a curriculum that matters - Morley Victoria Primary School

Prospectus 2012 - 2013
Headteacher:
Address:
Mr. R. Elstub
Victoria Road, Morley. Leeds. LS27 9NW
Telephone No.
0113 2535253
Fax No.
0113 2597389
Email:
[email protected]
Web Site address
www.morleyvictoriaprimary.org.uk
It is a pleasure to have the opportunity to introduce
you to Morley Victoria Primary School. We
welcome your interest in the school hoping you find
the content of this prospectus helpful and we
warmly invite you to visit us and see the children at
work.
Ofsted Inspection November 2007
“Morley Victoria is an outstanding school.”
The inspector found that Morley Victoria:
♦
Provides an outstanding level of care and support for all pupils.
♦
Is a very happy and purposeful school that is extremely well thought of by pupils, parents
and carers.
♦
Ensures that pupils lie at the heart of everything that happens.
♦
Has standards that are consistently well above average.
♦
Has very high expectations of pupils and staff.
♦
Has outstanding teaching and learning because staff are tightly focused on ensuring that
pupils of all abilities do as well as they can.
♦
Has an outstanding curriculum which reflects pupils’ need to learn and practise a wide range
of skills as well as literacy and numeracy skills.
The full report is available on request at the school office, or on-line at www.ofsted.gov.uk
The results of the interim assessment
In carrying out the interim assessment, Ofsted considered the following:
 Pupils’ academic performance
 Pupil’s attendance
 Any inspection visits carried out by Ofsted since the last routine inspection
 Qualifying complaints about the school by parents or carers
 Any other significant concerns brought to Ofsted’s attention.
We are pleased to inform you that our interim assessment in 2011indicates performance has
been sustained and that Ofsted will not be inspecting our school unless they receive further
information that raises concerns. They will continue to undertake annual assessments of the
school’s performance.
Brief History of the School
The main school building is a fine example of the best architecture of the late nineteenth century
and was built as a progressive board school in 1901. Until 1976 the school catered only for
children up to the age of seven. In September 1976, the school began to develop into an Infant
& Junior School taking over the buildings vacated by high school children. In 1982 the Nursery
department was opened and the school has catered for 3 – 11 year olds ever since.
At 11 years of age, children usually transfer to one of the local high schools:- Bruntcliffe High,
Morley Academy or Woodkirk Academy.
Our School Aims
Our school accepts the Local Education Authority's aims for Primary Schools. These, together
with a detailed list of our school's aims, are available in school and can be summarized as
follows:At Morley Victoria we will;
•
Provide the highest quality educational experience for all children regardless of their age,
sex, ability or cultural background.
•
Give all children the opportunity to develop socially and emotionally, with confidence at a
rate that is appropriate to their individual ability.
•
Ensure all children receive a broad, balanced and differentiated curriculum within a rich and
stimulating environment, using a variety of teaching styles.
•
Create a positive caring ethos throughout school where relationships between children, staff,
parents, governors and the community we serve, are not only strengthened, but also
nurtured.
•
Offer all children at least one opportunity to take part in a residential visit during their time at
the school and also join the Year 6 Youth Group.
•
Encourage all children to participate in extra curricular activities. The school aims to
promote the areas of Sport, Music, Drama, and other creative arts, by giving children the
opportunity to take part in team games, clubs, concerts and to learn to play a musical
instrument.
•
Through high standards and high, but achievable expectations provide a relevant and
meaningful educational experience where a child’s enjoyment, self-motivation and success
become the most important factors.
ENJOYMENT + ENCOURAGEMENT + OPPORTUNITY + EFFORT = SUCCESS
Vision Statement
Morley Victoria will provide for all staff and pupils the OPPORTUNITY and ENCOURAGEMENT
to be able to ENJOY school and be SUCCESSFUL.
♦
The school will be an educationally inclusive school. One in which the learning,
achievements, attitudes and well being of all members of the school community matter.
Inclusion will characterise how the school operates as well as what it aims to achieve.
♦
The school will provide a challenging, broad, exciting and extended curriculum which will
actively encourage, motivate and develop the talents of everyone in school.
♦
The school will actively promote pupil participation and adopt the principles of the Investors
in Pupils framework in every year group. Pupils will be given opportunity to take
responsibility and be encouraged to make a positive contribution to their learning, school,
and society.
♦
The school is committed to being a healthy and safe school. Everyone recognises that
investing in emotional and physical health and providing a safe, secure environment
enhances the performance and achievements of all pupils and staff.
