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Head teacher: Mr P Rhatigan Address:

Reid Street School

Reid Street

Darlington DL3 6EX

Tel: 01325 251006 Fax: 01325 251005

e-mail: admin@reidstreet.darlington.sch.uk

Deputy Head teacher: Mrs P Ayto Assistant Deputy Head Teachers:

Mrs J Davison and Mrs J Knowlson School Business Manager: Mrs A Robinson

Chair of Governors: Mrs C Saunders

Dear Parent/Carer

From 1st July 2011 Reid Street School will be an Academy, independent of Local Authority control. All funding and regulation for our school will come directly from the government. This will mean that the school

has additional funding and freedoms and we intend to use those advantages to further the needs of our children. Reid Street is able to convert to an academy because it has been categorised as being ‘Good with

outstanding features’. Only schools, such as ours, who have some areas judged as ‘outstanding’ in their

most recent inspection reports can choose to convert to academies.

This brochure will provide you with information about Reid Street School. For parents who already have children in our school, this booklet will be familiar. For new parents and prospective new parents I would like

to take this opportunity to welcome you, and to assure you that my staff and I will do all that we can to ensure that your child will be happy and successful whilst at Reid Street School. As you read this prospectus

you will become aware that things are changing in education. Through a partnership between parents and

staff, we can help one other and in doing so, help our children to achieve to their full potential. Whatever changes face education in the future we will continue, to foster:

The tradition of hard work; an attitude of courtesy to all; consideration for others and an awareness of the world around us. And to fulfill our central aim of: Working with parents to ensure that each child in our care achieves to their full potential. These values have always been followed and always will be followed at Reid Street School. Parents new to

the school are welcome to make an appointment to meet me and to look around the School and see the

children working. I am of course available to see any parent to discuss matters of concern. I must point out that in some matters, the pupil’s class teacher, team leader or the Deputy Headteacher may be a more

appropriate person to see in the first instance.

At the end of your child’s time at Reid Street we intend to have provided a sound foundation in: educational

skills; personal attitudes and moral values. Please let me welcome you to Reid Street School

Yours sincerely,

Head Teacher

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Contents

Please Note:

The information in this brochure, which was prepared and published in Summer 2011, relates to the 2011/2012 school year commencing 6th September 2011 and the particulars it contains, relating to that school year, were correct at that time. It must not be assumed that there will be no changes affecting the relevant arrangements on certain matters before the start of, or during the 2011/2012 school year, or in respect of subsequent school years arising for example from variations in Government policy for education.

Mission Statement 3 School Meals 13

School Curriculum Aims 3 School Uniform 14

School Organisation 4 Jewellery 15

Quality Marks 4 Haircuts 15

The National Curriculum 4 Valuables 15

Structure of the Curriculum at Reid Street 5 Mobile Phones 15

Literacy 6/7 Bookshop 15

Mathematics 8 Attendance 15

Mental Arithmetic Programme 8 Medical Information 16

Music 8 Emergency Information 16

Science 8 Head Lice 17

Physical education 8 Medicines – Reid Street Policy 17

PE Kit/Swimming 9 Parental Visits 17

RE and Collective Worship 9 School Funds 17

Teaching - General 10 Community Involvement 17/18

Homework 10 School Rules 18

House System 10 Policy for Promoting Good Behaviour 18

Assemblies 10 Reception Class admissions 18

Assessment and Records 10 Transfers 18

Reports 11 Child Protection 18

Learning Support and Special Educational

Needs

11 Raising Concerns and Resolving Complaints 19

Equal Opportunities 12 The Governing Body 19

Sex and Relationships Education 12 School Holidays 19

Charging and Remissions Policy 12 Organisation of Teaching/Non Teaching Staff 20

School Hours 13 Please Note 2

Hours spent on teaching KS1/KS2 13

Parking and Road Safety 13

3

Reid Street Primary School

Mission Statement

At Reid Street Primary School we aim to provide a happy, friendly, caring environment, where children feel secure and valued: children are encouraged to develop self-discipline and mutual respect for each other and for all adults in an atmosphere which promotes learning and excellence, enabling children to fulfil their true potential.

Parents and visitors are welcomed into the school. Their involvement and contribution is sought consistently across the school in a partnership which enhances the children’s education, welfare and social awareness.

All members of staff, teaching and non-teaching alike are valued and are actively encouraged to extend and develop their teaching skills and interests.

School Curriculum Aims

The curriculum means the total experience of life in our school. Our aims are

To help our pupils to develop lively, enquiring, creative minds, the confidence to question and

the ability to debate rationally.

To help our pupils to acquire the knowledge and skills that they will need as adult citizens in a

rapidly changing world.

To help our pupils to use the skills of literacy and numeracy effectively and to develop logical

thought, communication and information skills in our world of rapidly changing technologies.

To help our pupils to develop personal and moral values, respect for religious values, and to

appreciate other groups, races, religions and ways of life free from prejudice,

To help our pupils to develop responsibility for the quality of their immediate environment, to

develop an understanding of the world in which they live and to recognise the interdependence

of individuals, groups and nations.

To help our pupils to develop an awareness and appreciation of human achievement and

aspiration.

We will achieve these aims through

Providing challenging, stimulating, worthwhile and enjoyable experiences in the belief that a full

level of experience at every stage of development is sound preparation for our citizens of the

future.

Encouraging our pupils to achieve to their full potential

Helping our pupils to develop their own individuality and independence, through exploring their

own strengths and limitations.

Encouraging our pupils to make choices free from prejudice and stereotype so that they benefit

from our emphasis on equal opportunity.

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School Organisation

Children whose fifth birthday falls within the period 1st September to 31st August will be eligible for

admission to our school in September of that academic year.

Normally our children are taught in mixed ability year groups, where one teacher is responsible for each class. On occasions, classes come together for Music and Physical Education however, the majority of teaching time is organised within single class groups.

