St Mary’s Church of England
Voluntary Aided Nursery and Infant School
Prospectus 2010-2011

Headteacher:	Mrs Judith Gore B.Ed (Hons)
Chair of Governors:	Reverend David Wilmot

 

Welcome to St Mary’s School Prospectus.

Choosing the right school for your child is one of the most important decisions a parent makes. I am sure that you will enjoy reading this prospectus and finding out about our happy and busy school. St Mary’s is described as being ‘good with many outstanding features’ by OfSTED and ‘outstanding’ by the Denominational Inspectors. I am very proud of the school, all the wonderful children and admire the dedication of the staff and governors. Please come and visit us, you will see so much more than we can include in this information. Just telephone to make an appointment and I will take pleasure in showing you round. I look forward to meeting you and your child.

Judith Gore, Headteacher     

 

St Mary’s Church of England Nursery and Infant School

St Mary’s Church of England Nursery and Infant School is housed in a light airy building opened in 1969 to replace the original one next to the church. The school provides education based on the practices and principles of the Church of England Trust Deed of 1852.

The school caters for children aged between 3 and 7 years. At present we have a Nursery suite, which caters for children on a part time basis. There are six large Infant classrooms catering for Reception, Year 1 and Year 2 pupils. Our hall is used for PE, assembly and lunch as well as special events and concerts. The music room is well equipped as is our beautiful library, these are used by the children every week. Our community suite known as ‘The Rowan Rooms’ is used to support teaching and learning and by St Mary’s Leapfrog Childcare.

Our experienced team of staff work together to provide high quality education and care for the children. The governors manage the budget, are responsible for the upkeep of the buildings and grounds and employ all the staff. The parents, children, staff, governors and the community all contribute to the ongoing improvement of our school buildings and grounds.

Outdoor learning is a feature of St Mary’s. We actively promote the use of the grounds and local area to support learning. There is a wildlife area with three raised ponds. The two large playgrounds have been redeveloped to the children’s award winning designs providing different play areas with adventure play equipment, seating, an outdoor classroom, sand pit, a secret garden, an art station, ’camping area’, musical instruments, play house and shelter.
 

Governors 2009-2010

Reverend David Wilmot	Chair of Governors
Mrs Jane Hibbitt	Foundation Governor and Vice Chair
Mr Alf Henderson	Foundation Governor
Mr Kevin Holmes	Foundation Governor
Mrs Leslie Bennett	Foundation Governor (Parent)
Ms Pauline Bainbridge	Foundation Governor
Mrs Eileen Drury	Foundation Governor
Vacancy	Foundation Governor
Mrs Alex Wickens	Parent Governor
Mr Simon Ravenhill	Parent Governor
Mr Phil Kirby	Local Authority Governor (Parent)
Mrs Jen Smith	Staff Governor
Mrs Gemma Thwaites	Staff Governor
Mrs Judith Gore	Headteacher
Mrs Claire Holden	Clerk to Governors

 
School Staff 2009-2010

Mrs Judith Gore	Headteacher
Mrs Margaret Easton	Assistant Headteacher and Key Stage 1 Teacher
Mrs Lisa Stephenson	Foundation Stage Leader and Reception Teacher
Mrs Alison Salmon	Nursery Teacher
Mrs Charlotte Casey	Reception Teacher
Mrs Rachael Margeson	Key Stage 1 Teacher
Mrs Kath Savage	Key Stage 1 Teacher (part time)
Mrs Gemma Thwaites	Key Stage 1 Teacher (part time)
Mr Nick Haslam	Key Stage 1 Teacher
Mrs Sue Cox	Special Educational Needs Coordinator (part time)
Early Years Practitioners:	Mrs Liz Russell, Mrs Jill Guy, Mrs Jane Wild and Mrs Fiona Wood
Teaching Assistants:	Mrs Kathryn Airey, Mrs Lynne Cooper, Mrs Cathy Crombie-Noble, Ms Kirsty Galloway, Mrs Glynis Ibbotson, Mrs Bev Rowlinson, Miss Lynsey Slater and Mrs Kate Williams

Administrator	Admin Assistant:	IT Technicians:
Mrs Jen Smith	Mrs Claire Holden	Mr Steve Pratt and Mr Wallie Thompson

Mid-day Supervisors:

Mrs Janice Baker, Mrs Lisa Barnes, Mrs Cathy Bateman, Mrs Cathy Crombie-Noble, Mrs Claire Holden, Mrs Janet Lowis and Mrs Bev Rowlinson

Site Supervisor:	Mrs Claire Holden
Cleaners:	Mrs Janice Baker and Mrs Joanne Charnley
St Mary’s Leapfrog:	Mrs Alison Williams, Ms Pauline Bainbridge and Mrs Mandy Newton

Child Protection Officer:

Mrs Judith Gore

Child Protection Governor:

Reverend David Wilmot

 

Aims of the School

The staff and governors of St Mary’s Church of England Nursery and Infant School intend to create a school community in which each pupil will have the opportunity to grow personally and academically through:

• An ethos which is informed at all levels by Christian values, beliefs and practices and promotes high moral standards including co-operation, partnership, tolerance and respect for others.
• An opportunity to achieve excellence and enjoyment through an educational experience of the highest quality that provides a good foundation of skills together with sound preparation for the next stage of education and development.
• A broad and balanced curriculum delivered in a challenging, lively, happy, stimulating, healthy and safe environment with rich, varied, appropriate resources, experiences and opportunities.

