Information & Communications Technology by 9N066m


									Information & Communications Technology

We recognise the importance of the children
developing knowledge, understanding and a whole
range of skills in the ever-growing world related to
ICT. Currently, children have access to computers
in their classrooms, at least four PCs in each room,
and we are continually improving our resources at
St Joseph’s. We are networked throughout the school. We have safe
access to the Internet through Leeds Learning Network and all children
in Key Stage 2 are able to use the Internet and E-mail. All classrooms are
fitted with Interactive Whiteboards which enhance learning in all areas
of the curriculum. We are part of Leeds in the Leeds Learning Platform
project. As we become ‘live’ and develop our site, both children and
parents will be able to access school through a portal; children will be
able to access work started in school and have their ‘own space.’ Teachers
will be able to set and mark homework through this portal also; we are at
the very start of this journey and you will be kept informed of our

The children develop their ICT skills through learning to access
information, communicate through word processing and handle the
information they have accessed. They also use modelling software to
practise real-life situations or design specific things – such as a bedroom
for themselves within a given budget. We further develop the control and
monitoring skills of the older children in such areas as linking data
acquired from a weather station in our environmental area to our
hardware. Our computer suite has 33 Apple iMacs; we have chosen this
computer in order give the children real opportunity to develop their
creativity and to develop the children’s skills in the area of digital filming
& photography. Children are able to film and edit their work, using
Digiblue cameras and software. Every class has its own digital camera for
pupil and staff use.

Much of our software supports learning in all other areas of the
curriculum, whilst developing the children’s ICT skills also. For example,
children will collect evidence / data to enter into a database to discover /
establish facts in many areas of the curriculum. At other times, they will
use a CD encyclopaedia to search for materials to extend their learning
and communicate their findings with others. Other software may

reinforce / consolidate such simple things as learning times tables in
Maths or spelling patterns and handwriting in English.

ICT both supports other areas of the curriculum and is taught in its own
right as we believe those skills, when developed, can further enhance the
whole curriculum. We have our own dedicated ICT instructor which is
quite unusual in a primary school; he is extremely well valued by all – staff
and children.

The International Primary Curriculum (IPC) encompasses many former
discrete subjects; although the IPC is designed so that all subjects,
including mathematics and English, can be taught through its topics,
we include Design Technology, Art, History and Geography under the
UIPC umbrella plus science where applicable and other subjects/areas
of learning only as appropriate. The following descriptions of the
National Curriculum subjects explain their individual characteristics
but we now timetable them under IPC.

                          This area of the National Curriculum aims to
                           foster the children’s design capability
                             alongside technological capability, often
                             utilising their growing ICT skills. The
                            children    are   encouraged      to   identify
                            opportunities for design and technological
                            activities at home, in school, in recreation, in
                            the community and in the wider world. They
                            are helped to prepare a plan, which gives
          them the opportunity to achieve their design, identify and
manage the necessary resources and to complete the appropriate tasks.
After evaluation, the children are encouraged to develop and refine their
designs. The outcome of these processes will be an object, a system or an

Technology gives the children the opportunity to explore a variety of
materials and tools - their qualities, properties and safe use. Through
this, they develop and acquire new skills which, hopefully, open up for
them even more new design and technology opportunities.


History is studied using a variety of approaches.
At every stage, the children are provided with as many direct
and meaningful experiences as possible. They use a wide
variety of artefacts and historical sources of
information. Problem solving and enquiry skills are
emphasised and children are encouraged to organise their own research
as their skills develop. Whenever possible, the children are given the
opportunity to listen to, and question, experts ranging from grandparents
and past pupils to the visiting archaeologist from the Museum Service.

The teaching of History is further enriched by role-play experiences,
such as a visiting Viking or Roman soldier transforming the day into a day
in the past – where children dress and eat in character and learn skills
from that period – or by a visit back in time. The Pudsey area is in itself a
rich historical resource that we exploit in local studies.

In Year 6, our week’s residential in Haworth gives opportunity to study
the Victorians, the Bronte Family and to role-play some of their work in
the Bronte Museum.

Our aim at all times is to develop in the children an enthusiasm for
history as an interesting and important means of learning about their
world and a vehicle for exciting work in other curriculum areas.


               Geography is studied using a variety of teaching
               approaches. In Key stage 1 we start with the school, the
               family and the local environment – the child’s immediate
               surroundings and experience. These areas are usually
             approached as IPC topics, linking very well with History but
           also including Science, Mathematics and Language

As the children progress through the school, the skills component
becomes more defined. The National Curriculum requires specific
teaching and learning of prescribed geographical subjects and skills. We
aim to lay emphasis, even so, on the importance of investigative skills, real
life problem solving and pupil empathy with the subject they are studying.

This can vary from classification of rubbish after a litter pick and
entering their findings on a database programme when studying the
environment, to contrasting the local environment with that of another
part of the world.
At every stage, the children are provided with as many direct and
meaningful experiences as possible and the organisation of teaching and
learning in these areas of the curriculum reflect this emphasis.


