for the year. These plans are designed to show the progression between Year groups and Key
Stages and the scheme also ensures continuity between all years.
Termly forecasts can also be found in each Class Teacher‟s Teaching Record File that is kept in their
classroom. An Overview of the Music Express Scheme can be found in the scheme folders in the
resources room. Long term planning is also displayed on the staff room wall.
46 MUSIC POLICY
Music Resources
Musical instruments are kept in labelled containers in a designated area of the Lower School Hall.
These instruments are borrowed by members of staff for individual, group or class sessions and
returned to the Hall after use. We have two upright pianos in the Lower School Hall, one in the Upper
School Hall and one in the resources room. There are two electronic Keyboards which are stored in
the safe lock-up area upstairs.
The resources room
Music cassettes and CDs are stored in the resources room and in the Lower and Upper halls. There is
a numerical filing system for both recorded and pre-recorded music. The resources include:-
1. Music Tapes
2. Compact Discs
3. Recorded and pre-recorded cassettes of classical, world and popular music.
4. Music Box tapes and magazines.
All the above resources are to be signed out and in. An exercise book is provided.
Other resources in the resources room include:-
1. Posters
2. Music books
3. Video Tapes.
These resources are signed out and in on the cards provided for each member of staff.
A list of the musical instruments in stock is available from the Music Post Holder. The Keyboards are
available to be used throughout the school in individual classes where appropriate.
Records and Assessment
The Music specialist teacher may be available to assist classroom teachers with the delivery of the
music curriculum. The music specialist teacher should assess and evaluate the aspects of the
curriculum that they deliver, this is especially important in the case of group work where the class
teacher may not be present. Copies of these records should be made available to the class teacher at the
earliest opportunity, so that they can be included in the class teachers‟ Blue Teaching file. At the end
of each term, class teachers assess and evaluate the forecast and make necessary adjustments to their
planning and delivery of the curriculum. In upper school this is done in conjunction with the music
specialist.
The Music Postholder is ultimately responsible for the effective recording and assessment by each year
group and organises termly meetings for all teaching staff in which the curriculum is assessed and
evaluated. Class teachers are asked to keep examples of work done in year groups. These are kept by
the Post holder as evidence of continuity and progression.
Performances
The Lower and Upper School present Christmas, Harvest and end of key stage productions to parents
and these are supported by whole school staff. It is the responsibility of the class teacher to inform the
music specialist of any songs or music needed for class assemblies so that the children are given
adequate time to learn and perform these in public. The children also share their work in music in
informal concerts and assemblies throughout the year.
47 MUSIC POLICY
Assemblies
In our assemblies three times a week children are exposed to a variety of music and can enjoy and
respond to different cultures. Taped music may also be used on occasions. A list of well-known
hymns are practised and sung during these times. Children also have an opportunity to learn new
songs.
Equal Opportunities & Inclusion
All children, regardless of gender, race, ability, class or creed, will be given the opportunity to listen
to, appraise, compose and perform music during the school year.
The music curriculum will be adapted to the needs of individual children, catering for the wide
spectrum of abilities including SEN and gifted and talented. A wide range of music resources and
variety of teaching approaches will be employed in order to fulfil the requirements of the National
Curriculum for all children. Please refer to our Equal Opportunities policy, SEN policy and Able and
Talented policy.
Safeguarding, Health & Safety
In safeguarding our children, all teaching staff are aware and mindful of the health and safety aspects
of music. Policies are adhered to ensuring children know that, for example, moving around the
classroom with instruments and beaters will lead to unnecessary accidents. We are careful to ensure
photographs of the children do not appear on outside publications as stated in our Safeguarding policy.
Please refer to our Health and Safety and Safeguarding policies.
48 MUSIC POLICY
ART AND DESIGN POLICY
Statement of Philosophy
“Art is a unique and diverse visual language. It is common to all cultures and age groups. Art has a
role in its own right but has several functions both to the individual and in playing inherent
communicative and supportive role in every curriculum area, making a significant contribution to the
quality of learning.
Art experiences enable children to learn organise, communicate, express and celebrate, using intuitive
as well as logical processes” Robert Clement 1998
Through the teaching of art at Turnham we aim:
to give children an understanding of the meaning and contribution of art to the culture of it‟s
time
To develop the children‟s artistic skills and their awareness of the various qualities of different
materials
To help children to form a considered opinion about art and the ability to value the artistic
heritage of their own and others‟ societies.
We encourage children to communicate to others their ideas and opinions about art
To build enjoyment and enthusiasm for art in every child.
Practice and Procedure
Art and Design at Turnham has a working knowledge of the „Every Child Matters‟ document. We as a
staff look to encourage each child mentally and emotionally. We are committed to creating
environments that are safe from bullying and discrimination. Years 1-6 follow QCA schemes of work:
in these year groups art is usually given a whole afternoon and alternated with DT every half term.
Early years support the material used in QCA through their work as part of Creative Development.
At Turnham we use the „Double Primary‟ colour system and encourage children to mix their own
colours at all times. Double primary systems are available in ready mix, powder paint and printing
inks.
Sketchbooks
Sketchbooks are used in years 1-6, these can be seen as first draft working books or visual diaries, used
for collecting observational drawings, paintings, notes and details of artist‟s work. They become a
valuable personal resource for the child in relation to the development of their work. Work in these
books must be dated and acknowledged by the teacher.
Assessment
Art and Design will be assessed by teachers weekly and termly in relation to the National Curriculum.
The post holder will monitor these assessments through a written and verbal feedback to the staff on a
termly basis as part of the post holder evaluation document and in art curriculum meetings which also
provide a forum for discussion of issues of issues raised and a venue for any relevant inset.
Individual Portfolios: Each child has an art folder which is kept in the classroom and which follows
the child through the school. This folder contains samples of work using a range of mediums and
styles. Works in these folders need to be dated and annotated if appropriate
Whole school portfolio: The portfolio of examples of successful work, characteristics of each national
curriculum year with guidelines and agreed samples for each of the level descriptors is held by the post
holder. This portfolio is updated.
49 ART AND DESIGN POLICY
Displays and Resources
At Turnham, we place much importance on creating exciting and relevant displays. Displays should
incorporate both presentation of children work and stimulus for work including key vocabulary. This
provides an opportunity for pupils to make positive contributions to the school and learning
environment. Displays in classrooms are changed on a half termly basis. All work should be named
and well presented for display (including backing, etc). Lower school and Upper school hall have four
themed displays a year which the theme is decided by staff.
Art resources are kept in a designated cupboard in the lower school corridor; this makes resources
accessible for all teaching and support staff.
Equal Opportunities and Special Needs
Because of the nature of art, children of different ability find it easier to work on the same subject,
however, the special educational needs of any all children are considered in the planning and
preparation of all lessons. Age appropriate equipment (e.g. glues: pritt sticks, pva, glue guns or left
handed scissors) is provided and reference is made to any statements or individual educational plans,
which will be in the teaching record. We endeavour to celebrate the diverse cultural backgrounds of
the children and staff of the school. Please refer to our Equal Opportunities policy, SEN policy and
Able and Talented policy.
Safeguarding, Health and Safety
In safeguarding our children, all teaching staff are aware and mindful of the health and safety aspects
of the arts. Children are encouraged to handle tools safely and develop safe working routines. The
tidying away of resources and respecting the work of other children is an integral part of the
curriculum. Policies are adhered to ensuring children know that, for example, moving around the
classroom with paintbrushes and scissors will lead to unnecessary accidents. We are careful to ensure
photographs of the children do not appear on outside publications as stated in our Safeguarding policy.
Please refer to our Health and Safety and Safeguarding policies.
Cross Curricular Links and Extra Curricular Activities
Cross curricular links are stronmg with many other subject areas, for example, RE, PHSE, ICT,
Science, History and Geography. Throughout each academic year, art and craft, clay and photography
club are offered to various year groups. Pupils can develop other skills in art, craft and design.
