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WALMSLEY C.E. SCHOOL

BROCHURE 2014/15

Walmsley CE School Brochure 2014/15

Welcome to Walmsley CE School

We are a Church of England Voluntary Aided Primary School

Chair of Governors: Mrs. Pauline Lewis

Headteacher: Mrs. D Carr

Mr. A Catterall

Address: Blackburn Road

Egerton

Bolton BL7 9SA

Telephone:

Fax:

Email:

01204 33 2650

01204 33 2651

[email protected]

This brochure is correct as of October 2014 and the information therein

refers to the 2014/15 school year.

Deputy Headteacher:

Website: www.walmsley.bolton.sch.uk


SCHOOL GOVERNORS

Chair Mrs P Lewis*

Vice Chair

Mrs G Smallwood*

Foundation Governors

Associate Member Mrs L Fletcher*

Diocesan Representative Mr C Jamieson *

LA Governors Cllr A Wilkinson *

Parent Governors

Mrs H Hyland*

Mrs L Healey*

Mrs S Turner*

Staff Governor Miss J Brookes

Non-Teaching Governor Mrs K Greenhalgh

Head Teacher Mrs D Carr*

*Parent or former parent of a child at the school

Mr D Morton*

Mrs L Caton Mrs K Cheetham* Mr A Slack


School Staff

Teaching Staff

Headteacher Mrs D Carr

Deputy Head Teacher Mr A Catterall

Non-Teaching Staff:

School Administrator Mrs A Crowther

School Business Manager Mrs K Greenhalgh

Site Manager Mr D Crouch

Catering Supervisor Mrs P Tiffney

Miss J Brookes Miss K Browning Miss H Charnock Miss T Fairclough Mrs L Hamer Mrs J Haslam Mrs D Hitchen (Part-time) Mrs J Hodgkinson Mrs D Lindley Mr M McGlashan Mrs G Rimmer (Part-time) Mrs R Saxby (Part-time) Miss K Worsley Miss V Weldrake


School Staff

Teaching Assistants Lunchtime Supervisors

Mrs E Davies Miss S Gill Mrs C McLoughlin Mrs J Markland Mrs R Morphet Mrs J Murphy Mrs G Ramsden Mrs A Smith Mrs A Stones Mrs J Terry

Mrs G Buckley Mrs R Cranmer Mrs J Cox Mrs G Gavin Mrs S Howarth Mrs J Kearney Mrs J McManus Mrs J Markland Mrs J Murphy Mrs K Smith

Mrs M Sulley


Our History

The first Walmsley School was built in 1797, at Dimple, and transferred to its present

location in 1839. Initially the school was an all age school, becoming a primary

school during the 1930's with the creation of Turton High School. The name

Walmsley is thought to derive from a family of that name, the area's principal

landowners in the 16th century.

Walmsley School As We Know It The present building was opened in February 1981.

There have been several extensions over the years, with a new kitchen and Year 1 classroom in 2010. The Infant department was refurbished in 2012 and the

Junior side of school in 2011. The Junior cloakroom and toilets were refurbished

in the summer of 2012. Our Fame Academy was added in 2011and this is where music is taught as well as being used by Year 6 as an additional classroom. We have six Junior classrooms plus the conservatory and blue rooms which

provide extra learning space for smaller groups of children. The infant department is

organised with year groups near each other and a central resource area which

provide purposeful play activities linked to the curriculum topic of the moment. The

setting of the school is particularly attractive, as it is surrounded by mature trees and

lawns, and is close to Walmsley Church. The school garden has been developed

during the 2009/2010 school year and a trim trail was added in summer 2012.

The infant and junior yards have had new playground markings during summer 2012.

In autumn 2013 we have had a decking area built to enhance the junior yard and this will also be used as an outdoor classroom as well as being made available to community groups. The school had a new roof fitted in July 2014 and there are plans to extend our car park in autumn 2014.


A Church School

Is a Church School Special?

We like to think so.

We aim to provide an excellent education in an atmosphere which reflects Christian

principles and attitudes; where kindness, tolerance, cheerfulness and respect for

each other are not only developed but expected and respected.

What Is An Aided School?

Schools fall into two main categories, ‘maintained’ (owned and run by the L.A.) or

‘Voluntary’, in the main church schools, were built independently. Many

pioneered education in this country - ours is the second oldest in Bolton. Some

voluntary schools handed the ownership and control to the L.A. becoming Voluntary

Controlled schools. Others preferred, whilst receiving

provision, to continue to own and manage their school - such schools are known as

Voluntary Aided schools. Ours is this type of school.

Aided status maintains the right of parents to have their children educated in a

school where the Christian faith is taught, and its values and standards upheld. A

majority of the Governors are, whilst representative of many professions, practising

Christians appointed by the church. They appoint and employ the staff, and are

responsible for ensuring that the school runs not only on sound educational, but

Christian principles. The school has close connections with Christ Church,

Walmsley. The Governors own the school in trust for that church.

The privilege of Aided status presents the Governors with considerable financial

responsibilities, as they were not only required to provide 10% of the cost of our new

school, but continue to meet 10% of building repairs and maintenance costs. The

Education Reform Act 1988, also requires the Governors, to be responsible for the

financial management of the school's share of the Local Authority budget, covering

staffing, educational provision and the maintenance of the interior of the school.