St Mary’s seeks to serve the community, we will encourage in all our children an awareness of the wider world and their part in it.

 

St Mary’s School Ethos Statement

St Mary’s is a Church of England Voluntary Aided Nursery and Infant School providing high quality education with a Christian foundation. Personal well being and spiritual development are at the heart of every aspect of this school. Learning takes place within a happy, relaxed and purposeful atmosphere.

St Mary’s is proud of its strong home /school partnership and its historic links with St Mary’s Church and the wider community. The Governing Body has representatives from the Parochial Church Council, Parents and Staff. Regular visits are made by the vicar to school and the children visit St Mary’s Church.

Together we want our children to receive the best education and to feel valued and special. We want to gift them with the qualities of:

Happiness	A desire to be healthy	High self esteem	Independence	Enthusiasm
Consideration	Kindness	Confidence	Politeness	Friendliness
Tolerance	Forgiveness	Curiosity	Respectfulness	Empathy
A love of the arts	Humour	A love of exercise	Ability to share and take turns	Ability to take responsibility
A sense of awe and wonder	Desire to always to try their best	To have a good work ethos	To feel loved and to give love	Ability to listen to others

 

The Early Years Foundation Stage at St Mary’s

Every child deserves the best possible start and support in life to fulfil their potential. A child’s experience in the early years has a major impact on their future life chances. A secure, safe and happy childhood is important in its own right, and it provides the foundation for children to make the most of their abilities and talents as they grow up. When parents choose a school they want to know that the provision will keep their children safe and help them to thrive. The Early Years Foundation Stage (EYFS) is the framework that provides that assurance. This forms the basis for all that is done in St Mary’s Nursery and Reception classes.

The aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, and achieving economic well-being. There are four themes that express the principles underpinning effective practice in the care, development and learning of young children. These themes are:

• Positive Relationships
• An enabling environment
• A unique child
• Learning and development

 

Nursery Education

The school benefits from having a large and well resourced Nursery. Sessions are part time. Children are entitled to 12.5 hours free nursery education per week once they are three years old. This will increase to up to 15 hours per week in September 2010. Children may be admitted in the term after their third birthday or, if the parents prefer, in the September following their third birthday. There is a separate brochure detailing the Nursery provision which is available together with application details from the school office. The admissions criteria is published here.
 

The Nursery provides a great start to school. Parents greatly appreciate its safe, calm, caring and stimulating environment and speak highly of the support their children receive from the staff.

The personal development and well-being of the children in the Early Years Foundation Stage is outstanding

- OfSTED 2009

 

Infant Education

Full time infant education is available at St Mary’s at the beginning of the academic year (September) in which a child becomes 5 years old, this is called the Reception Year. For September 2010 the Governors have set a Reception year group total as a maximum of 60 children and plan to have two classes. Each class will have a teacher and a teaching assistant. Applications for admission to the school should be made on the common application form enclosed with the Local Authority’s brochure from October 2009 to Tuesday 1st December 2009. Applications may also be made on-line. Letters informing parents of whether or not their child has been allocated a place will be sent out by the Local Authority on 22nd April 2010. The admissions criteria are published here.

(Children in the Reception classes) enjoy the range of activities on offer and are encouraged to explore things for themselves and be creative and imaginative in their learning.

- OfSTED 2009

 

The Reception Year

Induction into the reception classes starts in the summer term before the children start in September, when children from both our nursery and other local nurseries are invited to visit their reception class teacher. There is also an opportunity for parents to meet the staff and the school nurse at a meeting usually held in June.
 

The Nursery and Reception class staff work together to make the transition as smooth as possible. The children share a playground, visit the hall and come to assembly. New Reception children stay part time at first, trying both morning and afternoon sessions. This helps to make sure that the children do not become overwhelmed by starting school.
 

When they have settled in the classroom they will be able to stay for lunch, going home after they have eaten. Parents are invited to stay for lunch with the children the first time they stay. The induction period is planned over a three week timetable, after which the children come to school full time.
 

The Reception class builds on the curriculum begun in Nursery which encourages the development of happy, lively, enquiring minds and healthy, caring children. This stage of learning, known as The Early Years Foundation Stage, lays the foundations for all later learning.
 

Key Stage 1

After the children have completed a year in Reception they move on to Key Stage 1, which is made up of Year 1 for children aged 5 to 6 years and Year 2 for children aged 6 to 7 years.
 

Achievement across the school is good, because of the good teaching, outstanding curriculum and pupil’s very positive
attitudes to learning

- OfSTED 2009

 

The Curriculum

We place the children at the centre of all that we do; we take into account their needs and interests. We offer a curriculum based upon the National Curriculum for Key Stage 1 and The Early Learning Goals for Reception and Nursery (The Early Years Foundation Stage).

We pride ourselves on the quality of teaching, resources and the environment that we offer. Learning takes place when children are happy and interested. Children learn through a combination of play, investigation, practical activities and by practising skills. Teaching and learning takes place in a variety of ways. Children may work as an individual, as part of a group, or with the whole class.