We have two parallel classes in each year group and setting of pupils takes place from Year 2

upwards. Teachers in each year group plan their curriculum work together so that both classes

cover similar areas of experience.

Our children experience a broad, balanced and differentiated curriculum. Subject areas are taught

according to the requirements of the National Curriculum.

Quality Marks

The school has been awarded:

Basic Skills Agency Quality Mark 2 which recognises the high quality of teaching in

Reading, Writing, Spelling and Numeracy in the school.

Arts Mark Silver Award

Healthy Schools

Activate

ROSPA Safety Award

FmSIS – Financial Standards Award

The National Curriculum

The National Curriculum sets out what every child should experience as part of their studies at

school in:

Religious Education is an important statutory curriculum subject but does not form part of the

National Curriculum. It is taught according to a locally agreed syllabus.

National Curriculum

Art and Design

Music

English

Modern Foreign Language

History

Geography

Citizenship

Mathematics

Science

ICT (cross-curricular skill)

Design and Technology

PE

Personal Social and Health Ed

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Structure of the Curriculum at Reid Street School

The National Curriculum underwent a period of review between 2007 and 2009. In February 2009 a revised curriculum, with more scope for creativity, was presented to schools but was not formally adopted by the new government who intend to begin a new period of consultation on curriculum change starting in January 2012. At Reid Street School we took the decision to devise our own curriculum aimed at enhancing opportunities for creativity. This has been carefully mapped to the existing national curriculum to ensure that pupils receive their entitlement in this area. The new Creative Curriculum at Reid Street School has been in place since September 2010. It meets all existing National Curriculum requirements and ensures that the core subjects of English, Mathematics, Science and RE have their proper prominence and are taught separately. We achieve this through ensuring separate lessons in English, Mathematics, Science and RE (along with Modern Foreign Language) while all other curriculum areas are taught through carefully devised topics which are mapped to National Curriculum subjects such as History or Geography.

National Curriculum Design and Technology stretches across three Reid Street Creative Curriculum areas, namely CD, PD and K&U. Literacy, Numeracy, Science, Modern Foreign Languages and RE shall continue to be taught as largely discrete subject areas while using other parts of the curriculum as an opportunity to develop and learn skills in literacy, numeracy and science. All the remaining subjects will be taught through termly or half-termly themes/topics pre-agreed by staff for each year group.

National Curriculum Area Where this fits in to the Reid Street Creative Curriculum

Art and Design Music

Creative Development (CD)

I C T

D E S I G N & T E C H

PE Physical development (PD)

History Geography

Knowledge and Understanding of the World (K&U) Some Science

Personal, Social and Health Education Citizenship

Personal, Social and Emotional Development (PSED)

Separately Timetabled Subject

Mathematics Problem Solving, reasoning and Numeracy (PSRN)

English Communication, Language and Literacy (CLL)

Science Science

Modern Foreign Language Modern Foreign Language

RE (according to local syllabus) RE (according to local syllabus)

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The Curriculum at Reid Street School

In our Reception Classes, the emphasis is upon learning through structured play. Staff are guided

by the curriculum for the Foundation Stage and by “Early Learning Goals”. Children are

encouraged to investigate and learn from first hand experience. Topics are selected so as to

involve a wide range of learning skills. Social teaching and learning plays an important part in our

daily class routine. Children learn the basic skills of number and letter recognition and formation.

They will bring home words associated with reading books and we encourage you to help them

with these. Children will also bring reading books to read to you at home.

Much of the work in reception classes begins with talking with our children. We emphasise the

importance of talking and listening. As children showing readiness for writing we begin to nurture

their developing skills in these areas.

From Reception Class onwards, our children are taught English according to the National

Literacy Strategy Framework and Mathematics according to the National Numeracy Strategy

Framework.

Literacy

The children follow the guidelines set out in the National Curriculum for English which covers five

main areas.

Speaking and listening

Writing

Spelling

Handwriting

Reading/Comprehension

In school we encourage purposeful talk and attentive listening, for we all explore and develop our

ideas through the spoken work. Our aim is to encourage children to express themselves

confidently, politely and purposefully in all situations and activities. Speaking and Listening

objectives are built into all curriculum areas, as far as possible.

Writing

From the moment children begin making marks we encourage them to see themselves as real

writers, writing confidently and meaningfully in a wide range of different situations, for different

audiences. As their skills develop there is a growing emphasis placed on accurate

spelling, grammar and presentation.

Reading

We use a combination of approaches to the teaching of reading, „Look and Say‟, „Phonics‟ and the

„Real Book‟ approaches all have their place. We place emphasis at an early stage upon helping

our children to acquire skills in reading text whilst nurturing their love for books and reading for

pleasure.

Reading on a daily basis is encouraged.

1. We take care not to rush our children. Experience of a selection of books at one level of reading

is encouraged in order for our children to practise their reading skills and their reading

vocabulary. This provide for a level of consolidation before a child moves forward within the

reading scheme, Each colour banded level within our reading scheme has a strong basic „core‟

based around one publisher or a particular series of books. Further reading material is provided

around this core in order to provide a varied range of text. We aim to provide opportunities for

practice, discovery and comprehension. Our „whole school‟ reading scheme incorporates

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elements from several published reading schemes.

2. Each child progresses through our school reading scheme according to their own developing

individual ability. A range of scheme books will be read in order to ensure a sound level of

consolidation. Accordingly each child will spend a reasonable amount of time within each

colour-banded level with books of an appropriate reading age for the child. Vocabulary and

subject matter are purposely diverse in order to encourage a broad reading experience.

3. Fiction books and non-fiction books from the school library provide extension material for our

children and help to supplement the school reading scheme.