The Governors believe this privilege is worth maintaining, and trust that staff, pupils

and parents will accept the responsibility to support and maintain the highest

Christian principles and standards at the school.

support on educational


Church Services and School Worship We use our church for major celebrations as well as our weekly Eucharist Service on a Thursday morning. The whole school attend along with parents, family and friends.

Our Harvest service generates gifts and contact with the local community

and our Lent services provide a basis for our support of anyone needing our help,

wherever they may be.

Our Sermons service at the end of the school year celebrates our existence as a Church

School. Our packed church on such occasions exemplifies our one whole family

commitment

The children participate daily in a collective act of worship. The whole school

worships together on three days; separate Key Stage 1 and 2 assemblies are held on

the other two days to provide for the different needs of the older and younger

children. Our assemblies are a cheerful and sincere Christian celebration and

involve all of the children in singing, stories and prayers. Parents do have the right

to withdraw their children from acts of worship, but as parents select the school for

its religious affiliation, this has never occurred.

Christ Church Walmsley

School Assembly


Mission Statement As a school we pledge to:

…be a happy school where pupils are encouraged and

challenged to reach their full academic and social

potential in a creative, friendly and safe Christian

environment

…work as a partnership with pupils, their families, staff

and the wider community to provide an environment of

honesty, responsibility and integrity

. . .give ownership of the opportunities presented to the

school family thus enabling them to reflect on their time

at Walmsley with pride


Admission Policy

We would normally hope to be able to offer a place to anyone wishing their child to attend our school. However, should the number of applicants exceed the number of available places, it would be necessary for the Governors to prioritise applications according to our school’s admission policy. Admission criteria: In a voluntary aided school, the governors are responsible for determining the admission policy and criteria for selection, in consultation with Bolton Local Authority and Manchester Diocesan Board of Education. The admissions number will be 45. The school will admit all children having a statement of special educational needs in whose statement the school is named.

1. Children in public care. Looked after children and previously looked after children who were looked after, but ceased to be so because they were adopted ( or became subject to a residence order or a special guardianship order)

2. Children who regularly attend Christ Church, Walmsley or St Andrew’s, Bromley Cross.

3. Children who regularly attend any Christian church and live within the Egerton, Bromley Cross or Sharples

areas.

4. Children who have a brother or sister currently attending the school.

5. All other children.

Notes: a) To judge between otherwise equal cases after the application of criteria 1-5 or within those categories if necessary, places will be awarded on the basis of geographical proximity to the school. This will be calculated (by the shortest walking route) using the LA computerised measuring system from the front door of the child’s address (including flats) to the main entrance of the school. b) The local authority supplementary form must be completed to confirm criteria 2 and 3. This can be downloaded from the admissions website. c) Regular attendance is normally given to mean a minimum of monthly attendance of the child at church for at least the year prior to 1

st September in the year before admission to the school. Evidence of this regular

attendance must be provided by a member of the clergy or other designated church officer on the form provided. d) Brother or sister includes half brothers and sisters and adopted or fostered children living at the same address. e) Where there are children of multiple births wishing to be admitted and the sibling is the 45

th child the governors

may admit over the infant class size requirement if it is possible to do so. Waiting List: Where we have more applications than places, the admissions criteria will be used. Children who are not admitted will have their name placed on a waiting list. The names on the waiting list will be in the order resulting from the application of the admissions criteria. Since the date of application cannot be a criterion for the order of names on the waiting list, late applicants for the school will be slotted into the order according to the extent to which they meet the criteria. Thus it is possible that a child who moves into the area later to have a higher priority than one who has been on the waiting list for some time. If a place becomes available within the admission number, the child whose name is at the top of the list will be offered a place. This is not dependent on whether an appeal has been submitted. This waiting list will operate until the end of the autumn term only. Appeals: Where the governors are unable to offer a place because the school is oversubscribed, parents have the right to appeal to an independent admission appeal panel, set up under the school Standards and Framework Act, 1998, as amended by the Education Act, 2002. Parents should notify the local authority within 14 days of receiving the letter refusing a place. Parents will have the opportunity to submit their case to the panel in writing and also to attend in order to present their case. You will normally receive 14 days’ notice of the place and time of the hearing. Deferred Admissions: Children will be admitted to the Reception class at the beginning of the Autumn term before their fifth birthday. Parents may request that their school place be deferred until later in the school year and if they do this place will be held for the child. They cannot, however, defer entry beyond the beginning of the term after the child’s fifth birthday, nor beyond the school year for which the original application was accepted. Parents can also request that their child attends on a part-time basis until the child reaches compulsory school age.


School Organisation Walmsley School has 45 children in each year group.

In 2014/2015 the school will have:

6 classes in Key Stage 2 ( junior department)

5 classes in Key Stage 1 (infant department)

In the Key Stage 1, we have 5 full-time teachers and 1 part-time teacher.

Additionally there are 5 teaching assistants

In the Key Stage 2, we have 7 full-time teachers, 2 part-time teachers, 1 special

needs assistant and 4 teaching assistants. The Head Teacher provides curriculum

release time and cover for courses or staff absence.

In 2014/2015 it is expected that there will be 330 pupils attending school

Class Organisation Each child is supported and encouraged in all areas, performing at a level

commensurate with his or her capabilities. Whilst terms Early Years, Key Stage 1 and

Key Stage 2 are used, there are no restrictions placed upon any child's rate of

development, either within a department or class.

Teachers assess each child as they enter Reception class. Continuous assessment

takes place during the first year and all subsequent years in school. The children are

very much individuals and require much individual treatment. Their pre-school

experiences differ, as does their ability to work with other children. They will learn to

read and write at very differing rates, and they will be allowed to develop at a rate

suitable to their individual needs.

