SACRED HEART SCHOOL
History
The Sacred Heart Primary School is a Roman Catholic Voluntary Aided Primary School under the
trusteeship of the Diocese of Westminster.
The school opened on this site in 1961 as an independent girl‟s secondary school. A primary
school existed across the road where the flats are now situated. In 1967 the existing site became a
two form entry primary school linked to the Borough of Barnet.
Ethos
The ethos of our school is based upon Christ‟s commandment to love God and to love our
neighbour. The teaching of Christ therefore pervades all aspects of school life. We encourage an
atmosphere of love, understanding and tolerance where children develop confidence, self-respect
and self-discipline. Within our school all children are treated equally, regardless of gender, age,
race, creed or ability. Children in their turn are encouraged to learn, play and worship together,
with Jesus as the centre of their lives.
Values
Our predominant school values respect, honesty, love, trust and tolerance are made manifest
through our Mission Statement which gives our school its identity and permeates all aspects of
school life.
Mission Statement
‘Learning Together in God’s Love’
Vision Statement
Our school will provide a happy, secure and stimulating environment where everyone will be
inspired to do their best.
Our pupils will be guided towards a loving relationship with God, through example, prayer and
the teachings of Christ.
They will be competent, independent lifelong learners, with high self-esteem.
They will be confident and caring in their relationships with others in the school,
and with the community at large.
They will be creative and critical thinkers who will be able to respond positively and
enthusiastically to the challenges of our ever-changing world.
They will have a desire to contribute positively to society and to take responsibility for each other
and the environment.
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Learning together in god’s Love
at Sacred Heart School
Our focus within the school is effective learning for all – children and adults. Staff have read and
learnt about brain-friendly learning, accelerated learning, multiple intelligences, learning styles,
problem solving and creativity.
We break up learning activities with brain gym and breathing exercises. We have considered
length of concentration span for pupils and have introduced water and music to our classrooms.
We encourage our children to eat healthily and take exercise. Perhaps, most importantly, we have
a lot of fun learning.
Our intention is to deliver a curriculum that will fit individual children‟s needs. In order to ensure
relevance for our pupils we deliver our curriculum through broad and balanced cross-curricular
topics.
When teachers begin to introduce a topic the children are asked three questions:
What do you already know about this topic?
What would you like to know?
How do you think we will be able to find the answers?
The outcomes from these discussions are referred to throughout the topic as a review tool and at
the end of the topic to enable the children to evaluate their learning.
The focus of our curriculum is more about the process skills of being an effective learner rather
than on the content. Children are encouraged to reflect on their learning and self-evaluate their
developing key skills and achievements.
Our children have a love for learning and can speak confidently about their future learning needs.
They can be self-critical whilst maintaining high self-esteem – skills that will stand them in good
stead throughout the whole of their lives.
We aim to provide our pupils with a safe, secure, welcoming environment and a lively and
stimulating atmosphere in which this effective learning can take place.
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Sacred Heart School
Ofsted Inspection
An Ofsted inspection in November 2005 described Sacred Heart “As an outstanding school with
many strengths. Pupil achievement is excellent overall. By the end of Year 6 standards over time
have remained very high because of considerable strengths in the teaching. Quality and standards
are outstanding in the Foundation Stage”
Classes
We are a two-form entry primary school, taking children from four to eleven. The sixty children
admitted each year are divided into two parallel classes of mixed ability.
Admissions
Admissions are handled by the Governing Body and the London Borough of Barnet. Our Chair of
Governors is Mr Kevin O‟Callaghan. We admit children at the start of the school year in which
they are five. Children who have their birthdays between September and April are admitted in
September and those born between May and August start school in January.
Parents may register their children at any time (This is not an application for admission). A full
admission package is sent to parents in the November prior to the academic year in which their
child is due to start school. At the same time Barnet will issue a Common Application Form.
Before a child is considered for admission parents will be asked to complete a school application
form and provide proof of address, birth and baptism certificates and a reference from a priest.
Parents are also required to complete the Barnet Common Application form listing up to three
schools in order of preference.
When the Governors have considered all applications received, our priority listing will be returned
to Barnet who will then inform parents whether or not their application has been successful.
Children will start school on a staggered basis to enable the teacher to give them maximum
attention on their first day.
