1

Twin Sails is a happy and caring school, where we aim to ensure all children feel secure, welcome and valued. Our purpose is to ensure that every child really does matter, as they all deserve the best possible start in life and to be given the best opportunities to fulfil their potential. We achieve these aims by ensuring we provide a balanced, stimulating curriculum which values each child's uniqueness. Our team constantly strive for excellence across the whole school. Our Aims:

• Children need security, love, friendship, encouragement, motivation, stimulation, praise and consideration of their individuality.

• The whole child is important- social, emotional, physical, intellectual and moral development is all essential.

• We want all our children to develop knowledge, confidence, self esteem, independence, self-discipline, individuality perseverance and social awareness, with a view to fulfilling their true potential

• We work hard to create an environment where children feel safe, wanted, independent and motivated to learn.

• We work with passion to create an innovative and exciting curriculum that engages children and develops a lifelong love for learning.

• We promote skills for life through our 5Rs- being resilient, resourceful, reciprocal, reflective and responsible.

• We all have the highest expectations for pupil's achievements and progress.

• We promote a healthy partnership between child, parent, school, governors and community; To ensure that all stakeholders care and are committed to our school ethos. Mutual respect and dialogue are crucial to supporting children's development and learning. The school believes that it is a real privilege to play an active part in children’s education and developing a child’s sense of self. At Twin sails, we celebrate British values through promoting tolerance and respect for all members of our school community and the wider society. We develop a sense of shared responsibility amongst the children for ensuring Twin Sails is a school we can all be proud to be part of. This ethos is valued by all of us and the shared belief we all have in our aims creates a happy school, where every child is valued, every day.....and where we believe the opportunities we offer should provide our children with every possibility of a bright future.

Every Child, Every Day, Every Possibility

2

Grounds and Facilities

Twin Sails is set in a beautiful location in Poole Harbour between Hamworthy Park and Poole Quay. Through the playground trees you catch sight of beach huts and glimpses of yacht masts in the local marina with views towards Studland. With the wealth of sea life at our doorstep we take every opportunity to use the local community to enhance our provision. The school itself is of modern design, built in 2004 with full disability access. Inside the school the classrooms are bright, well resourced and all outward facing. We take pride in ensuring we create stimulating learning environments both indoors and out. Every classroom has a safe outdoor learning area; Early Years have a specifically designated outdoor environment so children can develop a wealth of skills both indoors and out. In the school we have other rooms where different learning opportunities take place such as; music and drama in our Studio, book club in our ‘Oceanarium’ library and whole class

teaching of computer skills in our ICT suite. Alongside this we have significantly invested in tablet technology so all children have access to both PC and tablet equipment to support their learning in this fast developing subject. Our school hall accommodates all our children for assembly, PE lessons and hot school lunches as well as

breakfast and after school club. Throughout the school displays celebrate the rich and broad curriculum that children experience during their time at Twin Sails. Our displays cel-ebrate children’s achievements and reinforce learning within their classroom. Around the school you will also see some flat screen televisions showing our ‘Twin Sails TV’ a media outlet sharing with you the children’s experiences in school and on trips. Outdoors consists of a large playground, with exciting, high quality equipment to challenge children’s physical skills. Three blue sails act as shade in our warm summer months whilst a friendship shelter and playhouses provide children with quieter spaces to enjoy during playtimes. Our school has a large garden which has been developed with fantastic support from our families. The children use the garden regularly to explore nature, grow vegetables and develop a variety of skills. The field still has open space for ball games and free play encouraging the children to be active and live healthy lives. The school has the privilege of having its own driveway and staff car park. Staff manage

key parts of the school site during drop off time in the morning. This is aimed to enable

parents an easier access to school. However at the end of the school day an electronic

barrier is used to minimalise the movement of traffic to ensure that children’s safety is our

highest priority.

3

Security We are mindful of the need to ensure the safety of the children at all times, therefore:

all visitors will have to sign in and out and wear an identity badge to indicate to everyone their authorised presence

all gates are locked during school hours to prevent unauthorised entry but allowing easy and quick exit in an emergency

all adults in school will have a DBS (Disclosure & Barring Service) clearance that acknowledges their suitability to work with children.

There are 3 bike/scooter stands, at the school roundabout, adjacent to the staff car park and one at the back gate for use by children and parents. Please note the school cannot be held responsible for bikes left here and strongly encourage the use of security locks. Parents/Carers should ensure children do not ride bikes/scooters on the pavements, in the playground or in the car park and that children wear appropriate safety helmets.

