Dear Parents by niusheng11

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									                                 _______________________________                    ___________
 JUNIOR SCHOOL
 Head Teacher: Miss K Unsworth

 CLIFTON CRESCENT, SOLIHULL, WEST MIDLANDS, B91 3LQ TEL: 0121 -705-8516 FAX: 0121-709-1005




Dear Parents
Welcome to Widney. I hope very much that this brief introduction to our school will
provide a useful picture of the learning environment that we provide.
Our school Mission Statement is summarised as “Learning together – Achieving more”.
This reflects the importance we place on teachers and parents working together in order
for children to grow, not only in particular academic skills, but also as individuals who know
what it means to behave as a learner. We also provide parents with opportunities to get to
know exactly what is expected of their child and how they can play a valuable part in their
child achieving the expected level of attainment.
Not only do we aim to enable every child to achieve their academic potential but we also
place great importance on their personal-social development. We hope children here enjoy
learning and acquire both the skills and attitudes that will enable them to continue to learn
as they become adults.
We are constantly trying to extend ways in which we provide information to parents and
we are always ready to answer questions. The information in this brochure is updated
annually but we may make adjustments to any aspects of the detail during the year.
We are keen to involve parents in the life of the school. We have recently established a
Parent Council to support the further development of home-school liaison. This group will
meet roughly once each half-term. We hope to have representation from each class in
school. Invitations will be sent out early in the Autumn term. The Parents Association
Committee is always looking for new helpers. The Association contributes a tremendous
amount to the school, both financially and socially. In addition, we are eager to involve
parents (and/or grandparents) in day-to-day activities and will regularly notify you of
projects or jobs requiring help as they arise. If you would like to help in school, please do
not hesitate to contact the office or speak to me directly. Such help does not have to
involve weekly commitment.

                                  Yours sincerely



                                  K Unsworth
                                  Head Teacher
                                                                          Content
                School Mission Statement / School Aims .................................................. 1
                School Values ..................................................................................................... 2
                Learner‟s Rights, Roles & Responsibilities .................................................. 3
                Parent‟s Rights, Roles & Responsibilities .................................................... 4
                Staff Rights, Roles & Responsibilities ......................................................... 5
                Teaching Staff / Non-Teaching Staff ........................................................ 6
                School Governors .............................................................................................. 7
                Safeguarding Children / Safeguarding & Technology ............................ 8
                Data Protection ................................................................................................. 8
                Teaching and Learning ..................................................................................... 9
                Specific Learning Difficulties Centre ......................................................... 9
                Special Educational Needs ............................................................................. 10
                Transfer to Secondary School ...................................................................... 10
                Contact with School / Home School Diary ................................................. 11
                Special Assemblies ............................................................................................ 11
                Travel to and from School /Cycling ............................................................. 12
                Car Parking ......................................................................................................... 12
                Before and After School Club ....................................................................... 12
                Non-Smoking Policy ........................................................................................... 12
                Accessibility ....................................................................................................... 12
                School Rules ........................................................................................................ 13
                Discipline ............................................................................................................. 13
                Equality ................................................................................................................ 13
                Homework ........................................................................................................... 14
                Attendance ......................................................................................................... 14
                Home-School Agreement ................................................................................ 15
                Charging Policy ................................................................................................... 15
                Instrumental Tuition ........................................................................................ 15
                School Meals / Free School Meals ............................................................... 16
                Water Bottles ................................................................................................... 16
                Conservation Area / Growing Area .............................................................. 16
                Food in School .................................................................................................... 17
                School Council .................................................................................................... 17
                Widney Parents' Association ......................................................................... 18
                Parent Council .................................................................................................... 18
                School Uniform ................................................................................................. 19
                Building Learning Power ................................................................................... 20
                Curriculum ........................................................................................................... 21
                „Every Child Matters‟ ........................................................................................ 22
                Health Education /Sex and Relationships Education .............................. 23
                Religious Education / Collective Worship ................................................... 23
                Physical Education ............................................................................................ 24
                Out of School Hours Learning ....................................................................... 25
                School Productions /Class Assemblies ......................................................... 25
                School Visits ...................................................................................................... 25
                Charity Week ..................................................................................................... 26
                National Curriculum Test Results ................................................................. 27
                School Terms and Holiday Dates ................................................................... 28

Appendices:   o Sample Diary Page                                                  o Request for Volunteer Helpers
              o Data Protection                                                    o Church of Christ the King
              o Cranmore Little Acorns Kids‟ Club
                      School Mission Statement

                “Learning together – Achieving more”.

At Widney Junior School all staff and Governors are committed to building
a community where every child can learn from and alongside adults, in order
to fulfil their potential.



                             School Aims


1.   To develop and sustain an environment that keeps children safe and happy,
     fosters self-esteem and encourages effort and personal challenge.

2. To provide thorough teaching of core skills which enable pupils to thrive
   in the future.

3. To enable children to become independent learners within a variety of
   contexts.

4. To support children‟s physical well-being and develop their understanding
   of what constitutes a healthy life-style.

5. To demonstrate tolerance and respect for other people, their beliefs
   and moral values.

6. To give children opportunities to take part in cultural and aesthetic
   experiences that provide emotional, as well as intellectual, fulfilment.




                                    1
                                School Values


Through discussion by all members of the community we wish to encourage the
following values:




                                                           Tolerance
                         Independence
                                             Trust
             Empathy




             Happiness                                     Forgiveness



                         ROLES          RESPONSIBILITIES



                         RIGHTS          RELATIONSHIPS       Inquisitiveness


            Sharing




            Honesty                          Love          Respect for
                         Confidence                        oneself and
                                                           for others




                                         2
                   Learner’s Rights, Roles & Responsibilities


Rights
       To be happy at school and enjoy learning
       To feel safe and unafraid
       To be listened to and able to air opinions in a supportive environment
       To have equal access to teacher support and school resources (and wider
        opportunities)
       To be a valued member of the class and the whole school


Roles
       To be directed by the teacher
       To follow teacher directions
       To help one another
       To learn co-operatively


Responsibilities
       To be punctual and ready to learn
       To allow peers to have an equal share of the teacher‟s attention
       To respect each other‟s feelings
       To show respect for the teacher e.g. speak in a polite manner
       To respect other people‟s property, including school property
       To move around the school safely
       To behave in a safe and appropriate manner in lessons
       To speak politely to the teacher and fellow pupils
       To be caring towards other people
       To take responsibility for own actions and behaviour
       To be responsible for having the necessary equipment for learning




                                            3
                    Parent’s Rights, Roles & Responsibilities


Rights
       To be kept informed about their child‟s progress and behaviour in school
       To share concerns with the school
       To feel that their child is safe and supported in school


Roles
        To reinforce school rules
        To support school in order to support their child
        To uphold judgements or sanctions made by the school
        To teach children to socialise and co-operate with other children
        To teach children social skills from an early age.


