Every Child Matters Every Child by wulinqing

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									                              Every Child Matters


At Nunney First School the Every Child Matters agenda underpins our whole curriculum and
ethos.

                There are five items in the Every Child Matters agenda:


 •      Be Healthy – At Nunney fresh fruit is provided daily free of charge. Milk can be
 ordered and is free to pupils under 5. We hold a Healthy School Week every year where
 pupils are encouraged to walk to school, bring healthy lunchboxes etc. The School has the
 Somerset Healthy Schools Award.

 ●       Stay Safe – Risk assessments are undertaken for any potentially hazardous activity
 or situation to ensure that Health and Safety procedures are in place. All adults that work
 with pupils are CRB checked.

  There is a trained Child Protection person who is responsible for any child safeguarding
  issue that may arise and all staff have received appropriate training.

  •      Enjoy and Achieve – At Nunney we aim to create an enjoyable and positive
  environment in the school to enable pupils to achieve the highest possible standards.

  •      Make A Positive Contribution – We develop and enhance pupils' self esteem
  that enable them to contribute in class discussions, to state their point of view and
  engage in debate. Two pupils represent their year group in the school forum.

  •       Achieve Economic Well Being – We encourage pupils to take responsibility for
  their economic well being by raising money for such things as our sponsored greyhound
  Heather. The children achieve this by holding cake sales, selling cakes they made
  themselves. We also ensure that pupils are confident and able when using ICT.
                                     The School Day



                                               Timetable


 Arrive at school   8.30 am – 8.45 am

 Lessons start      8.45 am

 Assembly           10.15 am – 10.30 am

 Break              10.30 am – 10.45 am

 Lunch              12 noon – 1 pm

 Afternoon break    2 pm – 2.15 pm

 End of school      3 pm
                                              Punctuality

Children are asked to arrive at school between 8.30 am and 8.45 am. Lessons start promptly at
8.45 am. Parents co-operation in ensuring that children arrive on time will be greatly
appreciated. A good start to every day is important and a child is disadvantaged by being late,
even by five minutes. However, we do understand when occasional transport difficulties arise.
Parents of children arriving more than half an hour after registration (that is, after 9.15am) are
asked to sign the Late Book in the main building with a reason for the lateness.


Please not we cannot accept responsibility for children entering school premises before
8.30 am as there is no playground supervision before this time.

If you have to collect your child early, please inform the class teacher, secretary or head
teacher. Otherwise, we do appreciate your help in collecting your child promptly at 3 pm. If
someone other than the parent or guardian of your child will be collecting them, please inform
the class teacher beforehand.

                                           The Travel Plan

The school's first travel plan was produced in 2004 and is updated on an annual basis. The
Travel Plan's aim is to encourage and enable more children to walk, cycle or share lifts to
school, and is part of our sustainability agenda.

Each year we hold a range of activities including a Big (healthy) Breakfast for families, the
Golden Boot Award, Walking Buses, and a Welly Walk.

Cycle training organised by parents takes place each summer, and cycle racks have been
installed outside Class 1.
                              The School Environment


The governors and school staff are very conscious of their responsibility to provide a safe
school environment, and we are continuously seeking to improve the security of the school site
and buildings.

Nunney First School uses the original 19th century school building which houses the main hall,
two classrooms with access to cloakrooms, and the library. There is a modern extension at the
rear, providing us with new offices with a secure public entrance and reception area, kitchen,
staffroom, boiler room, medical inspection room and disabled toilet. The buildings are fully
accessible to children with physical disabilities.

The next development phase will be to replace the present temporary buildings with new
purpose-built classrooms physically connected to the main building.

Each classroom has two computers as well as an interactive whiteboard. This enables pupils to
access up-to-date information as individuals or as a class.

Nunney First School is using the Taechnet and Fronter virtual learning platforms to link with
other schools. We are keen to use this as a tool to develop multi-cultural links via the systems’
webcam facility, and enhance our teaching and learning opportunities with our local First
Schools at Mells and Leigh-on-Mendip and the Frome FCLP.

Nunney First School is very lucky to be situated in a rural environment and have a spacious
field to use for a range of outdoor activities such as Tag Rugby, Football, Kwick Cricket as well
as the RSPB Big Bird Watch or eating alfresco in the summer months. There is a living willow
den and a range of adventure playground equipment used by the pupils both during PE
sessions and lunchtimes.