Before the actual start date parents and children are invited to the school during a „drop in week‟
to meet the headteacher, deputy headteacher, reception class teacher and nursery nurse.
Children and parents are invited to visit the class on a number of occasions during this time so that
children become familiar with their new environment.
Tours of the school are held each term for parents considering application. Anyone wishing to see
around the school outside these dates is welcome to do so by appointment with the Headteacher.
Please read our Admissions Policy for our criteria for admission.
Environment and Facilities
The school is accommodated in a four-story building. We have a large multi-purpose hall,
separate playgrounds for infant and junior children, a specialist teaching area for music, a well
stocked library and a modern ICT suite equipped with thirty computers and an interactive
whiteboard.
Equal Opportunities
The whole ethos of our school is based upon Christ‟s commandment to love God and to love our
neighbour. Therefore, implicit within our teaching is that all children regardless of gender, age,
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race, creed or ability are treated equally and encouraged to work in harmony with respect for one
another. At the Sacred Heart School we encourage an atmosphere of love, understanding and
tolerance.
Behaviour
The school has a positive attitude towards behaviour. Good manners and respect for other people
and their property are expected at all times. Children are encouraged to take pride in their work
and their appearance. School rules are few but are dictated by the need to create a safe
environment. The health, safety and welfare of the children is a priority. We explain rules to the
children and expect them to co-operate with us. We aim to establish self-discipline by giving
emphasis to values such as honesty, trust and respect for others. Children are encouraged to think
for themselves and see the consequences of their actions.
Extra-Curricular Activities
We take children on a variety of visits and outings which complement the curriculum. We also
invite drama groups, authors, poets and so on to work with the children in school. A range of
after school activities is provided.
Parents
We aim to assist parents in their role as Catholic educators by providing them with the
opportunity to share in the life of the school and to participate in religious celebrations. As a staff
we endeavour to establish a good relationship with all parents. There are opportunities during the
school year for parents to meet with teachers to discuss their child‟s progress.
All children are given a written report in the middle of the school year. This will contain targets
for the children to focus on for the remainder of the year.
Parents are welcome to meet with staff or the Headteacher at any time. If parents have any
concerns or worries they should not hesitate to contact the school. It is not always necessary to
make an appointment, although obviously, teachers cannot meet with parents during the time
when they are responsible for teaching their class.
Weekly newsletters are sent home to keep parents up to date with what is happening in school.
Special Educational Needs
Every effort will be made to identify, as early as possible, a minority of children who may have
special educational needs. These may be related to physical, learning or social needs.
Where the school has identified such needs, parents will be contacted immediately and the matter
thoroughly discussed so that possible strategies can be formulated to help the child. Parents are
assured of the confidentiality of this process.
Children will not be referred to outside agencies without parental consultation.
The school has a designated teacher to manage this area and has a policy for children with special
educational needs, which is available for inspection by parents. Parents who have concerns about
their child‟s physical, social or learning needs are invited to make an appointment with the special
educational needs co-ordinator.
Gifted and Talented
We also identify children with particular talents and abilities in academic areas, in the arts and
sport. An extended curriculum is provided for these children.
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Assessment
The first year in the reception class is known as the Foundation Stage. A Foundation Stage
Profile is complied during this year.
In years 1 and 2, (5 – 7 years) children work through Key stage 1 of the National Curriculum and
in Years 3, 4, 5 and 6 (7 – 11 years) children work through Key Stage 2 of the National
Curriculum.
Children are continuously monitored and assessed by their class teacher and are formally assessed
in English and Mathematics at the end of Key Stage 1 and formally tested in English,
Mathematics and Science at the end of Key Stage 2.
Testing takes place in May and results are reported to parents. In Year 1 all children‟s basic
literacy skills are assessed and children who require extra help are invited to participate in a
home/school programme. We also assess children in English and Mathematics in Years 3, 4 and 5
in the Summer Term and these results are also reported to parents. Spelling and reading tests are
carried out every year for children in key stage 2.
Visits
Visits to museums, historical homes, the theatre or other places of educational interest are
organised in line with the work being covered in class.
Children in Year 6 participate in a residential trip.
Charging Policy
Voluntary contributions from parents are requested to cover the cost of certain activities which
may take place in school hours, for example a visiting theatre company or a day out to a museum,
but no child will be disadvantaged if a parent does not contribute.
