Prospectus - St. John's CE _C_ Primary School

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Prospectus - St. John's CE _C_ Primary School Powered By Docstoc

              St. John’s C.E. (C) Primary School
                  Mill Lane, Wetley Rocks, Stoke-on-Trent, Staffordshire, ST9 0BN
                           Telephone:01782 550309 Fax: 01782 551537
                                    Headteacher: Mrs D.L. Higton

                                 PROSPECTUS 2010-2011

General Information

St. John's C.E. Primary School is a co-educational day school administered by
Staffordshire County Council Education Committee catering for pupils between the ages
of 4 and 11 years.

Headteacher: Mrs. D. L. Higton
Chairman of
Governors: Mr. J. Clarke
Parent Governors:
Mrs. J. Brocklehurst
Mrs. F. Stagg
Mrs. W. Birkin
Mr R. Bradshaw-Hilditch
St. John's, Wetley Rocks, serves the Wetley Rocks, Cellarhead, Consall, Rownall and
fringes of Werrington and Cheddleton areas of the County.

Strong links exist between the school and the village church of St. John's.

All children starting school have programmes of study applicable to their needs. The
chronological age, maturity and previous educational and social experience should be
considered when making a decision about the date of admission for a child.

The Headteacher and staff are available to discuss individual admission dates with
parents. Home/School resources can be made available to parents and children in the
term prior to admission.

Admissions Policy

The closing date for applications for admission to primary schools during the 2010/2011
academic year is February 2011. If you wish to make an application for your child's
admission to this school for the Autumn Term 2011, please complete an admissions form,
available from the school, no later than February 2011, even if you are resident within the
schools catchment area.

In consultation with school governors the Authority determines the number of pupils that
may be admitted to a school in each year; this is generally referred to as the school's
published admission number (PAN). The PAN for this school is 25.

Oversubscription Criteria

If the number of applications for admission to a school exceeds the school's PAN, then the
following order of priority will be used to allocate the available places:

a) Pupils whose statutory statement of special need names the preferred school as the
most appropriate mainstream school that meets the pupil's needs.

b) Pupils living within the catchment area of the school.

c) Pupils who have an elder sibling in attendance at the school, and who will still be
attending the school at the proposed admission date; (for admission purposes, a sibling is
a child who lives at the same address and who is the brother/sister, half brother/sister
(children who share one common parent), step brother/step sister where two children are
related by marriage. This definition also includes adopted or fostered children living at the
same address).

d) Pupils who satisfy both of the following tests:

TEST 1: they are distinguished from the great majority of applicants either on medical
grounds or by other exceptional circumstances.

Medical grounds must be supported by a medical report, (obtained by the parents). It must
clearly justify, for health reasons only, if it is better for the child to attend the preferred
school rather than any other school.

Exceptional circumstances must relate to the choice of school; i.e. the circumstances of
the child, not the economic or social circumstances of the parent. They should be
supported by a professional report, e.g. social worker, justifying why it is better for the
child to attend the preferred school rather than any other school.

TEST 2: they would suffer undue hardship if they were unable to attend the school.

e) Other pupils arranged in order of priority according to how near their home addresses
are to the school by the shortest walking route as measured by Geographical Information

Looked After Children falling in to any of the categories above will be given first priority for
places within that category, (A 'looked after child' is a child who is in the care of a local
authority or provided with accommodation by that authority - see section 22 of the
Children Act 1989.

Where it is not possible to accommodate all pupils within a particular group the Education
Service will allocate the available places in accordance with the remaining criteria. For
example, if there are insufficient places for all catchment area pupils, places will be offered
to those pupils who live in the catchment area and also satisfy criteria (c), then those who
live in the catchment area and satisfy criteria (d) and so on. All applications are
considered against the published criteria with no priority awarded for early application.
Late applicants will only be considered in exceptional circumstances. If your application is
unsuccessful you have the right to make an appeal to an Independent Appeals Panel,
details are available from the Local Education Service.

In order to ease a child gently into school life, a meeting with the Headteacher and
Foundation Stage Teacher and all new entrants and their parents, is held in the term prior
to their entry. Each child is invited to attend school for four half days so he/she will be
familiar with his/her teacher, surroundings and friends. Parents and new entrants are also
encouraged to join us for some school activities, e.g. class assemblies and special
seasonal events, Harvest Festival/Carol Service/Sports Day.

