ST. NICHOLAS CATHOLIC PRIMARY SCHOOL
‘Photograph Copyright Grits Gailans’
Welcome to St. Nicholas Catholic Primary School
In keeping with our mission statement and our ethos as a Catholic
school we will seek through example and support to keep Christ at the
heart of all we do.
ST NICHOLAS CATHOLIC PRIMARY SCHOOL
This prospectus aims to introduce parents and their children to St Nicholas Catholic Primary
School. While it contains a range of information about our school it is unable to clarify or give
detailed information about all aspects.
Parents are warmly invited to come to us for any further information about our school and
about their child's future education.
School Address: Ringswell Avenue, Exeter EX1 3EG
School Telephone Number: (01392) 445403
School Fax Number: (01392) 445405
School e-mail Address: firstname.lastname@example.org
School web site: www.st-nicholas-exeter.devon.sch.uk
School Normal Office hours: 8.00 am – 4.30 pm
School Session Times: 8.45 am to 11.45 am 12.45pm to 3.15pm (Foundation)
8.45 am to 12.00 pm 1.00pm to 3.15 pm (Key Stage 1)
8.45am to 12.15 pm 1.00 pm to 3.15 pm (Key Stage 2)
Before School Club: 7.45am to 8.45am
After School Club: 3.30pm to 6.00pm
Telephone Number: 07964561737
Devon County Council: Chief Education Officer, County Hall, Exeter, EX2 4QG
Tel: 01392 382000
The Sacred Heart Church South Street, Exeter
Tel: (01392) 272815
The Blessed Sacrament Church Heavitree, Exeter
Tel (01392) 274724
The Holy Cross Church Station Road, Topsham, Exeter,
Tel (01392) 873898
The Church of St Boniface Park Road, Crediton.
Tel. 01392 271191
THE HISTORY OF OUR SCHOOL
St Nicholas is a Catholic Voluntary Aided School. The first St Nicholas school was opened in
1895 at the Mint which was part of the site on which St Nicholas Priory had stood. This was
also the site of the first post Reformation Catholic church in Exeter. Due to ever increasing
pupil numbers, the school moved to Holloway Street in 1959 and to Matford Lane in 1974. We
moved to our present site in September 2007. The school was opened to serve the needs of
Catholic children living in the city of Exeter and its surrounds and we keep close links with the
The school's long and continuous history has given it many valuable traditions and has provided
the community with the best of Catholic education for over 100 years. The present school aims
to continue this work by providing a full range of religious, educational and social opportunities.
We believe that education is a life long process and have close links with all schools and colleges
in the city.
Our school is part of a much larger church and city community and we welcome the interest,
expertise and involvement of all members of those communities.
As part of the reorganisation of education in Exeter, St. Nicholas became a Primary School (3-
11) from September 2005 which included a new Nursery for 3-4 year olds.
Following a number of years planning we moved to our new school building on a new site at
Ringswell Avenue, Heavitree, Exeter, at the start of the school year in September 2007. This
is a state-of-the-art modern building with at least twice the site area of our former site. Our
building is designed with central atrium, a purpose-build Nursery as part of the Foundation
Stage, three Key Stage 1 classes and six Key Stage 2 classes, each with an outside learning
area, Group rooms, Studio, Hall, Design Technology, Computer Suite, Library, Staffrooms and
Administrations Rooms. There is a large play ground, sports field and recreation areas.
We look forward to continuing the success of St Nicholas School with this most recent
significant development for our school community.
Governors of Our School
Chairman Rev Monsignor Doyle Religious Education
Vice Chairman Mr P McDonagh Physical Education
Headteacher Mr P Anzani
Foundation Governors Mr E Berggren Science & DT
Mr M Overy Geography
Mr D Greenstreet SEN
Rev J Deeny
Mr S. Janssens Mathematics & IT
Teacher Governor Mrs S Forrester
Staff Governor Mrs D Kelly
Devon County Mrs C Slack Art, Music & History
Parent Governor Mrs C Clatworthy Modern Languages
Clerk to the
Governors Ms S Tully
Main meetings take place at least once a term. Members of staff are elected onto the governing
body. Committee meetings are held throughout the term. Staff subject leaders are sometimes
invited to join these groups for a meeting to provide information about their specialist subject
Staff of Our School
Mr P D Anzani Headteacher, Senior Leadership Team
Mrs A Folland Deputy Headteacher, Senior Leadership Team, Year 6
Mr N Mortimore Year 5/6
Mr J Sheehan/ Mrs G Dyson Year 5
Mrs S Forrester Year 4
Mrs R Bowen Year 3/4
Mrs M Durrant Year 3
Miss T Rogers Year 2
Mrs L Pettersen Year 1, Senior Leadership Team
Mrs De La Croix Year 1
Miss L Johns Reception
Miss N Tanton Nursery
Sr S Joyce SENCO
Mrs J Yates Mrs J Burridge
Mrs B Franklin
Learning Support Assistants:
Mrs S Al-Makrani Mrs S Beach Mrs F Brimblecombe
Mrs N Burgoyne Mrs S Cordery Mrs A Griss
Mrs S Johnson Mrs D Kelly Mrs S Lake
Mrs J Timms Miss H Turner Mrs W Tutchings
Mrs J Fitzsimons Mrs J West
Meal Time Assistants:
Mrs S Al-Makrani Mrs R Downes Mrs A Griss
Mrs J West Miss A Kellaway Mrs M Raven
Mrs R Sullivan Mrs V Streat Mrs J Timms
Mrs S Tyrrell
Kitchen Staff: Mrs S Ridgeway Mrs J Fone
Caretaking Staff: Mr N Weeks Mr G Treleaven Mrs M Treleaven
Before and After School Club Staff: Miss D Cassidy Mrs West Miss A Zajkowska
Miss K Mayne Mrs S Tyrrell
PARENT TEACHER ASSOCIATION
President: Mr P Anzani
Chair: Mr J Strong
Secretary: Mrs K Orchard
Treasurer: Mr D Greenstreet
Staff Members: Mrs N. Burgoyne, Mrs A. Folland and Mrs B. Franklin
The PTA Committee is a highly active voluntary committee comprising of Parents and Staff.
Committee members meet monthly throughout term-time to discuss and plan activities. The
objective of the Association fall into two basic categories:
Social and Fund-raising
In organising social events and activities, we are focused on building relationships and
partnerships between the family of St Nicholas‟ children, the staff, governors and the wider
Our fund-raising provides additional resources, equipment, services and entertainment, which
enhances the education of our children.
As a parent of a child at the school, you automatically become a member of the PTA. We look
forward to meeting you at our social events to welcome you into the wider school family. If you
would like to volunteer your help at any stage, please give your name and contact number to a
Committee Member – all offers of help are warmly received! Similarly, if you would like
information about current activities and events or you would like to offer a suggestion, please
give me a call.
St Nicholas School reflects the teachings and values of the Catholic Faith
that is central in our daily lives. We recognise that everyone is created in the image and
likeness of God and that everything is possible through Christ. We grow and learn
spiritually, intellectually, physically and emotionally by being Christ like to others.
All members of our community are valued and respected. We embrace a spirit of
communication and co-operation, openness and supportiveness. Each member is encouraged
to achieve individual excellence in all areas.
We are a living and growing community, offering everyone the opportunity to fulfil their
potential, educating the whole person in a broad and balanced way, as we are all unique
individuals in the eyes of Christ.
We present, live and celebrate the Christian vision.
AIMS OF THE SCHOOL
The School will aim to develop lively and enquiring minds, develop children‟s literacy and
numeracy, maintain their interest in learning with enriching and stimulating experiences through
physical activities, the creative arts and first hand experiences.
During their years at school, children will be expected to develop their own individual talents,
will be able to read, write, speak well and enjoy books both at home and in school. The children
will be encouraged to develop skills to ensure a good understanding of maths and science. We
also aim to actively promote breadth and balance throughout the whole curriculum stimulating
thought and discussion in enquiry based subjects.
Children will be expected to develop the capacity to work on their own and with others and to
use their initiative in any situation.
The School will endeavour to fully utilise the most valuable resources within the School by
ensuring that the teaching and non-teaching staff use to the full their skills and talents to
teach. It should provide a role model which inspires and encourages all to continue on their
journey of faith.
The School will aim to establish a friendly, welcome and warm relationship with parents,
parishes and community. The active involvement of clergy, parents, governors and the local
community in the life of the School is of paramount importance if close, visible and genuine
relationships are to be maintained.
Our Home School Agreement, included later in this document, indicates the shared and
respective responsibilities we hold.
Religious education is central to the school curriculum and every child participates in this
important subject. The pupils have the opportunity to explore their faith through a variety of
themes. These take into account the ages and development of the children according to their
The religious Education Programme called „Here I am‟ is a two year rolling programme and is
used from Foundation Stage to Year 6.
It aims to help pupils understand that religion is not just for learning but leads to a „way of
living‟. The programme also aims to raise questions for the pupils and provides material for
reflection on their own experiences in life.
Each term „Here I am‟ focuses on one of the basic questions about life, its dignity, its purpose
and highlights a central Christian belief which relates to and addresses a question e.g.
AUTUMN „Where did I come from? Life Creation
SPRING „Who am I? Dignity Incarnation
SUMMER „Why am I Here?‟ Purpose Redemption
The celebration of the Eucharist in the school community highlights important occasions – start
of the School Year, special liturgical seasons and feastdays and the school‟s patron Saint, St.
