SCHOOL PROSPECTUS

(2018-2019)

Tel: (01865) 763357Fax: (01865) 308436

Email: office.3838@st-josephs-pri.oxon.sch.ukWebsite: www.st-josephs-pri.oxon.sch.uk

Headteacher: Mrs. Sue TomkysChair of Governors: Mrs. Mary Clarkson

CONTENTSPage2 CONTENTS3 Welcome by Headteacher and a brief history of the School and How to find us4 OUR MISSION STATEMENT5 ADMISSIONS POLICY AND APPLICATIONS INFORMATION

Arranging to Visit the School6 CHILD PROTECTION/SAFEGUARDING PROCEDURES7 SCHOOL TERMS AND HOLIDAY DATES8 SCHOOL STAFFING AND ORGANISATIONAL CHART9 THE GOVERNORS and the Role of Governors 10 RELIGIOUS EDUCATION11 THE CURRICULUM

Teaching at St Joseph’s Special Educational Needs and Disabilities including Gifted and

Talented EAL – English as an Additional Language

13 CURRICULUM ENRICHMENT Forest School Design and Technology Music and Drama Chess Family Life (Sex and Relationship) Education

16 COMMUNICATION Between home and school Complaints How we report progress Parent/Carer Code of Conduct

20 BEHAVIOUR20 ATTENDANCE

Holidays during term time20 HOME SCHOOL LINK WORKER21 ROUTINES

The School Day - Timetable Assemblies Morning Routine including breakfast and before school club Lunchtimes Home time Routine including afterschool club

22 GETTING TO AND FROM SCHOOL including use of the School Car Park23 PAYMENTS TO SCHOOL and Permission and Charges for School Activities24 ILLNESS and Medicines25 SCHOOL UNIFORM and Lost Property26 FOOD (including at Breakfast and After School Clubs)

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27 ST JOSEPH’S PARENT TEACHER ASSOCIATION (PTA)28 VOLUNTEERING AT ST JOSEPH’S

Ways Volunteers can help Expectation for Volunteers in School

Appendix A – Behaviour PolicyAppendix B – ParentPay

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Welcome to St Joseph’sA Brief History of the School

St Joseph’s is a warm and caring school and visitors, staff, governors and parents often comment on the ‘feel’ of the school and how special the atmosphere is. We believe in providing our pupils with many, varied opportunities to use and develop the gifts and talents they have been blessed with. In our approach to individual pupils in our care, we remember that each of us has been made in the image of God, as reflected by Christ and encourage all to see others in this light.

St Joseph’s is a Voluntary Aided Primary School in the Archdiocese of Birmingham. It is situated on Headley Way, Headington, Oxford in the parish of St. Anthony of Padua, but it also serves the parishes of Corpus Christi and St. Edmund and Frideswide (Greyfriars). Children attending the school are drawn from many different areas of Oxford City.

Although the current building was opened in 1968, the school dates from 1869. The original site was the presbytery and later in the old chapel of St. Ignatius in St. Clements. It was first known as St.Ignatius School and then St. Aloysius Girls and Infants School. In 1932 it became St. Joseph's. In 1973 it became a First School but is in 2003 when Oxford reverted to a two-tier system of education, it once again became a Primary School again taking children in the 4-11 year age band.

Mrs S TomkysHeadteacher

How to find us

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OUR MISSION STATEMENT

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ADMISSIONS POLICY AND APPLICATIONS INFORMATION (Our current Admissions Policy can be found on our school website)

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St Joseph's is a Voluntary Aided School and, as such, the School Governors are responsible for admitting children to the school.

The school admits children to the Early Years Foundation Stage (Reception Class) through Oxfordshire County Council's Co-ordinated Admissions Scheme. Children are admitted to the Early Years Unit in the September following their fourth birthday.

Pupils are also admitted outside the normal round of admissions e.g. for entry Year 1-6.

If you wish to apply for a place for your child please visit our school website for the current admissions policy and the application procedures.

Arranging to Visit The SchoolThe Headteacher is happy to meet parents who are considering St Joseph's as the school for their child.

Please telephone to make an appointment to visit the school. Parents whose children may have special educational needs are encouraged to discuss them with the Headteacher at any stage. This will not affect your application.

Each term a meeting is arranged for parents whose children start school the following term. A visit is arranged for the children so that they can meet their teacher and spend time in their classroom.

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CHILD PROTECTION/SAFEGUARDING PROCEDURESThe school is committed to safeguarding and promoting the welfare of children. A copy of the school Safeguarding Policy is to be found, with all our other policies, in the green Policy File that is available in the Old Library and on the school’s website. In addition, the government provides guidelines in the document ‘Keeping Children Safe in Education’.

The Oxfordshire Safeguarding Children’s Board (OSCB) gives clear guide-lines about how to identify and deal with suspected Child Protection matters.

Should the school have reason to believe that a child is, or may be, ‘at risk’ the Child Protection Agency or Social Services must be informed.

The designated members of staff for child protection is Mrs Tomkys, Deputies are: Mrs Luckett, Mrs Rapoport and Mrs Statford

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SCHOOL TERMS AND HOLIDAY DATES

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SCHOOL STAFFING AND ORGANISATIONAL CHART

School Staffing and Organisational Chart 2018-1910

Headteacher- Mrs Sue TomkysAssistant Head – Miss Francesca Carder

SENCO- Mrs Rebekka Spooner

EYFSRM- Miss Elena Mleczko

RJ- Mrs Francesca Carder

KS1 1DC- Miss Marcia De Cruz 1J- Miss Lauren James 2S- Mrs Anna Smith 2P – Mrs Elaine Price

LKS23R- Mr Alex

Rowley3M- Miss

FrancescaMacFarlane4G-Miss Georgia

Cook4I- Mr Jon

Ingram

UKS25H – Mrs Ann Henry5DJ- Mr Daniel

James6T – Mr Philip

Turner6L- Ms Maria

Loynd

(Key Stage Coordinators in Bold)Design and Technology Specialist Teacher – Mrs Vivien Weekes

Forest School Teacher- Mrs Edina WermeserHome School Link Worker – Mrs Kate StratfordMaths Specialist Teacher- Ms Gabrielle Rankin

