CUTNALL GREEN CHURCH OF ENGLAND by 25WhYR

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									   CUTNALL GREEN CHURCH OF ENGLAND

               (Voluntary Aided)

                FIRST SCHOOL



         PROSPECTUS FOR PARENTS




Cutnall Green C.E. (Voluntary Aided) First School
                   School Lane
                  Cutnall Green
                 Droitwich Spa
                      Worcs
                    WR9 0PH

             Tel: 01299 851256
             Fax: 01299 851041
    Website: www.cutnallgreenschool.ik.org
Welcome to our School

Dear Parents,

As your daughter or son prepares to join us I would like to welcome you as a
family to Cutnall Green CE First School.

Our over-riding aim is to enable all pupils to develop, as fully as possible, their
own unique potential in a happy, secure environment. We have high expectations
and strive for pupils to achieve good standards in all areas of learning, as well as
develop a caring attitude towards others.

We extend a warm welcome to parents and invite you to visit the classrooms and
see our excellent resources and the children’s enjoyment of them. We shall
value your support and hope that you will join us in as many school events as
possible. My staff and I will always be delighted to discuss with you any
questions you may have regarding your child’s education.

We look forward to a long and happy partnership with you while your child is at
our school.



Yours sincerely,




Mrs S Rudd
Head teacher




                                         2
CONTENTS


1. Introducing Our First School                                     Page 6

     Brief History of the School
     Mission Statement
     Staff
     Governors
     Admissions Policy

2. The Children                                                     Page 11

     The Curriculum
     Collective Worship
     Equal Opportunities
     Multicultural Education
     Special Needs
     More Able
     Extra Curricular Activities
     Educational Visits and Visitors
     Assessment

3. Children, Parents and School                                     Page 20

     Children First Starting School
     Times of the School Day
     Playtime
     Parental Involvement – “A Partnership with School”:
      - Helping Your Child to Learn at Home
      - Becoming Involved in School Life:   Helping at school
                                            Home School Agreement
                                            Friends Association
                                            Parent Governors
     Communication
     Reports About Your Child’s Progress




                                        3
4. Health & Safety                             Page 25

     Health and Welfare
     Medicines
     Head Lice
     Absence
     Pastoral Care
     Accidents
     Jewellery
     Lunchtimes
     Personal Belongings
     School Security
     Parking
     Discipline
     Home Time

5. General Information                         Page 30

   School Uniform
   Community Links and Liaison
   Holiday
   Monies
   Complaints Procedure

6. Appendix                                    Page 33

     Attendance
     School Term Dates
     Statutory Assessment Task Results 2008




                                    4
1. Introducing Our School
Brief History of the School

The School was opened on the present site in 1863 to provide education for the
children of the parishes of Elmley Lovett, Hampton Lovett, Elmbridge and
Rushock. Until 1955 it was an all-age School. Between 1955 and 1969 children
left at 11 years of age to go to Secondary or Grammar School, but since then
the School has been a First School, (5 – 9 years) part of the three tier
education system operating in this part of the County. (Since 1997 the School
has accepted pupils aged 4+ to start school). In the early years of this century
the School had as many as 140 children on roll in smaller accommodation than at
present. The Headmaster lived on site in the School House until as recently as
1969. The building has been added to over the years, with an extra classroom,
new offices and staffroom built onto the front of the School in 1998, a further
classroom extension added in 2003 and a computer suite in 2006.

The School is set in an area of approximately three acres. There is a large
playground, which contains a “quiet area” with benches and painted containers,
wooden playground equipment set in safety bark, and several playhouses. At the
rear of the School there is a large playing field bordered by mature trees and
hedges. There is also a well established “conservation area”, with a large pond,
meadow area and butterfly garden. In addition there are various well used bird
boxes situated around the area. The conservation area is screened from the
rest of the playground by hedging, and is used throughout the year and right
across the curriculum. We also have a ‘Forest fun’ outdoor classroom in the
grounds.

The School has strong links with the four parishes of Elmley Lovett, Hampton
Lovett, Elmbridge and Rushock. Every school term ends with a special service at
one of the churches, and parents are always welcome to attend.




                                        5
Mission Statement

At Cutnall Green CE First School we aim to provide a stimulating and productive
environment where each child can develop as a whole person in a happy and
caring atmosphere. We aim to help pupils develop an understanding of Christian
faith and its practical implications, and to appreciate the value of other religious
traditions which will further their spiritual journey.

We recognise the value of each child as an individual and the importance of
nurturing every aspect of their personality – intellectual, creative, emotional,
physical and spiritual. All individuals are of equal worth: therefore tolerance,
respect for others and a readiness to support and care for each other within
the community and the world at large are essential.

We aim for the highest possible quality of teaching and learning in order to
continually raise standards. Our overall philosophy is to ensure that pupils have
a sound foundation in which learning can be built and to help each child achieve
their full learning potential. Staff, Governors, pupils and the community are all
committed to motivating children’s enthusiasm for learning.

We believe that basic standards of good behaviour require that all pupils should
be considerate, polite, respectful and helpful towards each other, and that they
should recognise the need to be responsible and reliable and to keep promises
made.




Mrs S Rudd
Head teacher


“The school functions well as an extended Christian family, making a decisive
impact upon the whole school community. All learners feel special and both they
and adults feel valued within this supportive environment. This has a
significantly positive effect upon the overall spiritual, moral, social and cultural
development of learners”.

Section 23 Inspection Report. Worcester Diocesan Board of Education January
2008.