Responsibilities
       To be responsible for the behaviour of their child outside of school hours,
        (before 8.40 in the morning and after 3.25 in the afternoon)
       To ensure the safety of the children both on the journey to and from
        school and to encourage them to be punctual
       As a school we recommend that children should not travel to school
        unaccompanied before the summer of Year 6
       To ensure the health and welfare of the child
       To be prepared to discuss their child‟s behaviour with whatever agencies
        are necessary
       To ensure children have a school homework diary and that a parent signs
        the diary on a weekly basis
       To support the school policy on homework by encouraging children to be
        active learners by organising home learning in order to meet the deadlines
        set e.g. homework tasks
       To support the school policies on behaviour and school uniform, including
        the correct P.E kit
       To work in partnership with the school.
       To communicate with staff in an appropriate manner




                                            4
                    Staff Rights, Roles & Responsibilities

Rights
       To be supported in managing difficult pupil behaviour
       To have opportunities for training in behaviour management strategies
       To be treated with respect, not verbally abused or physically harmed
       To be happy at school


Roles
       To implement rewards and sanctions
       To support colleagues with difficult pupil behaviour e.g. paired support
       To be a model citizen for pupils, by setting a good example to children
        (IMITATION)
       To help children deal with social issues through the use of circle time
        e.g. by suggesting strategies


Responsibilities
       To not leave the children unsupervised
       To implement the agreed policy
       To inform parents of pupils‟ successes and concerns
       To be well prepared for lessons
       To conduct ourselves in a professional manner
       To follow up anything brought to our attention
       To sign the diary on a weekly basis.




                                          5
                               Teaching Staff
Senior Management Team
 Miss K Unsworth         Head Teacher                              (First Aider)
 Mr L Chamberlain        Deputy Head Teacher
                         Special Educational Needs Co-ordinator
                         Responsibility for Assessment/Data Analysis
                         Responsibility for Literacy
 Mr A McLaren            Phase Leader (Years 5 & 6)
                         Responsibility for Maths
                         Responsibility for Physical Education
 Miss H Tomlinson        Phase Leader (Years 3 & 4)
                         Responsibility for Personal & Social Development
                         Responsibility for Modern Foreign Languages
Miss M Cole              Responsibility for Art
                         Responsibility (shared) for ICT
Miss R Fletcher          Class Teacher
Mrs G Payne              Responsibility for Science
                         Responsibility for Design & Technology
Mrs C Selwood            Responsibility for Religious Education
Mrs M Tonge              Responsibility for History & Geography
Miss H Wood              Responsibility for Music
                         Responsibility (shared) for ICT
Mrs A Pharo              Teacher in charge of ARC (Additionally Resourced Centre)
                            Support Assistants
Mrs C Adamson            Special Support Assistant – ARC           (First Aider)
Mrs S Parker             Special Support Assistant – ARC          (First Aider)
Mrs H Barnes             Teaching & Learning Support Assistant    (First Aider)
Mrs P Jones              Teaching & Learning Support Assistant
Miss L Adamson           Teaching & Learning Support Assistant
Mrs L Chibamu            Child Specific Support Assistant
Miss V Ellis             Child Specific Support Assistant
Mrs T Kearney            Child Specific Support Assistant
                           Other Support Staff
Mrs M Davies             School Secretary
Mrs S Cattell            School Secretary/Bursar
Mr K Barker              Site Manager
Mrs C Whittingham        School Cook
Mrs C Baggs              General Assistant (School Meals)
Mrs S McHale             Supervisory Assistant
Mrs J Meehan             Supervisory Assistant
Mrs S Reath              Supervisory Assistant
Mrs S Zaidi              Supervisory Assistant
Mrs S Shiels             Cleaning Assistant
Mrs S Whittingham        Cleaning Assistant
                                      6
                                School Governors

The Governors of the school serve a four-year term of office and are drawn from
four categories laid down by Central Government. The Governing Body consists of
thirteen members as follows:
          Local Authority Appointees (LA)                             3
          Parents of pupils at the school                             4
          Community Governors co-opted from the local community       3
          Staff Governors (Headteacher, Teacher & Support Staff)      3

The parent governors are elected by the parents and serve for four years.
Their term of office does not expire when their child leaves the school.

The full list of Widney Governors is:

          Mrs H Barnes                  Support Staff

          Mr P Dowe                     Parent

          Miss D Dunkley                Parent

          Rev S Height                  Community

          Mr A McLaren                  Teaching Staff

          Mrs K McMullen                Parent

          Mr R Morgan                   LA

          Mr R Pascoe                   LA

          Mrs M Roberts                 LA

          Mr P Rogers                   Community

          Mr P Thornton                 Community

          Miss K Unsworth               Head Teacher

          Ms L Yarham                   Parent




Governors may be contacted via the school (0121 705 8516).




                                            7
                               General Information



Safeguarding Children
Our first priority is to ensure that your child is safe and happy in school.
Safeguarding children refers not only to Child Protection but a wide range of areas
such as health and safety, management of medication, attendance monitoring, equal
opportunities and safe recruitment.
We operate within the framework of the Local Safeguarding Children Board [LSCB].
This means that the member of staff responsible for Child Protection [DMS] has
training at least every two years. All staff are trained every three years.
Miss Unsworth is the designated member of staff for child protection [DMS].
Staff will refer concerns to her but the law states that all individuals have a
statutory responsibility to report concerns to the appropriate authorities.

Safeguarding and Technology
The school has a Policy for safe internet use, which is issued to parents when their
child starts at the school. Guidelines are displayed in the ICT suites.
The school seeks to ensure that staff are given training in a range of safeguarding
matters. Obviously, information technology provides an increasing volume of material
and systems which can potentially be used for harm rather than good. The Local
Authority has robust controls over the network systems in school, which are designed
to protect children. The school has a Policy for E-Safety which covers all aspects of
technology that potentially can be used inappropriately and the ways in which children
are protected and educated to manage this risk in the future. The school also has a
Policy for safe internet use.

Data Protection (see also Appendix – Data Protection Act)
Parents are required to complete a permission slip for their child to be photographed
in school. Press photographs will only be taken if the parent gives permission for the
specific occasion. When groups go out of school to other events, children will not be
photographed by outside agencies unless particular arrangements have been made and
parental permission given.