Maths extension and Science Lead teacher- Mr Ian CallaghanMusic Teacher – Mr Stuart FindlayChoir Mistress- Mrs Edwina Vernon

Philosophy for Children – Mrs Maria Prodromou School Direct Trainees- Mrs Karen RavenhillSpecial Needs SPLD Teacher – Susan Roberts

Teaching AssistantsEYFS & KS1- Miss Megan May, Mrs Shaheen Hussain,

Ms Gemma Birchall, Mrs Agata Parczewska, Mrs Leanne SulaMrs Asma Iqbal, Ms Kerstin Welp, Miss Stefania Bruno

KS2- Mrs Maria Garrard, Mrs Sayema Monam, Mrs Anu Gundurao, Mrs Karen Chan, Mrs Wendy Cahill, Ms Donna Harrigan-White, Mrs Monica Goodstadt,

Mrs Deborah Hahn SEN Specialist Teaching Assistants- Mrs Wendy Fowler, Mrs Benita

OsborneEAL Specialist Teaching Assistants- Mrs Alison Seddighi (LKS2),

Mrs Monica Goodstadt (KS1)Cover Supervisors- Mrs Nicky Luckett and Mrs Fortunata Oates (EYFS),

Miss Philippa Brunt (KS1), Mrs Alison Seddighi (LKS2), Mr Artan Lasku (across the school)

AdministrationOffice Manager- Mrs Clare Drew - recruitment, admissions, website,

safeguarding Mrs Teresita Rapoport – Reprographics Assistant, Office Assistant

Mrs Mandy Hathaway - attendance, pupil details, uniform, ParentPay, First Aid Mrs Julie Cooper- Finance, procurement

School and Department Display and Admin Support – Mrs Rachel RendellBursar – Mrs Theresa Turner

Site Manager- Mr Julio BarresiCaretaker- Mrs Katarzyna Youssef

Breakfast Club- Mrs Nicola Luckett (supervisor), Mrs Sandra Lee, Miss Philippa Brunt & Mrs Sayema Monam

Senior After School Club Supervisor- Mrs Teresita Rapoport11

After School Club- Mrs Nicola Luckett (Asst Supervisor), Mrs Alison Seddighi, Miss Philippa Brunt, Ms Donna Harrigan-White, Mr Artan Lasku, Mrs Maria

Garrard, Mrs Sayema Monam Kitchen Staff – Mrs Michelle Staff, Mrs Sandra Lee, Ms Mulu Abeje, Ms Jane

Kariuki & Ms Abi King

THE GOVERNORS The governing body consists of(a) eight foundation governors;(b) two parent governors;(c) one LA governor;(d) one staff governor;(e) the headteacher

Foundation Governors: Parent Governors:Canon Mervyn Tower Mrs Anna MachensMrs Sophie Bale Mr Adrian LenaganSister Marie Ann Mr John GorrellDr Leo GoodstadtMr John HanlonMrs Cathy Clarke

Headteacher: Mrs Sue Tomkys

LA Governor: Ms Mary Clarkson (Chair of Governors) The Clerk to the Governors is Mrs Rachel RendellThe Clerk and Chair of Governors can be contacted by writing to them care of the school.

The Role of the GovernorsThey are responsible for promoting and maintaining the distinctive Catholic ethos of the school. The Governors’ role is to develop the strategic vision of the school and support and hold school leaders to account. The Governors meet as a Body several times in a year. Committees covering Finance and Personnel, Pupils and Curriculum, Premises and Safety meet termly.

The Governors work closely with the staff to develop and implement curriculum and other policies for the school including Religious Education and meeting the needs of SEN (Special Educational Needs) pupils. They are responsible for admissions through their Admissions Committee.

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Financially, the Governors decide how the school’s budget is spent and ensure accurate accounts are kept. They are responsible for carrying out external repairs, alterations and most capital building work. The Governors also control the use of the premises and determine any changing policy for school activities.

The Governors share the responsibility for selecting and employing the staff of the school.

Further information can be found on the school website.

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RELIGIOUS EDUCATIONThe children’s own experience, at the appropriate level of growth, is the basis on which their awareness and knowledge of God is developed. Our religious teaching is not confined to specific daily lessons but permeates the whole life of the school and our dealings with the children, each other and visitors.

The Diocesan Scheme of Work, “Learning and Growing as the People of God”, is supplemented by the celebration of the Liturgical Year of the Church. This is achieved through class teaching, collective worship, assemblies and mass. The school attends mass at St Anthony's Church on major Feast Days but we have mass in school on other occasions such as St Joseph's Day, the end of the school year.

The children in Years 4, 5 and 6 attend mass on a rotational basis on Wednesday in the Church. Parents are welcome to join us for mass. Each year the parish priests and staff meet together and plan prayer services and masses which the priests lead in the various year groups.

Each class has three prayer bags which are sent home with the pupils on a rotational basis. These are for use at home and have activities and prayers to support the RE Curriculum at home. Please ensure these are returned to school.

In Year 3 or, if the parents prefer, Year 4, the children prepare to receive the Sacraments of Reconciliation and Communion. This preparation is the basis of all our religious and moral education at home and at school. The various parishes ask the parents to participate in the preparation. Therefore, it is very important for parents to contact their Parish Priest to find out the details.

The teaching of R.E. in Years 5/6 includes the teaching of the Sacrament of Confirmation but again as preparation takes place in the parishes, it is important for parents to contact their Parish Priest.If parents wish their child to attend St Joseph’s Catholic Primary School, it is presumed that their child will attend Religious Education lessons and Collective Worship but parents do have the right to withdraw their child.

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THE CURRICULUM

Teaching at St Joseph’sWe are a two form entry school – this means we have two parallel classes. Classes are clustered in Key Stage groups and classes in a department are located close to each other.

The staff plan and work closely together to ensure co-operation and continuity throughout the school. All planning considers the needs of the children as individuals so that they are able to develop to their full potential, at their own pace, and no child feels a failure. We believe in offering a creative curriculum and encourage student participation in the planning and execution of lessons. We also believe in having a growth mind set – that intelligence is not fixed, but that with a growth mindset, “people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment,” (Carol Dweck)

We offer a stimulating learning environment, using inside and outside spaces to teach. There is an outside classroom; a large play ground with distinct zones plus the Forest School Copse. Inside, where possible, we have worked to use natural light, natural materials and plants to create an inviting and inspiring learning environment.

