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					      Sutton Veny Primary School
     (Church of England Controlled)
              High Street
              Sutton Veny
              Warminster
               Wiltshire
               BA12 7AP



Head Teacher: Miss Rachael Brotherton
  Chair of governors: Mr Ben Hamer


An outstanding school of high quality
       (OFSTED July 2007)




              Tel: (01985) 840428
              Fax: (01985) 840075
     e-mail:   admin@suttonveny.wilts.sch.uk
      Website: www.suttonveny.wilts.sch.uk
PREFACE

Sutton Veny School provides excellent teaching and personalised education to promote
the rounded development of children. We aim to ensure they are confident and able to
recognise their value to our community and society through an understanding of choice
and diversity in the world around us. There remains, at heart, a central core of Christian
values which, our founders would recognise, characterised by care for each individual,
our neighbours and our world.

The 19th century founders of our school could never have imagined the educational
developments and opportunities today. Their ideals of providing a modest and worthy
education for the village children of Sutton Veny have long been overtaken as we now lay
foundations for their success in an increasingly complex and demanding 21st century.
Yet there remains, at heart, a central core of Christian values, which our founders would
recognise, characterised by care for each individual, our neighbours and our world.

As Governors, it is our duty and privilege to hold fast to that, which is good, whilst at
the same time to take full advantage of all that is offered for the school and for the
children. We are very proud of our beautiful site, unusually attractive buildings, and a
supportive community. With such blessings, there is nothing that our staff and our
children cannot achieve and we invite your involvement and encouragement in partnership
with them and with us.
The School Governors

Sutton Veny School Church of England, Voluntary Controlled (VC) Primary School.
In accordance with the school‟s Trust Deed, and as interpreted by the governing body of
the school, acts of collective worship reflect the Christian foundation of the school,
offering worship with specific Christian content but with an open and broad quality. The
local Anglican parishes play an active part in the delivery of Acts of Worship at the
school and regular services in the church.
As such, active and positive links are maintained with the local Anglican Churches. The
team Rector is a member of the governing body and two other foundation governors are
nominated from the PCC‟s of the local Church of England parishes.
The church seeks to support, encourage, and work with the school in the promotion of
excellence in its educational vision and the quality of formal and informal provision of
religious, spiritual, cultural, and moral education.

Sutton Veny CE Primary is an outstanding Church of England school with an all-
pervading Christian ethos…
Diocesan Inspection Report 2007




                                                                                         2
Contents
       Background                           4
       The School                           4
       Facilities                           5
       Organisation                         5
       Admissions                           6
       Pre-School                           6
       Full-Time Schooling                  6
       Secondary School                     6
       Partnership with parents             7
       Communication with Parents           7
       General Information                  8
       Safety and Security Procedures       8
       School Lunch                         9
       Behaviour and Discipline             9
       School Clothing                      10
       Medical Information                  11
       Illness                              11
       Absences                             11
       Visits                               12
       After school clubs and activities    12
       Payment for school activities        12
       Friends of the School                12
       Special Educational Needs            13
       Accessibility                        13
       Curriculum                           14
       Subjects and themes                  14
       The Community and the World Beyond   17
       Religious Education                  18
       Assessment and reporting             18
       Charity Fund Raising                 18
       Index to Appendix                    19




                                                 3
BACKGROUND

There has been a school in the village of Sutton Veny since the 1850s. The original site
is now a private dwelling just off Duck Street. The present building was sympathetically
extended in 1969 to accommodate children from local villages where schools were
closed. To accommodate the increasing number of children in the school two further
classrooms were completed in April 2000 and November 2003.
The children at the school come from a wide and varying „catchment area‟ encompassing
not only the village of Sutton Veny itself, but also the surrounding Deverill Valley to the
West, and Tytherington, Corton and Heytesbury to the East.

THE SCHOOL

Sutton Veny School is for children between five and eleven years old. We need to
remind ourselves that the children in school today will be adults working in society in the
2020‟s ; it is essential that they are able to cope with the ever-changing nature of the
world in which they are growing up. The underlying philosophy aims to provide the
children with a range and variety of experiences in order that they achieve their
maximum potential.

Sutton Veny CE Primary School has a longstanding reputation for high standards and
outstanding achievement. The school has maintained its status as an Investor in People
since 2000, and for three consecutive years successfully took part in the Wiltshire
Business of the Year Award for the exceptional quality of the Training and Development
of Staff.

Sutton Veny CE School received Beacon Status in September 2002, having met the
strict criteria as a school which is:
high performing, provides a good quality of education and delivers high standards for all
their pupils.
In addition to Beacon status, the school was named in the Annual Report of the Chief
Inspector of schools in 2003 and again in 2007, which uses Ofsted and other measures
to identify the top 10% of schools nationally.

In 2003, the school piloted an „enrichment programme‟ for the children in response to
the government‟s drive for Excellence and Enjoyment in the curriculum. From this,
Sutton Veny‟s was selected to be featured on the DfES website as School in Focus for
its contribution to the remodelling agenda.

In September 2005 and again in 2008, the school gained the British Council
International School Award, and was deemed outstanding in this area in the most recent
HMI inspection in July 2006. This recognises the diversity and breadth of the schools
international dimension.

The most recent Ofsted Report published in September 2007 found the school to be
Outstanding in every category. Following this, the school was selected by the National
College for School Leadership to become one of 120 National Support Schools,


                                                                                          4
recognising the work the school continues to undertake in its role of supporting other
schools.

The school actively participates in a range of competitive sports and consistently enjoys
success at a local level. Community involvement is strength of the school, particularly
through the ANZAC links and other established partnerships within the local and wider
community.

FACILITIES

The school is attractive and well equipped, with full use of the village hall, an adjoining
building, during the school day. We have a well-equipped computer suite providing
opportunities for children to develop their skills in information communication
technology (ICT) and all classrooms have, and make extensive use of Interactive
Whiteboards to enhance the learning and teaching. The original kitchen has been
transformed and was officially opened as The Anzac Hall, by Col. Michael Hickey, on
April 24th 2009. In addition to displaying a wealth of Anzac collections, resources and
memorabilia, the room has been refurbished as the ICT suite.
Both the school and village hall have disabled access and toilet facilities.
There is a central courtyard, affording secure and sheltered outdoor play opportunities
for the youngest children with access for all to the extensive playing fields on site. In
all outdoor facilities give many opportunities for a variety of P.E. activities, in addition
to boundless resources for environmental investigations and studies nearby.
The Sports Centre in Warminster offers the use of its indoor heated swimming pool and
gymnasium.



ORGANISATION

The school organisation is seven classes (Sept 09), mainly with single year groups,
although it is usual for some classes to be mixed ages of children. Acquisition of the
basic skills is core to our teaching and these are fully integrated within a broad and
enriching curriculum. In both Key Stages children learn about the historical,
geographical, and scientific aspects of life through 'topics' of study.
Classes sometimes combine for activities such as games or swimming. Specialist teaching
is used wherever possible throughout the school.
Details of current school organisation can be found in the appendix.