Music tuition, which forms part of the National Curriculum, is free. This includes all vocal
tuition, percussion and recorder. Instrumental tuition is offered to a number of children in the
junior classes. Parental agreement is required before this tuition begins, and charges are met by
parents.
Textbooks, individual equipment and stationery are provided by the school but it is the parents‟
responsibility to provide aprons, sports clothing, football boots, and so on.
Attendance
Governors and staff are keen to encourage the good habits of punctuality and high attendance at
school. We ask parents to co-operate with us to keep unauthorised absences to a minimum.
Number of possible attendances in the academic year 2007-2008: 91,964
Authorised absences 4058
Unauthorised absences 14
Number of pupils with at least one authorised absence 333
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SACRED HEART CATHOLIC PRIMARY SCHOOL
ADMISSION POLICY
Academic Year 2009-2010
The Sacred Heart Catholic Primary School was founded by the Sisters of the Sacred Heart to
provide education for children of Catholic families. The school is conducted by its governing
body as part of the Catholic Church in accordance with its trust deed and instrument of
government, and seeks at all times to be a witness to Jesus Christ.
As a Catholic school, we aim to provide a Catholic education for all our pupils. At a Catholic
school, Catholic doctrine and practice permeates every aspect of the school‟s activity. It is
essential that the Catholic character of the school‟s education is fully supported by all families in
the school. All applicants are therefore expected to give their full, unreserved and positive
support for the aims and ethos of the school.
The governing body has responsibility for admissions to this school and intends to admit 60 pupils
to the foundation stage classes in the school year which begins in September 2009.
OVER SUBSCRIPTION CRITERIA
Where there are more applications for places than the number of places available places will be offered in
the following order of priority.
1. Catholic looked after children.
2. Baptised Catholic children from practising Catholic families with a sibling attending the
school at the time of admission.
3. Baptised Catholic children from practising Catholic families resident in the parish of:
St Mary Magdalen - Whetstone
4. Baptised Catholic children from practising Catholic families resident in the parishes of:
St.Albans, North Finchley, or
Mary Immaculate and St.Peter, New Barnet
5. Baptised Catholic children from practising Catholic families resident in other parishes.
6. Other baptised Catholic children.
7. Other “looked after” children
8. Catechumens and members of an Eastern Christian Church
9. Baptised Christian children of other denominations whose parents wish them to have a
Catholic education and whose application is supported by a minister of religion.
10. Children of other faiths whose parents wish them to have a Catholic education and whose
application is supported by a religious leader.
11. Any other applicants
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Where the offer of places to all the applicants in any of the categories listed above would
lead to oversubscription, the places up the admission number will be offered to those living
nearest to the school in a straight line measured from the front door of the child’s address
including flats, to the front entrance of the school.
The governing body may increase the priority of an application within a category, where evidence
is provided at the time of application, by a doctor, social worker or other appropriate professional,
of an exceptional social, medical or pastoral need of the child which this school is able to meet.
NOTES
In criteria 2,3,4,5, 6 and 8 baptised means baptised at the time of application.
“Practising” means that at least one parent/carer attends Mass weekly.
A sibling is a brother or sister, a step or half brother or sister.
“Looked after child” has the same meaning as in section 22 of the Children Act 1989, and means
any child in the care of a local authority or provided with accommodation by them
(e.g. children with foster parents)
„Catholic‟ means a member of a Church in full communion with the See of Rome. This includes
the Eastern Catholic Churches. This will normally be evidenced by a certificate of baptism in a
Catholic Church or a certificate of reception into the full communion of the Catholic Church.
For the purposes of this policy, it includes a looked after child who is part of a Catholic family
where a priest‟s reference demonstrates that the child would have been baptised or received if it
were not for their status as a looked after child (eg a looked after child in the process of adoption
by a Catholic family).
„Catechumen‟ means a member of the catechumenate of a Catholic Church. This will normally be
evidenced by a certificate of reception into the order of catachuemens.
„Easter Christian Church‟ includes Orthodox Churches, and is normally evidenced by a certificate
of baptism or reception from the authorities of that Church.
To demonstrate an exceptional social, medical or pastoral need of the child which can be most
appropriately met at this school, the governing body will require written evidence from an
appropriate professional, such as a social worker, doctor or priest.