Staff are encouraged to attend courses, learn from one another and learn from other schools.

Supporting Those with Educational Needs and Disabilities including Gifted And Talented Pupils

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Any pupil may be considered to have a Special Educational Need at some time during their school life; this may be long or short-term. A child is considered to have a Special Educational Need when provision in school needs to be additional or different to the majority of the class, and difficulties experienced by the child are cross-referenced to detailed criteria. St Joseph’s is an inclusive school where all feel valued, welcome and able to achieve including the gifted child, the child who has learning difficulties, and those with physical, communication, sensory, emotional or behavioural needs.

In consultation with parents and carers, we aim to choose the best way to help each individual. Each term staff work from a Pupil Profile detailing what extra support or fixed-term intervention is being given to particular children, which staff are involved, how often it happens and for how long, the desired outcome of this support and how that will be measured. Some additional support will be in class, ranging from a teacher breaking instructions down into smaller chunks for some children or providing work in a different format to additional staff supporting a child, while others will be outside of the classroom either in a small focused group or one-to-one with an adult.

Any child considered to have a Special Educational Need is involved in reflecting on this work and feeding into termly reviews with school staff and parents and carers. Some children with greater or more complex needs have their provision detailed on an EHCP (Education, Health and Care Plan) and sometimes school staff work collaboratively with outside agencies such as the Educational Psychology Service, Speech and Language Therapists and Behaviour Support Service. All of this work is overseen by our Special Needs Coordinator in collaboration with the class teacher.

We recognise that all children are individual with their own special gifts. Children who are identified as being particularly gifted or talented in any area of learning will be closely monitored and provided with stimulating, challenging and enriching opportunities.

The whole building, including a toilet is accessible to a person using a wheelchair. There is a parking space reserved for those limited mobility. 

EAL – English as an Additional LanguageAn EAL student is a child for whom English was not their first language (their language spoken at birth). This could be a combination of another language and English.

Some student’s EAL status is easy to identify because they are still learning English. However this definition would also include:

A child who has a parent/carer for whom English was not their first language and an English speaking parent/carer e.g. French and

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English – French and English may be used interchangeably at home.

A child whose language at birth was not English, but who now speaks English fluently e.g. Parents are both Spanish, but use English on a professional basis. English and Spanish are used interchangeably.

Bilingualism is a positive thing which is valued and encouraged at our St Joseph’s. Research shows that bilingualism forges new pathways in the brain that a monolingual brain does not develop. Being bilingual is something to celebrate.

An EAL student is subject to the mission statement and the policies of the school and, as such, is entitled to learn in a safe, welcoming, nurturing environment where they feel accepted, valued and encouraged to participate and share their talents and aptitudes. We ensure that every child learning English as an Additional language is enabled to:

Share their cultural heritage and learn about the new culture they are joining

Access all areas of the curriculum to reach their full potential, working independently and confidently

Continue to use their first language with pride and confidence, and in doing so, become a fluent bilingual

Express themselves confidently in spoken and written English, using a range of language, including conversational, formal, technical and scientific language

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CURRICULUM ENRICHMENTAt St Joseph’s we pride ourselves with offering a broad and stimulating curriculum which is enriched through a mixture of opportunities both during the school day and as part of our extra-curricular programme (including before and after school activities). In order to draw a picture of the opportunities open to our pupils, both inside and outside of the classroom, we have drawn a web (pasted on the opposite page).

Forest SchoolForest School is an opportunity for your child to experience nature and the outdoor environment in a safe, secure and hands on way. Our ‘forest’ is the small copse just behind the school, surrounding the grounds on the north and west, with a small pond on the west side. This patch of woodland is fairly rich in plant species. There are a good variety of trees, shrubs and bushes, providing ideal places for hide & seek and other activities. The copse attracts insects, small mammals and a range of birds. We carry out maintenance work in the copse to minimise dangers such as hanging dead branches and to get rid of some of the brambles and stinging nettles and we have also created pathways and a base camp where children can sit around on logs for circle time discussions and storytelling. Building our pupils' sense of independence, self-esteem and team-work is an important part of Forest School. Health and safety considerations are always of paramount importance and for this reason a Personal Details & Medical Form must be filled out before a child can attend.  The site will be risk assessed by the Forest School Leader before every single session. Forest school sessions will happen in all weathers and the following clothing is recommended:

 Wellies or sturdy hiking boots Extra pair of socks Long trousers (old jogging bottoms, jeans) Long sleeved top or jumper Hat (sun or winter) Sun creams should also be applied if weather is hot. Waterproof jacket and trousers

Please use old clothes, so that it doesn’t matter if the clothing becomes dirty.  

Design and Technology18

The Design and Technology (DT) curriculum includes computer programming and food technology and is integrated into the class creative curriculum. We are fortunate to employ a DT teacher who works closely with the different departments to support the delivery of the curriculum. In KS2 DT is wholly taught by the specialist teacher who has a classroom specifically for DT.

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Music and DramaMusic and drama feature strongly in life at St Joseph’s, be it through worship, in class music lessons, individual instrument lessons or through the many music clubs available to our children.  There are also many opportunities for children to perform to each other and to their families and friends. We employ specialist teachers to work with class teachers to deliver the curriculum.

We have a very strong orchestra and KS2 Choir who perform at venues and in competitions including the National Music Festival and the Oxford Music Festival. All Year 3 children learn the recorder and all Year 4 children learn a brass instruments. There are many opportunities for children to perform to each other and to their families and friends. Each year EYFS/KS1 perform their Christmas Nativity to family and friends.  Year 3 takes part in a Singing Day and puts on a performance for parents. Year 4 perform a musical play as does Year 5 & 6 at the end of the year. 

There are instrumental concerts and singing concerts at which the KS2 Choir, Orchestra and Rock Band perform. The school has also participated in Shakespeare for Schools.

 ChessSt Joseph’s has a proud tradition of chess with over a quarter of the school taking part in coaching and competitions.

Family Life (Sex and Relationship) EducationThe context of the teaching is cross curricular but mainly linked to Religious Education and Science. All questions are answered simply and honestly, if they arise, using the correct vocabulary where necessary. In Key Stage 1 and Years 3 and 4, more specific questions on reproduction would be referred to the parents. Should parents find difficulty in discussing these matters with the children we are happy to offer help and guidance.

