Prospectus 2014/15 - Abercynon Community

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History
The school is an amalgamation of
three schools – Abertaf Primary
School, Carnetown Primary School and
Abercynon Infants School.
Abercynon Infants was built in 1903
and was situated on the current site of
the newly built Abercynon Community
Primary School. Abertaf Primary
School was built in 1902 and was
situated in Abercynon. Carnetown
Primary built in 1912 was a split site
school which served mainly the village
of Carnetown.
Between January 2012 and July 2013
the schools of Abercynon Infants,
Abertaf Primary and Carnetown
Primary amalgamated. Abercynon
Infants closed in December 2011 and
the pupils and staff joined the two
existing sites of Carnetown Primary
and Abertaf Primary. These schools
then operated under the name of
Abercynon Community Primary
School.
In September 2013 the newly purpose
built modern primary school opened
with its own large, open playground
and within close proximity of the local
library and sports centre.
Features of the new school building
include:
• 15 classrooms (each with new furniture,
touch screen PCs)
• Group rooms and pupil support areas
• Infant classes all have access to outdoor
areas
• New toilets and cloakrooms for all
classes
• A large sports hall with audio system
• Changing rooms for boys and girls
• ECO friendly heating and lighting
• Facilities for recycling water and
recycling waste
• ECO lab for pupils to electronically
measure and record energy levels
• Extensive local library situated next door
• Electronic security access gates and
security protected entrance doors
• WIFI internet access throughout the
school
• 30 think pads and 20 ipads to enhance
teaching and learning
• Iboard technology large screens in all
classrooms
• Wide playground area with play
equipment and soft play nursery area
• Modern ICT suite with 25 touch screen
PC’s, an iboard all internet linked
Such an environment, combined with a
friendly and welcoming approach and
atmosphere, is an integral part of the
school's philosophy.
Dear Parents/Carers,
I would like to extend a warm
welcome to all the children, their
parents and carers, families, friends and
members of the local community who are central to the
life of Abercynon Community Primary School.
Our whole school community abides by our core values of: Respect,
kindness, listening, learning, doing our best and being safe which make
our school a happy and harmonious place to learn and work.
We are proud to share the information in this prospectus with you and
hope that you will find it helpful and informative and that it will give
an insight into our school life, our curriculum, policies, activities and
the kind of education your children will receive.
Our vision statement is ‘The past defines us, the future inspires us‘ and
the desire to achieve this for every one of our children underpins all we
do at our school.
Abercynon Community Primary is a welcoming, happy school where
people are helpful, considerate and respectful of each other.
Relationships and attitudes are positive and an environment exists in
which working and learning becomes an enjoyable and fulfilling
experience for all. I feel privileged to be the headteacher of a school
which is truly unique and which has such a strong involvement with its
community.
We have an exceptional team of staff that are very proud of the
accomplishments of the children and
ensure they access a wealth of
opportunities and rich learning
experiences.
Thank you for your interest in
our school. I look forward to
meeting you in the near
future and enjoying a happy
and successful relationship
with you over the coming years.
With kind regards,
Damion Jewitt
Headteacher
www.abercynonprimary.org.uk
The
Learning
Journey
The children, parents and Governors were involved in agreeing a set of
aims for our school...
Abercynon Community Primary School aims to provide a safe, secure and
happy learning environment at the heart of our community. We will support,
develop and inspire every child through an appropriate and challenging
curriculum. Our vision defines the high expectations we have for each
individual to successfully shape their future.
Through our aims we will achieve:
• To create a school that ensures each
individual is treated with respect and given
equal opportunities to learn, grow and
succeed
• To respect and nurture individuality whilst
creating a caring community team
atmosphere, ensuring all achieve their full
potential
• All children, staff, parents and governors
working together on a shared vision, valuing
and promoting strong links between home
and the community
• To create a safe learning environment where
children become independent learners
through challenging, interesting and
enjoyable tasks appropriate to their
individual needs
• Involve parents in the education and
wellbeing of their children whenever
possible
• Provide a safe, happy and secure
environment for all who work and visit here
Together we will aim to step out of the
ordinary to provide:
• A happy, caring and fully inclusive school at
the heart of the community
• A safe and stimulating learning environment
for all with high standards of teaching and
learning
• Support and challenge to ensure all children
in our care reach their full potential
• Confident, caring learners fit for the
21st century
• To identify and nurture individual talents,
celebrating every pupil’s success
• To welcome and develop each and every
child daily to prepare for the next stage in
their learning and to ensure a flourishing
future
We will aim to:
• Build pupils’ confidence and
self esteem. Help them to acquire
knowledge and skills relevant
to life and work in a fast
changing world.
