School Brochure 2010

1. Click the green circle to return to the index at any time. School Brochure 2010 Burnham Copse Primary School Newchurch Road, Tadley, RG26 4HN Telephone 0118 9814498 email: adminoffice@bcp.hants.sch.uk Website: www.burnhamcopse.co.uk

2. Quick guide to finding information Page 1 Contact details and logo Page 3 About us Page 4 Map, Registration and Assemblies Page 5 General Expectations Page 6 Operational Details Page 7 Rewards and Sanctions Page 8 Class Names Page 9 Breakfast and After-school C2lub Page 10 The School Day Page 11 Trips and Visits Page 12 Science Park Page 13 The Staff Team Page 14 The Governing Body Page 15 Attendance Expectations Page 16 &17 Parent Partnerships Page 18 Food and Drink in School Page 19 School Uniform Page 20 Pastoral Care Page 21 Curriculum; ICT & RE Page 22 Curriculum; Literacy Page 23 Curriculum: Mathematics and Science Page 24 Curriculum; Physical Educaion Page 25 Curriculum; DT, History and Geography Page 26 Curriculum; Music and PSHME Page 27 Curriculum; Art Page 28 Special Educational Needs Page 29 Assessment, Target-setting & Homework Page 30 Reporting to Parents Local Authority Details Equality of opportunity The school operates at all times as fully Inclusive and with due regard for Equal Opportunities, Racial Equality and Community Cohesion. Copies of all policies are available on the website at www.burnhamcopse.co.uk or on request from the school office. Please visit our website, www.burnhamcopse.co.uk , for more comprehensive information and picture galleries.

3. About Us At Burnham Copse Primary School we have a child-centred approach where tasks in the classroom are designed to be challenging, interesting and fun, enabling the children to achieve well. Our school is a bright, modern and well-equipped building containing facilities for specialist teaching of cooking, art, pottery, design technology, science and ICT. We have lovely grounds which we are continuously developing to enable us to take learning into the outdoors. Our Science Park is now fully operational and there are more plans in place for the exploration of physical sciences at first-hand. We are situated on Newchurch Road in Tadley. Our catchment area consists of the whole of the AWE estates in Tadley and Baughurst, as far as the Hampshire / Berkshire border, the area between and adjacent to the above estates as well as the majority of the village of Baughurst, Mount Pleasant and the area between Mount Pleasant and Franklin Avenue. Visits to the school are welcomed. Open Days for the Reception Class of 2011 are on 23rd and 29th September from 9.30am – 11.30am, but we are happy to show people around at any time. Please telephone for an appointment on 0118 9814498. Our school is a warm, friendly and welcoming place where we place children and their learning at the heart of everything we do. We pride ourselves on our caring ethos and our after-school care and sporting clubs. 2010/2011 INSET Days 1st November 2010 4th January 2011 8th April 2011 6th June 2011 27th July 2011 Please visit http://www3.hants.gov.uk/education/schools/schoolholidays.htm for this year’s term dates

4. Map, Registration and Assemblies Registration All external doors are locked for security at 9am. Any child arriving at school after this time must go to the main school entrance and register at the office. Punctual arrival at school is fundamental to achievement and parents are asked to ensure their children are in school in good time or telephone the school office immediately if there is a problem. Any child arriving at school after 9.10 has to be marked as an “unauthorised absence” unless we have been informed of a reason. Where to find us! Collection of children from school All children in Foundation Stage and Key Stage 1 (Robin, Wren, Nuthatch and Woodpecker classes) are only released from school directly to a known adult by the class teacher. Each September, we ask you to inform us of any adults you authorise to collect, your child. A message can be left with the office as no child is released without this permission. In Key Stage 2 (Goldfinch, Swallow, Siskin and Magpie classes) we ask that you inform us if you authorise your child to leave the premises without an adult and either walk home or meet an adult elsewhere. We strongly advise that any child walking home does so in the company of other children. Assemblies Assemblies in school are of a mainly Christian, but non-denominational, nature. Parents have the right to withdraw their child from this daily Act of Worship and should inform the Head Teacher if they wish to exercise this right.