♦
A culture of continuous learning for all based on teamwork will be at the heart of all the
schools activities. Leadership and decision making will be distributed throughout school.
♦
The school will have a distinctive and shared ethos of achievement where relationships
between staff, pupils, parents, governors and the community are not only strengthened but
nurtured. The school will be the hub of the local community.
♦
The school will ensure that all learning takes place within a vibrant, stimulating and quality
environment which is enhanced through the provision of up to date resources.
MORLEY VICTORIA WILL BE A CAN DO SCHOOL FOR ALL
Admissions
The Governing Body of Morley Victoria Primary School wish to adopt the policy of Leeds City
Council with regard to the admission and transfer of pupils in school.
All parents who are considering applying to the school are encouraged to visit the school with
their child to have a look around and address any transfer arrangements.
Any parent with a child under five years of age who wishes to secure a place in our nursery
should contact the School Office to discuss admission arrangements.
Our School Staff 2012 - 2013
Headteacher
Mr R Elstub
Assistant Headteacher
Mrs J Hardaker
Support Teachers
Mrs W Kirkwood
Year Group
Nursery
Teachers
Mrs I Duley/Mrs Wilks
Year One
Miss C Male
Support Assistants
Mrs B Evans
Mrs N Signoretti
Miss L Barnaby
Mrs S Roberts
Mrs H Furniss
Miss L McTernan
Mrs N Scholes
Mrs S Gilbertson
Mrs A Holmes
Mrs K Ogden
Mrs J Edmondson
Reception
Miss C George – Foundation
Stage Manager
Year Two
Miss E Walters
Miss R Badger - Key Stage One
Manager
Mrs D Scargill
Ms J Wood
Mrs A Jackson
Year Three
Miss L Hardcastle
Mrs J Courtney – Year 3 & 4
Manager
Mrs A Davidson
Mrs D Madden
Mrs C Walsh
Mrs L Nichols
Mrs A Taylor
Mrs C Evans
Year Four
Mr K Precious
Miss R Cook
Year Five
Mrs L Kennan
Mr J Dougal
Year Six
Miss E Cannell
Miss S McCullagh/Mrs J Wood Year 5 & 6 Manager
Mrs J Britton – Year 5 & 6
Manager
Mr J Grayston
Mrs M Hemsley
Miss D Walker
Mrs J Naylor
The support staff play an important role in the smooth running of our school. The members are
as follows:Emotional Health & Well-being Manager
Mrs J Grayston
Assistant SENCO & Line Manager for Teaching Assistants
Admin Staff
Ms M Stainsby
School Meals Admin
Ms D Newman
School Superintendent
Mr K Parker
Cleaning Staff
Mrs J Brooks
Mrs C Hannah
Environment Staff
Miss V Armitage
Mid-Day Supervisors
Mrs S Lockwood
Mid-day Supervisory
Assistants
Mrs D Bower
Mrs D Newman
Mrs V Falcon Mrs A O’Leary
Mrs S Freeman
Mrs C Pickles
Mrs K Gard
Miss M Roberts
Mrs I Goodwin
Mrs Sharpe
Mrs P Haley
Ms S Sheppard
Mrs A McKenna Mrs S Taylor
Mrs J Moody
Peripatetic Music Staff
Mr Whiston
Mr Makinson
Mr Townshend
Mr Casey
Mrs M Ashlee
Mrs C Davies
Mrs C Holdsworth
Mrs M Gallagher
Mrs C Bastow
Miss M Roberts
Mr T Armitage
Strings
Pianist
Woodwind
Brass
Our School Governors
The school has its own governing body, which is comprised of the Headteacher, teacher
governors, parent governors, L.E.A. governors and co-opted governors from the community.
The full governing body meets for a minimum of three times per year and an annual meeting to
discuss the governors' report to parents is held. Sub-committees have been formed and these
meet as necessary.
Here is a list of our current governing body:L.E.A. Governors:-
Co-opted Governors:-
Mr B Taylor
Mrs M Ashlee
Mr R Finnigan
Mrs J Haigh
Mr M Nelson
Mr P Holdsworth
Mr P Redfearn (Chair)
Mrs M Bolton
Teacher Governors:-
Headteacher
Mrs M Ashlee
Mr R H J Elstub
Miss D Dufton
Assistant Headteacher
Miss R Badger
Mrs J A Hardaker
Parent Governor
Dr C Lawrie
Mrs S Redfearn
Mr D Parry
Mr I Street
Mrs L Porritt
Mrs L Wainwright
All governors can be contacted through school.