The school is linked to the Parish celebration of the Eucharist when the children who are
preparing for First Communion lead the preparatory Masses each month in the Church.
Education Sunday is highlighted when the Governors, Staff and pupils take an active role in
leading the Sunday worship.
Preparation for receiving First Holy Communion starts in September and the pupils are
prepared for the Sacrament of Reconciliation during the season of Lent. School and churches
work closely together to emphasize the importance of these Sacraments and to ensure that the
pupils have a sound preparation for receiving them.
We hope parents will choose our school because of its particular Catholic, Christian ethos.
However, we acknowledge that parents have a legal right to withdraw their children from
Collective Acts of Worship and Religious Education.
P.H.S.E. (Personal Health and Social Education)
The 7 strands of PHSE ( Citizenship, Substance Education, Sex Education, healthy eating,
Education for personal Relationships, Exercise and Safety) are studied each year by each class
either alongside other curriculum subjects or as part of the „Fully Alive‟ Programme and are
supported by outside agencies. Those that have been involved are: Youth affairs officer,
(Devon and Cornwall Constabulary) DCC road Safety Officer, School Nurse, Water Safety
Officer and the Fire Brigade. In addition year 6 attend the Junior Life skills course each June
and this year will be learning basic first aid skills assisted by the St. John‟s Ambulance training
officer. The Home school agreement continues to be introduced to all new pupils and their
parents supported by the work of our School Chaplain.
Theme 3 of the „Fully Alive‟ programme provides for Sex Education. Parents will be informed
when this aspect of the curriculum is to be taught. We acknowledge that parents have a legal
right to withdraw their children from Theme 3 of the Fully Alive programme.
THE NATIONAL CURRICULUM
The Governors welcome and accept the curriculum guidelines issued by the Local Education
Authority and their curriculum statement.
The school aims to provide a broad and balanced curriculum encompassing Religious Education,
the National Curriculum and extra curricular activities. The National Curriculum subjects are
1. Core Subjects: Mathematics, English, Science, Information & Communication
2. Foundation Subjects: History, Geography, Music, Art, Physical Education, Design &
Technology PHSE Citizenship and French
Our work in the National Curriculum is approached through a series of units of work which
embrace the areas of study which are required to be taught.
Pupils in the Reception Class will be working on the Foundation Stage curriculum. Year 1 and 2
will be working on Key Stage 1 of the National Curriculum and those in Years 3, 4, 5 and 6 will
follow the Key Stage 2 curriculum.
During the Reception Year children will be working towards the Early Learning Goals.
In studying English pupils develop skills in speaking and listening, reading and writing. These
skills are developed through the National Framework for Literacy in daily Literacy lessons and
in other curriculum areas and activities in which the pupils engage. The wide range of literary
experiences provided for the children aims to produce literate primary pupils who should:
read and write with confidence, fluency and understanding;
be able to use a full range of reading cues to monitor their reading and correct their own
understand the sound and spelling system and use this to spell accurately;
have fluent and legible handwriting;
have an interest in words and their meanings and a growing vocabulary;
know, understand and be able to write in a range of genres in fiction and poetry and
understand some of the ways narratives are structured through basic literary ideas of
setting, character and plot;
understand, use and be able to write a range of non- fiction texts;
plan, draft and revise their own writing;
have a suitable technical vocabulary through which to understand and discuss their reading
be interested in books, read with enjoyment and justify and evaluate their preferences;
through reading and writing, develop their powers of imagination, inventiveness and critical
A variety of reading schemes, and support materials are also used to teach reading. These are
most successful when supported by practice at home and support from parents.
Mathematics is central to our lives. We draw on our Mathematical knowledge, skills and
understanding for construction, calculation and problem solving. In school Mathematics serves
all other areas of the curriculum and the children‟s knowledge, skills and understanding develop
through use in practical activities as well as recognition and exploration of patterns and
Mathematics is taught following the recommended structure in „The National Numeracy
Strategy‟ which supports the National Curriculum. Lessons consist of experiencing a range of
mental activities that involve the whole class and prepare them for the lesson to follow. A main
activity follows, with children grouped in a variety of ways, carrying out activities such as
written calculations, puzzles, problems solving, games, investigations and practical activities.
The ability to communicate Mathematics and the use of correct mathematical language are held
to be of particular importance and therefore discussion in class and in groups is recognised to
be an important part of learning. To end the lesson the children are asked to reflect on, apply,
or explain the concepts and skills they have been developing.
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We study science with a unit of work based approach covering Life and Living Processes, those
of humans and other animals, and of plants; Materials, studying how we classify them and what
are their properties: and Physical Processes, including electricity, forces, light and sound and,
at Key Stage 2, the earth and beyond.
The children are helped to develop the skills of scientific enquiry. They work on practical
investigations which rely on co-operative activities and in which they are able to plan, carry out
an investigation, and explain what they have discovered in both oral and written form. Each of
these elements is focused on in turn during consecutive terms.
INFORMATION AND COMMUNICATION TECHNOLOGY
ICT at St Nicholas benefits from a suite fully equipped with 31 computers allowing individual
access for children. Use of the Interactive Whiteboards enables teachers to model new skills
so our children can develop their IT capability, including their knowledge and understanding of
the importance of information and of how to select and prepare it. They are able to expand
their skills in using hardware and software to manipulate information in their processes of
problem solving, recording and expressive work. The children are exploring their own attitudes
towards ICT, its value for themselves, others and society, and are increasingly aware of its
advantages and limitations. We at St Nicholas are aware of the differing backgrounds
children have in IT and offer a significant array of IT challenges as they progress through the
school. The use of digital cameras, scanners, sensors and control equipment is all part of our
ICT curriculum. In KS2, the children are allocated an “e-pal” from another school, the modern
day version of a pen-pal. With parental permission the children have fast easy access to the
internet using a filtered network. By the time our children leave us they will understand how
ICT can be used to communicate and handle information, control and monitor events, and model
real and imaginary situations.
Pupils will work on a variety of designing and making activities. They will be taught skills through
practical activities which give them experience of using a range of materials including food,
textiles, paper, clay, construction kits etc.
The children will work on and discuss their designs, making changes and evaluating what they
have done and learn how to use tools safely and materials sensibly, carefully avoiding waste.
ART and DESIGN
The children will undertake a balanced programme of art, craft and design activities and use a
variety of different materials and techniques. Through developing ideas and themes their
creativity and imagination will be developed. This will lead to the communication of ideas and
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feelings through their art work, whilst gradually making use of those expressive and technical
skills that are being introduced.
The children will acquire a critical knowledge of different kinds of art and an appreciation of
the history of art taking into account other artistic traditions.
P.E. is about developing a child's maximum physical potential whatever their capabilities,
whether the child is operating as an individual, in partnership or as part of a team. The
children are encouraged to explore the space around them, particularly in relation to
gymnastics and dance, and to familiarise themselves with various pieces of equipment. P.E. is
concerned with teaching children specific skills in all six areas of the curriculum: gymnastics,
dance, athletics, games, swimming and outdoor pursuits. The children are taught to continually
'refine' these skills and to extend them to maximise their potential use. Enjoyment, fun and
self-discipline are the key elements in learning these new skills.
Organised team games take place - School Teams include, Tag Rugby, Football, Netball and
Swimming, Children may of course always be excused from P.E. for medical reasons, provided a
note is brought from the parents for that particular week.
If a child is representing the school he/she will always be given adequate notice so that
arrangements may be made in good time for travelling home if the match takes place after
school hours or on a Saturday. There are a number of after school clubs covering many aspects
of the P.E. curriculum which vary with the time of the year.
Children will develop increasing geographical skills, learning to make, follow and read maps and
plans of different scales, and to use aerial photographs. They will study human, physical and
environmental geography. They will carry out geographical investigations. In the Foundation
Stage – they learn about their immediate local area and the wider world in which they live.
In Key Stage 1 they investigate the local area and a contrasting locality overseas. They learn
about the wider world in which they live through a study of the weather patterns, maps simple
atlases, travel investigations and IT.
In Key Stages 2 + 3 pupils investigate a variety of places and environments in the UK and
abroad, including a village an area in the developing world eg India and themes such as rivers
(using the EXE as a case study) coasts, weather and climate.
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In the Foundation Stage and at KS1 pupils learn about their own lives, about their families and
friends in the recent past and about people and events from the more distant past.
At KS2 pupils work on all the areas of study identified in the National Curriculum. These
include a range of topics from British history, a world history study which focuses on the key
features of a past society – Ancient Egypt, and a European history study which looks at the way
of life, beliefs and achievements of the people who lived in Ancient Greece.
Although children are expected to gain a knowledge of key events and talk about an event of
the past with understanding, they will also learn of the importance of artefacts and what can
be learned from them, the reasoning behind major events and the fact that there can be many
different interpretations of an event which are neither necessarily right or wrong. Work
produced may be in the form of writing, drawing, model making, drama, maps and music.
This is approached so that children are actively involved in either listening or performing.
Children will listen to music of many types and learn to appraise what they hear, using suitable
vocabulary so they will learn to distinguish between vocal and instrumental music; accompanied
or unaccompanied music; solo or polyphonic. They will hear music from different cultures and
times and music of the great composers. They will listen to and recognise different musical
instruments and the moods that these can create. They will learn to distinguish between
medieval, 'classical' and modern, sacred and secular music and appreciate the differing sounds
Children will perform in class and for other audiences songs of varying types, in unison and
parts and will learn about control in pitch, rhythm and dynamics. Children will accompany songs
and create music using a variety of unpitched and simple pitched instruments. They will learn to
recognise simple musical notation (rhythm and pitch) and gain a basic knowledge of primary
triads. They will devise different methods by which they can compose (notate) and perform
their own musical pieces.