“Throughout the school there is a very effective focus on promoting reading, writing
and Numeracy skills…the pupils‟ enthusiasm is increased through the extensive range
of exciting activities on offer. Teachers make effective links between subjects and
use real events to promote leaning”
(OFSTED 2007)




                                                                                           5
ADMISSIONS

As a Voluntary Controlled primary School, the Local Authority (LA) is responsible for
agreeing admissions to the school. Information can be obtained from the LA, local
libraries, or pre-school settings.
The State now entitles children to part-time education from four years old. In village
schools such as ours we are fortunate in having a pre-school group on-site, thus enabling
us to offer a „joint arrangement‟ for the education of four year olds. Every child is
eligible to participate in this programme the term before starting school full-time,
subject to a pre-school place being available. For those who attend pre-schools
elsewhere, the school provides an induction programme leading up to them commencing
full time schooling.

PRE-SCHOOL

We have a separate booklet, „Pre-school Links‟, with information particularly concerned
with pre-school children. The recent Ofsted Report on the Pre-school states:

The organisation at the pre-school is excellent. The staff and committee work together
     effectively to ensure they provide good care and education for the children…

We hope that you feel able to support and use the excellent playgroup that is adjoining
the school. Information can be found in the Appendix.

FULL-TIME SCHOOLING

Children begin full-time school at two points in the year, depending on when they reach
the age of five. Usually, those children whose birthday falls between 1 September to 31
December start in September, and those whose birthday falls between 1 January and 31
August start in January. These dates may vary slightly from year to year if numbers of
children due to start are imbalanced.
We hope that both parents and children will take the opportunity to visit the school,
meet the staff, and participate in our joint arrangement or induction programme before
their official start at school.
On enrolment, parents are required to fill out a short form with details about their
child, medical information and contact numbers for both parents in case of illness or any
emergency. For the well-being and safety of your child we insist on notification of any
changes of information.



SECONDARY SCHOOL

Children aged eleven transfer to Year 7, Secondary Education. The local comprehensive
is Kingdown Community School, in Warminster, where our staff and children have close
links during their final year. The Head and staff give an informal talk for parents, and
the children themselves spend a day at the school, giving them the opportunity to see
the school, facilities, and staff.


                                                                                          6
PARTNERSHIP WITH PARENTS

Engagement with parents is fundamental to the establishment of strong links between
home and school. We firmly believe in this partnership and parents are welcomed and
encouraged to involve themselves in the life of the school. Some parents are able to
offer a regular commitment to work with the children or support the teacher with
administrative tasks; others prefer to support the children for specific activities or
events. This is just one way of maintaining links with school and during the year you will
find other opportunities to see the school at work. The school has rigorous procedures
for the safeguarding of the children and anyone offering to help in school will be asked
to complete a CRB (Criminal Records Bureau) check.

“Excellent links with Parents, carers and support agencies ensure that pupils‟ needs
are well understood and provided for.”
(OFSTED 2007)

COMMUNICATION WITH PARENTS

At the start of the school year, parents are invited to the Back to School Night where
the class teachers talk about their planning and organisation for the year, discuss the
'routines' within their classes and set out our expectations and your role in supporting
us to achieve these. More formally, parent meetings twice a year give an opportunity to
discuss your child‟s progress individually with the class teacher. Reports are sent out in
March and details and dates for these meetings are given at the start of the year in the
calendar.
We appreciate how busy and full life is for most of you, but do stress the importance of
developing this contact between home and school, so that we work in partnership for the
good of your child.

A newsletter is sent home termly, with information and details of events in school, so
that you know what is going on even if you are unable to come in for yourselves. The
website has more information about the school and individual classes, with resources to
support your role as parents. The latest newsletter is available on the school website at
www.suttonveny.wilts.sch.uk. and information is updated regularly.

A parents‟ notice board helps to keep you informed of ongoing events and weekly
activities, not only in school but also within the community as a whole. The board is in the
courtyard entrance lobby and is also posted on the web site. At the start of year all
parents receive a school calendar with details of dates, events, and meetings for the
forthcoming year; the termly newsletter provides updates and reminders to this.

Schools are required to set out home-school agreements which parents are obliged to
sign. This agreement sets out the school's aims and values, our responsibilities in
relation to all our pupils, our expectation for the pupils, and your responsibilities whilst
having a child registered at the school. The contract is enclosed for you to sign and
return to school.




                                                                                               7
Each term parents have the opportunity to attend a focus meeting with the
Headteacher, where parents can raise and discuss any issues they may have relating to
the leadership and management of the school and its educational provision.
Even if you are unable to attend these meetings, then please do not hesitate to ask if
there is something you need to know or have a concern about.
If your concern relates to your child then contact Dawn to arrange to see the class
teacher; similarly, if we have concerns we will arrange to see you!

Parent workshops and invitations to participate in lessons are detailed in the year diary.

The school‟s commitment to developing home school links is founded on the firm belief
that school is a three-way partnership of parents / children / teachers and every effort
is made to strengthen and develop this within the school.

GENERAL INFORMATION

School times: Monday - Friday          8.55am - 3.00pm
The school session times are as follows:

                KEY STAGE ONE                                  KEY STAGE 2
                Registration 8.55-9.00                  Registration 8.55-9.00
                Break        10.30-10.45                Break        10.30 – 10.45
                Lunch        12.20-13.25                Lunch        12.30-13.25
                Afternoon    13.25-15.00                Afternoon    13.25-15.00
                Worship 15 minutes                      Worship 15 minutes

The morning break is 15 minutes and milk is available – you will need to register with
Cool Milk for Schools (please ask the Administrative Officer for the relevant forms).
The school participates in the government Fruit and Veg Initiative, providing a healthy
snack for all children in Foundation 2 and Key Stage One. If you would like to provide
your child with a snack at break time, the school policy is for this to be „healthy‟. Fruit
or cereal bars are encouraged rather than crisps or a biscuit.



SAFETY AND SECURITY PROCEDURES

To minimise the dangers of cars moving in and out of school, the school car park is
exclusively for staff. Parents are requested to park their cars on the road. Every effort
is made to minimise traffic and parking problems in the village and parents are
encouraged to car share or use other services available. As part of our Travel Plan we
include details of routes and access to the school. Please show consideration to those
who live in the village when parking.
At the start of the day, staff are on duty to „Meet and Greet‟ children at the car park
entrance either from their cars or from the school bus.
Once the morning session has begun the courtyard gates and school doors are closed.
Access into school is by the main reception entrance. Please help to keep the school
secure by firmly shutting any doors you enter or leave by.




                                                                                              8
At the end of school, children in Auckland class wait in the classroom until their
parents arrive to collect them. Brisbane and Canberra class parents are requested to
wait outside the classroom doors at the end of school. Your child‟s safety is paramount
and if a „friend‟ is collecting, regularly or occasionally, you need to let us know in writing
so that we are clear about whom your child is leaving with.
Many of the older children make their own way home, and all these leave school
independently. Those due to be collected are dismissed from class and told to return to
the classroom if their parent or the person due to collect them has not arrived. We
strongly advise that children riding bicycles to school have attended „Bikeability‟ and this
programme runs during the summer terms.
For those children travelling on the school bus, a teacher is responsible for putting
them on the bus, and details of collection are available at school. A regular daily register
is taken for these children and kept in the office to update if necessary during the day.
School procedures and guidelines for children travelling by bus are posted on the
website.

