All about our Schoolincorporati ng School Admissions Policy for 2014/2015

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OUR VISION

Happy TogetherGrowing Together

Aiming HighEvery Day a Learning Adventure

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CONTENTS

Our Vision Statement (previous page)

Lett ers from the Executi ve Headteacher and Chairman of Governors

General Informati on about our School

The School and its Setti ng

Teaching Organisati on of Classes Pastoral Support School Strategic Plan Impact of Professional Development on Teaching and Learning Early Years Foundati on Stage Profi le The Curriculum End of Key Stage 1 Assessment Results

Working Together Informing You Involving You Parents in School Parent Teacher Associati on Community Links

Your Child in School Behaviour Policy Charging Policy School uniform Jewellery Playti me snacks Water is cool! School meals Safety to and from school Security Medicines Emergency Contacts Absences

The Staff

Admission to School Admission Policy Home to School Transport Introducti on to School

Access to Further Informati on

Complaints

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Dear Parents

May we take the opportunity to welcome you and your child to Denmead Infant School. The school is

part of the Denmead Schools Federation, which means Denmead Infant School and Denmead Junior

School work closely together to ensure the very best education for your child through the primary phase.

We believe the relationship between home and school is a partnership. Each child is a valued individual

and we are committed to working closely with you to ensure your child receives the very best education.

It is important to us that you are happy to come into school and share any concerns or anxieties you or

your child may have. As a school we are always ready to listen and work with you to resolve any issues.

We believe that Education is not just about gaining skills, but about personal development in the fullest

sense. The school’s curriculum is underpinned by our key values: creativity, independence and resilience.

We work to promote these values in all aspects of the children’s learning.

Our school was judged to be ‘Outstanding’ in our most recent inspection and we are committed to

continuous improvement. If you need any further information, or have any questions, please do not

hesitate in contacting us – we are always willing to help and show you around the school.

Yours sincerely

Mrs Jacqui Bradshaw MA Mr Gary Mundy

Dip.Primary Education, NPQH Chair of Governors

Executive Headteacher Denmead Schools Federation

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GENERAL INFORMATION ABOUT OUR SCHOOL

The full name and address of the school is: Denmead Infant School Hambledon Road Denmead Waterlooville Hampshire PO7 6PN

Telephone: 023 9226 2717 Fax: 023 9226 2717 www.denmeadinfants.org.uk

Executi ve Headteacher: Mrs J Bradshaw MA, Dip.Primary Educati on, NPQH Head of School : Mrs M Lambton B.Ed, NPQHChair of Governors: Mr Gary Mundy

The school is a Community Co-educati onal school for children aged from four to seven years and is maintained by the Educati on and Learning Department of Hampshire County Council. Enquiries should be directed to:

County Admissions TeamHampshire County CouncilChildren’s Services DepartmentElizabeth II Court EastWinchester SO23 8UGTel: 0845 6035623

School Times Morning session 9.00am - 12 noon Aft ernoon session 1.00pm - 3.20pm

The ti me set aside each day for teaching is 4 hours 20 minutes, making a weekly total of 21 hours 40 minutes. This total is above the Secretary of State for Educati on’s minimum of 21 hours.

The School doors are opened at 8.45am. When children arrive at school they should go directly to their classrooms where their teachers will be ready to receive them.

In the interests of your child’s safety please would you let us know, in writi ng, if your child is to go home from school in any way that is diff erent from normal. In an emergency you can telephone school to let us know any change of arrangement.

Parents are asked to inform the school as soon as possible if a child is unable to att end. This can be done by telephone, lett er or via another parent.

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School Offi ce

The School Offi ce is open from 8.45am - 4.00pm each day.

If you change your address/telephone number/emergency contact number please inform the School

Offi ce as soon as possible.

Academic year 2014-2015

Autumn term

Tuesday 2 September 2014 to Friday 19 December 2014

Half Term: Monday 27 October to Friday 31 October

Spring term

Monday 5 January 2015 to Thursday 2 April 2015

Half Term: Monday 16 February to Friday 20 February

Summer term

Monday 20 April 2015 to Wednesday 22 July 2015

Half Term: Monday 25 May to Friday 29 May

There will normally be fi ve days during each academic year when the school will be closed for in-service

training. Parents will be noti fi ed of these as soon as they are organised. In recent years the Government

has allowed an extra day for the implementati on of Government Initi ati ves.

Holidays - Leave of Absence

Leave of absence will not be granted during term-ti me. Should you feel that you have excepti onal

circumstances which warrant leave from school, please contact the Head of School.

THE SCHOOL AND ITS SETTING Denmead Infant School was established in 1961 and is in a

village situated 12 miles north of Portsmouth.

The school has nine classrooms, a large hall, ICT faciliti es,

Library, Staff Room and Administrati ve Offi ces. A Nurture Room

is located in an additi onal wing used by Happy Valley Children’s

Centre.

The grounds are extensive and include outdoor learning areas,

playgrounds, a bike track, a playing fi eld, play equipment,

environmental areas and a pond.

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TEACHING

Organisati on of Classes We work very hard to ensure the children sett le happily into school. Before Recepti on children start school we liaise closely with pre-school providers and parents to ensure, where possible, the children have at least one good friend in their class. At the end of Year R and someti mes Year 1, to ensure a balance of abiliti es and personaliti es, the children are mixed again. They are then asked to name two or three good friends they would like to be with in their new class. Where possible we try to ensure that all children have at least one good friend in their new class.

The children are taught in mixed ability classes and every class has a Teaching Assistant working alongside the Class Teacher.

Pastoral Support Occasionally, families may experience periods of emoti onal instability. The Inclusion Leader and ELSA (Emoti onal Literacy Support Assistant) are qualifi ed to off er enhanced pastoral support to both adults and children if this is felt to be appropriate.

School Strategic Plan Every year the school carries out a rigorous self evaluati on process, involving all members of the school community, in order to address all areas of school improvement issues. The school then produces a detailed Strategic Plan which refl ects our key areas for development. The key objecti ves identi fi ed in our current plan are as follows: • to improve att ainment in children’s writi ng• to develop parent partnerships• to develop the leadership skills of all members of staff • to develop clear learning values that enable children to understand what they are learning and its

purpose.