There are opportunities for children to participate in extra curricular activities and school
Details regarding arrangements for Instrumental Tuition are available on request from the
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SPECIAL EDUCATIONAL NEEDS
The school has a detailed policy on the inclusion of pupils with Special Educational Needs and
disabilities which is available for parents to read on request. Individual Educational Plans (IEPs)
are reviewed every 6 months. Parents and pupils are involved in the setting of targets and
parental support in helping the children work towards these is recognised as invaluable. Support
given to pupils with Special Educational Needs and disabilities is detailed in the school‟s
provision mapping. (appendix F of the policy).
Parents are encouraged to communicate freely with the teacher about their child's
development. It is important that if there are circumstances at home that the school should
be aware of which may affect the child's schooling, then this information should be discussed
with the teacher.
Teaching Assistants work in classes to support children who have special needs.
Children in the Nursery and Reception Classes follow the curriculum for the Foundation Stage.
This identifies 6 areas of learning –
Personal, social and emotional development
Communication, language and literacy
Knowledge and understanding of the world
These are taught using an integrated approach, combining structured play, with direct teaching
in whole class and group situations. We also include Religious Education which is delivered
through the „Here I Am‟ scheme in common with the rest of the school.
Children‟s progress is checked continuously and recorded by all the teachers.
A detailed report will be sent out to each parent towards the end of the Summer Term.
A parents‟ evening is held three times during each academic year when children‟s progress can
be discussed with the teacher and targets agreed. However, if teachers have any concerns
about a child the parents will be contacted immediately. In the Summer term we hold a
Celebration Evening where parents are invited to see the work of the whole school.
The teachers are willing to meet any parents who wish to discuss the education of their child in
all its aspects. A note direct to the teacher concerned (or phone call to the office) so that a
mutually convenient date and time can be arranged is all that is needed. If only a brief chat is
required, a personal message needs to be given or there is an urgent matter which parents want
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to discuss they may come to the office before 8.40am to see if the teacher is available.
Nursery, Reception and Year 1and 2 teachers can be seen by parents when they „handover‟ their
children at the beginning and end of the day. A meeting with the Headteacher can be arranged
by telephone for any time during the day when he hasn‟t any commitments.
Children will be encouraged to take full part in extra-curricular activities provided in the
school. Some activities will vary with the time of year and some are only appropriate to certain
age groups. Activities on offer after school and at certain lunch hours include:
Choir Netball Peace Club
Tag Rugby Football Country Dancing
There has always been a tradition at St Nicholas School to give some homework to children.
We feel this should be on a structured basis with close contact between school and home.
We feel that homework provides a good opportunity for parents to be further involved in some
of the work of the school and to help monitor their child‟s progress. In addition, parents can
assist in so many ways on a one to one basis - a luxury not always available to the class teacher.
As a general guide, homework will be set out as follows:
Reception children concentrate on a love of books and complete activities to do with their
Year 1 1.5 hours per week
Year 2 1.5 hours per week
Year 3 1.5 hours per week
Year 4 2 hours per week
Year 5 2 hours per week.
Year 6 2.5 hours per week.
These are approximate times and it is understood that children are individuals and may take a
little longer or otherwise to complete the work.
The work will generally be set on a weekly basis, and will usually include reading, spellings,
English and Maths. Activities will sometimes be whole class and sometimes tailored to the
particular needs of an individual. There will often be a link with the class work.
In the Lower School, children take home reading diaries with their reading books.
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From Year 1, children have a homework book, which contains details of work set each week and
each teacher will request return of work to suit the class timetable.
Parents are asked to look at this book every week and sign to say that they are satisfied with
the child‟s efforts. We ask parents to use this book to communicate with the class teacher if
problems arise with the homework, the class teacher will also use this book to communicate
with parents about the homework if necessary.
Full attendance at school is needed to aid effective learning. Please make sure that your child
is absent only in unavoidable situations.
Holidays should not be taken in term time but, where this is absolutely unavoidable please
request a leave of absence form for holidays from the School Office. This form must be
completed and forwarded to the Headteacher at least 14 days before the period of absence.
Under Schools Regulations 1959 the maximum period for which a child may be given permission
to accompany parents on annual holiday is no more than 10 days in any academic year.
Absence due to sickness should be reported between 8.00am and 8.30am wherever possible
on the first day of absence. A note must be supplied to the class teacher after each
absence, stating the reason and length of absence. Failure to do so on the day of return to
school causes extra administration and may lead to an enquiry from the Education Welfare
Please avoid making medical appointments during the school day, wherever possible.
The Education Welfare Officer deals with concerns of attendance and home/school liaison.
The table of unauthorised absences that we are obliged to keep and publish in this document,
under Education Regulations 1994, are :
Authorised absence 4.07%
Unauthorised absence 0.4%
It is very important that children arrive at school in good time for the start of the school day.
Please note the following times:
8.30 am Children should not arrive at school before this time unless there are
exceptional circumstances. Please let the Headteacher know by letter if
there is a reason for this.
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8.30 am Nursery, Reception and Key Stage 1 children, with their parents, go to
their classrooms via the children‟s entrance.
8.40 am Bell – Line up time. All children should be in school by this time. Key Stage
2 children line up on the playground.
8.45 am Bell – Registration period and lessons begin – children in classes.
8.55 am Registration Closes. Arrival after this time will be marked as an
At 3.15 pm Nursery and Reception classes will be dismissed from their classes. Key Stage 1
children will be dismissed by a member of staff from outside class areas to the playground.
This ensures that before children are released we have checked that an adult is waiting on the
playground to meet them. Key Stage 2 children are dismissed to the playground.
VISITORS TO SCHOOL
We strive to make our school environment as safe as possible for teachers, parents and
children and have a responsibility to ensure that reasonable measures are in place to reduce any
risk to that safety.
Any parent/other visitor to the school at any time is asked to report to the school office
and not go to the classrooms.
A signing-in/out system operates in the school and visitors are asked to wear a badge in order
to be readily recognisable.
All parents wishing to see teachers from before school in the morning or after school at the
end of the day please come to the School Office and not go straight to the classrooms (as has
already been stated) Nursery and Reception class teachers can be seen by parents when they „
handover‟ their children at the beginning and end of the day.) If arriving after 8.45am both
parents and children please report to the School Office.
Children should leave the building promptly upon dismissal from class – walking at all times and
be met by parents on the playground or taken by staff to the bus. Only children involved in an
after school activity should remain behind for that activity. Supervision of other children is
Please can all parents and children use the pavement area for walking at all times and also note
that the use of the driveway and parking areas is restricted to staff vehicles only throughout
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Staff and pupils are encouraged to report the presence of strangers on the premises. Please
report to the Police or the Headteacher if you suspect/see any unauthorised persons on the
site –this is important at weekends and in the evening and early morning.
Obviously there will be times when variations will occur eg. Concerts, Parent/teacher meetings,
Masses etc. and all aspects will continue to be monitored.
We do ask for your help in making the environment as safe as possible for everyone.
SAFETY AND SECURITY
Dangerous situations are likely to occur near the entrance of the school for a variety of
reasons. We do ask everyone who uses a car to collect or pick up children to remember that we
have children from the ages of 3 to 11 years old and we, as car drivers, must remember that
children do not always remember safety aspects, however often told. It is the responsibility of
all of us to ensure that everyone (adults and children) think of the safety and well being of
others at all times.
Any area near roads or where there is traffic is not a „play area‟ for children.
We should all endeavour to make sure everyone considers, notes and carries out the following :
The Car Park is only to be used to park staff cars. Parents should not use the
driveway or car park as a turning point, or for dropping off or picking up children.
Do not stop or turn for any reason on or near the School Gates.
If your child is being collected by someone other than one who regularly does it, please
ensure children are told before leaving home. Nursery, Reception and Key Stage 1 classes
staff should be informed in writing.
Have you thought about sharing lifts - it would cut down on the number of cars and be more
Have you thought about parking further away from the school, and walking a little way?
We anticipate everyone's co-operation and assistance in making the area of road outside
the school and the driveway as safe as possible for all users, but particularly for our
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Devon Catering Services provide cooked meals each day and a balanced and nutritious diet is
always their objective.
The exact cost of school dinners is £9.25 per week (£1.85 per day)
Meal tickets are sold on Friday mornings and must be purchased in books of 5 -
COST £9.25. There is no time limit on tickets purchased. i.e your child can take a
meal each day or 1 day per week if required.
Cheques are acceptable payable to Devon County Council, if paying by cash please
ensure you offer the correct amount, if this is not possible, you may have to wait for
change. Cheque or Cash should be in an envelope clearly marked with your child‟s
name and class and how many books you require. If your child is in Nursery,
Reception or Year 1 assistance is given in the purchase of tickets.
If your child requires a meal and does not have a dinner ticket, a yellow payment slip
will be issued by the kitchen. You should then send, by return, a pink lunch ticket.
If you think you may be eligible for free school meals please enquire at the office for
Form BR35. This applies whether or not your child actually has the free meals as it
can affect the school budget allocation.
Packed lunches may also be brought to school.
Money for trips, photos, etc., is collected during registration time in the classrooms and
processed shortly afterwards in the office. Could you please note that money should not be
handed in at any other time - please wait until the following day. Again, the exact money must
be in a sealed envelope clearly marked with the child's name, class, purpose and amount.