4. We teach „phonics‟ from the very beginning of Reception Year using the National Literacy

Strategy „Phonics‟ as well as „Jolly Phonics‟ a programme of study through which our children

rapidly come to learn single and double letter sounds. The sounds are accompanied by

corresponding hand „actions‟ which are modelled for the children by the teacher. We strongly

urge you to support in this area so that our children receive plenty of opportunities for practice at

home. Regular support at home establishes a sound routine for helping children to learn

spellings, tables etc further up the school.

5. We will listened to our children and help them with their reading as often as possible according

to individual age and ability. Children will be guided by staff in the selection of books in a way

which helps them to develop reading skills. From the beginning of Key Stage 2 there is a

stronger emphasis upon „shared‟ and „guided‟ reading in class with reading scheme books being

used for practice and reinforcement at home.

6. In Key Stage two children are heard to read by staff and parent volunteers according to priority

needs as assessed through reading tests. As many children as possible are provided with

varying levels of reading support within the class ‘Reading Priority Rota’.

7. We have a very effective intervention programme for reading called the ‘Better Reading

Partnerships’. Children are selected following assessments including reading tests. Specially

trained staff and volunteers work with children individually three times a week over ten weeks.

The progress we aim for is that after ten weeks children on the programme are at least at the

class average reading level.

8. Silent reading and group reading takes place in all our Key Stage 2 classes on a regular basis.

9. We encourage all of our children to read at home, especially with adult support. This provides

further valuable reading opportunities for our children.

10. The number of pages that children read and the number of times that books go home are at the

thoughtful discretion of each class teacher. We encourage your regular commitment with

reading support and a healthy two-way communication between home and our school.

11. A wide range of reading matter will be read to our children in order to encourage them to

discuss texts and also to provide stimulus for their own reading selections. This area benefits

from your support at home. All children have timetabled access to the School Library which

houses a broad range of fiction and non-fiction reading material.

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Mathematics

At Reid Street School staff follow the National Numeracy Strategy for teaching mathematics. The

strategy places strong emphasis upon discussion in developing children‟s mathematical learning.

Children from 5 to 9 years old experience tasks aimed at developing their mental agility and mental

calculation and problem solving strategies.

The National Numeracy Strategy is divided into up to five areas: Numbers and the Number System;

Calculations; Solving Problems; Measure, Shape and Space and Handling Data.

During their time in Reception Class our children will develop an understanding of number through

carefully planned practical activities within their classroom, the playground and outside of school.

They will learn to recognise and will then begin to write the numerals 0 to 9. The language of

mathematics is used in discussion between teachers and pupils at a level appropriate to the

children‟s developing understanding of mathematical concepts. We encourage similar discussion

between the children themselves at school and also, where possible, with adults at home. Children

become familiar with an increasing range of numbers as they move through our school. Electronic

calculators are introduced in Year 5, because their use is important and is tested upon within Year

6 SATs. They are however most definitely not used as a substitute for children learning to perform

calculations with pencil and paper first.

Mental Arithmetic Programme.

In Key Stage 2 all children have fifteen minute daily mental arithmetic tests. These are graded

according to individual ability and may involve children working in groups with other class teachers.

On Friday all children on the same level come together with the group teacher for marking and

analysis.

Science

Learning about Science helps children to develop ways of understanding the world around them.

Children are naturally curious and this is where our science work begins. Every child in school is

involved in science activities and these follow the guidelines set out by the National Curriculum for

science.

Music

Schemes and programmes are used throughout the school in accordance with the National

Curriculum, Early Learning Goals and QCA National Guidelines. These ensure that our children

receive an enjoyable progressive introduction to music. We have a good selection of musical

instruments in school. When our children reach KS2 they have an opportunity to learn the recorder

or join the school choir during their lunch break or after school.

Specialist musical tuition is available for interested children who display an ability and aptitude for

music. The choice of instrument is dependent on the specialist music teacher appointed through

the LEA peripatetic music service. Charges are made, by the LEA, for this instruction which lies

outside the scope of the curriculum provision made by the school.

Physical Education

Children‟s physical development has important emphasis throughout our school. Activities are

provided which help to develop physical co-ordination, agility and strength as well as to provide for

the sheer joy of physical pursuits.

Gymnastics, dance and games are timetabled. Children in our Y5 and Y6 classes have use of off

site school facilities such as Branksome School Field, Eastborne Sports complex and the Dolphin

Centre. Reid Street School was built in 1912 without playing fields. The staff do all that they can to

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make up for the lack of such facilities. The curriculum budget pays for transport to sports facilities

including those used for our annual school sports day.

We take part in many competitions and tournaments providing children with the opportunity to

represent our school in football, netball, cricket, table tennis, cross country, basketball as well many

other sports.

We organise an annual sports afternoon involving every child in the school. This normally takes

place on the first Friday of term time in June each year (making this date a fixture enables parents

to organise around work commitments so that they can be there on the day with the children). As

we do not have our own field, we rely exclusively upon the kind cooperation of other schools in

making their facilities available to us. We are also heavily dependent upon the availability of

commercial transport to bus nearly five hundred persons to Abbey Road Field. This is a

considerable undertaking for any school and despite our own best efforts as factors lie outside of

our own direct control we may not always be able to facilitate a sports day. If on any occasion we

do have to cancel a sports day due to poor weather or problems with transport it is unlikely that we

will be able to rearrange and an alternative date will be unlikely. Under those circumstances we

shall do our best to provide an alternative for our children using the limited facilities at our school.

Thankfully we rarely have to cancel or postpone a sports day but please remember that due to the

lack of our own playing field, provision for sports and sports days is not always within our control.

Whenever parents offer the use of their own cars for transporting children to football/netball

matches etc they must confirm that their own motor vehicle insurance covers such use, that their

vehicle meets all statutory requirements and that they hold a valid driving licence. Pupils

transported in parents’ cars must wear a sear belt/appropriate sized booster seat and must not use

the front passenger seat.