                                         6
Staff

Headteacher        -       Mrs S D Rudd

Teaching Staff         -   Mrs A Sherriff   - Class Teacher–Early Years
                           Mrs K Gibbs      - Class Teacher–Key Stage 1
                           Miss S Foster    - Class Teacher–Key Stage 2



Non-Teaching Staff     -   Mrs G Ackroyd    - Teaching Assistant &
                                               Lunchtime Superintendent
                           Mrs G Wright     - Teaching Assistant &
                                              Lunchtime Superintendent
                           Mrs D Pickett    - Teaching Assistant &
                                              Lunchtime Superintendent
                           Mrs S Hughes     - Teaching Assistant &
                                            - Lunchtime Superintendent
                           Mrs J Bowen      - After-school supervisor
                           Mrs J Gwillam    - School Administrator
                           Mrs E Johnston   - Lunchtime Superintendent

School Caretaker       -   Mrs F Quinn




                                  7
Governing Body 2008

Foundation Governors

Appointed by The Diocesan Board of Education

      Mrs A Ford
      Mr J Goodwin (Chair)

Appointed by the Parochial Church Councils of the parishes of:

      Elmbridge – Mrs E Nicholl
      Hampton Lovett – Mrs R Wyatt
      Rushock – Mrs D Glendenning

Co-opted Governor
    Minor Local Authorities – Mrs Margaret Vertigen

Parent Governors
    Mrs N Maxted

LA Governor

      Mrs E Skinner

Teacher Governor
    Mrs Kate Gibbs

Head teacher
   Mrs Susan Rudd

Clerk to the Governors
    Mr M Lloyd




                                       8
               CUTNALL GREEN CE (Voluntary Aided) FIRST SCHOOL

                           ADMISSION POLICY 2010/2011

At Cutnall Green, in keeping with the policy of this Local Authority, we admit children in
the September of the school year in which they become 5 years old i.e. those who are 4
years old before 1st September. Names may be placed on a waiting list by filling in a
school form and the official LA admission form will then automatically be sent to
parents.

There is a single admission for these children in September and full time provision is
available for all. Children with Summer Term birthdays however may attend school on a
mornings only basis for the first term if parents prefer. This needs to be discussed
with the Headteacher and Class teacher prior to admission.

In September 2010 we shall have vacancies for 21 pupils which is the standard number
of intake for our school. In 2008 we received 11 applications and places were offered to
all. The intake for 2009 is unknown as yet.

The governors will consider all applications equally without distinction on the grounds of
disability or any additional needs. We welcome all pupils and do our best to ensure that
appropriate provision is made for all. When there are more applications than places they
will apply criteria in the following order of priority:-

       1. Relevant ‘Looked after’ children.

       2. Pupils living within the catchment area of the school (in Parishes of Elmley
          Lovett, Hampton Lovett (including Westwood), Elmbridge and Rushock).

       3. Pupils who would still have a brother or sister (sibling connection) at school at
          the time of admission. In order to qualify for a place on the grounds of a
          brother/sister (sibling) attending the school, the sibling must already be
          attending the school at the time of application and at the time of admission.
          The sibling link as well as brother or sister also includes half-siblings (that is
          children who share one birth parent) and legally adopted children. They must
          be living at the same address at the time of application and admission.

       4. Pupils who have a special reason for admission. (Such reasons will include
          medical, physical or social circumstances). You are required to produce a
          medical certificate or other appropriate information and attach this at the
          time of application form.




                                              9
       5. The active involvement of a parent and/or child in the work and worship of a
          community of any other established religious faith. A leader or
          representative of the religious community should provide written
          confirmation that you have been involved in active worship which is defined
          as at least monthly attendance for a period of at least a year prior to the
          application. If this information is missing the criterion is not met.

Preference will be given in categories 2 – 5, those children residing closest to the
school as determined by the walking distance measured from the front door of the
home address to the school’s main entrance according to the LA process. In the event
of equidistance places will be allocated by the drawing of lots. Children for whom the
school is identified as most suitable to fulfil educational requirements as set out in a
Statutory Statement of Special Educational Needs will be allocated a place. In the
event of over-subscription due to multiple births from parents residing in the
catchment area any place will be randomly allocated. Where oversubscription occurs in
any category priority will be given to those living closest to the school by the way of the
nearest walking route determined by the LA process.

If an applicant moves into the catchment area and misses the January deadline for
admissions, applications will be accepted up to the LA deadline provided documentary
evidence is submitted.

Governors will make their decision immediately following the LA common deadline date
in January. Parents will be advised by the LA on behalf of the Governors of their
decision in writing as soon after this as is practically possible. Applicants who have been
unsuccessful may wish to have their name on a waiting list in case vacancies occur later.
Priority on the waiting list will be in the same order as above.

All offers of places or refusals, although decided by the school’s own governing body,
will be notified to parents by the LA on behalf of the governing body, until 30
September 2010, for the intake year. Applications received after that date, or for
older year groups will be dealt with by the school. In the event of deferred entry,
places must be taken up within the same academic year.

Under the provision of the School Standards and Framework Act 1998, parents who are
dissatisfied with the decision made by the Governors have the right to appeal. Letters
of appeal should be sent to the Chairman of Governors c/o the school within 14 days of
notification of the refusal of a place. The appeals will be heard by an independent
Appeals Panel whose decision is binding.

The school is happy to receive enquiries from families who, having moved into the area
during an academic year, seek an immediate place where there is a vacancy. In the
event of an application for an existing year group the Local Authority will co-ordinate
admissions.




                                            10
2. The Children

The Curriculum

Children in their first year, Reception, follow the curriculum laid down by the
DFES: Early Learning Goals. This is known as the Early Years Foundation Stage.
The National Curriculum is followed with those children aged 5-9 years as
statutorily required by the DFES.

Each child is given their full entitlement to all areas of the National Curriculum.
Although the National Curriculum specifies what is to be taught it is up to
individual schools to decide how to deliver the programmes of study. We pride
ourselves on offering an enriched curriculum with as much ‘hands on’ experience
as possible as we believe that this is the best way for children to learn.