A council tax bill and two utility bills from the same service will be required as evidence to prove
residency. Any offer made on the basis of false information will be withdrawn.
APPEALS PROCEDURE
There is an appeals procedure for parents whose preference is not met. Further information about
this and the way in which to appeal can be obtained from the Clerk to the Governors through the
school office.
WAITING LISTS
In addition to their right of appeal, unsuccessful candidates will be offered the opportunity to be
placed on a waiting list. This waiting list will be maintained in order of the oversubscription
criteria set out above and not in the order in which applications are received or added to the list.
The waiting list will remain open for as long as parents wish to remain on it.
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PUPILS WITH A STATEMENT OF SPECIAL EDUCATIONAL NEEDS
The admission of a pupil with a statement of Special Educational Needs is dealt with by a
completely separate procedure. This procedure is integral to the making of statements by the
pupils‟ home local authority. Details of this separate procedure are set out in the SEN Code of
Practice
October 2008 Signature of Chair of Governors................................................
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The Curriculum
Our aim is to provide a broad and balanced curriculum which enables all children to achieve high
standards of learning and to develop self-confidence, optimism, high self esteem, respect for
others and a desire for personal excellence.
The curriculum consists of:
1. Religious Education
2. The Foundation Stage Curriculum
3. The Primary Curriculum Core and Foundation subjects
4. Personal, Health and Social Education
Curriculum Statement
The Governors and staff of Sacred Heart School intend that the pupils should receive an education
of a high standard provided by teachers dedicated to the task of the Christian formation of
children.
The curriculum consists of everything which takes place in our school. We place an emphasis on
values, attitudes and expectations which complement and reinforce the knowledge, skills and
concepts of the taught curriculum. The curriculum is therefore not only concerned with what
children learn, but the way in which they learn.
Religious Education
As a Catholic School we believe the whole curriculum should be built on the teachings of Christ.
The spiritual development of the child is of paramount importance and permeates every aspect of
school life. We aim to help our children to know and understand God‟s love and compassion for
everyone.
While we aim to lead children to an appreciation, knowledge and understanding of the Catholic
tradition, we encourage pupils to respect other religious beliefs.
The Foundation Stage Curriculum – Reception Class
The early years provide a foundation for much that follows. A lot of what goes on in the
classroom will look like play, but play and creative activities provide the means through which
children can express their thoughts and feelings and explore their world.
Play is a child‟s work
Through carefully constructed activities like weighing, measuring, listening, talking, singing,
exploring and experimenting children will be learning all the time to express ideas, solve
problems, get on with others and to make sense and order out of the world around them. Many of
these activities form the basis from which number (maths) and language (reading and writing)
skills develop.
The school day is not usually divided up into set periods for specific subjects. Instead the
curriculum is said to be integrated which means that subjects are not time-tabled for regular slots
each week but taken as and when teacher and class find it appropriate. A class will often take a
topic or theme and explore it in depth, which will involve bringing in knowledge from a variety of
subject areas.
As well as developing reading, writing and maths skills, a weeks programme in a classroom will
usually include religious education stories and poems, art and craft, talking and listening, topic
work, music and physical education.
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The classroom is usually an informal, though carefully structured place in which children will be
working at their own pace, in a variety of groupings, engaged in a variety of activities – from
learning games to reading and being read to, painting and making things.
As the children move through the school they will be expected to take more responsibility for
their own learning.
Primary School Curriculum – Key Stage 1 Years 1 and 2
Key Stage 2 Years 3 - 6
Language
We set out to develop the children‟s use of language in the areas of speaking, listening, reading
and writing.
Reading
Great emphasis is placed upon this subject, as we want children to read avidly and fluently, with
understanding and enjoyment. We stress both reading for pleasure and developing the skills of
reading for information.
We want children to see themselves as readers from the very beginning. Starting in the reception
classes, children read books in school and take them home. The emphasis in the early stages is on
sharing books and supporting children to develop their own competence in reading. We aim to
provide a wide range of books, both within the classroom and in the library.
We like to work in partnership with parents on reading and meetings will be held to give you
information on how you can support your child at home. During the day all classes will have a
period of collaborative group reading or sessions when books are shared with the teacher, other
adults or other children.