• Continue to promote
Abercynon Community
Primary as a successful
neighbourhood school,
which is fully integrated
into the community
where the parents have
high hopes and
aspirations for their
children’s education
“We love school because the teachers
inspire us, keep us safe and make us happy”
Organisation
Eleven teachers each take responsibility for
mixed ability classes, grouped by age. At any one
time pupils in both infant (Foundation Phase) and junior (Key
Stage 2) departments can be expected to be involved in a wide
variety of activities. Supporting the eleven teachers and working alongside
them are very capable support staff. The structure of the day is flexible, with all
staff endeavouring to create the conditions in which pupils learn best and match their
approaches to the pupils' needs and abilities. A broad and balanced thematic approach is
used providing opportunities for the many basic and key skills, which pupils need to acquire to
be introduced and developed in a meaningful context and allows links across the curriculum. Literacy,
Numeracy and ICT skills are given high priority. We endeavour to provide a challenging environment where
all pupils are encouraged to develop independence and show initiative, particularly in transferring learning and
using their skills in different situations. Our expectations of the pupils are always high. We expect them to make
use of their skills and talents and use their best efforts at all times.
School Hours
Our school day starts at 9.00am and ends at
3.00 - 3.30pm depending on year group.
Session times are as follows:
morning session – 9am - 12noon
afternoon session starts at 1pm and finish times vary:
Nursery – 3.00pm
Infants – 3.15pm
Juniors – 3.30pm
Unless the weather is wet the children are not able to enter
their classrooms before the bell goes, as their teachers may
be elsewhere preparing their day.
Term Times
Term dates can be found on our website;
www.abercynonprimary.org.uk
and on the RCT website
http://www.rctcbc.gov.uk/mobile/en/educationlearning/schoolscolleges/schooltermsinsetdaysandemergencyclosuredates/schooltermdates.aspx
PLEASE NOTE: We may be closed on other days due to
inset days, but notice will be given.
Events
We have a varied list of events which enrich the
curriculum provided for the school.
They include:Harvest Festival • Christmas Concerts and other
Christmas activities • Mothers’ Day • St David’s Day
Sports Day • Parents’ Evenings • Educational Visits
Visitors to school e.g. actors, musicians, sports
facilitators • Theatre Visits • Activity Courses • Social
fundraising events • Sporting fixtures.
The House System
This is a feature of the school’s organisation. The
children are placed into one of four houses.
Illtyd – Red • Teilo – Green • Mabon - Yellow
Dyfrig – Blue
The purpose of the house system is to encourage close
loyalties, team spirit and friendly rivalry. Children are
awarded house points throughout the year for their
work, behaviour and achievements. The houses
compete in the annual sports day and Eisteddfod
competitions with the winning house being awarded
a trophy.
‘School council is amazing because we have a
big say about what goes on in the school. We designed
the badge and take V IP visitors around the school’
Staff and Care of the Children
The school is managed by the Headteacher together with
a Deputy Headteacher and the Senior Management Team.
The Senior Management Team are teachers who have
classroom responsibilities and specific areas of
responsibility within the Senior Management team. They
meet with the headteacher regularly to discuss whole
school organisational issues, assist in the management of
the school and determine school policies and procedures.
There are several teachers/teaching assistants to
support the teaching staff and administer First Aid.
The school currently employs two qualified teachers who
work in partnership with class teachers to help develop
children’s skills and provide time for planning, preparation
and assessment.
The administration of the school is organised by the
Administration Clerks.
We are all here to do the best we can for your children.
If you have any concerns you should contact the
Headteacher in the first instance by making an
appointment.
Teaching and Learning
In order to meet the learning objectives and learning
needs and provide appropriate challenge and support for
all pupils, teachers use a range of approaches across year
groups and within their classes. The curriculum is
therefore delivered in several ways:
• Formal direct teaching (focused teaching) where a
specific skill or item of knowledge is taught to the whole
class, group, pairs or individual
• Enhanced provision and continuous provision
(application and consolidation of learning)
• Active Learning through 'doing', where a pupil or a
group is given a practical investigation to explore
• Learning through research, where pupils are asked to
find the answers to particular questions by using
reference material or IT/ICT resources
• Individual teaching where a pupil who has ALN, EAL or
is More Able and Talented is given an Individual
Programme of Work
• Appropriate homework to reinforce skills/knowledge
Attendance and
Punctuality
Parents should ensure that children arrive on
time. Punctuality is important. Please assist your
child in developing this good habit and ensure that they
are in the school yard by 8.50am. The school cannot take
responsibility for children who arrive at school earlier than
8.45am. Staff are on hand for a period of 10 minutes before and
after school. Punctuality and regular attendance at school are
vital.
Children who arrive after the register at 9.15am are deemed late
therefore they will be recorded as late on the register. Please
inform the school by telephone on the first day of sickness
absence and write a note when your child returns to school after
the absence. The school is required by law to keep a note of
absences for every pupil.