Every child is expected to take part in all PE/Games/Swimming lessons as part of the National Curriculum, unless there are medical reasons for them to be excused. (A written note is required before any child will be excused from any physical activity). It is important for hygiene, safety and the children‟s peace of mind that they have the correct clothing and kit for these lessons.

PE Kit - Red/black or navy shorts and plain t-shirt (no logo). Please provide a bag for PE kit; this

can be left at school through the week. We discourage brightly coloured clothing and expensive

football strips. Upper junior children require football boots. (Please also see „Other Clothing‟)

Swimming - During the autumn and spring terms children from Key Stage 2 will be taken to the

Darlington Dolphin Centre each week for swimming lessons as part of their physical education

programme. We are currently moving the swimming programme further down the school in order to

target children earlier as this may one day save a child‟s life.

Religious Education and Collective Worship

Religious education and collective worship are provided for all pupils in accordance with the

recommendations of the Education Reform Act and the Darlington Agreed Syllabus. This syllabus

incorporates Christian heritage and tradition in addition to teaching about other major faiths and

religions within our multicultural society.

An act of daily worship is organised each day in the form of either „whole school‟, Junior/Infant

department, or class/year group assemblies. Acts of daily worship reflect Christian teachings and

values but are non-denominational in content.

Parents have a right to arrange with the school for their children to withdraw from religious

education lessons and acts of collective worship.

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General Teaching Methods

All classes are taught through a combination of whole class teaching, group work and individual

teaching. From Year 2 upwards pupils can be taught within ability sets particularly within

mathematics and English lessons, so that lessons can be more tightly focussed upon pupils‟

developing skills, knowledge and understanding. Within these ability sets further grouping may take

place so that children can be supported by teachers or teaching assistants still further. Children

may be grouped within their house teams for PE.

Homework

Our homework policy details the activities that can be expected for children in each year group.

Your help in encouraging your child to read to you and to carry out further research work at home is

of great value in many ways. We value your co-operation in the area of homework. Mathematics

homework is organised throughout the school. Normally maths homework will follow on from the

current class work in your child‟s class. This may not always take the form of exercises in

calculations, but may well be an exercise in collecting data, playing a mathematical game or solving

a mathematical puzzle. We need your help, support, cooperation and patience in helping our

children to learn their number bonds and multiplication tables.

The House System

We operate a house system for KS2 children in our school. Every one of our KS2 children is a member of one of four houses, Red, Blue, Yellow and Green. Children sit within their house teams at our special weekly assembly. Older children sit with younger children to help nurture a sense of care and responsibility.

Class points and commendation awards are awarded throughout each week for any activity (particularly for a child‟s „best‟) for effort and for the display of qualities such as thoughtfulness, politeness, caring and helpfulness.

At the weekly House Assembly „commendation award winners‟ receive a special mention. A count of all the class point totals for the week is made to see which is the winning house. Staff nominate one pupil for „Star Pupil of the Week‟. Our children look forward to house assembly and truly value these awards.

Assemblies (Incorporating Acts of Collective Worship) Tuesday 10.10 - 10.30 Infants Wednesday 10.10 - 10.30 All School Friday 2.30 - 3.15 Juniors (House Team assembly)

Assessment Recording and Reporting

1. All children come to Reception Class with a „Foundation Stage‟ Profile which is passed on to our

staff from the feeder nursery school or other pre-school education provider. The profile informs

us of each child‟s developmental progress. Our Reception Class teachers will complete an „On

Entry‟ assessment for each reception class child. Staff will arrange for this information to be

discussed with parents within the first six weeks. Continuing „on going‟ assessments take place

throughout Reception Class in order to help inform teachers‟ planning for children‟s developing

educational needs.

2. End of key stage Statutory Assessments are administered at the end of Year Two, Statutory

Assessment Tests (SATs) at the end of Year Six. At Reid Street we additionally administer

National „QCA‟ tests in mathematics and English in years three, four and five. These provide

much valuable information about children‟s developing knowledge and understanding of

national curriculum mathematics and English between the end of key stage SATs. NFER

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Cognitive Ability Tests are used in Years 4. They indicate what a child is able to understand and

help teachers to assess where a child is working to their full ability. Collectively these tests

enable us to accurately gauge each child‟s educational progress. You can ask for your child‟s

latest test results from your class teacher at any point in the year you choose. Teachers use the

latest test results and their latest teacher assessment updates to advise parents on pupil

progress during spring term consultation evenings.

3. On transfer to Secondary Schools the LEA‟s transfer document for Y6 pupils is completed and

passed on.

Reports

Detailed, written annual reports on children‟s progress are sent home to all parents dur ing the

second half of each summer term. These reports cover all subjects of the curriculum together with

details of children‟s effort and attainment within their work as well as their record of attendance.

They also contain a general comment on behaviour etc.

Learning Support and Special Education Needs (SEN)

Staff aim to identify children who require additional special educational needs provision as early as

possible after they join our school so as to organise appropriate programmes of study to match

individual learning needs. Some pupils join us from their pre-school settings having already been

assessed for special needs provision. We make use of the expertise available from professional

outside agencies where appropriate. Our aim is to ensure that we provide access to all that is made

available in order to help us to support our children‟s special educational needs. In this way we

strive to ensure every child‟s full inclusion in all aspects of experience at our school.

Our school policy on Special Educational Needs follows the current DfE Code of Practice and

provides clear guidelines for all members of staff, as follows:

Children‟s development and progress is carefully monitored on entering the school. Children

considered by staff to be making lower than expected progress will have „differentiated‟ (modified or

individualised) teaching programmes put in place for them by their class teacher. Children may be

provided with additional support within their own classroom either by their own class teacher or

from a teaching assistant normally assigned to that class.