50 ART AND DESIGN POLICY
DESIGN AND TECHNOLOGY POLICY
Statement of School philosophy:
The school embraces the document 'EVERY CHILD MATTERS' and this policy reflects and supports
the 5 principles:-
Be Healthy
Stay Safe
Enjoy & Achieve
Make A Positive Contribution
Achieve Economic Well-Being
At Turnham we believe that children learn best from the real world around them, we challenge them
by posing technological problems. This way we can help children to develop the skills they need.
In Design and Technology children need to:
PRACTICE AND PROCEDURES:
Be clear about what they are trying to achieve:
Precise instructions of the given task need to be provided to each child, verbal, written instructions and
diagrams should all be used to communicate ideas to the children
Consideration will be given to the level of ability of each child (differentiation).
Children need to have a clear indication of the main objectives of each task.
Look for different solutions:
Children should be aware that there can be more than one way of undertaking a task.
Also they need to understand ways of extending the task e.g. Going from Balloon power to Battery
power in control of forces (Cross curricular Science).
Formulate detailed plans and designs:
Children should be encouraged to use a design brief that means they understand the process whereby
they achieve the desired result. This design brief should be tailored according to the child's ability. It
will therefore be the class teacher's responsibility to provide a framework for their children who have
not reached the level whereby they can not do this themselves.
This will include a framework that lists the brief, the design as well as the child‟s evaluation of the
final product, and how well this matches the original brief. Moreover, the child‟s evaluation will be
used in the teacher's final assessment.
Select Materials:
Children need the opportunity to draw on a range of materials in order to make their design.
The various locations for design and technology materials are the following:
- Renewable Materials/ card/ paper; Art stockroom on the Ground floor.
- Cloth/fabric/Embroidery silks; Needlework Cupboard on the Ground floor.
- Plastic/wood/metals; Science/Maths room on First floor.
51 DESIGN AND TECHNOLOGY POLICY
- Balloons/wires/batteries/magnets; Resources room
- Reference material; The Resources Room/library on the First floor.
Also some Year groups have relevant resource materials in their classrooms.
Carry out the task to a required standard:
Children are made aware of the various stages in the making of the design. When completed they are
expected to test the product to ensure it works. As part of this process they will be expected to predict
and hypothesise on the outcomes. When testing the product they will have select criteria to determine
the effectiveness of the test.
Evaluate the Process:
As part of the overall plan children will be expected to assess the product and the process. Teachers
will use this evaluation in order to formulate their own qualitative assessment of the pupils
achievements. Particular emphasis will be given to continuity and progression throughout the given
task.
Curriculum
Your first point of reference will be the overall Curriculum Framework (based upon QCA) in the Staff-
room which details the whole School Plans in Design and Technology.
To then find out the specific details for the term's work in D & T consult the Forecast either in the
class teacher's teaching file or in the Resource Room curriculum subject file.
Special Needs:
Statements and I.E.P.‟s need to be followed where appropriate. Children with special abilities at both
ends of the spectrum need to be considered carefully in planning (Differentiation as necessary).
Consideration will be given to use of tools and equipment in order to help children with disabilities.
Health and Safety:
Safety is of paramount importance. Professional judgement should be used in relation to the ability and
maturity level of the child. During the activity children will be encouraged to handle tools safely and
develop safe working habits. The task of tidying away and leaving things clean and safe will be a
routine task expected of the children.
For further information regarding Health and Safety please refer to the curriculum co-ordinator or the
school's Health and Safety documentation.
Cross-Curricular Links:
Design and Technology will have its strongest links with the core subjects, in particular Science and
Numeracy. It will also have close links with Literacy because of the Knowledge and Understanding
gained. In relation to Science and Numeracy many of the links will come from the measuring and
testing of materials.
D & T will also have close links with ICT and other Foundation Subjects. Even in History, for
example, the discovery of the wheel will have relevance to Design and Technology Projects.
Levels of Marking/Assessment/Expectations of each child's achievement: .
Quality of Assessment will be according to the level that the child‟s finished product matches the
original brief. Further evidence of progression will also merit recognition of achievement.
Assessment and Evaluation:
Reference will be made to the assessment records which itemise each child's learning in D & T to date.
For information regarding pupil progress in D & T please refer to current PLeR and for individual
pupil levels refer to the school database (Wauton Samuels).
52 DESIGN AND TECHNOLOGY POLICY
Regular meetings organised by the Postholder will be held for all Staff in order to evaluate progress in
D & T across the School and to plan for further initiatives in the Subject.
Equal Opportunities:
Key issues around D & T in relation to Equal Opportunities are the following:
D & T is sometimes perceived to be a male-dominated activity and as such it may be necessary to
group the children on a mixed-gender basis. Within each group ensure that all children have equal
access to tools, materials etc.
Organisation of Classroom and Display:
Organisation of Classroom has crucial importance in relation to D & T activities. Grouping of pupils
will be paramount in relation to quality of teaching and quality of learning. Use of tools and materials
will also determine grouping considerations in the classroom.
Quality of display in the classroom on D & T will reflect the level of understanding and achievement
in the class. The displays will also reflect the range of achievement in D & T across the year. The
children should be able to perceive the displays as an incentive for further achievement in D & T as
well as a celebration of current achievement. On numerous occasions, D & T projects can be
displayed in Good News assemblies as an incentive to all. Projects completed away from school
should also be encouraged and celebrated.
For advice on Stock, and how it can best be used for D & T tasks please consult the Postholder.
53 DESIGN AND TECHNOLOGY POLICY
PHYSICAL EDUCATION POLICY
The school embraces the document 'EVERY CHILD MATTERS' and this policy reflects and supports
the 5 principles:-
Be Healthy
Stay Safe
Enjoy & Achieve
Make A Positive Contribution
Achieve Economic Well-Being
Statement of school philosophy
At Turnham Primary School we aim to provide activities that promote physical well being, self-
confidence and a healthy lifestyle. We expect our children to experience a range of activities and to try
to achieve their best. Not everyone can be an excellent athlete, footballer or runner but all can enjoy
sport and accomplish personal goals. We aim to foster a love for sport that continues into adulthood
and an understanding of the importance of exercise. We expect our children to display a good attitude
to sport with fair play, honest competition and teamwork.
Practice and procedure
Whole school
The planning and implementation of PHYSICAL EDUCATION follows broadly the QCA Document
guidelines where appropriate and practical.
We follow an agreed Gymnastics handbook at both Key Stages 1 & 2 and in the Reception Year.
All year groups have at least one copy in their classrooms which teachers can refer to for individual
lessons.
All games equipment is kept in the lower school P.E. cupboard or in Equipment trolleys based in
the Lower School.
Children are expected to change for physical activity and to set a good example staff may also
change for Games (generally at lunch time). For dress code please see the staff handbook.
Children should be taught to recognise that safety is of primary importance when using equipment
and working with others.
All parents are informed of the days that their children have P.E., Games and Dance.
No jewellery is to be worn during physical activities; it is to be left in the classroom and is the
responsibility of the child.
Children should always do warm up and warm down exercises to avoid injury.
Staff should refer to the health list to ensure they know which children may need inhalers or
medication. Children should be reminded to take inhalers with them to every physical session.
Please report any damage to equipment to the post holder or the premises manager.
New staff should ask for a demonstration if they are to use any of the large floor apparatus in either
hall.
Upper school
Upper school children are taught how to lift, carry and use apparatus correctly and safely
themselves (with the teacher‟s supervision).
Children‟s athletic skills are encouraged by using the „five star award‟ scheme. All children in years
five and six take part in this scheme. It is administered by the Year 5 & 6 teachers.
In upper school years four, five and six children build their skills by practising netball, football,
rounders and cricket. Information about specific schemes of work are in the termly forecast and on
the curriculum framework.
54 PHYSICAL EDUCATION POLICY
All children in years 3, 4, 5 and 6 have a course of swimming lessons each year at Wavelengths
Leisure Centre, Deptford. Lessons are paid for by the school and free transport is provided.
Children are tested when appropriate and certificates of merit awarded.