                                          8
Teaching and Learning
Children coming to our school are given opportunities to see Widney and meet teachers
before they actually arrive here. During the Summer term, teachers from Widney visit
Cranmore Infant School to meet the Year 2 children and their teachers. They see the
children learning at Cranmore and have valuable conversations with the Cranmore staff.
The children are then taught by their new teachers in their infant school for a morning so
that they can get to know them a little in the familiar learning environment of their infant
school. Following that they come and spend a morning at Widney with their new teachers.
The work they do reflects a joint project, linking their learning between the two schools.
Throughout their time at Widney the children are not only taught in their base class but
are organised into sets for mathematics and writing so that their skills can be developed
appropriately. All our teaching is informed by detailed assessment for which our school
and authority are particularly recognised. This is called Assessing Pupil Progress [APP].
Sets are managed flexibly and our assessments may mean that a child moves between sets.
Children with particular needs are supported by our Inclusion Team of support staff who
may work within the class or take individual children or small groups out of the class for
focussed work. We design intervention groups to meet the needs of children and these
groups will therefore vary depending on the particular needs in school at the time. Such
work may include friendship and social skills groups as well as paired reading or number
work. This work is co-ordinated by the Special Needs Co-ordinator.
We believe that the curriculum should inspire children and enable them to develop
important learning skills that will stay with them for life. While complying with the
requirements of the Statutory National Curriculum, we strive to build a creative and
exciting curriculum that links areas of learning together and allows children to apply their
skills in different areas. We will always consult the children about how they feel about
their learning experiences and will link the curriculum to our shared values and aims.
Curriculum development will always form a core part of our School Improvement Plan.
Please see the curriculum section later in this document.

Specific Learning Difficulties Centre (Additionally Resourced Centre – ARC)
A Specific Learning Difficulties Centre is attached to Widney. This is a Local Education
Authority provision sited at the school for the purposes of integration and continuity of
education. The Centre provides help for pupils who have a statement of special educational
needs under section 325 of the 1996 Education Act.
The provision is short-term and provides an intensive literacy and numeracy programme for
pupils with a specific learning difficulty.
The expertise of staff in the centre has a positive impact on the understanding of all our
staff in relation to specific difficulties. This means that our classrooms are „dyslexia
friendly‟. Teachers here work closely with the Centre staff to ensure that appropriate
strategies are used in our classrooms. We are also able to access the Centre‟s expertise in
the teaching of spelling and this is built into the development of our phonic work.
Accommodation is for twelve pupils drawn from schools throughout Solihull. Pupils attending
the Centre become full members of Widney School and are involved in all aspects of school
life. On completion of their intervention programme they may return to their neighbourhood
school to complete their education.
                                             9
Special Educational Needs
The school has a Policy for Special Educational Needs which outlines the ways in which
children are supported in line with the Statutory Code of Practice. Specialists from the
Solihull School Inclusion Service work with the school staff where appropriate, giving
advice, making assessments of children or carrying out intervention programmes with
groups or individuals. Our Special Educational Needs Co-ordinator [SENCO] leads the
inclusion team of Support Assistants, overseeing intervention work that is carried out and
advising teachers. The SENCO also works with children either in small groups or
individually.
The school is lucky enough to host the Local Authority‟s provision for children with
dyslexia. Mrs Pharo is the teacher in charge of this SpLD Centre [see p.8]. She and two
special support assistants run the centre and advise the rest of the staff so that pupils
with specific difficulties are able to work successfully within mainstream classes. Their
expertise is also often valuable when children in mainstream classes exhibit some aspects
of specific learning difficulties.
The school does not discriminate against children because of their special needs. The
Senior Management Team ensures that progress data is monitored to check that all
children are enabled to make the progress that they are capable of.

Transfer to Secondary School
Pupils complete their primary education when they are eleven years old and generally
transfer to Alderbrook or Tudor Grange. Parents receive a letter from the Director of
Education in the Autumn Term of their child's final year with us informing them of their
child‟s catchment area school. Parents have the opportunity at that time to list preferences
for up to five secondary schools. Details are sent out of dates when they can visit the
secondary schools before making their choice. Later in the year, a place at one of their
preferred schools will be confirmed. For further information please call School Admissions
on 0121 704 6693.
At Widney we work closely with colleagues at both Alderbrook and Tudor Grange School so
that our children get the chance to take part in activities at the secondary schools or work
with their staff in project work at Widney. For example, teachers from the secondary
schools have helped us with maths projects and arts activities.
Teachers from Alderbrook and Tudor Grange (and other schools where applicable) visit
Widney during the Summer Term. They discuss the transfer arrangements with us and also
meet the children moving to their schools. The children are then given an opportunity to visit
their secondary school. They meet some of their new teachers and are shown around the
school. It is hoped that these arrangements lead to a smooth transition between primary and
secondary education.




                                             10
Contact with the School
If you are concerned about any aspect of your child‟s work or welfare please contact the
school. We welcome the contact and share the concern. If we are worried about any aspect
of your child‟s learning, behaviour or well-being, then we will contact you.
If you need to speak to the teacher about particular issues, they are available on Fridays
from 9.00am to 9.20am and an appointment may be made through the school secretary.
If you need a quick word and wish to speak to staff at the end of the school day, then please
speak to the secretary and wait in the entrance hall.
Formal parents‟ evenings are held in the Autumn and Spring terms. In the Summer you are
invited to visit your child‟s classroom and look at their books and other work. On this occasion
the teacher will be present to chat informally. This is an ideal time to look back over the year
and celebrate your child‟s achievements. At the end of the Summer term you will receive a
written report on all areas of your child‟s learning. This will make clear the progress they
have made and provide key messages to support their further development in the coming
year.
There are lots of other opportunities to come into school and find out about all the exciting
things that are happening. Watch out for these in our fortnightly Widney Newsletter. The
school also has its own website, where you can access information online about aspects of the
school and its activities. The website address is: www.widney.solihull.sch.uk
Children will have a password to give them access to Widney‟s Extranet site, both from home
and within school. Here they will be able to safely use email and complete activities set by
their class teacher.

Home-School Diary - to help you keep up-to-date with important information and to enable
regular communication with you child‟s teacher, we have a Home-School Diary (see „Homework‟).
We anticipate that every child will have one of these important books. Our Home-School Diary
is designed to keep parents informed about all aspects of their child‟s work and to give them
opportunities to communicate with the teacher. We do expect this to be used and where
families make good use of it, we find that the child‟s progress is enhanced. At the back of this
prospectus is a sample diary page which provides a guide to using the diary successfully.
Teachers will also mention the diary at parents‟ evening. It should be brought by the family to
the Spring term parents‟ evening, when the child, parent and teacher discuss progress together.

Special Assemblies
Parents are offered a variety of opportunities during the year to come and see what the
children have been learning:
Each term, classes do a Good Work Assembly, to share their learning with the school. Parents
are not normally invited to these but, once a year, your child will be part of a Class Assembly, to
which parents are invited. This gives you a chance to see what they have been doing and to
celebrate their achievements.
Once a month, usually on the last Friday, we have a Celebration Assembly, where children are
congratulated for their achievements both in and out of school. All parents are welcome but, if
your child is being presented with a certificate, you will receive a personal invitation.