School Action Stage Children whose progress in class remain low or continues to fall behind may

be offered a more specialist programmes of study involving support from an additional adult. At this

point children are considered to be at the School Action Stage of the Code of Practice and an

Individual Education Plan (IEP) is provided for them by their class teacher further to consultation

with the parents and discussion with the child themselves. The IEP is important because it

establishes targets which are then monitored on a termly basis by the teacher. Copies of IEPs are

kept in the SEN register and are carefully monitored by the SENCO (Special Educational Needs

Coordinator, currently Mrs Ayto) to ensure that the correct level of provision is being made for the

child. Pupils may be removed from the SEN register as targets are met and satisfactory progress

begins to be made.

School Action Plus Stage Where IEP targets have not been met, support and advice from

agencies or professionals from outside of school may be sought. At this point a child is considered

to be at the School Action Plus Stage of the SEN Code of Practice.

Statutory Assessment Stage Some children with particular difficulties in learning may need a

level of support that lies beyond School Action Plus and may require what is termed as a

„statement‟ of special educational needs. This places them at the Statutory Assessment Stage of

the Code of Practice.

The school employs „Learning Support Teachers‟ for 2.0 days each week. The Learning Support

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Teachers use several approaches. These include withdrawing children from their classroom to

work in small groups as well as working alongside children within their normal classroom. They

liaise with the SEN Co-ordinator and with the class teacher to ensure that continuity of learning is

achieved. Additionally the school provides teaching assistant support for children with statements

of special educational needs.

We provide a range of educational resources including laptop computers with curriculum software

appropriate to the needs of our children with special educational needs. These are regularly

updated and enhanced.

Specialist teachers provide extra help to children for whom English is a second language according

to individual needs.

Equal Opportunities

At Reid Street Primary School we are committed to providing equal opportunities for all our

children. This means that we value equally the unique qualities of each individual, and that in our

daily school life we try to see the world from the point of view of others. We challenge

discrimination on the grounds of race, gender, religion or ability and actively teach our children that

it is their duty as citizens to recognise and combat any form of discrimination themselves. We follow

the Darlington LEA policy in monitoring racist incidents. A racist incident is defined as any incident

perceived as being racist by the person themselves or by any witness. We investigate every

incident. Incidents are logged and a copy is sent to the LEA. Parents are informed. A child may

ultimately be excluded from our school for involvement in racist incidents. Parents are asked to

support the school in actively challenging racial discrimination so that our children receive a

consistent message about respect for each and every individual in our society.

Sex and Relationships Education

The school follows the Lucinda & Godfrey SRE Programme. This follows the growth and

development of two children from starting school until they leave. The names of the characters are

chosen because they are unlikely to be the names of children in school.

Parents have the right to arrange with the school to withdraw children from Sex Education except

where they form a part of Science within the national curriculum.

Charging and Remission for School Activities

Occasionally the school has visits from children's theatre groups giving a performance at a nominal

cost per child. This enriches the children's experience and enjoyment of drama. As part of a

project or topic, visits of an educational nature may also be planned .You may be asked for a

voluntary contribution for these activities to offset the cost to the school bearing in mind that where

insufficient contributions are received the activity may have to be cancelled owing to lack of funds.

This arrangement is in keeping with LEA policy on charging and remissions. We are very fortunate

to have a fund raising organisation – FORSS (Friends of Reid Street School). They organise a

range of social/fundraising activities including raffles, coffee mornings, Christmas fairs, discos etc.

The proceeds are partly used to fund curriculum treats for the children such as theatre or

educational shows. Please support their activities for the benefit of our children.

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School Hours

Times of Teaching Sessions

9.00 Morning Session begins 10.30 - 10.45 Break time 12.00 End of Morning Session 1.00 Afternoon Session begins 3.15 End of Afternoon Session

Infant children have an additional break at some point during the afternoon.

It is very important that you do not allow your child to set out from home so that they arrive

at school before 8.50 am as supervision of the yards by teaching staff does not begin until

this time. Where children arrive at school before supervision of the yards begins at 8.50 am,

the office staff will contact parents to remind them of this requirement. Hours Spent on Teaching

Parking & Road Safety

Please do not double park in Reid Street when dropping children off and collecting them. It

is safer for all of our children if, when arriving at school by car, parents find a suitable

parking place nearby and then walk the short distance remaining.

„Reid Street itself has „Residents Only‟ parking areas. We are good neighbours to the residents of

Reid Street and kindly ask you to respect these areas when visiting our school. Zigzag lines

indicate parking restrictions along the frontage our school onto Reid Street.

School Meals

We encourage everyone to consider trying our school meals. We are proud of our cooked meals

which are of high quality and good value. They are prepared every day in our own school kitchen

fitted out to modern specification.

Money for school meals is collected on the first teaching day of each week (normally Monday).

Children are upset when they lose money and for this reason we encourage you to send dinner

money into school using a sealed envelope. Please write your child‟s name and the amount of

money the envelope contains on the front. Please also write any days when your child will not be

staying for lunch (e.g. whenever they are not staying for the full week because of hospital

appointments etc). Current Cost of school meals is £1.90 a day (£9.50 a week). Children

staying for lunch, whether packed or cooked, are not allowed to leave the premises over the lunch

period.

Your child may be entitled to receive free school meals. If eligible you will first need to complete an

application form available from our school office. Parents may prefer for their child to bring a

packed lunch. Packed lunches are taken in the dining hall alongside those staying for school

dinners. Children must not bring hot drinks/soup in to school. The cook carefully regulates the

temperature of cooked meals but we have no control over the temperature of hot beverages

brought into school in flasks. This could lead to a child being scalded from the contents of an over-

turned flask. Fizzy drinks are not permitted.

We must ask that changing over/back from packed lunches/ordered school lunches be kept to a

AAggee HHoouurrss ppeerr wweeeekk

5 - 7

22.0

8 - 11

23.0

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minimum as every change uses up precious office staff time. Where-ever possible please ensure

that any such change takes place only from the beginning of a new school term and that you inform

our office staff, in writing, well in advance.