Children are taught for most of the time by their class teacher, but occasionally by

teachers who have a special skill to offer. They spend time in their classrooms with

the whole class and in areas with a smaller group depending on the activity being

undertaken. Teaching assistants play a vital role in the teaching of our children and

are used in a variety of different ways to support and enhance the class teaching.


The National Curriculum

All children are required to be educated according to the requirements of the

National Curriculum, which provides a development framework for the education of

children between the ages of 5 and 16. The National Curriculum is divided up into a

number of Key Stages, and Development Levels.

Early Years

This consists of Nursery and Reception age children. These children follow the

Foundation Stage curriculum.

Key Stage 1

This consists of Year 1 and Year 2 children. They work according to their ability from

working towards Level 1 using the Stepping Stones of the Early Learning Goals in

Reception, and then proceeding to Level 1 to 3, with Level 2 being the expected end

of Key Stage 1 for a child of average ability.

Key Stage 2

Children work according to their ability from Levels 2 to 6, with Level 4 being the

expected end of key stage for a child of average ability.

Primary Schools are required to teach eleven subject areas. These eleven subjects

are split into two categories, Core or Foundation. The greatest time is given to the

teaching of English and Mathematics, an hour to English and an hour to Maths per

day.

The core subjects are English, Maths and Science.

The foundation subjects are History, Geography, Music, Art, Design & Technology,

Physical Education, Religious Education, Modern Foreign Language and Computing.

Children participate in national testing at the end of each key stage. Parents receive

details of their child's performance in these tests. Assessment is an integral part of

school life and all staff use it as a tool to inform us of where a child needs to go next.


The Early Years-An Overview

The period from the age of three to the end of the Reception year is described as the

Foundation Stage. It is a distinct stage and is important both in its own right and in

preparing children for later schooling. The early learning goals set out what is

expected for most children by the end of the foundation stage. The early learning

goals are divided into 2 areas: Prime and Specific.

Prime:

Physical

Communication and Language

Personal, Social and Emotional

Literacy

Mathematics

Expressive Arts and Design Understanding of the World

The Early Years curriculum is carefully structured. It has provision for the

different starting points from which children develop their learning, building

on what they can already do. It has relevant and appropriate content which

matches the different levels of the children’s needs, and has planned and

purposeful activities which provide opportunities for teaching and learning.

Play is an essential part of the Early Years curriculum. Children are able to

explore, experiment, plan and make decisions for themselves. Throughout

the Foundation Stage, children are given opportunities to play in a

purposeful way, both indoors and outdoors.

Children who have achieved the Early Learning Goals will begin to study the

National Curriculum whenever appropriate.

Our aims during the foundation stage are to support, foster, promote and

develop children’s:

personal, social and emotional wellbeing: in particular by

supporting the transition to and between settings, promoting an inclusive ethos and providing opportunities for each child to become a valued member of that group and community so that a strong self- image and self-esteem are promoted;

positive attitudes and dispositions towards their learning: in

particular an enthusiasm for knowledge and learning, and a confidence in their ability to be successful learners;

Prime:

Specific:

Prime:


social skills: in particular by providing opportunities that enable

them to learn how to cooperate and work harmoniously alongside, and with, each other and to listen to each other.

attention skills and persistence: in particular the capacity to concentrate on their own play or on group tasks.

communicate in a widening range of situations: Children need

the ability to respond to adults and to each other in a number of situations through language and communication: we provide opportunities for all children to practise this in carefully planned activities and thus extend the range of vocabulary and communication skills they use, and very importantly, to listen carefully.

reading and writing: with opportunities for all children to explore, enjoy, learn about, and use words and text in a broad range of contexts and to experience a rich variety of books.

mathematics: with opportunities for all children to develop their

understanding of number, measurement, pattern, shape and space by providing a broad range of contexts in which they can explore, enjoy, learn, practise, and talk about them.

knowledge and understanding of the world: with opportunities

for all children to solve problems, make decisions, experiment, predict, plan and question in a varied range of contexts; and to explore and find out about their environment, and people and places that have significance in their lives both now and in the past.

physical development: with opportunities for all children to

develop and practise their fine and gross motor skills, increase their understanding of how their bodies work and what they need to be healthy and safe.

creative development: with opportunities for all children to explore

and share their thoughts, ideas and feelings through a variety of art, design and technology, music, movement, dance and imaginative and role-play activities.

A Group of Reception Class Children


Core Subjects –An Overview

English

Our aim is to enable the children to develop the ability to be able to:

communicate effectively both in speech and writing

listen and read with understanding and with pleasure

We regard English, to be the most important core subject, as it is a pre-requisite for

success in any academic area. Consequently it is given more lesson time than any

other subject.

Reading, the key to any successful English programme, commences as soon as

possible after entry to school. We use a very thorough, phonic based reading

programme to develop techniques and confidence. Parental co-operation is sought

from the outset, as reading books are sent home regularly. Each child's reading

development is carefully controlled and monitored, until it reaches a desirable level

of fluency, after which the emphasis transfers to more advanced reading techniques,

and the introduction of a wider variety of texts and authors.

Children are encouraged to discuss their work to enable them to formulate, clarify

and express their ideas, and to listen, understand and respond appropriately to

others.