SUPERVISION

A member of staff is available to supervise children ten minutes before and ten minutes
after school time:    8.50 - 9.00 am and 3.00 - 3.10 pm
Please note that children in or around the school before or after these times are
NOT legally our responsibility and we ask that you try to deliver and collect them
promptly. Morning break is supervised by two members of staff.
We have a band of lively lunch time play leaders who supervise lunches and playtime, all
year round – whatever the weather! The lunch time staff aim to help the children to
develop their social skills while playing together and actively encourage them to eat in a
calm and civilised manner.

SCHOOL LUNCH

All children are required to bring their own packed lunch. For safety reasons, glass
bottles are not allowed, and again the school expects parents to provide a suitably
„healthy‟ lunch for their child. The website contains some links with information from the
Schools Food Trust.
The school works in partnership with The Ginger Piggery, a local Farm enabling us to
offer a locally sourced cooked lunch each Tuesday. This needs to be pre-booked and The
Ginger Piggery strictly adheres to deadlines.
If you are entitled to a free school meal please be sure to notify the Admin Officer so
that arrangements to provide a daily lunch can be made for your child.
Milk is available at break time – parents must register with Cool Milk for Schools Ltd.



BEHAVIOUR AND DISCIPLINE

The behaviour and quality of relationships within the school community are exceptionally
good. The example and attitude of all adults within the school encourage high
expectations for good behaviour and high standards of work. This provides a working
environment where children experience high levels of challenge without stress; they feel


                                                                                            9
comfortable and secure, not only in class but also throughout the school. We try to
develop the children‟s understanding of their responsibility not only to themselves but
also to the school community at large.

We have clear procedures for dealing with allegations of bullying and our policy is
available on request.
If a child persistently behaves inappropriately, we will ask to talk to the parents to
agree a plan so that by working together we can support your child. Exclusions are
extremely rare in our school.




                                                                                          10
SCHOOL CLOTHING

School clothing is available to buy in school and you will find a form enclosed in your
starter pack. Alternatively, forms are available from Reception.
All clothing MUST be clearly labelled

Uniform
We expect children to wear the school colours of grey and emerald green. During the
summer, girls may prefer a green and white gingham dress, boys a white or green short-
sleeved polo shirt. Footwear needs to be practical, comfortable and appropriate.

P.E. uniform
It is essential that children have appropriate named clothing for all P.E. activities in
school daily and we ask that a drawstring bag be provided to keep PE clothes in.



Footwear
All children need a pair of plimsolls or trainers in school for indoor P.E. lessons and
playground activities. The juniors will need an additional pair of boots (or similar) for
football and P.E. activities on grass.

Clothes
A pair of plain black or white shorts and plain or school T-shirt is needed for both
indoor and outdoor P.E. but, during the winter months, children are allowed to wear black
jogging pants for outdoor P.E.
For swimming you need towel, costume, and hat (preferably), which must be clearly
marked and kept together on swimming day in a named waterproof bag. Many of the
younger children wear joggers as an alternative to full uniform on swimming days.
The school discourages the use of goggles unless parents request it in writing to the
office.

SECOND-HAND SCHOOL CLOTHING
Second-hand clothing in good condition can be given back to School. It can be bought
from School for a small donation and sometimes a stall is available at school fund-raising
functions.

LOST PROPERTY
We manage to accumulate a vast quantity of items and the unclaimed property is
discarded at the end of each of the 6 school terms.




                                                                                            11
MEDICAL INFORMATION

A booklet containing information of the LA services is provided for the parents of new
entrants. Teachers can request a full medical examination for your child from the school
doctor, to which parents are invited. Please try to attend these appointments with your
child. We are required to have your consent or presence for this medical to proceed, so
even if you are unable to attend it is essential that you return the consent slip.

The School Medical Service does not check heads for evidence of lice or nits. Please
check your child‟s head once a week, and if necessary treat the hair with the
recommended lotion. This is available on prescription from your doctor or at most
chemists. If children are in school with head lice then we ask that you remove them to
treat them immediately. It is helpful if parents notify us if their child has head lice so
that we can circulate a letter to parents of children in the same class (or classes!) to ask
that checks and if necessary treatments are carried out as soon as possible.



ILLNESS

If your child is unwell, please do not send him/her to school where the health of others
is likely to be affected.
When your child is well enough to return to school we would expect that he/she will take
part in all usual activities including break time, swimming and P.E.

Staff will not administer medication during the day and we ask for your co-
operation with this. A copy of our policy on administration of medicine during the
school day is available on request.

Since we lack the facility and staffing to look after children taken ill during the day, we
appreciate a phone number where we can contact you so that your child can be collected
and cared for properly.



ABSENCES

If your child has been or is due to be absent from school, we need to be told, otherwise
this is considered an unauthorised absence. If your child needs to leave school during
the day for an appointment or any other reason, again the school must be informed. For
infant aged children, permission is given on the understanding that an adult known to the
school will collect and return your child from class.
It is also necessary to sign your child out (and then in again) if you remove him/her after
registration, or if he/she is late for registration. This is for your child‟s safety.

New guidance is now in place for holiday absence during term time. Parents need to
notify the school of the intended absence and where it exceeds 5 days (over a 6 month
period) a fixed penalty of £50 will be issued. These are only authorised at the




                                                                                         12
headteachers discretion in exceptional circumstances. Further details can be found in
the website ABSENCES section.
VISITS
It is usual for the school or individual classes to make educational visits connected with
classroom work. The older children usually have the opportunity to go on a residential
visit during the year, and this is usually planned ahead to take place in September.
Details of all these are given during the school year.

AFTER SCHOOL CLUBS AND ACTIVITIES/ EXTENDED SERVICES

We provide a range of extra-curricular activities in and out of school throughout the
year for children in Key Stage Two; these vary according to staff availability, expertise
and the seasons. It is usual for netball and football clubs to be held in the autumn and
spring terms, and fixtures are arranged with local schools. Your support for these is
always welcome and appreciated. All details of clubs are regularly announced and
updated in our newsletter.
Information about collection of children after clubs is included in the letter
detailing clubs for the year. It is vitally important that parents follow the guidance
for their child‟s safety.
The school continually considers opportunities for additional services beyond the school
day. In the meantime we „signpost‟ after school care in the locality and include
information on a full range of sporting and fitness activities available to the children.
Details are available on the school website.



PAYMENT FOR SCHOOL ACTIVITIES

The 1988 Education Act states that charges may not be made for activities, which the
school offers its pupils during the school day. Any transport required must be free.

However, we are able to ask parents to make a voluntary contribution to finance school
activities, such as swimming. If you have a query, confusion or concern regarding this,
please do not hesitate to contact us; if we know in advance we can subsidise costs for
individual children or families. The School‟s Charging Policy is available from reception,
should you require a copy.