We hold a sponsored event each September which raises money towards paying
for the many workshops and educational visits which are part of our curriculum
plan. We teach through whole school topics so that all children can benefit from
these experiences which also provide a stimulus for creative writing. The Spring
Term is always an Arts Term focusing on a different country each year involving
dance, drama, music and art workshops relevant to the country chosen.

There are two Key Stages applicable to our school:

      Key Stage 1:        Year 1        5   – 6 year olds
                          Year 2        6   – 7 year olds
      Key Stage 2:        Year 3        7   – 8 year olds
                          Year 4        8   – 9 years olds

At a First school like Cutnall Green, only 2 years at Key Stage 2 are covered.
The remaining 2 years (9 – 11 years old) are completed at Middle school.

The children in Key Stage 1 work 21 hours and 40 minutes per week (excluding
registration, assembly, playtimes and lunchtimes).
The children in Key Stage 2 work 23 hours and 45 minutes per week (excluding
registration, assembly, playtimes and lunchtimes).




                                         11
The National Curriculum consists of ten subjects which we try to link within our
topics as far as possible as well as offering non-statutory extra curricular
subject areas. The following gives an outline of each.

CORE CURRICULUM AREAS

Literacy
The School follows the scheme for English as laid down in the Government’s
National Literacy Strategy. The teaching of English has a very high priority.
Expression through language is the key to all effective communication and is
important in every curriculum area. Reading is the key to all learning and has a
high priority each day through class shared ,guided group and individual
experiences. Writing is addressed throughout the curriculum.

Numeracy
Mathematics is part of the children’s lives, both in school and in their own
environment. Our aim is to ensure that each child is equipped with the
mathematical skills required to meet the demands of every day life. We teach
these skills to the children and ensure that they are able to apply them to real
life situations. We follow the Numeracy Strategy, which is a systematic
approach to mathematics which encompasses sound use of number with a range
of broader mathematical problem solving tasks. Parents are encouraged to help
support the children with this curriculum area through homework activities.

Science
Science is one of the four core curriculum subject areas. The experiences
which science offers help the children to understand the world they live in.
They have a natural curiosity wanting to know “how?”, or “why?”. Science allows
them to extend this enthusiasm through detailed investigation. With teacher
guidance and expertise they can explore in an informed way and continue to build
on their knowledge. Some of our science work is based on the immediate
environment of the School grounds in which we have a rich outdoor resource
area, complete with wildlife pond, butterfly garden and bird areas, all providing
ample opportunities for science fieldwork.

Information and Communication Technology (ICT)
Information Technology is an integral part of our society and at Cutnall Green
First School we provide a range of opportunities for the children to gain
confidence and capability in using ICT and to become familiar with the use of
computers in a variety of learning situations. As well as specific input on ICT
skills, eg. use of menus and printing work, we will use ICT as a cross curricular
tool to support a range of curriculum areas. We nurture a positive and confident
attitude to ICT. We have state of the art interactive whiteboards in every

                                        12
classroom from Reception to Year Four. Interactive whiteboards are proving
invaluable in stimulating and enriching children’s learning. There are currently
three networked computers in each classroom with printers, scanners and
internet access and an IT suite with 9 networked PC’s, laser printer, ceiling
mounted projector and screen to aid class teaching.




FOUNDATION SUBJECTS

Design and Technology (DT)
The children will experience the following types of DT activities: designing and
making, looking at food, textiles and construction, and investigating and
evaluating products.

Through these activities they will gain knowledge and understanding of: health
and safety, the quality of products, structures, mechanisms and control.

These activities will be delivered in a meaningful and relevant context as part of
topic work.

History
The teaching of History is concerned with the lives and behaviour of people.
Through our curriculum the children will develop an awareness of the activities
of people in times past and consider how that behaviour and those events
influenced and shaped the present time. The children should be encouraged to
value their heritage and develop an enquiring and analytical mind.

                                        13
Geography
Our broad aim for the teaching of Geography is to increase the children’s
awareness of the relationship between the Earth and its people through the
study of place, space and the environment. Map skills, geographical vocabulary,
fieldwork and recording will be introduced a well as elements of physical
geography. We use our locality to support our geography work as well as
contrasting this with other locations.

Art and Design
We use a wide range of media to develop and record experiences in the visual
form and we value efforts from all children. A wide range of resources are
made available and children are taught a variety of skills for artistic expression.
Artwork is clearly displayed for all to see, and children study art in the context
of a culturally diverse society, its history and traditions.

The above foundation subjects are all mainly taught through our whole school
topics. The exciting and creative curriculum with many visits, workshops and
“hands-on” experiences stimulates the childrens’ interest whilst covering the
skills required.

Music (and Performing Arts)
In pursuit of a full and balanced curriculum for the children we consider it very
important to develop the children’s appreciation of “The Arts” through first
hand experience. Every child has opportunities to take part in plays, play a
musical instrument and dance. The school has built up a good music tradition.
There are many opportunities for children to express and develop their creative
abilities in concerts, musical compositions and participation in school
productions. Children are encouraged to sing and play musical instruments in
class lessons, and violin tuition is available for those children age seven years
and over who wish to learn, as well as the opportunity to learn to play the
recorder.

Music is very strong throughout the Droitwich Pyramid. We take part in an
annual music festival with all the First schools and benefit from an Advanced
Skills Music teacher at Droitwich High School who supports the pyramid.

Physical Education (PE)
The School has a well equipped hall with fitted apparatus for indoor PE lessons
and a large field and playground for outdoor sports and games. Through our
provision of a balanced programme of Physical Education each term, the children
all have experiences of:-


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      Gymnastics, Movement and Dance, Games skills, Outdoor pursuits,
      ie. Orienteering
      Swimming in Years 3 and 4

Each year the School is invited to take part in a local football tournament which
provides further opportunities for the children to meet those from other
schools. Kidderminster Harriers FC visit school for coaching and a football club,
and Tag Rugby sessions are run in school for Years 3 and 4 by Droitwich Rugby
Club, with a schools tournament held in May. Years 1 and 2 have the opportunity
to join a table tennis club at lunchtimes, and to sample football training and
rugby sessions.