Writing at Key Stage 1 concentrates on the development of fluency and confidence,

and the introduction of essential presentational skills - accurate punctuation, correct

spelling and legible handwriting. Transfer to Key Stage 2 brings a more formalised

approach to spelling, handwriting, grammar, composition and comprehension

development. Children work in ability groups in both Key Stages.

Reading, writing and spelling tests are conducted annually in the Junior department,

and results are available on request. At Infant level, normal home/school tasks

ensure that parents are continuously involved in and aware of reading and writing

progress. Formalised homework is given in all classes.


Mathematics

Our aim at Key Stage 1 is to help children to:

develop their use and understanding of mathematics

learn to count and prepare for work on place value and with larger

numbers

to develop confident and competent use the four operations of number

in relevant contexts

develop skills in measuring and estimating

recognise simple shapes and patterns

At Key Stage 2 children are introduced to more complex computational procedures

and a wider range of mathematical procedures and skills.

The National Curriculum is used throughout the school, permitting

systematic and continuous development. The programme meets all requirements of

the National Curriculum and emphasises sound understanding of computational

procedures, and their application in everyday life situations.

The children also receive regular practice in tables and mental work.

The school has a considerable range of mathematical equipment to aid practical as

well as theoretical development, including calculators and computers.

Formalised homework is given in all classes.

Science

We aim to provide a range of activities and investigations which will help the children

to

develop their knowledge and discovery of science

foster an awareness of the role and importance of science in everyday life

to provide enjoyment in, and enthusiasm for, scientific discovery

At Key Stage 1 children will investigate the following topics:

Humans, Materials, Day & Night, Forces, Plants, Animals, Transport, Sound

& Music, Food, Change, Minibeasts, Electricity & Magnetism,

A similar range of topics is introduced at the Key Stage 2, building on the knowledge

and experiences gained in the Infants, and introducing more sophisticated analysis

techniques.


In Year 6, children study a series of mini-topics, thereby enabling them to review at

the age of eleven the many scientific areas undertaken earlier in school. They also

discuss and explore topical and environmental issues.

Formalised homework is given in Year 5 and Year 6.

The school places considerable emphasis on the development of scientific

knowledge through 'hands on' experience, and has acquired, with the support of the

P.T.A., a substantial bank of Scientific resource materials and equipment

Geography

We aim to enable our children to develop:

geographical knowledge and understanding through the study of our

locality

principal features of Britain, Europe and other continents

understanding of climatic and physical variations in our world, and how

the lifestyles of people are affected by them

At Key Stage 1 children will investigate:

the locality of the school, a contrasting locality, the quality of the environment in a

locality

and will be taught to:

observe their surroundings , use an increasing range of geographical terms, record

what they see, follow directions and routes on maps and plans, use maps and

globes to identify major geographical features e.g. seas, rivers, cities etc.

At Key Stage 2 children undertake more in depth studies of places, are introduced to

more detailed and sophisticated maps, and study localities and physical and

environmental features in Britain, Europe and other continents.

History

We aim to encourage the children to develop:

an interest in historical development by studying events, people and

objects in our history

At Key Stage 1 children learn:

to develop a sense of time and to sequence objects and events

about changes that have taken place in the lives of adults around them

the lives of different kinds of famous men and women

past events which have been commemorated by succeeding

generations


At the Junior stage the children undertake more detailed study of:

social developments and important events in British history

an ancient civilisation

a Non-European society

local history

Art & Design

The children are provided with opportunities and encouraged to develop their

creative, imaginative and practical skills through a varied programme of activities

which will include

drawing and painting

colour matching and mixing

pattern making

modelling and building

designing & making simple products

At Junior level children extend their artistic and creative experiences, and will

use of a much wider variety of artistic techniques

plan, design and evaluate a wider and more complex range of products

In both Key Stages children focus on famous artists and study their work

Music

At all levels our aim is that children should learn to enjoy and appreciate music of all

kinds, by performing & composing, and by listening. We encourage children to

develop their musical talents to their full potential.


At Key Stage 1 children are encouraged to play and experiment with a wide variety

of instruments, and all Junior children have the opportunity to learn to play the

recorder. Junior children also have the opportunity to learn to play other instruments

as we have teachers from Bolton Music Service who come into school. Currently

BMS provide tuition in piano, woodwind, brass and strings. There is an extra charge

for this tuition that is payable termly.

The school has a choir and an orchestra, both of considerable standing locally. They

perform quite regularly, both in school concerts and functions, and in the wider

community.

Year 6 girls playing the recorder in their music lesson

Year 4 boys having a brass lesson

Junior Children singing in concert at Christ Church, Walmsley,

with the Millennium Chapel Gospel Choir


Physical Education

All children participate in:

Gymnastics: where they will learn to practice and refine agility and movement

sequences, and use, in accordance with their age and ability, our wide range

of gymnastic apparatus.

Dance: where they will learn to compose and control movement, express

feelings and moods, and respond to music or other stimuli.

Games: where at Key Stage 1 they will develop elementary ball and team

skills, and at Key Stage 2 develop and extend the skills to involvement in

such familiar sports as football, netball, rugby, hockey, cricket, rounders,

tennis and athletics, utilising indoor and outdoor facilities.

School has a large playing field that is often used for PE lessons as well as for

sports days and sports events with other schools.

Swimming tuition is provided for Year 5 children at local leisure centres.