School Dates
Lists are issued by the Authority each year. If possible, it is advisable to try to arrange your
family holidays during school holidays.
In addition to these holidays there are 5 training days this school year.
School Calendar 2012 to 2013
The school calendar for 2012-2013 has now been approved. Please find it attached below:
Download print-friendly calendar (pdf, 35 KB)
HOLIDAY
SCHOOLS CLOSE
Summer
SCHOOLS OPEN
Monday 3 September 2012
Autumn mid-term
Friday 26 October 2012
Monday 5 November 2012
Christmas
Friday 21 December 2012
Monday 7 January 2013
Spring mid-term
Friday 15 February 2013
Monday 25 February 2013
Easter
Thursday 28 March 2013
Monday 15 April 2013
May Bank Holiday
Friday 3 May 2013
Tuesday 7 May 2013
Summer mid-term
Friday 24 May 2013
Monday 3 June 2013
Summer break
Tuesday 23 July 2013
Please contact schools directly for their five training days, as these are not the same for all schools.
Friday 21st September 2012
Friday 28th September 2012
Monday 10th June 2013
Monday 22nd July 2013
Tuesday 23rd July 2013
Terms will be as follows:
Autumn 75 days
Spring 54 days
Summer 66 days
Total 195 days
Bank Holidays include:
Christmas
New Years Day (bank holiday)
Good Friday
Easter Monday
May Day
Spring Bank
25 & 26 December 2012
1 January 2013
29 March 2013
1 April 2013
6 May 2013
27 May 2013
School Organisation
There are fifteen classes in our school, 3 Foundation classes, 4 Key Stage One classes and 8
Key Stage 2 classes. Most children are placed in classes according to their age and remain
there for a whole school year. Occasionally, it may be felt advantageous for a child to remain
with a particular teacher for more than, or perhaps less than one year, but a decision such as
this is only made after discussion with his/her parents.
We have a 39 place nursery where children attend in the morning or afternoon. There is also
the option of children attending for the first half or the last half of the week. This is subject to
review at the end of the academic year (See Nursery Prospectus).
Children in our main school are taught in a whole class situation, in groups or individually
according to the needs of the child.
All the classes in K.S.1 should have no more than 30 pupils in the class. Children in K.S. 2 are
in classes of no more than 35, but classes currently stand at around 30 pupils.
The majority of teaching time is spent with the children’s own class teacher. Some children,
particularly at KS2 may be taught in ability groups for Mathematics and occasionally English.
This policy is reviewed annually.
In recent years the school has continued to seek improvements and has gained five national
charter marks in recognition of its work in the areas of:
♦
Staff Development
-
Investors in People
♦
Pupil Development
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Investors in Pupils
♦
Literacy & Numeracy
-
Basic Skills Charter Mark
♦
PE/Sport/Games
-
Activemark
♦
Personal Social, Health, Citizenship Education (P.S.H.C.E.) - The school has achieved level
Three of the Leeds Healthy School Standard.
♦
The Stephen Lawrence Standard (Level 1)
♦
Inclusion Chartermark.
School Uniform
The following information has been agreed by our school governors.
We ask that children come to school in the school uniform as detailed below:WINTER:
SUMMER
BOYS:
White polo shirt/shirt
Navy blue sweatshirt
Navy blue/grey/black trousers
GIRLS:
White polo shirt/shirt
Navy blue Sweatshirt/Cardigan
Navy blue/grey/black skirt or trousers
Tights: Navy blue/grey/ black or white
BOYS:
White polo shirt/shirt
Navy blue/grey/black shorts/trousers
GIRLS:
White polo shirt/shirt
Navy blue/grey/black skirt/shorts/trousers
Or
Blue and white checked or striped school dress
Please note:
Sweatshirts and polo shirts bearing the school motif can be purchased from the school.
The order forms can be obtained from the school office, where samples of the above can be
seen. Morley Victoria uniform can also be purchased from The Uniform Shop, Queen Street,
Morley.
Footwear
Shoes – sensible, low heeled and preferably dark in colour. (Children in Years 3 to 6 will be
asked to wear these for concerts).
Sturdy sandals which fasten can be worn for hot weather. Please consider your child’s safety
when they are running around in the playground.
Boots can be worn in winter providing they are sensible/low heeled/dark in colour. (No stilettos,
high heels or fashion boots please).
Jewellery
Children should not be wearing bracelets, rings or necklaces in school. Necklaces can also be
dangerous in the playground. These items of jewellery cause problems and upsets amongst the
children.