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Impact of Staff Professional Development on Teaching and Learning This academic year our key focus has been Writi ng. Our English Leader has led training for all staff . We

have also benefi tt ed from excellent parental support by having a parent group supporti ng some of our

young writers. We have reviewed our writi ng assessment systems and worked closely with other schools

in this area to share good practi ce. We are delighted with the impact of this work and our assessment

data and SATs assessment refl ect an improvement in att ainment.

Ofsted The school was inspected by Ofsted in April 2009. The school was found to be ‘Outstanding’ overall.

To view the full report please access the school’s website: www.denmeadinfants.org.uk

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Early Years Foundati on Stage Profi le The Early Years Foundati on Stage is based on the following areas of learning:

Personal, Social and Emoti onal

Physical Development

Communicati on and Language

Literacy

Mathemati cs

Understanding the World

Expressive Arts and Design

Throughout the Early Years Foundati on Stage we assess each child’s development in relati on to this curriculum. These ongoing assessments are made on the basis of observati ons and knowledge of the whole child.

The Curriculum Our school is committ ed to a child-centred approach to learning. We endeavour to develop fully the potenti al of each individual child in a positi ve atmosphere where the child appreciates that learning is fun whilst being sti mulati ng and challenging.

We are aware of the unique relati onship that builds between teacher and child and recognise its value to a child’s learning.

We have a fi rm commitment to give each child a broad, balanced and diff erenti ated curriculum. We aim to encourage children to parti cipate acti vely in their own learning, and to take a degree of responsibility for that learning and the environment in which it takes place.

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How Children Learn Children learn: • at diff erent rates • through acti vity and experience • through all their senses • through fi rst hand experience • when given the opportunity to express themselves

physically, emoti onally, practi cally and spiritually • in a secure and happy environment • when home and school work in partnership • when they and their eff orts are respected and valued and

creditable failure is accepted • by practi sing and developing existi ng skills. To make this learning eff ecti ve and to fulfi l our roles as good practi ti oners we regularly review our curriculum provision in the light of current legislati on and its implementati on.

English This subject covers the skills of speaking and listening, reading and writi ng. The ability to listen properly is vitally important to all aspects of school life. We encourage children to speak freely, respectf ully and with confi dence in order to develop their use of language. We plan opportuniti es and reasons to talk. We use a wide range of strategies to develop reading skills. In the early stages, phonics and sight vocabulary are a key focus. Children have access to fi cti on, non-fi cti on and poetry and are encouraged to bring home books to share on a daily basis.

In writi ng we introduce cursive script in Year R. We provide opportuniti es to write for a range of purposes eg. a lett er, a set of instructi ons etc. This all begins with the very fi rst marks children make on paper. More formal skills such as spelling and punctuati on are introduced gradually.

Mathemati cs The children learn mathemati cal concepts through practi cal acti viti es in a variety of situati ons, developing an understanding of the number system, shape and space, and data handling. Children are encouraged to communicate their ideas and reasoning using mathemati cal language as well as recording their work with increasingly organised and appropriate methods. Above all, the children are provided with opportuniti es to develop the confi dence to investi gate mathemati cal ideas and to enjoy applying knowledge in everyday life.

Science Science at our school is all about encouraging children to be curious about the world around them. Children are taught to observe, measure, record and interpret their fi ndings through exciti ng scienti fi c acti viti es and investi gati ons that encourage them to explore and try out their ideas. Our school grounds provide ideal opportuniti es to study diff erent animals and plants, and the children enjoy pond-dipping and growing in their class gardens. We investi gate diff erent materials and their properti es and we learn about physical processes such as electricity, forces, sound and light. The children’s understanding of the world is developed further with a range of exciti ng school trips around our local area and further afi eld.

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Informati on and Communicati on Technology (ICT) Informati on and Communicati on Technology is an essenti al part of our lives and forms an integral part of the curriculum. We aim to provide fi rst hand experiences for all children. We have computers in the classrooms and a range of peripheral devices including cameras, bee bots metal detectors and phones. Interacti ve Whiteboards are used to improve teaching and learning across the curriculum and demonstrate IT skills. We have a website with news and informati on about the school and allows children exciti ng opportuniti es to conti nue their learning at home. We have been awarded the ICT Mark Accreditati on for demonstrati ng commitment to conti nual improvement through ICT.

Religious Educati on and Collecti ve Worship At Denmead Infant School Religious Educati on is taught in accordance with the Hampshire Agreed Syllabus, “Living Diff erence”. Through creati ve arts, literacy, drama, discussion and visits to local churches, we aim to increase each child’s knowledge and understanding of Christi anity. We also draw att enti on to other world religions and focus on Hinduism as a second religion. There are regular planned opportuniti es for Intercultural acti viti es and across the curriculum eg. stories, music and poems from a range of cultures.

There is a daily act of collecti ve worship for all pupils, which is non-denominati onal but is broadly Christi an. We have regular visits from local Christi an Clergy to support our assemblies and the children celebrate Christi an festi vals both in school and at local churches. Parents have the right to withdraw their children from Religious Educati on and collecti ve worship. If you wish to withdraw your child please speak to the Head of School.

History and Geography These subjects help the children to fi nd out about the world around them and to understand that people are infl uenced by their past and by the places in which they live.

In History, children will begin to develop an understanding of the passing of ti me, from events in their own lifeti me to those beyond living memory. They will also fi nd out about the lives of some famous people from the past, and events that have taken place.

In Geography, children will explore their local environment and a contrasti ng locati on. They will begin to use simple maps and plans, and use directi onal language. Children are encouraged to contribute their own experiences of places they have visited by including Barnaby Bear in their holiday plans.

Art In Art our aim is to develop children’s visual percepti on through a planned programme of taught skills. A range of art disciplines is covered, such as painti ng and drawing. Children work with a variety of media in two and three dimensions. Opportuniti es to show understanding and knowledge of the world are off ered by using art as a response to other curriculum areas.

Music During their ti me at Denmead Infant School, children have opportuniti es to listen and respond to music of diff erent styles and from diff erent cultures. They enjoy singing together, experimenti ng and playing with a variety of instruments and composing their own music. Children are encouraged to parti cipate in festi vals, extra curricular clubs and school producti ons and are given the opportunity to take music into the wider village community.