Our links with Droitwich High School Sports College provide further
opportunities for community sport activities in the form of football coaching,
dance festivals, athletics meetings and gymnastics sessions.

OTHER SUBJECTS

Religious Education (RE)
Through Religious Education, we help the children to develop a positive attitude
towards themselves and others. This is achieved through a broad based
Christian curriculum following guidelines laid down by the Education Authority.
The children learn predominantly about the Christian scriptures, but they also
learn about other world religions and consider the links between other faiths.
Parents have a right to withdraw their child from Religious Education if they so
wish and should discuss this with the Headteacher.

Personal,Social & Health Education (PSHE) & Citizenship
On the road to adulthood, there are many things a child must learn about
themselves and others. This important part of education covers the life skills of
self-awareness, reflects on a person’s relationships with others, and considers
the important aspects of keeping body and mind healthy. We also aim to develop
a respect for their own and other people’s lifestyles. Various agencies in the
community are frequent visitors to School, ie. Dentist, School Nurse, Road
Safety Officers, and they make children aware of their work. Once a year we
have a visit from the Life Education Caravan which provides a powerful stimulus
for this work.

Drugs Awareness
Children live in a world where the term “drugs” is commonplace and is used to
describe legal and illegal substances in both a social and medical context. We
aim to have a sensitive approach to this issue with the focus of our work looking

                                        15
at the children’s feelings and attitudes rather than on facts about drugs. The
programme will be supported by health professionals as well as the staff.

Sex Education
Although Sex Education is not taught as part of the curriculum at Cutnall Green
First School, we aim to develop the children’s understanding of themselves and
how they see themselves in relation to others: developing loving, caring
relationships with friends, parents and members of their family. Through
Science and PSHE we aim to give our children knowledge of how the human body
functions, how it grows and changes, both physically and emotionally.

An important issue for both schools and parents is where sex education should
be taught. First and foremost we aim to work in partnership with our parents,
to serve the best interests of children. In the early years, it may be that sex
education is simply answering questions as honestly as possible, with teachers
being mindful of the levels of each child’s maturity and previous knowledge.


Collective Worship

Every day the children and staff take part in an act of daily worship. All
members of staff regularly lead Assemblies which are of a broad Christian
theme. Assembly topics are planned in advance and provide continuity of
content. Our Assemblies are more family gatherings than services and all
children are expected to attend. If this should present any particular problem
on religious grounds the Headteacher is available to discuss the matter and work
out a solution, as parents have a right to withdraw their children if they so wish.
The School has a detailed policy document relating to RE and Assemblies and
this may be viewed by parents. Our section 23 church inspection from January
2008 highlighted collective worship as a significant strength along with SMSCD
provision (spiritual, moral, social and cultural development) and we were
delighted to receive the following praise:

“The school functions well as an extended Christian family, making a decisive
impact upon the whole school community. All learners feel special and both they
and adults feel valued within this supportive environment. This has a
significantly positive effect upon the overall spiritual, moral, social and cultural
development of learners”.

Worcestershire Standing Advisory Council on Religious Education (SACRE).
January 2008




                                         16
Equal Opportunities

The rationale behind our approach to equal opportunities is that “All children
share the right to a broad and balanced education irrespective of their gender,
ethnic group, religion, level of ability or social circumstances.” Equal
opportunities has implications for all we do at school. The staff consider and
review equal opportunities aspects of our practice, and view Equal Opportunities
as a whole school issue which is reflected through our curriculum, ethos and
relationships.


Multicultural Education

As part of a multicultural society we consider it to be essential that this is
reflected through our work and experiences at school. The staff consider the
multicultural aspects of each topic and endeavour to choose resources which
represent a range of cultures. We value the support of the community and the
L.E.A. Multicultural Centre in enriching the children’s experience.


Special Needs

The primary focus of Cutnall Green First School is to enable all pupils to
participate fully in a range of activities which promote intellectual, personal,
social and physical development. This means the delivery of a curriculum that
addresses equality of opportunity and is differentiated so that what is taught
matches the children’s individual needs and abilities.

We will identify, assess and make provision for additional educational support
where it is needed, and we will adopt a whole school approach to addressing
learning and behavioural differences in line with the Special Educational Needs
Code of Practice. As soon as a child enters school, we work with the parents and
Health Services to assess and monitor development and educational progress. If
a child requires extra help, a system is put into place as soon as possible and
with full parental support.

We welcome all pupils with disabilities, and will do our best to ensure
appropriate provision is made. One entrance to the school is suitable for
wheelchair access and there is a disabled toilet.




                                        17
More Able Pupils

Using a ‘differentiated’ curriculum we aim to provide tasks appropriate to
children’s abilities. This will ensure they are all reaching their full potential.
There are a small number of children, however, who need extending beyond
these boundaries – children who are performing well above their expected level.
At Cutnall Green First School we identify children with special talents, we then
challenge these abilities by providing special opportunities and setting particular
tasks. We also are aware that special ‘gifts’ can take many forms. Apart from
language areas and maths, we look for exceptional attainment in art, PE,
swimming and so forth in order to provide relevant experiences.


Extra Curricular Activities

There are several activities and clubs which take place either in the lunch break
or after school. These may vary but include Recorders, Football, Gymnastics,
netball and Gardening Clubs, dance, multi-skills and Table Tennis.


Educational Visits and Visitors

Educational visits to local places of interest are organized to widen children’s
experiences and to compliment and extend the work done in school.

Parents will usually be asked for a voluntary contribution towards the cost. If
insufficient voluntary contributions are received the visit would reluctantly have
to be cancelled.