Computing

Each classroom has at least one computer with a wide range of application

programmes along with an interactive whiteboard as part of its normal everyday

equipment. We have a class set of laptop computers which children in both Key

Stages uses each week and which greatly enhance teaching and learning. We also have iPads for use throughout school. Children are introduced on entry to the school, and throughout the Foundation and

Key Stage 1 to computers, calculation, and other technological control devices.

Much of the work is aimed at developing confident usage and an appreciation of the

opportunities which technology provides.

The school's programme permits the development and acquisition of an increasingly

complex range of skills in areas such as word processing, data handling, simulation,

information management and coding.

Religious Education

Religious Education is an essential part of our curriculum, and we endeavour:

to engender an understanding of Christian principles and values.

encourage children to develop an appreciation of the needs of others.

develop a knowledge of our faith, Bible, Christians past and present, and their

relevance and application to everyday life.

A religious assembly is held daily. We maintain our close links with Christ Church;

during the year services for parents and children are held in church, and the clergy

play an active part in our religious development.

It is assumed that as parents have chosen to send their children to this school for a

Christian education, they will wish their children to participate in religious worship

and lessons. Parents who wish to exercise their right of withdrawal under Section 25


of the 1944 Education Act, should consult the Headteacher, before completing a

formal application for a place at the school.

P.S.H.E., including Sex Education

Each class has a timetabled Personal, Social and Health Education lesson each

week. Through the study of other cultures and religions, we foster the interest,

appreciation, and celebration of people who are different than ourselves. We

Continually acknowledge and celebrate the world’s diversity. Our PSHE lessons

also give us unlimited opportunities to explore the development of positive

relationships and care for others.

Throughout the school the children's attention is drawn to the fact that they need to

care about their body, hygiene, their personal feelings and need to respect those of

others.

Science programmes require the children to talk naturally about the bodies of

humans and animals, including reference to reproduction and body organs.

Human reproduction is a scheduled part of the Year 6 curriculum, and we

endeavour to treat it as something quite natural. Good quality films are used to

introduce the topic and to stimulate discussion. Parents are involved throughout, are

allowed to advance view the DVD’s, and may if they wish view and discuss them

with their children at home. We also provide some basic First Aid training for our

Year 6 children.

We accord parents the right to withdraw children from these lessons.

Our older children are given further responsibilities as Peer Mediators, Playground

Pals and support for the younger children and Infant staff.

Modern Foreign Languages

All children in Key Stage 2 learn French with the focus being on the spoken

language. We are very lucky to have our own MFL teacher, Mrs Hitchen.

Children are pleased to participate in our annual French Themed Day which

consists of a day full of French activities including food tasting, singing and writing

to pen pals. We have an annual activity weekend in France planned for the summer term

for children in Years 5 and 6 which is an amazing and enriching experience.

Special Educational Needs and Disability (SEND)

Walmsley School believes that every child is special, should be valued irrespective

of abilities or individual differences and encouraged to develop to their full potential

and contribute to the life of the school. It is inevitable in any community or school to

find those who may require special help or attention to achieve their potential. The


school has clear policies on early identification of such children, and the provision of

necessary additional support.

The school operates support within each year group. Children who need extra

support receive their teaching in smaller groups, from both teaching staff and

teaching assistants. These groups can and do, change year on year. The aim of the

support is to enable each child to hopefully make the expected grades by the age of

eleven.

Examinations

Children in Key Stage 2 are examined annually in Mathematics and

English. The examinations are of a similar nature to the National Curriculum Tests

and enable us to monitor the levels the children are reaching between the National

Tests at 7 and 11 years. Parents are informed of developments.

Reading tests are also conducted on an annual basis.

The National Curriculum requires National tests at the age of 7 and 11. Tests for 7-

year olds commenced in 1991. However since 2005 teacher assessment at Key

Stage 1 is the level of which parents will be notified. Tests for 11-year olds

commenced in 1995. The results of these tests are to be found at the rear of the

handbook.

Homework

Homework is formally set for all children who attend Walmsley School.

Children are also regularly required to take reading materials home for further

practice and development as well as complete or prepare work, learn spellings;

tables etc and are encouraged to develop their work at home.

Parental support, especially in reading development, is recognised as being of great

value.

Charging for Activities

The school does arrange a number of activities which go beyond the scope of

normal provision, e.g. visits, for which it is reasonable that a charge be made.

Parents are informed in advance of such activities, and have the right to determine

their child's involvement. Every attempt is made to ensure that both the frequency

and cost of any such activities is reasonable enough to permit the involvement of all

children.

Year 1 children having fun at Smithills Farm


Parental Support

Developing Relationships

It is important, for everybody that positive relationships develop between the school

and its staff and parents. It is so important for you to feel that you can trust us to care

for your child, and for us to know that we have your trust. Parents are welcome at

the school, indeed many help during the course of the day as parental volunteers,

working with the children or helping with displays etc. Such support is invaluable,

so if you have some time to spare... please let us know.

No child will pass through the school without its parents being worried about

something. Concerns can normally be resolved by a chat with the teacher. Staff will

readily make themselves available at the beginning or end of the day to speak with

parents. If a problem arises at home, which may affect a child's education or

happiness, we would prefer to know about it and to give support. Similarly, a teacher

may wish to discuss a problem with parents, and seek their support. Hopefully the

principle of a caring school runs through all that we do.

Parent Teacher Association

The school has a fantastic PTA which raises huge amounts for school funds by

organising fun activities for the school family. We have the Christmas and Summer

Fairs, Easter Egg Bingo, Ladies Pamper Evenings to name just a few. All parents

are automatically members, and receive details of activities.