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Design and Technology Design and Technology is a subject where the children develop skills such as measuring, cutti ng and joining, which are needed to make products for a set purpose. They are given the opportuniti es to investi gate everyday objects to discover what they are made of, how they are made and how they actually work. They will design their own products following their own criteria, using their own investi gati ons, experiences and knowledge. The children will then use a range of materials and tools to make the products following their own designs. They will begin to learn about simple mechanisms and structures that will help to strengthen and make their products fi t for purpose. Design Technology is a very practi cal subject in which children are given the opportuniti es to evaluate what they have done, make improvements and appreciate their own eff orts.

Physical Educati on Children have the opportunity to build on their natural enthusiasm for movement within the fi ve areas of: games, gymnasti cs, dance, swimming and athleti cs. They follow a planned curriculum which promotes individual creati vity, physical skills and positi ve atti tudes towards an acti ve and healthy lifestyle. PE contributes to the development of the children's moral, social and cultural awareness, problem solving, leadership and interpersonal skills. It also provides opportuniti es for children to deal with diff erent challenges as individuals, in groups and in team situati ons. Children learn how to plan, perform and evaluate acti ons using a range of apparatus. Sports Day is a whole school event which is very much an occasion for the whole family.

To recognise excepti onal delivery of the Nati onal School Sport Strategy the school has been awarded ‘Acti vemark’.

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Personal, Social and Health Educati on & Citi zenship PSHE & C enables all pupils to: develop confi dence and responsibility, prepare to play an acti ve role

as citi zens, develop a healthy and safer lifestyle, develop good relati onships and respect diff erences

between people.

Rights and Responsibiliti es are the moral values, agreed by everyone, that will inform and develop the

culture of the classroom and the school community as a whole. The School Council aims to give all

children a voice and give them the opportunity to parti cipate in fi nding soluti ons and making decisions

that ulti mately aff ect the school community as a whole. Democrati cally elected pupils represent their

class in a Council Meeti ng that meets regularly to discuss school issues and, later within their own class,

help to make decisions about all aspects of school life.

Special Educati onal Needs & Disabiliti es (SEND) Denmead Infant School is an inclusive setti ng which welcomes pupils with Special Educati onal Needs and

Disabiliti es (SEND) and ensures every child receives the necessary provision to help them learn. Pupils

are identi fi ed as having SEN if their needs are additi onal to, or diff erent from, what is usually expected

for a child of their age.

Our policy of inclusion applies to all staff and pupils, encouraging them to be caring, sensiti ve and

responsible individuals, leading to the creati on of a fully inclusive society where all people are valued.

We have a responsibility to ensure a relevant and carefully diff erenti ated curriculum for all children

with special needs, with or without Statements, whether their needs are academic, physical, social or

emoti onal, in order to prepare them for the opportuniti es, responsibiliti es and experiences of adult life.

We aim to identi fy children’s needs as early as we can. This is done by talking to parents and preschools,

assessment and observati on at school, and discussions with other professionals. We ensure all needs

are met through provision and support in the classroom, alongside additi onal interventi on programmes.

The school works in close partnership with parents to plan support arrangements. These arrangements

are led by the Inclusion leader who will call upon external agencies when appropriate. Special Needs

Assistants (SNAs) are appointed as required.

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School Accessibility Plan

We aim to:

• increase access for disabled pupils to the school curriculum

• improve access to the physical environment of school

• improve the delivery of writt en informati on to disabled pupils.

Denmead Infant School already has in place many faciliti es for disabled people, including ramps to all

entrances, a designated toilet/shower, specifi c computers and soft ware programmes and equipment

provided for individuals as required. We are very well supported by the external agencies.

A copy of the SEN Policy is available in the School Offi ce.

Able and Talented ChildrenWe have high expectati ons of all the children at Denmead Infant School. We provide an educati on suited

to their individual needs, working in partnership with parents to further develop their skills and abiliti es

both in and out of school. Children with special talents and abiliti es need to be challenged further in

their thinking, understanding, knowledge and skills. Depending upon their needs, children may be

identi fi ed to work within a smaller group to further extend their thinking and learning.

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RESULTS OF TEACHER ASSESSMENT

Percentage at each level

W 1 2C 2B 2A 3 4 DisappliedChildren

AbsentChildren

Speaking & Listening

Boys School 0 5 - 71 - 20 0 0 2

National 2 13 . 67 . 18 0 0 0

Girls School 0 4 - 64 - 31 0 0 0

National 1 7 . 65 . 26 0 0 0

All School 0 5 - 67 - 26 0 0 1

National 2 10 . 66 . 22 0 0 0

Reading

Boys School 0 5 15 22 20 34 0 0 2

National 3 13 12 24 24 23 0 0 0

Girls School 0 9 4 22 16 47 0 0 0

National 2 8 9 22 27 31 0 0 0

All School 0 7 9 22 17 41 0 0 1

National 2 11 11 23 26 27 0 0 0

Writing

Boys School 0 15 20 29 27 5 0 0 2

National 4 18 22 29 18 10 0 0 0

Girls School 0 4 13 27 27 27 0 0 0

National 2 10 16 30 25 18 0 0 0

All School 0 9 16 28 27 16 0 0 1

National 3 14 19 29 21 14 0 0 0

Mathematics

Boys School 0 0 12 34 17 32 0 0 2

National 2 9 14 25 25 24 0 0 0

Girls School 0 4 9 27 33 24 0 0 0

National 1 7 14 29 30 19 0 0 0

All School 0 2 10 30 26 28 0 0 1

National 2 8 14 27 28 22 0 0 0

Science

Boys School 0 2 - 37 - 59 0 2 -

National 2 10 . 66 . 22 0 0 .

Girls School 0 0 - 42 - 56 0 0 -

National 1 8 . 71 . 20 0 0 .

All School 0 1 - 40 - 57 0 1 -

National 2 9 . 68 . 21 0 0 .

COMPARATIVE REPORTThis table shows a summary of the Nati onal Curriculum assessment results of pupils in the school (2013) and nati onally (2012) at the end of Key Stage 1, as a percentage of those eligible for assessment.

The number of eligible children is: 86 Figures may not total 100 per cent because of rounding.

1. Includes all schools with pupils eligible for assessment at Key Stage 1. Parti cipati on by independent schools is voluntary, therefore only includes results from those independent schools which chose to make a return and which met the statutory standards for assessment and moderati on.

2. Speaking and Listening and Science subjects do not report level 2A, 2B and 2C, only level 2. These are shown in the 2B column for the purposes of this table.4. Absent and Disapplied are not reported in science main level but are reported as U (unable). These are shown in the disapplied column for the purposes of this table.5. ‘-‘ represents ‘Not Applicable’.6. ‘x’ indicates a fi gure not shown in order to protect confi denti ality.