Mission Statement:

St. John’s Primary School aims to serve its community by providing an education of the
highest quality within the context of Christian belief and practice. Encourages an
understanding of the meaning and significance of faith, and promotes Christian values
through the experience it offers to all its pupils.

Aims reflect Every Child Matters:

  Achievements and Standards

  For all children to make significant progress in knowledge, understanding and skills;
  in attitudes and values; as social beings and as lifelong learners

  Personal Development and Well-Being

  For all children to enjoy their education, feel safe and practice a healthy lifestyle

  Quality of Provision

  To achieve a broad, balanced and relevant curriculum throughout the school which
  meets the needs of children and statutory requirements

  Leadership and Management

  To give clear direction and purpose which is translated into clear targets


  To establish and maintain all premises in good order with adequate facilities for the
  education and care of all pupils

It is the aim of the school, through good primary practice, to enable every child to fulfil this
stage of his/her development by providing a wide range of experiences and activities. This
is best achieved for the Under 5's through a planned curriculum, The Foundation Stage,
which addresses areas of learning and for children after the age of 5, within the framework
of the National Curriculum.

These experiences and activities will be broadly based and appropriate to his/her
individual needs.

In working towards this aim we should take the following into account:

* Children learn best in a stimulating and rich environment where they feel confident,
happy and valued.
* As a school we should foster a caring attitude towards each other in order that the
children may learn by the example set.
* A child's naturally enquiring mind should be used to maximum benefit. Children should
be encouraged to ask questions and helped to know where to find the answers.
* To achieve work of real quality children need time, encouragement and the appropriate
resource materials.
* Work given to the individual child should be appropriate to his/her individual stage of
* As a church school we should foster strong links with the church and the wider
* We acknowledge that parents are the first educators and we are partners in the learning
* We will endeavour to involve parents in all aspects of school life and keep them well

Policy Statement for SEN and Disability Discrimination

Every member of St. John's Primary School Community is entitled to the same
opportunities regardless of colour, race, gender or disability. No one is excluded from
belonging to the school because they are seen to be different.


The school will be constantly monitored for accessibility for all, and when necessary,
modifications made. This will be done through liaison with the LEA and Access Plans.

Staff Development

Members of staff will have the responsibility of developing their understanding of
disabilities that may be evident in school and will involve agencies related to the disability.


No child will be excluded from school because of a disability. All children will be treated
with equal fairness.


The SENCO will monitor all the learning needs for children with disability and ensure
regular reviews are held.

The Governing Body will be kept informed through the Governor for Special Needs and
SENCO, of any issues related to children with disabilities.

The Early Years Staff will meet with parents and other agencies before a child with a
disability arrives at the school.

Arrangements for Parental Visits

A happy, caring, informed relationship between school and parents enhances the
children's education and well-being. To this end the Headteacher is available whenever
necessary to meet and talk with parents.

Early in the Autumn Term a new parents evening is held. A parents consultation evening
is held before the first half-term in October when parents are invited to discuss the child’s
work with the class teacher and/or Headteacher. In the Spring Term parents receive an
Interim Report showing their child’s progress and there is a parents consultation evening
for parents to meet with class teachers to discuss their child’s progress. An informal
parents consultation evening is held during the Summer Term when parents are invited to
inspect and discuss the child's work with the class teacher and/or the Headteacher.

At other mutually agreed times parents may visit the school to see work being done and to
discuss their child's progress with staff.
Parents are invited to attend the medical examinations for new entrants during the first

School Curriculum, Organisation and Pastoral Care

On entry, pupils are placed in mixed ability classes in the care of their own class teacher,
who has the responsibility for their education and welfare. There are seven mixed ability
classes and pupils transfer at the end of each academic year.

The curriculum planning and its implementation are of crucial importance to the children
within our care. Areas of the curriculum are regularly reviewed, evaluated and modified.
Good liaison links exist between a neighbouring primary school and Moorside High
School. Regular meetings between the schools facilitate successful transfer at 11+ and
provide for continuity of curriculum.

All pupils follow a broad, balanced curriculum which includes English, Mathematics,
Science, Technology, Religious Education, History, Geography, Music, Art, Physical
Education, Information Technology and Personal, Social and Health Education. Class R
work at Foundation Stage, Classes 1 and 2 work at Key Stage 1 and classes 3, 4, 5 and 6
at Key Stage 2. Cross curricular topic work forms part of the pupils' programme of study.
This is called our Mallory Topic. Full details of all schemes of work are available, on
request, from the Headteacher.