Writing
In the early stages children are encouraged to write about their own experiences and obviously the
written word is linked to all areas of the curriculum. Children are encouraged to see writing as a
process and we expect them to develop skills of drafting their work to become independent
writers. We encourage them to be creative in story writing and poetry and they learn to write for
different purposes.
Handwriting and presentation are important skills in the later stages.
Mathematics
We aim to give all children confidence and competence with numbers and measures. Through our
teaching we give children an understanding of the number system, a repertoire of computational
skills and an inclination and ability to solve number problems and carry out investigations.
Children learn through activity so that they gain an understanding of the basic mathematical
concepts. They present their work in graphs, diagrams, charts and tables.
The teaching programme is based on identified learning objectives and is planned thoroughly, to
ensure high expectations, consistent approaches and good progression throughout the school. The
foundations of mental calculation and recall of umber facts are established thoroughly before
standard written methods are introduced.
Science
Science is a fundamental part of our lives. It is a way of finding out about the world around us,
trying out ideas and looking for explanations. We help children to develop lively, enquiring
minds so that they can evaluate evidence and have a concern for their environment. We
encourage children to observe, collect information, make predictions, develop ideas, ask
questions, appreciate cause and affect, record and interpret results and solve problems.
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Information Communication Technology
Computers play a large part in the learning of all within the school. The computers are used in a
variety of ways which include word processing, data handling and graphics. Access to the
Internet is provided for both staff and pupils.
History and Geography
Through History and Geography we aim to help the children understand the world in which they
live in the context of both the past and the present.
Both of these subjects are taught through topics so that the children cover a wide but relevant and
balanced curriculum.
The History programme helps children to develop a sense of chronology and to acquire a
knowledge of the past. We also encourage children to study and analyse changes and
developments that have taken place over long periods of time. Local history helps them
appreciate their immediate environment and to link the people and activities around them with
past developments.
Through Geography children become aware of the world in which they live and of developments
in their own neighbourhood as well as the wider world.
The children are taught to appreciate and care for their environment and are made aware of issues
of global concern.
Physical Education
Physical activity is part of the child‟s learning process. Physical activities enhance co-ordination,
growth, agility and social skills. Children experience a programme of dance, gymnastics and
games. We also have short fitness sessions where children engage in physical activity such as
skipping or running.
Design and Technology
Design and Technology involved the children in planning, designing, making and evaluating
models and products. Many of the activities arise out of the topics being studied and are carried
out through group work which enables the children to discuss and solve problems collaboratively.
Music
Children are given every opportunity to develop their musical appreciation and talents through
regular music and singing lessons. Hymns are taught for assemblies and Masses. We are well
supported by LEA specialist teachers and children can benefit from private instrumental lessons if
they wish.
Art
Art enables all pupils to express themselves through a variety of mediums and we aim to ensure
that all pupils experience success and satisfaction in this subject.
Personal Health & Social Education
Our nurturing programme encompassing circle time focuses on the self esteem of the child, and
enables all children to raise and talk about issues important to them, in an atmosphere of trust and
support.
Health education is promoted through many of the topics covered and the children are encouraged
to consider the health and safety issues relating to their daily activities.
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Sex Education
We have a health education programme which links to our science curriculum and RE syllabus.
Children in Year 6 participate in a puberty programme. Parents are invited to see the materials
used in the puberty programme before they are presented to the children and have the right to
withdraw their children from all or part of the sex education programme, except that which is
required as part of National Curriculum Science.
Throughout the school teachers attempt to answer questions about physical differences between
sexes and about human reproduction as factually, honestly and clearly as possible. If questions
are asked that would require teachers to go beyond basic factual information, pupils will be
encouraged to discuss the issue with their parents.
Homework
Learning at home is an important part of a child‟s education. We have a homework policy that
aims to develop an effective partnership between the school and parents.
The purpose of homework is to consolidate and reinforce skills and understanding, particularly in
numeracy and literacy, particularly reading. Tasks are carefully planned and structured to support
progression in learning and there is a regular programme so that everyone knows what to expect.
In Key Stage 1 homework might sometimes consist of simple games, learning spellings and
number facts and most important of all reading.
As the children progress to key stage 2 the content of homework will become more formalised
and the time spent on it will increase.
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