Reception pupils enjoy their outdoor activity area which is linked to their classroom and is
under cover so it can be used in all winds and weather. A new pentagonal outdoor classroom,
shared with the pre-school, a wildlife pond, and a poly tunnel provides additional facilities for
learning outdoors.
                                       Eco-friendly


Sustainability is inclusive to Nunney First School's ethos. All schools aim to be sustainable by
2020. We aim to recycle as much of our classroom waste as possible, as well as our fruit which
we compost.

The school is currently working with parents plus the local community in establishing a
gardening project that links with the school's sustainability issues. We have a poly tunnel sited
on the school field and pupils are timetabled during the week to experience gardening for
themselves.


                          Community and School Links

“The school is fully committed to being an important part of the village community. Parents
remark that Nunney is a 'small school that really cares about the children and the community'.”
Ofsted Nov '08

We regularly take part in village drama productions, and perform our own Christmas play in the
village hall. Also at Christmas the choir sing carols for the Senior Citizens in the local sheltered
housing and care home for people with disabilities, and year 3 and 4 pupils deliver harvest
produce to the residents of Dallimore Mead. Our Harvest, Christmas and Easter celebrations
are held at the local Nunney church.

We also sponsor a rescue greyhound and raise funds through cake sales and fairs which are
well supported by the local community.

Nunney First School works closely with Leigh-on-Mendip and Mells Schools in a group known
as CASS (Collaboration Among Small Schools). As a group, we can organise and obtain
funding for events and use our shared minibus to enable us to join together for a range of
activities. There are regular planning meetings between the head teachers and chair of
Governors.
                                        Curriculum
                              The School Environment

                                Early Years Foundation Stage
The governors and school staff are very conscious of their responsibility to provide a safe
school environment, and we Year follow the Early Yearsimprove the security Curriculum. They
Children in their Reception are continuously seeking to Foundation Stage of the school site
and buildings.
enjoy play-based learning activities in areas such as communication, language and literacy,
mathematics, knowledge and understanding of the world, physical and creative activity, and
Nunney First Schoolskills. the original 19th century school building which houses the main hall,
personal and social uses
two classrooms with access to cloakrooms, and the library. There is a modern extension at the
rear, providing us with new offices with a secure public entrance and reception area, kitchen,
staffroom, boiler room, medical inspection room and disabled toilet. The buildings are fully
                                     The National Curriculum
accessible to children with physical disabilities.
After next development Foundation be to replace the present temporary Curriculum. This is
The the Early Years phase will Stage, children follow the National buildings with new
designed to encourage the development of thethe main building.
purpose-built classrooms physically connected to children intellectually, socially, emotionally,
physically and morally, and to provide the children with the basic skills they need for life and
Each In Particular, the National Curriculum as an interactive
work. classroom has two computers as well is designed to: whiteboard. This enables pupils to
access up-to-date information as individuals or as a class.
     •      Encourage the children Taechnet and Fronter virtual in its spoken and to link
Nunney First School is using the to widen their use of language learning platformswritten with
     forms.
other schools. We are keen to use this as a tool to develop multi-cultural links via the systems’
     •      Help pupils to develop numerical skills and apply these affectively.
webcam facility, and enhance our teaching and learning opportunities with our local First
     •      Develop an interest in science, technology and the natural world.
Schools at Mells and Leigh-on-Mendip and the Frome FCLP.
     •      Encourage children to express themselves through music, drama and a range of arts
     and crafts, and to develop concepts and skills in these areas.
            Impart to children lucky to be situated in history environment and the environment
Nunney First School is very an understanding of the a rural and geography of have a spacious
     •
     in which they live – of outdoor activities such as Tag Rugby, Football, Kwick Cricket as well
field to use for a range and beyond.
            Help pupils Watch or their alfresco in the summer months. There
as the RSPB Big Bird to developeatingphysical co-ordination and confidence. is a living willow
     •
            Assist pupils in developing a respect for religious and moral pupils both during PE
den• and a range of adventure playground equipment used by thevalues, as well as
     tolerance lunchtimes.
sessions and of other races, religions and other ways of life.

Reception pupils enjoy their outdoor activity area which is linked to their classroom and is
under cover so it can be used in all winds and weather. A new pentagonal outdoor classroom,
shared with the pre-school, a wildlife pond, and a poly tunnel provides additional facilities for
In addition to programmes of study, the National Curriculum provides attainment targets and
learning outdoors.
assessment procedures by which each child's progress can be judged.
CORE SUBJECT - ENGLISH

   •       Speaking and listening: improvisation and role-play; storytelling; discussions with
   other children and with their teacher.
   •       Reading: learning to recognise, understand and enjoy the written word in a variety of
   contexts, including storybooks, posters, labels, notes and reference books.
   •       Writing: learning the alphabet; developing and practising handwriting; composing
   stories, poems and letters.