In Art, learning provides pupils with a unique way of
perceiving themselves and the world, which is not taught
in other areas of the school curriculum, and which is
essential to basic education. The ability to see clearly and
to draw, paint, model and handle the associated technical
problems is essential in our world where direct visual communication is a

The curriculum for Art aims to gives a wide range of experience by
working with a variety of materials, including paint, crayon, pastels,
charcoal and clay.

Pupils are given the opportunity to explore colour, shape, line texture and
design, both two and three-dimensional. Techniques introduced through
the school include painting, drawing, printing, model making, collage,
weaving and needlecraft.

The history and variety of art is introduced by looking at the work and
understanding the techniques of some of the world’s major artists and
art from other cultures.

Some years we have held an Arts Festival. We have celebrated the arts
through several projects - from linking all the arts subjects through the
National Gallery’s ‘Take One Picture’ Programme where, through visiting
artists, the children explored Degas’ ‘On The Beach’ through fine art,
sculpture, print, dance, drama and circus skills in a week completely
dedicated to the arts, to celebrating the cultures of European countries
through their arts. More recently, as part of the exciting Comenius
project, children from Norway, Germany, the Czech Republic, the Slovak
Republic and the Yorkshire Dales shared their cultures and local artists

with each other in order to create and publish a calendar in the style of
the different artists’ work.

Physical Education
            The school aims to develop the required skills in gymnastics,
                   dance, games, swimming, athletic activities and
                   outdoor and adventurous activities. The school hall,
                     together with extensive outdoor areas, gives us the
                     ability to offer a full range of activities.

                  Pupils are given opportunities to use their skills in a
                variety of situations and are encouraged to use their
                full potential. Skills learned in formal lessons are
                extended in a wide range of extra curricular

Children in Year 3 attend weekly swimming lessons until they are
competent swimmers. We have very strong links with St Mary’s, Menston
and are involved in the exciting developments which their Sports
College status brings. We have regular professional coaches visiting
school to promote individual sports.


                Children are encouraged to develop their skills in a range
                 of musical activities. They are encouraged to listen and
                 respond to music from a variety of cultures and
                 historical periods. They learn to communicate their own
             musical ideas via compositions, which make use of a range of
       resources. They develop their own signs and notation, which help
them to understand the purpose of conventional notation. The children
also develop confidence as performers by singing and playing instruments.
As they progress, they are challenged by the use of more complicated
rhythms, singing rounds and harmonies.

At all times, we foster enthusiasm and confidence in the children by
praise and encouragement for their efforts as listeners, composers and

In Year 3, all children benefit from recorder tuition where they begin to
develop formal skills in reading music. In Years 4, 5 & 6, enthusiastic

children are given the opportunity to apply for woodwind lessons or
stringed instrument lessons. This involves a small aptitude test,
commitment to practise daily and a small, weekly charge to help
meet the cost of the peripatetic teacher. Children can hire or
buy their own instrument. This can be arranged through school.

Although music can be a component of some of the IPC topics,
classes are timetabled for a weekly specialist music lesson with our
visiting music teacher. We have always felt that music is a key subject
and gives children an opportunity to explore and develop their potential.
This is now being endorsed at government level and Michael Gove,
Secretary of State for Education stated recently:

‘It's a sad fact that too many children in state schools are denied the opportunity to
learn to play a musical instrument. Evidence suggests that learning an instrument can
improve numeracy, literacy and behaviour. But more than that, it is simply unfair that
the joy of musical discovery should be the preserve of those whose parents can afford

We are pleased that this endorses what we have always believed and

We are delighted to have a talented French graduate on our staff; when
not working as general support in class, Mrs Newton is
timetabled to teach French throughout the school. The
Infant children receive several short sessions each
week and children in Key Stage 2 experience, weekly, a
full hour of French language and culture.

Gifted and Talented Provision:

As part of normal classroom practice, we provide differentiated work to
challenge and enrich the normal curriculum. In our policy we recognise our
duty to constantly look for and discern pupils who are capable of even
higher attainment and, accordingly, raise our expectations for these able
pupils and provide for their individual needs..

Special Educational Needs Provision:

 Miss Ford has the responsibility for co-
ordinating Special Educational Needs (SEN), in line with the SEN Code of

Practice. There is a clear system for the identification and monitoring of
children with special educational needs. Leeds Inclusion Support Services
is available for support and their various representatives make frequent
visits to school. Support is available for both school and the family so
that the child is at the centre of a fully integrated support system.

We believe that children with special educational needs are entitled to
the same broad, balanced curriculum as all the other children in the
school. This curriculum may, however, need to be delivered in a different
form, to take account of any particular needs. Support and advice is given
to teachers and learning support assistants on the appropriateness of
certain approaches and the use of extra resources to suit individual
learning needs.

Wheelchair access, to both infant and junior buildings (downstairs) and
the hall, is possible internally and externally and we also have suitable
toilet facilities. We have a stair lift to provide access between hall and
infant corridor and a hygiene suite is situated near the infant cloakroom.