At the beginning of the summer term, a number of standardised tests take place. National
Curriculum assessments for year 2 and year 6 take place, and the children in years 3, 4
and 5 take part in the optional SAT's.

Religious Education and Collective Worship

In accordance with the Education Act, 1944, Religious Education is a compulsory part of
the curriculum. The work is based upon the County's Agreed Syllabus.
Assemblies and Collective Worship of the whole school or separate infant/junior
assemblies and Collective Worship are held daily. The school takes part in services held
in St. John’s Church each term and Rev. Sue Goodwin and Rev Steve Parker visit school
regularly to lead our collective worship.
All pupils receive Religious Education each week. Children from all denominations are
welcome. Any parent has the right to ask for a child to be excused Religious Education or
attendance at assembly, but before exercising that right we ask the parents to study the
syllabus and discuss with us the full implications of withdrawal from this part of the
curriculum. Children withdrawn from R.E. will be given work to complete in another area.

A Sex Education Programme called "In The Beginning" is taught through RE and forms
part of our Personal, Social and Health Education Programme.

From their entry into school, we develop the pupils respect for themselves and others, and
the importance of caring, loving families and relationships. We feel this forms a good basis
and framework for further development for Sex Education by the home and High Schools.

Children are encouraged to work at speeds which match their capabilities and we aim to
develop their potential to the full. Any pupil whose progress gives cause for concern is
monitored and may be put on a specialised programme of work. If necessary the
Education Authority's Special Educational Needs department or the Psychological
Services may be called upon to advise and assist. It is the policy of the school to integrate
children with special educational needs. .

Modern Foreign Languages

French is taught in classes in Key Stage 2.

Governors SEN Policy

It is recognised that all children at some stage in their school lives may have special
needs, varying in degree and duration. Our aims therefore, for children who are found to
have special educational needs are the same as for other children - namely;

1. To fulfil his/her potential within a curriculum which is broadly based, well balanced and
appropriate to individual needs.
2. To promote each child's social adjustment and self esteem within a nurturing, caring

Specific Objectives

1. The school will undertake to identify and assess pupils' needs as early as possible.
2. We shall record relevant information in accordance with the procedures already
established by Staffordshire Education Authority.
3. We shall involve parents and children in identifying strengths and clarifying areas of
4. We shall liaise with support agencies as required. Much care is taken to encourage
respect for others, themselves and the environment. Good manners and politeness is

aimed for so that the school supports the parents' efforts in this area of the child's

We aim to preserve the secure, happy, friendly atmosphere of the large village school and
blend with it the best of modern techniques implemented by a highly trained team of

School Day

School begins at 9.00 a.m. and pupils should arrive in school between 8.45 a.m. and 8.50
a.m. Before that time there is no guarantee that members of staff will be on the premises.
Dinner break begins at 12.00 noon. The afternoon session begins for classes 3, 4, 5 and 6
at 1.00 p.m. and at 1.10 p.m. for classes Reception, 1 and 2. Classes Reception 1 and 2
have two fifteen minute breaks during the day, while classes 3, 4, 5 and 6 have one fifteen
minute break in the morning and one ten minute break in the afternoon. School ends for
classes Reception, 1, and 2 at 3.15 p.m. and for classes 3, 4, 5 and 6 at 3.20p.m.

Complaints Procedure

The main purpose of a complaints procedure is to solve problems and to give parents a
means to raise issues of concern and have them addressed.

Complaints will be treated respectfully during and after the course of any complaints

Expressing Concerns

At this informal stage the school should consider the best way of dealing with the
concerns raised according to the circumstances. It is preferable for all concerned that
concerns are resolved now rather than later.

Formal Complaints

Stage 1 The Headteacher

It may be that the Headteacher has not been made aware of the concern raised prior to
this point. At this stage the Headteacher will consider whether the complainant can be
satisfied without recourse to the Governing Body.

Action through a complaints procedure may lead to action being initiated under other
procedures. This may be disciplinary or child protection procedures and consideration will
be given to this possibility at the earliest stage. In these cases the investigations under the
complaints procedure will be suspended until action under the other procedures (including
appeals) has been concluded. The complainant will be advised if this is the case and also
informed of the likely delay in the final resolution of their complaint.