FRIENDS OF THE SCHOOL

We are fortunate in having thriving and supportive Friends of the School Association
(FOS). Throughout the year a variety of events and activities are planned - some fund-
raising, others purely social, to complement and extend our links with the community.
Fund-raising is an important element of this Association, and the school values and
appreciates the hard work and time that this involves. We do ask that where possible
you find the time and energy to support these events.
The Friends of the School have produced a welcome pack especially suited to parents
who are new to the area. A copy is available from members of the committee.
Further information and a list of committee members are enclosed in the Appendix.


                                                                                         13
SPECIAL EDUCATIONAL NEEDS (SEN)

Mr Lewis is the schools SENCO (Special educational Needs coordinator)
Our SEN policy has been produced in consultation with the staff, governors and parents
of the school. The school provides an inclusive and caring environment for all children to
receive a rich and full education. Teaching is structured to give children of all abilities
the opportunity to reach their full potential. Recognition is given to the needs of those
with low attainment and high attainment through our policy statement.

We seek to identify and assess each pupil‟s needs early in school life in order to plan
effectively. The school uses a range of programmes to support the learning and ensure
children make progress.
Children with special education needs (SEN) have the right of admission to our school as
stated in the schools admission policy. This includes meeting the pupil‟s physical SEN
within the constraints of the school building. A full copy of the policy is available from
reception.

ACCESSIBILITY

The SEN and Disability Act (2001) amended part 4 of the Disability Act (1995) by
placing new duties on LAs and schools in relation to disabled pupils and prospective
pupils. From September 2002, it has been unlawful for schools and LEAs to discriminate
against disabled pupils in their admissions and exclusions, education and associated
services.

There are three main duties:
    1. Not to treat disabled pupils less favourably
    2. To make reasonable adjustments to avoid putting disabled pupils at a substantial
         disadvantage
    3. To prepare accessibility strategies (LAs) and accessibility plans (schools) for
         increasing over time the accessibility of schools for disabled pupils (the „planning
         duty‟)
The duty not to discriminate covers all aspects of school life, including extra-curricular
activities, educational visits and school trips. The duty to make reasonable adjustments
refers to the full range of policies, procedures and practices of the school.
The governors ensure they review the school‟s accessibility plans annually.




                                                                                           14
CURRICULUM

The quality of teaching is outstanding, accounting for the exemplary progress made
by the pupils. In every class, pupils are engrossed in their learning and there is an
atmosphere of calm, purposeful endeavour.
OFSTED 2007

Every Child Matters states the Government‟s pledge that all children have the
entitlement for an education that will enable them to take a full part in society and:
     Be Healthy
     Stay Safe
     Enjoy and achieve
    1. Make a positive contribution
     Achieve economic well-being
The specific skills children acquire to enable them to achieve the outcomes in these five
areas of learning are detailed below.

The key to meeting this entitlement for children is rooted in the schools Personalised
Learning Agenda to enable children to progress within a framework of high standards.
At Sutton Veny, it is a strategy for:
       -Shaping teaching to address the ways in which different children learn
       -Taking the care to nurture the unique talents of every pupil.
       -Empowering children to develop self knowledge in order for them to be have the
       skills to identify and improve their capacity to learn and succeed
       -Engendering the independent study skills that will enable them to be life-long
       learners.
Guidance and support can be found on the school website.



THE NATIONAL CURRICULUM
There has been a National Curriculum in England since 1988.
The National Curriculum sets out the broad areas and common subjects that children in
state schools in England learn. Teachers have to use the National Curriculum as a guide
or framework, to make sure that the required knowledge and understanding in all
subjects are fully covered and acquisition of key skills addressed.
The primary curriculum clearly states the expectations for learning at different stages
of the primary school. This means that parents and carers can be confident that
children have learnt core knowledge and skills and have explored a wide range of topics,
in preparation for their transition to secondary school.
In 2011 changes will be put in place to provide children with a more creative curriculum.
The new curriculum has 6 areas of learning –
     Mathematical understanding
     Historical, geographical and social understanding
     Understanding English, communication and languages
     Scientific and technological understanding
     Understanding the arts
     Understanding physical development, health and wellbeing.


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  At Sutton Veny these recommendations are already being addressed through our
  school‟s curriculum map – well ahead of the deadline for the introduction of the
                                 curriculum in 2011.

SUTTON VENY CE PRIMARY SCHOOL CURRICULUM:
Across the school there is a strong focus on English, maths and ICT (information and
communication technology). This includes emphasis on encouraging children to develop
their spoken English well and to apply maths in everyday situations, like counting and
measuring.
There is a commitment to encouraging personal development – to help children grow up
happy and healthy. This emphasises developing children‟s confidence, enhancing their
ability to learn, and helping them to grow up to become responsible adults.

Essential skills for learning and life
These essential skills apply to every age and stage of learning at our school and are part
of the daily curriculum.
These are:
     Literacy – which includes reading, writing, talking and listening
     Numeracy – which includes using numbers, using mathematical tools and
        representing information in charts and graphs
     Information and communication technology (ICT) – which includes using
        computers to find and share information and using technology to work together.

Other core skills are developed across all areas, ages and stages – we call these strands:
    Learning and thinking skills – which include investigating and looking for patterns
    Personal and emotional skills – which include working independently and setting
       goals
    social skills – which include taking turns, sharing and understanding other
       people‟s feelings

THE CURRICULUM FOR THE SIX AREAS OF LEARNING
MATHEMATICAL UNDERSTANDING

Mathematics helps children to make sense of the numbers, patterns and shapes they see
in the world around them. It helps children to learn logical ways of thinking, which in
turn helps them to apply problem-solving skills to other subjects. Children learn to
explore and explain their ideas using symbols, diagrams and spoken and written language.
Opportunities for children to develop these skills are part of their everyday experience
throughout the school.
Once they have a good grasp of the basics with numbers, including simple fractions,
patterns and shapes, they are ready to move on to learn and to work out more complex
problems in their heads, on paper and using ICT. They develop a deeper understanding of
maths through practical activities and by applying their knowledge to problems and
situations from the real world. They look at the different ways in which mathematics
can be used to make sense of data and to help make decisions.




                                                                                         16
HISTORICAL, GEOGRAPHICAL AND SOCIAL UNDERSTANDING

This area of learning stimulates curiosity about the world and how our children fit within
it. Children learn about and are able to interpret the world around them – from their
own local area to the global community. They learn how the present has been shaped by
the past, and about changes over time. As well as using maps and learning about
important places, dates and people, they look at the links between them, and explore why
they are different.
Children also look at important themes, such as the impact of transport and changing
technology on society, poverty and the use of resources. They become aware of how
different communities live and work together. As they get older, their growing
understanding helps them make more sense of the world and prepare them to play an
active role within it.
This area of learning is covered through our topic cycle at both Key Stages. We look for
a range of opportunities for fieldwork, visiting museums, buildings, galleries and sites to
give the children first hand experience in this area of learning. Second hand learning
supports this where children learn to use different kinds of information, such as
documents, photographs and artefacts, as well as maps, weather data and online tools.
As well as these skills being developed through discrete teaching, they are enhanced
through our Themed weeks.