Child Protection
(The full version and extensive version of this statement is available, on
request, from the school office.)

Our school is committed to upholding the rights of children; we are
working together to protect them and promote their welfare in every
way. All teaching and ancillary staff and Governors are concerned to meet
these responsibilities uncompromisingly. We will work with other agencies
to provide for the child’s rights where necessary.

Our Child Protection Policy deals with the following five areas:

 monitoring suspicious circumstances which are giving cause for
   dealing with relevant agencies when there are clear indications /
    examples of abuse;
   liaising with relevant agencies where there are known victims of
    neglect / abuse;
   dealing with parents and the community;
   curriculum development.

All adults who have contact with the children – staff and voluntary
helpers – undergo an enhanced CRB and all appointments comply with
Safe Recruitment/Safeguarding Children Guidelines.

All visitors to the school must present credentials, which are scrutinised
by the office, and our central records system ensures that all visitors
comply with safeguarding practice. All staff and visitors must wear
identification badges.

Equal Opportunities
In accordance with our Mission statement, our purpose is to provide
learning experiences to help each child to develop as a whole person
according to his / her potential and to assist this development as a whole
person, regardless of sex, race, colour, disability, nationality or ethnic
origins. A positive emphasis is given, catering for individual needs,
development and growth in all areas of the curriculum and throughout the

Assessment and Records
Our policy on assessing pupils as they progress through the school is
explicit and available, with other policy statements, on request. Teacher
assessment is continuous and records of assessment are made and
recorded; evidence of progress is held in individual assessment folders –
Pupil Profiles. Pupils are involved in setting their own targets and in
helping to assess their own progress against them, wherever possible. At
the end of Key Stage 1 and Key Stage 2, pupils are assessed against
national guidelines. Results are stored in class files and centrally.
Portfolios of work assessed in English, Mathematics, Science, R.E., and
ICT contain representative samples of the level of work achieved by
children throughout the school. In the summer term, each year, children
complete some kind of formal assessment. We use the results of these
assessments to track the progress of each individual child and to help us
to set individual targets in English, Mathematics and Science. These
targets relate to levels of achievement as outlined in the National
Curriculum for each subject. Teachers will be very happy to discuss
these targets with you at parent consultation evenings.

Full records of relevant information collected from pro-formas
circulated to parents are maintained on our school computer. This data is
secure and access by code is available only to our systems Manager and
the school administrative staff.

Key Stage 1 Assessment
During the summer term the children in Year 2 (St Andrew’s Class) are
assessed in the National Curriculum subjects of English, Mathematics and
Science for the end of Key Stage 1.
Level 1 in the subject means that a child has not yet reached the level
expected of a ‘typical’ seven-year-old. Level 2 means that a child is
making good progress and has reached the expected level of a seven-
year-old. Level 3 means that a child has reached a higher level than would
normally be expected; attainment at Level 3 equates to a ‘secure’ Level 3
– this means that we have to be certain all our assessment evidence
supports this judgement.
The table below shows the results in our school of the percentage of the
class reaching each level.

Teacher assessment - Key Stage 1 Results 2010 – 30 pupils

                          Percentage at each level
                                                  3 or Disapplied Absent
              W     1     2    2C    2B    2A
                                                 above children children
and           3%   3%    63%                         30%    0        0
Reading       3%   3%          13% 30% 20%           30%    0        0

Writing       3% 17%           10% 47% 17%           7%     0        0

Mathematics   3%   3%          3%    50% 23%         17%    0        0

Science*      3%   3%    77%                         17%    0        0

Key Stage 2 Assessments

The children in Year 6 (St Therese’s Class) were also assessed at the end
of Key Stage 2 in Mathematics, English and Science. These tests are
marked externally and a summary appears in the published league tables
in the Autumn Term. However, after meeting with parents, pupils,
governors and staff in May 2010, it was decided to only use teacher
assessment last year. We feel our processes give us very secure data and
marking was further moderated between Year 6 of other schools in
Pudsey who had made the same decision.
The ‘typical’ 11 year old would be expected to have reached Level 4 by the
end of this Key Stage.

The table below shows the results in our school of the percentage of the
class reaching each level.

       Teacher assessment - St Joseph’s Key Stage 2 2010 – 30 pupils

Percentage at each level
                                                                     Pupils   Pupils
                 W        1       2    3         4    5        6
                                                                   disapplied absent
English         0     3%      0       7%     37%     53%   0       0          0
                0     0       3%      7%     40%     50%   0       0          0
and listening
Reading         0     3%      0       7%     23%     67%   0       0          0

Writing         0     3%      0       20%    33%     43%   0       0          0

Mathematics 0         0       7%      7%     43%     43%   0       0          0

Science         0     0       0       10%    43%     47%   0       0          0

Assessment for Learning

Statutory assessment is just part of what we do. We are very keen to
ensure that children are working and learning effectively and we use
ongoing assessment of what the children know and understand to help us
do this. The following is an excerpt from our marking policy which
illustrates the kind of questions we are asking ourselves and how we
address the learning needs of the children through continual assessment:

‘ Do the children really know what they’re doing and why? This has proven
positive effects on progress, motivation and classroom management. It
encourages children to be actively engaged in their own learning and
boosts confidence.