5. General Expectations If all of our children are to achieve their full potential, we, as the responsible adults, need to nurture and encourage the development of trust, respect, confidence, self-esteem and the desire to learn. Our school is a place which revolves around the needs of the children - intellectual, physical, emotional, spiritual, social and cultural. All children have a right to expect to achieve a good level of basic skills to enable them to fully access the outside world. and workplace. The pace of change in our lives is so great that we do not know what they will need in their lives beyond good social skills, an ability to think for themselves and a love of learning. We encourage children to think for themselves and make decisions in a variety of contexts throughout their schooling. Active teaching of the different types of thinking is part of the curriculum. Alongside this, we teach skills of evaluation, reflection and analysis. We aim for children to be excited by a curriculum that is well-designed to suit their needs, interests and aptitudes. We set activities that are relevant, meaningful and pitched at a level that builds confidence and presents a challenge at all times for all children. As part of the planned curriculum, we give children opportunities for independent research and investigation. This includes compilation and presentation of their work to a variety of audiences. To support motivation we have firmly embedded systems for positive rewards that are accessible to all children and based on this “notion of best”. Our school ethos revolves around high expectations for everyone to achieve their best at all times and in all things.

6. Operational Details As a primary school, we provide educational care for children from 4 – 11 years old. The children are divided into classes of no more than 30 in Foundation and Key Stage 1, and no more than 34 in Key Stage 2. All of our classes have a full-time qualified teacher and a full-time learning support assistant (LSA). Teachers work closely with their Assistants, directing their time carefully to ensure that children receive appropriate support at all times. Our published admission number (PAN) is 30. Details of the school catchment area are available from the school office or our website. We have a themed approach, where we fit as many strands of learning together as we can to provide relevance and meaning to learning. Our topics are blocked to follow Science, Geography and History foci, with Literacy and Numeracy running alongside as specific teaching units. Children start school in the September following their fourth birthday. We follow the admissions policy as agreed by the Hampshire Education Authority and published in the Annual Guide to Applying for a School Place.

7. Rewards and Sanctions Our Reward System Children receive stars for good work or behaviour which are saved on a chart. Every page filled with stars earns a gold Head Teacher Award. Work that is particularly commendable, or a marker of a personal milestone, earns an award directly. Year 6 have a reward system that dovetails into our policy, but also acknowledges the need to develop and enhance their maturity. Achievement Certificates These are awarded to two children in each class at the end of each half term. In years 5 and 6, certificates are awarded to children achieving the highest marks in end of term tests. General Behaviour We expect high standards of behaviour from our children in all things and at all times. We have clearly communicated policies and systems to ensure consistent expectations of discipline and behaviour, which encourage children to think about their behaviour and the impact it has on others. The agreed policies are available from the school office, or from our website. In brief, children who choose to misbehave receive a verbal warning. If the behaviour continues, their name is written on the board. Any further infringement results in being sent to the Head Teacher to explain their behaviour and identify why they should be making better choices. Corporate Awards Classes can be awarded marbles for good working attitudes. These marbles are accumulated over time and can be traded for a special treat, agreed with the teacher, such as extra playtime. At the end of every week, the class with the most marbles wins “Bernie”, a large teddy bear, which they keep for a week. Individual Awards There are three categories of Award: Bronze, worth three stars. Silver, worth four stars. Gold,, worth five stars. Parent partnership If a child is sent to the Head Teacher twice in one week, or misdemeanours are of a more serious nature (such as bullying), parents are asked to come into school to discuss and agree a joint approach to the problem. Eyries in school We have four Eyries (Houses) in school. Individual awards also count towards Eyrie points – full details can be found on our website.

8. Class Names Children in our school are grouped into classes named after garden birds. We chose this theme largely because of the abundance of wildlife in and around our lovely grounds, but it also links historically to the woodland nature of the area. Robin: Our Reception class (sometimes called the Foundation Stage). Children in the first year of their schooling follow a specially-developed curriculum which enables them to continue their early learning experiences through a variety of first-hand experiences. This highly structured play-based curriculum underpins all ten curriculum subjects through six areas of learning. We want the children to enjoy school from their very first day and work closely with parents to ensure that their early experiences are happy ones. To this end, we are very flexible in terms of children coming to school in the first few months, following a staggered-entry approach which ensures children are not too tired. Details can be arranged with the class teacher to suit individual response. Woodpecker, Nuthatch and Wren: These are mixed classes of both year 1 and year 2 children this year, but sometimes changes to take account of pupil numbers. Because of the highly individualised learning programmes we follow, teaching children of two year groups within the same class is as effective as single-age classes. Year 1 is the start of formal schooling, when the children move out of the foundation stage curriculum and start to follow the National Curriculum. By Year 2, we expect the children to have acquired a good understanding in the basic skills of reading, writing and number. Learning becomes a little more formal, but we aim to keep first-hand and practical experience at the heart of all we do. Swallow and Goldfinch: Theseclasses are a mix of pupils in years 3 and 4. Siskin: Thisclass is for year 5 pupils, Magpie: This class is for year 6 pupils.