4

Our School Day

Nursery We offer 15 hours free funding for all children and 30 hours free funding for those families that are eligible. Either Morning sessions 08:30 am – 11:30 am Or Afternoon sessions 12:30 pm – 3:30 pm

30 hours full provision 09:00 am – 3:00 pm

Extra hours are provided between 7:45 am—5:00 pm at an additional cost.

Reception There will be a staggered entry in September.

School day for children in Reception Morning session 8:35 am – 12:00 noon Afternoon Session 1:00 pm – 2.50 pm Years 1 and 2 Morning session 8:50 am – 12:00 noon Afternoon session 1:00 pm – 3:00 pm Start of the day Children in Nursery and Reception must be supervised and not dropped off unattended. Nursery enter through their gate and should be taken directly to their classroom, Reception parents and children wait outside their gate until 8:35 am. The school allows children to be dropped off on the roundabout if they are in Year 1

or 2. Children in Years 1 and 2 may be left safely on the school playground from 8:30

am where the gate is open and supervision is provided. Parents/Carers remain

responsible for their children until they pass through the side gate.

Parents/Carers who want to accompany their children to the classrooms should remain outside the gate with their children until the 8:45 am bell. Registers are taken at 8.50am when all children should be in school.

The start of the day is very important. Children will be involved in a number of activities to enable a stress free start and to be sure they are ready for learning. Parents/Carers can support us in this by ensuring children arrive on time.

Please note, we ask parents not to park in the ‘drop off’ zone around the roundabout. Any anti-social and unsafe parking will be challenged by the school. If individuals persistently park in an anti-social or unsafe way, they will not be able to park within the school grounds.

5

End of the day Parents/Carers are responsible for collecting their children from the classrooms at 3:00 pm. The side gate is unlocked at 2:55 pm to allow access to the playground where adults are asked to wait behind the white line away from the classroom doors.

It is important that all Parents/Carers are waiting for their children before the bell goes. Lateness can cause distress to the children and is an inconvenience to staff who have meetings, courses and preparation work.

Nursery and Reception children should be collected from their classroom doors via their

outside learning area. Reception children finish school at 2.50pm.

It is our policy to try to ensure that all children are collected at the end of the day by a responsible adult. The following points should be followed to ensure the well being of every child: • If there is a change in the routine for collecting your child/ren, or a different person is

collecting a child, the class teacher or the office must be informed • If you are running late at the end of the day, you must inform the office • If for any reason your child is not collected by you or a named person we will contact

the person/s identified on your emergency contact records to ensure your child can be collected

• In the event of your child not being collected having followed the above procedures we will be forced to contact Social Services.

Breakfast Club ( Nursery, Reception, Year 1 and Year 2) Our school runs their own breakfast club 5 days a week. This starts at 7.45am where children play games, draw, dress up and play musical instruments, followed by a healthy breakfast until 8.30am when children join the rest of the arriving children in our supervised playground. Nursery and Reception children are taken to their classroom to join their class teacher. Details and application forms are provided in your starter packs. The exceptional value for money means that places are of a premium so early booking is advised to avoid disappointment. After School Club The same school team run our after school club which runs from 3pm (3.30pm for Nursery) to 5pm 5 days a week. Children have a wide variety of activities on offer each day including construction toys, dressing up, team games, physical activities inside or out and computer time. At 4pm children sit together and are invited to make themselves a healthy sandwich to eat followed by a selection of fruit, a plain biscuit and drink. Forms are found in your starter pack but early booking is advised as the club is excellent value for money.

Car Parking The school is open to cars for morning drop off only. However spaces are limited so we encourage you to walk where possible. In the afternoon, the site is closed to traffic. So please find alternative parking or where possible, walk.

6

School Governors The role of Governor is an important one and offers the school a form of critical friendship ensuring that our school and our systems remain fit for purpose. The governing body has a range of duties and powers and a general responsibility for the conduct of the school with a view to promoting high standards of educational achievement. Its’ responsibilities include areas such as:

• analysing pupil progress and achievement • managing the school’s finances • making sure the curriculum is balanced and broadly based • appointing staff • reviewing staff performance and pay.

Our Governing Body consists of four committees – Premises, Health and safety, Finance, Human Resources, Standards and Curriculum which then feed into our Whole Governing Body. Our Governors help the school provide the best possible education for our pupils. As part of the School’s overall leadership and management, they help to govern the strategic framework of the school, while the Head of School manages the day-to-day management of the school, staff, teaching, support and planning. The Executive Headteacher is responsible for the strategic running of the school. Governors do this by:

• thinking and working strategically to help raise standards • monitoring and evaluating progress towards priorities and targets • supporting the Executive Headteacher, Head of School and staff as well as

challenging their perceptions • accounting to all stakeholders for the school’s performance and for the

decisions taken. The Governing Body also monitors the school policies and procedures. If there is a vacancy on our Governing Body the school will inform parents and then an-yone is free to apply for an application pack.