Reporting

Formal Reporting

All parents:

receive an annual written report on the progress of their child/children.

are invited to discuss progress with the class teacher(s) during the Spring

Term. There is a Parent’s Information Evening held in the October of each

year and a Parent’s Evening held in the January.

The performance of each child is closely monitored and recorded as it progresses

through the National Curriculum and the school. This information is available, on

request, to parents.

Informal Reporting

The formal reporting procedures provide a necessary mechanism to ensure contact between

school and parents. It is not uncommon for parents to feel that contact with the school

should only be made when things go wrong. At Walmsley School however, we encourage a

regular dialogue between staff and parents and view it as an important support tool, as a

means of praising, helping and supporting your child, Parents are welcome to discuss any

matter at any time. Most parents are aware of the ongoing development of their child simply

because they will be involved in the learning procedure.


The School Curriculum

The 1988 Education Reform Act states that all schools must set up a procedure for

dealing with complaints about the curriculum of the school. You have the right to ask

or complain about the following matters concerning the curriculum of the school:

The parts of the 1988 Education Reform Act dealing with the curriculum

The way the National Curriculum is being taught

The teaching of Religious Education

Whether your child is being taught all of the National Curriculum

If our policy on charging is being carried out in relation to the National

Curriculum

Whether you are allowed access to the documents listed in the next section

The Headteacher will discuss your concerns with you and your child's teacher.

If you are still concerned, you should put your concerns in writing and send them to

the Headteacher. She would pass the matter to the relevant committee of the

Governing Body, who would finally deal with the matter.

However as far as we are concerned, if you are worried about any aspect of

your child's learning or development, please talk to us!

What you have the right to see

You have the right to see a copy of the following documents

The curricular aims of the school

The part of the 1988 Act relating to the National Curriculum

Any OFSTED/HMI report which refers to the school

Schemes of Work at present used in the school

Any syllabuses followed

The Governors' Complaints Procedure

The Governors' Charging Policy

The times of the school day

Annual Report to Parents

Parents are issued with a report from the Governing Body dealing with various

aspects of their work and that of the school

Attendance Record

You are required to be informed of:

your child's personal attendance record (this will be included with your child's

annual report)

the school's overall attendance record


National Curriculum Test Results

The school's results & available comparisons are contained in this brochure.

Parents of children taking the tests are informed immediately of their child's personal

results.

These are your legal rights and we are required to inform you of them.

As far as we are concerned you are not just parents but partners in our school.

If you want to know anything or see anything, just ask.

Year 1 girls on a woodland walk


Good Behaviour-Golden Time

Golden time is a special time when the classes in the Infants mix with each other

and so do the Junior classes. The children visit other classrooms for different

activities. This forms part of our PSHE curriculum and children are expected to care

for each other and follow set rules. We have some ‘Golden Rules’ for the classroom,

dining hall and playground. These are general rules for life and we would like you to

share them with your child at home. We also have a ‘Golden Area’ where the rules

are pinned up. This area will also be used to display artwork and writing covering

themes such as success, celebrating differences, children of the world, caring for

others, looking after the environment, charity, etc. Here are the three sets of rules.

Playground Golden Rules

Do be gentle-Do not hurt anybody

Do be kind and helpful- Do not hurt other people’s feelings

Do play well with others-Do not spoil other’s games

Do care for your playground-Do not spoil or damage anything

Do listen to people-Do not interrupt

Do be honest-Do not cover up the truth

Do keep to the playground safety rules-Do not break the playground safety rules.

Golden Rules

Do be gentle-Do not hurt anybody

Do be kind and helpful- Do not hurt other people’s feelings

Do work hard-Do not waste other people’s time

Do look after property-Do not waste or damage things

Do listen to people-Do not interrupt

Do be honest-Do not cover up the truth

Lunchtime Rules

We line up quietly

We finish what we are eating before we speak

We remember to say ‘please’ and ‘thank you’

We put our rubbish away

We put our hands up to ask to leave the hall

We talk quietly to the person next to us


Extra Activities Extra Curricular Activities

The school has teams for all major sporting activities, and matches are arranged

against other schools. Sporting events such as gymnastic days, football skills and

judo take place during the year. There are opportunities for children to participate in

a wide range of sports activities as we have coaches visit school to run clubs. The

clubs that currently operate are: football, multi-sports and Musicaliti. The following clubs are run by school staff either after school or at lunchtimes: boardgames, cross country, art, choir, blogging, sports, computer, French, orchestra, boys reading, knitting and science.

Charitable Activities

These take place during the course of the year, and especially during Lent, when

parents and the whole parish support the children in charitable events. During Lent

2 0 1 3 we raised £2484 which was distributed between Diabetes Uk, Comic Relief and

HCPT (The Handicapped Children’s Pilgrimage Trust).

Music

School has a thriving musical life. We have Christmas, Easter and end of year

musical celebrations which all children participate in. Our choir and orchestra have

had the privilege of performing with The Millennium Chapel Gospel Choir, Smithills

Band and Bolton School choir at The Bridgewater Hall as well taking part in

performances at The Victoria Hall.

Other Activities

Places of interest in the Bolton area and beyond, are occasionally visited during the

year to enrich curricular activities. This year we have been to Smithills Farm,

Skipton Castle, to the Panto to see Aladdin, Alton Towers and Tatton Park to name a

few. We regularly have drama or musical groups visit the school.