The staff have planned the curriculum carefully so that there is continuity throughout the school to make sure each child progresses steadily. This builds up a child’s confidence and enthusiasm for the next stage. The outstanding curriculum is broad and balanced and promotes each child’s social, emotional, intellectual, creative and physical development.

The Early Years Foundation Stage framework forms the basis for the Foundation Curriculum for Nursery and Reception. There are six areas of learning; language and literacy, problem solving numeracy and reasoning (mathematics), personal and social, creative, physical and knowledge and understanding of the world. The National Curriculum for Key Stage 1 has eleven areas of learning; English, Mathematics, Science, Information Technology, PE, Religious Education, History, Geography, Design and Technology, Art and Music.

The hours spent on teaching during a normal week; including religious education, but excluding collective worship, registration and breaks, total 21 hours and 25 minutes.
 

English

Great importance is placed by everyone at St Mary’s on reading, writing, speaking and listening. Our wonderful library and separate literacy area, which houses our extensive big book and guided reading collection, help us to achieve our high expectations.

Literacy is taught daily in every class. The Reception children follow a planned focus for literacy development including phonics. For Key Stage 1 children literacy time is divided into a three part lesson. During the first part shared reading (including phonic work) or writing takes place with the whole class; children may use a big book or visual text with their teacher or contribute to a shared writing activity. For the second part children work in groups on activities sometimes with the teacher or teaching assistant on either guided writing or reading tasks and sometimes work independently. The whole class then meets together for the plenary.

                        
Reading – St Mary’s is a 'Power of Reading' School

Our school is fortunate to have been selected for the Power of Reading project for 2009 and 2010. Our school has special access to newly published books and teaching and learning activities to aid reading. The book area is a central feature of every classroom, which demonstrates to the children the importance of books. Both fiction, non-fiction and poetry titles are available and the children are encouraged to enjoy using this area daily.
 

Phonics are a feature of the teaching of reading at St Mary’s. We use a variety of resources including our interactive white boards. We use the Linking Letters and Sounds programme as our method of teaching sounds and word building. This is supported by Letterland and the BBC’s Words and Pictures to make learning fun and interesting.

Daily ‘shared’ reading and weekly ‘guided’ reading take place during Literacy Time. At these times children are taught reading strategies and assessments are made as to which strategies the children are using independently. A record is kept for each child of their reading progress and the books they have read during ‘guided’ reading.

A child’s reading progress is very much influenced by the partnership between home and school. We ask that all children bring a book home every day in their school book bag. Parents are invited to comment on the shared reading experience at home in a home school comment book. This helps to build up a child’s reading profile along with the teacher’s records and comments.

As much as possible the children choose the books that they share at home. A colour coded system ensures that they choose the appropriate level book. We rely on parents to read with their child at home to reinforce the work done at school. The partnership between home and school is an approach to reading which we feel is the most successful in developing proficiency and pleasure in reading.
 

Writing

Children reach different stages when they are learning to write:

• scribble stage
• making letter like forms
• well produced words
• well produced sentences
• whole pieces of work that include grammar

We build on the stage a child has reached and talk about their achievements with the child. We encourage children to write confidently and independently and consider themselves as writers. We support the structured Literacy Time activities by providing classroom areas with materials for writing within practical activities and role play areas. Children can then experiment and practise recently learned and emerging skills. We encourage children to develop gradually from invented spellings towards conventional accuracy by giving them strategies to help them learn how to spell. We encourage children to ‘have a go’ at spelling and be happy to take risks. Handwriting is taught carefully and sensitively. Children learn to write using small (lower case) letters progressing to semi joined and joined script. When you help at home, please ensure that letters are formed correctly and capital letters are used appropriately. A leaflet is available at school to help you with this.
 

Mathematics

We aim to make mathematics fun and exciting. Mathematical concepts of numbers, shape, space and measures are taught. Practical activities are devised so that children can use and apply their skills to solve problems and interpret data. It is taught everyday during a dedicated Numeracy Time.

The daily numeracy time is divided into 3 sections. The first part is the whole class mental work, where children focus on solving problems by developing strategies. The second part has a whole class introduction and then the children work in groups on activities. A plenary session concludes the lesson, it enables the children to talk about their work and allows the teacher to focus on specific teaching points.

The teachers plan mathematics to build on the children’s previous experience. Each child’s skills and knowledge are assessed and records kept.
 

The home school partnership is an important part of raising standards. We have introduced a range of home/school activities to enable parents to support their child in mathematics. These include termly home activity newsletters and a specific weekly activity that directly supports the classroom work. Weekly ‘maths workouts’ are posted on the classroom windows. Our library has a selection of games and activities to support mathematics, parents are welcome to borrow these at any time.
 

Science

Science forms part of the Knowledge and Understanding of the World in the Nursery and Reception classes and is planned as part of themed topics. We aim to help the children to make sense of the world around them by exploring and investigating. Science at Key Stage 1 is a core subject. The elements of investigation, life processes, physical processes and materials are taught. Science is taught as a discrete subject but may be linked to other curriculum areas such as geography or technology.
 