The following items of jewellery are acceptable:
Earrings – simple stud or small sleeper earrings, no more than one per ear.
Watches – a plain ‘tell the time’ type watch is allowed. Complicated fiddly “toy” type watches
are inappropriate.
Hairbands/Accessories
Some children like to wear headbands or hair accessories in school. We request that these are
school colours or neutral colours and of an appropriate size.
Hair
Please ensure that your child comes to school with an appropriate hairstyle, (no patterns or
extreme colours).
Make up is not appropriate for primary aged children.
We have high expectations of our pupils and want them to look smart when they represent our
school. How children present themselves is important to all of us at Morley Victoria.
P.E., Games and Swimming
Children also require equipment for Games, P.E. and Swimming:P.E. & GAMES
White or navy shorts
White T shirt
Or Black/blue leotard
for indoor games
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“
“
“
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Trainers or pumps for outdoor games – please ensure that
these are the correct size.
Tracksuit or warm change of clothes for outdoor games – preferably
blue.
Pump bag
Swimming (Year 4)
Swimming costume
Towel
We request that you clearly mark your child’s name in all items of clothing or equipment.
Children do need a change of t-shirt for hygiene purposes and should not wear their school tshirt for P.E. lessons.
The School Day
RECEPTION / KEY STAGE 1: 8.50 a.m.
-
12.00 noon
1.10 p.m.
-
3.15 p.m.
Reception and Key Stage 1 children can go to their classrooms from 8.50 a.m. Parents may
accompany children into school, but to avoid congestion we would ask you to leave as soon as
your child is settled.
KEY STAGE 2:
8.50 a.m.
-
12.10 p.m.
1.10 p.m.
-
3.15 p.m.
Key Stage 2 children assemble in either playground for 8.45 a.m. At 8.50 a.m. children are
called into school.
Registration
We have a computerised registration system and this takes place at the beginning of the
morning and afternoon sessions and we ask you to ensure that your child arrives at school in
good time. The register is taken for both Key Stages is at 8.55 a.m. with lessons or assembly
starting at 9.00 a.m. prompt. Any child arriving after 9.00 a.m. should report to the office to
ensure their attendance is recorded. Parents/Carers of children arriving late to the outer
buildings need to inform the office of their arrival.
Short assemblies are held each day and a 15 minute morning playtime provides a mid-session
break for children and staff. Classes also have the opportunity for flexible breaks during the
afternoon.
Children in Key Stage 1 are provided with milk at a small charge and free fruit and vegetables.
Key Stage 2 children bring a healthy snack to school for the morning break. Water coolers are
situated around the school. The school provides a healthy tuck shop at Key Stage Two.
Attendance
The school’s attendance for 2011/ 2012 has been very good. There were 410 children on roll in
the main school and the average weekly attendance was 96.4%. The number of authorised
absences was 2.4 % and unauthorised 0.2%.
Absence
If your child has to be absent from school for any reason, we require a phone call and a letter
confirming the reasons for absence. Schools must now record all unauthorised absences.
These are absences without the school's permission. Information of these absences are
recorded on the child's report, and sent to the local education authority and to the Department
for Education. The prior notification of an appointment e.g. at the dentist, ensures that a child
receives his/her attendance mark on the register. If no information is received, the school will
contact parents by telephone to try and ascertain reasons for any unexplained absence.
Lunch Time
Foundation and Key Stage 1 children take their school dinner in the portakabin hall. Key Stage
2 children take their school dinner in the dining area situated on the lower ground
floor. Dinner money is collected on a Monday morning and it is important that the
full week’s dinner money is sent on this day, as banking deadlines have to be met.
If a child is absent on Monday, please send the money on the first day of their
return to school. Please put the money in a sealed, named envelope, to help with
our administration. Healthy meals are served cafeteria style and children are given
a choice of alternative dishes from the menu. Children are supervised by mid-day
supervisors and 14 supervisory assistants. Children are allowed to bring a healthy
packed lunch as an alternative to having school dinner and eat their packed lunches
in the classrooms whilst being supervised by lunchtime assistants. The children
may also bring a drink in an unbreakable container to have with their lunch. No
glass bottles or cans please. Children should not bring sweets or chocolates in
their packed lunch.
Parental Involvement & Home-School Links
Our school welcomes parents as we firmly believe that parents and teachers working together,
offering mutual support can help the children to be happy and successful at school.