Physical activities make a significant contribution to the extra curricular programme at Turnham.
Activities are offered to as many pupils as possible of all abilities. At present, after school activities
include football, netball, cricket and rounders. All children can develop their skills and
understanding by taking part in team practices and representing the Turnham Primary School in
inter-school competitions.
Where sporting events take place outside school hours, parents are always informed prior to the date
of the event. When children represent Turnham School they will be provided with the relevant
team colours and will be taken to and brought back from venues.
Written consent must be obtained from parents/carers before any child will be allowed to participate
in any after school match or practice.
When going off site, first aid kit should accompany the group.
Lower School
In the Foundation Stage, P.E. takes place as part of the “Physical Development” curriculum.
In the Nursery, the curriculum is covered through a variety of indoor and outdoor play. There are 2
sessions per week available for more structured sessions in the Lower School hall.
In Reception, the children use the timetabled sessions for P.E. & Games in addition to indoor and
outdoor play.
When larger hall apparatus is needed, the Premises Officer will set up what is required on the
direction of the class teacher. The apparatus will be put away by members of Lower School support
staff at the end of the session.
Lower School children may use the parachute which is kept in the P.E. cupboard.
Support Staff are sometimes available to help with Lower School P.E. lessons depending upon their
own timetable.
Dance
Nursery use action songs and rhymes and respond to a variety of music.
Reception use action songs and rhymes and a selection of „Lets Move‟ sessions.
Lower school use „Lets move‟ (BBC radio programme), mime to stories, respond to music and
learn traditional Scottish dancing.
Upper school use a variety of taped programmes (Dance Workshop - Country Dancing, European
dancing and Line Dancing)
Special Needs
As a teacher one needs to be aware of children‟s individual physical abilities and limitations and thus
introduce and conduct lessons sensitively.
Equal Opportunities
Our Physical Education programme is structured so that all may participate. Even extra curricular
sessions allow any interested child to take part. We are aware that some activities are traditionally
gender biased. However, we encourage our boys to take part in netball, and girls to play football,
because we feel both games teach important skills. Some league organisations specify girls or boys
only. We take part in these leagues but allow all to practice together. No other form of distinction is
acceptable. Sport is for all.
Assessment
Nursery and Reception record assessment on a tick list in their Early Years records.
In years 1 - 6 assessment is ongoing and a progress report is made on the PLER‟s and home reports to
parents.
55 PHYSICAL EDUCATION POLICY
Safe Practice in Physical Education
TEACHERS delivering physical education need to: PUPILS engaged in physical education should be:
understand their obligations relating to their duty of
PEOPLE given opportunities to think about safe practice in
care relation to themselves and peers
be suitably experienced and competent to teach the guided to develop their knowledge and
physical activity being offered understanding relating to responsible participation
and progress
use regular and approved practice
sufficiently skilled and confident in the tasks set
be aware of any child/pupil at risk
appropriately supervised when undertaking a
ensure acceptable pupil behaviour at all times leadership role
clarify the role of and monitor the work of other school
staff, contracted workers and volunteers
Appropriate
Challenge PREPARATION requires:
PHYSICAL EDUCATION
FACILITIES should provide:
comprehensive
schemes of work in
hazard free playing surfaces PHYSICAL place, differentiated to
sufficient space allocated to EDUCATION meet the needs of all
the activities pupils
and be subject to: ORGANISATION a safety policy and
a regular and systematic
CONTEXT guidelines
maintenance programme
Acceptable Risk up to date risk
assessment
appropriate usage
PROCEDURES should involve:
safety rules and regulations clearly PHYSICAL EDUCATION EQUIPMENT should be: TEACHING STYLE AND CLASS ORGANISATION should
understood by both pupils and staff ensure that:
inspected annually
attendance and assessment records pupil capability is matched to task
consistently maintained regularly maintained
the methodology is appropriate to safety demands
all accidents and ‘near misses’ regularly monitored for wear and tear inherent within the activity
comprehensively logged and reported
checked before use pupils are always appropriately prepared and confident
to the appropriate body where required
used appropriately and stored safely through progressive practices
communication with parents about
school policies and practice disposed of when condemned
56 PHYSICAL EDUCATION POLICY
PERSONAL, SOCIAL and MORAL EDUCATION and CITIZENSHIP
Statement of school philosophy
Our aim at Turnham school is to provide a caring, safe, sensitive learning environment and to
establish an ethos where pupils respect adults, care for themselves and one another. We work to
develop a sense of self-esteem within each child so that they have an understanding of their role,
rights and responsibilities in school and society, and a real concern for others. We aim for our children
to take responsibility for their actions and to realise that what they do has consequences for
themselves and for others. We recognise the importance of every child learning to understand and
respect our common humanity, diversity and differences so that they can go on to form the effective,
fulfilling relationships that are an essential part of life and learning. We believe that PSHE and
Citizenship helps give children the knowledge, skills and understanding they need to live confident,
healthy, independent lives and to become informed, active, responsible citizens. Children learn best
when they are healthy, safe and secure, when their individual needs are met and when they have
positive relationships with the adults caring for them.(Safeguarding and Welfare).
Aims and objectives
Personal
We aim to promote our children's self esteem by...
Giving them an appropriate amount of responsibility, and trusting them to carry out given
tasks, making decisions of their own and moving towards independence in all they do.
Valuing their work and showing it's importance by display, marking and opportunities to share
their achievements with others.
Establishing incentives for good work (i.e. headteachers stars, Good News assemblies)
Providing role models in our own attitude to manners, standards of appearance and reactions
to situations.
Always providing a fair hearing when dealing with children's problems and encouraging them
towards a sympathetic, resourceful approach in their relationships with others.
Social
Our society shares key values. We aim to give our children an awareness of, these key values
by…
Defining children’s rights and responsibilities and providing a framework for children’s
behaviour.
Providing and promoting an environment in which the children can feel secure in an
atmosphere of trust.
Encouraging co-operation, respect for self and others and promoting good manners ( See
behaviour policy)
Instilling social skills in all areas of the children's school life (i.e. playground, dining room,
classroom and on outside visits)
Moral
We support our children's moral development through ..........
Acknowledging and discussing pertinent issues as they arise (as well as through planned
classroom lessons)
Looking after living things and being aware of their needs
Building an awareness of children's individual beliefs and acknowledging their spiritual
background.
Differentiating `good' from `bad' and upholding the values of obedience, honesty, trust, truth,
conscience and responsibility.
Citizenship
We support our children’s development as active citizens through…
Giving children space and time to discuss issues of importance to themselves and their peers.
Ensuring that the children develop an understanding of their role in the school, local national
and international communities.
57 PERSONAL, SOCIAL and MORAL EDUCATION and CITIZENSHIP
Providing children with the skills and understanding to allow them to make difficult decisions
and acknowledge all sides of an issue.
Encouraging children to take an active part in school and community events including inviting
links with the community.
Equal opportunities
This school believes that the personal, social and moral education of our pupils is the responsibility of
all. Schools and the community share this responsibility for the social and moral development of the
young and, in order to establish the unity of thought that is essential to create a balanced,
understanding society, this type of education must be available to everyone, regardless of gender,
race or creed. Further information can be found in the school's equal opportunities policy.
Special needs
All children should be given guidance on the personal, social and moral issues that the school covers.
Recording will be linked to the child's ability. Further information can be found in the school special
needs policy.
Cross curricular links
Personal, social and moral development is encompassed in all curriculum subjects.
For instance personal issues could be covered as part of health education, social issues as part of
R.E. However, we recognise that in order to produce fully rounded individuals, awareness of social
and moral issues (and a sensitive approach to them) is essential. In addition to weekly timetabled
sessions for PSHE and Ctizenship, the planning of cross curricular links is the responsibility of each
year group.
Assessment
Assessment is ongoing. The final product of our achievement in this area is the enlightened attitudes
and morality of the children. Evaluation of children's development will be addressed through contact
with parents, the head teacher or other year group members as appropriate. Any changes in policy
will be appraised in staff meetings.