School Uniform

We are keen that all of our pupils should wear school uniform. Uniform provides our children with a

sense of belonging to the „school family‟. When in school uniform our children are encouraged to

conduct themselves both during and beyond the school day according to the values we promote at

school. In this way our school uniform helps us to nurture the development of good manners,

respect and consideration for others in the wider community.

Our uniform consists of

Grey skirt or trousers

Red cardigan, or sweatshirt

White polo top, shirt or blouse

'Sensible‟ shoes*

In the summer many of the girls wear red gingham dresses.

The wearing of trainers is discouraged as they detract from the smart appearance of the

uniform. Trainers are considered to be unhealthy for growing young feet when worn all day.

*The school will enforce a policy of ‘sensible’ footwear at school. Any item of footwear

which is unwieldy or extreme including ‘Ugg’ boots will not be permitted in school.

All items of uniform are now available from Elizabeth‟s Embroidery. We operate a school shop on

a termly basis, however items can be ordered direct from them on 01642 674973 or by email on

www.elizabethsembroidery.com. Also order forms can be obtained from the school office.

Every year jumpers find their way into our lost property. When they are properly labelled

with a laundry marker or name tag we can return them to the owner.

Please help us to help the children to look after their own property by ensuring that all PE kit and

uniform is clearly marked with each child‟s name.

Other Clothing

For physical education each child needs a pair of gym shoes (not trainers as the soles are too

thick), red/ black or navy shorts and t-shirts (no logo) and a bag for their retention. All items

should be clearly marked. In addition upper junior children require football boots.

Wellington boots brought into school on wet morning‟s boots should also be marked with your

child‟s name. A clothes peg is useful to keep the wellingtons together when not in use as 30 pairs

of similar looking wellingtons can easily become mixed up during the course of a school day. Each

child needs an overall of sorts for painting and similar activities. One of Dad’s old shirts

works very well. Please send one in to be retained in class at the start of each new

academic year.

School Bags - We are very limited for cloakroom space and have no room for large haversacks or

sports bags. Please note our request that bags should be as small as possible. They should only

contain PE/games or swimming kit, reading book, homework and packed lunch and should be

taken home at last at the end of each week.

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Jewellery

The only items of jewellery that may be worn to school by children are a single pair of small simple

stud type earrings, with a maximum of one in each ear. These will need to be removed by the

children themselves for all PE lessons including swimming. Please note that teaching staff cannot

be responsible for the security of studs when they are removed by the children for PE. For this

reason we strongly advise children, especially younger children, not to wear even stud earrings to

school. When ears are pierced studs must be kept in place for a period of weeks to prevent the

pierced holes closing up. ‘Simple’ studs means that they are purely functional and are there to

retain piercings. They should not be embossed or decorative and the face should be

minimal in size.

For this reason it is vital that whenever children do have ears pierced it is at the start of the

six week summer holidays so that any studs worn to school may be removed before PE

lessons start in September.

Watches are permitted, but remain the responsibility of the wearer and must be removed and kept

secure by the pupil themselves during PE lessons.

Haircuts

Extreme haircuts are not allowed in school as they present an unwelcome distraction and can lead

to competition for ever more extreme forms. The staff of the school and ultimately the Head

Teacher will be the arbiters of what is an extreme haircut. Haircuts acceptable at other schools are

not necessarily acceptable at Reid Street. Shaved patterns in hair are deemed to be extreme

haircuts. Parents may be asked to let an extreme haircut grow out or they may be asked to take

action to adjust the haircut. Ultimately a breach of haircut protocol will be dealt with under the

school‟s behaviour policy.

Valuables

Children are responsible themselves for all personal possessions that they bring into school with

them. Whilst the school is not responsible for such items brought into school we will make every

effort to encourage care, honesty and trustworthiness and we will investigate any loss or damage.

In order to avoid any upset however it is best not to send children to school with anything too

valuable as loss or damage cannot be made good by the school.

Mobile Phones

It is the Governors’ policy that mobile phones are not brought into school by pupils.

Bookshop

There is a school bookshop at Key Stage 1. Pupils may purchase stamps until sufficient money is

saved and then they can choose a book. Books can be borrowed from the School Library each

week.

Attendance

It is every parent’s personal duty to ensure that their children attend school wherever possible

and to ensure that they are punctual in arriving for the start of each school day.

Absence from School - If a child has a medical problem or some disability the school should be

informed. Staff are not allowed to give out medicine or tablets. If it is necessary for children to be

absent through illness, please inform the school by telephone by personal message brought to the

school office or by note before 9.00 am on the first day of absence. The office staff will telephone

home where we have not received information. If your child‟s attendance falls below 85% the

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school and EWO will organise a meeting to agree targets for improvement which will be reviewed

at a subsequent meeting. If attendance falls below 80% including ten or more (one day of missed

school is two absences – one morning session and one afternoon session) unauthorised absences

the local authority will invoke legal proceedings.

We strongly urge you not to take family holidays during term time because of the disruption

this causes to your child's education. If however you must make such arrangements, please

inform the Head Teacher and your child's class teacher. There is a form to complete which is only

available from the school office. If your child is absent for holidays for more than 10 school days in

any school year the remaining days are marked as unauthorised absence. Holidays will not be

authorised for any pupil during the first two weeks in September. Holidays will not be authorised for

any pupil in Year 6 during the vital end of Key Stage Two SATs week which for 2011 takes place in

May. Unauthorised absence is monitored by the EWO (Educational Welfare Officer).

If a pupil’s attendance falls below 90%, term-time holidays will not be permitted and any

absence over 5 days will only be authorised through a signed document from a medical

practitioner.

If a pupil’s absence falls below 85%, all absence will require supporting documentation from

a medical practitioner before absence can be authorised. At 85% attendance, a pupil is

categorised by the LA as a ‘potential persistent absentee’. At this point parents/carers will

be invited to an improving attendance meeting with a senior teacher and the educational

welfare officer. Targets to improve attendance will be set and then reviewed at subsequent

meetings.