The more specific elements of the Diocesan Family Life Programme are included in the curriculum for Years 5 and 6. Before the units are taught, parents are informed and invited to an information meeting. Parents have the right to withdraw their children from these lessons except that which is part of the National Curriculum science requirements. As we are a Catholic school all questions or work to do with human relationships will be dealt with in accordance with the Church's teaching regarding Christian Family life.

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A copy of the Family Life Education is to be found, with all our other policies, in the green Policy File that is available in the Old School Library.

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COMMUNICATION

Between Home and SchoolParents are encouraged to arrange with the School Office to receive letters by Parentpay (an email communication system). Please ensure you sign up for and check your Parentpay account. This is the main way that the school communicates with parents about events and dates. The school writes a newsletter every two weeks which celebrates events that have happened in the school and gives important dates in the school calendar.

The school website is regularly updated with information including policies, the calendar and other important information for parents. This includes each year group’s termly curriculum plans.

Copies of all the school policies are to be found in a green file in the Old School Library.

When your child begins school, you will be given a copy of our leaflet detailing our Home/School Links and you will be asked if you agree with them.

Each class teacher holds a meeting for parents early in the new school year.

Relationships with parents are of great importance to us and we seek to work with them in supporting their child’s learning and development through their schooling.

ComplaintsShould you be dissatisfied with any aspect of school life, please see your child’s teacher.

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If you feel unable to discuss this problem with the teacher or you feel dissatisfied with the teacher’s response, please see the Key Stage Co-ordinator. If still dissatisfied, then ask for an appointment with the Headteacher. Please do not approach Governors, particularly the Parent Governor, or the P.T.A. class representatives, without discussing the matter with a member of staff. Although the parents of the children in each class select a Class Representative, their role is that of a link with St Joseph’s Parent Teacher Association to aid the organisation and support of activities and events and they should not be asked to act as spokesperson for any concerns or complaints. It is helpful to make an appointment to speak to a class teacher rather than rush a discussion early in the morning before school.

The School’s complaints procedure is to be found on the website. Full copies are available on request if you wish to make a complaint.

How We Report ProgressParental Consultations Parents are informed of the dates and times of Parental Consultations through the newsletter and email. There is an informal meeting in the Autumn Term and an academic consultation in the Spring Term. At any time during the year a teacher or parent may request a meeting to discuss a child’s progress or a particular concern.

Annual ReportThe Annual Report to parents is sent out in the Summer Term. Then, parents who wish to discuss the report with the class teacher, are welcome to make an appointment to do so.

AssessmentAs your child goes through school their progress will be monitored in a variety of ways:

Early Years Foundation Stage Profile, which is a picture of what your child has achieved, knows and can do. It is based on the Early Learning Goals and the Curriculum Guidance for the foundation stage. There are no tests and no tasks. Children are observed regularly and their progress is documented. We use ‘Tapestry’, an on-line learning journal, to record, track and celebrate children's progress. We capture children's

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experiences on ‘Tapestry’ and this unique journal is shared online with parents, who are able to see special moments and view their child's progress.

At the end of the year, children are assessed as to whether they are ‘emerging’, ‘expected’ or ‘exceeding’ in relation to the Early Learning Goals which are linked to the above seven areas of learning. Most children will be working at the level of the Early Learning Goals, some children will have exceeded them and others will be working towards them.

End of Key Stage 1 Assessments in Mathematics, English and Science for the children in Year 2 are carried out in Summer Term and fit around other schoolwork and activities. Parents are informed of the results in the Annual Report at the end of the Summer Term.

Teacher Assessment that is on-going in order to help teachers with the planning of lessons and monitoring progress. This is recorded on the Annual Report to parent’s.

End of Key Stage 2 Standard Assessment Tests in Mathematics and English for the children in Year 6. The Mathematics and Reading papers are externally marked. These take place during a week in May. Parents are informed about the dates and arrangements.

A Folder (Pupil Profile), whose purpose is to provide key information to teachers, is kept on each child and it holds records on pupils progress including previous reports, assessment levels and information given by parents on a pupi

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Parent/Carer Code Of Conduct

St Joseph’s Catholic Primary SchoolOxford

“Let us protect with love all that God has given us.”

(Parent/Carer Code of Conduct)We are very blessed that St Joseph’s school has such a kind, friendly and generous community of staff, governors, parents and carers all dedicated to the Catholic education of our children. Our staff and parents recognise that educating children is a process that involves a partnership between each other and understands the importance of a good working relationship. We welcome and encourage parents and carers to participate fully in the life of our school.St Joseph’s has a duty of care to all its stakeholders to ensure their safety and wellbeing. The purpose of this policy is to provide a reminder to all visitors to our school about the expected conduct. This is so that we can continue to progress, in an atmosphere of mutual respect and understanding.

Guidance: As well as following the guidance set out in our Home-School agreement, we expect parents/carers and visitors to:

Respect the Catholic Ethos of our school. Understand that both teachers and parents need to work together for the

benefit of their children. Seek to bring about a peaceful solution to any issue and approach the school

to help to resolve any concerns. As the first educators of their children it is the parents & carers

responsibility to demonstrate mutual respect to all members of the school community and therefore set a good example in speech and behaviour.

Parents are reminded of their duty to correct their own child’s behaviour, especially where it could lead to conflict or unsafe behaviour.

We must point out that: Cycling or scooting on school premises is not permitted. Dogs are not allowed on the school premises unless they are guide dogs. There is no access to the school car park for parents after 8.15am or

before 4pm

Please find attachment of the Rules of Conduct. We trust that parents & carers will assist our school with the implementation of this policy and we thank you for your continuing support of the school.

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Rules of ConductBehaviourIn order to support the peaceful & safe school environment the school cannot tolerate parents, carers or visitors exhibiting the following: Disruptive behaviour that interferes with or threatens to interfere with the

operation of a classroom, the office or any area of the school and its grounds and car park.