Practical guidance
- Further information on subject detail can be located .......
1) Through the post holder for each specific area (named in staff handbook)
2) On the curriculum development plans (displayed on the staffroom wall)
3) In the year group forecasts.
4) From your year group colleague.
5) In the case of cross curricular - other policies ( found in each classroom)
You can find additional resources and equipment..........
1) In the subject section in room A.
2) In the Science section of the resources room (for more `sciency' elements - Growth
Hygiene, SRE )
3) With postholders.
Stationery - the type of paper, exercise books and format of recording will be specific to the subject
matter and to the year group concerned.
e.g. Year 6 use A4 lined paper, as appropriate , and school issued biro.
Year 5 A4 paper and pencil.
Years 4&3 subject books, as appropriate, and pencil.
Years 2&1 subject books, as appropriate, and pencil.
Reception and Nursery a variety of formats.
It is recognised that the areas of personal, social and moral development can be recorded in a variety
of ways specific to the subject matter, and that this need not necessarily be in written form. For
instance it could take the form of drama, art, discussion, debates, practical lessons etc. Marking of
any written work should be undertaken with reference to the marking policy
58 PERSONAL, SOCIAL and MORAL EDUCATION and CITIZENSHIP
Practice and procedure
Staff greet the children at the beginning of the day (normally when calling the register) and say
goodbye as they leave.
Classroom rules reinforce whole school expectations: i.e, hands up to answer questions. (generally
a `do as you would have done by approach')
We educate our children as regards safety outside of school time. There are regular talks about
`Railway danger', `Road safety' and `Stranger Danger'. These are organised on a whole school
basis by the Headteacher.
Staff are encouraged to respond to the children in an open way (without any kind of pre-
judgement) and to keep children's confidences within the boundaries of their professional
judgement.
Reporting is balanced noting relative progress and accentuating the positive.
Within the curriculum and framework of the school, there should be opportunities for children to
make choices and decisions of their own.
We expect our children to exhibit positive body language (action speaks volume).
Staff will be expected to provide positive role models.
Children are expected to treat all adults with respect and address them properly, i.e Mrs, Miss, Sir.
Expectation of behaviour in the playground should reflect the standards that are set in lesson time.
We try to socialise children and encourage good behaviour through playtime activities.
59 PERSONAL, SOCIAL and MORAL EDUCATION and CITIZENSHIP
HEALTH EDUCATION POLICY
(Please refer to Staff Handbook for detailed information regarding dealing with children’s health
issues in school.)
Philosophy
At Turnham School we recognise that health education is an essential part of every child’s
learning programme. It is part of the curriculum. The essential features of health education are
the promotion of quality of life and the physical, social and mental well-being of each child. It
helps to protect children from illness and risks and promotes the adoption of healthy lifestyles.
Children learn best when they are healthy, safe and secure, when their individual needs are met
and when they have positive relationships with the adults caring for them. (Safeguarding and
Welfare).
Aims
We aim to give information to the children in order that they may make decisions
regarding lifestyles and that they become aware of the risks in adopting unhealthy
lifestyles/practices. Health education, through planned lessons, will cover the areas of :-
Substance use and misuse
Sex and Relationships education
Family life education - e.g. responsibilities, lifecycle - birth, stages of development.
family composition, death etc.
Safety
Health related exercise
Food and nutrition
Personal hygiene
Environment aspects of health education e.g. pollution, noise, safety in the home
Psychological aspects of health education e.g. bullying, nervous children, emotions
There will also be incidental teaching as issues arise and these will be dealt with sensitively and
with common-sense.
Practice and Procedure
In order to cover all areas of the curriculum it is necessary for each year group to
identify an area to focus on. This is done by reference to the document ‘Piecing Together the
National Curriculum Jigsaw’ (QAD Document) which specifies which curriculum areas and
activities are suitable for each year group. This has been slightly adapted to allow for existing
resources and for appropriate cross-curricular links with other subjects. These areas are written
firstly on the curriculum framework located in the staffroom, and secondly in the forecasts for
each year group. Aspects of health education can occur throughout the curriculum. Resources to
teach the areas are located in Room B. (contact the postholder in case of any difficulties in
locating these after consultation with year group colleagues). Health education is taught through
stories, drama, discussion of pertinent issues, analysis of leaflets, posters and literature, and
talks by outside agencies such as the Railwayman, Police etc. It is important to recognise that
health education is concerned with the promotion of good practice and the development of self
esteem and that we as teachers can be seen to be role models. It is also necessary to encourage
active participation and self analysis with regard to matters of health, safety, rules and
regulations.
Sex and Relationshjps Education
This is introduced to the children with the consent of the Governing body as to the format and
content. Parents will be informed of the content of the sex and relationships education
programme and may give informed consent if their child is to undertake the programme. A
sensitive approach to this subject is essential as it must be presented in the context of family life,
of loving relationships, of respect for others, and physical and emotional changes at puberty. ( it
60 HEALTH EDUCATION POLICY
should be noted that this must be of equal validity for boys as well as girls and should not be
approached as being the girls' prerogative).
Menstruation
This must be recognised as occurring for some girls at primary school and that they will need to
know the procedure within the school. This must be approached with sensitivity and
confidentiality (the Head or postholder are available to discuss such matters). Girls who are
menstruating should use the ladies toilets in order to change sanitary towels. Extra sanitary
towels can be obtained from the Head or postholder.
Special Needs
All children will have access to our health education programme. This will mean giving
consideration on an individual basis to pupils with special educational needs and trying to meet
these needs.
Equal Opportunities
All children will have equal opportunities to access areas of concern in health education. The
needs of children from varied backgrounds must be taken into account as learning is likely to be
influenced by different experiences. Equal reference should be made to areas specific to boys
and girls.
Assessment
Assessment is on-going. Although formal assessment is not required, success can be judged by
the adoption of a well - balanced lifestyle including an awareness of both physical and emotional
aspects. With a balanced curriculum children should demonstrate knowledge of issues of concern
and make informed decisions. They should also be confident that matters will be dealt with in a
sensitive and confidential manner - as seen by the fact that children will be able to approach a
member of staff when wishing to discuss a health related matter e.g. when feeling ill, informing of
safety matters.
61 HEALTH EDUCATION POLICY
DRUGS EDUCATION
Philosophy
At Turnham School we recognise that Drug Education is an essential part of a child’s learning programme.
It is part of the curriculum that equips children with the knowledge, understanding and skills that enable
them to make the sort of choices that lead to a healthy lifestyle. It equips children with the social skills that
enable them to make informed moral decisions in relation to drugs in society. Children learn best when
they are healthy, safe and secure, when their individual needs are met and when they have positive
relationships with the adults caring for them.(Safeguarding and Welfare).
Definition
In the context of this policy, ‘Drugs’ are defined broadly and includes any substance that has potential to
affect how a person thinks, feels or behaves. This includes legal as well as illegal drugs/medicines,
tobacco, alcohol and solvents.
Legal requirements
‘Children should be educated to have the knowledge, skills and attitudes to be able to make informed and
responsible choices now and later in life’. DFEE Circular 4/95
Rationale
We have a Drugs policy in place to:
provide a clear framework for the teaching of drugs in school
establish procedures for responding to drug related incidents
determine and meet the needs of the pupils
inform parents of protocols
support staff in Drug Education( delivery and in the handling of Drug Incidents)
Aims and objectives of the Drug Education programme
To improve self-esteem
to enable pupils to make healthy informed choices
to increase knowledge of social and personal issues relating to drugs in line with National Curriculum.
to develop assertiveness in appropriate situations
to provide children with knowledge and information about illegal drugs and the harmful effects they can
have on peoples lives
to enable children to discuss moral questions related to drug taking, and so provide a safe environment
for young people to share their thoughts and ideas;
to help children become more self-confident so that they are able to make sensible and informed
decisions about their lives
to let children know what they should do if they come across drugs, or are aware of other people
misusing drugs
to help children respect their own bodies and, in so doing, reduce the likelihood that they will be
persuaded to become involved in drug abuse;
to show that taking illegal drugs is a moral issue, and that choices about drugs are moral choices
and to ensure that all children are taught about drugs in a consistent manner following guidelines that
have been agreed by parents, governors and staff.