MESSAGES FOR CHILDREN
I am sure you realise that we do not wish to interrupt any lesson. We will not be able to pass on
personal messages to children (except in an emergency). If you are unable to collect your child
at 3.15 pm please make alternative arrangements for their collection. There may be situations
involving staff training where all staff have to leave the premises immediately that school
finishes. It is, therefore, very important that children are collected promptly at 3.15 pm.
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If a child becomes ill during the day and, in our opinion, is too ill to continue at school, the
parent will be contacted and asked to collect the child or make suitable arrangements for
collection. An emergency telephone number is essential and a space for this will be found
on the application form for admission.
If a child is obviously ill before school in a morning he/she should be kept at home as a day at
school with an illness, is unfair to the child, to the teacher and to the other children in the
class. Please do not send children to school, if they have (or you suspect they have) a
contagious condition e.g. conjunctivitis, impetigo.
Only prescribed medicines may be administered to children by the Headteacher (or his
representative) following completion of a green Consent Form by a parent (obtainable from the
A large number of our pupils suffer from asthma. It is our aim to help these children cope with
their condition whilst in school and to enable them to participate fully in all aspects of school
Parents are asked to inform us and to send into school 2 reliever inhalers, one of which is kept
in the classroom for the child to take when necessary. Parents are informed of this. Other
than in unusual circumstances preventers will not need to be taken during school hours. First
Aid staff know how to treat a child who is having an asthma attack.
Many children are patients of local dentists. It is possible to make appointments with these
dentists during holiday periods, lunch times or after 4.00pm as long as sufficient notice is
given. It would be appreciated if this could be done so that the children are absent as little as
possible from lessons.
THE SCHOOL HEALTH SERVICE
Every school has the services of a School Nurse. She is supported by a Community Paediatrician
who is a member of the specialist paediatric service. Our School Nurse generally visits the
school on Wednesday morning; messages for her can be left with the school office.
At some stage during the second half of your child‟s first term, all the new entrants will have
their vision and hearing screened by the school nurse. Following this, in their second term at
school, you will be given an appointment to attend with your child for a health interview with
the school nurse. This interview will assess the physical and emotional development of your
child, the screening of height and weight, and give you the chance to discuss any worries you
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In all the above the School Health Service works closely with your childs‟ General Practitioner
and other health professionals. It also supports teachers in those parts of the school
curriculum concerned with health education. Simple injuries are dealt with in the first instance
by the school‟s first aiders who have the support of the School Health Service so far as advice
and training are concerned.
The School Nurse is your point of contact with the School Health Service. Parents and children
are encouraged to contact her if they have any concerns regarding their health at school.
DEVON COUNTY COUNCIL HAVE ISSUED THE FOLLOWING
STATEMENT ABOUT INSURANCE
Pupils/students are insured against injuries caused by building defects, etc., and accidents
which occur as a result of negligence by a member of the Authority's teaching and non-teaching
Pupils/students attending the Authority's schools and colleges are not insured against personal
injury or accident while on educational premises or taking part in recognised activities outside
the school/college. The Council expects all employees, pupils and students to accept full
responsibility for their personal possessions, including money and to consider taking out
insurance themselves to cover any risks.
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SCHOOL TRANSPORT TO DENOMINATIONAL PRIMARY SCHOOLS
Devon County Council has a policy on the provision of School Transport.
The County Council will provide assistance with transport to pupils admitted for denominational
reasons, provided they live within the transport area for their school and beyond the statutory
walking distance from school. The walking distance is up to 2 miles for pupils aged under 8 years
and up to 3 miles for pupils over 8 years.
The school governors let the County Council know which pupils have been offered places and,
before admission, the County Council let parents know whether their child is eligible for
assistance with transport. At the same time, parents will be sent a form which explains how
they can arrange payment of the contribution, or claim remission of the contribution. Payment
can be made annually, termly, or by direct debit.
Where pupils are not eligible for assistance under this policy, it is a parental responsibility to
make arrangements for and meet the whole cost of travel between home and school.
Where spare seats are available on the County Council's school transport vehicles or
contractor's vehicles serving pupils entitled to assistance, these may be occupied by children
not entitled to assistance on the purchase of a concessionary ticket. Concessionary seats
cannot be guaranteed, but adequate warning will be given to parents should the concession need
to be withdrawn.
Parents should contact their Education Office for further advice concerning the transport
area served by denominational schools and any other aspects of the County Council‟s Transport
Policy. A full policy statement is available from the Education Office.
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POLICY ON CHARGES AND REMISSIONS
This Policy Statement reflects the decisions of the Governors of the School.
In general education is provided free of charge, but as permitted by Circular No. 2/89 of the
Education Reform Act 1988 and in consideration of the Devon Policy, the Governors Policy
provides for charges and remission as set out below.
The Governing Body recognises the valuable contribution that a wide range of additional
activities, including clubs, trips and residential experiences can make towards pupil‟s personal
and social education.
The Governing Body aims to promote and provide such activities both as part of a broad and
balanced curriculum for the pupils of the school.
The Governing Body reserves the right to make a charge in the following areas:
1. Individual Instrumental Tuition
A charge will be made for Instrumental tuition by the Music tutor and they are paid direct.
2. Cost of Materials
For materials used in school where the parent indicates in advance that he/she or the pupil
wishes to own the finished article incorporating those materials, the Headteacher should
set a charge equal to the cost of the materials in such cases, or make a charge 'in kind' by
requiring parents to provide raw materials.
3. Examination Fees
Where a pupil has been prepared, whether or not by the school, for a prescribed public
examination or a non-prescribed examination, e.g. individual music examinations, a charge
will be made for the cost of entering the pupil in the examination.
If a pupil fails without good reason to complete the examination requirements for any public
examination for which the school has paid (or is liable to pay) an entry fee may be recovered
from the parent.
4. Board and Lodging
For board and lodging on a residential trip.
5. Activities Outside School Hours - Optional Extras
For education provided outside school hours as an optional extra.
There should be prior agreement of parents. The charge will be determined on the basis of
the cost of the individual (rather than shared where any remission applies). As appropriate
the cost will include an element for travel, board and lodging, materials, books, instruments
and other equipment, non-teaching costs and teaching staff costs (where a teacher or
instructor has been engaged specifically to provide the activity) entry fee to museums,
castles, theatres, etc. and insurance costs.
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6. Breakages and Fines
Parents will be asked to pay for the cost of the repair or replacement of any aspect of the
building, or defaced, damaged or lost resources, where this is the result of pupil's
The Governing Body may from time to time amend the categories of activities for
which a charge may be made.
7. Voluntary Contributions
Under Section 118 of the Education Act 1988, the Governors resolve that voluntary
contributions will be sought for the benefit of the school or in support of any school
activity, whether during or outside school hours, residential or non-residential.
The terms of any request for contributions will make it clear:
(a) that there is no obligation to contribute; and
(b) that registered pupils at the school will not be treated differently according to
whether or not their parents have made any contributions in respect of the request.
An initial letter to parents will explain the nature of the proposed activity and its likely value in
educational terms. It will then indicate the contribution per pupil which would be required if
the activity were to take place. It will be made equally clear that the activity would not take
place if parents were reluctant to support it.
There is no limit to the level of voluntary contribution which parents or others can make to
school activities, nor is any restriction placed upon the use which can be made of such
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ADMISSIONS POLICY 2009/10
Choosing a school and applying for a place can be a very complicated and stressful process. We
hope that the following will give you all the information you need about the way applications are
handled at our school. It is important that you have as clear a picture as possible about the
likelihood of being offered a place here if you decide to apply on behalf of your child. If, after
reading this information you are still not quite sure how the process works or have other
questions not answered here, please contact us.
1. St. Nicholas Catholic Primary School is a voluntary-aided school situated in the Diocese of
Plymouth and maintained by the Devon Local Education Authority.
2. The school primarily serves the parishes in Exeter and surrounding area.
3. The Governing Body of the school is responsible for determining and administering the
policy relating to the admission of pupils to the school. It is guided in that responsibility by
the requirements of the law, by the advice of the Diocesan Trustees, and in its duty to the
school and to the Catholic Community.
4. In accord with the provisions of the statutory School Admissions Code of Practice
(February 2007) the Governing Body has delegated responsibility for determining
admissions to its Admissions Committee.
5. The Admissions Committee of the Governing Body will consider all applications made in
accord with this policy and the criteria set out below without reference to the ability or
aptitude of the child.
6. Having consulted with the Local Education Authority and others in accordance with the
requirements of the law, the Governing Body has set as its Planned Admissions Number 45
pupils for the forthcoming academic year. As required by Key Stage I legislation, the
Governing Body may not admit more than 30 pupils to any reception and Key Stage 1 class.
7. In line with Devon‟s co-ordinated scheme parents wishing to apply for a place at the school
for their child in the school year 2009/2010 are required to submit their completed
Common Application Form to their highest ranked preference school. Parents are also
required to submit a completed St. Nicholas Catholic Primary School Supplementary
Application Form and return that form to the school no later than, 16th January 2009, for
admission in both September 2009 and January 2010. Parents will be informed of the
decision on the application, in writing, on 17th April 2009.
8. Parents should also make arrangements for the school admissions supplementary form to be
completed by a Parish Priest or Minister of the Church attended by the family. This is a
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form asking for information required to apply the criteria or tie breakers fairly and
accurately to each application.