7

School Uniform The school expects all pupils to wear school uniform and for our families to fully support us in ensuring children come to school suitably dressed. We believe the wearing of school uniform give children a sense of corporate identity and encourage a real pride in being part of our school. Uniform

• Royal blue sweatshirt or cardigan with school logo • Grey trousers, skirt or pinafore • Yellow polo shirt school logo • Blue or yellow checked or striped summer dress • Grey or white socks • Black or navy shoes (plain black shoe type trainers are permitted but not extreme

fashion shoes, open toed sandals, boots or sports trainers) • Plain hair accessories should be in school colours only

PE Kit

• Trainers • Royal or black shorts. • Royal blue or yellow T-shirt • PE bag • Navy jogging bottoms and sweatshirt for outdoor games

Uniform is available from the National School wear Shop in Poole High Street. For safety reasons no jewellery should be worn to school, with the exception of small plain studs for children with pierced ears (one in each ear only) hooped earrings are NOT permitted. Earrings must be removed for all PE sessions so we request children’s ears are not pierced during the academic year.

PLEASE ENSURE ALL ARTICLES OF PERSONAL PROPERTY AND CLOTHING ARE CLEARLY MARKED WITH YOUR CHILD’S NAME.

8

School Meals In line with new Government policy, free hot school meals will be provided to all children in Reception, Year 1 and Year 2. Meals are delivered daily and served in the school hall. Nursery bring in their own packed lunch and will eat together in our studio room. Any children who would prefer to bring in their own packed lunch are permitted to do so. If this is the case, Parents/Carers are asked to provide a plastic lunch box, clearly marked with the child’s name and class. The contents of the lunch box will depend on the child’s preference and appetite, but we request that they do not bring sweets or fizzy drinks. As a School we also operate a strict NO NUTS policy, due to the life threatening nature of allergies. Our policy is to encourage the children to eat what is in their lunch box, but not insist. Uneaten food is returned in the lunch box to enable parents to monitor what their child is eating. Please do not overfill your child’s lunch box. During the lunch break the children are in the care of our Midday Supervisors and Teaching Assistants.

All children are given at least 30 minutes to eat their lunch. After this time they will be asked to clear away. The children are given approx 30 minutes of lunchtime play, co-ordinated by the lunchtime staff. This normally takes place on the school playground or field. In wet weather, indoor activities are provided.

Healthy School The school adheres to the Healthy Schools philosophy and we actively encourage the children to eat and drink healthily. Recently the school has taken advantage of the government funded fruit and vegetable scheme. Fresh fruit or vegetables are distributed daily to children in Nursery through to Year 2 at the morning playtime. Foundation Stage children have their fruit during their snack time, along with a drink of milk or water. For children under 5 years of age, milk is provided free on application through the subsidised milk scheme. Once your child reaches the age of 5, you will have the opportunity to purchase milk if you wish to do so. Water fountains are installed in all classrooms and children are encouraged to drink water throughout the day. Alternatively, children can bring in a named water bottle each day from home to keep in their classroom.

9

Behaviour

At Twin Sails Infant School and Nursery we have high expectations of behaviour of all the children. We aim to help children acquire self discipline and acceptable modes of behaviour through developing an increasing awareness and respect for the needs of others. We recognise the importance of a positive approach to the behaviour of the children in our school and use every opportunity to recognise and celebrate good behaviour. We encourage a pride in the school and its values with appropriate behaviour being an integral part of belonging to our organisation.

All adults as well as our playground pals use the following questions to resolve any issues:

What happened?

What were you thinking?

How were you feeling?

Who else was involved?

What do you need to make things better?

Bullying in any form will not be tolerated, nor will any behaviour that prevents other children from learning and being safe and happy in school. Any concerns from parents or children will be treated seriously.

10

At Twin Sails, we all follow the ‘Superstar Rules’ to ensure everyone in the school is happy and safe. These are:

These ‘Superstar Rules’ are displayed throughout the school and discussed with the children regularly so that they understand them and know how to follow them. When all children follow the Superstar Rules, they are all able to be happy and safe in school. Classroom Behaviour Management Each classroom has a ‘Behaviour Mobile’ comprising a rainbow, sunshine & cloud. All children should start the day on the star. If a child breaks the ‘Super Stars’ rules of good behaviour, after an initial warning, they may move to the cloud. Once the poor behaviour is rectified/ the consequence has been carried out, they can be moved back to the star. Children should be given the opportunity to move back within a short period of time, and should not stay on the cloud all day. In Reception, there will also be a sunshine, to give more opportunity for pupils to learn simple behaviour expectations. Any excellent behaviour can be rewarded by moving a child to the Rainbow. The child should also receive 2 ladder points and a ‘Rainbow’ sticker to wear.