Stage 2 - Formal Complaint to the Governing Body

Where complaints cannot be resolved informally the school has a procedure for accepting
written complaints made to the Chair of Governing Body. This procedure is as follows:

A letter in a sealed envelope, addressed to the Chair of Governors, is sent to the school
office where it will be forwarded directly to him. This will be acknowledged by the chair and
will include an explanation of how the investigation will proceed. The aim of the
investigation or review will always be to resolve the complaint and achieve reconciliation
between the school and the complainant. However, it has to be recognised the
complainant might not be satisfied with the outcome if the governors do not find in their
favour. It may only be possible to establish the facts and make recommendations, which
will satisfy the complainant that his/her complaint has been taken seriously.

Details of a complaint will be kept confidential except in so far as they need to be shared
with people who might contribute to their resolution.

The Chair of Governors will consider whether the investigation can be completed by the
Headteacher (who will already have been involved), the Chair himself, or whether to refer
the complaint to a Complaints Committee of the Governing Body. If the latter course of
action is followed the chair shall present a full report to the Committee and, if necessary,
external advice may be sought from the District Education Officer.

A Committee consisting of three Governors, not including the Headteacher, may meet if
considered appropriate.

Where a complaint is not upheld the complainant will be given a response and informed of
any further action that might be appropriate in their situation.

Parents do not have a general right of appeal should they disagree with the Governors'
decision. They may, however, raise the matter with the Local Education Service or
Secretary of State if they consider the complaint wasn't investigated properly and fairly. If
the Governors have followed a proper procedure and consider the complaint reasonably,
neither the Local Education Service not the Secretary of State can reverse their decision.

Access to Documents

All documents which are required to be made available by or under the Education (School
Curriculum and Related Information) Regulations 1989 may be inspected or copied on
request to the Headteacher. In some instances the Headteacher may make a charge (not
exceeding the cost of production) in respect of any copies supplied.

Charging Policy

School visits taking place during school hours will always form part of the curriculum work
of the school. All children of the class/classes involved will take part in the trip unless a
parental objection is upheld by the governors.

A letter will be sent to parents advising them of the nature of the trip and the cost of the
admission charges, transport and insurance will be quoted. A stipulated voluntary

contribution will be asked for which will be sent to school and deposited into the School
Fund Bank Account, HSBC Bank, Cheadle.

A charge made for the hire of musical instruments, owned by the LEA will be made. A
further charge of £30 per term is requested towards the cost of tuition. This fee is waived if
the parents are on income support.

Parental permission will be obtained before tuition and loan is provided.

Parents may be asked to provide, or make a voluntary contribution towards the cost of
ingredients or materials for practical subjects e.g. CDT.
Activities out of school hours, except for sporting fixtures where no charge will be made,
will be voluntary and parents may be charged.

The governors charging policy document will meet the requirements of the Education
Reform Act 1989. Circular No. 2 1989.


In Foundation Stage and Key Stage 1 experiences which lay and build upon the
foundations of literacy and numeracy are vital for children at this stage. These include
playing, talking, sharing, role play and taking-turns. In addition, we encourage parents to
listen to, or read to their children everyday. Each child has a home/school reading diary
which actively involves parents in their children's reading.

In Key Stage 2 we aim for children to become increasingly independent learners. The
main focuses of home activities are literacy and numeracy, with science and other
subjects being added as children move up the school. In class 6, homework is directed by
the class teacher three times per week, on Mondays, Wednesdays and Fridays. Each
child in KS2 has a homework diary to record the activity and to share with parents.

Rules and Discipline

All pupils are expected to behave in a responsible manner, showing consideration,
courtesy and respect for themselves, each other and adults in school and the school
environment. School rules are few but definite and are made almost entirely for the safety
of the children and to avoid disruption. Every child is entitled to an education free from

Children are regularly reminded of their responsibilities and praised and rewarded for
maintaining good patterns of behaviour. A range of sanctions designed to be fair and
sensible in reinforcing the school rules may be used for those who break them. The
support of parents in maintaining high standards is invaluable, and if a child persistently
misbehaves, the parents are invited to discuss the problem with the Headteacher.