                                                11
Travel to and from School / Cycling to School
The times of our sessions are as follows:
Morning           Commences at 8.50am                Finishes at 12.15pm
Afternoon         Commences at 1.15pm                Finishes at 3.25pm
We must stress that parents are responsible for their children before 8.40am and children
should not be left on the playground before then.
We would encourage families to walk to school if possible in line with our Healthy School
status. However, for families that have to drive to school, we have an arrangement with the
Municipal Club that enables us to use their car park at the start and end of the day (see next
section).
Within our Travel Plan, we have planned to issue cycle passes to families wanting to allow
their child to bring a bike or scooter to school. This is a new scheme and parents will be
given details of when and how they can apply for a pass once the school year has started and
our bicycle storage has been put in place.
Car Parking
We use the Municipal Club car park at the start and end of the school day. Access to the Club
is via Brick Kiln Lane and a footpath leads from the car park to the school. The Club has been
very generous in providing this facility and parents are asked to drive slowly and ensure children
respect the Club's property.
The Municipal Club car park may only be used at the start and end of the school day. At other
times (e.g. following after-school activities or when attending evening meetings) parents should
park on the school playground.
We ask that, in the interests of the safety, parents do not use the staff car park.
Before and After School Club
Cranmore Little Acorns runs a before and after school club, based at Cranmore Infant
School. Widney children who attend this club are accompanied by Acorns staff for the short
walk to and from Cranmore School.
For further details please call Cranmore School on 0121 705 3443.
Non-Smoking Policy
Widney Junior School is a non-smoking site. It is against the law to smoke in any area of
the school and its grounds.
Accessibility
Following an Accessibility Survey carried out by the Local Authority, the Governors have
undertaken a range of improvements to the physical environment of the school. Developments
include provision of a toilet for the disabled, re-decoration to aid the visually impaired and
provision of carpet in classrooms to improve the teaching environment for children with any
degree of hearing difficulty. The school has a lift, providing easy access to the first floor for
anyone unable to use the stairs.
The school respects the needs of adults and children with physical disability and treats each
individual need appropriately. Temporary adjustments are made to accommodate pupils with
short-term physical problems.
Under the Disability Discrimination Act, the school is required to have a Disability Equality
Duty document. This is monitored by a Governor and parents.
                                               12
School Rules
Our School Rules are designed to ensure that all individuals are treated with respect and
that learning can take place in a safe and nurturing environment. They are:
         Follow all instructions
         Keep hands, feet and unkind works to yourself
         Listen to the person who is meant to be speaking
          Respect yourself, other people, property and the environment.
Discipline
The school‟s Behaviour and Personal and Social Development Policies outline the strategies
used to develop our pupils‟ ability to behave appropriately towards each other and towards
adults. We believe that the relationships between pupils and adults within our school are the
foundation for successful learning and for the development of happy, healthy individuals. A
key tool used to support our Personal and Social Development Curriculum is Circle Time. The
children learn that the Circle is a safe place in which to be heard and to listen to their peers.
They explore emotional issues and talk about ways of relating to others.
All class teachers use agreed classroom behaviour management routines, which are set out in
the Behaviour Policy. Positive behaviour is acknowledged and rewarded. Clear sanctions apply
for unacceptable behaviour. Each half-term, in Good Behaviour Assembly, teachers and
lunchtime supervisors recommend children for recognition as a result of their positive
behaviour. Obviously there may be times when children need further support in managing
their behaviour. The school has processes for dealing with behaviour that may develop into
bullying. If appropriate, the Authority‟s Educational Behaviour Support Team will be involved
and ultimately Governors will support the exclusion of any child who repeatedly bullies others.
Processes are outlined in the Anti-Bullying Policy.
At lunchtime, supervisors reward children‟s good behaviour. Raffle tickets are issued, which
pupils trade with their teacher for house-points. If a supervisor feels that an incident of
bad behaviour requires intervention from a teacher they will take the child to their class
teacher or a senior member of staff. Serious misbehaviour is recorded. Following a second
incident, parents would receive a letter informing them of their child‟s inappropriate
behaviour and inviting them to discuss the problem. If a third incident is recorded, a meeting
is held with parents to discuss their child‟s behaviour.
On Friday afternoons, we have „Golden Time‟, during which the staff run a range of special
activities which children choose to attend. Children whose behaviour has not been acceptable
during the week, within the framework of the Behaviour Policy, may forfeit the right to take
part.

Equality
As stated in the School‟s Aims, we recognise and value all adults and pupils as individuals.
This means that we will strive to teach children the importance of respect in each individual
whatever their colour, faith, gender or ability. We place particular importance on the need
for self-control in the way people treat each other and we will always deal sensitively with
incidents where children use inappropriate language towards each other. We believe that
these lessons must be learnt at an early age in order for our children to grow up as members
of a tolerant, peaceful society. The school‟s Equal Opportunities Policy and Race Equality
Policy support this philosophy.

                                               13
Homework
We believe that homework should support and enhance the teaching that your child
receives in the classroom and, at the same time, enhance the development of your child as a
learner. It provides opportunities to practise skills taught in class and to apply their
learning independently. We aim to help the child to prepare for Secondary School by
gradually expecting them to approach their independent study in a conscientious and
organised way. Some homework demands a finished product – some will provide material to
use in a later lesson. We value your support in encouraging your child to be responsible for
their homework and to produce it on time. To help them, we provide a Home-School Diary,
in which children can record homework and check when it is done. It provides a space to
sign and note the pages of the child‟s reading book that you have heard them read. It
enables children to make better use of home learning opportunities and is a valuable means
of communicating with parents about their child‟s learning (see Charging Policy for details of
cost).
Within school, the children keep a Reading Journal in which they learn to reflect on the
work they are reading. Time spent at home discussing a book is invaluable – ensuring that
your child develops the ability to talk about what they have read.
During the Autumn Term, we aim to provide opportunities for parents to discuss ways in
which they can support their child‟s learning out of school. We will also explain what
expectations there are for your child‟s development each year. Please look out for these
meetings!
Attendance
If your child is absent due to illness or for any other reason, would you please notify the
school by telephone or send a note on his/her return. If your child is absent and we have not
received a message from you, we will contact you to clarify the reason and assure ourselves
of their safety.
We would strongly urge parents to take family holidays during the school holiday. Long
periods of absence, especially at the start of a term, are detrimental to a child‟s progress.
Governors have stated that they will not authorise holiday leave during the first two weeks
of any term. If, however, there is no alternative but to take your child on holiday in term
time, we would ask that a Request for Leave of Absence Form is completed. These are
available from the secretary. The Headteacher considers the request and returns the form
to you, indicating whether the absence has been authorised or not. The School has an
Attendance Policy which states that such requests will not be authorised if the child has
previously been taken out of school during the current academic year. Similarly, if no
explanation is given for an absence or if more than ten days within the academic year are
taken for family holiday, the absences are recorded as „unauthorised‟ in the class register.
Pupil attendance is regularly monitored with the help of our Education Welfare Officer. If
your child‟s level of attendance gives us cause for concern, we will contact you to discuss
ways in which we can help to improve the situation. Similarly, if you have concerns about
anything that affects your child‟s attendance, then please contact us and we will be happy to
help.
Each term, children who have achieved 100% attendance are presented with a certificate for
excellent attendance which they can add to their Record of Achievement Folder.