Absences fall into two categories: An authorised absence is
recorded when the school has been informed of the pupil’s
absence and has either given prior approval for this absence (eg
medical appointment) or is satisfied with the reason for absence
given by parents (eg genuine sickness absence).
An unauthorised absence is recorded when the school has not
been informed of a pupil’s absence, or when the reason given
for absence is not satisfactory (eg school has reason to
question the explanation given). A fine may be issued to a
parent of a child who takes the equivalent of 5 days
unauthorised absence from school within a term. A fine may
also be issued to a parent of a child taking a family holiday in
term time. Where there are frequent unauthorised absences the
school will make a referral to the Attendance and Wellbeing
Service.
Assemblies
Our daily assemblies are broadly Christian in nature, with the
inclusion of customs and stories from around the world and other
world religions. We also hold regular Welsh assemblies.
On Friday mornings there is a Celebration Assembly and there
are occasional assemblies performed by individual classes and
you will be invited to attend these.
Collective worship is a special occasion, which offers the
opportunity for all children to worship, develop a sense of awe
and wonder, and enable individual reflection and response.
Assemblies are regularly taken by Rev Rogers, our parish vicar.
Parents who wish their children to be excluded for assemblies
are asked to contact the school so that we can make other
arrangements for them.
Equal Opportunities
We aim to ensure that all pupils have access to the National
Curriculum regardless of race, academic ability or gender.
A variety of strategies are used to ensure that leaning
opportunities are matched to the needs of individual pupils.
This includes the matching of teaching styles and learning
opportunities to children’s interests and abilities, the use of
differentiated tasks and the appropriate use of support staff.
A copy of our Equal Opportunities policy is
available on request.
School Council
The School has a School Council Committee elected by and
initiated by pupils and one of their responsibilities is to
support the promotion of an atmosphere of positive
behaviour and the school’s stance on
bullying.
Disabled Pupils
In the event of admission of a child with disabilities, the school
and the Governing Body will make every effort to ensure full
access to the curriculum by making any reasonable adjustments
in accordance with the Disability Discrimination Act (DDA) 1995.
Key Stage 2 Learning Support Unit
The learning support class has places for 6 pupils aged between
7-11 years with ASD from across RCT. Places are allocated by the
Special Needs Admin Services at RCT. The unit is run by highly
qualified and experienced staff members, who work effectively
as a team, comprising of an SEN teacher, NNEB, (Nursery Nurse)
and Learning Support Assistant, (LSA).
It is the aim of the unit teacher that the Governing Body, every
member of staff and visiting students will receive information
about the children in the unit and their particular needs.
Complaints Procedure
The school’s procedure for dealing with complaints is as
follows :
• Contact your child’s teacher
• Contact the headteacher for more serious complaints
• If you are unsatisfied with the way your complaint has been
dealt with then you may contact the Chair of Governors or the
Director of Education at the Education Office.
School Rules and Discipline
We pride ourselves on being a happy school. We have a few
rules which aim to enable our community to work safely and
harmoniously together. They are based upon the principle of
self-respect and consideration for others. Rules which
outline what a pupil must not do are kept to a minimum and
are designed to ensure pupils’ safety and an orderly
atmosphere in which all pupils can thrive. Positive guidelines
and clear expectations are set.
Our rules are drawn up with the children and staff. There are
rewards for good behaviour and effort and sanctions are
applied when rules are broken or behaviour deemed
unacceptable.
We do not tolerate any form of bullying and take all reports
of bullying seriously, undertaking an investigation of each
reported case.
Our staff are aware of the value of working in partnership
with the home, and we seek your co-operation in
supporting our Behaviour Policy and will ask you to sign the
School-Parental Home-school agreement. We also rely on
you to ensure good attendance and punctuality and for
support in our efforts to encourage good patterns of
behaviour. There is a wide range of celebration and reward
systems to promote and celebrate good behaviour.
www.abercynonprimary.org.uk
Starting school
Admissions
‘playtimes are fun because
we have a huge pitch and playground
leaders who teach us new games’
The Governing Body has adopted
the Admissions Policy of the Local
Authority. We are an inclusive school that
welcomes children from all backgrounds and
abilities. It is our wish to allow parents the right to have
a place at the school of their choice where this is possible.
The only restriction we place on entry to the school is when
the number of children applying for entry exceeds the
places available. If you are considering sending your child to
our school, you are warmly invited to come and visit us and
speak to the Headteacher.
Induction process
Every effort is made to ensure a child’s first experiences of
school life are positive and welcoming. Once your child
reaches 3 years of age, we begin the admission process
whereby children have a staggered start, gradually building
up to a full day. All parents/carers are invited to visit when
school procedures and expectations are explained, with
plenty of opportunities for you to view the classroom, its
resources, equipment and discuss any issues which you feel
are important with the class teacher.