         Be clear about what we want the children to learn

         Learning intentions (LI) need to be pitched appropriately to reflect
          the ability within class

         A mix of closed and open ended intentions allow for higher

   Success criteria are used to direct pupils as to how to achieve as
    well as a model of success

   A mix of closed and open success criteria motivate children and
    help to move the learning forward

   Make sure you separate the LI from the activity/context (not we
    want to write a story about Little Red Riding Hood, but we are
    looking at the order of a story, using a clear beginning; containing a
    setting and introduction of key characters)

   WALT (We Are Learning To) & WILF (What I’m Looking For) for
    younger children (could even be finger puppets in YR, Y1) and
    explicit LI and Success Criteria language for upper KS2

   Try not to use Success Criteria as a pass/fail measure, but as a
    scaffold for the learning to climb

   Use Success Criteria as your differentiation in planning and
    delivery (more able need all Success Criteria, less able just focus
    on one or two)

   Break down Success Criteria into ‘steps for success’ wherever

   LI & Success Criteria to be visible throughout lesson for reference

   For recorded work, children who can easily scribe, the LI to be
    written as main title and the context will be written as a sub-title

   For younger children, the LI to be written on label and stuck in
    books – again context to be added beneath

   Engage the children, use different ways to share the LI & Success
    Criteria (display, whiteboard, checklist, vocal, rhyme)

   Keep referring back to the Success Criteria (SC) during the lesson
    to keep the children on focus:
                 i)    introduction

                   ii)    reinforced in main body of lesson
                   iii)   referred back to in plenary

      Put things into the big picture (tell them where they are going in a
       positive way)

Pastoral Care and Discipline

The personal and social development of the children in the school is seen
as central to the work of all staff in the school. Therefore all staff have
a responsibility for the pastoral care of the children. In addition, overall
responsibility is exercised by the Head teacher for the school as a whole.
Accidents are dealt with by the head teacher, school administrator or
the staff on duty. All accidents are entered into the accident book and
parents are notified of all injuries to the head, as a matter of course.

        Recent directives have now made it more difficult to administer
                  medicine in school. Our policy is that, if it is essential
              that your child receives medication during school hours, any
         medication must be handed to the school office by the parent or
guardian. The medication must be accompanied by a letter from the
child’s doctor, stating exact times and dosage of the medicine if the
medication does not have the child’s name and specific dosage written
clearly on the bottle / packet. The parent or guardian must also sign a
disclaimer- this can be in the form of a letter detailing what you want the
Head teacher to administer and state that you assume responsibility for
this medication to be given correctly. The Governors, as employers,
provide indemnity for certain named members of staff to administer
medicine under doctor’s / parental advice only. In addition, staff
attached to individual children with specific needs may also administer
medicine to those children.

Members of staff cannot be required to undertake the duty of
administering medicine and we rely on parents / guardians supporting us in
this matter. It is both unnecessary and embarrassing to have to refuse to
administer medicine if these simple matters are not complied with. These

procedures are essential for the safety and well being of both pupils and

An exception to these requirements is made for asthma sufferers or
children suffering from food allergies. It is recognised that children who
suffer from asthma or allergies must have immediate access to reliever

From time to time we receive messages on the Schools Hotline.
Sometimes it becomes necessary to inform you of these, where we feel
the children’s safety is at risk. Depending on the seriousness of the
messages, details are either posted on the windows of the school hall –
where you or your children’s collectors gather each evening – or we send a
text or a letter home. Where the danger is great, we send a letter home.
We also send text messages directly to parent’s mobile phones.

The Head teacher is obliged to ensure that a high standard of discipline
           is maintained throughout the school. Positive behaviour is
                   encouraged and acknowledged at every opportunity.
                    Pupils are treated as maturing individuals and the
                    difficulties of the weak, the disadvantaged, the
                    immature, the isolated and the less able are
                    considered and dealt with sensitively. Acts of
              kindness, unselfishness, generosity, helpfulness and
politeness are rewarded, at individual, class and team level. Our team
system and awarding of team points reflect our appreciation of such
behaviour and children are also awarded special certificates in
recognition of good behaviour and positive attitudes to work and school
life. Team efforts, through the accumulation of team points, are
recorded in Celebration assembly each Friday where certificates are also
awarded. The winning team chooses a special treat each term as a reward
for their efforts.

In class, we aim to keep pupils stimulated, busy and happy; encouragement
is the main strategy used. Occasionally, undesirable behaviour is
persistent and then parents may be contacted and usually visit school to
discuss their child’s behaviour with the Head teacher. We do try and
maintain consistency at all times when dealing with the children.