National Curriculum Content
We regard Drugs Education as a whole-school issue, and believe that opportunities to teach about the
importance of living a healthy lifestyle occur throughout the curriculum. Each class teacher answers
questions about drugs sensitively and appropriately, as they occur. This program follows the current DfES
‘Drugs: Guidance for schools 2004,’, ‘QCA’ and meets many of the outcomes outlined in ‘Every Child
Matters, 2005. We strive to ensure the program provides equal opportunities for all pupils to develop and
practise a range of personal and social skills, to develop positive esteem and develop healthy attitudes.
Drug Education is part of the National Curriculum Science at Keys stages 1 and 2 and is also a major part
in the Personal, Social, Health and Citizenship Education (PSHCE) program which is taught throughout
the school from Foundation Stage to Year 6. The National Curriculum for Science states that pupils should
be taught:-
At Key stage 1 (5-7 years) about the role of drugs as medicines (SC2 –D)
At Key stage 2 (7-11 years) about the effect on the human body of tobacco, alcohol and other drugs,
and how these relate to their personal health. (SC2-G)
We at Turnham School feel there are three strands to teaching Drug Education effectively. These are:-
Knowledge and understanding
62 DRUGS EDUCATION
Skills
Understanding
Teaching these strands throughout the child's life will enable us to accomplish our main aim of enabling
our pupils to make healthy informed choices.
Knowledge and Understanding
At Key stage 1 we want children to:-
Know the school rules relating to medicines.
Know simple safety rules about medicines and other substances used in the home.
Understand the roles of medicines (prescribed and over-the-counter) in promoting health and the
reasons people use them.
Have knowledge of the people who can help children when they have questions.
Have basic information about how the body works and ways of looking after the body.
Understand that all drugs can be harmful if not used properly.
Skills
We want children to:-
Communicate feelings such as concerns about illness and taking medicines.
Follow simple safety instructions.
Know when and how to get help from adults.
Attitudes
We want children to:
Value one's body and recognise its uniqueness.
Improve attitudes towards medicines, health professionals and hospitals.
Many of the ideas introduced in Key Stage 1 are re-visited in Key Stage 2. There is, however, a
progressive development, with ideas being extended and new topics gradually introduced. As certain
concepts rely heavily upon the maturity of the children, we carefully match the curriculum to the age,
development and the needs of the individual.
Knowledge and Understanding
At Key stage 2 we want children to:-
Know the school rules relating to medicines, alcohol, tobacco, solvents and illegal drugs.
Have more detailed information about the body, how it works and how to take care of it.
Have knowledge of the different types of medicines (both prescribed and over-the-counter), legal
and illegal drugs including their form, their effects and their associated risks.
Have an introduction to the law relating to the use of legal and illegal drugs.
Have knowledge of the people who can help children when they have questions or concerns.
Understand that all drugs can be harmful if not used properly
Know the dangers from handling discarded syringes and needles.
Skills
We want children to:-
Follow safety procedures when using medicines.
Cope with peer influence.
Communicate with adults.
Know when to give and get help.
Identify risks
Make informed decisions and be assertive in situations relating to drug use.
Attitudes
We want children to:
Value oneself and other people.
Take responsibility for one's own safety and behaviour.
Improve awareness towards attitudes and beliefs about different drugs and people who use or
misuse them.
Be aware of possible responses to media and advertising presentations of alcohol, tobacco and
other legal drugs.
63 DRUGS EDUCATION
Take responsibility for one's own safety and behaviour.
Improve awareness towards attitudes and beliefs about different drugs and people who use or
misuse them.
Be aware of possible responses to media and advertising presentations of alcohol, tobacco and
other legal drugs.
Methods and Organisation
Drug Education will be provided in the broader context of the teaching of Personal, Social, Health,
Citizenship, Education, (P.S.H.C.E.) as part of a pupil's life skills and preparation for adulthood. Children
may work as individuals, in groups and as classes. Sometimes larger units such as year groups may be
used, for example, as an audience to listen to a guest speaker, such as the police. Each class teacher will
take the responsibility for the teaching of Drug Education.
Equality of Opportunity
It is important that the children are given a broad and balanced view of the world we live in. Drug
Education is essential if we want our children to grow up with the knowledge and strategies required to
recognise and reduce drug misuse within the community. All children at Turnham from Foundation Stage
upwards will receive some form of Drug Education. This will be presented in a clear and honest manner
that informs without encouraging drug misuse. When using primary or secondary materials, children
should be encouraged to think about who it has been written by and question whether stereotype images
are being portrayed.
Methodology
We use a wide variety of teaching approaches to convey our Drug Education messages including:
Role play
Discussions/activities with class, group or in pairs
Educational visits
The use of relevant television programmes, videos, internet sites and other media
Whole school activities
Assemblies
Resources
These are allocated to individual year groups, and are also in the Resources room.
Use of Outside Speakers
Many people may find that visiting speakers such as a local health promotion officer can fulfil a valuable
expert role. However there should be no question of teachers abdicating their responsibility for Drug
Education by simply arranging an outside talk or screening a video. Where outside speakers are involved,
their contribution should have been properly planned as part of an overall programme and should
complement other teaching. The tone and substance of any input should match the age and maturity of the
pupils involved. Teaching staff should always be fully aware of the content of any external input.
INCIDENT MANAGEMENT
Legally Held Substances – Prevention
If it is absolutely necessary for a pupil to take prescribed medication within the school, the Headteacher will
hold and administer medication as required. In all cases, clear documentation and written permission is
required from the carer. Pupils will be encouraged to take medication at home where possible. No
medication is to be held by a pupil. All toxic substances are prohibited eg. tipp-ex, toxic markers, etc.
School Trips
Teachers are supplied with First Aid kits on educational school trips.
Smoking
The school is a non-smoking building as of January 2006
Pupils are not permitted to smoke on the school premises
Pupils will be educated on the effects of smoking
Illegally Held Substances - Procedures
In the case of misuse of illegally held substances the following steps will be taken:
The member of staff who discovers the incident should call a First Aider and inform the head-
teacher.
The safety of the pupil and others is of paramount importance.
Medical attention will be sought if necessary
Parents will be informed.
64 DRUGS EDUCATION
Whole school approaches to drug education
Parents are informed by way of a termly curriculum newsletter of the curriculum content that pupils will be
taught. The Headteacher and postholder are responsible for staff development and Inset training.
Reference to other policies
Possible policies that may need to be referred to are;
Behaviour, Child Protection/Safeguarding, PSHCE.
Boundaries
Drugs and drug related incidents on school premises will be dealt with using the procedures described in
this document. The official school boundaries are considered to be the school grounds bounded by the
perimeter fence. Obviously, if an incident takes place just outside our boundary that is likely to have
consequences for school this would be dealt with using the procedures described in this document. If there
was not an immediate problem for school the appropriate authorities would be informed in the usual way.
Confidentiality
The law provides considerable protection for those confiding information. Therefore the need to protect
children from harm must mean that adults do not promise absolute secrecy when it is not appropriate and
this must be made clear to pupils at the time. Confidential information must never be used against a pupil.
There is no statutory duty to pass on confidential information. However, when a breach of confidence is
justified, it is down to the moral and professional judgement of the teacher.
Two clear situations would include:-
Where there is a child protection issue.
Where the life of the person is at risk.
With the exception of terrorism, there is no general duty in criminal law to disclose information that criminal
offences have been committed. However, if you are aware an offence is being committed on the school
premises you are responsible for and you do nothing to stop it, you have committed an offence.