More detailed information for our younger pupils is given in
our Early Years Booklet. For children who enter at a later
stage in their Primary Education eg after moving into the
area, we will extend a warm and friendly welcome and make
their entry into the school a pleasant experience
Travelling to and from school
Car parking is a concern at Abercynon Community Primary
as it is a hazard for those who use the school and
inconsiderate parking or dropping off/collecting is
potentially hazardous. Where possible it is to everyone’s
benefit to walk/cycle to school. If cars have to be used, we
advocate parking further away and walking the last 5/10
minutes to school. There is also a regular bus service with a
bus stop directly outside the school.
Late collection of children
Should unforeseen/exceptional circumstances prevent your
child being met on time please try your best to telephone
and alert us to the situation. In this event your child will be
taken to the Administration Clerk’s office by the main
entrance where s/he will be supervised until your arrival.
There are formal procedures where this time extends
beyond a reasonable time regularly.
Leaving school early
Occasionally parents request that their child/ren be
dismissed from school during the school day. We are happy
to co-operate with such requests. However, to avoid
confusion and in the interests of safety, requests should be
made in writing. Children who have to attend a medical,
dental or hospital appointment should show the class
teacher the appointment card.
School uniform
The co-operation of parents regarding
uniform is very much appreciated, although we recognise
that the wearing of school uniform in primary schools is not
compulsory. There are two local shops who sell the items of
clothing. They can also embroider the school logo onto
clothes purchased at their shops or elsewhere. Jog suits,
fleeces etc. bearing the school motif are available via
Glebern’s Sports Shop.
BOYS
Black/grey trousers/jogpants
white polo shirt • royal blue jumper or cardigan
GIRLS
Grey skirt/trousers/jogpants
white blouse/polo shirt • royal blue jumper or cardigan
For further information please contact the school.
In the interests of safety please ensure that your child wears
suitable shoes for school (flat heeled, non-slip shoes.)
ALL CLOTHING, FOOTWEAR, LUNCHBOXES MUST BE
CLEARLY MARKED WITH YOUR CHILD’S NAME PLEASE.
No responsibility can be taken for personal property of the
children at school.
PE/games/dance
Children are required to have a PE kit which should be kept
in a PE bag (preferably “draw string” to hang on a peg).
Plimsolls or trainers should be worn for games.
Jewellery and toys
We strongly discourage the wearing of rings, necklaces or
any other jewellery which must be removed for activities,
such as PE. We also try to discourage the bringing of toys
to school unless they are needed for a specific presentation
session. We have no provision for the safe keeping of
valuables at the school. If earrings are worn then they must
be studs and removed or covered with micro-pore for
games and PE.
Lost property
Pupils are advised that all lost property should be reported
immediately when it goes missing. We store items in lost
property boxes. All items left behind in cloakrooms over a
long period of time are placed in these boxes. They are
kept in the PE store room and the cloakrooms. Parents can
check these at their convenience. The lost property boxes
are emptied at the end of each term, and placed on display
in the school hall. Any items not claimed at that particular
time is disposed of.
Dining
Meals are freshly cooked on site with a healthy option included
daily. We operate a menu ordering service for Juniors to ensure
children have a choice and are given the meal they have selected.
Facilities are also available for pupils to bring a packed lunch
if they prefer, but must not include cans or glass bottles.
Children are
encouraged to
make packed
lunches healthy
A healthy
packed lunch should
include
Dinner Money
This is payable on Monday mornings for the coming week. Please put the
money in an envelope and put your child’s name on it.
Free School Meals
Forms are available from the school clerk or can be completed
online at http://www.rctcbc.gov.uk/en/forms/freeschoolmealsapplyonline.aspx
School Milk
Nursery and Infant pupils are provided with free school milk.
Fruit Snacks
A packed
lunch should
avoid
A fruit snack is available for nursery and infant pupils at a cost of £1 per
week which should be given to their teacher each Monday. Healthy fruit
snacks are prepared and sold at morning break for the juniors at the price
of 30p each.
Breakfast Club
We hold a free breakfast club. Doors are open from 8.15-8.30 am daily,
and includes activities for children before school begins. It’s available to all
children. Forms are available for registration from the school clerk if you
wish your child to attend.
Packed Lunches
A healthy packed lunch is a balanced meal, providing a variety of
nutrients, to be found in four main groups
STARCHY FOODS - Base each meal on a starchy food, such a bread,
potato, rice, pasta. Starchy foods give energy, fibre, vitamins and minerals.
Wholegrain varieties are best for fibre, which is vital for a healthy
digestive system.