Curriculum Evenings
Every year group in school provides a curriculum evening for parents and carers in September
or October. These meetings are useful for establishing home/school links and for parents to
find out what their child will be learning during the year and how they can support them at home.
Homework
Children in all years will be required by their teacher to do some work at home. Pupils may be
asked to learn words, their number bonds, tables and spelling lists, as well as read on a regular
basis. Some homework will be related to finding out about the topic the children are studying at
the time. Learning Logs (Y2 to Y6) consolidate and extend work already carried out in school.
Parents are asked to support and encourage the children with their work.
Parents’ Evenings
Parents are formally invited to school twice a year to discuss their child's/children's progress.
Appointments are offered at the Autumn and Spring term open nights. Older children are invited
to these parents’ evenings as well.
School Reports
An annual report keeps parent informed about their child's progress in all areas of our school
Curriculum plus comments on aspects of personal and social development. In addition we are
always interested in receiving comments and observations.
Parents in School
♦
Parental involvement begins even before the children start school, as we have a homevisiting system and parents are encouraged to visit us immediately their child's name is
included on our waiting list for the nursery. We believe the child will benefit if this
partnership continues throughout the time the child attends our school.
♦
We welcome parents to help in classrooms and the staff are very grateful for this support. If
you feel you would like to help please contact the class teacher, Mrs Hardaker or Mrs
Ashlee, who will be pleased to make appropriate arrangements for you.
♦
Parents are welcome to take their children into school at the beginning of the school day.
Our teachers are normally available to speak with parents at the end of each school day,
alternatively an appointment can be made.
♦
Each term parents receive a NEWSLETTER providing information about the kind of work,
projects, themes that are being studied in your child's year group. Your interest, support
and encouragement will help your child at school.
♦
Parents are invited to special class assemblies, or performances, both during the school day
and for our older children sometimes in the evening.
♦
At the beginning of the school year parents are invited to attend a year group curriculum
evening, which outlines the programme of work and events for the coming year.
P.F.A.
The school is very fortunate in having a strong P.F.A. Our prime function is to provide
memorable events for children and families. The group support the school in many ways,
organising fundraising events such as the annual Spring Fair, arranging popular discos and
social evenings, nearly new uniform sale, Christmas gift shop for KS1. The P.F.A. take an
interest in many other aspects of school life and are a valued part of our community. New
members are always welcome. Please contact Mrs Hardaker or Mrs Holdsworth in the school
office if you are interested
Pastoral Care
The pastoral care of the pupils at Morley Victoria is seen as a high priority. The school is
fortunate in having a full time qualified Manager of Emotional and Behavioural Learning who
works closely with pupils and families who are going through difficult times. Our main aim is to
ensure that all children are happy at school.
In the Foundation Stage, the Early Years Liaison Manager works with parents, children and
families in a similar way.
Behaviour in our School
The school sets high standards and has high expectations in terms of behaviour, and we
endeavour to praise and encourage good examples of this. These expectations are continually
reinforced by teachers and other staff around the school, whether in class itself, in the
playground, or during assemblies.
Our school is proud of its Investors in Pupils status and children are involved at the beginning
of every year in writing a class mission statement, setting class targets and working together on
behaviour in the classroom and around the school. Children are expected to take on jobs and
other roles of responsibility as part of their personal development.
Every key stage has developed its own behaviour policy which includes expected behaviours,
rewards and sanctions appropriate to the age of the children. Higher up the school we have
team and house structures which reward children for good behaviour and succeed in keeping
our pupils well-motivated.
If children fail to achieve our standards we find time to discuss any lapses with them. They are
given an opportunity to improve their behaviour. If difficulties persist we enlist the support of our
Manager of Emotional and Behavioural Learning who works with the child until problems are
resolved.
A strong home/school/child relationship is very valuable. We also seek the help and cooperation of parents and carers. We feel that open, friendly communication with parents
enables us to give each other valuable mutual support. This relationship is also used fully if
children develop physical, emotional or personal problems. Indeed, staff are ever watchful in
order to detect difficulties at an early stage, and are eager to help and to listen.
Discipline Procedures
The Governing Body has accepted the L.E.A.’s statement on discipline in schools, a copy of
which is also available in school. In the event of any disciplinary procedure involving a child, the
parents will be consulted first and kept informed at every stage of its development. It is most
unlikely that any problems cannot be solved, with the child, parents and the staff at school
working together.