11

Admissions Parents who wish to register their child for admission to Twin Sails Infant School should complete an admission form which is available from Children's Young People’s Services above the library in the Dolphin Centre or you can access the forms via the Internet (Please see the link below for the borough of Poole's Admissions information). Once you have completed the admissions form you will be notified by the Borough of Poole, about which school you have been allocated. (Borough of Poole will update their website with all relevant dates for application deadlines and notification letters/email). Parents who wish to register their child for admission to Twin Sails Nursery should complete a school admissions form available from the school office. For Children due to start Nursery Please call: 01202 672377 or email: Office@twinsailsinfant.co.uk For children due to start Reception—Year 2 Please call: 01202 261937 or email: school.admissions@poole.gov.uk www.boroughofpoole.com Postal address: Admissions & Exclusions Children, Young People & Learning Borough of Poole, Dolphin Centre, Poole BH15 1SA

12

Induction for Nursery and Reception If you have been allocated a place at Twin Sails in either our Nursery or Reception classes we will begin a series of induction processes that provide you and your child with a smooth and informative transition into our school family.

Below details an overview of the transitional processes we provide for Reception children:

Anytime Personalised tours for families considering applying

Autumn term Open days for families considering applying for a place

May Once your child’s place has been accepted we write to you with a range of

dates for you and your child to come and visit the school

June Teachers visit pre-school settings to meet the children where possible

June

Parent Welcome Induction evening: insight into life in our Reception, meet

your class teacher, parent pack given with forms needed to be completed

(medical, contacts, health, allergies etc.)

June Children new to Twin Sails invited to their new reception class with their new

teacher

July Current nursery children visit new class and teacher

September

Staggered start in small groups to enable children to make new friends and

become familiar with the little things (toilets, stopping, tidying, my peg and

routines) to encourage your child to feel safe and confident before starting full

time.

First week: Parent consultation sharing the ‘uniqueness’ of your child.

November Parent consultations

In the year Parent workshops: Early Literacy, Numeracy and Play

Anytime Personalised tours for families considering applying

Autumn term Open days for families considering applying for a place

May Once your child’s place has been accepted we write to you with a range of

dates for you and your child to come and visit the school

June

Parent Welcome Induction evening: insight into life in our Nursery, meet the

staff; parent pack given with forms needed to be completed (medical,

contacts, health, allergies etc.) Home visits by appointment.

July Home visits by appointment

September

Staggered start in small groups to enable children to make new friends and

become familiar with the little things (toilets, stopping, tidying, my peg and

routines) to encourage your child to feel safe and confident

December Parent open evening

December/

January

Applications to the LA Admissions for Reception places, to be completed

In the year Parent workshops: play and language development, Starting Out

13

Early Years Foundation Stage In the Early Years each child deserves the best possible start in life and support to reach their potential. In choosing Twin Sails Infant School and Nursery for your child we can assure you that our provision will keep them safe and help them to thrive. We are able to do this through recognising these 4 key themes;

OUR 4 EARLY YEARS THEMES

WHAT DOES IT MEAN FOR US?

WHAT DOES IT LOOK LIKE IN SCHOOL?

The Uniqueness of each child

Every child is unique, who is constantly learning and can be resilient, capable, confident and self assured.

• Recognition that the child comes first

• Individualised ‘Learning Journey’ records

• Support and challenge for all children

• Our 5R’s ethos • Making personal choices in their

learning journey • A Rights Respecting school

The importance of Pos-itive Relationships

Children learn to be strong and independent through positive relationships; our relationship with every child, parent and carer are respectful, open and supportive.

• Informative meetings and consultations with parents before school begins and each term

• Home visits for Nursery children • Parents contributions to

Learning Journeys • Open door policy • Supportive adults who can meet

the learning & development need of each child

• Working with other professionals and experts beyond school

The high quality en-abling environment

Our high quality learning environment both indoors and out stimulates, supports and challenges children. Our first rate resources and adults within the environment are critical in order to support the learning and development of each child.

• Outdoor area with specific learning areas available every day

• A rich variety of quality, enriching resources, inside and out

• A fulltime teacher and teaching assistant

• Individual Learning Journeys for each child

The importance of ‘play’ in the Learning and Development

Children learn in different ways and at different rates. Play underpins all development and learning for young children in creativity, socially, phys-ically, emotionally and intellec-tually. It stimulates, entices and moti-vates children to explore and learn in a fun way!