We have very a enthusiastic School Council where their class peers, in
Years 2 to 6, vote representatives from each team onto the Council. The

representatives meet with staff on the first Friday of each month and
bring children’s ideas and concerns to the attention of the council. Many
successful initiatives have come from pupils via the council and the
children take this opportunity to voice their concerns and aspirations
very seriously – as do the staff and governors.

Serious misbehaviour, such as bullying, destructiveness, insolence and
acts that threaten the health and safety of others, will usually mean that
parents are contacted immediately. Such behaviour is extremely rare in
this school. The Governors fully endorse the Head teacher’s rights to
exclude pupils from school for a reasonable period if serious offences
have occurred and the usual more informal procedures have been

Parents have a vital role to play. Their confidence and trust in the
methods used to deal with cases of indiscipline and their support for the
authority of the staff are essential.

Homework Policy

Our Homework Policy is sent out to parents when their child is in Year 1.
It is attached to our School Home Agreement and should be kept with
this prospectus for reference as your child moves through the school.
Each term, information is sent out to parents, detailing the curriculum
coverage planned for that term. In this way, parents are able to support
their children’s learning through research, visits to the library etc.
A very successful way of children continuing their learning at home has
been the introduction of Learning Logs; in these, children develop their
understanding of a given Learning Intention in whatever way they find
helpful. We usually allow two weeks for the completion of the entry to
the log (we used to allow just one week, but in response to parents’
requests, we extended the time!). If you would like to know more about
these logs, log on to Personalised learning and the development of

          Extra Curricular Activities

          Activities provided vary from time to time
          and from season to season, but most often
          include the following:

Football, Athletics, Cross Country Running, Netball, Homework,
Drama, Chess and Computer Club

Mr Bowker, Miss Stebbings and Miss Hunt arrange friendly and league
football matches for boys, and sometimes girls. Mr Bowker also arranges
and attends all the Saturday Cross-Country meetings

Mrs Solly takes athletics each week in the Summer Term.

Mrs White runs the Chess Club and several of the staff share
responsibility for a regular Computer Club for children who
can’t easily access a computer at home.

Miss Stebbings takes a weekly dance class and Miss Doherty
and Miss Ford hold a homework club.

Miss Hunt takes both Drama and Netball classes.

As seasons change and school needs change, parents will be informed of
the evenings when activities take place.

We are very fortunate to have so many extra-curricular activities and
very grateful for the wonderful parental support.

Out of School Provision

            St. Joseph’s recognises the need that many parents have for
           out of school provision. The St Joseph’s Out of School Club is
        open each day in term-time from 7.30 am, before school, to
          6.00pm, after school and also runs throughout school holidays as
          a Playscheme. In the out of school club, breakfast is available in
         the morning and, in the evening, a healthy light meal/snack is
included in the fee. Mrs. Hollingsworth is day-to-day manager of the club.
We are keen for the ethos of the school to be extended to out of school
provision and have had many favourable reports from the parents whose
children attend the club. Details of the fees and registration procedures
are available from the club or through school.


School dinners, cooked on the premises, are provided by our own staff;
we no longer use outside caterers. Mrs Dowd is our school cook and takes
great pride in her work. Children taking a school dinner are now sitting in
groups of six, with older pupils taking responsibility for serving the
younger. We removed the plastic trays and cutlery the outside caterers
favoured and children now use proper cutlery and crockery; food is
brought to the table in serving dishes.

Most important is the content of the serving dishes, of course! Our
vegetables and some of the fruit come from the local supplier on Hough
Side Road who grows her own and the remainder from a local farm shop
on Roker Lane; all of our meat comes the local farm shop where they can
tell us exactly where the meat comes from and guarantee
hormone free feed is used for the animals. Wherever
possible, we are using whole grain products and food in
its most natural form; our ability to locally source the
food means we are supporting local business and
ensuring minimum road/air miles. In many school
kitchens where outside catering provides the meals,
costs for food were kept at about 40p per child per day although recent
government guidelines are now recommending 50p; we are working on an
80p+ cost, the remainder of the charge is used to cover staff, equipment
& fuel costs. We are not intending to make any profit but, obviously, we
need to ‘break even.’ The meals are very attractive, nutritionally sound
and very good value. Currently, the cost of school meals is £1.70 a day,
£8.50 for the week.

Dinner money is due on Monday for that week. It helps our administration
considerably if you find it more convenient to pay monthly for your child’s
dinner. If your child is later absent, your account is credited by the due
amount and you will be reimbursed or informed for the next time you pay.

As part of our School Food Policy we encourage children to eat healthily
at all times and this extends to packed lunches. Children are asked to
bring a healthy sandwich (or more!), a piece of fruit (or more) and yoghurt
or some other healthy dairy product. One treat is allowed on a Friday -
either crisps or a chocolate biscuit etc. We are not promoting less food -
but more food which is healthy.

Children may bring packed lunches in secure, clearly labelled lunchboxes.
A child may change from one type of dinner to the other only at the start

of term. We require notice of two weeks before the holiday so that we
can adjust our ordering.

School Fund and Voluntary Contributions
Our School Fund is used for many things but it is always used for the
benefit of our children. Audited accounts are kept and sent out to you
each year with the first newsletter of the year.