If you are in doubt as to whether your child needs to stay off school please take medical

advice first, but if you are still uncertain, then send them in and we will call you to collect

them if they are too unwell to remain at school that day.

Where attendance in any one school half-term falls below 80% and includes 10 or more

unauthorised absences the EWO will need to investigate. In accordance with Darlington

Borough Council’s Policy on school attendance this may lead to court proceedings and

fines. It is therefore essential to avoid any unauthorised absence.

Education Welfare Officer - Telephone Number – 01325 388835

Medical Appointments - please make every effort to make appointments either before or after

school. However, if appointments occur during school time it is helpful if we know in advance about

these appointments which may require absence for part or all of the school day. It is normal for

office staff to request sight of appointment cards/letters for our attendance records. Children must

be collected for this or any purpose only by the Parent or Guardian or known adult. Children will

not be released to return home or to meet an adult prior to any appointment. Your child must be

signed in or out of school if it is necessary for you to take your child out of school during the school

day. A register for this purpose is provided outside of the school office. Please note that shopping

trips, special birthday treats, and visits to the hairdresser, are not acceptable reasons for absence.

‘Emergency’ Information Sheet

At the beginning of each year, parents are asked to complete an information sheet listing address,

date of birth, details of useful information and emergency contact. If children are taken ill during the

school day, we will do our best, within limited resources, to look after them. In cases of illness or

injury, we make every effort to contact parents in order that suitable arrangements to collect

children can be made. However, if there is some difficulty in contacting parents or collecting

children, we must consider the needs of the child at that precise time and teachers will take

emergency action as needed.

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Medical Information

It is essential that the school is informed of any information on this matter which would affect the

child's welfare, safety or education. Please let us know in writing if your child suffers from a long-

term complaint/illness e.g. asthma, epilepsy, diabetes, etc. We will then prepare a care plan and

will do our best to meet the needs of these children.

Head Lice (Nits)

School Nurses no longer carry out routine hair inspections and for this reason it is vitally

important that parents inform class teachers or the office immediately if they find evidence

of head lice. Head lice occur from time to time in all schools and appropriate treatment is readily

obtainable. Please contact the school office for more information.

Medicines –Reid Street School Policy

The Governing Body has decided that medication will not be administered in school. Governors

have considered the implications of staff administering medicines and have decided that in line with

many schools this is the best position for Reid Street School. There is no legal or contractual duty

on teachers to administer medication or supervise a pupil taking medication. It is a voluntary role.

Governors have noted three exceptions:

Asthma inhalers will of course still is kept in the classroom available for pupil‟s use.

Epipens for children who run the risk of anaphylactic shock.

Those children who have an illness that requires long-term regular medication will be

dealt with on an individual basis

All other medication e.g. antibiotics, analgesics or Ritalin will need to be given by a family member

coming into school.

Parental Visits

Parents are welcome to come to the school office at any time. In order to see a particular member

of staff during teaching time it is essential to telephone prior to the visit so that the Head teacher

may consider the arrangements necessary for the teacher concerned to be made available.

All visits to school must be made through the main entrance – as this optimises safety for our

children. If you forget this rule, staff are duty bound to redirect you – and we expect you to

acknowledge that they do this because of their care for your child however awkward this

may feel on an individual basis. For the safety and security of our children, all visitors to our

school must first visit the school office and gain explicit permission before visiting classrooms or

any other part of the building. Office hours are between 8.30 am and 4.00 pm. If you arrive outside

of these times you may experience a long wait in the entrance lobby as office staff will not be

present to admit you to the building.

School Funds

The School Fund is used to subsidise the cost of some educational activities and to purchase

equipment and materials that are extra to the school revenue budget. During the year, events may

be organised to raise money for school funds. Parental support has been excellent to date and has

enabled the school to be self-sufficient in many areas. We also fund educational „treats‟ such as

theatre shows. The money we raise through discos and the school fair means that we can organise

these treats without asking families for contributions.

Community Involvement

We work to develop links between school and the community (both local and wider) by involving

our pupils in a variety of activities and projects. We participate in a number of charity fund raising

1188

events, although to avoid burdening parents we do try and restrict this to one main charity a year.

Money raised each year usually amounts to over £1,000 and we are proud of this record. The

significance and importance of the money raised lies not only in the total sums, but also in the

effort, commitment and especially in the consideration for others which is involved.

We encourage a wide range of visitors to talk to the children on a regular basis promoting care,

concern and responsibility for themselves, others, and the environment.

School Rules

The one major rule for us all in our school is

"Everyone will act with courtesy and consideration to others at all times".

Rules are kept to a minimum and are based on the need for safety and consideration for others.

Policy for Promoting Good Behaviour

Policy Statement The governors‟ policy on promoting good behaviour is available on request.

Parents were consulted on the following policy statement which was approved by governors for

inclusion within the school prospectus.

Reid Street School seeks through its Behaviour Policy and its Mission Statement to develop an

ethos wherein good behaviour and discipline, the key foundations of citizenship and education, are

promoted and encouraged.

The Reception Class Admission Number for 2011- 12 is 60 children

Parents seeking admission for their child should notify the school after the child‟s third birthday.

Reid Street Primary School caters for children from four to eleven years of age. Parents are given

necessary information and all enquiries are answered at an evening meeting in the term prior to

their children joining the school. Children have a separate visit to our Reception Class before they

start school.

Transfers

Parents wishing to transfer their child from another school should first contact the education

admissions office at the town hall office to check that there are places available. If there are places

available at Reid Street and you wish to visit the school and talk to the Head teacher then please

make an appointment via the school office.

If you are moving from another area please have the name and address of your previous school

available for our records. If we are not able to offer a place at the time of your request, you can

leave your child's name with the admissions office at the town hall who will contact you when a

place becomes available.