All visits will be preceded by an explanatory letter to parents, together with a
consent form, which should be signed and returned to school. If parents have
any concerns about a visit, they are able to discuss these with the Headteacher
in confidence.

Our regular visits include Hartlebury Museum, Bishop’s Wood, Black Country
Museum, Avoncroft Museum, Chedworth Roman Villa, Birmingham Museum of
Art, and many more.

We also have visitors in School. These include the Animal Man, Theatre Groups,
Musicians, the Fire Service, Life Education Van, Multicultural Arts Workshops ….
and many more.

When your child starts School you will be asked to sign a Consent and Indemnity
form, regarding emergency treatments, in case of accident. This is standard


                                         18
procedure in all schools. In such instances we will of course do our utmost to
contact the parent in the first instance, thereafter the Headteacher would act
in the best interests of the child.


Assessment

When your child starts school you will be asked to complete a simple Pre-School
questionnaire. This enables the teacher to gather some information about your
child.

Throughout the year the Reception class teacher will be completing the
Foundation Stage Profile, the results of which will be discussed at Parents
Evenings and the completed profile sent home at the end of the year.

The children are assessed by the teacher’s own observations every day at
School, and she notes any developments, and makes the necessary adjustments
in the work planned and provided.

At the end of Reception and Year 1 summative internal school assessment takes
place.

During Year 2, children will also be involved in Statutory Assessment Tasks (KS1
SATS), which will provide information about each child’s progress in Maths and
English and helps teachers come to a level of Teacher Assessment.

In addition, we also use a range of other published test material in Year 3 and
Year 4, which, together with teacher’s professional judgements, provide an
accurate picture of our children’s strengths and areas for development for our
Middle School colleagues.

The school was last inspected by OFSTED in November 2007 and received an
excellent report which can be seen in full on our website.
www.cutnallgreenschool.ik.org.
“Pupils appreciate the way that members of staff value and reward their good
work and they respond positively by trying hard and behaving well”.
“There are strong links with parents, and a friendly and welcoming atmosphere
supports pupils’ personal development well”.

Section 10 Inspection Report November 2007.




                                       19
3. Children, Parents & School
Children First Starting School

The transition from home, or nursery, to school is a very crucial period for each
child (and parent!). At Cutnall Green First School we do all we can to make this a
smooth process for everyone.

All new parents are invited to look around the School so that they can see the
facilities, meet the Staff and see the children at work.

Prior to starting full time, in the previous half term, all new children are invited
along to school for several sessions, to spend some time with their Class Teacher
and to familiarize themselves with the school environment prior to starting.
Before these preliminary visits, parents are invited to a meeting where they will
be supplied with all the necessary information on the day to day running of
school and a “starter pack” of ideas to prepare children for September.


Times of the School Day

                    8:50 am to 3:00 pm        (Reception and Year 1 and 2)
                    8:50 am to 3:10 pm        (Years 3 and 4)

School cannot accept responsibility for children on the premises for more than
10 minutes before each morning session. Parents are requested therefore not
to leave children before 8.40 am, when a member of staff will open the door.
Children may enter school between 8.40 and 8.50 am to change their books and
read quietly in the classroom where staff will be on duty. Registration begins
promptly at 8.50 am. Children arriving after this will be marked as late.


Playtime

Morning playtime lasts for 15 minutes. The school has a Healthy Schools
certificate and encourages healthy eating at both playtime and lunchtime.
Children are given a piece of fruit each day at no charge by the Government’s
National School Fruit Scheme. Milk is available from the school and is also
drunk in the playground. For the under fives this is free of charge, but for the

                                         20
over fives a small charge is made. Children are actively encouraged to drink
water throughout the day. It is recognized that drinking water through the day
is good for your health and the school places great importance on the value of
water to the children’s wellbeing. Your child must bring a named water bottle to
school filled with water, (the ‘sports bottle’ type is ideal as they are non-spill),
which will be kept in the classroom for them to drink from as needed throughout
the day. We have a water fountain in school which supplies chilled, filtered
water and bottles can be re-filled from this. Water bottles should be taken
home weekly for washing. All children have a 10 minute break in the afternoon.


Parental Involvement – “A Partnership with School”

We recognize the importance of parental support and interest as being vital for
the continuing well-being of the School and the children in it, and we encourage
parents to play an active part in educating their children by offering every
opportunity to involve them in School activities and by keeping parents regularly
informed of our aims and objectives.

HELPING YOUR CHILD TO LEARN AT HOME

Supporting work at home has many benefits, including:
    the development of perseverance and self-discipline
    to allow practice, where needed, of skills learned in the classroom
    to permit more ground to be covered and rapid progress to be made

The biggest help you can give is to support the reading we teach at school. All
children come home every day with either a reading book and/or a group of
words. If you can spend time listening to your child or, in the case of older
children, discussing a book they have read, and encouraging them it will greatly
benefit their educational progress. We also send literacy and number work
home on a gradually increasing basis as children move up through the school.
Learning number bonds/tables (as requested in the child’s Homework diary) will
greatly assist the children in lesson time. A copy of our Homework Policy is
available from the School Office. From time to time your child will come home
with an enthusiasm to find out more about a topic at school. If you do have time
for a trip to the library or elsewhere it will greatly help their motivation. We
are always happy to offer further advice and support to parents on how best to
help their child achieve his/her potential.




                                         21
BECOMING INVOLVED IN SCHOOL LIFE

Helping at School
We value parent’s involvement very highly. If you have time and plenty of
patience, you may wish to join our group of volunteer Parent Helpers. Through
these strong positive links with parents we have built up an excellent
relationship, and as a result the children, and the School as a whole, have
enjoyed enormous benefits.