                                              14
Home-School Agreement
All schools are required to have a written 'Home-school Agreement', drawn up in
consultation with parents. The Government recognises that parents play a crucial role in
helping their children learn and that education is enhanced if the parents and school work
together. It is hoped that Home-School Agreements will provide a framework for the
development of such a partnership.
At Widney we are aware that a good relationship already exists between home and school
and the staff are very conscious of the wonderful support parents provide. With this in
mind we trust that the agreement will serve to further strengthen the partnership. At the
start of the first term, you will receive a pack including our Home-School Agreement, which
we would request parents to sign and return. There will be a second copy to keep for your
information.
Charging Policy
Educational Visits: During the school year all our pupils have opportunities to visit locations
that will support and enhance their learning experience. The school is unable to meet the
cost of transport and entrance charges from the budget and we therefore ask parents for
a voluntary contribution towards the cost. We also have to remind parents that although
contributions are voluntary, we are unable to go ahead with a trip if the costs are not
covered.
Tuition: As detailed in the music section of this prospectus, contributions are requested
for instrumental tuition in order to support the school‟s budget.
Extra-Curricular Clubs: Some of our extra-curricular activities are run by professional
coaches or external organisations who administer their own charging system. These are
voluntary activities which you may choose to take advantage of. The school also aims to
ensure that there are free clubs run by our own staff. During the course of the year, we
try to see that each year group has a choice of a free or a paying activity.
Other: A donation of £5 is requested from all parents once a year. This pays for the
Home School Diary [worth £3.50] and provides a small amount towards the on-going costs
of small or consumable items that are needed to maintain the wide range of curricular
activities that take place through the year. These may include such things as food
samples or materials used in DT or Science, camera batteries and subsidies towards the
cost of any visits that are not completely covered by parental donations. We feel that
this represents good value for money and it is hoped that the majority of parents will
support their child in this way. Anyone unwilling to donate the £5 would still be
encouraged to pay for a Home-School Diary as this is regarded as a vital element of your
child‟s school equipment.
Instrumental Tuition
Peripatetic woodwind, string and guitar teachers visit the school once a week throughout
the year. All children are offered an opportunity to be tested for instrumental lessons but,
as instruction time is limited, only those considered most suited to a particular instrument
are selected. It is hoped that the children chosen will take full advantage of these lessons
and practise regularly.
The school meets most of the cost of tuition. However, to offset the considerable burden
that music tuition places on the school budget, parents are asked to contribute towards the
cost.
                                             15
School Meals
Children remaining at school at lunchtime may have a hot meal or bring a packed lunch. The
hot meals, cooked on the premises by the school meals' staff, are excellent and can be
personally recommended by the Head! There is a choice of menu each day and a Baguette
Bar is also offered. Weekly menus are displayed in school. Solihull School Meals are of a
very high quality and comply with National Nutritional Standards.
Children paying for meals weekly should bring the correct amount of money to school on a
Monday morning. Parents may opt to pay termly or half-termly with the benefit of a 10%
discount but no refund is made if their child is absent.
Under the National Workload Agreement, your child‟s teacher is not expected to spend
time handling and checking money that is sent to school for school meals or for other
reasons. This job is carried out by the school‟s administrative staff. It is therefore
important that the exact amount of money is sent in a labelled envelope which can then be
passed to the office easily.
Free School Meals
Free school meals are supplied to children whose parents are in receipt of income support,
job seeker‟s allowance income-based or child tax credit (subject to conditions). If you feel
that any of your children are likely to be entitled to free school meals, you should contact:
         Facilities Team, Education & Children‟s Services Directorate
         P.O. Box 20, Council House, Solihull B91 3QU          Tel: 0121 704 6611
Water Bottles
It is important for your child‟s health that he/she drinks regularly throughout the day.
Children having school meals are provided with a drink and those bringing a packed lunch
should bring a carton or flask of drink as part of this. There are also water fountains in the
cloakrooms. For lesson times, all children are allowed to bring a water bottle which is kept
in the classroom. Parents are responsible for the bottle being washed and re-filled
regularly. It should have a proper sports top and have your child‟s name on it. Parents
should note that it may not be appropriate to allow children to leave the classroom during
lessons to have a drink if they do not have a water bottle in class.
Conservation Area / Growing Area
We are lucky enough to have an extensive area set aside for work on environmental issues
and habitats. This space has recently been made accessible for the children to use and it
includes a small wood, two ponds, natural grass areas and a growing area.
The area is fenced off for safety reasons and we would stress that children are not
allowed in unsupervised. Parents are respectfully reminded that they must supervise
young children before and after school to ensure that they stay away from the
Conservation Area.
During the last year we have planted cowslips and ox-eye daisies to enrich the woodland
area and we have been given frogspawn and newts for the pond.
In the growing area, the children grow fruit and vegetables for use in the school kitchen.
This area will become an increasingly valuable resource for the children and does need to
be managed. We are grateful for any help throughout the year to maintain the area and
will notify you of dates when we are planning this work.

                                            16
Food in School
The school works within the framework for National Healthy Schools and has a Food
in School Policy. This sets out the ways in which healthy eating is promoted and
children given opportunities to make healthy choices.
Solihull school meals meet the Government‟s nutritional standards and the school
cook regularly discusses issues around the meals with senior staff.
The senior leadership of the school includes the Personal and Social Development
leader, Miss Tomlinson. She is responsible for helping children to discuss their views
on the dining hall and meals. She ensures that each week, a group of children are
nominated to eat at the Chef‟s Table. These children are chosen because they
represent good role models in terms of their table manners and a member of staff is
chosen to join them for lunch.
Children may bring a snack from home to eat during morning break. Alternatively,
they may buy a healthy snack from our healthy tuck shop - “Snack Attack”. A varied
range of healthy snacks is available, including fresh and dried fruit as well as fruit
smoothies. This is run by the children and was set up after consultation by the
School Councillors.
Knowledge and understanding about food and healthy eating are developed through
both the Science and Design Technology curriculum. Children have the opportunity
to learn about balanced diet and about food safety and hygiene.