 The school has gained recognition for its quality of learning in this area with the
                    GOLD GEOGRAPHY MARK award in 2009.



UNDERSTANDING ENGLISH, COMMUNICATION AND LANGUAGES

Skills in speaking, listening, reading and writing are central to success in every subject
and to better chances in life, both at home and abroad. Opportunities for children to
develop these skills are part of their everyday experience throughout the school.
Children develop confident literacy skills, but also learn about the power of
communication, how language works, and how languages change. They understand how
language, literature and different media can fire the imagination, influence people and
be used in different ways to express and share ideas.
Encouraging children to read widely for pleasure from an early age is essential. Our
PACT (Parents and Children Together) gives ideas for you to support your child‟s
learning.
At least one modern foreign language must be studied in primary school from age 7. The
choice of language is decided locally, and is dependent on which languages are taught at
the local secondary school. This is currently French and is taught across the school
through our enrichment programme.

SCIENTIFIC AND TECHNOLOGICAL UNDERSTANDING

With the right support, children can become experts at exploring and understanding
nature and the world around them. This area of learning supports this aim and shapes it




                                                                                        17
into an appreciation of experimental methods and of testing new ideas properly. Children
explore different scientific instruments, carry out their own investigations and review
others‟ results. The curriculum explores recycling, different types of material and the
history of science, as well as mathematical methods for analysing data.
At Key Stage 1, the curriculum begins with activities such as describing everyday
materials and how to manipulate them, as well as how to keep living things alive and
healthy. In later years, different forces are investigated, how light and sound travel,
and which processes are reversible and which not, as well as the functions of the human
body and plant systems, including life cycles and reproduction.
As their understanding grows, children gain awareness of the ways in which learning in
science and design and technology inform other areas of learning, including historical,
geographical and social understanding. This helps them to make informed choices about
the way they want to live in and shape the natural and made worlds.
Children of all ages carry out their own investigations, using their scientific knowledge
and understanding to decide what kind of evidence to collect and what equipment and
materials to use. They are encouraged to suggest the results they expect and explain
their observations and the significance and limitations of the conclusions they draw.
As well as these skills being developed through discrete teaching, they are enhanced
through our Themed weeks and Focus Weeks in Science and Technology.

UNDERSTANDING THE ARTS

This area of learning includes art, craft and design, dance, drama and music. It teaches
children specific skills as well as how to use the arts to express their thoughts and
feelings. Through the arts, children develop original ideas, explore issues and solve
problems. Children at Sutton Veny take part in different activities – from singing
in our Voice Tuition lessons to composing their own music. In drama, they create and
take part in performances for each other, the school and the wider community. They
also have regular opportunities to see live or recorded professional productions and work
with musicians and performers.
The Arts are all about developing and applying creativity and imagination and at Sutton
Veny we ensure the children have ample opportunities to develop these skills by
integrating them across other subjects in exciting ways. Drama is a great example. It is
a powerful arts subject that also enhances children‟s language development through role
play in the early years. Theatrical work can enrich historical and religious studies as well
as personal development and can help to build children‟s confidence.
The Arts provide a wealth of vital experience to excite children‟s imaginations and
develop their creativity. This area of learning encourages them to participate actively,
to try out different possibilities, and to communicate meaning to different audiences
through a variety of media and contexts. Children discover the value of focus, discipline
and practice and the importance of working together on shared projects. Taking part in
the different arts themselves and experiencing a range of art forms helps children to
develop an aesthetic sense, and also help them to understand different viewpoints,
identities and cultures. As well as these skills being developed through discrete
teaching, they are enhanced through our Themed weeks.

      The school was awarded ARTSMARK Silver in 2008 and has retained the
                      International School Award since 2004


                                                                                         18
UNDERSTANDING PHYSICAL DEVELOPMENT, HEALTH AND WELLBEING

This area of learning covers a variety of skills, knowledge and attitudes that help
children to lead happy and healthy lives, as well as team and individual sports. Indoor and
outdoor activities include working as a team, as well as outwitting opponents and winning
competitions. There is at least five hours a week of sport and activity in and outside
school hours.
Children learn about their changing bodies and the importance of nutrition and rest,
helping them make informed choices and lead healthy, balanced lifestyles.
Through team and individual sports, games and enjoyable physical activities, they learn
to increase body control, coordination and dexterity. They learn to reflect on and
evaluate their own performance, and see the links between how their bodies work and
healthy lifestyles.
Children learn about their responsibilities both as individuals and members of groups,
and about what is right and wrong. They learn to compete fairly and to cooperate as
individuals and in groups and teams, understanding their own and others‟ roles.
The older children play inter-school fixtures and participate in a number of local events
and activities.
  Sutton Veny has consistently met the requirements for ACTIVEMARK since 2006.

Children learn how to recognise and control feelings and emotions. They explore why
people work and the different jobs they do, and start to learn about managing money.
The school council manages their own bank account and is expected to raise funds and
budget expenditure on behalf of the school as a whole.
In later years, sensible attitudes towards alcohol, relationships and balanced lifestyles
will be explored.
To enjoy healthy, active and fulfilling lives, children must learn to respond positively to
challenges, to recognise and manage risk and to develop their self-confidence and
physical capabilities. Such learning lays the foundations for long-term wellbeing and
contributes
to children‟s mental, social, emotional, economic and physical development.
            Sutton Veny has retained the Healthy School Award since 2007




MAKING A POSITIVE CONTRIBUTION TO ONESELF, THE COMMUNITY AND
THE WORLD BEYOND

A role of the school has always been to equip its pupils for the world of work and the
wider community. This is chiefly achieved through delivery of curriculum for Citizenship.
At Sutton Veny, we achieve this by involving adults other than teachers in the school.
Volountary helpers, support staff, and Mid-Day Supervisory Assistants are all an
important part of the school staff; parents and friends helping in the classroom extend
this contact.




                                                                                          19
The school continues the tradition of commemorating the lives of those Anzac soldiers
who died in Sutton Veny during the First World War following the outbreak of Spanish
Flu. With this, we have developed strong overseas links in New Zealand and Australia,
visitors, and relatives of those who died, frequently contact the school, or visit to share
memories and gain information from our expanding range of resources. Our class names
reflect this link and recognise our commitment to the Anzac. Each year the school has a
service on Anzac Day in remembrance of those who died; the children continue the
tradition of making and laying a posy on each of the war graves.
We establish and develop school links with industry in the locality, through farming
visits and other activities, visiting or being visited by friends in the community. Through
a variety of contacts with the school, we encourage the children to develop positive
attitudes towards a culturally diverse society and the world of work.

After-school clubs, inter-school fixtures, tuition at the local comprehensive, and
participation in the town‟s recreational activity programmes all encourage the children to
make creative use of leisure time.