9. The statutory date for starting school is the beginning of the term following a child‟s fifth
birthday. However, the Governors are allowed to admit children earlier if there is room in
the school, such children being known as „Rising Fives‟. The two fixed dates of entry are:
Autumn Term - for children born on or between 1st September and 28th February
Spring Term - for children born on or between 1st March and 31st August.
Pupils who are admitted to the school will enter the reception class in September 2009 or
10. As a Catholic school our primary responsibility is to provide an education that supports
Catholic parents with their responsibility to share their faith with their children. As a
result, Catholic children are prioritised in our admissions criteria.
11. That said, there are children in our school who are not Catholics and they are of course
valued members of our school community. Our aim is not to preach Catholicism but to
respect the denominations or faith tradition of each individual. We strive to be a Christian
community that nurtures the spirituality of all members of the school community,
regardless of their personal faith background.
12. As a Christian community, our school acknowledges that some children are more vulnerable
than others. Without compromising the education we exist to provide, we are committed to
playing our part in reaching out to vulnerable and marginalized children. Where, in full
discussion with the Local Education Authority, our school is named on a child‟s Statement of
Special Educational Needs, that child will be admitted before any other child ranked by the
Can I tell whether my child will be offered a place at St Nicholas Catholic Primary
If there are exactly 45 applications or fewer, all those children could be offered a place.
If there are more than 45 applications, the governors place them all in rank order on the basis
of how each application matches our admissions criteria. These criteria are listed below and will
be applied in order of priority.
If your child is in the top 45 places in the list, s/he will be offered a place at our school. If
your child is not in the top 45 of our ranked list, they may still be allocated a place at this
school if someone higher up the list does not accept the place.
We can never know exactly what will happen in any particular year until we see the applications
that arrive. However, applications often follow a similar pattern and it is normally possible to
get a good idea of how high a child‟s name is likely to be placed in our school‟s rank order and
therefore, how likely they are to be offered a place.
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In order to help you with this, look at the list of our admissions criteria below and identify
which is the highest singular criterion that applies to you. In most years, all children who meet
criteria „6‟ and higher are offered places at the school. In most years, children for whom the
highest criterion is „9‟ are not offered places. If your child‟s highest matching criteria is „8‟ it is
difficult to be sure whether a place will be offered but normally most of the children for whom
this is the highest matching criterion are offered places. For applications for entry in the
school year 2009/2010 it is not anticipated that applications will differ significantly from the
The following criteria will apply in order of priority:
1. Children with a Statement of Special Educational need where the school is named as the
most suitable school. (Evidence required: Statement of Special Educational Needs)
2. Children in care. (Evidence required: Letter from the Local Authority)
3. Baptised Catholic children. (Evidence required: Baptismal Certificate or the
supplementary form will allow space for a Catholic priest to sign and confirm his
knowledge of the child‟s Baptism)
4. Children currently enrolled in a programme of preparation for Baptism into the Catholic
Church. (Evidence required: the supplementary form will allow space for a Catholic priest
to sign and confirm the enrolment)
5. Children whose normal residence is with at least one parent who is a baptised Catholic.
(Evidence required: parent‟s Baptism certificate or the supplementary form will allow
space for a Catholic priest to sign and confirm his knowledge of the parent‟s Baptism)
6. Children who are members of another Christian denomination from a recognised
Christian Church, (Christian Church meaning a Church belonging to „Churches Together in
Devon‟), providing such application is supported by the appropriate Minister of Religion.
(Evidence: baptismal certificate or the supplementary form will allow space for an
appropriate Minister of Religion to sign and confirm their knowledge of the child‟s
7. Children who are members of another recognised faith tradition. (Evidence required: the
supplementary form will allow space for an appropriate Minister of Religion to sign and
confirm this fact)
8. Other children of whatever background whose parents‟ preference for the school is
because they wish their child(ren) to experience faith-centred education. (Evidence
required: the supplementary form will allow space for the signature of the parent(s)
making that statement)
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9. All other children whose parents express a preference for the school for whatever
reason. (Evidence required: Submission of a Common Application Form including this
school among its preferences together with the submission of a signed Schools
Tie Breakers and Evidence
If you decide to make an application to our school for your child you will also need to arrange
completion of the supplementary application form. The supplementary form allows the
Governors to see which of the above criteria applies to the child for whom you are seeking
admission. It asks for the information required to apply the above criteria or tie breakers
fairly and accurately to each application.
When two or more children meet the same highest criterion, the shortest straight line distance
from entrance of home to entrance of school will determine their rank order. This distance will
be measured using the Devon County Council GIS system available via the DCC website.
Parents of children who are entitled to enter school before compulsory school age do have the
option to defer entry until later in the same year but not beyond the beginning of the term
after the child‟s fifth birthday.
The parents of those children whom the Admissions Committee have agreed to admit as pupils
at the school will be informed by the Local Education Authority, in writing, on 17th April 2009.
The parents of those children whose application for a place in the school was not successful will
be informed by the Local Education Authority, in writing, on 17th April 2009, of the Admissions
Committee‟s reasons for not offering a place at the school; together with a description of the
rights of parents to lodge an appeal against the decision, including details of how, and to whom,
such an appeal may be lodged.
The Admissions Committee keep a “waiting list” of those children who have not been offered a
place, and such a list may rank children in strict order of priority. Parents will be informed of
the existence of such a list and the ranking of their child and the date on which, if any, such a
“waiting list” will no longer apply.
Withdrawing offers of places – Parents should note that if the Governors find evidence of a
fraudulent or intentionally misleading application from a parent that effectively denied a parent
with a stronger claim an offer of a place, the offer could be withdrawn.
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NURSERY ADMISSIONS POLICY
1. St Nicholas Catholic Primary School is a voluntary-aided school situated in the Diocese of
Plymouth and maintained by the Devon Local Education Authority.
2. The St Nicholas Catholic Primary School Governing Body has governance of the Nursery.
3. The St Nicholas Catholic Primary School Headteacher is responsible for the management of
4. The Governing Body is responsible for determining and administering the policy relating to
the admission of pupils to the school and its nursery. It is guided in that responsibility by
the requirements of the law, by the advice of the Diocesan Trustees, and in its duty to the
nursery and to the Catholic Community. The Governing Body has delegated responsibility for
determining admissions to its Admissions & Pupil Welfare Committee.
5. Having consulted with the Local Education Authority and others in accordance with the
requirements of the law, the Governing Body has set as its Planned Admissions Number for
the nursery, 26 pupils (full time equivalent) for the forthcoming academic year.
6. Parents wishing to apply for a place at the nursery for their child must arrange for
completion of the Nursery application form and return it to the school with supporting
information as indicated below. All applications must be submitted on the nursery‟s
7. Applications must be submitted at least one whole term in advance. Late applications may be
considered at the Headteacher‟s sole discretion.
8. Children eligible for funding to access early years education will usually be admitted to the
nursery at the start of the term following their third birthday. There will be a three term
entry – Autumn, Spring and Summer. However, places may be offered earlier from the time
of the child‟s 3rd birthday subject to spaces being available.
The nursery‟s admissions policy reflects its purpose of serving the Catholic community. The
following criteria are designed to acknowledge that responsibility of the Governing Body.
Applications for places at the nursery are considered by the Admissions & Pupil Welfare
Committee in the order of priority below. If, after considering applications made which
meet the first of the following criteria there remains a shortfall in the Planned Admissions
Number, then the Admissions & Pupil Welfare Committee may consider applications made by
parents under the second, third, fourth, fifth, sixth and seventh criteria, in that order. In
the event of any over-subscription in the number of applications in any category, the
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Admissions & Pupil Welfare Committee will offer places to children living nearest to the
nursery by the shortest practical route.
The following criteria will apply in order of priority:
1. Children with a Statement of Special Educational need where the nursery is named as the
most suitable provision. (Evidence required: Statement of Special Educational Needs)
2. Children in care. (Evidence required: Letter from the Local Authority)
3. Baptised Catholic children. (Evidence required: Baptismal Certificate or the application form
will allow space for a Catholic priest to sign and confirm his knowledge of the child‟s
4. Children currently enrolled in a programme of preparation for Baptism into the Catholic
Church. (Evidence required: the application form will allow space for a Catholic priest to sign
and confirm the enrolment)
5. Children whose normal residence is with at least one parent who is a baptised Catholic.
(Evidence required: parent‟s Baptism certificate or the application form will allow space for
a Catholic priest to sign and confirm his knowledge of the parent‟s Baptism)
6. Children who are members of another Christian denomination from a recognised Christian
Church, (Christian Church meaning a Church belonging to „Churches Together in Devon‟),
providing such application is supported by the appropriate Minister of Religion. (Evidence:
baptismal certificate or the application form will allow space for an appropriate Minister of
Religion to sign and confirm their knowledge of the child‟s baptism)
7. Children who are members of another recognised faith tradition. (Evidence required: the
application form will allow space for an appropriate Minister of Religion to sign and confirm
8. Other children of whatever background whose parents‟ preference for the school is because
they wish their child(ren) to experience faith-centred education. (Evidence required: the
application form will allow space for the signature of the parent(s) making that statement)
9. All other children whose parents express a preference for the school for whatever reason.
(Evidence required: submission of a signed nursery application form.)
The following is also considered:
a) There should be a balance of three- and four-year-old children attending each session if
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b) A session must last for a minimum of two and a half hours.
c) All children must be offered five sessions. Parents/carers may choose not to take up the
offer of five sessions, and will also be able to attend another nursery or preschool and access
free early education sessions if the parent wishes. Parents can access additional childcare
sessions at another nursery or preschool; the cost of these sessions has to be met by the
d) The five sessions may be taken as a combination of morning and/or afternoon sessions.