Safeguarding Children & Safer Recruitment in Education (DFES, Jan 2007)
65 DRUGS EDUCATION
SEX AND RELATIONSHIP (SRE) EDUCATION
This policy has been developed through a consultation process which included the governing body,
school staff, parents and pupils in consultation with the Lambeth Southwark and Lewisham Healthier
Schools Programme. This policy reflects the government vision for children’s services outlined in the
‘Every Child Matters’ document. Children learn best when they are healthy, safe and secure, when their
individual needs are met and when they have positive relationships with the adults caring for them.(Safeguarding
and Welfare).
RATIONALE
The teaching of Sex and Relationship Education (SRE) at Turnham school, using an integrated and
consistent approach, is an important aspect of pupils’ education. SRE includes planned opportunities
to support the development of self confidence and relationships, enabling pupils to participate
harmoniously in the wider community. It promotes an understanding of the range of family groups
and other people who contribute to providing children with the care, love and support they need to
grow and develop.
The policy has been developed:
to ensure that staff and parents/carers are clear about the statutory requirements
regarding sex and relationship education and
to ensure that the pupils receive their educational entitlement.
THE MORAL AND VALUES FRAMEWORK
SRE is required to be taught within a moral framework. Children will learn about moral values
through all aspects of school life and all curriculum areas, not just Sex and Relationship education.
The moral and values framework for the delivery of sex and relationship education and will be taught
in PSHCE (Personal, Social, Health, Citizenship, Education). SRE, taught within a framework which
gives due regard to moral considerations and the importance of marriage for family life and bringing
up children. It will:
take account of pupil levels of knowledge and awareness of the issues being addressed (through
annual pupil needs assessment carried out by the class teacher)
develop pupils’ self respect through the promotion of self esteem, acknowledging the value of
each individual pupil
reflect an understanding of the range of family groups that children live in
develop respect and sensitivity to others through a knowledge of difference
encourage and support pupils to take responsibility for their action and the consequences of
actions
develop beliefs and opinions on complex issues
develop trusting relationships with other pupils and adults within the school community.
AIMS OF SEX AND RELATIONSHIP EDUCATION
Sex and Relationship Education (SRE) is lifelong learning about physical, moral, and emotional
development. It is about the importance of marriage for family life, stable and loving relationships,
respect, love and care. It is about learning to be tolerant of others, whose relationships and
sexuality may be different. It is also about the teaching of sex, sexuality, and sexual health. It
provides knowledge and the organization of skills and attitudes which will allow children to manage
their lives in a healthy and reasonable way. (Sex and Relationships Education Guidance DfEE
0116/2000). SRE is a lifelong process, involving the growth of knowledge, the development of
skills and the exploration of attitudes. Parents/carers have a major responsibility to help children
66 SEX AND RELATIONSHIP (SRE) EDUCATION
cope with the physical and emotional aspects of growing up. The school will support parents in this
task and ensure that all children are adequately and equally informed. SRE provides a foundation for
further work in the secondary school.
Taking account of the age, maturity and needs of the pupils, sex and relationship education aims to:
give clear information, developing an awareness and understanding of the human body using
common terminology
support pupils to understand and express their feelings through providing the vocabulary,
developing confidence and communication skills
develop an understanding and valuing of others beliefs, needs and feelings
equip pupils with the skills needed to develop a range of relationships
develop an understanding of the individual’s ability to make healthy choices
provide information about agencies which can give support and information or health and related
issues.
ORGANISATION OF SEX AND RELATIONSHIP EDUCATION (including procedures for withdrawal
of pupils)
SRE will be coordinated by the PSHCE subject leader, supported by the headteacher and Social
Inclusion team. Aspects of SRE addressed through the taught curriculum will be delivered by the
class teacher, with support from the school nurse and other outside agencies as appropriate using
the Quality Assurance Framework to ensure clear planning, monitoring and evaluation. Delivery will
be through agreed topics and a half term PSHCE module in every year group, planned aspects of
science, pastoral time, school assemblies and stories. Single sex classes will be taught in Year 5/6.
Pupils need opportunities to discuss and reflect on ideas and to develop skills such as communication
skills. This means that a range of teaching and learning styles will be used to support pupil
participation.
Pupils cannot be withdrawn from any teaching which is part of the National Curriculum. However,
parents can withdraw their child from the parts of the Sex and Relationship Education which fall
outside the National Curriculum. Letters will be sent out before any teaching of SRE and any parent
wanting to withdraw their child should discuss this with the class teacher in the first instance.
Since SRE incorporates the development of self esteem and relationships, pupils’ learning does not
just take place through the taught curriculum but through all aspects of schools life, including the
playground. It is important then that all staff understand they have a responsibility to implement
this policy and promote the aims of the school at any time they are dealing with children. SRE
teaching draws on DfES and other guidance on SRE and they reflect elements of the non-statutory
framework for PSHCE.
ASSESSMENT
Teachers will have scheme of work from the ‘Living and Growing’ series to support the delivery of
SRE across the school, together with supporting resource packs of material. The scheme of work
provides clear learning objectives and assessment activities to enable the teacher to make
judgments about learning and progress in SRE.
MONITORING AND EVALUATING THE POLICY
Teacher assessment will inform discussion about the successful implementation of the policy.
Judgments about the success of the policy can also be made through gathering evidence from school
staff about how the policy supports them, from parents and governors about the clarity of the
information provided and from pupils about how SRE provision is meeting their needs.
67 SEX AND RELATIONSHIP (SRE) EDUCATION
SPECIFIC ISSUES
SAFEGUARDING, SEXUAL ABUSE
The school is legally required to refer concerns regarding child protection issues, including sexual
abuse to other agencies such as social services. This will mean that sometimes school staff need to
support an investigation into the care of individual children attending the school. The investigation
does not mean that accusations are being made, but that a concern is being looked into. NB Being
infected or affected by HIV is not a child protection issue. We promote a whole school approach to
tackling the stigma and discrimination faced by people living with HIV.
CONFIDENTIALITY
A trusting relationship between pupils and staff is an important aspect of effective Sex and
Relationship Education. However, it is important for pupils to understand that staff cannot maintain
confidentiality. The member of staff will make a professional judgment about the significance of
what an individual child may say, based on knowledge of that child and their particular circumstances.
Any concerns staff may have should be discussed immediately with the headteacher.
ANSWERING DIFFICULT QUESTIONS
If a child asks an explicit or difficult question, the staff will use their professional judgment in
deciding the best way to answer it. This may be through individual work or discussion with the child.
If the staff member is concerned they can refer to the headteacher who can discuss the matter
with the parent, or follow other appropriate procedures.
HARASSMENT AND BULLYING
Pupils come from a variety of backgrounds and all are entitled to learn in a supportive environment,
free from fear. Some pupils may use terms such as ‘poof’, ‘gay’ and ‘lesbian’ as a way to harass other
pupils. Homophobic bullying is unacceptable and will be dealt with as any other form of harassment,
through the school behaviour and discipline procedures and as outlined in ‘Stand up for us’ DfES,
2004. An understanding of human difference, including sexuality, is an important aspect of
education and will be addressed as appropriate through the curriculum.
APPENDIX A
The policy ensures the school is meeting the following statutory requirements. The Education
Reform Act 1988 -the school must provide a broad and balanced curriculum to prepare pupils for the
of adult life.
The Education (Schools) Act 1992- provides for the inspection of schools by the Office for
Standards in Education (OFSTED). The inspection must comment on the provision of health
education including the sex and relationship education policy and pupil support and guidance,
amongst a range of other aspects of school life. Inspectors have recently been updated in
relation to the DfEE Guidance 0116/2000.
This policy is informed by the following guidance documents
The Education Act 1996
The National Curriculum Science Orders (2000)
Curriculum Guidance No. 5 Health Education (NCC 1990)
SEN Code of Practice
68 SEX AND RELATIONSHIP (SRE) EDUCATION
Sex and Relationship Education Guidance (DfEE 0116/2000)
Child protection and schools (DfEE 11/95)
National Healthy School Standard Guidance (DfEE 1999)
Personal, social and health education and citizenship at KS1 and 2 (QCA 2000)
Every Child Matters (DfES, 2004)
Stand up for Us (DfES, 2004)
Safeguarding Children & Safer Recruitment in Education (DFES, Jan 2007)
69 SEX AND RELATIONSHIP (SRE) EDUCATION
RELIGIOUS EDUCATION
The policy aims to teach Religious Education with sensitivity and respect for the needs of each pupil.