Using rude, loud or offensive language. Intimidating behaviour, including displaying temper. Damaging or destroying school property. Identifying or posting images or videos of pupils. Approaching someone else’s child in order to discuss or chastise them

because of their actions towards another child. Using social media for airing concerns or grievances about the school, its

staff, parents, governors or pupils. Sending abusive or threatening emails, texts, voicemails, phone messages or

other written communication to anyone within the school community.A parent who displays any of the behaviour as described above will be asked politely to desist and offered the opportunity to discuss the matter in person.

Procedures The school has a range of strategies to employ with any parent/carer who persists with unacceptable conduct. Whilst these sanctions are set out in the policy by way of a sequential process, they can be initiated at any stage if, in the judgement of the Head teacher, the severity of the behaviour warrants such a level of intervention.

1. Verbal Warning2. Mediation Meeting if appropriate3. Two formal Written Warnings

Should any of the above behaviour continue to occur the school might feel it necessary to contact the appropriate authorities and if necessary, ban the offending adult from entering the school grounds.

Key PrinciplesIn instances such as these the protocol is: The education of the children involved will not be compromised in any way. The school will fully investigate all valid concerns. Documentary evidence is kept of any action, correspondence and decisions. Any decisions will be fully communicated to the parent. Any parent behaving unlawfully will be reported to the police.

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BEHAVIOUR We have high expectations of the children with regard to behaviour whilst maintaining a happy atmosphere. Emphasis is placed on thought for others and caring for one another. Importance is placed on co-operating with parents in achieving these standards. The children are encouraged to have a pride in their courtesy, manner of speech and general appearance.Any serious breach of discipline is dealt with in consultation with parents and, if necessary, Governors. A copy of the school’s policies on anti-bullying and single equality are to be found, with the other policies, in the green Policy File which is available in the Old Library and on the website.

ATTENDANCEIf your child is absent from school, please send a letter explaining the reason.When a child arrives after registration, this is noted in the register.

Parents must phone the school by 10 a.m. if their child is not attending or the school will phone to check.

We monitor absences carefully and have a good record of attendance at the school. We expect all pupils to have a high level of attendance at 96.5% or above. Any pupil below 90% is deemed by the government to be a persistent absentee.

Permission cannot be granted for absences, including holidays, in term time unless there are exceptional circumstances. The maximum that can be granted under exceptional circumstances is 10 school days at the Headteacher’s discretion.

Holidays During Term TimeYou are urged not to take your children on holiday during term time but if this is unavoidable and for exceptional circumstances, then leave of absence up to a total of two weeks in any calendar year may be granted at the discretion of the Headteacher. A copy of the form for applying for this type of absence is to be found outside the school office. It should be completed before any booking is made.

HOME SCHOOL LINK WORKERKate Stratford is our Home School Link Worker, offering support and

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advice for families, helping to improve communication between home and school and enabling parents and carers to discuss concerns in a safe and secure environment. You are welcome to contact Kate through the school office if you would like to seek her advice. Details are on the school website.

ROUTINES - The School Day9.10 a.m. Registration10.30 a.m. Break

11.45 am to 1.00pm Lunch for Foundation 12.00 pm to 1.00pm Lunch KS112.15 pm to 1.00pm Lunch for Lower Key Stage 2 children and Upper Key Stage 2

3.10 p.m. End of day

AssembliesMonday: 9.15 a.m. Whole School Wednesday 9.15 a.m. Key Stage 1Thursday: 9.15 p.m. Key Stage 2 Friday: 9.15 a.m. Sharing Assembly - parents are welcome.

10.45 a.m.KS1 Hymn Practice 11.15 a.m.KS2 Hymn Practice

Morning Routine (Including Breakfast and Before School Club)A Breakfast Club is run from 8am each morning and a Before School Club from 8.30am. These clubs do not require pre-booking. Please as the office for further details.

Parents bringing their children to school by car or walking, use the path leading to the gate which gives entry to the playground. The side gate is unlocked and a member of staff will be on duty from 8.50 a.m. Any child arriving before 8.50 should not be left alone but could

attend Before School Club from 8.30am, or Breakfast Club from 8.00am.

Weather permitting, children are expected to stay in the playground until 9 am.

Then the children go into their classrooms so that they are ready for the start of the day at 9.10 am.

The children from Foundation and Year 1 attending ‘Before School Club’ are taken to their classrooms.

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Whilst a member of staff is on duty in the playground from 8.55, please ensure your child does not climb on the play equipment or

cycle/scoot across the playground.

Morning BreakChildren should normally go out to play at playtimes, as this is a normal part of the school day. If there is a valid reason why you do not wish your child to participate in playtime, please discuss this with the class teacher or send a note.

During the morning break there is an opportunity for children to eat snacks. In KS1 the children are offered fruit, they may bring in their own fruit. We are a nut free school, please do not send nuts in your children’s snack. In KS2 children bring in their own snack – the school policy is for children to bring in fruit.

The children should bring their own bottle for water to school to be kept in class so that it is easily accessible. This should not contain squash. It can be filled from the water dispenser by the child. The EYFS children remain in their own area throughout the morning.LunchtimesGrace before and after meals are said in the classrooms. All children wash their hands cloakroom before beginning their meal.

The children have hot school meals or eat the packed lunches brought from home in the school hall. We are a nut free school, please do not send nuts in your child’s packed lunch. Lunches are free for EYFS and KS1 under the Universal Infant Free School Meal (UIFSM) provision.

Supervisors will help children clear their plates after the end of the meal if necessary. They will tell the children when they can go out to play and care for them in the playground.

There are adventure playgrounds and play equipment for the children to play on. The older children may bring a tracksuit to change into and a change of footwear if they wish to play football on the grass area.

There is a ‘Quiet Area’ outside the library for children who do not want to participate in more energetic pursuits.

In wet weather the children play in their classrooms. Their teachers will tell them which activities they may use.

Home Time Routine (including After School Club)Children who are being met go straight to the playground and are collected from there.

Foundation children stay in their classroom with their teacher.

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Year 1 are taken to pre-arranged exits and released by the class teacher.

Children are happier if they are collected on time. If you are unavoidably delayed, preferably make contact with a friend rather than trying to give this message to your child by contacting the school. The school must be informed in writing, if a child in Key Stage 2 is to travel home unaccompanied by an adult. Children with permission must tell the teacher on the gate that they are leaving.

The School offers an After School Club, run by members of school staff. This operates from the end of school until 6pm. Details can be found on the school website under parent information – clubs. This service requires booking.