Safeguarding
At Morley Victoria we are committed to safeguarding and promoting the well being of children
and young people. Our school expects all staff and volunteers to share this commitment. The
outcomes of this are that children and young people at Morley Victoria are safe and also that
they feel safe. We therefore aim to provide a caring, safe environment in this school and a
curriculum in which children’s self esteem and independence are nurtured.
Inclusion
The school’s Inclusion Policy ensures that we provide the most effective education and care for
all groups of children.
Our Inclusion Team is currently led by the Headteacher and consists of a group of specialist
staff who monitor the provision we make to ensure that all children make progress and are
happy and secure in school. Our school has gained the Inclusion Chartermark and the Stephen
Lawrence Award.
Special Educational Needs
Definition of Special Educational Needs
Children have special educational needs if they have a learning difficulty which calls for special
education provision to be made for them.
Children have a learning difficulty if they:
a) Have a significantly greater difficulty in learning than the majority of children of the same
age; or
b) Have a disability which prevents or hinders them from making use of educational
facilities of a kind generally provided for children of the same age in schools within the
area of the local educational authority.
Fundamental Principles
•
•
•
•
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A child with special educational needs should have their needs met
The special educational needs of children will normally be met in mainstream schools or
settings
The views of the child are sought and taken into account
Parents have a vital role to play in supporting their child’s education
Children with special educational needs are offered full access to a broad, balanced and
relevant education, including an appropriate curriculum for the Early Years Foundation
Stage and the National Curriculum.
As a School
We promote high standards of education for children with SEN
We encourage children with SEN to participate fully in their school and community and to take
part in decisions about their education.
We work closely with other statutory and voluntary bodies to provide support for children with
SEN.
Meeting the needs of children and young people with SEN successfully requires partnership
between all those involved – LEAs, schools, parents, pupils, health and social services and
other agencies.
Please see our SEN policy for further details.
More Able Pupils
Morley Victoria recognises that there are some children in school who are very capable either
academically, or in a specific field, of achieving a level significantly higher than that of their
peers. These children are identified and provision is made for them by the class teacher
creating enrichment and extension activities.
The children are not only provided with appropriate challenging tasks in school but are also
given the opportunity to work with similar children across the school on joint initiatives.
Equal Opportunities
It is the policy of our school to ensure that all children have the best possible opportunities for
their future development. The curriculum policies of the school are constantly open to question,
to make certain that no areas are overlooked. It is hoped that the work in our school reflects our
commitment to equality in all areas of life. We aim to provide a balanced curriculum, which
focuses on positive aspects of cultural differences, and helps each child to look for the best in
themselves.
We use a variety of teaching methods including whole class, group and individual teaching
when appropriate.
We plan whole school theme weeks during the year, providing opportunities for more crosscurricular work and the sharing of memorable experiences.
At Morley Victoria we take every opportunity to enrich the curriculum by outings, visitors to
school and public performances.
Our work on the Stephen Lawrence Award helps us to fulfil some of the needs of Equal
Opportunities.
Medical Problems
It is important that your child’s teacher is aware of any particular health problems that your child
may have. If your child becomes ill at school we will make every effort to contact you, but we
will act as substitute parents until you arrive, even if the illness/ injury requires that we take your
child to hospital. It is vital that your contact numbers are kept up to date in the school office for
this reason.
Staff can administer medicines with written permission from the Parent/Carer. We certainly
welcome parents into school to give their children medication. A form can be obtained from the
office for parents to complete if you need staff to supervise children taking medication e.g. in the
case of asthma.
A CURRICULUM THAT MATTERS
The curriculum at Morley Victoria has been designed to enable the school to
successfully deliver the Every Child Matters outcomes to its pupils through eight key objectives.
(See “A Curriculum Overview”).
The content of the curriculum is based on the national curriculum programmes of study and,
where possible, they will taught through a cross curricular theme. This will help make sense of
the learning for the pupils.
Important key skills and understanding will need to be taught discretely before opportunities are
created for pupils to apply these skills to other areas of learning. All the themes chosen will
have relevance and meaning for the pupils within the context of this school.
There are six main themes for each year group which need to be covered throughout the year.
Every theme will start with a question in order to encourage enquiry based thinking. The
learning and application of skills, knowledge and understanding will drive the curriculum rather
than the content or coverage.
All themes, wherever possible, will be selected in order to build upon the pupils’ prior learning.
e.g.
Younger pupils – Local Area / Recent Past.
Older pupils – U.K. World Study / Ancient History
At the start of work on a theme the teacher will always seek out the pupils’ prior knowledge and
plan the learning activities based on this.