Information Technology

St Mary’s has an excellent range of Information Technology equipment that supports teaching and learning in all subjects. Each classroom has three desk top personal computers that are linked together via the School Network. Each classroom has access to the Internet and the World Wide Web via broadband. The Nursery children use a large interactive Plasma Screen. All Reception and Key Stage 1 classrooms have an interactive whiteboard. Children can gain access to the whiteboards by using the specially designed steps.
 

We have a range of software that encourages the development of information technology skills and supports learning in other areas of the curriculum such as literacy, maths, art and technology.

Primary Espresso is used extensively by all teachers and is available for children to use in school.

Control technology is taught through bee bots. In addition to this children use language masters, tape recorders, DVD/VCR, televisions, CD players and digital cameras and ‘easyspeak’ microphones to support their learning and record their work and activities. IT is taught as a subject and used as a tool to learn about other subjects.
 

Religious Education

We aim to provide a Christian education for our children, while also developing within them an appreciation of the beliefs of others in the local community and the wider world. In our school children experience the values and attitudes which are based on the Christian commitment and will take part in celebrating the festivals of the Christian year. We aim for an  open and reflective approach to Christianity and other faiths appropriate to the level of understanding of young  children and try to ensure that each child develops both knowledge and understanding throughout their time at school.

Spiritual development is excellent and has obvious impact on the pupils. Children are confident in expressing their thoughts and opinions.
- Denominational Inspection 2009

The broad content of our RE scheme is taken from the Diocesan Syllabus for Religious Education, and makes use of the Cumbria Agreed Syllabus as a resource document. Religious Education is planned and taught through class topics. In Key Stage 1 children visit St Mary’s church each term. Parents have a legal right to withdraw their children from RE lessons if  they wish. In such circumstances, alternative arrangements will be made.
 

Physical Education

Our school is proud to have Active Mark status. PE is fun and something that we hope the children will really enjoy. We  aim to encourage the children to stay physically active for life. Physical development forms a part of the Early Learning Goals that are the basis for the curriculum in Reception and Nursery. Key Stage 1 children follow the National Curriculum  for PE. St Mary’s is a member of the Sports Partnership and benefits from using specialist teachers for activities such as cricket, outdoor education, golf and dance.

PE is taught through four areas of study: gymnastics, games, fitness and dance. We are well equipped and use both the  hall and the playground. In the summer months we are able to use the sports field at Windermere Junior School for games lessons and sports day. The annual sports day is a fun event, all the children take part. Prizes and stickers are  presented by a Governor.

 

Design and Technology

In Nursery and Reception technology is introduced through guided play by using construction toys, playdough, sand and  water. It forms part of Knowledge and Understanding of the World curriculum from the Early Learning Goals. It is often linked to topics and themes. Specific skills such as using scissors or glue spreaders are taught through activities.

In Key Stage 1 children will design and make assignments, experience practical tasks, investigate, dissemble and  evaluate simple products. Many different designing and making skills and a variety of materials are introduced to the children.

The children are encouraged to use materials, including food and textiles, creatively. They learn to think ahead and to organise their use of resources including time. They are then encouraged to reflect upon their work and make judgements about it.

 

History and Geography

First hand experiences are a key element of history and geography so we organise many visits to places of interest and  often invite visitors to school. The Countryside Explorers course for Year 2 children helps bring history and geography  alive. In Nursery and Reception history and geography are delivered through topics. They form part of the Knowledge and  Understanding of the World curriculum from the Early Learning Goals. History and geography are taught as separate  subjects in Key Stage 1. The children learn about life in the past using photographs, artefacts and by meeting visitors. In  geography the children study the local area and a contrasting locality, The Islands of Coll and St Lucia.
 

Music

We offer a balanced and varied music curriculum incorporating the three elements of musical experience: Listening,  Composing and Performing. These elements are provided through such activities as: Listening to music during assembly   time, singing and learning songs related to the school and class topic and composing and performing music in the classroom. Music is not only taught in isolation but is integrated into many curriculum areas. We organise visits from theatre groups and musicians to add to the children’s cultural experiences. Music plays an important part in our school, in  lessons, assemblies and concerts.
 

Music is an important part of Collective Worship. It helps to create a special atmosphere for the beginning and end of each assembly. The children learn to sing a variety of songs.

 

Art

Some of the work is imaginative and concerned with expressing feelings and ideas. Another side of it demands close  observation and careful recording of what is seen. A sensitive awareness of colours, shapes and textures expressed pictorially, as well as through language, is aimed for. The children have the opportunity to look at prints of famous  pictures, learning about the story behind the picture and who painted it. Children are encouraged to make pictures and  sculptures in the style of an artist, to experiment and to talk about what they like and dislike.
 

Countryside Explorers

Teaching the children about the wonderful local environment is very important to us. Our extensive school grounds have a conservation area including a wood, a raised pond and several gardens. This conservation area is used by the children as part of their lessons. In Reception and Year 1 the children go on walks and visits around Windermere, visiting the  parks, feeding the ducks at the lake shore and looking at local buildings. In Year 2 all the children take part in the Countryside Explorers Course. The Countryside Explorers Course is aimed at increasing the children’s awareness of the  rich environment of the Lake District.
 