Here are some of the many ways a spare pair of hands can help at school and
enable a teacher to plan so much more for the children:

Hearing reading, reading stories, cooking, mixing paints, art and craft, playing
games, accompanying class trips, duplicating, covering work cards, model making,
making props and costumes...etc, etc!!! Do let us know if you can come along and
help.

Parents are naturally welcome in school for many other occasions including
Sports Day, Christmas Plays, Book Fair Sales, Annual Parent/Governor Meetings,
parent curriculum meetings and end of term Church services.

Home School Agreement
In order to develop the relationship between home and school, we have devised a
“Home School Agreement”. This agreement is signed by children, parents and
the School and was developed by the staff, Governors and parents.

Friends Association
There is a thriving Friends of Cutnall Green First School Association of which
parents are automatically members. The Friends Committee plays an important
part in arranging educational, social and fund raising events for the benefit of
the children in school, as well as providing another means of contact between
School and parents. Parents are kept well informed of all Friends Association
activities via a regular newsletter.

Parent Governors
The School has a Governing Body which meets regularly and supports the
Headteacher in the running of the School. Representatives from the parents
are Governors and volunteer to serve for four years. You may be interested in
putting your name forward when the next vacancy occurs. The Headteacher will
be pleased to talk to you about this. Details of the current Governors can be
found at the front of the prospectus.




                                        22
Communication

It is considered very important to maintain good communication links between
children, teachers and parents. This keeps everyone informed about what is
going on in the School, makes us more effective and avoids confusion. Our
School Secretary, Mrs Gwillam, is available during the school day to take
messages, and provides positive links with everyone. If a parent wishes to speak
with a teacher at any time, meetings can be organized.

Newsletters
School Newsletters are distributed regularly and are posted on the school
website. In the newsletters you will find diary updates and information about
school events. We welcome contributions to the newsletter from parents either
by submitting an article or placing an advertisement, eg. for a local business.

Other Letters
Other letters may be sent out to parents once a week, every Thursday although
urgent letters are sent as and when a need arises and copies are also posted on
the school website. We ask parents to “check the children’s book bags”
regularly. Copies of all parents’ letters are kept in an accessible file in the
Secretary’s Office.

At the beginning of a new academic year, parents are sent a copy of the School
Term Dates, and each term parents are notified of dates for school events
during the coming term. Sometimes Class Teachers send letters home to
parents giving information relating to their Class, or asking parents to help with
homework on a curriculum area at home.

School Website
Our school website is an important source of information. All newsletters are
posted on there as well as latest news, events and dates. Remember to check
regularly www.cutnallgreenschool.ik.org .

Speaking With Your Child’s Teacher
As stated in our Home School Agreement, staff make themselves available to
discuss any issues/concerns you may have regarding your child. The start of the
day is a very busy time for staff as we are preparing for the day ahead, so only
urgent matters should be addressed at this time. At the end of the school day,
teachers are readily available to discuss other issues.




                                        23
Notice Board
Outside, by the School gates, there is a noticeboard. On this board you will find
information about forthcoming Friends Association events, minutes of the
Friends meetings and notices of all kinds. If you wish to place an item on this
board, such as an advertisement for a community event, please liaise with a
member of staff.

Newspaper Links
We regularly liaise with the local press about on-going activities and special
events in order to raise awareness about the School within the community, as
well as supporting the children’s knowledge and experience of the Media.


Reports About Your Child’s Progress

There are formal parent consultation evenings each term for parents to discuss
children’s progress with their respective teachers. We invite you on these
occasions to come along and talk in private about your child’s work. Once a year,
we issue your child’s annual report, including targets they are working towards.
Results of Statutory Assessment tasks for children in Year 2 are sent home in
July. Teachers are pleased to talk to parents informally about their child’s
progress at any time during the year. Please contact the member of staff
directly.




                                        24
4. Health & Safety
Health and Welfare

All children are seen by the School Nurse and Doctor at School, soon after
starting school. This is an extension of the Health Visitors Pre-School check up,
and provides parents with an opportunity to discuss any problems with the
Doctor.

Parents are requested to inform the Headteacher of any relevant Medical
history that may affect the child’s development and education.


Smoking

The school operates a strict no smoking policy anywhere on school premises.


Medicines

We are unable to administer medicine or tablets, (except for inhalers, when
parents should advise the School IN WRITING of the exact usage). Parents
are welcome to visit School to administer medicine to their own child if
necessary, although children taking medicine are usually best at home until fully
recovered.


Head Lice

It is now the responsibility of parents to check for head lice. Please do not be
alarmed if your child gets them – they are particularly partial to clean, healthy
heads – but please do inform the School so that we can send out letters alerting
other parents of children in a particular class. It is school policy to contact a
parent in the event we discover a child has head lice, and we suggest you should
contact your local chemist who will be able to advise on the latest treatment.


Absence

If your child has suffered a bout of sickness or diarrhoea, please keep them at
home for at least 24 hours after the last attack. This helps us to avoid
spreading nasty tummy bugs. If your child is absent from school an explanatory
telephone call would be appreciated, and a letter of explanation should be sent
on their return to enable us to keep our registers accurate. Please try to ensure


                                        25
your child has a good nights sleep during the school week. They will then come
to school refreshed and able to benefit from the days planned activities.


Pastoral Care

Each class teacher has responsibility for the daily care of the children in their
class. The Headteacher has overall responsibility. Please keep us fully informed
of anything that may cause upset for your child. Your child is precious to us too.


Accidents

Minor bumps, cuts and grazes are dealt with at school by qualified First Aiders
on the Staff. However, in the case of more serious incidents, or in the case of
illness, we try to contact you as soon as possible. It is therefore important that
you keep us fully informed of all emergency telephone numbers and notify us
immediately of any changes.


