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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