GETTING TO SCHOOL AND THE SCHOOL CAR PARKThere is a covered cycle rack in the playground for children cycling or scooting to school. The School has a Travel Plan and encourages parents and children to walk or cycle to school or use the buses. Parents are requested to take responsibility for the safety of others by parking legally and safely.

The school car park is for staff only and not for dropping off or collecting children unless they are dropped before 8.15 am or are being picked up after 4.00 pm. Staff arriving at school in the morning need to be able to park and to be in promptly in order to welcome the children.

No one should be parking on the zig zag lines outside school. These are important rules for the safety of every child. In keeping with the ethos of the school, please respect our neighbours and do not park across their drives.

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PAYMENTS TO SCHOOLAll money transactions between home and school are now done on-line through ParentPay. This includes payments for school lunches, trips and activities. The School Office does not hold cash. For further information about ParentPay, please see Appendix B.

Consent and Charges for School Activities and TripsWe have always tried to widen our children's experiences and offer enjoyable education opportunities. The children are taken out on carefully selected trips and, occasionally, we arrange for a theatre group or musicians to perform at the school.

The parents are asked annually to sign a consent form giving permission for the children to attend off-site visits during the school year.

When these trips or performances take place, the cost is explained to parents who are then asked to make a voluntary contribution to cover it. Pupils will not be excluded if a contribution is not received. Obviously, if insufficient funds were received the trip or performance would have to be cancelled.

The children often do cooking, technology, and other crafts which require consumable materials and which the children are able to take home. We ask for a voluntary contribution of £10 per family each year to help with the materials needed for these activities. This should be paid at the beginning of each school year, via ParentPay.

In accordance with the 1988 Education Act, we do not make charges for any activity which takes place during school hours therefore no child will be deprived of an activity because a voluntary contribution has not been received.

The Act also allows the school to ask parents to pay for lost or damaged school property.

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ILLNESS AND MEDICINES

IllnessWe keep a record of your telephone number and at least two alternative emergency numbers so that we can inform you immediately if your child is taken ill.

IT IS VITALLY IMPORTANT THAT YOU KEEP US INFORMED ABOUT ANY CHANGES IN THESE NUMBERS.

When children are feeling unwell in the morning they should remain at home. They can always be brought to school later if they are feeling better. If children vomit and/or have diarrhoea, they should remain at home for at least twenty four hours from the last incidence.

MedicineWe do not administer medicine for health and safety reasons. In exceptional circumstances, after discussion with your hospital consultant, the school nurse and the headteacher, we may arrange to administer essential medication only.

If your child needs an asthma inhaler, please give it to the class teacher so that it is kept accessible to the child. Inhalers for EYFS are kept with the class teacher. Inhalers for KS1are kept with the class teacher but accessible to the child. Inhalers for KS2 children should be kept in their drawer in their classroom so that it is accessible to them. It is responsibility of the parents to ensure that inhalers are changed before the expiry date and that they are taken on school trips.

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SCHOOL UNIFORM

Girls BoysWinter

 Green or grey pinafore dress/skirt/trousers/shorts

 White or grey blouse/polo shirt School sweatshirts/bottle green or grey cardigan/pullover White/black/green socks or tights Sensible shoes or trainers (with no

logo) in dark colours (no boots)

 Grey trousers/shorts (not track suit bottoms)

 White or grey shirt White or green polo shirt or polo neck School sweatshirt/bottle green or grey pullover White/black/green socks Sensible shoes or trainers (with no

logo) in dark colours (no boots)

Summer Green and white gingham dress  Grey shorts

Footwear must be safe, sensible and suitable for a day in school.NB: plain white or dark coloured sandals are permissible with socks, in the

summer terms.

PE Kit consists of green shorts, white t-shirt (with or without the school logo), and plimsolls

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Book bags and PE bags are available from the school office.

 

Jewellery is not appropriate with school uniform. For Health and Safety reasons, earrings must be removed or covered with tape (provided by the parents) for PE. However plain studded earrings are allowed.

Please label every item of clothing – the school uniform company will print names

 

How to Order your School UniformOur school uniform is available from PMG Schoolwear, a national online business that provides uniform direct to parents.

You can order your school uniform from them in a number of ways:

Online from www.pmgchoolwear.co.uk Call 01895 809321 - Monday to Friday 9.00am-5.00pm. By post at their address: 8 Regal Way, Faringdon, Oxfordshire SN7

7BX Order forms are available from the School Office. If you are local, you can visit their uniform shop - opening hours are

Monday to Friday 9.00am-5.00pm.

Lost PropertyLost Property is kept in boxes in the Old Library, each Key Stage also has a box. You are welcome to look there for anything your child loses. The box is emptied at the end of each term.

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FOOD (including at Breakfast and After School Club)We are a nut free school, please do not include nuts in snacks or packed lunches. We include food education in our curriculum and it is cross-curricular, timetabled within Science and with Humanities and Food Technology providing opportunities for cooking and farm visits.The “Eatwell Plate” model (Food Standards Agency) will form the basis of our healthy eating education.

Breakfast and After School ClubWe have Breakfast and After School Clubs operating on the school premises. We share our food policy with them and ask them to work in a way that supports our aims and objectives. The Breakfast Club offers a healthy and nutritious breakfast with the widest selection possible. And the After School Club provides freshly made sandwiches and vegetables.

Break timeso In Key Stage 1 the School fruit scheme and milk scheme are used and

children are provided with fruit and milk. Children may bring their own fruit or vegetable if they prefer.

o In Key Stage 2 snacks should be a piece of fruit or vegetable along with water to drink. Children are clear that no fizzy drink, crisps or chocolate are allowed.

LunchSchool lunches and packed lunches are eaten in the Hall and are organised into several sittings. School meals are provided by a contracted caterer who has a healthy-food policy as part of their tender. Where possible, this includes the use of fresh fruit and vegetables each day as a choice for the children. They provide a vegetarian and non- vegetarian option, both of which pay regard to nutritional balance and healthy options. We are a nut free school. Menus are available in advance for pupils to choose from. Lunchtime supervisors encourage the children to choose a balanced meal and to eat it.