• Exciting and enticing learning topics

• Carefully planned activities • ‘wheel-time’ and ‘planning’ time • Hearing and responding to each

child’s voice • Play based approach, active &

fun! • Learning through a variety of key

areas see following page)

14

The Early Years Foundation Stage framework (EYFS) We follow the EYFS framework guidance to deliver a broad, balanced child focused curriculum. Below illustrates the Prime & Specific areas of Learning & Development.

Prime Areas What does this look like for our chil-dren?

Personal, Social and Emotional Development

• Positive behaviour, feelings & attitudes

• Taking turns & problem solving • Caring valuing for myself and others • Relationships, co-operation &

independence • Concentration and motivation

Physical Development • Fine motor skills: climbing, balancing, throwing & catching

• Dressing, caring for own health

Communication and Language • Listening, focusing & concentrating

• Speaking, Understanding & responding

• Questioning • Acting

The Prime areas all closely link with one another and are central to all the other areas of learning and development. They represent the earliest stages of development and are critical for influencing later successes in life. It is essential for children to acquire these skills by the age of 5 as they become more difficult to acquire later on and may hold a child back in other areas of development.

Specific Areas What does this look like for our children?

Literacy (Reading & Writing) • Letters, sounds, words & rhyme • Reading, storytelling & imagining • Mark making & writing

Mathematics • Naming & using numbers, games & songs

• Calculating & problem solving • Shapes, measuring & patterns

Understanding of the World • Finding out about our lives past and present

• Exploring places around us • Information technology

Expressive Arts and Design • Creating, drawing, painting7 sculpting • Designing, making, adapting &

constructing • Imagining, role playing, expressing • Singing, creating sounds, using

instruments, dancing & moving

15

Characteristics of Effective Learning The Early Years Foundation Stage framework values that children develop through the 7 areas of ‘learning and development’ at different rates. How well they develop can be determined by how successfully they engage with other people, their environment and how self motivated they are as a learner. This engagement underpins learning and development across all areas and highlights how effective and engaged the child is as a learner. This is known as the Characteristics of Effective Learning and there are 3 key areas the table below demonstrates the learning skills a child needs to develop in order to become a successful learner:

Characteristics of Effective Learning Skills being developed

Playing and Exploring

Engagement:

Finding out, having a go, being willing, connecting known ideas, pretending & taking a risk

Active Learning

Motivation:

Concentration, focus, persistence, enjoyment, effort, attention to detail, satisfaction in reaching goals.

Creating and thinking critically

Thinking:

Problem solving, creating own ideas, planning, selecting resources equipment, adapting & reviewing

We highly value the recognition of these life-long learning skills and will report to you every term how your child is developing their own Characteristics of Effective Learning. These skills, alongside progress in each area of learning and development will be shared with their next teacher in Year 1 to ensure a smooth and effective transition. These values of life-long learning skills mirror our Twin Sails Infant School and Nursery values throughout every year group and beyond the classroom. We have established a common language for children to understand and develop these learning skills known as the 5Rs.

16

Throughout your child’s life at Twin Sails Infant School & Nursery we aim to empower your child to become well-rounded individuals, who are keen and motivated to try their best, strive for success and who have an awareness of their responsibilities in school and home life. We do this by developing a skill set called the 5Rs.

Developing Learning Power through the 5Rs

RESOURCEFUL Problem Solver

• Drawing on resources to assist the learning situation

• Drawing on strategies • Thinking creatively outside the box • Using your imagination • Taking a risk • Being brave

RECIPROCAL Team Player

• Be willing to learn alone

and with others • Awareness of others, e.g. take turns,

share resources, good listening, etc • Developing emotional intelligence • Ability to adapt your role within a team

RESILIENT Determined

• Sticking with it • Accept learning is sometimes challenging • Persevere and recover from set backs • Manage distractions– maintain

concentration • Accepting mistakes as part of learning

RESPONSIBLE Independent

• Knowing how to organise yourself • Knowing how to get started • Confidence to collect what’s needed • Organising and looking after the

learning environment

REFLECTIVE Thoughtful

• Ask questions & self assess

• Show awareness of problems, challenges & successes

• Make links and know next steps & improvements

• Evaluate to move learning forward

17

Learning To Learn At Twin Sails Infant School we believe children’s learning and development thrives when the learning opportunities are exciting, varied, practical, and interactive and centred on their interests and curiosity. In order to deliver this belief we have developed a cross curricular topic approach at Twin Sails Infant School & Nursery that focuses on developing the ‘skills’ of being a learner. For example being a problem solver, researcher, being able to present information, or create new ideas. We believe this prepares our children to thrive in the learning journey ahead of them and the ever-changing workplace that may lie ahead. This is approach is called ‘Learning to Learn’. This is what it looks like for your child.