It introduces the children to the ‘Country Code’ and teaches them about the need to care for and protect the countryside. At the end of the course the children are presented with an award certificate at a special school assembly.
 

Social, Emotional Aspects of Learning (SEALs)

The SEALs curriculum is successfully delivered across the whole of our school. Person, social and emotional development  are the essential foundations for future life success. It is about how we understand our feelings and those  of others (emotional) as part of understanding who we are and how to take care of ourselves (personal) and how we come to understand our relationships with others, how to make friends and understand society rules (social).

SEALs is an essential part of the curriculum for young children and impacts on all aspects of their lives. It will enable them to:

• Relate well to other children and adults
• Feel secure and valued
• Make friends and get on with others
• Explore and learn confidently
• Have high self esteem

We do this by teaching the six themes in assembly and circle time as well as in class lessons. The themes are ‘new  beginnings’, ‘getting on and falling out’, ‘it’s good to be me’, ‘going for goals’, ‘relationships’ and ‘changes’.
 

Health Education-including sex and drug education

St Mary’s has achieved Healthy School Award in 2003 and 2007. Health education is important because it promotes the  spiritual, moral, cultural and physical development of the children. It prepares the children for the opportunities, responsibilities and experiences of adult life. We aim to promote a healthy lifestyle through a cross-curricular approach.  This includes both sex and drug education. No specific sex and drug education is given, but a foundation of learning is laid within the topics of families, friendships, relationships and feelings. Our policy is available from the school office.

The school works in partnership with the school Fruit and Vegetable Scheme which provides every child with a piece of fruit or vegetable each morning.
 

Homework

We are strongly committed to developing the partnership between home and school. Homework strengthens this  partnership by enabling children to extend, consolidate and refine knowledge, understanding and skills. Most home activities are based upon reading and mathematics work. Sometimes children who have special needs take home reinforcement activities.

 

Children with Special Educational Needs

The Governors have a Special Educational Needs Policy based on the guidance given in the DCSF Special Needs Code of Practice.

Our aims are to:

• Recognise the individual needs of all pupils and give them equal opportunity to achieve their maximum potential.
• Ensure that all children have equal access to a broad and balanced curriculum that is suitable and relevant to their learning needs.
• Support, where appropriate, the principle that children with special educational needs are educated alongside their peers in mainstream school.

These aims will be achieved through a partnership of teacher, child and parent in an atmosphere of negotiation and equal ethos that celebrates and communicates each step of success.

The Special Needs Co-ordinator (SENCO) is Mrs Sue Cox and the Special Needs Governor is Mrs Jane Hibbitt. If you believe that your child has special educational needs, please contact us to discuss their individual requirements.

Most children’s special educational needs will be met in the classroom by providing extra help over a short period of time, sometimes with the help of an outside specialist. In some cases children will need more in depth assessment and this could, in a few cases, lead to a Statement of Special  Educational Need which describes the child’s needs and the specialist help that is required.

Learners with difficulties and or disabilities make progress in line with others as a result of the good care and support  they receive.

- OfSTED 2009

If a child is identified as having a special educational need of some kind, we use a systematic approach in meeting the child’s needs. Initially utilising expertise within the school (School Action) and then, if necessary, by referring to external agencies (School Action Plus).

Regular contact with parents is always maintained and at all times parents are consulted and involved with the process.  We work closely with professionals from other agencies when assessing each child. The school calls upon the services of  specialist teachers, speech therapists, educational psychologists, occupational therapists, the behaviour and emotional  team and the speech and language team.

We are confident in our approach to children with special educational needs and the governors strive to ensure children’s  special educational needs are met when setting the budget, determining the staff complement and implementing the  school improvement plan.

The school is outstanding in meeting the needs of all learners.

- Denominational Inspection 2009

 

Home School Agreement

We are proud of our strong home school relationship. We recognise this through our Home School Agreement. We believe that children achieve more when school and families work together. The agreement was reviewed by the Governors in  consultation with the parents, staff and PTA. Each child signs their own agreement, which is also signed by their teacher and parent.

 

Collective Worship

Collective Worship takes place every day and is a special time when the whole school or class meet together in a calm  and purposeful way. Topics and themes are planned in advance and are linked to events in the Christian year such as  Harvest, Christmas and Easter. Stories and festivals from other cultures are also shared and celebrated at assembly time. The children are encouraged to take part in assemblies, reflect quietly, pray and sing. The Headteacher, the Assistant Headteacher and local vicar usually lead the assemblies. Often people from the local community or charities visit at assembly time.

Parents have the right to withdraw their child from Collective Worship. In such circumstances alternative arrangements  will be made. At the last inspection, during January 2009, the impact of Collective Worship on the school community was judged to be outstanding.

 

Extra Curricular Activities

Throughout the school year we offer a variety of clubs and activities which the children can join. Some are held after  school, others during lunchtime. Some clubs are free, for others a small fee is charged. Our range of clubs include a Computer club, a Recorder club, Multi skills PE club, Football club and a Cookery club. Additional activities have included  cricket, tri golf, swimming, football and dance lessons. Every Easter we hold our annual Easter Hat Competition, when  the children are invited to make a hat at home and bring it into school for an Easter Parade and prize giving. In the summer there is a ‘miniature’ competition for children to enter, one year children made a miniature garden another year  the children made a miniature seaside scene. This list is just a small example of the range available. Our school newsletters will provide up to date information.
 