All staff will seek to provide rich and varied first hand experiences for the pupils to support the
learning. e.g. visits, visitors, artefacts etc.
Consideration should be given to who is the best person to deliver the teaching and where is the
most appropriate location for the learning to take place.
The allocation of time for each of the eight areas will be determined by the teacher based on the
needs of the pupils in the class.
Priority should be given to ensuring that the learning of key skills and the development of pupils’
emotional and physical health are always addressed first.
The Early Years Foundation Stage Curriculum forms the basis for the areas of learning in the
Foundation Stage. (Nursery and Reception classes) The prime areas are:
Communication and language
Physical development
Personal, social and emotional development
The specific areas are:
Literacy
Mathematics
Understanding the world
Expressive arts and design
All national curriculum subjects at Key Stage One and beyond are addressed through our
school curriculum, A Curriculum That Matters. The areas of learning in our school curriculum
emphasise the importance of developing the whole child as in the Foundation Stage of learning.
A CURRICULUM THAT MATTERS
OBJECTIVE
FOCUS
SKILLS
ASSESSMENT
Learn And Use Key
Skills (Achieve
Economic Wellbeing)
English
Mathematics
ICT
Languages
Communication (listen, talk,
think, read, write, record
appropriately).
Number and other key maths
concepts
Information Technology
Appropriate pace, accuracy
and independence
Ongoing periodic teacher
assessment
Formative use of summative
assessments, curricular
targets etc.
Research & Understand
The Past, Present &
Future
(Enjoy And Achieve)
History
Geography
Religious Education
Enquiry
Information Processing
NC statements of attainment
supplemented with Ma1 and
Eng1 where appropriate
I have the skills and
understanding to be able
to research the past,
present and future.
Explore And Investigate
The World Around Me
(Enjoy And Achieve)
Science
Design Technology
Problem Solving
Reasoning and Evaluation
NC statements of attainment
supplemented with Ma1 and
Eng1 where appropriate
I have the skills
required to explore and
investigate the world
around me.
Appreciate And Enjoy
The Arts
(Enjoy And Achieve)
Art and Design
Music
Dance, Drama and
Performance
Creative thinking
NC statements of attainment
Artsmark
I have taken the
opportunity to
appreciate and enjoy the
arts.
Know How To Stay
Physically Healthy And
Safe
(Be Healthy/Stay Safe)
PE/Sport/Active Play
Health Education
Safety Education
Healthy Schools
Questionnaires
Activemark
Develop Good Personal
And Social Skills And
Teamwork
(Be Healthy)
Personal and Social
Education
Acquiring and developing
skills
Evaluating and improving
performance
Knowledge and
understanding of fitness,
health and safety
Work and learn with others
Accepting and discussing
guidance and advice
Social skills (including
empathy, respect and
managing own behaviours)
Emotional and behaviour
Questionnaires
Healthy Schools Mark
OUTCOMES
(SUCCESS CRITERIA)
I have learnt the key
skills in Literacy,
Numeracy and ICT and
can successfully use
and apply these skills in
other subjects.
I have a healthy lifestyle
and know how to keep
myself safe.
I have good personal
and social skills and
work well as part of a
team.
Practise Being A Good
Citizen
(Make A Positive
Contribution)
Citizenship
Investors in Pupils
Pupil Forum/School Council,
Enterprise
Community Cohesion
Sustainable Development.
Work within
school/community rules and
principles
Work and learn with others
Citizenship Portfolio
(examples of positive
contributions)
Investors in Pupils
Stephen Lawrence Award
Eco – Schools.
I have made a positive
contribution to the life of
the school and
demonstrated concern
for wider issues
affecting the community.
Develop And Pursue
Own Interests
(Enjoy And Achieve)
Project Work
(Individual/groups)
Study Support
Extra-curricular opportunities
Independent, self-initiated
learning
Qualitive assessments e.g.
through learning,
conversations,
portfolio/Record of
Achievement
I have a wide range of
interests which I actively
pursue.
Extra Curricular Activities
Many of the staff voluntarily take children for various activities both in and outside school hours.
At present we offer the following range of school clubs or activities during the school year:Football – Girls & Boys
Netball
Athletics
Book Club
Lunchtime Singers
Choir
Art Club
Year 6 Youth Group
Computers
Recorders
Cartoon Art
Wind Band/Glockenspiel
Film Club
Sewing Club
Song & Dance
Topic & Research
U11 Sporting Events
All children will have the opportunity, if they wish, to take part in some or all of these activities
during their seven years at Morley Victoria.