1. Teachers introduce a new exciting topic to the children

2. Children ask questions about what they would like to find out

about in this topic

3. Teachers enable children to explore their questions over carefully planned

sub-topics each week

Topics are enhanced by visitors, trips or home learning projects

4. Children review their learning by looking back at their questions and

reflect on what they have discovered

The topic has either a Sparkly Starter to entice the children into the project or a Fab Finish to celebrate the com-

pletion of the project

18

Bringing Learning to Learn Alive! Every topic starts with a ‘Sparkly Starter’ and finishes with a ‘Fab Finish’. This ensures children are enthused by the learning and able to reflect and celebrates their achievements. All activities are planned to be engaging, and to develop the skills of being a ‘life-long learner’.

19

How Our Curriculum is Delivered ~ A Typical Day After the Early Years the day is organised differently to enable areas of key focus to be max-imised while retaining creativity and high standards. The following details a typical day across Years 1 and 2. The mornings:-

• Registration and start of the days activities • Assembly • Reading Roundabout • Phonics (learning letters and sounds) and Reading time • English~ focusing on talk, exploring and developing different types of writing Mid morning playtime with healthy snack (provided by school) • Maths ~ focusing on number, shape, space & measuring, problem solving,

patterning and money • Lunch and play

The afternoons:-

• Learning to Learn ~ developing skills in ICT, Geography, History, Art, De-sign & Science

Each class has PE, RE & Music; these are taught discreetly on specific days and are detailed as follows: Religious Education (RE) Children are taught about the stories, festivals and events that help to provide the pattern and meaning to their lives. Teachers encourage children to talk to and write about the variety of ceremonies, buildings and people in Christianity and other religions. Children learn how to think about these and put forward their own ideas about them. For example, children are taught about the celebration and meaning of Christmas. Collective Worship It is a statutory requirement to have daily collective worship promoting spiritual, cultural and social development. We aim to ensure it is an opportunity for quiet and personal reflection. We aim to promote respect and tolerance for other people’s beliefs and an understanding of people who have similarities and differences in lives and cultures. Opportunities occur during the week to come together as a whole school, Key Stage and class. Personal achievement and special occasions of pupils and staff are shared and celebrated in our Super Stars Assembly.

20

Under the terms of the Education Act 1996 schools must provide religious education for all pupils and a daily act of collective worship. Parents have the right to withdraw their child from Collective Worship and Religious Education. Alternative provision will depend upon individual circumstances and will be discussed and planned for accordingly. Please make your request in writing to the Headteacher in the first instance. ICT As our pupils become immersed in the digital world we live in, and now can freely access information within seconds, the challenges facing schools to manage and ensure we deliver the very best IT enhanced and relevant curriculum are ever increasing. Our IT is taught to enable the children to grasp key skills and it is also integrated into our general curriculum in order for them to use, apply and consolidate these skills in a context that makes sense. We teach children how to use IT safely, elements of E-Safety are integrated into all aspects of IT. The children will use a variety of computer hardware and software and children will be given access to learning platforms they can use both in school and at home. PSHE (Personal, Social, Health and Education) PSHE underpins all our work in school. Children learn about important life skills and how to take responsibility for their own health and well being. They learn not only about their own rights, duties and responsibilities but also about the rights and responsibilities of others. We aim to help them respect and value the richness and diversity of our society. Through our 5R’s ethos, Social, Emotional curriculum and assemblies, children are taught personal skills, such as how to:

• be more independent and confident • see what their strengths are • think about what’s fair and unfair, right and wrong • set themselves goals, and try to achieve them • keep themselves safe and healthy

21

Sex Education

Sex education is taught within the framework of the PSHCE curriculum and integrated appropriately into cross-curricular topics and themes. Children are introduced to how their bodies work and about the life cycles of plants and animals. If you would like further information regarding the content of our Sex Education Policy, please see the Headteacher. You are entitled to withdraw your child from some areas of this curriculum.

Home Learning In order for the children to reach their full potential, it is vital parents continue to support their children’s learning at home. Activities may include spelling practice, Learning to Learn projects and other homework. At Twin Sails Infant School we expect all our parents to hear their children read regularly during the week. This enables the child to develop their confidence.

Education Visits Educational visits and visitors are an enriching part of our curriculum. They are arranged during the school year linked to topics and units of work and are carefully planned to enhance the teaching of the National Curriculum. Young children in particular learn by seeing doing and talking about their experiences and these visits provide important opportunities to support learning.

We regularly use the local facilities such as Hamworthy Park, Scaplens Court, Upton Country Park and other educational visits are arranged as appropriate to the age and curriculum needs of the children. Visitors to the school include local community representatives, music and theatre groups.