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WORKING TOGETHER Educati on is a shared responsibility between school and parent.

Informing you Parents are such a vital part of your child’s life and progress at school and so we work hard to keep you informed about all that is going on.

Invitati ons are given in the Autumn and Spring terms to att end a Parent/Teacher consultati on evening. At these meeti ngs you can discuss your child’s level of att ainment, general progress and welfare.

Staff are available, by mutual agreement, aft er school, throughout the year. The Head of School is also available to discuss any matt ers which may worry you. Any concerns about school are best solved as soon as possible so that the best acti on can be taken.

Involving you When your child has completed their Early Years Foundati on Stage Profi le in Year R, the teacher will set targets for him/her based on their learning needs. These targets are shared with you in the parent consultati ons and you will be asked to work on some at home.

All children are encouraged to take books home regularly to foster a love and enjoyment of reading. The 1:1 support you can give your child is crucial. We provide informati on in the form of booklets and ideas sheets to help you select an appropriate way of helping your child. Reading is always a focus for home learning. Also phonics practi ce, mathemati c challenges and some project work will come home at ti mes.

Thanks to the excellent constructi ve feedback we receive from our parents, we have conti nued to build on our parent partnership. Stay and Play sessions happen every term for every year group. Parental feedback for these sessions has been extremely positi ve. Parents enjoy being in the classroom with their children and it is an ideal opportunity to see what goes on!

Parents in school The acti ve support of parents can make a world of diff erence to the learning of individual children and the quality of the school environment. Parents are enthusiasti cally welcomed and many provide a huge amount of invaluable assistance in relati on to reading and writi ng support, environmental support, help with the daily distributi on of fruit, and membership of the Governing Body. There are so many ways in which you could be involved with the school, and we would urge you to make contact with us if you are able to join the team

Parent Teacher Associati on (PTA)The PTA is a group of parents and teachers who formally meet once or twice a term to discuss and plan fundraising ideas and events. The money raised is used to enhance the children’s educati on in a social or material way, by providing equipment and other items that are not funded by any other means. The PTA is open to all parents/carers and we are always pleased to welcome newcomers, whether you want to be on the committ ee or simply help out as and when you can. Please contact the school offi ce for more informati on or log onto the website - www.denmeadinfants.org.uk . No qualifi cati ons are needed, just a willingness to take part and the ability to volunteer some of your spare ti me. In return, you will become part of a fun-loving and welcoming team of people, all working hard for the children.

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Community Links

The school has close links with all three local pre-schools through regular focused visits. There are regular visits by Clergy from the local Churches. Our Personal, Social and Health Educati on programme provides opportuniti es for children to work with the Police and Fire services. The children also study the local area as part of their curriculum.

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The Federati on of Denmead Infant and Junior SchoolsBehaviour PolicyDenmead Schools believe that good behaviour is essenti al in maintaining a secure, safe and happy school. We acknowledge that good behaviour and the development of personal and social skills have an enormous impact on children’s learning in all other areas. All members of staff are committ ed to creati ng a calm and safe learning environment in which each child is able to develop their skills, talents and experience success.

Our Behaviour Policy aims to encourage all members of the school community to value themselves and others and acknowledge the importance of developing positi ve relati onships based on mutual trust and respect.

Pupils have the right to learn in a classroom free from disrupti ve behaviour, to know what is expected of them and to receive positi ve recogniti on and support. They have the responsibility to follow school and class rules and not to disrupt the learning of others.

All staff have the right to work in an environment where they are treated with respect by pupils and parents, and the responsibility to eff ecti vely manage disrupti ve behaviour and maintain positi ve relati onships.

In keeping with the principle of inclusion, we believe that there must be an acceptance by both staff and pupils that every child is diff erent.

This policy has been writt en to:• Promote high standards of behaviour across the federati on and provide a consistent approach to

eff ecti ve behaviour management.• Promote teamwork and a sense of belonging through school rules, shared expectati ons and code of

behaviour.• Communicate the schools’ values and procedures regarding behaviour to parents, staff , pupils and

governors.• Ensure that our approach to behaviour management is fi rm, fair, easy to understand and implement.• Ensure that all staff understand their responsibiliti es in managing behaviour and follow the schools’

procedures appropriately.• Promote the rights and responsibiliti es of pupils and staff

The principles outlined in this policy follow the values that the children are taught throughout their ti me in school.

Principles of Behaviour ManagementPupils are expected to behave well at all ti mes.• Each child is valued as an individual.• Positi ve praise is our primary tool for behaviour management.• Children are listened to and their opinion valued.• When dealing with behavioural issues, it is important to separate the behaviour from the child.• Children should be given warning about their behaviour and the consequences prior to a sancti on

being applied.• Staff will ensure that children understand the reasons for sancti ons.• Children need a ‘fresh start’ once their behaviour has been dealt with.• Confrontati ons should be avoided. Pupils should be given limited choices and off ered a ‘way out’ to

avoid escalati on.• All staff will model appropriate behaviour in all circumstances.• The rights and dignity of each child must always be recognised and respected.• Humiliati on and sarcasm is inappropriate.• Behaviour is a shared responsibility and we work in partnership with parents. Staff will acti vely seek

their support and keep them informed.• Incidents of violence, verbally aggressive, bullying, racist and defi ant behaviour is not tolerated and

will be dealt with by a Senior Leader

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Classroom RulesEach class will agree on a classroom code of behaviour using the RRR (Rights, Respect and Responsibiliti es) framework based on the children’s own contributi on. This is a contract that the children will discuss and review through lessons every half term. The guidelines are referred to frequently during the school day.

Serious Behaviour IncidentsIn the event of a serious behavioural incident (physical assault, vandalism etc.), the Executi ve Head or a member of the Senior Leadership Team will be informed immediately to provide support and deal with the incident. Where possible the child involved will be removed from the situati on. However if this is not possible the class teacher will vacate the area and take the class with them.

Physical Interventi onPhysical interventi on is only used to prevent a pupil from injuring themselves or others, seriously damaging property or behaving in a way which might seriously threaten good order and discipline at school. The acti ons that the school takes are in line with government and Hampshire County Council guidelines on the restraint of children.