Lunchtime supervision is currently provided.
e) Full time early education places can be offered to children in oversubscription criteria 1 and
2 or if Health, Social Services and Education professionals feel it would be beneficial to the
child and/or family. This information should be provided with the application form. This
arrangement may be temporary or for the duration of the child‟s time in the nursery or
foundation stage unit.
f) A place in a nursery class does not guarantee a place in the reception class of the school.
g) Except in the case of late admissions, the parents of those children whom the Admissions &
Pupil Welfare Committee have agreed to admit as pupils at the nursery will be informed by the
Headteacher, in writing, no later than one calendar month after the start of the term before
admission; parents shall be required within one calendar month thereafter to confirm or
otherwise acceptance of the offer of a place.
h) The parents of those children whose application for a place in the nursery was not successful
will be informed by the Headteacher, in writing, no later than two calendar months after the
start of the term before admission, of the Admissions & Pupil Welfare Committee‟s reasons for
not offering a place at the school; together with a description of the rights of parents to lodge
an appeal against the decision, including details of how, and to whom, such an appeal may be
i) In the case of late applications, the success or otherwise of the application will be notified to
you as soon as practical. There will be no right to appeal against a decision however, the parents
shall be entitled to request that their child is considered for admission at the start of the
next but one term and the original application reprocessed with the appropriate term‟s batch.
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‘Teach me your way O Lord and I will walk in your truth’ Psalm 86
1. To foster positive behaviour in line with the Christian ethos of our school, our
home/school agreements and our Mission Statement.
2. To give clear guidelines to the children so that they have the security of a safe and loving
3. To show respect to one another
4. To continue, as a Catholic school to recognise, develop and celebrate the gift of each
member of the community.
5. To provide support to all members of staff in the management of pupil behaviour.
6. To foster relationships which reflect the gospel spirit of justice and reconciliation.
To enable the children and staff to work in a secure and safe environment we have
expectations, a „whole school‟ code of conduct and a home/school agreement,‟ which all are
expected to keep. (This should be displayed in each classroom and referred to on a regular
basis) We try to keep these „rules‟ to a minimum. To this end classes may, in addition, wish to
work out a set of agreed behaviours that apply in their own particular classroom setting.
Wherever possible, our most favoured way of encouraging good behaviour is through rewards
rather than punishment.
We aim actively to involve parents when there are pupil behaviour problems that are serious or
continual. We look for help and support from parents in our aims.
Our policy is the result of good practice within the school and has been discussed by all staff,
MTAs and Governors. We expect it to be known and used by all.
Our aim is to prevent inappropriate behaviour. We try to teach positive attitudes, to listen
carefully, to show that we try to be fair and to continue to work to improve the school
We try to show we place great value on the each individual who is created in the likeness of God
and who lives in God‟s wonderful world and encourage all to do the same.
We are aware that incidents such as bullying may occur. We take any allegations seriously and
are open about our response to such incidents. We encourage children to tell. All should be
aware that any form of bullying is unacceptable behaviour in our school (see Bullying policy)
All children are expected to behave appropriately, with respect for others at all times: in class,
on the playground, in the dinner hall, on the school bus and when out on trips or during a
- 32 -
residential. We should all be proud of our school and try to make sure that our behaviour always
portrays our school family in the best possible light.
STAGES OF BEHAVIOUR AND APPROPRIATE SANCTIONS
The action taken in each case, up to a point, will depend upon the severity of the misdemeanour
and the child in question. Judgement will be used when dealing with behaviour problems and we
aim to listen, to try to be fair and to deal with an incident at the time it occurs wherever
possible. In some cases even at stage 1 will be useful and appropriate to involve parents perhaps
with a home/school book or regular meetings.
Aggravating and problematic behaviour
Examples of this may be: interruptions in class, talking when asked to be quiet, silly noises,
pushing in line, MTA yellow sanction cards, running in school, not responding well to tasks set
and annoying other children. (accidentally damaging items, harming someone, unthinking
rudeness to adults may also be included.).
This will be dealt with at the time / in class by the teacher, teacher on duty and/or LSA. Class
„rules‟ will be invoked such as name on the board three times followed by appropriate sanctions.
Other children will be rewarded for appropriate behaviour, eg working towards golden team
points for extra play. Circle time will be used to challenge and change behaviours of a group.
Occasionally extra time may be needed for completion of work, missed due to such behaviour,
at play or lunch time which the class teacher will supervise.
In the event of persistent misbehaviour at this level, a senior member of staff and/or parents
may be involved and the problem will be treated as at stage 2.
Serious behaviour problems
Examples of this may be deliberately: Damaging items, harming someone, bullying, fighting,
stealing, rudeness to adults, perhaps serious Meal time assistant sanction cards.
After investigation by the class teacher, the child will be referred, to a member of the Senior
leadership team the Assistant Head or the Deputy head. If the incident is felt to be more
problematic, the Head teacher will be informed. It will then be decided (usually in consultation
with the class teacher) what further action needs to be taken. This will probably involve a
standard letter home. The incident will be dated and written in a class behaviour file making
sure the child is aware that this is of importance. For stage 2, parents will most probably be
involved. When a parent is being informed then the Head will be made aware. If this behaviour
more than an isolated incident, dated diaries will be kept of incidents and the issue will move to
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Very serious behaviour problems
Examples of this may be: serious fighting and intentional harm to others, serious vandalism,
violence to others, very serious challenge to authority, verbal or physical abuse to a member of
staff, leaving the school without permission.
This will require the immediate involvement of the Head teacher or the deputy in his absence.
The class teacher will gather as much reliable and first hand evidence about the incident as is
possible to help fair decisions to be made or to aid the process in the event of an exclusion
becoming a necessity. The evidence will be documented and dated. Parents will definitely be
involved in these cases.
MTAs will report any incidents they deem necessary to the class teacher or call on the Head or
Deputy if there is a serious incident during lunch time. A member of the senior leadership team
is on duty each day to support the MTA.
Children are expected to:
sit on chairs to eat lunch.
be polite and respectful particularly to MTAs.
make sure they do not leave a mess in the classroom.
be able to amuse themselves in an appropriate manner with „wet day‟ activities if necessary.
There should be no running about or dangerous activity in the classroom.
Older children should be aware of the noise level of their interactions during lunchtime
and help younger children with their manners and other social interactions.
Playtimes and lunchtime play
Children must never leave the playground area without permission.
Classes must line up quietly in accordance with the agreed rules for each area.
Children must not swing on the pergola or sit on or climb on the fences.
Each middle school class has access to two balls for which they are responsible
and must not interfere with another classes play.
All classes should keep to the timetable for the adventure playground so that there
is fair access for all. The behaviour and activities on this playground must be safe
The staff on duty or senior MTA, will make decisions about wet playtimes or very
cold weather when it may be necessary to keep the children in school. The SLT will
make these decisions for children arriving early for school who will then be supervised
in the dining room.
No child will be left unsupervised in a classroom or area especially during playtime or
lunch time. Staff will check the cloakrooms occasionally on the way to the staffroom
for children who may be „late‟ out to play. This will help to erase some forms of bullying
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which take place „out of sight.‟
Yellow (sanction) and blue (praise) cards are given by the MTAs to the children
On the bus
Children are expected to:
Sit in their places sensibly and stay in their places for the duration of their journey.
Wear seatbelts for the whole journey.
Leave and enter the bus in a sensible manner.
Be polite to the teachers on duty and the driver at all times.
Older children are expected to be a good role model and to help and protect younger
They may assist in „looking after‟ these young members of the school family and make sure they get off
at the correct stop or make sure they get into school safely.
At St Nicholas Catholic School, the policy in action will be seen working in some of these ways.
We are positive in encouraging good behaviour and achievement by:
Stars of the week.
Records of achievement.
Team points. Certificates given for 25 points – bronze award, 50 points – silver award – 100
points gold award.
Special Head teacher awards/ stickers.
Praise in class / Special person of the week.
Lunchtime award cards given by MTAs
Golden class points and pearls in a jar.
5 minutes earned extra play.
Acknowledgements of success in full and area Assembly.
Behaviour management plans.
IEPs and targets.
Behaviour strategies in the classroom for individual children.
Sent to the SMT for praise.
We have sanctions which we might use when the „Code of Conduct‟ or the „Home School
Agreement‟ are breached such as:
A verbal reprimand.
Moving a child‟s position in class.
A child sent to another class.
A child kept in with the teacher at break/lunch time.
A child sent to a member of the SMT/ the Assistant head / Deputy head at lunch time with
Removal from the playground / being taken from a playground game such as football.
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Practice at lining up as a class or group from a class.
Notes in the homework book or our formal letter to parents.
A child sent to the Assistant Head, Deputy Head or Head teacher.
Removal of a privilege such as participation in extra curricular activities or school trips.
Placing on report / weekly / daily.
This list is not exhaustive!
ANTI BULLTING POLICY
‘Lord make me an instrument of thy peace’ St Francis of Assisi
We recognise the right of every child to have a safe and secure environment in which to learn
and achieve success.
1. To encourage respect for the uniqueness of the individual at all times – as made in God‟s
image and loved by Him.
2. To provide a safe and secure environment for our children.
3. To prevent bullying behaviour.
Bullying is the exercise of power by one child over another involving repeated, deliberate,
threatening, or hurtful behaviour of a physical, verbal or emotional nature.