The guidance reflects the main aims of Turnham School‟s RE curriculum and legal requirements of the
Education Act 1944, Education Reform Act 1988 and the DfES circular 1/94 –Para 44 regarding
withdrawal of children from religious education.
Enjoy and Achieve – the national standards of Primary schools.
The policy also contains a section on working in partnership with parents to provide supportive
alternative program of additional activities for session where parents evocate their right to withdraw
children from religious activities.
Make a positive contribution – and adopt positive relationships and behaviour in and out of school.
This program of study encourages building on children‟s experiences and providing new experiences
to help develop understanding and extend awareness and appreciation of diversity, cultural identity,
morality and respect.
Make a positive contribution – Develop self-confidence and positive relationships choosing not to
bully or discriminate.
This program of study encourages and invites children to deepen their understanding of their
community and the environment they live in. To this end the Program of Religious Education within
Turnham will encompass skills of talking, observing, planning, questioning, reflecting and responding
to experiences that are relevant, imaginative, motivating and challenging.
Stay Safe – from bullying and discrimination. Enjoy and Achieve – stretching the national educational
standards of Primary Schools.
Teacher‟s assessments will aim to target resources to meet the needs of individual children. Also
indicating where resources are needed to further plan and inform the developing needs of the program.
To this end resources can be acquired and developed to meet and stretch the program to help children‟s
achievements of the national standards within Turnham Primary School.
Enjoy and Achieve – Successfully deal with significant life changes and challenges.
Introduction
Our School community is made up of pupils and staff who originate from many different nationalities,
cultures and faith groups. As a school we aim to celebrate this diversity and offer a welcoming and
inclusive environment for all our pupils, including new arrivals and non-native English speakers.
We believe that Religious Education provides an opportunity to celebrate and foster awareness of these
differences within our school and the wider world. It is a subject that celebrates diversity, challenges
stereotypes and helps to develop cohesive communities.
RE is taught in accordance with the aims of the Lewisham Agreed Syllabus which state:
Religious Education should help pupils to:
develop a positive attitude towards other people, respecting their right to hold different beliefs
from their own and towards living in a society of many religions and beliefs;
acquire and develop knowledge and understanding of Christianity and the other principal
religions and non-religious world views represented in Great Britain;
develop an understanding of the influence of beliefs, values and traditions on individuals,
communities, societies and cultures;
70 RELIGIOUS EDUCATION
develop the ability to make reasoned and informed judgements about religious and moral
issues, with reference to their own beliefs and the teachings of the principal religions and
beliefs represented in Great Britain;
enhance their spiritual, moral, social and cultural development by:
-developing awareness of the fundamental questions of life raised by human experiences,
and how religious teachings and philosophies can relate to them;
-responding to such questions with reference to the teachings and practices of religions and
to their own understanding and experience;
-developing the ability to reflect on their own beliefs, values and experiences in the light of
their study.
Legal Requirements
In accordance with the law we provide religious education for all pupils registered at the school. The
teaching of RE comprises 5% of the curriculum timetable as required by the Agreed Syllabus and
recommended by the QCA
Parents are informed in the school prospectus that they have the right to withdraw their pupils from
religious education. Parents who choose to withdraw their children from Religious Education lessons
are required to state this in writing annually to the Head teacher.
We believe that it is the responsibility of the parents who have chosen to withdraw their children from
school RE to provide acceptable alternative religious education work for their children to do during RE
lessons. We expect that this work will be discussed with the class teacher so that these children can be
fully included, and their alternative work linked to what the rest of the class is learning.
The Scheme of Work
The scheme of work for Religious Education covers all the requirements of the Lewisham Agreed
Syllabus 2009. RE is taught in half-termly units in a combination of religion-based and thematic
topics.
Teaching and Learning
Planning for Religious Education is based on the two Attainment Targets in the Agreed Syllabus:
1. Learning about Religions
2. Learning from Religions
Learning about religion includes enquiry into and investigation of the nature of religion, its key beliefs
and teachings, practices, their impacts on the lives of believers and communities and the varying ways
in which these are expressed. It also includes the skills of interpretation, analysis and explanation.
Pupils learn to communicate their knowledge and understanding using specialist vocabulary. It also
includes identifying and developing an understanding of ultimate questions and ethical issues.
Learning from religion is concerned with developing pupils‟ reflection on and response to their own
experiences and their learning about religion. It develops pupils‟ skills of application, interpretation
and evaluation of what they learn about religion, particularly to questions of identity and belonging,
meaning, purpose and truth values and commitments, and communication their responses.
Inclusion and differentiation for children with SEN and EAL are taken into account in our planning
and teaching as they are in all areas of the curriculum. Within the teaching of RE we make the most of
71 RELIGIOUS EDUCATION
opportunities to help the children develop their sensitivity to relevant issues such as refugees and
religious fasting, and to develop positive attitudes towards themselves and others.
We endeavour to draw on the varied experiences and backgrounds of our pupils and staff in order to
make RE relevant and interesting to our pupils. One way of doing this is through our links with local
religious communities and places of worship. We try to ensure that children have at least one local RE
visit in KS1 and KS2.
Through RE children have the opportunity to develop many key skills such as thinking, researching,
evaluating, reflecting and empathizing. Wherever possible, links are made between Religious
Education and other curriculum subjects. In particular we are developing cross curricula links through
PSHE, Art, ICT, Music, Drama and Literacy.
Marking and Assessment
Assessment of RE is ongoing. The RE books should be marked inline with the school marking policy.
Teachers to ensure that the marking reflects if the child (ren) have achieved the learning objective,
rather than focussing too heavily on the Literacy element. Key Stage 1&2 teachers to use marking
(oral and written) and the Pupil Skills Tracker (pstracker) as a vehicle to assess the children. The
pstracker should be used to inform planning and move the children along in their RE understanding.
All RE lessons to be conducted inline with the safeguarding, equal opportunities and SEN policies.
Spiritual, Moral, Social and Cultural Development
Religious Education is a key opportunity for children to develop morally, spiritually, socially and
culturally. In RE lessons, as well as PHSE and our Collective Worship programme, children are
invited to reflect on their personal responses to issues, consider other people‟s responses, and
appreciate that for some people belief in a spiritual dimension is important.
We encourage children to consider the answers offered by faith groups to questions of meaning and
purpose and problems within society and their own experience.
Religious education also strongly supports the schools‟ citizenship programme and community
cohesion by introducing pupils to the significance of belonging to a community, the diversity of
communities in the wider communities, faith rules and their application to moral and ethical issues and
cultural influences on religious practice.
Community cohesion
RE makes an important contribution to the school‟s duty to promote community cohesion. It provides
a key context to develop young people‟s understanding and appreciation of diversity, to promote
shared values and to challenge racism and discrimination. Effective RE promotes community cohesion
at each of the four levels
The school community
The community within which the school is located
The UK community
The global community
These levels are outlined in more detail in the Guidance on the duty to promote community cohesion,
Department for children, schools and families (DCSF) 2007.
Management
The teaching, assessing and resourcing of Religious Education is managed by the RE curriculum
leader, in close collaboration with Senior Management.
72 RELIGIOUS EDUCATION
The curriculum leader attends regular training and professional development, and organizes INSET
and training for other members of staff when necessary. RE planning is collected for monitoring every
term, and the scheme of work is evaluated annually.
Resources are bought with the annually allocated RE budget and stored in a central place for use by all
staff. The storing of the school‟s RE resources is organised by the RE Co-ordinator
73 RELIGIOUS EDUCATION
COLLECTIVE WORSHIP POLICY
Background:
The 1988 Education Act requires that every school should provide a daily act of collective worship for
all pupils. The majority of which each term should be “wholly or mainly of a broadly Christian
character”. Collective worship should “reflect the broad traditions of Christian belief without being
distinctive of any particular denomination.”