School Leavers

45 children left Walmsley School in summer 2013

Of these: 24 went to Turton High School

15 went to Canon Slade School

4 went to Bolton School 1 went to Thornleigh 1 went to France to live


School Uniform

The school has a uniform which is expected to be worn

BOYS UNIFORM COLOURS GIRLS

School tie

(optional)

blue with red and white

stripes

School tie

(optional)

Shorts /Long

trousers

grey Skirt, pinafore dress or

trousers

V-neck, crew neck

sweatshirt or

jumper

royal blue Cardigan, crew neck / V-

neck sweatshirt or jumper

Shirt or polo shirt white Blouse or polo shirt

blue checked Optional dress

Shoes (not trainers) Black or brown Shoes (not trainers)

For formal occasions such as Choir and Orchestral performances in Church or the

Victoria Hall, we always expect school uniform to be worn. Uniform cardigans,

sweatshirts, polo shirts, all bearing our school badge may be purchased from school.

We have a uniform supplier who is in school from 8.30am on a Friday morning.

These are all also available from Harrisons at Astley Bridge. Supermarkets, Marks

and Spencer etc stock grey trousers, skirts, plain polo shirts and summer dresses.

Physical Education

All children have a P.E. uniform consisting of blue shorts and white T-shirt. All

children require a pair of plimsolls (preferably with an elasticised top). Junior children

also require trainers and a tracksuit for games sessions. All items of clothing,

including footwear, should be labelled. Plimsolls, together with sports clothing,

should be kept in a bag at school. Marks & Spencer online supply PE kit with our logo on.

Lost Property

Children can be extremely careless with clothing, which on the whole is extremely

expensive. Any unnamed article is placed in a lost property box. Parents are

welcome to check its contents. Please however reduce the 'risks' by ensuring

that every garment or piece of footwear bears your child's name.


DATES AND TIMES

Morning

School opens at 8.45am when children may come in to class and start a pre-set activity. All children must be in class by the start of registration at 8.55am. Lunchtime is from 12.00 noon-1.00 pm

Afternoon

1 .0 0 pm to 3.30 pm

There are two playtimes, one in the morning and one in the afternoon.

We encourage our children to drink water throughout the day and we ask that

all children be provided with a named water bottle. They are able to refill these

as required during the day.

The School Year 2014/15

2014

Autumn Term

Commences : Tuesday 2 nd September

Half Term : Friday 24 th October to Friday 31st October

End of Term : Friday 19 th December (2pm)

2015

Spring Term

Commences : Tuesday 6 th January

Half Term : Monday 16 th February to Friday 20th February

End of Term : Friday 27 th

March (2pm)

Summer Term

Commences : Monday 13th April

Half Term : Monday 25th

May to Friday 29th May

End of Term : Friday 17th July (2pm)

The Governors have occasional days to allocate and these will be on the holiday list which we send out at the

beginning of the new school year or are available on the website:www.walmsley.bolton.sch.uk

Monday 4th May-Bank HolidayMonday 2nd June-Occasional Day nnnn


CARING FOR OUR PUPILS

Medical

Nurses from the Local Health Service regularly visit the school, undertaking sight,

hearing and other tests, and are available to perform health checks on request.

Parents are informed about any matter requiring attention, and will be given support

and advice.

Medical Information

If a pupil has a serious or recurring medical problem, it is advisable for a note to be

made on the child's records. There is a section on the admission form for the

insertion of necessary information, which will of course be confidential.

Illness at School

There is no comfortable, quiet place in school for a sick child to rest. Should your

child be unwell, we would contact you, or your nominated contact person to allow

more appropriate arrangements to be made. The school has facilities to deal with

minor playtime cuts and grazes, and we would naturally cater for any child hurt in

this way.

Please keep your child at home for 24 hours after having had sickness or diarrhoea

Medicines

Teachers are not permitted to administer medicines, nor are medicines, tablets etc.

allowed in classrooms for obvious safety reasons. Whilst usually it is preferable for a

child in need of medicines to be at home, as they are susceptible to other illnesses, it

is appreciated that some medications run a course which is longer than the child's

illness. In such cases, parents may visit school to give medicines at prescribed

times or with a letter of consent a member of the senior management team will

administer the medicine.

Items, such as asthma inhalers, which are required to be used on a regular basis,

are of course permitted but must be clearly marked. Asthma inhalers are kept in

classrooms in the green boxes.


Telephone Numbers

It is vital that we have up to date telephone numbers. Please keep school advised of

current numbers: home, mobile (especially if you want to receive texts) and work.

Absences

If your child is absent from school, we must be notified by 9.30am on the first day of

absence. Please keep us informed as to the duration of any absence. If we do not

hear from you, school will contact you to ensure that you are aware of your child’s

absence.

Lates

School starts at 8.55am promptly. Please ensure that your children arrive at school

on time as late arrivals disrupt the morning routine. Any children who do arrive late

must come in through the main entrance and ensure that they are signed in before

going down to class.

Holidays

From September 2013 holidays in term time will NOT be authorised. We have never authorised holiday absence for children in Year 6 or for any child during SATs week in May, but have been flexible regarding holidays at other times. However the new regulations from 1 September mean that there will be no authorised holidays. If parents do decide to take their children out of school regardless of these regulations, there is a form that is available from the school office and can be downloaded from the school website which must be completed to inform us of the dates your child will be absent from school. The process is that the days of absence will be marked as ‘unauthorised’ in the attendance register. More than 15 sessions of unauthorised absence (1 day = two sessions) will result in a warning letter being issued to parents. Unauthorised absences include lates, so as always punctuality is very important. Full details of penalty notices and possible fines are on the school website.