There is a strong tradition of community spirit at Sutton Veny, and the children
entertain the elderly seasonally. We also aim to find many diverse ways of involving the
school in the wider community.

The school has consistently achieved local and national recognition for our business in
the community links. In 1994, the school was the south-western overall winner in a
national Industry Link Award for its work with Marks and Spencer‟s on clothing design
project. In 1997, we submitted packaging designs for use by Lyons Seafood. In the
Wiltshire Business of the Year Awards for 2001, the school was successful in winning
the Training and Development category, and was runner up in 2000 and 2002.

CHARITY FUND RAISING

Apart from the activities of the Friends of the School that benefit the children of
Sutton Veny School, the school also supports the work of a small number of charities
each year. We see this as an important part of education, encouraging the children to
work towards the needs of others.

RELIGIOUS EDUCATION

There are local programmes of study for religious education, which are agreed in each
area by the local authority with help from schools, faith groups and others. Suggested
content and guidance is available in the National Curriculum for primary schools as well
as for secondary schools, but schools do not have to use this content. Parents can also
discuss how religion is taught with the school and can choose to withdraw their child
from all or particular aspects of religious education.




                                                                                          20
ASSESSMENT AND REPORTING

The main purpose of assessment is to improve pupils‟ performance. This is a continuous
process, which informs the teachers planning of future learning through them observing
children‟s approach to a task, and how they sustain involvement in it and the skills they
bring to bear on it, as well as the quality of the finished product.
Parents have the opportunity to consult with staff twice a year. Each child has a
portfolio containing samples of their progress and attainments.
Full details about arrangements for reporting to parents are circulated at the start of
the new school year.




                                                                                       21
LIST OF APPENDICES




List of School Governors

Staff names / appointments

Complaints Procedure

Charging Policy

Free School meals Entitlement

School terms and holidays

Pre-school information

Friends of the School

Sex Education Sub-policy statement

Health and Safety sub-policy statement

Bullying Procedures

Current School Policies and Procedures

Bad weather contacts




                                         22
APPENDIX 1

LIST OF GOVERNORS AS OF MAY 2010

HEAD TEACHER (1)
Miss Rachael Brotherton

CHAIRMAN OF GOVERNING BODY
Mr Ben Hamer

FOUNDATION GOVERNORS
Mr Julian Stapleton
Mrs Nina Jackson
Mr John Tomlinson

LOCAL EDUCATION AUTHORITY
Mr Ben Hamer
Mr Eric Price

PARENT GOVERNORS
Mrs Penny Southby
Mrs Caroline Bourne
Mrs Marie Jones

COMMUNITY GOVERNOR
Mr Graham Shingleton

TEACHER GOVERNOR
Mrs Brenda Sealy

STAFF GOVERNOR
Mrs Maggie Landry

MINUTING CLERK
Rebecca Santhouse




                                   23
Appendix 2

STAFF APPOINTMENTS / TEACHING (SEPTEMBER 2009)
RECEPTION: AUCKLAND
Mrs Brenda Sealy                       Deputy Head
                                       Senior Leadership Team
                                       Early Years/Foundation profile
                                       Mathematics
                                       Music
Mrs Yvette Phillips                    Teaching Partner

YEAR ONE: BRISBANE
Mrs Stella Anstey Tue-Fri                  Art
                                           Design Technology
Mrs Alison Dale     Mon                    ICT
                                           Singing
Mrs Jill Steer                             Higher Level Teaching Assistant

YEAR TWO: CANBERRA
Mrs Maggie Landry                          Assistant Head
                                           Senior Leadership Team
                                           School Sport Partnership
                                           Community Liaison
Mrs Ann Sheppard                           Teaching Partner

YEAR THREE: DARWIN
Mrs Sallie Boyd  Mon-Wed                   Senior Teacher
                                           History
                                           RE
                                           PSE/Citizenship

Mrs Penny Southby   Thu-Fri                MFL (French)
Mrs Nicky Barnard                          Higher Level Teaching Assistant

YEAR FOUR: ELLISTON
Miss Charlotte White
Mrs Dawn Hards                             Teaching Partner

YEAR FIVE: GERALDTON
Miss Lucy Walker
Mrs Louise Nash                            Teaching Partner



YEAR SIX: NELSON
Mr Adam Lewis                              SENCO
                                           Science

Mrs. Cheryl Young                          Teaching Partner


                                                                        24
STAFF APPOINTMENTS / NON TEACHING



Miss Rachael Brotherton                   Head Teacher



Administrative                            Mrs Dawn Elliott
& Financial Officer

Reception                                 Mrs Maria Bodymore

MDSA                                      Mrs Louise Nash
                                          Ms. Julie McComish
                                          Mrs Sarah Cripps
                                          Mrs Dawn Hards
                                          Mrs Emma Shrimptom
                                          Mrs Dawn Elliott
                                          Mrs Anne McComish




Cleaner in charge                         Mrs Ann Sheppard
Assistant Cleaners                        Mrs Sarah Lewis

ENRICHMENT PROGRAMME STAFF

Alison Dale                  ICT (Teacher)
Caroline Radcliffe           Music
Penny Southby                French (Teacher)
Nik Roberts                  Sport (Coach)
Rosie Pullman                Dance
Cathy Firth                  Latin (Teacher)



ADDITIONAL SUPPORT STAFF
Lesley Fewell
Emma Shrimpton




                                                               25
Appendix 3

COMPLAINTS PROCEDURE

Sub-Policy Statement
We have adopted the complaints procedure as set out in the County Policy Document,
which will be available in the school. In line with this, if you have any queries or concerns,
then these should be discussed with the child's teacher in the first instance that will, if
necessary, then refer to the Headteacher.

A copy of the DfES (DCSF) and LA document is available in the school.




                                                                                           26
Appendix 4

CHARGING POLICY

In general, no charge will be made for admitting pupils to maintained schools. Where
education is provided wholly or mainly during school hours, it will be free. It is not
possible to levy a compulsory charge for transport or admission costs for swimming
lessons or for visits to museums, etc. during school hours.

1. Voluntary Contributions
The governing body may ask parents for a voluntary contribution towards the cost of:
any activity which takes place during school hours
school equipment
school funds generally.

The contribution must be genuinely voluntary, and the pupils of parents who are unable
or unwilling to contribute may not be discriminated against.
Where there are not enough voluntary contributions to make the activity possible, and
there is no way to make up the shortfall, then it must be cancelled.

2. Residential Trips
The school will charge for the cost of board and lodging during residential school trips.
This cost will not exceed the actual cost of the provision.
Where the trip takes place wholly, or mainly, during school hour‟s children whose parents
are in receipt of the following support payments will, in addition to having a free school
lunch entitlement, also be entitled to the remission of these charges:
Income Support
Income-based Jobseeker's Allowance
support under part VI of the Immigration and Asylum Act 1999
Child Tax Credit provided the parent is not entitled to Working Tax Credit and their
annual income does not exceed £15,575
Guaranteed State Pension Credit.