ExclusionThe Executi ve Head reserves the right to exclude a child from the school for serious breaches of the school rules. However the school recognises that exclusion should always be the last resort aft er a range of measures have been tried to improve a pupil’s behaviour. Exclusions may be fi xed term or permanent.

The schools follow Hampshire County Council guidelines on exclusion:• In cases of repeated serious misbehaviour a child may be excluded for a fi xed term. (In most cases

this route will only be taken aft er all other procedures and strategies have been followed).• A child may also receive fi xed term exclusion if the Executi ve Head judges a single incident to be

serious enough for the child to be immediately excluded without prior strategies being employed. Examples of this may include physical violence to a member of staff or pupil or extensive vandalism to school property.

• Only the Executi ve Head has the power to exclude a pupil from school. The Executi ve Head may exclude a pupil for one or more fi xed periods, for up to 45 days in any school year.

• The Executi ve Head may also exclude a pupil permanently.• It is also possible for the Executi ve Head to convert a fi xed-term exclusion into a permanent

exclusion, if the circumstances warrant this.• If the Executi ve Head excludes a pupil, s/he must inform the parents immediately, provide reasons

for the exclusion and informati on on how to appeal against the decision to the governing body in a formal lett er. At the same ti me, the Executi ve Head must inform the Chair of Governors (copy to Clerk to Governing Body) and Hampshire County Council.

Off site and Out of Hours Acti viti esThe school’s behaviour policy applies when children are taking part in day and residenti al visits, att ending aft er school clubs and other out of hours acti viti es organised by the school or when representi ng the school in off site acti viti es.

The school reserves the right to refuse permission for any child to parti cipate in these acti viti es if it is considered that their behaviour will disrupt the learning of others or jeopardise their own safety or the safety of others. If teachers are concerned about a child in this respect they are expected to discuss the situati on with the Executi ve Head who will make an informed decision and noti fy parents.

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The Journey To and From SchoolWhen pupils are travelling to and from school, they are wearing school uniform and are therefore representi ng the school. Inappropriate behaviour occurring during these ti mes can impact on the children’s safety, the reputati on of the school and may infl uence the children’s behaviour in school. Therefore the school considers that the behaviour policy sti ll applies and the staff will work in a partnership with parents to resolve any problems.

When an incident is reported to the school about inappropriate behaviour occurring whilst a child is travelling to and from school, the school will:• Investi gate the incident.• Inform parents and agree a way forward.• Depending on the nature of the incident parents may be asked to collect their child from recepti on

at the end of the day for a specifi ed period of ti me.• Involve the Community Police Support Offi cers, if appropriate.

Bullying‘Bullying is deliberate, repeated harassment or aggressive acts, which cause hurt to one another. The hurt can be either physical or psychological infl icted by one person or a group. Bullying can be in the form of racial and sexual harassment, name-calling, teasing, taunti ng, physical abuse, rude gestures, inti midati on, extorti on.’ (see Anti -Bullying and Harassment Policy).

The school will take seriously all concerns over bullying and reported incidents will be investi gated. In cases of genuine bullying the Executi ve Head will ensure that parents, class teachers and pupils are involved in setti ng a way forward for eliminati ng the behaviour and supporti ng all the parti es concerned.

Roles and Responsibiliti esThe Governing Body is responsible for:• Supporti ng the shared principles of behaviour management as set out in this policy.• Sharing the responsibility of establishing guidelines outlined in this policy and supporti ng the

Executi ve Head in administering them.• Regularly reviewing the eff ecti veness of the policy and guidelines.• Ensuring that County procedures are followed in matt ers of exclusion.

The Executi ve Head and Head of School are responsible for:• Acti vely promoti ng the agreed, shared principles of behaviour management across both schools.• Implementi ng the behaviour policy and reporti ng to governors.• Informing pupils and parents about the school rules and procedures.• Discussing serious behaviour problems with parents.• Authorising exclusions (fi xed term or permanent) for serious acts of misbehaviour.• Ensuring that County procedures are followed in matt ers of exclusion.

The Inclusion Manager is responsible for:• Following the agreed, shared principles of

behaviour management.• Monitoring the consistent applicati on of

the policy by regular discussion with class. teachers, and by checking behaviour records.

• Tracking the behaviour of individual pupils and look for patt erns in behaviour.

• Providing advice on behaviour matt ers to staff .• Ensuring that individual behaviour

management plans (where applicable) are in place and eff ecti ve.

• Liaising with outside agencies where appropriate.

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Class teachers, supported by Learning Support Assistants, are responsible for:• Following the agreed, shared principles of behaviour management.• Implementi ng the behaviour policy and guidelines consistently and fairly.• Responding to behaviour incidents in a calm and controlled manner.• Modelling and teaching children how to behave.• Ensuring that individual behaviour management plans (where applicable) are in place and followed

where appropriate.• Implementi ng the school’s PSHE programme to develop pupils’ emoti onal and social skills.• Communicati ng with parents regarding behaviour concerns.• Keeping behaviour records up to date and informing the Leadership team where appropriate.• Evaluati ng their own practi ce regarding behaviour management and where appropriate changing

practi ce.• Seeking advice where appropriate.

Mid-day Supervisory Assistants are responsible for:• Following the agreed, shared principles of behaviour management.• Implementi ng the behaviour policy and guidelines consistently and fairly.• Responding to lunchti me incidents in a calm and controlled manner.• Implementi ng the behaviour policy and guidelines consistently and fairly.• Liaising with other staff to communicate behaviour concerns or specifi c incidents.• Referring more serious behaviour incidents to the leadership team, where appropriate.• Modelling and teaching children how to behave during lunchti mes.

Parents/Guardians are responsible for:• Supporti ng the school’s Behaviour Policy• Adhering to the home/school agreement.• Working with the school to solve any problems concerning their child’s behaviour.

CHARGING POLICYThe school recognises the valuable contributi on of additi onal acti viti es such as school visits and groups visiti ng the school, and would wish to provide and promote such acti viti es as part of a broad and balanced curriculum.

Denmead Infant School does not intend charging for any such trips or visits but will invite parents to make voluntary contributi ons. However, if insuffi cient parents are interested in supporti ng such an acti vity, the school would be faced with cancelling it. In order to facilitate such acti viti es the school will give suffi cient noti ce to parents so that contributi ons can be received by the school well in advance to avoid cancellati on costs.