Medical Appointments

If advance notice of the appointment is given, pupils may be collected from the

school office. It is not possible, for security reasons, to permit a child to leave school

early to meet a parent at another location. An Exit Permit must be collected from the

office to cover the period of the appointment.

Messages

The school administrator is normally available to receive telephone messages

between 8.00 am and 12.00 noon and between 1.00pm. and 4.00pm. Please note

that teachers are not permitted to leave classrooms to respond to telephone calls.

Messages can be taken and staff will endeavour to return calls after school.


Cars

Undue movement of cars in our restricted access area puts our children at risk. Only

in an emergency should parents drive into the school grounds. Please, please,

please do not drive into the area outside the gates to drop children off it is extremely

dangerous. To keep our children safe we have gates on the entrance to school.

These are locked from 8.30 am – 9.10 am and from 3.15 pm until 3.40 pm. They are

locked for safety reasons during the above times and there are no exceptions.

School Meals

Most children enjoy our delicious healthy school meals which provide an excellent

self-service lunch time meal with 2 or 3 choices of main meals and desserts.

Alternatively children may bring a packed lunch. Changes in school meals

arrangements may be made at half-termly intervals. Dinner money is payable in

advance on Monday morning or at the beginning of each half term. Children are

issued with personalised dinner bills each half term. The LA provides information

on Free School Meals.

Safeguarding

Our safeguarding policy states that anyone entering school must sign in and be

issued with a visitors badge after having their photographic ID checked. All parent

helpers are subject to enhanced DBS checks.

One of our top priorities in school which is constantly monitored and evaluated is the welfare, well-being and safeguarding of our pupils. We have a number of policies, procedures and practices, all of a high standard, to ensure that this is the case including: Child Protection, Anti-Bullying, Inclusion, Equal Opportunities, Race Equality, Health and Safety, Attendance, Discipline and Behaviour, Physical Restraint Policies and Complaints Procedures. These are reviewed annually by our Governing Body and all staff are aware of the need for up most vigilance in abiding by these. Parents are encouraged to discuss ANY concerns regarding the health, safety, protection and development of their child with the Class Teacher or the Head Teacher who is the school Safeguarding Officer.


Starting School

Starting school is a very exciting and momentous occasion. However it can be a

very worrying time, especially for the parent. Many of the early problems are

usually of a practical, rather than educational nature.

We arrange for parents to attend an introductory meeting, and for the children to

spend part of a day in school prior to commencement. We also issue you with a

special sheet, which remains confidential, on which we ask you to give the kind of

information that only you as parents know about your child, and which we hope you

will share with us. The sooner we understand your child, as a personality, the

sooner we can commence working effectively with him/her.

Please help us to make your child's entry into school as smooth and happy an

experience as is possible. It would be extremely helpful if your child could do the

following things:

Have shoes without laces

Dress and undress

Remove outdoor clothing and hang them on a peg

Use a knife and fork

Use the toilet properly and perform other reasonable hygienic requirements

i.e. blow nose

Wash and dry hands and face efficiently

Tidy up after using toys, apparatus, books

We hope that everything goes smoothly, but, if you are worried about something,

tell us; if you require information, ask; otherwise we won't know, and this may risk

what is of paramount importance,

your child's

happiness


COMPARATIVE REPORT

These tables show the percentage of Year 6 pupils achieving each level in 2013, compared to national end of Key Stage 2 Teacher Assessment Levels and Test Results for 2012. The number of eligible children is: 46 Figures may not total 100 per cent because of rounding.

TEACHER ASSESSMENTS

Percentage at each level

W 1 2 3 4 5 6

Pupils disapplied

Pupils absent

English School 0 0 0 0 39 59 2 0 0

National 1 1 3 11 49 35 1 0 0

Mathematics School 0 0 0 4 48 41 7 0 0

National 1 1 3 11 45 36 4 0 0

Science School 0 0 0 2 46 52 0 0 0

National 1 0 2 11 50 36 0 0 0

TEST RESULTS

Percentage at each level

Below Level 3**

3 4 5 6 Pupils

not entered#

Pupils absent

Grammar Punctuation & Spelling*

School 0 22 37 39 0 0 2

National - - - - - - -

Reading School 0 2 41 54 0 0 2

National 6 7 38 48 0 0 0

Mathematics School 0 7 48 37 7 0 2

National 4 11 45 36 3 0 0

W represents pupils who are working towards Level 1, but have not yet achieved the standards needed for Level 1.

* The result awarded in this test is indicative of a pupil working at the level reported rather than a true National Curriculum level as for other tests.

** This result represents children who were not entered for the tests because they were working below Level 3 in English or Mathematics, children awarded a compensatory level from the tests, and children entered for but not achieving a level from the tests.

# Pupils working at the levels of the tests, but unable to access them.

The figures in the table below show pupils’ attendance at Walmsley School

94

96


Attendance

Comparison with National Averages

over a two year period in comparison with the national averages.

Walmsley School Attendance Information

2011/12

Attendance Rate % Attendance Rate %

Walmsley School 97

National (primary) 95

Where attendance falls below 95 percent for the school, an analysis of the

patterns of absence and their effect on attainment needs to be undertaken.

This analysis may show whether poor attendance or punctuality affect

particular groups of pupils.

2012/2013

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