CORE SUBJECT – MATHEMATICS

   •      Using numbers: learning to read and write numbers; to count, add, subtract, multiply
   and divide.
   •      Algebra: learning to use symbols instead of numbers and to look for patterns.
   •      Shapes: work with two-and three-dimensional shapes.
   •      Handling Data: collecting information to make charts, graphs and tables.
   •      Applying Mathematics: learning to solve practical problems.




CORE SUBJECT – SCIENCE

Science Education is designed to encourage the children to carry out their own investigations
by studying:

   •     The Environment: disposal of waste materials; how heating, squashing, stretching
   and cooling can change things; weather; day and night; the seasons.
   •     Energy, Electricity, Light and Sound.
   •     Living Things: how they grow, eat and stay healthy.
                              Other Subjects Covered
                              Progression and Continuity
PHYSICAL EDUCATION By experiencing a wide variety of activities the children will have the
opportunity to:

    •        Develop physical competence and acquire a variety of skills
    •        Recognise artistic and aesthetic understanding within and through movement
    •        is taught through confidence and two-year rolling programme. At Key Stage 1, the
HISTORY Establish physical topic work on a enhance self-esteem
    •        Cope with success andown experiences, whilst at and co-operative physical
emphasis is placed on the child's failure in both competitive Key Stage 2, they are expected to
    activities
find, assess and evaluate historical evidence in relation to their topic work.

GEOGRAPHYin ataught through topic work on a two-year rolling programme. At plus we have
We take part is range of sport festivals in connection with FCLP and SSCO, Key Stage 1,
children are encouraged to develop their own sense of Cricket. This alsoto the wider world. At
coaching from local coaches for Tag Rugby and Kwick place in relation enables the pupils to
meet children from begin to develop key
Key Stage 2, pupilsother Frome schools. skills such as mapping, topography and the influence
of humans on the environment.
Swimming is based at the Frome Leisure Centre and pupils are taken as a whole school on a
ART AND DESIGN includes a wideto the end topics from sculpture, self-portraiture and making
weekly basis from January through variety of of term.
puppets, to food technology.
RELIGIOUS EDUCATION AND THE DAILY ACT OF WORSHIP
MUSIC Great emphasis is put on the enjoyment and value of collective music making and
singing, as well as realising been child's musical potential. The music curriculum is followed
The school's RE policy has each drawn up in accordance with the LA's nondenominational
according to the QCA guidelines Act of high standard is encouraged at eachcountry's Christian
Agreed Syllabus and the Daily and a Worship is designed to reflect this level. Key Stage 1
pupils benefit however, intended that a specialist class gain awareness andlearn the ocarina,
tradition. It is, from a weekly visit by our pupils should music teacher and understanding of
other Key Stage 1988 Education from Act allows parents to withdraw their children are
while religions. The 2 pupils benefitReform whole class recorder lessons. Allchild from RE,
encouraged to perform at Christmas, Easter and to do so are asked to make a written request
and the Daily Act of Worship. Any parent wishing end-of-term concerts. Private piano lessons
can be arranged within the school day for children wishing to learn to play the piano.
to the head teacher.

SEX EDUCATION
PSHE AND CITIZENSHIP We aim to promote the spiritual, moral, cultural, mental and physical
developmentof of all pupils to prepare them forin the opportunities, responsibilities and
The content the Sex Education Syllabus is drawn accordance with the LA's guidelines
with the approval of the school governors. Sex Education is delivered informally as part of our
experiences of adult life.
teaching on Health, Personal and Social Education and National Curriculum Science. Staff will
respond sensitively and appropriately integral part of both teaching and
INFORMATION TECHNOLOGY is anto any enquiries from the children. learning, and is used
across the whole curriculum with the aim of enabling children to make use of information
technology in collecting and handling information, and in presenting their work. Interactive
white boards are now successfully in use throughout the school.
MODERN LANGUAGES MFL

French is taught to pupils in Year 2, Year 3, and Year 4. Emphasis is placed on having fun with
language, and activities can include setting up a French Cafe. This is an important aspect of
cultural development and understanding.
                                          Admissions
                                          School Forum
                                       School Uniform