Lunchtimes

We have 3 Lunch Time Supervisors at school, and during the lunch hour children
are well cared for in their hands. Children bring a packed lunch and a drink to
school in a lunch box, and we encourage and promote healthy eating. Please
ensure you send your child with items that he/she enjoys eating. Whilst we do
encourage the children to eat everything in their lunch box, we do not have a
magic wand to help them eat more than they normally manage at home! Please do
not send to School FIZZY DRINKS IN BOTTLES OR CANS, SWEETS OR
CHOCOLATE BARS (chocolate covered biscuits are acceptable). There is time
for these, if parents wish, when School ends. If children bring anything that
requires a spoon this should be brought from home. A serviette is also most
useful for “sticky fingers”. Children whose parents are receiving Income
Support or Jobseekers Allowance may be entitled to a Free School Meal. This
can be discussed with the School Secretary, Mrs Gwillam, and forms are
available from her office.

After eating their lunch, children go out to play and can join in many activities
with the supervisors. Some children like to sit in the quiet area and talk; others
may take a turn on our playground equipment set safely in bark.


Personal Belongings

Please ensure all items belonging to your child are fully named, including clothing,
lunch boxes, school bags, PE kit, etc. Forms are available from the School

                                         26
Office for name labels to be ordered at very reasonable cost. In the event that
belongings are lost, we have a Lost Property Box where items are kept for one
term.

Children may bring toys to School for lunchtime and afternoon break. The rule
is a skipping rope, yoyo etc., or a small toy that will fit into a book bag. Toys
brought to school are children’s own responsibility. We do not need pencil cases
to be brought as we supply all stationery in school. Keep these for doing
homework at home. From time to time teachers may invite the children to bring
articles or books to school as part of a topic being studied. Please ensure they
are carefully marked with your child’s name.

When your child celebrates a birthday he/she may like to bring their cards to
show. The birthday song is sung for every child with a birthday and they are
presented with a school birthday card.

Watches may only be worn if permanently engraved with the child’s name. Every
classroom has a wall clock, so there is little need for expensive watches.


Jewellery

Jewellery should NOT be worn, except for watches, which should be engraved
with the owner’s name. These should be removed for PE or swimming. Children
with pierced ears may wear studs only. However, for safety reasons these
should be removed or covered over by the child when participating in any PE
activity. Teachers cannot take responsibility for the removal of earrings, nor
take responsibility if they are lost. If a child is unable to remove the earrings
themselves, or cover them with plasters brought from home, then they should
not wear earrings in school.


School Security

The school has a security system, which ensures that entry from visitors outside
is controlled by personnel inside. This ensures all visitors, including parents, are
carefully monitored. This is essential to ensure maximum safety of children and
staff at all times. Visitors to school sign a visitors book on entry and exit and
are required to wear a badge at all times whilst on the school site.


Parking

Please observe the yellow zig-zag markings on the road outside the School,
leaving these clear. We are trying to keep School Lane a traffic-free area


                                         27
whilst children are arriving at and leaving school, so will parents please park
their cars in The Chequers car park, which we have permission to use. For the
sake of the safety of ALL the children, please comply with this request. If this
causes any concerns, please contact the Headteacher in the first instance.


Discipline

The School has a well documented Behaviour Policy which is available for parents
to read if desired. Parents are requested to share our Home/School Agreement
with their child soon after starting school and to sign and return it. The
agreement sets out a commitment by the school, the child and the parent.

Our aim throughout the School and at all times, is to maintain a consistent
behaviour policy, both during lessons and playtime. This is essential to ensure
the continued security and well being of all children. A good standard of
behaviour is essential in any community. All members of staff expect a high
standard of behaviour from all children, based on the simple principle of
“Consideration for others and respect for self”. In this secure setting the most
effective learning can take place. We aim to be firm but fair, and try to ensure
fair play in a calm and controlled way.

We have a clear system of dealing with behavioural problems through our class
behaviour rocket. The purpose of this is to reinforce positive and acceptable
classroom behaviour. It also serves as a clear record for the children of any
warnings issued by their teacher about any inappropriate behaviour and the
sanctions that will follow. If there are any severe behavioural problems, parents
are informed early on, so that we can discuss the best ways of helping matters
to improve.
Physical Aggression towards other children or causing physical harm including
biting is not acceptable. Should an instance occur parents will immediately be
called in to discuss the consequences which may result in a temporary exclusion
at the head’s discretion.

Our whole school ethos and philosophy is that of positive reinforcement and
encouragement. To this end all staff are keen to reward good behaviour through
‘smiley’ faces, praise, merit stickers, stars, certificates, etc.

Our Board of Achievement Assembly and “Friendship balloon” are further ways
in which staff can reward a child and our lunch ladies have their own rewards
system.

The Head teacher also awards special merit stickers for super human efforts!



                                       28
Home Time

No child should go out of the school gate at the end of the school day until
collected by a parent or their representative, who should ensure that they are
at the gate on time. If parents are late it can cause unnecessary distress for
children. Children whose parents are unavoidably delayed should return in to
school to wait safely. Children are frequently reminded of these rules in school.
If possible, a telephone call is greatly appreciated. Parents should notify
teachers IN WRITING when their child is not being collected by the usual
person. It is imperative that school is kept fully informed of any change in
routine, thereby ensuring the ongoing safety of your child whilst at school.




                                        29
5. General Information
School Uniform

BOYS
Short sleeved gold polo shirt*
Grey trousers/shorts
School sweatshirt*
Sensible shoes – not boots or trainers
School Summer Cap*

PE Kit
Green T shirt*
Navy shorts
Black pumps

GIRLS
Short sleeved gold polo shirt*
Grey pinafore dress or skirt
Grey trousers in cold weather
School sweatshirt or cardigan*
Sensible shoes – not boots or trainers
Yellow check summer dress
School Summer Cap*

Reception Children
Pair of Wellingtons
Cagoule or plastic coat
Kept in carrier bag

PE Kit
Green T Shirt
Navy shorts
Black pumps

PE kit should be kept in a named School PE bag, which is available from the
School Office, as are School book bags.