LEA and School Policy Statements are available in school. These can be examined at any time

provided that notice is given. Parents can also request to view the National Curriculum Statutory

Orders, schemes of work, OFSTED reports and DFES statutory instruments and circulars.

Child Protection

Parents are welcome to view a copy of the school‟s child protection/safeguarding policy. The policy

sets out the action the school will take if any concern about a child‟s safety or welfare arises.

Parents/carers should note that we are under a duty to report any such concerns to social services.

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Raising Concerns and Resolving Complaints

From time to time parents, and others connected with the school, will become aware of matters

which cause them concern. To encourage resolution of such situations the Governing Body has

adopted a “General Complaints Procedure”. The procedure is devised with the intention that it will:

Usually be possible to resolve problems by informal means

Be simple to use and understand

Be non-adversarial

Provide confidentiality

Allow problems to be handled swiftly

Address all the points at issue

Inform future practice so that the problem is unlikely to recur.

Full details of the procedure may be obtained from the School Office or from the Clerk to the Governing Body.

Reid Street School can at any stage offer professional mediation to assist in encouraging parents

and the school to work together. The school may discuss this option with you. Both the school and

the parents must agree to this service being used. Mediators are externally sourced and therefore

independent of both the school and the local authority.

The Governing Body

Member Appointed Governors (6) Mrs G Campbell Mr S Harker Mrs C Saunders Mr J Scott Mrs M Wright Vacancy

Parent Governors(3) Mr I Fenton Mrs M Sanderson Mr G Warren

Staff Governors(3) Mr P Rhatigan Mr J Knowlson Miss T Charlton

Chair of Governors, Mrs C Saunders. Address, C/o Reid Street School, Reid Street, Darlington.

Clerk to Governing Body, Address: Town Hall, Darlington.

School Holidays 2011-2012 (including all days when the school is closed to children for staff training.)

School opens for the start of the new school year at 9.00 am on Tuesday, 6th

September, 2011.

Holiday 2011 – 2012 School closes at 3.15 pm on School opens at 9.00 am on

Autumn Half-term 2011 Thursday, 20th October Monday, 31st October Christmas 2011 Friday,16th December Tuesday, 3rd January Spring Half-term 2012 Thursday, 9th February Monday, 20th February Easter 2012 Friday, 30th March Monday, 16th April Summer Half-term 2012 Thursday, 31st May Monday, 11th June

School closes for the end of the summer term 2012 at 3.15 pm on Friday, 20

th July, 2012. We will provide dates

for the next school year, September 2012- July 2013, when training days have been finalised.

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The organisation of teaching and non-teaching staff for 2011-12 is as follows

Class Teacher

Y 6

Y 6

Y6

Y 5

Y 5

Y 4

Y 4

Y 3

Y 3

Y 2

Y 2

Y1

Y1

Reception

Reception

Mrs D Hancock

Miss N Bunn

Mrs L Clayton (Mornings only)

Mrs K Edwards

Mrs J Davison

Mrs F Rankin

Miss C Burmiston

Mrs H Stephenson

Miss J Hobson

Mrs J Knowlson

Miss H Peverell/Mrs C Millar

Mrs R Brown

Miss L Holliday

Mrs A Jones

Mrs B Shepherd

Member of Staff Allocation

Mrs L Sanderson

Mrs J Metcalfe

Mrs K Read

Mrs J Nevison

Mrs S Cowley

Mrs G Whitfield

Mrs M Rimmer

Mrs P Ramsdale

Mrs H Curtis

Mrs T Charlton

Mrs H Palmer

Mrs C Brockley

Mrs L Neal

Classroom Assistant

KS1 Teaching Assistant

KS1 Teaching Assistant

KS1 Teaching Assistant

KS1 Teaching Assistant

KS1 Teaching Assistant

KS2 Teaching Assistant

KS2 Teaching Assistant

KS2 Teaching Assistant

Higher Level Teaching Assistant

Higher Level Teaching Assistant

Senior Higher Level Teaching Assistant

Senior Higher Level Teaching Assistant

Member of Staff Allocation

Mrs A Robinson

Mrs B Slater

Mrs B Waistell

Mrs M Woof

Mr P Waistell

School Business Manager

Administrative Assistant

Administrative Assistant

Administrative Assistant

Site Manager The school employs twelve lunchtime Supervisory Assistants

Extra-Curricular Activities

We have a large range of regular after school clubs and activities. Some activities are organised by outside providers who make a charge. The availability of clubs offered

increases as children get older.

Clubs and Activities Summer 2011/12

R Y1 Y2 Y3 Y4 Y5 Y6 Activity Teacher Supporting Time Aut Spr Sum

Mondays √ Art Club Mrs Brown After School √ √ √

√ Netball Miss Hobson After School √ √ √

√ √

√ √ √ √ ICT Miss Bunn After School √ √ √

√ √ √ √ Gardening Club Mrs Robson/Mrs Jones Lunchtime/Afterschool √ √

Tuesdays √ √ Basketball Mrs Hancock Afterschool √ √

√ √ ICT Miss Bunn Lunchtimes √ √ √

√ √ Spanish Mrs Knowlson Lunchtimes √ √

√ √ √ √ Athletics Squad Mrs Hancock After School √

√ √ √ √ Cheer Leading Sporting Chance After School √ √ √

Wednesdays √ √ Youth Club

Groundwork North East

√ ICT Lunchtimes

Gym Squad Only Mrs Hancock Lunchtimes

Multi skills Sporting Chance Afterschool

Thursdays

√ √ Recorders Mrs Rankin Lunchtimes √ √ √

Fridays Gym Squad Only Mrs Hanccock Lunchtimes

√ √ √ √ ICT Miss Bunn After School √ √ √

√ √ √ √ √ √ √ School Council Mrs Robson/Mrs Davidson Lunchtimes √ √ √

√ √ Football Mrs Hancock √ √ √

Outside providers who charge for their activities

1Sporting Chance