Parents and pupils are encouraged to organise a healthy packed lunch, including an energy food (e.g. sandwich, pasta or rice salad, crackers) with some body-building food (e.g. lean meat/fish/ egg/cheese), a portion

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of dairy foods (e.g. cheese, milk drink, yoghurt) and some fresh fruit or vegetables. They include a drink e.g. water, fruit juice or sugar-free squash.

DrinkWater provided freely throughout the school day via water dispensers in each Key Stage Area and classroom taps.

For further information see the Whole School Food Policy on the school website.

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ST JOSEPH'S PARENT TEACHER ASSOCIATION (PTA)It is school policy to welcome and encourage parental involvement in the life of the school. Each year St Joseph's Parent Teacher Association arranges a number of functions at which parents, staff, family and friends can socialise. It organises fund raising activities that we hope you will support and enjoy. The purpose of the fundraising is decided at Committee Meetings and there is much satisfaction to be felt when a function is well attended and enjoyed.

All parents and staff are members of the Association and are welcome to attend all meetings and functions. It is one way by which you can contribute to the school community. Social events at which parents, staff and children meet informally are arranged and these help to foster a close relationship and co-operative attitude which is beneficial to the whole school community. The AGM of the Association is held in September and the Committee meets regularly the year. Newsletters are sent to all parents.

The Association is always changing as children enter and leave the school. New Committee members are always welcome and often bring new and different ideas. You are welcome to attend any meeting.

There are noticeboards in entrance to KS1 from the playground and in the corridor to Year 5 & 6 classrooms.

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VOLUNTEERING AT ST JOSEPH’SThere are many ways to help at St Joseph’s and we really appreciate offers of help. If you have any questions, please don’t hesitate to ask the Deputy, Key Stage Co-ordinators or the member of staff you are helping.

You will understand that keeping the children safe is extremely important. Mrs Drew in the Office will advise you on what we will need you to do in order to be inducted into volunteering at our school. Regular volunteering will require you to have a DBS check. This is to check that people have no police convictions involving children. There are also some other requirements stipulated by the Government.

We hope that your time with us will be enjoyable, productive and rewarding.

Expectations For Volunteers In SchoolIt helps if you can identify a particular morning or afternoon when you are available to help. Please talk to the class teacher about which time would be most useful. If you find you are not going to be able to come into school on a particular day it is helpful to know in advance, even if that’s only a phone message on the morning in question.

When you arrive please come into school through the front door, sign in at the school office and collect your visitors’ badge. Don’t forget to sign out and return your badge when you leave.

We expect volunteers to:40

Be polite to the children and to each other Give clear instructions Listen to each child’s point of view Tell the teacher about behaviour issues and refrain from

trying to sort the issue out themselves Be positive and recognise good behaviour by giving examples

eg – That was kind because…..I liked it when you …because…… Be positive and recognise achievement and effort Comment on behaviour only – “That……is unacceptable because…….” Reinforce appropriate behaviour of any child you witness Respond appropriately when addressed by name by a child Model appropriate movement and door courtesy, stay calm Be careful not to allow themselves to be put in a compromising

positione.g. be in a 1:1 situation with a child in a closed room or toilet area.

Remember that confidentiality is essential

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Ways Volunteers Can HelpActivities which will take place with one child at a time Hearing children read Helping children learn their key words Helping children learn their weekly spelling

Activities which involve working with a small group of children Reading in a group (guided reading) Painting and craft work Working on the computers Cooking Gardening Playing in the role play area Supporting work in various subjects by talking

with children about what they are doing

Practical jobs that need doing Changing reading books and recording in both the child’s record book

and the teacher’s file Keeping reading books and library books in good repair and put away

correctly Photocopying & Laminating Cutting things out (sometimes before and after laminating them) Sharpening pencils and crayons Filing children’s work Keeping computers dusted and clean in the ICT suite and in

classrooms

Occasional activities Helping on trips Helping at times like Christmas plays and special weeks such as

Science or Maths week etc. You could arrange to come in just for one day There are also jobs such as cutting out, making games etc which can

be done at home

Forest SchoolPlease contact Mrs Wermeser

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St Joseph’s Catholic Primary SchoolOxford

“Let us protect with love all that God has given us.”

(Behaviour Policy)The Behaviour Policy operates in conjunction with the following policies: Anti-bullying Policy Special Educational Needs (SEN) Equal Opportunities Policy Attendance Policy Safeguarding and Child Protection Policy and Disability Discrimination Scheme.

RationaleWe are made in God’s image and, therefore, we have the right to be valued and respected as individuals.Any behaviour which does not bear witness to this can, and should, be challenged.

PurposesAt St Joseph’s we aim to make sure that everyone:- feels confident, valued and comfortable in the school- behaves in a safe way (for themselves and others)- grows in mutual respect by showing that the feelings of other people are

important- makes well- informed choices, thus developing self-discipline- realises that all our choices (good or bad) have consequences- accepts responsibility for the consequences of their actions- follows the school learning charter

GuidelinesThe Curriculum and LearningWe believe that an appropriately structured curriculum and effective learning contribute to good behaviour. Thorough planning for the needs of individual pupils, the active involvement

of pupils in their own learning and structured feed-back all help to avoid alienation and disaffection which can lie at the root of poor behaviour.

Lessons should have clear objectives, be understood by the children, and, where appropriate, adapted to meet the needs of the children.

Marking and record keeping can be used both as a supportive activity, providing feed-back to the children on their progress and achievements, and as a signal that the children’s efforts are valued and that progress matters.

Classroom Management and Displays

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Appendix A

Classroom management and teaching methods have an important influence on children’s behaviour.

The classroom environment should give positive messages to the children about how they and their efforts are valued.

Relationships between teacher and children, strategies for encouraging good behaviour, arrangements of furniture, access to resources and classroom displays all have a bearing on the way children behave.

Classrooms should be organised to develop independence and personal initiative. Furniture should be arranged to provide an environment conducive to on-task behaviour. Materials and resources should be arranged to aid accessibility and reduce uncertainty and disruption.

Displays should help develop self-esteem through demonstrating the value of every individual’s contribution, and overall the classroom should provide a welcoming environment.

Teaching methods should encourage enthusiasm and active participation for all. Lessons should aim to develop the skills, knowledge and understanding which will enable the children to work and play in co-operation with others. Praise should be used to encourage good behaviour as well as good work.