Assessment and Recording

Assessment is an integral part of the teaching and learning process. It is ongoing and arises out of, and is determined by curriculum planning, national curriculum subject attainment targets and meeting individual needs. We have a detailed assessment and reporting policy so that planning, assessment methods and the keeping of evidence and record keeping is an agreed progressive process from Nursery to Year 2. At the end of Reception the assessment forms the Foundation Stage Profile. In April and May, Year 2 children take part in Standard Assessment Tests and Tasks which inform Teacher Assessment.
 

National Curriculum Standard Teacher Assessment 2009

The children in Year 2 are assessed by their class teacher in English, Maths and Science. The children are given a level of  attainment based on this assessment, W is working towards level 1, level 1, level 2, or level 3. An average child is expected to achieve level 2. The Standard Assessment Tasks and Tests (SATs) inform the teacher assessment and are  administered during April and May. This table shows a summary of the National Curriculum assessment results of pupils  in the school and nationally at the end of Key Stage 2, as a percentage of those eligible for assessment. The number of eligible children in 2009 was 48. Figures may not total 100 per cent because of rounding.

 

‘W’ represents children who are working towards level 1, but have not yet achieved the standards needed
for level 1.

‘D’ represents disapplied under sections 364 or 365 of the Education Act 1996.

‘A’ represents could not be assessed due to absence. Results for speaking and listening and science are
based on teacher assessment only.
 

Access to Records

The staff at St Mary’s welcome the participation of parents in the compiling of each pupils Record of Achievement. These are open to all parents with easy access in each classroom. The record of achievement may contain copies of certificates, swimming achievements or clubs attended outside of school. If a parent wishes to make a formal request to  see their child’s educational record this should be submitted in writing to the Headteacher. Arrangements will be made  for access to the record to be provided within 15 school days of the receipt of the written request.

 

Transfer to Key Stage 2

On leaving St Mary’s Church of England Nursery and Infant School, children can transfer to a range of schools in the area,  parents are advised to consult the admissions policy of the preferred school at the appropriate time.

 

The School and the Community

The school is involved with the local community in many different ways. Parents are involved in all aspects of the school. There never seems to be a shortage of visitors being welcomed into school to offer their assistance, knowledge or skills  for a topic that is being studied. We are grateful to the local businesses, services and shops for allowing the children to make visits, sharing their knowledge, providing first hand experiences and an opportunity to learn more about their local environment.

The children are proud and enthusiastic about their links with School Knott, Goodly Dale, Applethwaite Green and  Birthwaite. The children entertain the residents with a harvest tea and visit them at Christmas each year.

Pupils from the Lakes School and Queen Katherine School are welcomed on work experience activities. Students from The University of Cumbria and Kendal College of Further Education enrich the learning opportunities for the children in the classroom during their school placements.

We work with and support national and local charities such as The Children’s Society, Poppy Appeal, Barnardos, St John’s Hospice and Children in Need. Links with the wider world are also fostered through work and support of Operation  Christmas Child and our links with Kinamba Nursery School in Rwanda.

 

Parental Involvement

We welcome parents into school and are delighted if you can spend time looking round the school. The end of the day is  the best time to see your child’s class teacher. Please feel free to come and look at the work in the rooms.

There are many areas of life in school which would be impossible without the help of parents. We never refuse an offer of help and often request help. This can be on a regular or occasional basis. We really are most grateful for all the help we  receive from parents.

All parents are encouraged to help their child with their homework activities such as reading, learning spellings and doing  the maths ‘workout’. Learning is a true partnership between teachers, children and parents.

Formal parent teacher evenings are held during the Autumn and Spring Terms to discuss their child’s progress. At the end of the school year a profile about each child is sent home for parents to read and add their comments.
 

Parent Teacher Association

Our PTA is thriving and well supported. It provides another good link between school and home. All parents and staff are   members and in October a committee is elected to organise events. The PTA works on many projects, which may raise  funds, provide practical assistance towards improving school facilities and sustain parents’ interest in education. Over   the past few years there have been some very successful projects such as the adventure playground, the library appeal, our portable stage, new library books, new furniture, digital cameras, big books for the literacy strategy and new gardens.
 

Lunch times

Every child needs to bring a packed lunch to school. At lunch time the children are cared for by our team of mid-day  supervisors. These ladies are extremely important to the children and very soon become the children’s friends. They help  the children wash for lunch and then supervise them in the hall encouraging the children to eat their dinner, after  which the children go out to play. If the weather is good all the children may go outside for a picnic and play. On wet days each midday supervisor looks after the children in their own classroom, playing games, reading stories and singing   songs. Sometimes football tournaments and gardening activities are organised. Our aim is for the children to return to  class feeling ready to learn. If your child is eligible for free school meals please contact the school office for details of how to claim.

 

Health

Pastoral Care

All the staff are very aware of the responsibility they hold for each child during every minute of the school day. Through  our own caring attitudes and attention, we hope to set an example for the children to follow. We encourage the children  to think about their behaviour and how it might affect others around them. There is a school behaviour policy, an anti-bullying statement and anti—racist statement available in school.