School Council
The School Council is made up of Class Representatives (elected termly) and House
Captains. Meetings are led by the Deputy Head, Mr Chamberlain. They are organised
formally, with children acting as Chairperson and Minute-taker. An agenda is drawn up and
further class issues discussed under „Any Other Business‟. The Council also organises
competitions for the whole school. It enables children to learn the skills of discussion and
provides a forum for them to consider and express their opinions. Basic principles of
Democracy are put into practice, preparing children for the further development of their
citizenship skills as they move into Secondary Education.
To date the council has had a very positive impact on the life of the school. Major
projects have included the re-decoration of the pupil toilets and the establishment of
our healthy tuck shop. They have also contributed to the pupils‟ School Improvement
plan and Anti-bullying Policy. They have also been directly involved in developing the
playground arrangements and lunchtime routines.




                                           17
Widney Parents' Association
The school has a very active Parents' Association which organises a number of events
throughout the year, to raise money to help the school to buy items which are not normally
provided by the Local Authority, but which help to improve the environment for the
children. This year they have enabled us to purchase a new music system for the hall and
speakers for the classrooms. They have also bought twelve mini digital flip video cameras,
which are already being used to great effect in supporting our class activities and topic
work. An annual donation is also made towards new reading books for the library.
Over past years the Association has also provided the following:
Library/Research Suite     Computers             Digital Comeras      Overhead Projectors
Picnic Tables              Parasols              Planter & Plants     Dictionaries
Maths & Reading Books      Playground Games      Sports Kit           Achievement Folders
Millennium Courtyard       Laminators            Stage system         Mobile Whiteboards
The Association is part of the National Confederation of Parent Teacher Association
(NCPTA) and is a registered charity. Members are all voluntary and work extremely hard
to support the school in their ventures. We are always looking for parents to join the
committee. The time commitment is not great – we usually meet monthly, and this provides
an ideal opportunity to be involved in the social life of the school. You are not under any
obligation to attend the meetings but any help at events is always welcomed.
The Annual General Meeting is held in September. If you would like further information
on joining the PA, then please do not hesitate to speak to one of the existing committee
members or to the Head or Deputy, both of whom are actively involved with the
Association‟s work. The Committee is also always on the lookout for parents with
particular skills that can be used at fundraisers or for people who can help out, even if
they don‟t want to „join‟ the PA. If this is you, please make yourself known to us – we would
love to hear from you. Similarly, if you have any good ideas for fundraisers, let us know.
The school (your children) benefits enormously from the work parents undertake on its
behalf and you too will benefit from being actively involved in school activities. Your efforts
are truly appreciated by the children, staff and Governors, so please don‟t be shy! Any
contribution that you can make, however small, is heartily welcomed.
Details of committee members can be obtained from the school office.

Parent Council
Our Parent Council has three main objectives:
   1. to be a source of information for the parent community, particularly in relation to
      services available to families either at the school or in the local area.
   2. to support the school in delivering major initiatives such as the Travel Plan.
   3. to act as a sounding board for school policies where appropriate.
 They have already established a process for sharing local information and have been
 involved in discussions with the Headteacher around matters like term-time holidays and
 cycling to school. We hope that the Council will further develop its work this year and
 would like to see parents from across the school taking part. If you are interested in
 joining the council, please talk to a member of staff.


                                            18
School Uniform
The wearing of school uniform is strongly encouraged. The school supplier is Early Years,
Stratford Road, Shirley but most items of uniform may be purchased from alternative sources.
Boys                                          Girls
Charcoal grey trousers                        Light grey skirt or pinafore dress
 or grey shorts                                   or grey (school uniform) trousers
Red V-neck sweatshirt (with logo)             Red V-neck sweatshirt/sweat-cardigan (with logo)
White or grey shirt                           White blouse
Red tie with ¼ diagonal grey stripe           Red tie with ¼ diagonal grey stripe
                                              Red check dress or skirt for summer
Grey socks                                    Three-quarter white socks
Black/Brown shoes                             Black/Brown shoes
We would stress that our V-neck sweatshirts are designed to be worn with a proper shirt
and tie and this is preferable to your child wearing a white polo shirt/ open neck blouse.

Clothing for P.E. & Games
Boys: Black plimsolls                  Girls: Black plimsolls
      Black/white shorts                      Scarlet/white shorts
      White 'T' shirt with logo               White 'T' shirt with logo
                                              (or Black/Scarlet leotard)
Note: Training shoes are not a substitute for plimsolls. Whilst they are ideal for outdoor games,
they are not suitable for apparatus work indoors. They must be regarded as an optional extra.
Football lessons: Children playing football will need boots, trainers or other waterproof
footwear. They may wear team colours if they so choose. These lessons commence in Year Four
and children are given notice of when kit is required.
Swimming lessons (Year 3): The staff at Tudor Grange pool insist that all girls (and boys with
long hair) wear swimming hats. Red hats, with logo, are available from the school office (£1.10).
For safety reasons all jewellery, including ear studs, must be removed and boys must wear
normal swimming trunks, not 'Bermuda' shorts. Please put swim-wear and a towel in a named bag.
Outdoor wear and other items (optional)
A reversible red fleece/shower-proof jacket with logo is an optional extra stocked by Early
Years. A red fleece with logo, red „beanie‟ hat and scarf are also available.
A red book-bag with logo is available for purchase from the school office (£2.50).
PLEASE NAME ALL ITEMS OF CLOTHING. Name tapes/shoe labels are available from Early
Years and other suppliers or, alternatively, names can be written on clothing labels with a
laundry pen or permanent marker. We collect a large amount of „Lost Property‟ and, if your
child’s clothing is not named, we cannot guarantee that it will be returned to you.

School Uniform - Special Notes:
In the interest of safety, children with pierced ears should wear studs and not earrings. Studs
must be removed for swimming and P.E./Games lessons. Children must not wear any other items
of jewellery except watches, which must be removed for P.E./Games. If you wish your child to
wear special items of clothing/jewellery for particular religious reasons, you should contact the
Headteacher. Individual requests will be dealt with respectfully and with regard to Health and
Safety requirements. Mobile phones must not be brought to school.

                                             19
                                  Building Learning Power

Building Learning Power [BLP] is a framework for developing learning skills based on
research into how the brain works. Research shows clearly that our brain, like other
parts of our body, actually becomes more effective and efficient the more we use it and
practise our learning skills.
Solihull schools are all involved in using this to support children‟s learning across the
curriculum and parents can help their children by considering the kinds of learning
behaviour that their children need to develop.
There are four key qualities that children need as successful learners:
Resilience - this involves:
 Noticing           Persevering        Absorption         Managing distractions
Is your child able to focus on something despite things going on around them?
Can your child keep trying when something is difficult?
Does your child notice details?
Parents can and should try to foster these qualities through ordinary, enjoyable
activities at home and beyond.
Reciprocity - this involves:
 Empathy and listening           Imitation     Collaboration     Interdependence
Can your child work and play alongside others?
Does your child listen and can they understand how others feel?
Are they able to contribute to a group or team activity?
Again, these things are basic life skills and can be practised through everyday
activities.
Resourcefulness - this involves:
 Questioning          Reasoning      Capitalising     Making links       Imagining
Do you inspire your child to ask questions?
Do you show your child how to think about things and share your thoughts?
Do they have chance to play imaginatively?
Reflectiveness - this involves:
 Planning         Distilling      Revising      Understanding their learning skills
Does your child have opportunities to think about a project or game that requires them
to plan out their activities or use information to make decisions?
All four of these qualities can be part of growing up through play and through family
experiences and interaction. Above all, they need you to talk to them and discuss ideas
and thoughts about all sorts of things.
They also need you to teach them the basic skills of listening and concentration.
All this will have a huge impact on their learning at school and on their life-long
enjoyment of learning.