MEAT & ALTERNATIVES - Add some protein such as meat, fish, eggs,
beans or pulses. Protein foods build muscles and provide minerals.
Meat products such as sausage rolls, sausages and chipolatas, pies and
pastries should not be included more than once a fortnight.
MILK & DAIRY PRODUCTS - Include a dairy product or dairy alternative,
such as fromage frais. These foods provide calcium necessary for strong
bones and teeth, as well as providing protein and vitamins.
FRUIT & VEGETABLES
Don’t forget to
include fruit and
vegetables. You can use
fresh, tinned or dried.
Fruit and vegetables are
full of vitamins, minerals
and fibre, necessary for
the body to function
properly and keep you
strong and healthy.
All packed
lunches should include at
least one portion of fruit
and one portion of
vegetable or salad.
Source: Food
Standards Agency
TIPS
4 Use butter, margarine, mayonnaise or
salad dressings sparingly, because
they can be high in fat or use lower
fat alternatives.
8 Snack foods may be included
occasionally but aim to make healthier
choices. Snack foods tend to be high
in fat, sugar and salt.
8 Packed lunches should not contain
chocolate items, including bars,
sweets, salted savoury snacks or
crisp-like products.
DRINKS
Drinks, especially water, help children
to concentrate and feel well. Water is
freely available in school.
Other healthy drinks such as milk,
100% juice, sparkling water, fruit
smoothie or yoghurt/milk drink can
also be included.
NUTS
We operate a NO NUT policy
as some children are allergic to
them.
“we have amazing
choices for our lunch which include
vegetarian and healthy options”
www.abercynonprimary.org.uk
Curriculum
We offer a broad, balanced and
differentiated curriculum that is
relevant to the age and stage
of development of the
child and is in line
Education in
with national
early childhood is the
guidelines.
foundation upon which
English/LLC and Literacy
Language acquisition is rooted in a child's need to
communicate and share experiences. From this should grow the
ability to use both spoken and written language, for a variety of
purposes and across the curriculum. The development of
literacy at the school embraces speaking and listening (oracy),
reading and writing (including handwriting).
children build for the rest of
their lives. Attitudes nurtured at
this stage will probably stay with them
Mathematics/Numeracy
throughout their education and beyond
Practical mathematics plays a large part in the school curriculum;
and this means that a happy, caring and secure
pupils are encouraged to have "hands on" experience of
environment is essential. If they feel valued,
weighing, measuring, estimating, solving problems and
respected and confident, then they will learn.
conducting investigations using the mathematical apparatus
We aim to offer them this environment and care.
available in school. This approach is to encourage pupils to apply
The Foundation Phase is about enhancing the
their mathematics in real life situations. Investigation and problem
learning experiences, which enable children to be
solving experiences are essential to develop pupils’ mathematical
creative, imaginative and to have fun whilst learning.
thinking skills.
Children are given opportunities to explore the
world around them and to understand how things
Science
work through engaging in relevant practical
Science activities are related wherever possible to the pupils’
activities which are fun and enjoyable.
experiences. They include examples of the applications of science to
real life problems including technology. Pupils are given opportunities to
We appreciate that children develop at different
develop a knowledge and understanding of scientific ideas to help them
rates in different ways and all have varying abilities
understand their own physical and biological environments and to
that need to be identified and promoted. Our
understand themselves.
starting point is what children know (not what they
The work is relevant to everyday experiences. Science may be the focus
don’t) and it’s from here that we take them on a
of a theme, part of a theme, or taught discretely. Science teaching is
pathway of learning.
rooted in practical activities to promote skills and learning.
We provide the children with a rich variety of
experiences across the 7 areas of learning:
Information Technology/
• Personal and social development, well-being
Information Communications Technology (IT/ICT)
and cultural diversity
This permeates virtually all areas of the curriculum and is constantly
• Language, literacy and communication skills
evolving. It encourages the development of problem solving skills
• Mathematical development
and facilitates individual and collaborative approaches to learning.
• Welsh language development
Each class has networked personal touch screen computers.
• Knowledge and understanding of the world
In addition each class has the use of iPads and think pads and
• Physical development
emerging technologies to further their learning experiences and skills.
• Creative development
Every classroom has an interactive iboard, which is utilised by both
staff and pupils. We also have a computer room and all children are
We try to provide the time and space they need to
timetabled to use the computers and ipads regulary.
produce work of quality and depth. They will have
play and conversation, essential if they are to learn
about themselves, other people and the world about
Design Technology
them. They will be encouraged to think for themselves
Pupils are given opportunities to make decisions about how
and to act independently.
they organise their work, how they select the right tools and
equipment for a task, how they assess the demands of a task,
KEY STAGE 2
how they go about choosing the best means of working to
There is a greater emphasis on the development of
complete a task and how they evaluate the effectiveness of a
essential skills, including thinking skills, opportunities for
completed task. We teach the correct
the learner to make connections, apply and consolidate
handling of tools and materials to
skills in a range of learning contexts and a stronger
foster further responsible
recognition that good relationships, physical and emotional
attitudes to their care and
well-being are pre-requisites for successful learning.
to raise awareness of
Health and Safety
The National Curriculum provides a programme of study for
factors.
each subject and levels of attainment with which to measure the
children’s progress. At the end of the Key Stage the children are
formally assessed to ascertain their level of attainment in Maths,
English and Science (and Welsh at the end of Key Stage 2).