22

Governors Policy on Charging The Governors have a responsibility for establishing a policy for charging for educational visits and other learning enhancing activities. The school does not make a charge for these activities if they take place during the school day, however we do ask for a voluntary contribution from Parents/Carers in line with the 1988 Education Reform Act. Requests for contributions are based on the average level of cost per pupil. This will include admission fees, travel, insurance, specialist education officers, etc. No child will be excluded from an activity because their Parent/Carer cannot contribute. The school budget is frequently used to support visits and other activities, but if sufficient voluntary contributions are not received visits may have to be cancelled.

Parent/Carer Teacher Association (PTA) The Twin Sails PTA organizes activities to enrich the children’s school experience and raise money for the school. We hold various fund raising events throughout the year, including an Easter Egg Quiz, Summer Fair and Christmas Grotto. How can you help? – Get involved by becoming part of our PTA team. Please contact Chair of the PTA, via the school office on 01202 672377 or via email: office@twinsailsinfant.co.uk

Assessment and Keeping Parents Informed

At Twin Sails Infant School & Nursery we value the significant role parents play in their child’s development, right from the very first days of their lives through to starting school. As we both have your child’s best interests at heart, together we can share knowledge and support in order to enable all children to reach their full potential in their time here at school.

At school we do this by assessing children’s attainment at varying times throughout the year. We use this to ensure the curriculum we offer is matched to the child’s ability. We also closely watch each child’s progress throughout the year and involve Parents/Carers in this journey. We aim to create open, supportive and informative partnerships with all Parents/ Carers. Here are the many ways throughout the year where those’ Positive Partnerships’ are maximised:-

23

Special Educational Needs and Disabilities (SEND) Children with SEND have learning difficulties or disabilities that make it harder for them to learn than most children of the same age. When planning, teachers set appropriate challenges that meet the specific needs of all children to help them reach their full potential. However, some children may need extra support to reinforce their learning. The Special Educational Needs Co-ordinator (SENCo) will engage with parents/carers to discuss the extra support or targeted intervention needed to help boost learning and whether to include the child on the special educational needs register. This may be temporary whilst extra input is received or may last longer if more ongoing support is required. This is in line with the SEND Code of Practice (2014) which gives statutory guidance to schools on how best to support children with SEND. The Code of Practice is organised into 2 levels: School Support The school has identified that additional support within school is appropriate. If, with targeted intervention, little progress is made or difficulties or concerning behaviours continue to exist, the SENCo will request parental consent to seek advice or support from external agencies e.g. speech and language therapy or advice from the Educational Psychologist. Children who are identified as needing extra support or having a special educational need will have an individual school support plan (SSP) and provision map. The SSP sets clear targets and outcomes for the child to aim for over the coming term and the provision map shows what targeted support the school can provide.

24

Educational Health and Care Plans If difficulties remain despite support from external agencies and a sustained period of additional support, the school may apply to the Local Authority for an Education, Health and Care needs assessment and whether the criteria has been met for an Education, Health and Care Plan (EHCP). This details the needs of the child, the educational provision and what support/placement best supports the child.

Early identification of a special need is vital in being able to give a child the correct support required and that early intervention is the most effective way in helping children overcome their barriers to learning. At Twin Sails Infant School and Nursery, we want all children to feel happy and to achieve their best in their learning. Working together with parents/carers and communicating together on a regular basis is vital in making sure this happens.

Equal Opportunities and Inclusion This school actively promotes the principle of equal opportunities and inclusion. We firmly believe every child has the right to receive an education that:

• respects and values the specific characteristics and diversity of their cultural heritage • recognizes their experience in terms of race, creed, class and gender • enhances their personal, social and spiritual development • gives thoughtful and balanced access to all areas of the curriculum • promotes effective access to learning and achievement by identifying individual learning

needs, as well as teaching & learning methods and strategies necessary to support all children successfully.

Everyone at Twin Sails Infant School and Nursery is pledged to prevent discrimination and to actively promote equal opportunities for all regardless of race, disability, class, gender, age or religion. To this end we aim to provide an environment in which all voices are heard, all are treated with respect and all individual contributions valued. We strive to ensure individual needs are catered for and that differences are viewed positively. We endeavor to work collaboratively, to encourage all Parents/Carers to be actively involved in the life of the school and to promote an ethos that is inclusive of the community in which we serve. We promote pupil voice in almost everything we do. Through internal bodies such as Playtime Buddies, Whizz Kids and School Council, pupils are included in how we run our school. Parents are given opportunities to offer feedback through consultations and questionnaires and are always welcome to speak to our staff. We champion all children and value the relationship we have we with all our parents in order to secure the best outcomes for our children.