Displays which use individual children’s names competitively (eg. star charts) or to highlight poor behaviour will not be used at St Joseph’s.

Rules, Rewards and SanctionsIt is important that rules, sanctions and rewards are used consistently. Our emphasis is on rewards to reinforce good behaviour, rather than on

failures. We believe that rewards have a motivational role, helping children to see that good behaviour is valued. The most common reward is praise, informal and formal, public and private, to individuals and groups. It is earned by the maintenance of good standards as well as by particularly noteworthy achievements. This is as true for adults as for children. Routines and rules in the classroom contribute to a happy learning environment and should be designed to make clear to the children how they can achieve acceptable standards of behaviour.

Rewards and sanctions should be:- clearly understood by the children and adults;- fair and consistent;- have a clear rationale;- realistic and positive;- promote the idea that every member of the school has

responsibilities towards the whole.

Rules should be kept to necessary minimum. In line with our Mission Statement, we believe that celebrating pupils’ social, physical, creative and academic achievement is a vital way in which to promote good behaviour.

We do this in all aspects of school life through:- verbal or written praise by peers, school staff and parents;- displays of work;- opportunities to perform or share;- the awarding of stickers, certificates, house points, marbles and

other rewards;- sharing success with the community.

Sanctions are used to register the disapproval of unacceptable behaviour and

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to protect the security and stability of the school community. The use of sanctions should be characterised by certain features:

- sanctions should identify unacceptable behaviour rather than the individual;

- it must be clear why the sanction is being applied;- the acceptable/desirable behaviour should be made clear in order to

avoid future sanctions;- on the whole, group sanctions should be avoided as they breed

resentment;- there should be a clear distinction between minor and major

offences, and the sanction should be in proportion to the offence.

Sanctions range from:- expressions of disapproval- withdrawal of privileges- referral to the Key Stage Co-ordinator- referral to the Headteacher- letters or phone calls to parents

to ultimately and in the last resort, exclusion (following the LA guidelines).

Most instances of poor behaviour are relatively minor and can be adequately dealt with through minor sanctions.

Where anti-social, disruptive or aggressive behaviour is frequent sanctions alone are ineffective. In such cases careful evaluation of the curriculum on offer, classroom organisation and management and whole school procedures should take place to eliminate these as contributory factors. Additional specialist help and advice from the Educational Psychologist or MBox may be necessary. This possibility should be discussed with the Headteacher.

Specific Incidents Our ethos remains the same whatever the incident, however we recognise

our responsibility to keep all pupils and staff safe, and therefore there may be particular occasions where a more severe sanction is warranted. Parents will always be informed and children’s views will be listened to.

Where a pupil hurts another pupil at playtimes, the sanctions will be as follows:1. A clear reminder and explanation of sanctions if there was a further

incident.2. A one day internal exclusion from the playground.3. A three day internal exclusion from the playground.4. A five day internal exclusion from the playground.5. Sending the child home for lunch (exclusion)

Examples of minor sanctions- Time out (in same class or to another teacher NOT unsupervised)- Five mins missed play- Asked to sit elsewhere

Examples of more serious sanctions- Detention after school- Contracts with children and parents

Children who have chosen not to complete work in class time may be asked to complete work in playtime (max ten minutes) or work may be sent home in consultation with parents.

Home/school books may be used to emphasise school or parents working in

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partnership to the benefit of the child. The school will follow LA guidelines in considering exclusion for severe

incidents.

Communication and Parental Partnership We give high priority to clear communication within the school and to a

positive partnership with parents since these are crucial in promoting and maintaining high standards of behaviour and we aim to build trust and develop a common approach to behaviour expectations and strategies for dealing with problems. Parental participation in many aspects of school life is encouraged. This participation assists the development of positive relationships in which parents are more likely to be responsive if the school requires their support in dealing with difficult issues of unacceptable behaviour.

The school will communicate policy and expectations to parents. Where behaviour is causing concern parents will be informed at an early stage, and given an opportunity to discuss the situation. Parental support will be sought in devising a plan of action within this policy, and further disciplinary action will be discussed with the parents. Where the behaviour of a child is giving cause for concern it is important that all those working with the child in school are aware of those concerns, and of the steps which are being taken in response.

The key professional in this process of communication is the class teacher, who has the initial responsibility for the child’s welfare.

Early warning of concerns should be communicated to the Headteacher so that strategies can be discussed and agreed before more formal steps are required.

The school SENCO may also be asked to provide support for the class teacher and to act as a point of contact between the class teacher and outside agencies.

Date agreed: Summer 2016Headteacher

Date for Review: Summer 2019

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APPENDIX B – PARENTPAY

An introduction to ourOn-line payment service

www.parentpay.com

What does ParentPay do? enables you to pay for school meals and other items such as trips

allows you to give consent for trips without the need for a paper reply

offers a highly secure payment site

gives you a history of all the payments you have made

allows you to create a single account login across all your children that attend a ParentPay school

shows you all items available for payment relevant to each of your children

emails a receipt of your payment to the email address you register

offers you the ability to set automated email/SMS payment reminders

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How does ParentPay help you? gives you the freedom to make payments to school whenever and wherever you like

stops you having to write cheques or search for cash to send to school

gives you peace of mind that your payment has been made safely and securely

helps with budgeting; payments are immediate, there is no waiting for cheques to clear

payments for many of the larger trips can be made by instalments up to the due date

you will never need miss a payment, or have insufficient credit, with automated email/SMS alerts

ParentPay is quick and easy to use

How does ParentPay help our school? reduces the administrative time spent on banking procedures

keeps accurate records of payments made to every service for every student

payments do not bounce

reduces paper ‘waste’

allows for easy and quick refunds to be made back to the payment card

improves communication between the school and parents concerning payments

offers a more efficient payment collection process, reducing the amount of money held on school premises

helps us improve school-home communication by enabling us to send messages and letters, even if they do not have a payment item related

How do I get started?We will send you an activation letter containing your activation details to enable you to set up your ParentPay account.

If you have more than one child at a ParentPay school/s you can add them to a single account, providing one login for all children at ParentPay schools.

Please use the e-mail that you would prefer messages to be sent to, as newsletters and information are sent out regularly by this method.

www.parentpay.com

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