The School Forum is while the of six pupils from Nunney First School, voteddoes not proceed
       recognise that, made up development of children is continuous, it on by the children
We LEA is the Admission Authority for this school and places are allocated in accordance with
Parents may choose their child's uniform within the following range:
uniformly or arrangements. is to help make aim school as pupil friendly as experiences that
its published at an their pace. We therefore the to provide conditions and possible. These
in their class, and even job
sustain and need to be able to listenby any ideas and suggestions that other pupilsknowledge,
children will develop the process to building systematically on the children's may make
     •      Grey short or long trousers
concepts, skills and attitudes or white/greenof time. by ringing the Somerset County Council
A copy ofWhite with Miss Griffeyaat termly School
              them arrangements        period polo shirt
and•discusstheseshirt/blouse over can abe obtained Forum meeting.
            Department cardigan/sweatshirt/V-neck jumper/pullover
Education Bottle-green on 01823 355455 or Parentline on 0845 604 5555 (all calls to Parentline
     •
are •charged school take an active role in helping to improve their school life.
Pupils at the at the local rate).
            Grey/bottle-green skirt/pinafore dress
      •
                   Monitoring and Assessment of Pupils' Progress
             Green and white gingham dress (summer wear)
      •      PE Kit – daps, green shorts, white t-shirt with the school logo. Green jogging suits
                                School Visits, Trips and Events
      also available. Swimming costume/trunks (not board shorts) and towel when timetabled.
 In November 2008 Ofsted visited the school and commented “Nunney First School is a good
 school. Leadership and management are part of and as a result pupils are achieving well and
School visits and events are an integral effective the extra-curricular activities. for short trips
 standards are rising steadily. At the heart of the school's procedures a general consent form.
within the school's locality (church, castle, etc) we ask parents to sign is a tracking system that
 tells teachers on a regular basis how well individually and parents are requested to authorise
Details of visits further afield are published pupils are progressing towards challenging targets.
 The child's quickly identifies those specific need of help
their school attendance by signing a pupils in parental form. and allows teacher to put stragegies
 in place to address pupils' difficulties.”

School sweatshirts and cardigans, polo tops, fleeces and PE Kit are available to purchase from
                          Special a group of Key Stage 2 children on an adventure holiday
the school, if required.parents takeEducational Needs (SEN)
Each year, staff and
weekend (Osmington Bay). Activities include mountain and quad biking, beach studies and
Children should have suitable outdoor (forvisitdetailsplaytime and sensible shoes should be worn.
Objectives of the 4 also have an annual full to Mill on the Brue and outdoor adventure centre.
tunnel trails. YearSchool's SEN Policy clothing for see website www.nunney.somerset.sch.uk)
At summer sandals should cover the toes and have a strap have the opportunity to attend
All some point of their time at Nunney First School the children or solid back to them. Please
the local Forest School. name is clearly marked inside all clothing as this saves so much time if
ensure that your child's Needs Policy is reviewed and updated regularly by the Governing
The Special Educational
a garment is mislaid. with school staff and in line with current Government guidance. As a
Body after discussion
More details of trips and visits can be found on the school website.
school, we seek to ensure that equal opportunities are being met for all pupils with special
We cannot take responsibility for valuable items worn or brought to school. Children are urged
educational needs.
to leave items of value such as jewellery at home. For children with pierced ears, studs are the
most suitable for school and swimming.
                               SEN Policy we intend to Activities
By adhering to our school'sClubs/Extra-Curricular provide effective support for those with
SEN by:

     •       Ensuring activities are entitled to access the full curriculum of the school
 Each term, various that pupilsare offered according to demand and the availability of leaders
 and• helpers. Clubs environment that meets the SEN of each child
             Create an and activities take place during break times and after school, and
     •       Ensuring that the SEN of run by are parents assessed and provided for at the
 occasionally at weekends. They arechildrenstaff,identified,and outside experts. Whilst many are
     earliest opportunitydo incur a cost. In 2008-2009 the following clubs and activities were
 free of charge some
     •       Giving extra
 available to children: support in such a way as to minimise the disruption to the child
     •       Fully involving the parents in decisions made about their child; pupils will be involved
     in decisions about how they should be supported.
     •       Choir
     •       Country Dancing
     •       After School Club
     •       Football Training
Identifying pupils with SEN is initially the responsibility of the class teacher. The teacher will
     •       Keyboard/Piano Tuition
then discuss the needs of that child with the SEN coordinator and the child will be placed on
one of four stages of intervention. These children have individual or group education plans.
Targets are discussed with parents and children and are updated on a termly basis. The SEN
coordinator (SENCO) is Mrs Linda Howlett.

								
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