We would expect the majority of 11 year olds to obtain Level 4.
The most capable may obtain Level 5, whilst the less able may
obtain Level 2/3.
www.abercynonprimary.org.uk
History
We introduce pupils to an understanding of the past and
its interpretation, help pupils develop a sense of identity,
help pupils to understand how knowledge of the present
is informed by study of the past, encourage an informed
and responsible scepticism, enrich other areas of the
curriculum and prepare pupils for adult life.
Geography
Studying geography helps pupils to make sense of their
surroundings and to gain a better appreciation and
understanding of the variety of physical and human
conditions on the earth's surface. It fosters pupils' sense
of wonder at the beauty of the world around them, helps
them to develop an informed concern about the quality
of the environment and the future of the human habitat,
thereby enhancing their sense of responsibility for the
care of the earth and its peoples.
Welsh (Second Language)
Welsh is one of the oldest living languages in Europe and
together with Welsh Literature, is an integral part of our
heritage. Welsh is taught to all pupils as a second
language. It involves speaking, reading and writing, all of
which provide opportunities for active, enjoyable and
worthwhile learning. We encourage children to speak
Welsh incidentally on a daily basis.
Art and Design
Art education encourages pupils to become visually
literate, develop particular creative and technical skills,
develop pupils' aesthetic sensibilities and pupils' ability
to articulate and communicate ideas, opinions and
feelings about their own work and that of others. Pupils
are given the opportunity to develop their understanding
of the cultural, environmental, and linguistic
characteristics of Wales. Much of the pupils' art work is
displayed around the school.
Physical Education
Lifelong physical activity is essential for good health.
Physical education lessons lay the foundation for:
• Skills development
• Lifelong participation in selected aspects of physical
activities
• Positive and knowledgeable attitudes to health and
exercise
• The development of understanding and appreciation of
movement through involvement and enjoyment
whether as individuals or as part of a team.
Music
Music is so much a part of the background of everyday
life that we tend to take it for granted. For many people,
however, it is a powerful focus for creative energy, and
one which both stimulates and guides the imagination.
The main aim of music education in school is to foster
pupils' sensitivity to, and their understanding and
enjoyment of, music, through an active involvement in
listening, composing and performing.
We have a Music Room, which is well equipped with a
variety of percussion instruments plus electronic
keyboards.
Peripatetic music teachers deliver Violin, ‘Cello, Guitar
and Woodwind instrumental tuition at the school (at a
small cost per term). Families receiving “benefits” may be
entitled to a bursary to help pay for tuition. Instruments
can be purchased from the LA at a reduced cost and
some instruments are available for loan from school.
Religious Education
The basic aim of education is to enable all children to
realise their maximum potential, to develop every aspect
of their personalities and to play a full and worthwhile
role in society. The special contribution of RE to this
overriding aim is that it seeks to encourage and develop
an awareness of the religious, spiritual and moral
dimensions of life and to help children in their quest for
meaning and purpose in life. Parents can request that
their children be excluded from RE and collective worship
and need to contact the Headteacher to discuss this if
appropriate.
Personal and Social Education (PSE/PSDWCD)
The wellbeing of our pupils is central to developing
happy confident learners with positive attitudes towards
life and learning. The school has developed an effective
holistic approach to promoting wellbeing through both
the curriculum and extracurricular activities. We operate
a whole school approach to Social and Emotional Aspects
of Learning (SEAL). PSE learning experiences are planned
across the curriculum through a range of topics. We aim
to ensure that pupils behave in morally and socially
acceptable ways, participate in decision making, form
positive relationships and become active local and global
citizens.
Sex education is included as part of our PSE programme,
in line with Local Authority policy. Parents may, if they
wish withdraw their children from all or part of the sex
education provided.
Education for Sustainable Development and
Global Citizenship (ESDGC)
Our aim is to prepare learners for the challenges facing
planet earth in the 21st century and beyond. We aim to
provide learning experiences that enable pupils to learn
how to care for and protect their environment. In small,
yet significant ways, we will strive to reduce pollution,
and use our natural resources with thought and care.