In accordance with the Education Act, 1986, corporal punishment will not be administered
in County and Voluntary Controlled Schools maintained by Staffordshire County Council
Education Committee Rules

1. Children will not be allowed to take part in organised physical activity wearing jewellery
or 'sleepers'.
2. If a child is absent from school please contact school explaining the absence. A note
explaining the absence is expected on the childs return to school.
3. Sweets and toys are not permitted in school.
4. Notice is expected if a child has to arrive or leave school at other than the normal times.
For safety reasons, children must be collected or returned personally to their class
teacher. Children are expected to leave school in an orderly manner.

A school crossing patrol is on duty outside the school gate at the start of the morning
session and at the end of the afternoon session.

School Uniform

Key stage 2

Year 5 & 6
White collared shirt and school tie
St John’s Primary School red sweatshirt
Black/grey trousers/skirt
Black shoes (the child must be able to run in them safely at play time etc)
Grey, black or white socks

Year 3 & 4
White collared shirt and school tie (optional)
White polo shirt
St John’s Primary School red sweatshirt
Black/Grey trousers/skirt
Black shoes (the child must be able to run in them safely at play time etc)
Grey, black or white socks

Key stage 1

Reception, Year 1 & Year 2
White collared shirt and school tie (optional)
White polo shirt
St John’s Primary School red sweatshirt
Black/Grey trousers/skirt
Black shoes (the child must be able to run in them safely at play time etc)
Grey, black or white socks

NB:- St John’s Primary School red fleece to be worn outside only and should be removed
in school.

Whole school P.E.

St John’s Primary School white P.E. T-shirt
Black shorts

White socks
Navy/black tracksuit
Children in classes 3, 4, 5 and 6 will need a swimming costume, towel and swimming hat
(red if possible, please).

Summer uniform
As above but boys can choose to wear black/grey shorts and girls can choose to wear red
and white checked school summer dresses.

NB:- If a child’s hair reaches their shoulders it must be tied back in a ponytail or
with a head band. Bobbles and head bands must be red, black or white.
Uniform can be purchased from “Just ‘f’ kids”, Washerwall Lane, Werrington.

Clubs and Societies

A Parent/Teacher Association was formed in October 1985. There is no subscription and
all parents and staff are automatically members. Meetings are open to all the parents. The
A.G.M. at which officers are elected is held in the Autumn Term. The A.G.M. provides an
opportunity for discussion and helps establish strong parent/teacher relationships for the
coming academic year.

At St. John's we aim to enable pupils to become more skilful, fitter, self-motivating and
safe in all aspects of Physical Education. We provide a broad balance of physical activities
which instil a positive attitude and enhance individual learning.
Netball, football, tagg rugby, kwik cricket, rounders, athletics, swimming, cross country,
multi skills, and dance and gymnastics instruction is given and teams play against
neighbouring schools and in competitions. Area school sports are also attended.
School sports are held during the summer term on the school playing fields.

School clubs are held during lunchtime or after school. A list of clubs is displayed in

At present we hold:

School Choir, Gymnastics Club, Maypole Dancing
Football Clubs, Homework Club, Sports Club,
Cookery Club, Recorder Group, German Club
Reading Champions, Eco Club, Lego Club, Scrabble Club, Multi Skills, Dance Club

Opportunities exist for the children to join the Rainbow Guides and Brownies of the St.
John's Wetley Rocks Guide Group.

Extended Schools

 Teddy's Garden Nursery, Cheddleton, provides wrap around care for children who attend
St. John’s School. This is registered as St. John’s after school Club. Details can be found
at the school reception.
The before and after school club starts at 8:00am and closes at 6:00pm. The club is
situated on the school premises and is also open during the school holidays.

School Attendance 2009/2010
i) Average Number on Roll of pupils of compulsory school age: 155
ii) % Authorised Absence: 3.8%
iii) % Unauthorised Absence: 0%

The information provided was correct at the time of print but may be subject to
amendment at a later date.

Key Stage 2 SAT’s Results 2010

No of pupils 27
English Level 4+ = 96.3% Level 5 = 59.3%
Maths Level 4+ = 92.6% Level 5 = 70.4%

Key Stage 1 SAT’s Results 2010

No of pupils 29
Reading Level 2B+ = 89.7%
Writing Level 2B+ = 79.3%
Maths Level 2b+ = 96.6%