Health Assessments

Our school nurse visits school regularly. Parents will be asked to complete a health form shortly after their child starts school. The nurse visits the children in their classrooms to observe them in a familiar environment. Drop in clinics for  parents are held in school. The school dentist usually visits once a year to do an inspection only. It is important that your  child receives regular dental checkups. If you suspect your child has a hearing loss, arrangements can be made for a test at school.

Speech Therapy

The speech therapist works in school each week. Children can be referred to the speech therapist by the health visitor, a member of staff or a doctor. Parental permission is always obtained before a referral is made.

Medical Procedures

Medicine can be administered in school but only under very special circumstances. If a child is on a short course of antibiotics, their parent will need to give written permission to the headteacher in order for the medicine to be given in  school. Children who require functional medication (such as ventalin for children with asthma; insulin for children with diabetes; diazepam for children with epilepsy and antihistamine for children with allergies) on either a regular or occasional basis will need to agree a ‘healthcare plan’ with the headteacher. It is the responsibility of parents to inform  school of their child’s medical needs.

Illness in School

There is no quiet comfortable place in school for a sick child to rest. If we suspect your child is ill, we will contact you. It  is essential that you let us have an emergency telephone number.

Accidents

Minor cuts and bruises are fairly frequent with young children and are dealt with by our staff who are trained in First Aid. Anything more serious is referred to you immediately. We will take a child to hospital if necessary but will always try to contact the parent first.

 

Absence from School

It is required by law that we indicate on the school register why children are absent from school. Please notify school by telephone or letter on the first day of absence. We also have to indicate when a child is late for school. It is in the best  interests of your child to make sure that they are in school for 8.55 a.m.

If parents wish to take their children on holiday, for up to 10 days during term time in an academic year, they must apply using the appropriate form for permission at least 10 school days in advance of any such holiday. Parents are strongly advised to avoid booking family holidays during term time.

Please notify the school in advance if you need to collect your child from school to attend a medical appointment. From  1st September 2008 to 22nd May 2009 for children in Year 1 and Year 2 the percentage of half day sessions missed through authorised absence of pupils was 5.65 %. In the same period, the percentage of half day sessions missed  through unauthorised absence of pupils was 0.15%. The actual attendance at school was 94.2%
 

Personal Accident Insurance for Pupils

Some parents wrongly assume that if a child is injured at the school the County Council or the governors are held responsible regardless of the circumstances and that their insurance will automatically apply. This is not so-the County Council’s and governor’s responsibility is strictly limited to cases where therewas negligence by them or their staff. Accidents can happen at school, when the County Council, governors or staff are not in any way at fault and are, therefore, not responsible. The provision of personal accident insurance is considered to be the responsibility of the parents. A leaflet explaining insurance cover is available from the school office.
 

School Uniform

We have an attractive and practical uniform of specially embroidered royal blue sweatshirts, fleeces, coat, hats and  white or gold polo shirts. We ask that all children wear uniform either the St Mary’s uniform or generic uniform available from supermarkets and chain stores. The school uniform orders are organised by the school office where you can receive further information and order forms. Please name everything.

Sweatshirts	£6.75	Cardigans	£8.75
Fleece	£12.99	Polo shirts	£6.50
Baseball caps	£3.00	Beanie hats	£5.00
Book bags	£5.50	Coats	£14.99

Each child needs a shoe bag – clearly named, a pair of pumps for wearing indoors, a pair of shorts and a t shirt for PE, a  book bag – available from school (£5.50.), a box for their lunch and lunchtime drink and a separate drink for playtimes  (not milk or fizzy please).

Children also need a warm waterproof coat.
 

St Mary’s Leapfrog

We offer award winning childcare for children aged 2 –5 years of age. It is particularly useful for parents who work or are attending college. It is run in our Rowan rooms and is open from 11.30-3.15 each day of term time. Parents can pre-book  places.

Please contact Mrs Alison Williams, the manager, at the school if you need further information.

‘Children thrive at Leapfrog because individual welfare needs are well supported and every child is included. Children benefit from the homely and stimulating environment.’
- OfSTED Early Years 2009

 

Morning Club and After School Club

We hold a morning club for all children who travel to school by taxi or mini bus provided by the LA. This opens from 8.30  in the morning. Any other places are then offered at a small charge to children attending St Mary’s. Please contact the  school office if you require a place for your child. The after school club is held at the Junior School, next door from  3.15-5.30 each weekday evening. Children who are booked into the club are collected by the after school club staff from our school hall.

 

St. Mary’s Parish Church

St. Mary’s has served the people of Windermere for over 150 years and has a long historical association with our school.

Throughout the year our children make regular visits to church to learn about the Christian faith and to explore our beautiful place of worship. On Thursdays Father David (Vicar) and Father Brian (Curate) join the children for their assembly.

St. Mary’s Church is also available to families outside school hours.

• Sunday Worship (Holy Communion) is at 11.00am each week.
• ‘Little Pips’, which is a group for very little children, meets every Tuesday from 10.00am.
• In addition to these regular events there are a range of other family friendly events throughout the year including a Workshop and Procession on Good Friday and a special Advent Workshop ‘Getting Ready for Christmas’ in early December.