Unfortunately, school fund cannot possibly pay for all the school outings,
which complement and extend our children’s learning each year. When
different year groups plan an outing, advance notice is given to the
parents of those children and voluntary contributions are requested to
cover the required transport and admission charges. Costs are always
kept to a minimum and we have never yet had to cancel plans because of
lack of voluntary contributions. We do, however, recognise that this may
happen on some future occasion and ask you to recognise this too. By
making every attempt to plan our outings and costs carefully and by
sympathising with economic pressures on all families in this way, we hope
to maintain our current variety of educational visits and visitors in the
coming year. When funds permit, we try to absorb some of the costs
entailed – especially where there are several children in the same family.

Another request for voluntary contributions from families comes from
the Diocese. Because Catholic schools must pay for 10% of all building
works, the Diocese has to plan ahead and ensure there will
always be sufficient money to keep our Catholic schools
open. All parents are informed extensively of this
requested contribution to the Diocesan Building Fund.
The request is for £5 for each child, each term.
Where there are more than two children, £10 each term is sufficient
from any one family. The school has to meet its annual target from the
Diocese and must supplement any deficient balance from its school fund.
We hope this will not be necessary. It is better for you and for us, if you
set up a Standing Order – please contact Mrs Mewse, School Office, if
you would like to know more.

School Entrances and Car Parking

                                 All children from Year 1 onwards enter
                                 the school via the driveway on Mount
                                 Pleasant Road. Children in Foundation

Stage enter by the front gate near to the outdoor play area for
Foundation Stage. We are happy for you to see older children into school
first and bring Reception children afterwards, if you have children in
more than one year group. The entrance on The Lanes, by the church, is
for cars and deliveries only. Children may not enter school from there.
Parents who need to visit school during the school day – to collect three
year olds or for an appointment - need to enter school from the staff or
church car park entrance as all other gates are locked for security
reasons. We do ask that parents park carefully if using the church car
park and be aware that our Parish Priest may need speedy access if he is
called out suddenly.

Please never park on the yellow zigzags on Mount Pleasant Road as it is
most dangerous for our children. However much we caution children on
road safety, they can easily be distracted when with friends or if they
see a relative across the road and are quite likely to forget all they know
and run into the road from behind a parked car. Several parents have
been cautioned / fined for parking here in the past. The Police do spot-
checks on parking. Please don’t be offended if Mr. Johnson comes along
and moves you on – he is working to directions from the head teacher and
the Governors! We ask that you do not park across driveways as much
time can be taken up in pacifying indignant neighbours. We do try very
hard to have good relations with our neighbours. Parking is a perennial
problem and one we never seem to totally solve.
We have been asked by the LEA to include parking on our Home / School
Agreement – so it’s obviously a city wide problem.

       Parents and Communications
              We have two elected Parent Governors: Mrs. Clare Farmer
              was recently elected and we are currently in the process
               of electing a second; they will listen to your concerns and
               bring unresolved matters to the attention of the

                 Parents are welcome in school at all times. Some parents
                 assist us in school on a regular basis and we are very
                 grateful for their help and support. Other parents help
us at special occasions such as Christmas Parties or on School Trips and
on First Communion Day. We hope you will seek opportunities to work with
us for the benefit of all of the children.

In the interests of our children’s safety, all new volunteers must be
passed by the Criminal Records Bureau and we are happy to provide this
service. This process ensures all people in contact with children are
thoroughly vetted. This seems a very unwelcoming introduction to helping
in school. However, all our volunteers agree as they know our children’s
safety is so important. Incidentally, all new staff to the school are also
checked in this way. We have a policy covering parental help in school –
please ask if you would like a copy.

As many of the staff are working parents themselves, we
realise how difficult it is to keep fully in touch with our
children’s schools and school day. Often children are tired
by evening and don’t want to report on the latest
happenings at school. So that you feel involved even if you
can’t get into school much, a regular newsletter is sent out to
keep you informed of all the things going on in school. We haven’t yet
perfected a method of making sure your child gives you this! However, if
you have access to the Internet, all newsletters and much information are
provided on the school website. The website address is:

Home-School Agreements

All teachers, parents and pupils are requested to sign their agreement to
a simple home-school contract where we promise to help each other in
providing the best possible conditions for your child’s education. At St
Joseph’s, we send this out at the start of Year 1 as we think it only fair
for you to understand what you’re agreeing to! At the first stage of your
child’s education, in Foundation Stage, everything is so new, you might be
tempted to sign anything! So far, we have had 100% agreement from all.