Pupil Premium The Pupil Premium is an allocati on of additi onal funding provided to schools to support specifi c groups of children to enable them to achieve their potenti al. These include pupils who are enti tled to free school meals, those looked aft er by the local authority, and the children of armed service personnel. Provision currently in place:• Inclusion Leader monitors identi fi ed vulnerable groups and deploys interventi ons.• 1:1 tuiti on is provided from non-class based Interventi ons Teacher and Teaching Assistants.• ELSA is employed to work with vulnerable children.• Subscripti on to Educati onal Psychologist Service through SLA.• Lunchti me Club for vulnerable children.• Breakfast snacks provided where appropriate.• Provision of free school uniform to promote self-esteem and a readiness to learn.• Provision of free school trips for free school meal children and looked-aft er children.• Provision of a free aft er school club for free school meal children and looked-aft er children.We anti cipate that these interventi ons will enable all pupils to progress well and meet age-related expectati ons.We encourage all parents and carers to ensure that offi ce staff know whether their child is enti tled to free school meals or has a parent who is a member of the armed services.Insurance cover is provided by Hampshire County Council for any school-organised outside acti viti es.

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School Uniform Wearing a uniform encourages a feeling of pride and identi ty with the school community. We hope that parents will support the wearing of school uniform and sensible footwear. Uniform items and current prices (subject to change) are listed below and are sold in the school hall. Please enquire at the school offi ce for opening days and ti mes. Sweatshirts £ 9.00 Sweat cardigans £ 9.00 T-shirts £ 4.50 Shorts £ 4.50 Sun caps £ 3.00 Reversible fl eeces £15.00 We request that, if possible, children wear the following: Boys - grey trousers or shorts white or blue shirt/polo shirt school sweatshirt or blue or grey jumper sensible and appropriate footwear Girls - grey pinafore dress, skirt or trousers white or blue blouse/polo shirt school sweatshirt/cardigan or blue or grey cardigan/jumper in summer girls may wear a blue and white checked dress sensible and appropriate footwear long hair should be ti ed back For PE your child will need a pair of plimsolls, or trainers with velcro fasteners if possible, a pair of dark shorts and a white T-shirt. A school PE kit is available to purchase if you wish

All clothing must be clearly labelled.

If you have any diffi culty in providing your child with essenti al items of clothing or footwear, a limited amount of fi nancial assistance may be available, depending on your income. For further details, please enquire at the Area Educati on Offi ce.

Jewellery The wearing of jewellery in school, especially earrings, is discouraged. Only stud-type earrings may be worn at any ti me in school no child may take part in PE or any sports when wearing earrings so please ensure that your child can remove earrings prior to PE lessons; no member of staff will remove or replace a child's earrings. For safety reasons Hair clips and bands have to be removed for PE and long hair ti ed back with a soft 'scrunchy' or similar. The school cannot accept any responsibility for the loss of or damage to jewellery in school.

THE SCHOOL HAS A WHOLE SCHOOL FOOD POLICYPlayti me snacks Acceptable snacks at break ti mes are fresh or dried fruit and vegetables. We are also part of the Government's fruit and vegetable scheme and children receive an extra piece of fruit or vegetable daily.

Nut allergiesAt any ti me, there are a number of children in school who have a nut allergy so we ask that you do not include nuts of any kind in your child’s snack or packed lunch.

Water is Cool! Children need access to water freely throughout the day. Every child is given a free water bott le at the beginning of the academic year. Please ensure that it is named, refi lled and brought into school every day.

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School Meals School dinners are cooked at the Junior School. They are served in our school hall under the supervision of a Senior Supervisory Assistant and Supervisory Assistants. Menus run on a three week rota basis and are changed termly. Children can order the meal of their choice on a daily basis.

School dinners currently cost £2.00 per day / £10.00 per week, but prices are reviewed annually by the Local Authority and may increase by a small amount at the beginning of each fi nancial year. You will be given informati on about online payment for school dinners. Cash payments will be accepted but must be paid in one weekly payment on a Monday morning. Please place money in a sealed envelope, clearly marked with the child's name, class, days on which dinners are required, and the amount enclosed, and hand to the class teacher. If you wish to pay by cheque it should be made payable to 'Denmead Infant School'. If your child misses a meal (ie. through illness) that you have paid for, you will be credited with the meal which your child can have at the next opportunity.

Any parent who thinks his or her child may be enti tled to free school meals should ask the Administrati ve Offi cer for an applicati on form.

Safety to and from school As members of our school community, we ask that every parent considers their conduct in respect of the safety of all our children. Please do think how your conduct may aff ect others. Your own child will learn from your example. In additi on we ask you to please comply with following: • Use care and courtesy when driving or parking. • Do not park in front of residents' driveways. • Do not park in the school grounds, on the zigzag lines or in the school entrance. • Do not use the school entrance for turning. • Never climb over gates or fences. • Close all gates aft er you, even if other parents are following you. • No dogs allowed (except guide dogs) in the school grounds. • Do not ride bicycles, tricycles, scooters, skateboards or roller boots in the school grounds. • Leave prams and pushchairs outside the building. • Do not allow children to play on trees or in shrubberies whilst waiti ng for your infant children. • Never let children enter the fenced pond area. • This is a non-smoking site at all ti mes. • Harassment of any kind will not be tolerated. Thank you.

Security Access to the school building is restricted to the main entrance and the door is controlled by an internally operated locking system. All authorised visitors are required to sign in and be identi fi ed as such by badges issued by the school offi ce.

Using Images of Children Occasionally we may take photographs or make video recordings of the children at our school. We may use these images in our school prospectus or in other printed publicati ons that we produce, and on displays throughout the school and on our website.

Parents making video recordings Some of our parents have expressed the wish to make video recordings of their children during school performances (eg. Christmas performances). The Governing Body has agreed to parents videoing producti ons providing they use the area designated and do not detract from the enjoyment of other parents.

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Medicines School is not the appropriate place for a child who is ill. Please keep your child at home unti l she/he is well enough to return and for at least 24 hours aft er tummy upsets. However we try to be as accommodati ng as possible and will give medicine to your child if: • it has been prescribed by a doctor • it is brought to the School Offi ce by an adult and collected by an adult. A medicine authorisati on form, which you will need to complete and sign, is available from the Offi ce. If medicati on is necessary to regulate a long-term conditi on, such as asthma or diabetes, we will of course administer it. Please make us aware of your child's needs.