If you would like to arrange a Baptism or a Marriage Ceremony; or if there is any other matter about which we can help please feel free to contact Fr. David or Fr. Brian:
 

Tel: Windermere 43032
E-mail: d.wilmot@ignetics.co.uk
E-mail: streeter787@btinternet.com
 

Safeguarding Pupils (Child Protection)

Our aim is to safeguard and promote the welfare, safety, health and guidance of the pupils by fostering an honest, open, caring and supportive climate. The pupil's welfare is of paramount importance to us. Mrs Judith Gore is the named Child Protection Teacher within school and Rev David Wilmot is nominated Governor. All staff and volunteers are subject to a  CRB check. Our Safeguarding and Staff Recruitment policies are is available from the school office.

 

Access to Policy Documents and Information

The school information board is located outside the school office. Parents have access to all policy documents such as  ‘health and safety’ and ‘equality’ and are welcome to ask for copies.

 

Freedom of Information

The Governing Body have recently produced a publication scheme, setting out: the classes of information which we  publish or intend to publish; the manner in which the information will be published; and whether the information is  available free of charge or on payment. The scheme covers information already published and information, which is to be  published in the future. All information in our publication scheme is available from the school office and some is available on our website. Some information, which we hold may not be made public, for example personal information.  This publication scheme is approved by the Information Commissioner.

 

Charging and Remission Policy

The admission of a child to St Mary’s Church of England Nursery and Infant School and the formal curriculum offered to a  registered pupil is not subject to charge or the parents’ willingness to make voluntary contributions. The governors wish to see the curriculum enriched as far as possible for the benefit of all pupils. They recognise that whatever public funds are made available there will never be sufficient to fund all desirable activities at the required level. They, therefore, reserve the right to: charge parents for activities offered as an optional extra wholly or mainly outside of school hours;  reclaim the cost of wilful damage and breakages; draw to the attention activities organised by a third party, thereby giving parents the opportunity to request leave of absence for their children during the school day to join these activities; seek voluntary contributions from parents to fund activities either within or outside school hours and to  provide incidentals; charge parents at cost for materials if parents have agreed in advance to own a finished project. At the time when such activity is organised, all parents should be advised that anyone in receipt of the working families’ tax credit or income based job seekers allowance support is entitled to claim remission. (Full policy in school)

 

School Rules and Behaviour

Our rules are mostly concerned with health and safety and are as follows:

1. Children are asked not to bring sweets or fizzy drinks to school.
2. Children should give any money they bring to school to their teacher for safe keeping.
3. Please, no toys except to show for Birthday Assembly on a Friday
4. Everyone is expected to play outside at playtime (weather permitting)
5. Children are not allowed to walk home alone.
6. Jewellery cannot be worn for PE, please leave all jewellery at home.

Discipline is based upon good relations that are built up between children, staff and parents. We hope to foster positive attitudes so that children want to behave well. The children and staff have drawn up a playground code of conduct. Through personal and social development we tackle issues such as bullying. We create a calm and stable environment in school where standards and expectations are high but always remain constant. If your child misbehaves then we try to make the punishment relevant to the misdemeanour. Parents are always informed immediately if any child gives cause for concern regarding behaviour. In keeping with the regulations for ‘Corporal Punishment in School’ approved by Cumbria County Education Committee, corporal punishment will not be administered.
 

‘School is an enjoyable place to be and pupils feel safe and well cared for. (Pupils) say that everyone gets on well together and that bullying is at a very low level and is dealt with well.’

- OfSTED 2009

 

Complaints Procedure

If you become concerned in any way about your child’s education it is important that you tell us about this. As a first step you should discuss this with your child’s teacher. If you are still concerned after talking with the teacher you should arrange to meet with Mrs Gore. As a staff we will do all we can to resolve your concerns and to ensure that you are happy with your child’s education. Please do not wait for a parents evening. If you have a problem, worry or concern about any  aspect of school come and ask your child’s teacher, or Mrs Gore or a governor at any time. If parents feel that their complaint has not been resolved through such discussions, special formal arrangements are detailed in our policy, which can be obtained from our school office.

 
 

School Term dates for 2010/2011

Autumn term 2010

Starts Monday 6th September 2010
Half term Monday 25th —Friday 29th October
Finishes Friday 17th December

 

Spring term 2011

Starts Wednesday 5th January 2011
Half term Monday 21st-25th February
Finishes Friday 8th April

 

Summer term 2011
Starts Wednesday 27th April 2011
Monday 2nd May
Half term Monday 30th May—Friday 3rd June
Finishes Thursday 22nd July
Nursery opens 9.00-11.30 and 12.45 –3.15 Monday to Friday
School opens 8.55-3.15 Monday to Friday

 

Contact details for Local Authority
Director of Children’s Services: Moira Swann
Address: Education Department, 5 Portland Square,
Carlisle CA1 1PU
Telephone: 01228 606060

The information supplied in this document is in accordance with information at present available to the governors and is believed to be correct as at the date of printing. In particular nothing herein prejudices the right of the education committee or any of its sub committees or the governors or the head of the school to make any decisions relating to the school as it sees fit without regard to whether this will affect the accuracy of any matters contained in this publication. Further, neither the governors, nor the school is deemed responsible for any erroneous information in this document.