We endeavour to help pupils to understand their own
rights and responsibilities, as citizens locally and globally,
and have respect for the rights and responsibilities of
others. As a school we celebrate cultural, religious and
linguistic diversity and foster positive attitudes towards
others who are different to us.
Educational Visits
During the school year many educational visits are made
to places of interest. These serve to enhance the
curriculum and indeed the learning inside the classroom.
Educational visits may differ from year to year depending
on the needs of pupils and the curriculum. The school is
particularly well supported by the parents in these
activities. During their time in Year 5, pupils begin their
first steps of independence by being offered a 2 day
residential visit to Llangrannog, West Wales. Here they
undertake a range of activities to promote the use of
Welsh as a second language, team building skills and a
range of sporting activities. Year 6 pupils have the
opportunity to build on this experience through a 5-day
residential visit to Manor Adventure investigating
environmental issues and participating in more
adventurous activities.
The School Library
There is a school library as well as a small library area in
each classroom. All pupils are encouraged to visit the
libraries and to choose books for themselves. We have a
lending service in place so that children can take home
books that particularly interest them.
Parental liaison
We see educating children as
a partnership between
home and school.
You will be asked to complete a
Pupil Information Form to ensure we
have contact details for your child. You will
also be asked to complete a separate form from
the Welsh Government which includes other details
required for the annual census return. It would be very
helpful if you could please complete and return these as
soon as possible.
Contact details
Please inform the school immediately of any changes to
your address or telephone number in case we have to
contact you in an emergency.
Parent-Teacher consultations
Parents are given opportunities to talk to their child’s
teacher during the course of the year. Parents are kept
regularly informed of their child's development by means
of open evenings held twice a year, together with a written
report at the end of the academic year. We operate an
'open door' policy and arrangements can be made to
enable staff and parents to talk more frequently, should the
need arise. The Headteacher will always endeavour to be
available to meet with parents. Appointments can be made
through the Administration Clerk.
Informing parents
We place great importance on keeping our parents fully
informed about developments in the school as a whole.
Letters are sent out to parents or emailed directly. Current
school newsletters are also posted on the website. The
school also uses Twitter and text messaging on a daily basis
to keep parents informed of day to day events. At the start
of each term every class teacher sends home an
Information Sheet giving an overview of what is going to
be covered in class during the term to come.
Friends of ACP
We are most fortunate to have the continuous and
enthusiastic support of an active parent group, working
for the benefit of all involved with our school.
Further information about this can be obtained
from reception at the school
Accidents and illness
If a pupil sustains an injury at school emergency aid will be
administered by the staff. All staff have received basic first
aid training. In the event of a head injury the parent will be
informed by telephone and it will be up to the parent
whether they would like to collect the child.
The school staff will not be permitted to administer
medicines to children. The Headteacher will, under
exceptional circumstances, agree to administer medicines
on condition that parents sign a permission form.
Pupils who use inhalers to alleviate asthma attacks must
ensure that their medication is clearly marked with their
names and kept in the school office or First Aid room.
It is strictly forbidden for pupils to carry medicines into
school and to take medication without supervision.
Homework
We hold the belief that the home is as important a learning
environment as the school. Children will learn more
effectively if the bond between home and school is strong.
Therefore you will be asked to sign a home/school
agreement to signify your cooperation during the first
parents’ evening in the Autumn term. Pupils will be offered
a range of homework which we would ask you to support
and they will bring home reading books which we would
ask you to listen to a few pages each evening.
Homework is not compulsory but the children will be asked
to complete some tasks to assist them to achieve their
best.
Arrangements to View
Documents/Freedom of Information
All parents are at liberty to view much of the school
documentation. A list of the documents, which can be
viewed, may be requested from the Headteacher.
Visitors to the school
All visitors to the school are closely monitored. Access is
gained by entering through the main entrance and
communicating with the school office via an intercom.
During lesson times all entrances are internally secured
(not locked) in the interests of pupil/staff security.
Educational Visits
You will be asked to sign a general consent form allowing
your child to go on such visits. On special trips you will be
given individual consent forms to sign and return. Visits and
field studies form an important part of the curriculum.
Parents are informed of the arrangements for each visit well
in advance.
Charging for school activities
We have a Charging and Remissions Policy based on the
one provided by the Local Authority which was adopted by
our Governing Body. It has determined that parents be
invited to make voluntary contributions towards the benefit
of our school or to support a particular activity.
No child is excluded from an activity because of
non-contribution. Parents may be asked to pay for the
cost of damage if caused by the misbehaviour
of their children.
Assessment,
Recording
& Reporting
Assessment is an integral part of the National Curriculum
and given high priority. A range of assessment for learning
and assessment of learning is used to continually raise
standards.
Assessment of learning helps set targets for the future
and monitors progress towards targets. Formal,
informal, standardised and non-standardised tests are
used to inform attainment and future action.