Emergency Contacts It is essenti al for us, should an emergency arise, to have some means of contacti ng either the child's mother or father, or carer.

When your child starts school you will be asked to complete a Data Collecti on sheet which gives us contact details and the name of your family doctor. Please return this sheet to school as soon as possible.

Please ensure that we have an up-to-date telephone number where you can be reached.

Release of children during school hours - County Policy Children cannot be released for appointments during school hours (including lunch breaks, if the child remains in school for lunch) unless a note to this eff ect is brought to school. In additi on to the note, the children must be met by an adult.

Children arriving late at school, or leaving during the school day, for whatever reason, must be signed 'in' or 'out' on the Register held at the Offi ce hatch.

Absences If your child is absent from school for any reason, please contact us as soon as possible. All unconfi rmed absences are recorded in the daily register as unauthorised. Please note that no child will be allowed to leave the school for any purpose before the offi cial end of the day without a parent or guardian. Prior noti ce is needed for any dental or medical appointment. Children are not expected to have their annual holiday during term-ti me. Absence rates During the period 03/09/2012 to 23/07/2013, for those children of compulsory school age the att endance record was as follows: Total no. of pupils of compulsory school age on roll for at least one session - 184% of half days (sessions) missed through authorised absence: 4.6 % % of half days (sessions) missed through unauthorised absence: 0.0 %

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THE STAFF Denmead Infant School is staff ed by committ ed and hard-working teachers and support staff who together make an organised and caring team.

Executi ve Headteacher - Mrs J Bradshaw MA, Dip. Ed. Primary, NPQH Head of School - Mrs M Lambton, B.Ed, NPQH

Teachers Mrs L Gibbons (Foundati on Leader) Mrs S Parrack (KS1 Leader) Mrs N Payne (Inclusion Leader) Mrs S Sullivan (part-ti me Inclusion Leader)Miss K Rowson Mrs K Boylin Mrs C FrancisMrs K Foster Ms S Marshall Miss K Croft Mrs H Barty Miss R Howarth Miss H Gillians

Teaching Assistants Mrs S Garnett Mrs T Owens Mrs N OlwayMrs L Cole Mrs T Cott am (HLTA/ELSA) Mrs J Conlon Mrs K Jones Mrs M Graves Mrs L Vinton Mrs P Stevens Mrs K Walker Mrs C Hiron

Finance Offi cer: Mrs C Rose Administrati ve Offi cers: Mrs S Wyatt Mrs Barge (part-ti me) Assistant Admin Offi cers: Mrs C Sparrow Mrs L Sale

Senior Supervisory Assistant (lunchti me) Mrs D Caine

Supervisory Assistants (lunchti me) Mrs A Belcher Mrs M Smith Mrs S HarleyMrs B Cole Mrs V Sands Ms E WebbMrs P Mathews Mrs P Stevens Mrs K WebbMiss R Oakes

Site Manager Cleaning Staff Mrs D Caine Mrs B Cole Mrs K Webb Mrs S Scott

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Denmead Infant School Admission Policy 2014-2015

This policy will apply to all admissions from 1 September 2014, including in-year admissions. It will be used during 2013-14 for allocati ng places for September 2014 as part of the normal admission rounds for Year R. It does not apply to those being admitt ed to nursery provision.

Admission CriteriaHampshire County Council is the admission authority for all community and voluntary controlled primary and secondary schools. The admission arrangements are determined by the County Council, aft er statutory consultati ons.

The County Council will consider fi rst all those applicati ons received by the published deadline of midnight on Wednesday 15 January 2014. Noti fi cati ons to parents off ering a primary or infant school place will be sent by the County Council on Wednesday 16 April 2014.

Applicati ons made aft er midnight 15 January 2014 will be considered aft er all onti me applicati ons have been fully processed unless excepti onal circumstances merit considerati on alongside on-ti me applicati ons.

The published admission number (PAN) for Denmead Infant School for 2014-2015 is 90.

For the normal admission round, all on ti me preferences will be considered simultaneously and ranked in accordance with the admission criteria. If more than one school can off er a place, the parent’s highest stated available preference will be allocated.

If the school is oversubscribed, places will be off ered in the following priority order. Places for applicati ons received aft er the deadline will be allocated using the same criteria:

1. Looked aft er children or children who were previously looked aft er (see (a) in Defi niti ons).

2. (For applicants in the normal admission round only) Children or families who have a serious medical, physical or psychological conditi on which makes it essenti al that the child att ends Denmead Infant School rather than any other. (Appropriate medical or psychological evidence must be provided in support.)

3. Children living in the catchment area of Denmead Infant School (see (b) in Defi niti ons): (i) Children who at the ti me of applicati on have a sibling (see (c) in Defi niti ons) on the roll of

Denmead Infant School or Denmead Junior who will sti ll be on roll at the ti me of admission. [See 4(i) for additi onal children who may be considered under this criterion.]

(ii) Other children living in the catchment area of Denmead Infant School. 2054 Denmead Infant School

4. Children living out of the catchment area of Denmead Infant School: (i) Children who at the ti me of applicati on have a sibling (see (c) in Defi niti ons) on the roll of

Denmead Infant School or Denmead Junior who will sti ll be on roll at the ti me of admission. [Where a sibling was allocated a place at the school or linked junior school in the normal admission round in a previous year because no places were available at the catchment school for their address, the applicati on will be considered under 3(i), above, subject to the address being the same for both applicati ons.]

(ii) Children of staff (see (d) in Defi niti ons) who have, (i) been employed at Denmead Infant School for two or more years at the ti me at which the applicati on for admission to the school is made, or (ii) have been recruited to fi ll a vacant post for which there is a demonstrable skill shortage.

(iii) Other children.

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Defi niti ons(a) This criterion provides a priority for children who are (a) in the care of a local authority, or (b) being provided with accommodati on by a local authority in the exercise of their social services functi ons (see the defi niti on in secti on 22(1) of the Children Act 1989). It can also be used for children who were previously looked aft er but immediately aft er being looked aft er became subject to an adopti on, residence, or special guardianship order. An adopti on order is an order under secti on 46 of the Adopti on and Children Act 2002. A ‘residence order’ is as an order sett ling the arrangements to be made as to the person with whom the child is to live under secti on 8 of the Children Act 1989. Secti on 14A of the Children Act 1989 defi nes a ‘special guardianship order’ as an order appointi ng one or more individuals to be a child’s special guardian (or special guardians).]