School fleeces, reversible waterproof fleeces and fleece hats, are available to
order from the school office.
* These items can be purchased from the school office.
Please make sure all items are CLEARLY NAMED.

                                         30
Community Links and Liaison

In addition to our strong links with the Church, we are part of the Droitwich
pyramid of schools and close links exist between us all. This enables teaching
staff to be familiar with work in other First Schools as well as the two Middle
and High Schools, and benefits the children by a smooth transition from school
to school and by having a well organized curriculum from ages 5 – 18 years.

As Droitwich High School has Sports College Status they are able to provide
many extra sports opportunities for us.


Holidays in Term Time

Parents have no automatic right to withdraw their child from school for a
holiday during term time. The schools Governors positively discourage children
being taken out of school for family holidays and occasional days. This can be
very disruptive to your child’s education and missed teaching cannot be made up
afterwards. However we do recognize that in exceptional circumstances, such
as parents’ employers placing restrictions on them it is necessary to take
children out of school during term time. Any requests for such leave must be
made directly to the Headteacher, Mrs Rudd verbally or in writing and she will
consider the child’s age, previous attendance history, stage of education and
timing of the holiday in the school academic year. Any application for an
extended leave of absence beyond 10 school days must be made in writing to the
school Governors.

The School requires prior notification if children are taken out of school for
appointments. For safety reasons a parent should come to school to collect
their child. Please do try and arrange planned visits to the dentist and doctor
outside of school hours. Most practitioners can accommodate appointments
after school.


Monies

All monies sent to school should be in a sealed envelope or purse, clearly marked
with the child’s name and relevant details. Cheques should be made payable to
Cutnall Green CE First School.




                                        31
Complaints Procedure

The School aims to work closely with parents, and we hope that parents who
have any concerns or anxieties will in the first instance raise these with the
class teacher or the Headteacher. We find that nearly all concerns or potential
complaints can be resolved happily through discussion.

The Governors of the school have arrangements for considering complaints
formally.



And Finally….

We hope you have found our prospectus informative and enjoyable to read.
Selecting a school for your child may be the most important decision you will
have to make on their behalf. Their future is in your hands and choosing the
right school will be a significant step in ensuring that they may have a good start
in life. We are confident that at Cutnall Green First School we can give your
child the education they need during their first vital years.

“We know our daughter is very sad to leave but have comfort in the fact that
Cutnall Green School has given her the “best” start to the rest of her life at
school”.
Letter from parents of Year 4 leaver July 2004.

“One parent spoke for many by saying ‘I would recommend this school to
anyone’”.
Ofsted Inspection report November 2007.

The Staff, Governors and I look forward to meeting both you and your child.

Until then,




Mrs S Rudd
Head teacher




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6. Appendix
1. Attendance 2008 - 2009

We strive to have no unauthorized absences each year, and hope that our
authorized absences are kept to a minimum. The whole of the academic year is
required to deliver an ever expanding National Curriculum.

The declaration made to the Local Education Authority does not include
Reception children.

      Total number of pupil sessions              17403

      Authorised absences                         864         (5.0%)

      Unauthorised absences                       145         (0.8%)

      Attendance                                              (94.2%)




2. School Term Dates 2009 - 2010

Autumn Term 2009
     Thursday 3rd September – Friday 18th December
     Half Term Holiday: Monday 26th – Friday 301st October inclusive
     Staff INSET Days
     Thursday 3rd September and Friday 4th September

Spring Term 2010
      Monday 4th January – Thursday 1st April
      Half Term Holiday: Monday 15th – Friday 19th February inclusive
      Staff INSET Days
      Monday 4th January

Summer Term 2010
    Monday 19th April – Friday 23rd July
    May Day Bank Holiday – Monday 3rd May
    Half Term Holiday: Monday 31st May – Friday 4th June inclusive
    Staff INSET Days
    Monday 19th April, Monday 7th June


                                       33
3. Statutory Assessment Task Results 2009

Please refer to the School’s 2009 results shown in the following charts. Level
2B is the nationally expected standard for 7 year olds. Level 3 represents
achievement above average.

                                                   SCHOOL RESULTS

These tables show the percentage of eligible children at the end of key stage 1 achieving each level in the school in 2009.

The number of eligible children is: 15

Figures may not total 100 per cent because of rounding.


                                                       TEACHER ASSESSMENT

                                                                Percentage at each level
                                                                                                        3 or     Disapplied Absent
                        W             1            2            2C            2B           2A
                                                                                                       above      children children
Speaking and
                         7            7            46                                                    43            0          0
listening*
Reading                  7           13                          0            27           20            33            0          0

Writing                 20            0                          7            40           13            20            0          0

Mathematics              7            7                         13            20           13            40            0          0

Science*                 0           13            47                                                    40            0          0


W          Represents children who are working towards level 1, but have not yet achieved the standards needed for level 1

*          Results for speaking and listening and science are based on teacher assessment only.



                                     2009 KEY STAGE 1 NATIONAL RESULTS

This table shows the percentage of eligible children achieving each level at the end of key stage 1 in 2009.


                                          RESULTS OF TEACHER ASSESSMENT 2009

                                                                Percentage at each level
                                                                                                        3 or     Disapplied Absent
                        W             1            2            2C            2B           2A
                                                                                                       above      children children
Speaking and
                         2           11            65                                                    21            0          0
listening
Reading                  3           13                         13            22           24            25            0          0

Writing                  5           15                         22            27           19            12            0          0

Mathematics              2            8                         16            25           27            21            0          0

Science                  2            9            67                                                    22                   0



W      represents children who are working towards level 1, but have not yet achieved the standards needed for level 1.




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