School Travel Plan
A full copy of our plan is available on request. In brief, we try
discouraging unnecessary car journeys and encouraging necessary
exercise! We used to have two Walking Buses and now we have none! We
would love to start some again! If you would like to start a walking bus
from any part of the catchment area, you will be fully supported with risk
assessments and help from the Road Safety Team. A ‘Park & Ride’ option
is available where you can park at the old bus terminus on Swinnow Road
or in local supermarket car parks and walk the rest of the way. The Yellow
Bus brings and takes children from and to Farsley daily. Cycle training is

provided for Year 6 so that they can cycle to school, with parental

                    The Friends of St. Joseph (FoSJ)
                                   The Friends of St. Joseph is a thriving
                       body and blends the two functions of providing
                         social occasions for parents and children with
                           healthy fund-raising activities. Families of the
                            children in the school automatically become
                            members but parents are also very welcome to
                     join the committee.

The FoSJ have existed for about twelve years now and have organised
many events – ranging from a sponsored balloon race to a children’s
fashion show where the children were the models – we’ve even had formal
balls! So far, they have provided new furniture for our library,
contributed towards our school stage and sound and lighting system, our
environmental area, playground equipment and £6,000 towards the
building of the ICT suite; most recently, they have provided the
wonderful multi-purpose decking area and the new windows and patio
doors which lead onto this area, contributed to the artificial grass in the
playground and have also provided an overhead projector and laptop for
the hall. They have also subsidised some of the school trips each summer
and make a substantial contribution to Year 5’s annual spiritual retreat to
Myddelton Grange.

The committee works very hard to provide both entertainment and funds
to buy things the school budget can ill afford. Parents who attend the
events are equally supportive of the school.

School Dress

                          The vast majority of our children wear uniform
                            and this is actively encouraged. A white shirt
                              and a dark green sweater / cardigan is worn
                              by boys and girls as we feel that it looks
smart and promotes equal opportunities. A green and gold striped tie is
available at the school office. In summer, the girls wear green and white
cotton dresses and both boys and girls may wear a white polo shirt,
instead of the usual shirt and tie, We actively encourage the wearing of

hats outside on sunny days – indeed we sell a baseball cap in the school
colours complete with school logo. Girls wear a grey skirt or trousers and
boys wear grey shorts or trousers.

All children from Year 1 onwards need a pair of pumps for indoor wear
and pair of sports trainers for games. They should also bring a pump bag
to keep their footwear in. The children also need black shorts and a white
T-shirt for indoor P.E. lessons and preferably a school tracksuit for
outdoor sports. The children are allowed to wear the school tracksuit on
the day they have P.E. or games for ease of changing, but do need a
separate change of clothes for afterwards, in case they get wet outside.

Baseball caps, tracksuits, T-shirts, pump bags and Book Bags, with the
school logo printed on them, are available from the school office. Please
use an order form and talk to Mrs Lazenby. All items of school clothing
must be clearly labelled. Much valuable teaching time would be lost if we
tried to re-unite every child with every lost, unidentifiable garment. To
avoid this, unidentified and unclaimed items of clothing are placed in the
Lost Property basket on the decking area. Please come and check it if
your child has lost anything. We organise regular displays of lost items in
the school hall.

In the interests of health and safety, we ask that no child wear jewellery
in school. Stud earrings only are allowed as fingers can easily get caught
in hoops in the playground and ears damaged. On P.E. days, no earrings are
allowed; if children come to school with earrings in and can’t remove
them, we provide plasters to cover them. No rings of any kind are allowed,
as there have been many instances of lost fingers in schools when rings
have caught on door handles etc.

We think uniform is an excellent idea as it promotes equality, looks smart
and minimises distraction from our main educational purpose; for the
same reasons, we ask that children also come to school with reasonably
conventional hairstyles. Extreme fashions in the hair department are
associated with making a statement and, although these may be great fun
in the holidays, during term-time we are dedicated to educating the
children and in helping them to focus on the work in hand. We find it quite
unhelpful when children come to school with extreme hairstyles; the
‘buzz’ in the playground associated with ‘creating an image’ can cause the
individual involved and other children to be distracted. We ask that
children with long hair, beyond shoulder length, keep their hair tied back;

this helps you and us in the head lice department!

We continually request that children are not taken out of school for
parental holidays, especially during May and September. September
holidays make settling into a new class very difficult for the children and
we therefore ask that you don’t arrange any holidays then. In May,
National Standard Assessments are required for all children in Year 2 &
Year 6. Also in May, children in Years 3, 4 & 5 sit their formal school
assessments and Reception Class & Year 1 are assessed by their teachers.
September and May remain the most inconvenient month for children to
be absent from school, unless unavoidable through illness.
Any absence causes disruption to the pupils’ education and we prefer that
school holidays remain the preferred time for family holidays. We are
very grateful to all families who support us in this and to the majority of
you who send an immediate note of explanation when your child has been

Consultation and Reporting

There are three main opportunities for formal consultation during the
year but parents may discuss their child’s progress at any time with
either class teachers or the head teacher, by appointment. We do ask
that, at busy times of the year, you give us plenty of notice if you require
a full consultation outside the main opportunities. On occasions, we may
need to ask you to wait if we are already committed in other areas –
schools are such busy places these days! Any parent with urgent concerns
may see the headteacher immediately.