25

Attendance

Good attendance is crucial if children are to make progress with their education and we value the support of Parents/Carers in making sure children attend school regularly and on time. It is important good habits of school attendance are established from an early age, as regular uninterrupted attendance is a key factor in helping children reach their potential. Parents are contacted promptly if there are any concerns about attendance or punctuality.

Class registers are completed twice daily at 8:50 am and again at 1:00 pm and are a record of attendance and absence. Children are late if they arrive after the completion of the register and this is recorded. School should be informed in advance if a child is going to be late because of an appointment or as soon as possible in the case of an unexpected event. Children arriving late should be brought into school via the office to report their arrival.

If your child is absent from school, please telephone the school before 9:30. It is important the school is informed on the first day of absence. An unauthorised absence will be recorded for any absence for which the school has not received an explanation.

Request for leave of absence during term time Head Teachers are only allowed to grant leave of absence from school in exceptional circumstances. A circumstance would be rare, significant, unavoidable & short and authorisation will only be granted if it is truly exceptional. Parent/Carers will be notified of the Head Teachers decision. If Circumstances are not considered to be exceptional parents/carers will be informed and made aware that the local authority may issue a fixed penalty notice.

A copy of our attendance procedures is available on the school website or from the school office.

26

Medical Issues If your child is ill then clearly the best place for them is at home. Some conditions such as asthma and diabetes, for example, simply need medication. We can arrange for this to be administered in school if necessary. Please discuss these arrangements with your child’s class teacher. Generally, however, no medication or tablets are allowed to be administered at school. The giving of medicine in school is purely a voluntary service and regrettably, due to the increasing demands to administer medicine and the difficulties this can cause staff, the following now applies:-

• Parents of children who need long-term medication e.g. asthma inhalers, must complete a medical form, available at the school office

• If your child has been ill and returns to school but has to complete a course of medicine, the school will administer it provided a doctor’s note is received to the effect that it is necessary for the child to take medicine during school hours

• Medicine containers must be labelled very clearly with the child’s name and have accompanying instructions concerning the required dosage.

Unless all the above recommendations are met we cannot accept responsibility for the administration of drugs. We do, however, welcome parents into school to give their child medicine when necessary. Some of our children suffer from allergies or medical conditions. Please contact us as soon as you become aware of any such condition with your child in order that we can support you in ensuring your child’s health and safety at school. We operate a strict “NO PEANUTS IN SCHOOL” policy due to the life threatening nature of peanut allergies. Parents/Carers have prime responsibility for their child’s health and should provide school with information about their child’s medical condition. Some pupils have medical conditions that, if not properly managed, could limit their access to education. It is important for the school to have sufficient information about the medical condition of any pupil with long term medical needs. In liaison with Parents/Carers procedures can be set up to manage the child’s condition and any required medication. We make every effort to contact Parents/Carers if a child becomes ill in school and it is essential therefore that contact numbers are kept up to date. Minor injuries are treated in school by one of our members of staff with basic first aid training and Parents/Carers receive notification of treatment administered to their child.

27

No Smoking Policy The school building and its grounds are no smoking areas and staff, Parents/Carers and visitors who smoke will be requested not to do so. Dogs In the interest of the children’s health, dogs and other pets are not to be brought into the school grounds without permission. Jewellery No jewellery should be worn to school. For safety reasons children with pierced ears must wear studs only. Head Lice Head lice sometimes infect a child’s hair and this is an on-going problem in all communities. They are not specific to schools or a reflection on the child’s cleanliness. The responsibility for the identification and treatment of head lice is that of the Parent/Carer. We hope that you will support us to prevent infections spreading by:

• examining your child’s hair regularly • keeping the child away from school until treatment is applied.

If your child is noticed to have live lice we will contact you as soon as possible to enable you to treat your child promptly. Parents/Carers will be alerted within a class through the issue of an alert letter. Sun Safety During hot and sunny weather we ask that Parents/Carers provide a sun hat. The use of sunscreen is encouraged and should be applied before children come to school.

Child Protection School staff are governed by very clear rules about child protection, laid down by the government, and they act within guidelines established by the local Area Child Protection Committee. If a member of the school staff has a concern about a child they will talk to the Designated Safeguarding lead. In this school this is Mrs. Sara Coulter, Deputy Head. The Designated Teacher will talk to staff, the child and, if appropriate, Parents/Carers and may need to make a referral through to the local Children and Families Department (Social Services). Parents/Carers should be aware school staff have a professional responsibility to share relevant information with other agencies. At all times information is handled confidentially and with sensitivity.