The school will ensure that all letters requesting a voluntary contribution for residential
visits includes the exemption information.
A similar entitlement applies where the trip takes place outside of school hours but it is
necessary as part of the national curriculum, forms part of the syllabus for a prescribed
examination that the school is preparing the pupil to sit, or the syllabus for religious
education.

3. Public Examinations
No charges may be made for entering pupils for public examinations that are set out in
regulations. However, an examination entry fee may be charged to parents if:
the examination is on the set list, but the pupil was not prepared for it at the school
the examination is not on the set list, but the school arranges for the pupil to take it
a pupil fails without good reason to complete the requirements of any public examination
where the governing body or LA originally paid or agreed to pay the entry fee.


                                                                                         27
Charges will not be made for any cost associated with preparing a pupil for an
examination. However, charging is allowed for tuition and other costs if a pupil is
prepared outside school hours for an examination that is not set out in regulations.

4. EXCEPTION
Music lessons are an exception. The school will charge for music or voice tuition
activities if these take place outside school hours and are not part of the national
curriculum. Charging for private tuition is by private arrangement with the tutor
involved.




Revised 23/02/10




                                                                                       28
CHANGES TO FREE SCHOOL MEAL ELIGIBILITY CRITERIA FROM 6 APRIL 2009



From 6 April 2009 there will be a change to the income „threshold‟, which forms part of
the „Tax Credit‟ free school meal eligibility category. The new threshold figure will be
£16,040.

Children whose parents receive the following support payments are entitled to receive
free school meals:

        Income Support (IS);

        Income Based Jobseekers Allowance (IBJSA);

        an income-related employment and support allowance (this benefit was
         introduced on 27 October 2008);

        support under part VI of the Immigration and Asylum Act 1999; or

        Child Tax Credit, provided they are not entitled to Working Tax Credit and have
         an annual income (as assessed by Her Majesty‟s Revenue and Customs) that as of
         6 April 2009 does not exceed £16,040.

        the Guarantee element of State Pension Credit.

Children who receive IS or IBJSA in their own right are also entitled to receive free
school meals.

It should be noted that children who receive “education suitable for children who have
not attained compulsory school age” will still need to satisfy the additional requirement
of “receiving education both before and after the lunch period”, before being eligible to
receive free school meals.


Free board and lodging during residential trips

From 6   April 2008, children whose parents receive:
        Income Support
        income-based Jobseekers Allowance
        support under part VI of the Immigration and Asylum Act 1999
        Child Tax Credit (provided they are not entitled to Working Tax Credit) and
         have an annual income that does not exceed £15 575 (as assessed by Her
         Majesty's Revenue and Customs)
will be entitled to receive free board and lodging during residential school trips.




                                                                                        29
            SCHOOL TERMS AND HOLIDAYS 2010 – 2011


                  August/September                       October                          November                          December

Monday              6    13   20   27                4    11   18   25                1    8    15   22    29         6     13   20    27

Tuesday             7    14   21   28                5    12   19   26                2    9    16   23    30         7     14   21    28

Wednesday     1     8    15   22   29                6    13   20   27                3    10   17   24          1    8     15   22    29

Thursday      2     9    16   23   30                7    14   21   28                4    11   18   25          2    9     16   23    30

Friday        3    10    17   24               1     8   15    22   29                5    12   19   26          3    10    17   24    31


Saturday      4    11    18   25               2     9    16   23   30                6    13   20   27          4    11    18   25

Sunday        5    12    19   26               3    10    17   24    31               7    14   21   28          5    12    19   26




                        January                          February                          March                              April

Monday              3    10   17   24    31               7    14   21    28               7    14    21   28         4     11   18    25

Tuesday             4    11   18   25                1    8    15   22                1    8    15   22    29         5     12   19    26

Wednesday           5    12   19   26                2    9    16   23                2    9    16   23    30         6     13   20    27

Thursday            6    13   20   27                3    10   17   24                3    10   17   24    31         7     14   21    28

Friday              7    14   21   28                4    11   18   25                4    11   18   25          1    8     15   22    29


Saturday      1     8    15   22   29                5    12   19   26                5    12   19   26          2    9     16   23    30

Sunday        2     9    16   23   30                6    13   20   27                6    13   20   27          3    10    17   24




                          May                              June                             July                     August/September

Monday              2    9    16   23    30          6    13   20   27                4    11   18   25               1      8   15    22   29

Tuesday             3    10   17   24    31          7    14   21   28                5    12   19   26               2      9   16    23   30

Wednesday           4    11   18   25          1     8    15   22   29                6    13   20   27               3     10   17    24   31

Thursday            5    12   19   26          2     9    16   23   30                7    14   21   28               4     11   18    25   1

Friday              6    13   20   27          3    10    17   24               1     8    15   22   29               5     12   19    26   2


Saturday            7    14   21   28          4    11    18   25               2     9    16   23   30               6     13   20    27   3

Sunday        1     8    15   22   29          5    12    19   26               3    10    17   24    31              7     14   21    28   4


             5 days are also available for professional training day closures during term time. These days are set by the
                      Headteacher and Governors of each school. Dates are correct at the time of publication




                                                                                                                       30
SUTTON VENY PRE-SCHOOL GROUP



    Sutton Veny pre-school group is a committee-run group and a member of the
Pre-school Playgroups Association (PPA). Each family is automatically given a place
on the committee and is invited to meetings, held about three times a year, in
order to offer their opinions and help in the running of the Group.

Parents are often needed as back up to our paid staff, to ensure we comply with
the Social Services requirements that we have a minimum of one adult per six
children. It is hoped that parents who can, will offer to join the rota of helpers
when it is in operation.

We have close links with the village school, and have discussed with the infant
teacher ways in which we can help prepare children for starting school. Our main
concerns are to extend the children's spoken language and their physical skills in
readiness for reading, writing and number work, as well as coping with the social
aspects of working and playing in a group. Our activities are varied, including
drawing, painting, cutting, sticking, modelling and music making.

We meet every weekday morning between 9am and 12 noon. This is in school time in
the village hall, offered for our use by the Headteacher, which enables us to keep
our overheads down. Our current fees can be obtained from the Playgroup
Organiser. We encourage payment half-termly in advance if possible. Children are
able to come to us for the half term before their third birthday.

The Pre-School Group is run for the benefit of families in Sutton Veny and the
area served by our school. To ensure a place at the Play Group it is essential that
your child be registered with us at the earliest opportunity. In the final instance,
places are allocated at the discretion of the Officers of the Playgroup.




Appendix 8
FRIENDS OF SUTTON VENY SCHOOL

An up to date list of committee members is available on request.
Regular newsletters with details of events can be found on the website.




                                                                                      31
Appendix 9
SEX AND RELATIONSHIPS EDUCATION

The school reviews the sex and relationships education policy annually to include all
requirements laid down by the DCSF. A copy of the policy is available on request.
Parents are invited to a meeting to view and discuss the governors‟ programme of study
for this curriculum area prior to the programme starting each year.
As with secondary school, parents are able to withdraw their children from certain
aspects of the curriculum, specifically some parts of sex and relationship education,
which are covered in the „Understanding physical development, health and wellbeing‟ area
of learning.
Any parent who is concerned should first discuss this with their school. If a parent
eventually chooses to withdraw a child from certain lessons, parents then have a
responsibility for making sure that their child continues to develop and understand
these important issues.