                                          20
                                     The Curriculum

We believe that the curriculum should be built around the needs of our pupils and we
involve them in its construction and development. This development is part of our annual
School Improvement Plan and the children discuss this in School Council so that they can
add their contribution to the Plan. The curriculum is designed to allow children to become
active learners, giving them the skills they need to learn independently, not only now but
well into adulthood.
The Statutory National Curriculum currently specifies that at Key Stage 2 we will teach
the following subjects:
           English
           Mathematics
           Science
           ICT
           History
           Geography
           Music
           Physical Education
           Design Technology
           Art
           Religious Education
           Personal and Social Education
           Modern Foreign Language
This will remain the statutory until 2012. Within the statutory framework we are able to
link subjects creatively so that skills are developed across real contexts.
If you would like more detailed information about any subject area, do not hesitate to
contact the school.
At Widney we would stress that the curriculum is not intended to simply fill children with
information. The curriculum should enable children to be successful learners, confident
individuals and, ultimately, responsible citizens. We don‟t just want children to acquire
knowledge and skills but to develop attitudes and attributes that will serve them for the
rest of their lives.
The school is one setting in which five key outcomes are built into planning and provision.
These are referred to as the “Every Child Matters” outcomes. They are displayed in
school and are the foundation of our work.




                                            21
The “Every Child Matters” outcomes are:
         Be healthy
         Make a positive contribution
         Achieve economic well-being
         Stay safe
         Enjoy and Achieve
At Widney we aim to deliver a curriculum that enables all children to achieve these
outcomes. We strive to ensure that learning is enjoyable and that children have rich
learning experiences that inspire their curiosity and foster their skills. This means that
the children may go out of school on visits that allow them to enjoy experiences that
cannot be re-created in the classroom. They may also work with visitors in school who
have particular expertise or experience that they can share. Examples from recent
years include; meeting the Rainforest Man, a visit by Professor McGinty and his amazing
Travelling Museum from Ancient Egypt, trips to a Buddhist temple, the Sealife Centre
and West Midlands Fire Service „Safeside‟.
This curriculum will not remain static but will evolve over time to suit the needs of our
pupils. Planning of the curriculum for each year group is intended to provide a
coherence that allows children to become deeply involved in their learning and to apply
skills and use knowledge across subject areas. It will give children opportunities to pose
questions and to consider issues. It will allow them to investigate and to share thoughts
and ideas.
At Widney, as in most Solihull schools, we use the framework of Building Learning Power
to talk about the learning process and the ways in which we can all be successful
learners. This tool will support all subject areas and will help children to become
independent learners as they apply the BLP approaches to all contexts.
Learning is most rich and effective when home and school work together. We will always
provide parents with clear information about the curriculum and the ways in which
experiences outside school can support that learning. This information will come through
timetables and through meetings where parents can sample the curriculum for
themselves! Our Home-School Diary will allow communication between home and school
so that home learning is really effective on a weekly basis.
Children will share their learning with you at Class Assemblies and Parents‟ Evenings
when you will see the work in classrooms and around the school.
We hope that you will share your child‟s learning experience by getting involved in
discussion, research, visits and activities. Children who have chances to talk to their
family about things and to do a range of activities generally learn more effectively. A
copy of our Home Learning Policy will be provided at the start of the Autumn Term.
Your role as a parent is to share in your child‟s learning by getting involved. Ask them
questions. Share your knowledge. Seek answers alongside your child. Take them out and
enjoy experiences together!
Talk to them – catch their enthusiasm and curiosity. Encourage them to wonder about
their world and you will give them the desire to learn.




                                          22
Health Education / Sex and Relationships Education (SRE)

This aspect of the children‟s education is one part of a broader Personal and Social
Development Curriculum. Like most schools in Solihull, we are working within the
framework of the National Healthy Schools Standard, having attained Healthy Schools
Status in 2008.
One important area involves helping the children learn to understand the changes they
experience during puberty. The School Nurse supports the school by providing
materials and leading discussion with the children. This takes place in Years 5 and 6.
Both girls and boys receive this support and parents are invited to view the materials
and ask questions about the school‟s approach beforehand. Parents also have the right
to withdraw their child from these sessions.

Religious Education / Collective Worship

Parents are reminded that they have the right to withdraw their child from religious
education or collective worship. If you wish to do so, you are asked to contact the
Headteacher to discuss your wishes/concerns.
Religious education and religious observance are exercised as follows (subject to the
statutory right detailed above):
The whole school meets together for an act of worship each morning. In addition,
every class receives a weekly lesson of religious instruction.
Assemblies and RE lessons are predominantly Christian in content but the children are
also informed of the other major world religions in recognition of the multi-cultural
society to which they now belong. Visitors from local Christian Churches are invited to
lead Assemblies throughout the year. Over the coming year, it is hoped that local
representatives of other Faith Communities will visit Assemblies. Similarly, visitors are
invited to support RE lessons. In this way, we aim to give children a clear, unbiased
view of the variety of Faiths represented in our society.
During the year, various special acts of worship are held, including a Charity Service,
a Carol Service and an Easter Service and parents are always most welcome to join
the school on these occasions.




                                           23
Physical Education
PE is considered an important element in the promotion of Health and Physical
Activity in school, as part of the National Healthy Schools Standard.
In Physical Education lessons, we aim not only to develop physical competence but also
to promote self-esteem, teamwork and the growth of inter-personal skills.
Each class participates in Gymnastics, Dance and Athletics. Games skills are also
emphasised at individual, partner and small group level. During their time at Widney,
all children have the opportunity to play Netball, Basketball, Football, Rugby, Hockey,
Cricket, Tennis, Rounders and Golf.
Pupils in Year 3 attend Tudor Grange Swimming pool each week for two terms of
Swimming instruction. The school receives funding from the LA. Any pupils in Year
6, who are unable to swim, receive „top-up‟ swimming sessions in their Summer Term –
paid for by the School Sports Partnership.
Before school, during lunch-time and after school, we offer a number of Sports Clubs
– details of these are given under the section „Out-of-School-Hours-Learning‟.
Widney is proud of our Sport England Activemark accreditation.        The award is in
recognition of our continued commitment towards
   offering a broad and balanced physical education programme
   providing an environment that encourages physical activities
   teaching children the importance of staying active for life.
Widney is also part of the Lode Heath School Sports Co-ordinator Partnership, which
complements our Activemark status and allows us to make use of expertise from the
Secondary Schools and Community Club coaching as well as funding for Staff
development, thereby raising the quality of teaching and learning of PE in school.