Parent / teacher consultation meetings take place in the early autumn and
in the spring term. The first consultation is more of a ‘getting to know
each other’ session rather than a viewing of work, although you are
welcome to see evidence work to date; we share your child’s annual
attainment targets with you at this first meeting of the year. We feel it
is important for parents and teachers to know each other early in the
year so that the child will benefit from any exchange of information. We
hold the second meeting fairly early in the spring term so that, again, any
concerns about progress, behaviour etc. can be dealt with whilst there is
still time to effect change / deal with concerns. Annual Pupil Reports are
sent home towards the end of the summer term and there is opportunity
to discuss this with the class teacher if there are major concerns.

However, we have found through experience that major concerns need
addressing in the new school year with the new class teacher – two or
three weeks from the end of the school year is not the most effective
time to deal with important issues concerning the child. This further
explains why we have an early consultation in autumn. Results from the
National Tests – SATs – are normally reported to the parents of those
children with the Annual Parents Report.

Parents of the First Communion children meet in the spring and summer
terms. Parents of children due to start school usually visit school in the
summer term to arrange visits to Foundation Stage for their children. All
parents, grandparents, parishioners & friends of the school are invited to
an open afternoon in the Autumn Term. This gives families an opportunity
to see their children ‘at work’ and the community to see what we get up

Safety and Security

We take great care to protect our pupils, our staff and our property.
Safety locks / exit bars are fitted to all external doors to the school
building. The locks comply with Fire Regulations and all our children are
familiar with them. All staff wear photographic Identification Badges at
all times. All visitors must use the front door which has a secure entry
system. The Visitors’ Book must be signed and a badge worn whilst in
school so that we all know the visitor has been approved. Parents and
other adults who bring and collect children may enter the main playground
at the start and end of the school day only. If anyone needs to collect a
child during the school day, entrance must be through the front entry
system where your business will be dealt with. The main gates to the
driveway where the children enter and the entry to Foundation Stage
outdoor area are both locked during the day. The only convenient way to
access the main entrance during the day is via the staff car park where
you are welcome to park for short periods. Although these arrangements
may seem prescriptive and even tedious, we feel it essential to be vigilant
at all times.

In the interests of your child’s safety, could you please inform us of any
change in your child’s usual collector from school? Any child who isn’t
collected after a reasonable period of time is taken to the school office
where we inform your stated emergency contact. The child is kept there

until an approved collector comes. If you are very late, you may find the
only access to school is via the main entrance.

We have a very vigilant Governors’ Health & Safety group – the Resources
Sub-Committee - responsible for formal risk-assessment of policy,
procedures and the whole fabric and condition of the building; inspections
take place at regular intervals. Mr Johnson, the Site Manager, carries out
a daily check of the building. Regular whole-school fire drills are carried
out and logged.

School Policy Statements
The school holds policy statements for all areas of the curriculum and
other key areas / aspects of school life; all agreed by the Governing
Body. Many have been referred to throughout this prospectus. All
statements are available in their unabbreviated form on request from the
Headteacher. As we update/write new policies, we put them on the
website. All school policies are there for you to view.

Parental Complaints
We have produced a simple guidance for complaints, in leaflet form; this
outlines the main stages in making a complaint and the response. Our
policy is always to try and sort out any concern, worry or problem at an
early stage to prevent it becoming big. Please look on the website for
guidance or ask for another leaflet if you have lost your original one. New
parents will be given one with their first prospectus.

Curriculum Complaints Procedure

Under Section 23 (1) of the Education Reform Act 1988, all Local
Education Authorities have set up procedures for complaints about
actions of governing bodies and Local Education Authority on the
curriculum. Parents may use the complaints procedure if they believe that
either the Local Education Authority or the governing body is failing or
acting unreasonably in matters relating to the curriculum. For complaints
against the governing body, the first formal stage of the procedure is for
the governing body to consider the complaint. If the complainant is still
not satisfied after this, the complaint can be put to the Local Education
Authority. Complaints, which are just about, the Local Education
Authority’s powers or functions, need only be considered by the Local
Education Authority.

Admissions to St Joseph’s

The Governing Body of St Joseph’s is responsible for admissions to the
school. Our current admissions policy is provided in this prospectus
folder. It is updated annually with dates for acceptance of applications
and any change in details. Our admissions comply with authority schedules
as we are now part of an integrated admissions procedure. All interested
parties must complete both a Supplementary Information Form, attached
to our admissions policy, and a Common Preference Form for the
authority; the latter may be submitted on-line.

If you are in any doubt about where you live, in relation to the parish
boundary, please do get in touch with the school office and they will be
happy to check for you. We have recently (Summer 2010) been informed
by the diocese, that our understood boundary line was, in fact, incorrect.
This has caused difficulty for some families and we are very sorry that
this is the case; apparently, boundary changes relating back to the late
1960’s were archived and have only just come to light.

Further Information

Our website is a growing source of information where all relevant policies
are published

Please remember we are all here to work together in the interests of
your child. If there is any concern – small or large – not explained in this
prospectus, please feel free to ‘phone or e-mail; we will be happy to try
and meet you need.


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