Residential Visits
Year 5 children will have the opportunity to visit the East Coast in the summer term. They stay
at Cober Hill and explore the coast and countryside around the area. A Year 6 weekend
residential to Ingleborough is also on offer. The children stay at Ingleborough Hall and
experience outdoor adventurous activities. Details of visits are always provided and adequate
levels of supervision are always assured. We must seek voluntary contributions from parents to
cover the cost of these visits. In addition to this our Year 2 children have the chance to
experience a class ‘sleepover’ in school! These residential visits are always remembered by the
children as highlights of their life in primary school.
All staff organising residential visits follow the guidance given by the LEA and adhere to the
school’s policy. Risk assessments are always carried out thoroughly prior to any educational
visit by the party leaders and party members.
Before & After School Care (Basement Buddies)
In the Basement, the school has provision for the care of children from the ages of 4 years to 11
years. This popular facility comes under the umbrella of the School Governing Body.
7.45 – 8.50 a.m. morning session
3.15 – 6.00 p.m. evening session
A variety of activities and equipment are available in a safe, happy environment. Further details
on request. Childcare costs are similar to local child minding costs.
The telephone number for Basement Buddies is: 0113 2527300
Childminders
Local childminders and their children meet on a Tuesday morning in our Blue Portakabin Hall. If
you need to find out more information, please contact Susan Franklyn on 0113 2520406.
Access to information for parents
All access for information is initially through the Headteacher or one of the governors.
Information on the following is available to parents, at any time convenient to both them and the
headteacher.
1.
The Authority's and School's Statement of Curriculum Policies and Aims.
2.
All official documents issued by the DFE and Ofsted
3.
All curriculum information and guide-lines including the National Curriculum.
4.
The Formal Complaints Procedure.
5.
The Authority's agreed syllabus for Religious Education.
6.
In the event of parents having a complaint about the curriculum or related matters,
the governors have agreed to follow the L.E.A.'s formal complaints procedure, a
copy of which is available in school.
If you have a problem please approach your child's class teacher in the first instance.
Mrs. Hardaker, Assistant Headteacher, is also available. If the problem is serious please
contact Mr. Elstub, Headteacher, immediately. Our Chair of Governors, Mr. Paul Holdsworth
can also be contacted.
School Security
It is important that we know who is on our premises. We ask that parents/visitors report to the
school office on arrival. If children arrive late, we ask them to report first to the office.
Charging Policy Statement
The Governing Body of our school has agreed to adopt the following policy on charging.
POLICY OF CHARGING
1. For optional extras i.e. Education provided wholly or mainly out of school hours
which is unconnected with the requirements of the National Curriculum, and to
which parents have agreed in advance, the full economic cost of the activity (i.e.
the overall cost shared equally among the number of participants) to be met by
parents by voluntary contribution, there being no remission of charge, e.g. Week
“adventure” holiday at residential centre.
2. Other excursions/activities, which take place during school hours, will also be
funded by voluntary contributions. If the purpose of the visit is incidental to
education being provided for at the school for which no charge is being made,
transport costs will be paid by the school; board and lodgings and admission
charges etc., by voluntary contributions. Once again ample notice by letter will be
given (using the LEA prescribed letter but to include a section asking for Parental
Consent for the child to participate in the activity) and the Headteacher will use
his/her discretion, based upon parental response to determine whether the activity
is to be carried out or not. Those pupils whose parents are unable or unwilling to
contribute will be subsidised from school fund. The latter’s solvency will be subject to
fund raising events organised by the School.
3. The cost of materials used in such subjects as Art and Craft, where parents have indicated
in advance that they wish the finished article to be owned by themselves or the pupil, will be
met by voluntary contributions. Those parents who are unable or unwilling to contribute will
be subsidised from school fund. As before, the cost of the material will be decided by the
school.
ACTIVITIES FOR WHICH DISCRETIONARY CHARGES MAY BE MADE:
i) Peripatetic Music
The school has a flourishing string orchestra and wind band, providing the opportunity for
children to learn an instrument and perform with others. Costs of teachers for peripatetic
lessons are very high and this means that we must charge £25 a term for each child. This
represents very good value as compared to private lessons. The charge is subject to
review by the governing body.
ii)
Equipment beyond usual lesson requirements
iii) Day Educational Visits/Residential Visits/Theatre/Artists Visits
We continue to ask for voluntary contributions.
The information presented in this booklet was correct at the time of updating in
September 2012 but it should not be assumed that there will be no changes in the
coming year.