                                           24
Out of School Hours Learning
The Clubs below are held out of normal school hours curriculum time and are organised
by Teachers or Community Club Coaches. The list reflects recent practice, but is
subject to future change:-
Cheerleading – a before-school club, new this Summer and proving very popular.
Choir – a weekly school club for children of all year groups.
Dance – a weekly club, throughout the year, run by Learning Curves.
Gymnastics – a weekly club, throughout the year, run by an external coach.
Football - a weekly club, throughout the year, run by an external coach.
Football – school club for all pupils. Competitive matches are played throughout the
Autumn and Spring Terms.
Netball (Yr 5/6 girls) – school club with an opportunity to play in competitive matches.
Tennis – pupils in Years 3, 4 and 5 have been involved in a club run in conjunction with
Blossomfield Tennis Club.
Judo – a weekly club, Autumn Term, run by the School Sports Partnership.
Art Club – school club for all pupils of all abilities.
Cricket - school club for all pupils. Competitive matches are played throughout the
Summer Term.
Boxercise – a lunch-time club, for pupils nominated by their teachers.
Spanish club – a lunch-time club, run voluntarily by a parent for any interested pupils.
Children are informed in advance when a club will operate. We make it their responsibility
to inform parents of when they will be staying behind after normal school hours. Your help
with transport of your child to away fixtures is appreciated.
School Productions / Class Assemblies / Special Services
Every year the school stages one or more productions. These are usually performed by
the children of one year though, on occasion, certain children from other years are also
involved. Our most recent productions have included:
Toy Day                    Christmas around the World     A Midsummer Night‟s Dream
Lights…Camera..Action      An Out-of-this-World Christmas Goodbye My Friend
Santa‟s on Strike          School Daze                    Captain Christmas
The children also get opportunities to perform in front of an audience during class
assemblies and at our special services. Once a month, there is a Celebration Assembly to
celebrate the children‟s achievements. Parents are most welcome to join us on all of these
occasions.
School Visits
Children enjoy a number of educational visits during their time at Widney. Whilst these
are of value in their own right, outings normally form an integral part of work being
carried out at school.
Year 6 pupils have the opportunity to take part in a residential visit which offers them
the chance to take part in adventurous outdoor activities. In 2010 they stayed at the
Whitemead Forest Park Centre in the Forest of Dean and had a great time taking part
in activities such as mountain biking, climbing, abseiling and archery.

                                             25
Charity Week
Each year we hold a special week of fund-raising activities in support of a charity.
The response to our appeal has always been quite remarkable, reflecting a great team
effort on the part of the children, staff, parents, governors and friends of the school.
To date, there have been twenty-six Charity Weeks, supporting the following charities:
The Birmingham Children's Hospice      Edward's Trust
Birmingham Children's Hospital         Sense
National Children's Home               Save the Children
Children in Need                       Age Concern
Guide Dogs for the Blind               St. Basil's Centre
R.N.L.I.                               Marston Green Premature Baby Unit
The Air Ambulance                      PHAB
Leukaemia Research                     NSPCC
Marie Curie Cancer Care                Diana, Princess of Wales Children‟s Hospital
British Heart Foundation               Islamic Relief „Education for All‟ Mali Project
Acorns Children‟s Hospice              STOP International
Children in Need                       County Air Ambulance „Help‟ appeal
Educaid, Africa                        Starlight Children‟s Foundation

Further Information
It is hoped that this prospectus gives you all the information you require. However, if you
would like to know any more about the school, the Headteacher will be very pleased to
provide further details.

National Curriculum Results can be found on the next page.




                                          26
                          2010 National Curriculum Results

Teacher Assessment
The following table shows the percentage of pupils at Widney, including those in the Specific
Learning Difficulties Centre, assessed by their teachers as having achieved each National
Curriculum level at the end of Key Stage 2 (figures may not total 100% because of rounding).

        Shaded areas show 2009 National results for comparison

          TEACHER
                                W &          L2         L3        L4       L5      L6
        ASSESSMENT              L1

                                  0           0         14        50      36       0
       ENGLISH
                                  2           4         15        49      30       0
                                  0           4         6         50      30       10
       MATHEMATICS
                                  1           3         15        46      33       0
                                  0           0         4         42      54       0
       SCIENCE
                                  2           2         11        48      38       0
               W = working towards Level 1

Test Results
The following table shows the percentage of pupils at Widney, including those in the Specific
Learning Difficulties Centre, achieving each National Curriculum level in the tests/tasks
(figures may not total 100% because of rounding).

        Shaded areas show 2009 National results for comparison


      TEST RESULTS               Below L3          L3        L4    L5      L6      P     A

                                      0            14       56     28              1     0
     ENGLISH
                                      6            14        51    29              0     1
                          SLT         6            12       34     46      2       0     0
        Reading                       4            14       26     56              0     0
                                      7            7        38     47              0     1
                          SLT         2            12       58     28      0       0     0
        Writing                       2            20       72     6               0     0
                                      5            27       48     19              0     0
                          SLT         4            10       54     28      4       0     0
   MATHEMATICS
                                      5            15       44     35              0     1
         SLT = Single Level Test             P = Pupils not entered (disapplied)   A - Absent

                                                  27
             School Term and Holiday Dates 2010-11


Autumn Term 2010
                   Staff Training Day           Wednesday 1st September
                   Term Starts                  Thursday     2nd September
                   End of first half-term       Friday       22nd October

                   Half-Term Holiday      Monday 25th - Friday 29th October

                   Staff Training Day           Monday        1st November
                   School Re-opens              Tuesday       2nd November
                   Staff Training Day           Friday       26th November
                   Term Ends                    Friday       17th December


Spring Term 2011
                   Staff Training Day           Tuesday       4th January
                   Term Starts                  Wednesday     5th January
                   End of first half-term       Friday       18th February

                   Half-Term Holiday        Monday 21st – Friday 25th February

                   Staff Training Day           Monday       28th February
                   School Re-opens              Tuesday       1st March
                   Term Ends                    Friday        8th April



Summer Term 2011
                   Term Starts                  Tuesday      26th April
                   Bank Holiday                 Monday       2nd May
                   Staff Training Day           Thursday     5th May
                   End of first half-term       Friday       27th May

                   Half-Term Holiday        Monday 30th May - Friday 3rd June

                   School Re-opens              Monday        6th June
                   Term Ends                    Friday       22nd July

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