Collective worship is not the same as corporate worship. Corporate worship is the worship of people
who have a common understanding of what worship includes and who share the same beliefs. A
community school is not a worshipping community as the pupils who have a faith are diverse in what
they believe, in what they believe God is and what they believe worship to that God or Gods should
entail.
School Aims for Collective Worship/Rationale
To be meaningful for pupils collective worship enables them to reflect on:
What it means to be a human being
Questions of meaning, purpose and value
The best that human beings can be – inspirational, exemplars (people of faith or not) who have
demonstrated through their actions, lives and qualities.
Examples will come from religious and non-religious sources.
Personal beliefs and values
The collective worship that we deliver will recognize and value the cultural, linguistic and religious
diversity of our school population and will be conducted within our Equal Opportunities policy.
How collective worship will enrich the experiences of pupils (Aims)
Enable pupils to reflect on and question issues such as belonging to the school community, the
wider community and to humanity as a whole:
Reinforce a sense of community and cohesion through appreciating those things we have in
common:
Develop a reflective approach to life;
Support pupils in the development of spiritual, cultural and moral perspectives;
Develop a sense of the individual‟s place in the world beyond the physical, material and the her
and now;
Provide time to consider values and beliefs – both their own and those of others;
Raise awareness of difficulties experienced living a life based on values, beliefs and principles
which may not be shared by everyone in the wider community;
Provide opportunity to celebrate achievement and to share times of celebration;
Support students in responding to crisis at a personal and collective level and provide them
with a vocabulary to explore feelings and responses;
74 COLLECTIVE WORSHIP POLICY
Support those who have particular needs or who are engaged in times of crisis.
Collective worship reinforces the school community, by giving pupils the opportunity to share things
of worth with each other, within a reflective space.
Those pupils who have a faith will be able to use the reflection time to consider issues in the light of
their religious beliefs and to pray or worship internally as they feel appropriate whilst those pupils who
do not have a religious belief will have the opportunity to reflect and make a personal, internal
response to the same stimulus. They will also be able to enter into dialogue with those of faith,
enabling both believers and non-believers to appreciate each other‟s stances.
The language of invitation to reflect will be open and inclusive, ensuring that no pupil or adult present
feels their beliefs have been compromised and ensuring that they are able to participate and grow
spiritually.
Content
Examples from which the school may draw:
Marking the celebration of a broad range of religious and cultural festivals that reflect the diversity of
faiths contained within the community;
Examples of lives of people of faith and other good human beings;
Stories supporting themes from a range of sources, including sacred texts, faith communities and secular
books;
Response to key local, national and international events;
Providing an opportunity to think about their own beliefs whether religious or otherwise;
Consideration of questions you would not think about elsewhere – not necessarily with easy/definitive
answers;
Putting things into practice – e.g. supporting charities;
Providing a moment for silent reflection/prayer;
Celebration of successes of members of the school community;
Performances or presentations from members of the school community;
Input from visiting speakers/experts.
Organisation
We use a variety of methods for collective worship to enable the experience to be as valid and relevant
to the pupils as possible. There will also be a ritual element associated with some of these methods to
allow the pupils to benefit from the security and pattern of worshipping together.
These will include the following as is appropriate to the nature of the occasion:
Children will move from classrooms and enter hall quietly.
Music on entry and exit.
Hymn singing.
Use of prayers, including the children‟s own, the Lord‟s Prayer and the School Prayer.
Children withdrawn will listen to moral stories in a small supervised group.
75 COLLECTIVE WORSHIP POLICY
Resources
The school maintains a resource base for collective worship in the Resources Room to which new
material will be added as finance permits.
Planning and Monitoring
All acts of worship should be briefly recorded on individual‟s daily plans and this should include the
moral content. The RE co-ordinator in liaison with the PSHE co-ordinator and SMT will provide a
timetable of themed assemblies and religious assemblies for members of staff to follow. The RE co-
ordinator has a responsibility to monitor the good quality of assemblies and to ensure that the school is
following the law.
Check list for collective worship
Is it relevant and meaningful? – something which matters to everyone
Does everyone feel comfortable and included?
Does it reflect the multi-faith nature of our local, national and global community?
Are resources used appropriate and of good quality?
Was this linked to Christian beliefs and/or use examples from different religions/cultural/national traditions?
Were any negative responses from pupils put into a positive context?
Was this experience inclusive e.g. not using “we” when referring to one group and “they” when referring to
another group?
Did we challenge stereotypes and negative images of different gender, faith and cultural groups?
Did it demonstrate awareness that some pupils may not be well informed about their own religion and its
beliefs and practices, and therefore not challenge them personally?
Did we provide an appropriate opportunity for reflection and/or worship?
Did this put into practice our Community Cohesion, Equal Opportunities and Race Relations Amendment
Act Policy?
Did this put into practice our Safeguarding, and SEN Policy?
76 COLLECTIVE WORSHIP POLICY
POSTS OF RESPONSIBILITY
POST HOLDER SHADOW POST
Posts Of Responsibility (signatories) HOLDERS
LANGUAGE & MFL Miss J Liptrott Mrs A Fitzgerald
Mr C Barber Miss L Wallace
Miss S Karaca
Miss N Foster
Mrs J Clark
SPECIAL NEEDS/CHILD PROTECTION Mrs F Goggins Mrs A Fitzgerald
Miss N Thebe
MATHS Mrs. Faul Miss L Wallace
Miss M. Skelly-Gill (KS1)
INFORMATION & COMMUNICATION TECHNOLOGY Mr C Bray Mrs F Goggins
DESIGN & TECHNOLOGY Mr C Bray Miss J Thompson
SCIENCE Mr C Barber Mr C Bray
PERSONAL, SOCIAL, HEALTH & CITIZENSHIP Miss P Asamoah Miss E Walker
EDUCATION/SRE Miss N Foster
RELIGIOUS EDUCATION Miss N Thebe
GEOGRAPHY Miss L Wallace Miss M Skelly-Gill
HISTORY Miss S Karaca
ART Miss E Walker
PE/GAMES Miss J Thompson Mr C Barber
MUSIC Miss E Walker
HEALTH & SAFETY Mr M Ditchburn & Mr D
Murdock
FIRST AID Mr C Bray
Miss J Liptrott
Miss D Ditchburn
Miss C Campbell
Miss A Ostrowska
Miss K Overton
Mrs I Kambera
EQUAL OPPORTUNITIES Miss J Thompson Miss L Wallace
LEARNING MENTOR/SECONDARY TRANSFER LIAISON Miss M Skelly-Gill
ASSESSMENT AND RECORD KEEPING Miss J Liptrott Mrs M Faul
ABLE, GIFTED AND TALENTED CHILDREN Miss L Wallace Miss J Thompson
CONTINUED PROFESSIONAL DEVELOPMENT (CPD) & Mr C Bray
INSET
E.M.A.S.-Ethnic Minority Achievement Strategy Senior Management
PREMISES DEVELOPMENT COMMITTEE Mr M Ditchburn Miss D Dance, Mr D
Murdock , Mr C Bray , Mr D
Biggs, Miss J Liptrott, Mrs F
Goggins, Mr R Rydzewski
STUDENTS AND WORK EXPERIENCE Miss N Foster
HOMEWORK Mr C Bray
EDUCATIONAL VISITS AND IN-SCHOOL VISITS Mrs F Goggins
EXTRA CURRICULAR ACTIVITIES Mr C Bray
AVA Mr C Bray
ADMISSIONS Mr C Bray & Mrs F Goggins
KEY STAGE ONE PHASE CO-ORDINATOR Miss J Liptrott Miss N Foster
Miss S Karaca
KEY STAGE TWO PHASE CO-ORDINATOR Mrs F Goggins Miss N Thebe
Mr C Bray
FOUNDATION STAGE PHASE CO-ORDINATOR Miss J Liptrott Miss M Skelly-Gill
Miss P Asamoah
77 POSTS OF RESPONSIBILITY