1. There is potential for work to prevent bullying in all curriculum areas, particularly in RE.
2. Good practice in curriculum organisation and delivery can reduce bullying opportunities and
motivation. In classroom management, consideration must be given to:
a. room layout;
b. availability of resources;
c. pupil involvement and management of rules and routines;
d. practice in monitoring and stopping inappropriate behaviour.
In teaching and learning styles, consideration must be given to:
e. flexible learning practices including negotiated components:
f. group work;
g. co-operative rather than competitive practices;
h. independent learning habits.
3. The hidden curriculum carries messages about all sorts of issues, which can undermine
policies. For example, an anti-bullying policy will be undermined if any adult in the school
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uses their role power to intimidate children, or if staff, do not present a united front on
the issue. The following points will be important:
a. adult role models;
b. profiles of Head/Deputy with regard to supervision;
c. policy and practice in relation to gender, anti-racism, special education needs and
d. use and profile of sanctions in school.
4. Positive promotion of school rules, both inside the building and on the playground will
encourage all to respect themselves as well as others.
5. Provision of different activities on the playground may help to occupy children, particularly
6. Careful supervision of all areas, particularly during break times may help to minimise bullying
7. Use of circle time in the classroom may give children opportunities to discuss problem areas.
PROCEDURES FOR DEALING WITH BULLYING.
General procedures for dealing with bullying will follow these principles:
1. Be available
Make sure that children know you are ready to listen. Be ready to provide immediate support.
Remain calm and make it clear that the child is believed.
Every incident will be investigated as soon as possible. All those involved will be talked to
individually (to avoid intimidation) and the incident reported to the class teacher or a member
of the SMT.
After investigation, incidents of bullying will be recorded in the class behaviour record book.
The incident is to be recorded by teacher and agreed by participants.
Sanctions will be related to the severity of the incident, in line with behaviour policy
Each incident will be followed up at a pre-arranged time with those involved, individually or as a
group as appropriate. This could just be a check that no such incident has reoccurred. Praise
and encouragement will be given to childrens‟ efforts to change to more acceptable behaviour
especially if their general behaviour needs modifying and is not appropriate.
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We will evaluate this policy using the following success criteria:-
1. Do our children feel that the school is a safe and secure place for them?
2. Are the recorded incidences of bullying low in number?
3. Are incidents of bullying investigated and responded to?
4. Are staff aware of our Anti-Bullying Policy and alert to possible occurrence?
HEALTH AND SAFETY AND PUPILS BEHAVIOUR
Devon County Council have issued the following statement which should also be noted
“It is vital that parents and pupils are aware that certain codes of behaviour are required to be
followed, particularly in specialist areas such as laboratories and workshops where more
hazards are present. Under the Health and Safety at Work Act, the County Council has
responsibility to provide instruction, information, training and supervision for its staff, i.e
teachers, etc, and they in turn pass on their knowledge and expertise in the course of their
However, if a pupil consistently flouts the procedures laid down and explained by staff, and
another person is injured or suffers damage to property as a result of such behaviour, the pupil
and not the LEA may be held personally liable in any future claim for compensation. I feel it is
only fair to bring this to your attention since the staff are not always able to impress the need
for safe working procedures and behaviour on all pupils.”
RACE AND EQUALITY POLICY
Within the Church diversity is not a basis for division, and the underlying and over-riding
principle of our faith in Jesus Christ binds us together in a unifying brotherhood of
understanding, love and mutual enrichment.
You are, all of you, sons of God through faith in Christ Jesus. All baptised in
Christ, you have all clothed yourself in Christ, and there are no more distinctions
between Jew and Greek, slave and free, male and female, but all of you are one in
Christ Jesus. Galatians 3: 26-20
The Gospel requires us to strive at all times to promote justice for all, to support the weakest
and most vulnerable of our brethren, and to oppose all discrimination, be it on grounds of race,
colour or creed, national or social origin, gender or disability. A belief in Gospel values,
therefore, leaves us in no doubt that we should be at the forefront of the movement for
justice both as individuals and as institutions.
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Our Guiding Principles are:
(1) All men and women are of equal importance in the sight of God and should be equally
accorded the respect and dignity due to the children of God.
(2) It follows that the diversity resulting from age, gender, racial and social origins, culture
and practice should be regarded as enriching the total Catholic community and not
creating any order of esteem.
(3) Consequently, all the members of the community, whatever their function, status or ability
shall be held in equal esteem.
(4) No one should be recruited to the service of a Catholic school unless they are fully aware
and supportive of the aims and objectives of the school in seeking to implement these
(5) Age, gender, ethnic origin, disability or marital status shall not be a consideration in the
recruitment of staff, but simple the matter of qualification, experience and suitability to
the proper discharge of relevant duties.
(6) Children who are admitted to the school and their families must be fully aware of the aims
and objectives of the Church and school and undertake to support them. This
requirement must be considered in the light of the prescription of the law and
incorporated in the criteria for admissions.
(7) Every child is to be held in equal esteem as a child of God. Their individual needs are to
be carefully assessed and monitored in the light of their abilities, talents, previous and
present experience and their full and appropriate entitlement to educational and spiritual
provision made available to them.
(8) The overall structures and policies, the class and departmental structures and attitudes,
and indeed the whole curriculum are to be evaluated and kept under constant review in
order to ensure that no individual adult or child is subject in any way to prejudice or
discrimination of any sort in terms of their membership of the school community.
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If parents are unhappy with any aspect of their child's schooling, the best way to clear things
up is to take the matter up in the first instance with the class teacher and then with the
If the concern is about the curriculum and if an interview with the Headteacher does not
remove the worry, the 1988 Education Act sets out more formal arrangements which enable
complaints to be considered by the Governing Body of the school, the Local Education Authority
and ultimately the Secretary of State. Details of the procedure can be made available on
SECONDARY SCHOOL TRANSFER
At the beginning of the school year in which a child becomes eleven years of age, parents are
asked to make a choice of Secondary School to which their child will transfer. They will be
advised at the time of the choice available to them and given the opportunity to visit the
Secondary Schools concerned. We are required to publish destination schools for Leavers :
July 2008 Year 6
St Peter‟s C of E School 33
West Exe Technology College 1
St James‟s School 1
Clyst Vale Community College 1
Queen Elizabeth‟s Community College 2
Colyton Grammar School 2
Chulmleigh Community College 1
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POLICY ON VOLUNTEERS IN SCHOOL
Volunteers are a welcome resource for helping to raise children‟s achievement, complementing
the work of teachers and support staff.
The deployment of any volunteer, whether for one day or for a number of sessions over a
longer period, must be managed with care; in particular taking account of the needs of the
pupils and the staff to whom they are assigned.
Volunteers should not be asked to carry out duties which:
fall normally within a Teacher‟s responsibility under loco parentis
fall normally within the job description of a Teacher or a member of the support staff
i.e. they must not be asked to cover the absence of staff from School
would normally be performed by a contractor engaged by the LEA or by the school
require them to have unsupervised access to children
The Class teacher remains responsible for the organisation of the class and methods of work.
During a visit to the school each volunteer should be designated to a specific member of staff
to whom he or she will be directly responsible. Whilst there should be no significant addition
to the workload of the staff member taking responsibility for the volunteer, it would be
expected that time is taken to ensure the volunteer is adequately inducted into the role and
that there is mutual agreement and understanding. This additional responsibility is not
compulsory for staff and should only be delegated with the agreement of the employee
Where a volunteer‟s particular skills or knowledge do not match the current needs of the
School, the offer of help should be declined.
The Induction Pack
All volunteers need to be made to feel welcome. An induction pack is available. This pack
details of session times
map of the school and details of the facilities available e.g. toilets
details of first aid and emergency arrangements e.g. procedures to follow in case of fire
Volunteers are also made aware of the following procedures:
Expectations with regard to confidentiality
Access to information related to pupils and/or staff
Expected level of behaviour and an awareness of Professional Codes of Conduct
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School‟s Equal Opportunities policy – especially focussing on issues relating to
discrimination and the use of appropriate language
The school‟s requirement that each volunteer completes a Protection of Children Form
The law requires checks to be made on anyone with responsibilities in a School which can given
them regular unsupervised access to pupils under the age of 19. Under the Education
(Teachers)(Amendment) Regulation 1998 this now includes volunteers who regularly help:
In the classroom
In extra curricular activities
Supervise pupils on School organised holidays or residential visits.
Volunteers are asked to complete a Protection of Children Form (PO39) and a Police check will
be carried out. The Register of those volunteers who have been checked by the Police is held
in the School Office. It is the Headteacher‟s responsibility to ensure that volunteers do not
have unsupervised access to children.
These regulations do not apply to volunteers such as those who help organise and run fetes or
who may assist the School activities on an irregular basis but should apply to volunteers that
drive children in cars or minibuses.
Volunteers should be informed about the extent of the insurance cover available. Whilst
volunteering for the school they are covered by the LEA for third party liability only. They
may wish to make their own arrangements for insuring against theft, personal injury or
damage to their own property.
Volunteers using their own car to transport children other than their own children to school
events should be made aware of the school policy and advised to check with their car
insurance company to ensure that they do not contravene their insurance policy conditions.
Although there is no obligation to make financial reimbursement to volunteers, it would be
appropriate to consider paying out-of pocket expenses connected with the tasks they
undertake for the school.
State benefits claimed by volunteers can be affected by voluntary work and schools are
strongly advised to refer volunteers to Form FB26 available from the local Benefits Office if
they are in any doubt about work they may undertake voluntarily. The main points for
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consideration are that volunteers should remain available for work if claiming unemployment
benefits and that disabled volunteers should not undertake voluntary work of a nature similar
to that for which they are receiving disability benefit.