                                                                                     32
Appendix 10
HEALTH & SAFETY
Sub-policy Statement
It is the policy of Sutton Veny School to take all reasonable and practicable steps to
promote healthy and safe working conditions for our employees and pupils, and to ensure
the safety of all visitors to our school. To achieve this aim all members of our staff are
expected to play their part and carry out their work safely and in accordance with
Sutton Veny School‟s published procedures detailed below.
Governors invite the wholehearted co-operation of every member of the staff to ensure
that between us we meet our legal obligations, and achieve safety standards of which we
can all be justly proud.
The following extracts from the full policy relate directly to parents and children within
the school.

TRAFFIC
For the safety of the children, the car park is available for staff use only.
Parents are requested to park along the High Street.

SECURITY
School Hours
Doors do not have exterior handles and it is your responsibility to ensure that ALL
entrance doors are firmly shut after use during school sessions.
The main entrance door to reception has a lock, accessed by staff.
Visitors to school are listed in the daybook, which is circulated first thing.
Impromptu visitors should have a badge or be accompanied by a member of staff.
You are encouraged to question and ask for ID from any unknown adult around the
school.

AREAS WITH RESTRICTED ACCESS
Three main areas in school have restricted access and no access for children.
   1. The electrical Cupboard
   2. Caretaker‟s store cupboard
   3. Boiler Room
Access is strictly limited to those who have the governors authority

DUTIES FOR REPORTING
Injuries to children: All injuries are recorded in the log stored by the first aid post
outside Canberra class

MOTOR CAR INSURANCE
Staff are aware that their cars must have an additional insurance clause „for
business use‟ when driving children to and from events.
All parents transporting children need to have their details checked against current
Motor Insurance Policy for the car they will be driving




                                                                                          33
SAFEGUARDING CHILDREN
Full steps have been taken to ensure that all adults working in school have had
appropriate checks made to confirm their suitability to work with young children.



PROCEDURES FOR DEALING WITH BULLYING AT SUTTON VENY CE PRIMARY
(SAFEGUARD)

Alleged Bullying
Parent tells teacher of alleged bullying or teacher approaches parent.
Teacher explains procedure for safeguarding child during school day.
The safeguard form is completed in front of the parent.
The parent is reassured and told to reassure their child that all staff will watch him
during the day.
Child informed of named MDSA to be responsible during lunchtime.
This person must make explicit approaches to the child during lunchtime.
Review dates set: one week/one month
Parent signs form.

Action by the School.
   1.  Teacher circulates form as detailed.
   2.  Copy filed in pupil profile and alleged bully‟s profile.
   3.  Feedback to parents at review meeting of any evidence and further action
       explained.
    4. Head informs alleged bully of the allegations.
    5. Issues firm warning and explains procedures and outcomes.

Evidence of Bullying is found?
    1. Parents informed by school and asked to attend a meeting.
    2. Incidences reported to parent
    3. Sanctions discussed
    4. Support enlisted.
    5. Review date set for 2 weeks
    6. Follow up meeting set for 4 weeks.
If this action is not effective in preventing further incidents of bullying, a governor will
attend the follow up review meeting and exclusion will be considered.



Governors June 2008




                                                                                          34
Appendix 11

SCHOOL POLICIES ON FILE
Bullying
Anti bullying
Procedures
Safeguard
Keep an eye on
Complaints
Investigating
Model letters
Procedures
Prospectus statement
Internet/SWGFL
Internet crisis
Info of broadband
Use of internet
ICT development Plan
ICT policy
Accident
Anaphylactic shock procedures
Appraisal
Assessment for learning
Assessment recording and reporting
Attendance policy
Authorised absence form
Behaviour and sanctions info and leaflet
Behaviour policy
Bilingual draft policy
Bus travel
Charging
Child protection induction info
Child protection action plan
Code of conduct staff
Code of conduct volunteers
Collective worship
Confidentiality
Cover supervision sample policy
CPD
Critical incidents
Disability and accessibility draft policy
Discipline and exclusions see desk top for most recent regs and info
Drugs
Equality and Diversity including Equal Opportunities, Inclusion and Racial Equality
Ethnic monitoring letter to parents
Fire Procedures
Freedom of Information
Having a student info sheet


                                                                                      35
Health and safety policy
Home and school agreement
Homework policy
Inclusion and ethnicity
International coordinator roles
International policy
ITT leaflet (Initial Teacher Trainees)
ITT Staff
Marking
Learning (LA)
Learning Policy
Lesson observations guidance
MDSA procedures
Medication and school visits
Medication in schools form
Medication policy
MFL policy
More able
Nutrition
Performance management review
Performance management policy
Photography guidance
Police clearance info letter
PPA
Racial equality
Racial incident
Recruitment and retention
Report writing
Section 23 revised prospectus statement
Sex and relationships policy
SMCD
Special Educational Needs
Supply teachers pack
Swimming
Teaching and Learning
Transforming Learning
Violence and aggression
Racist Bullying
Workplace reforms




                                          36
SCHOOL PROCEDURES ON FILE
Confidentiality
Child Protection
Code of Conduct
TA guidance + NAHT guidance
Racist Incident forms
(Black book in Wardrobe I office to record incidents)
Harassment and bullying of staff
Use of Internet
Initial teacher training leaflet
Leave of absence
Complaints
Transportation of Pupils
School Visits
Parent helpers
Governor visits
Governor Scheme of Delegation
MDSA procedures
Medication in school
Notes + NAHT guidance
First Aid
Fire
Flu Pandemic Plan
Liaison
Bullying - keep an eye on and safeguard
Notes + NAHT guidance
Admissions (see admissions file for most recent)
Exclusions (See pack on notice board in office)
Charging
Lettings
Goggles
Pool procedures
Photographic Images statement
Ethnic Monitoring
Code of Practice for staff and voluntary workers




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Appendix 12
BAD WEATHER CONTACTS



This is just a reminder of the arrangements made, should the School be forced to close
because of severe weather conditions.

If the weather is very bad, we will contact Beeline and the Police before 8.00am to
ascertain road conditions, and notify County Hall if the School is to close. If it becomes
necessary to close the School completely, the people named below will be contacted to
be informed. BBC Radio Wiltshire, Spire FM and 3tRfm will also be contacted, and they
will announce it on their radio stations. Parents should then either contact one of the
people listed below, or tune into one of the radio stations named above for clarification.

If the School Bus does not travel because it is too dangerous, then please do not
attempt to bring your child to School yourself.

Should the children be at School when the weather deteriorates, and we think that it is
wise to send them home, we will ensure that each village contact knows before the
children leave School. Rest assured that we would make sure that every child was either
safely home or lodged with a neighbour or nearby friend.

840428
(SCHOOL CARETAKER AT SCHOOL FROM 8.00am.)
Other numbers withheld from website are circulated annually.




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