Assessment for learning helps to identify the next steps
needed to make progress. It takes account of pupils’
strengths as well as weaknesses and essentially
promotes future learning and involves the children in
their learning.
“I pads and think pads enable us to take
digital learning into the classroom”
Community Links
The school is fortunate that within easy walking distance
there are many valuable local resources, such as churches,
a motorway, a canal, woods, etc. They are used to
advantage during the course of all pupils' studies. In view
of the great amount of work that we do in the
neighbouring environment, parents are asked to
complete a one-off permission slip to allow us to take the
pupils out and about in the locality.
Currently, we enjoy thriving links with the local community
and it is hoped that these links will be developed even
further in the future. Some examples of this good practice
are: Regular visits from representatives of the local
churches and charities, the school choir sing
at the Senior Citizens home and have performed
alongside Abercynon Male Voice Choir. Links have been
established with Abercynon Library and our pupils are
encouraged to use such a valuable resource, which is on
our doorstep. The Community Police officer and
Community Nurse visit each class in the school and
children in Y6 take part in the SAFE community scheme.
Harvest produce is taken to local senior citizens and they,
in turn, are invited to come to school for the Christmas
concerts and open day. Parents are invited into school on
a voluntary basis to assist with various activities.
Support for Charities
Abercynon Community Primary is a caring school and we
attempt at every opportunity to raise pupils' awareness of
people who are less fortunate than we are. With this in
mind, we provide positive support for many local, national
and international charities including: Christmas Shoe Box
Appeal for Romanian orphans, World A Autism, Oxfam,
Children in Need, Cancer Research, Cardiff City Sports in
the Community, Sports Relief, Open Door, NSPCC and
many others.
“Big Maths is amazing because we learn lots
of new strategies which makes it fun and easy”
Teaching staff plan carefully for class activities and the
needs of each individual pupil, taking into
particular account the ways in which pupils' interests
and enthusiasm can be extended and enriched.
The pupils are assessed on a continuous basis
throughout their school life and class records are
discussed at length before being transferred from
one teacher to the next, at the end of the academic
year to ensure continuity and progression.
Pupils will be assessed by: Continuous Assessment
by the teacher (TA) and Statutory Annual
Standardised Assessment (National Literacy and
Numeracy Tests years 2 - 6).
The Literacy and Numeracy Framework has been
introduced by the Welsh Government to help the
children of Wales develop excellent literacy and
numeracy skills during their time at school.
National Reading and Numeracy Tests
These tests are assessments that children will take
in all schools in Wales each May.
Their main aims are to:
• Give schools an accurate gauge of individual
children’s skills and abilities
• Help drive up literacy and numeracy standards for
children throughout Wales
• Paint a clearer picture of how children are
performing nationally.
Teacher assessment is moderated within school and
in year 6 across our local cluster family of schools,
which includes Mountain Ash Comprehensive, to
ensure consistency in the awarding of levels. Parents
will be informed of the KS2 levels and Foundation
Phase Outcomes that their child has achieved at the
end of each Key Stage and progress of pupils in
literacy and numeracy.
More Able and Talented (MAT)
We endeavour to help every child reach their full
potential. Pupils are identified using a range of
methods and their needs addressed as appropriate to
ensure support and challenge.
English as an Additional Language (EAL)
Any of our pupils with EAL are clearly identified
through a Needs Assessment. All staff have received
relevant training and have worked in conjunction with
outside agencies to ensure that specialist teaching
resources, carefully planned programmes of study and
strategies are implemented effectively to overcome
barriers to learning.
www.abercynonprimary.org.uk
Extra-curricular activities
We are proud of the vast range of extra-curricular activities
on offer. These are run by our dedicated staff and outside
partners. Throughout the year they include:
• Netball, football, hockey, athletics, rugby, golf
and kick boxing
• Dance, choir, music lessons and rock band academy
• Art, gardening club, ECO club, Pyramid Club, Mathletics
Club and Digital ICT Leaders.
Extra-curricular activities change
according to interest and demand thus
providing new and exciting
opportunities for our pupils.
Pupils also have the opportunity to
take part in: • An Annual Residential
Visit in Year 6 and a Weekend
Residential in Year 5
• A Cycling Proficiency Course and Test arranged by the
County safety Department.
• A series of swimming lessons at the swimming pool in
Abercynon Leisure Centre throughout the year at
Key Stage 2.
“We have the best sports
teams. We’re currently
champions at rugby,
football and netball”
“Music is my inspiration
and it helps me with my
confidence, I am currently
learning the violin”
Abercynon
Community
Primary School
Ynysmeurig Road, Abercynon CF45 4SU
Tel: 01443 743060
[email protected]
Headteacher: Mr D Jewitt
@abercynonpry123
www.abercynonprimary.org.uk
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