DATA PROTECTION ACT – FAIR PROCESSING NOTICE
Schools, local education authorities and the Department for Education and Skills (the
government department which deals with education) all hold information on pupils in order to
run the education system, and in doing so have to follow the Data Protection Act 1998. This
means, among other things, that the data held about pupils must only be used for specific
purposes allowed by law. We are therefore writing to tell you about the types of data held,
why that data is held, and to whom it may be passed on.
The school holds information on pupils in order to support their teaching and learning, to
monitor and report on their progress, to provide appropriate pastoral care, and to assess how
well the school as a whole is doing. This information includes contact details, National
Curriculum assessment results, attendance information, characteristics such as ethnic group,
special educational needs and any relevant medical information.
From time to time we are required to pass on some of this data to the Local Education
Authority (LEA), to another school to which the pupil is transferring, to the Department for
Education and Skills (DfES), and to Qualification and Curriculum Authority (QCA) which is
responsible for the National Curriculum and associated assessment arrangements.
The Local Education Authority uses information about pupils to carry out specific functions
for which it is responsible, such as the assessment of any special educational needs the pupil
may have. It also uses the information to derive statistics to inform decisions on (for
example) the funding of schools, and to assess the performance of schools and set targets
for them. The statistics are used in such a way that individual pupils cannot be identified
The Qualifications and Curriculum Authority uses information about pupils to administer
the National Curriculum tests and assessments for Key Stages 1 to 3. The results of these
are passed on to the DfES in order for it to compile statistics on trends and patterns in
levels of achievement. The QCA uses the information to evaluate the effectiveness of the
National Curriculum and the associated assessment arrangements, and to ensure that these
are continually improved.
The Department for Education and Skills uses information about pupils for statistical
purposes, to evaluate and develop education policy and to monitor the performance of the
education service as a whole. The statistics (including those based on information provided
by the QCA) are used in such a way that individual pupils cannot be identified from them.
The DfES will feed back to LEAs and schools information about their pupils where they are
lacking this information because it was not passed on by a former school. On occasion
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information may be shared with other Government departments or agencies strictly for
statistical or research purposes only.
Pupils, as data subjects, have certain rights under the Data Protection Act, including a
general right of access to personal data held on them, with parents exercising this right on
their behalf if they are too young to do so themselves. If you wish to access the personal
data held about your child, then please contact the relevant organisation in writing:
the school at Ringswell Avenue, Exeter, Devon EX1 3EG;
the LEA‟s Data Protection Officer at Devon County Council, Resources Directorate,
County Hall Topsham Road, Exeter, EX2 4QG;
the QCA‟s Data Protection Officer at QCA, 83 Piccadilly, London, W1J 8QA;
the DfES‟s Data Protection Officer at DfES, Caxton House, Tothill Street, London,
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ST NICHOLAS CATHOLIC PRIMARY SCHOOL
SCHOOL TERM AND HOLIDAY DATES FOR 2008/2009
PLEASE KEEP FOR FUTURE REFERENCE
Autumn Term 2008
September 1 School Closed for Pupils - Training Day for Staff
September 2nd School Closed for Pupils - Training Day for Staff
September 3rd School Open for Pupils
October 27th to October 31st Half-term Holiday
November 3rd School Open for Pupils
December 22nd to January 2nd Christmas Holidays
Spring Term 2009
January 5 School Closed for Pupils - Training Day for Staff
January 6th School Open for Pupils
February 16th to 20th Half-term Holiday
February 23rd School Open for Pupils
April 6th to 17th April Easter Holiday
Summer Term 2009
April 20 School Closed for Pupils - Training Day for Staff
April 21st School Open for Pupils
May 4th School Closed (May Day Bank Holiday)
May 25th to May 29th Half-term Holiday
June 1st School Open for Pupils
July 20th to August 31st Summer Holiday for Pupils
July 20th Training Day for Staff
Please note that National Standard Assessment Tests (SATs) for Year 6 (Key Stage 2) in
2009 are Monday 11th May to Friday 15th May. Absence should be avoided during that
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Our Mission Statement:
St. Nicholas School reflects the teachings and values of the Catholic Faith that is central
in our daily lives. We recognise that everyone is created in the image and likeness of God
and that everything is possible
through Christ. We grow and learn spiritually, intellectually, physically and emotionally by
being Christ like to others.
All members of our community are valued and respected. We embrace a spirit of
communication and cooperation, openness and supportiveness. Each member is encouraged
to achieve individual excellence in all areas.
We are a living and growing community, offering everyone the opportunity to fulfil their
potential, educating the whole person in a broad and balanced way, as we are all unique,
individuals in the eyes of Christ.
We present, live and celebrate the Christian vision.
The community of St. Nicholas Catholic School attempts to serve as a witness to the
Catholic faith in Jesus Christ.
We believe that parents are the first educators of their children and that we are called to
support them in their God-given task. Every child in our school is valued and encouraged to
achieve human wholeness-spiritually, morally, emotionally and academically in a happy,
secure, Christian environment.
This Home-School Agreement is an expression of the covenant between parents, child and
school: to help fulfil our Mission.
We acknowledge our responsibility to support parents as they nurture their children
towards human wholeness within our Catholic community.
We will try to:
Demonstrate our faith and our school‟s foundation in Jesus Christ by the way that
we teach, live and worship in our school.
Provide a friendly welcome to your child and a secure, stimulating, Christian
environment in which to learn.
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Treat your child with dignity and respect.
Provide the best possible education for your child.
Keep you informed about your child‟s progress and provide opportunities for you to
talk to teachers.
Keep you informed about school policies and activities.
Set, mark and monitor homework suitable for your child.
Inform you of any concerns about your child‟s attendance, punctuality, behaviour,
work or welfare.
Challenge your child to strive for the highest standard of personal, spiritual, social
and intellectual development and aim for excellence in all that they do.
We acknowledge that we are the primary educators of our children and we invite the school staff
to be our partners in meeting this responsibility.
We will try to:
Support the Christian values of the school.
See that our child attends school regularly and make sure that he or she arrives at school
Telephone the school before 9.00am on the day of any absence.
Provide a note to explain any absences.
Take holidays out of term-time.
Make sure that our child wears the correct school uniform and brings the right equipment.
Encourage our child to do his or her best at school.
Support our child in homework and other opportunities for home-learning.
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Attend open evenings to discuss our child‟s progress.
Inform the school of any concerns that might affect our child‟s work or behaviour.
Support the school‟s policies for behaviour, guidance and their implementation.
When possible, attend Masses, special assemblies and other school and PTA functions.
Signature……………………………………………………………… ……… Date………………………………………….………..
I thank God for all the special gifts that he has given me and I will try to use them well.
I will try to:
See Jesus in other people
Be kind, friendly and helpful to others
Speak politely and not use abusive language
Avoid hurting people
Walk when inside the school building
Wear my school uniform tidily
Take good care of the school equipment and building
Do my class work and homework as well as I can
Learn something new each lesson
Do my best at all times
Signature: …………………………………………………………………………. Date: ………………………………………………
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It is the Policy of the Governing Body that children attending our school are expected to wear
school uniform. We ask for your co operation as parents in ensuring that the following uniform
code is kept to:
GIRLS' UNIFORM BOYS’ UNIFORM
White Blouse White Shirt
School Tie School Tie
Pullover with embroidered School Badge Pullover with embroidered School Badge
Grey Skirt or Pinafore or Grey or Black Trousers
Grey or Black Trousers Black or Grey socks
Grey or White Socks
Green, Grey or White Tights
Suitable School Shoes Suitable School Shoes
(very high heel or sling backs are not suitable) (Trainers are not suitable)
Please also note that:
Children should have hair cuts which are appropriate for school. Children with long hair
must have it tied back for all lessons, not just P.E. and Games.
Earrings (one pair only) should be the stud type. Earrings are not encouraged to be worn as
any type can cause serious injury through getting caught in normal playtime conditions, and
particularly in Games and P.E. lessons. Children will be asked to remove them for P.Ed. and
No other jewellery must be worn - i.e. rings, neck chains, nose studs etc.
No nail varnish is allowed.
All articles of clothing, including footwear, must be clearly marked with the owner's name.
New items can be purchased from Thomas Moore on Fore Street, Exeter and good-as-new
items are available at school uniform sales during the Christmas and May Fayres.
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PHYSICAL EDUCATION KIT
The Physical Education National Curriculum divides the programme of work the children learn
into six areas – Gymnastics, Dance, Games, Athletics, Swimming and Outdoor Activities.
Children should cover these activities during their time at primary school but not necessarily all
Children should also be taught safe practice in Physical Education activities – responding to
instructions, following rules, laws, codes, safety procedures, wearing appropriate clothing and
footwear and using equipment safely. Positive attitudes for play, honest competition and good
sporting behaviour are also promoted.
The Physical Education Kit that the children require enabling them to receive the best possible
opportunities in all aspects of Physical Education is thought to be smart and practical.
Yellow School Polo Shirt.
Bottle Green Shorts
Change of footwear – correct fitting trainers, plimsolls
A second layer of warm clothing for outdoor use during the winter months
It is useful for children to have a spare pair of socks in their PE bag
I am sure that you wish the excellent reputation that St Nicholas has within the city to be
reflected in the pride our children have in their appearance and general demeanour. Thank you
for your support in maintaining our high standards.
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