(b) The child’s permanent residence is where they live, normally including weekends and during school holidays as well as during the week, and should be used for the applicati on. The permanent address of children who spend part of their week with one parent and part with the other, at diff erent addresses, will be the address at which they spend most of their ti me.

(c) ‘Sibling’ refers to brother or sister, half brother or half sister, adopti ve brother or adopti ve sister, step brother or step sister, and includes children living as siblings in the same family unit. Categories 3(i) and 4(i) includes children who at the ti me of applicati on have a sibling for whom the off er of a place at the preferred school has been accepted, even if the sibling is not yet att ending. It also includes, in the normal admissions round, children who have a sibling on roll in Year 2 at the preferred infant school at the ti me of applicati on, where the parent has made a successful on-ti me applicati on for a place for that sibling in Year 3 at a linked junior school and the parent is due to be noti fi ed of this on the nati onal off er date.

(d) ‘Staff ’ includes all those on the payroll of the school. ‘Children of staff ’ refers to situati ons where the staff member is the natural parent, the legal guardian or a resident step parent.

Tie-breakerIf the school is oversubscribed from within any of the above categories or subcategories, straight line distance will be used to prioriti se applicati ons; applicants living nearer the school have priority. Hampshire County Council’s Geographic Informati on Systems (GIS) will be used to determine distances (normally from the Ordnance Survey home address point to the school offi ce). Distances to multi ple dwellings will give priority to the ground fl oor over the fi rst fl oor and so on. On individual fl oors, distances will be measured to the stairs leading to the communal entrance.

Additi onal Informati on1. Pupils with a statement of special educati onal needs The governors will admit any pupil whose fi nal statement of special educati onal needs names the school. Where possible such children will be admitt ed within the PAN.

2. Multi ple birthsWhere a twin or child from a multi ple birth is admitt ed to a school under this policy then any further twin or child of the same multi ple birth will be admitt ed, if the parents so wish, even though this may raise the number in the year group above the school’s PAN.

3. In-Year Fair Access placements by the local authorityThe local authority must ensure that all pupils are placed in schools as quickly as possible. It may therefore someti mes be necessary for a pupil to be placed by the local authority, or a local placement panel acti ng on behalf of the authority, in a parti cular school even if there is a waiti ng list for admission. Such placements will be made in accordance with the provisions of the local authority’s In-Year Fair Access Protocol. The Protocol is based on legislati on and government guidance.

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4. School ClosuresIn the event of a school closure, pupils from the closing school may be given priority for any school nominated as the receiving school. Specifi c arrangements will be determined by the Local Authority in accordance with the School Admissions Code and will be published at the ti me for the specifi c schools aff ected.

5. Waiti ng listsWhen all available places have been allocated, waiti ng lists will be operated by schools on behalf of the local authority. Any places that become available will be allocated according to the criteria of the admission policy with no account being taken of the length of ti me on the waiti ng list or any priority order expressed as part of the main admission round. Fair Access admissions and school closure arrangements will take priority over the waiti ng list.The waiti ng list will be reviewed and revised –• each ti me a child is added to, or removed from, the waiti ng list;• when a child’s changed circumstances aff ect their priority;• periodically, when parents with a child on the waiti ng list will be contacted and• asked if they wish to remain on the list for the following school year.At the ti me of receiving an off er of a school place parents will be advised of the process for adding their child’s name to a school’s waiti ng list. Parents may keep their child’s name on the waiti ng list of as many schools as they wish and for as long as they wish.

6. Starti ng schoolParents of children requiring a Year R place, including those accessing co-located nursery provision, must make an applicati on. In Hampshire, most children are admitt ed to school for the fi rst ti me in the September aft er their fourth birthday. Parents can request that their child att end part-ti me sessions or defer their child’s entry unti l later in the school year or unti l the child reaches compulsory school age. Pupils will normally be admitt ed at the start of a school term. All children holding a Year R place are expected to be att ending full-ti me by the start of the summer term in April 2014. Parents of a child whose 5th birthday falls between 1 April and 31 August 2014 who wish to defer their child's admission unti l September 2014, will need to submit an in-year applicati on to the school before 10 June 2014 and will be considered for a place in Year 1.

7. Legislati onThis policy takes account of all relevant legislati on including the legislati on on sex discriminati on, race relati ons, and disability, together with all relevant regulati ons and the School Admissions Code (published by the DfE in 2012).

Home to School Transport Your child may qualify for free transport or a free travel pass on public transport from near your home to and from primary school if: • he/she att ends the catchment school or one that is nearer to your home and • the distance (measured by the shortest available walking route) is more than two miles for children

up to and including Year 3 or • your catchment school was your fi rst preference and it is over-subscribed. In this case transport will

be provided to the next closest school, using the distances menti oned above.

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Introducti on to SchoolThere will be opportuniti es for parents and children to visit the school and meet the Staff during the Summer Term prior to the children starti ng school. Your child’s teacher will also organise a mutually convenient ti me for a Home Visit in September to give you the opportunity to discuss your child with their new teacher.

Explanatory Note The following is guidance from the Department for Children Schools and Families: The defi niti on of a parent in the Educati on Acts includes: • all natural parents whether or not they are married; • any person who, although not the natural parent, has parental responsibility for a child or young

person; and • any person who, although not the natural parent, has care of a child or young person. Having parental responsibility means assuming all the rights, duti es, powers, responsibiliti es and authority that a parent of a child has by law.. Having care of a child or young person means that a person with whom the child lives, irrespecti ve of their relati onship with the child, is considered to be a parent in educati on law.

ACCESS TO FURTHER INFORMATION The Head of School will be pleased to discuss any aspect of the school with parents. For further informati on please visit our website: www.denmeadinfants.org.uk or enquire at the School Offi ce.

COMPLAINTS If at any ti me you want to make a complaint please speak to the Class Teacher or Head of School. If you wish to pursue your complaint a copy of the LEA Complaints Procedure is available from the School Offi ce.

The informati on contained in this Prospectus is intended for current parents and the parents of children entering school between September 2014 and July 2015.

It was correct at the ti me of going to press but Government legislati on, County Council policy, and the parti cular circumstances of the school might create the need for some organisati onal changes and adjustment of policy.

Date of publicati on: September 2013