9. Breakfast and After School Club Breakfast and After School Club (Starlings) We currently run "Before and After School” and “Holiday Club .“ Breakfast club runs from 7.30am – 8.30am daily, After-school club runs from 3.30pm – 6.00pm. Holiday club runs between 7.30am -6:00pm, Monday to Friday, during most school holidays. Further details, including registration forms and prices, are available from the school office. On our school website there are copies of the latest newsletter, minutes from the AGM, the Care Club’s constitution and information about what the children have been doing. Club Manager: Mrs Jackie Gregory Playworkers: Mrs Julie Aldwinckle Mrs Christine Jenkins Miss Linda Stewart Miss Donna Wallace Jackie Gregory can be contacted through the school office to arrange bookings, or telephone 0118 9814821 after school hours.

10. The School Day 8.30 The doors are opened and children arriving at school are expected to come straight into class through the front entrances. Parents are encouraged to come into class with children and stay to join in with an activity until 9am. 9.00 Registration 9.10 - 10.25 The first teaching session 10.25 – 10.45 Assembly 10.45 – 11.00 Morning break 11.00 – 12.00 The second teaching session 12.00 – 1.00 Lunchtime 1.00 – 2.00 The third teaching session 2.00 – 2.15 Afternoon break 2.15 – 3.20 The fourth teaching session for Key Stage 1 2.15 – 3.30 The fourth teaching session for Key Stage 2 On a Friday afternoon there is a whole-school Assembly at 2.45pm when parents are invited to join us.

11. Trips and Visits Experiential and Active Learning We operate on the principle that children with active bodies have active minds. The curriculum is planned to enable children to be as active as possible, appropriate to age, with opportunities for moving around, investigating and exploring ideas in as many ways as possible. The school is set in extensive grounds with several hard play areas which are “zoned” for playtimes. Trips and Visits We plan for a variety of trips and visits to support the children’s learning throughout the school year. The Reception year have opportunities to explore the grounds and immediate locality of the school, with at least one day trip to somewhere such as the Blue Reef Aquarium or Finkley Down Farm. By Year 1, children are ready to start exploring a little further afield and we try to incorporate at least two trips to different attractions. We have a large sports field for football and other team games, with regular visiting coaches for dance and rugby. Our Science Park is a wonderful new addition and we follow a swimming programme for pupils in year 5, using the facilities at the local pool. We also bring in visitors to support learning in all subject areas. By year 2, the children have at least one trip out per term to places of interest that support their curriculum studies. We ask all parents to sign a permission slip in September each year which enables us to take the children out and about in the local area. Children in Key Stage 2 have residential trips in addition to the day excursions. Venues booked for this year are Ferny Croft activities centre for years 3 and 4, and a Youth Hostel in Derbyshire for years 5 and 6 which will include trips to various local attractions. Our website has links to some of our venues.

12. Science Park Our new Science Park was developed in the area of the old swimming pool. It contains a variety of equipment to enable exploration and investigation of physical sciences.

13. The Staff Team Head Teacher – Mrs Lyn Downes Assistant Head Teachers - Mrs Ali Armstrong and Mr Lee Branscombe Classroom Staff Robin : Mrs Mary Andrews and Mrs Jane Jones supported by Mrs Christine Jenkins Woodpecker : Mrs Helen Trott and Mrs Rebekah Alsey (GTP*) supported by MrsVeronicaAngwin Wren : Mr Tim Cooke supported by Mrs Debra Read and Mrs Sandra Page Nuthatch: Mrs Ali Armstrong supported by Mrs Jackie Gregory. Swallow : Miss Grace Davidge supported by Mrs Chris Miles. Goldfinch: Mrs Vickie Beech and Mr Richard Dutton (GTP*) supported by Mrs Teresa Pleass Magpie: Mr Lee Branscombe and Mr Richard Cox (GTP*) supported by Miss Linda Stewart Siskin: Mrs Alison Thomas and Mrs Karen McKenzie supported by Mrs Julie Aldwinckle. Additional Teacher: Mrs Pam Clark Special Educational Needs Coordinator: Mrs Karen Sly, supported by Mrs Julie Sutton-Lawes, Miss Donna Wallaceand Mrs Sarah Vallins. Site team Admin Officer – Mrs Fay Stanley, supported by Mrs Tracey Grigoleit and Mrs Sandra Page. Site Manager – Mr Howard Ambler, supported by Mrs Lyn Davies, Miss Sylvia Martin, Mrs Tracey Smerdon and Mrs Chrisdina Tessier. • GTP stands for Graduate Teacher • Programme – these people are training as teachers whilst working in school.

14. The Governing Body It is the governors' intention that the school should offer, in its curriculum, those activities designed to encourage and promote the intellectual, personal, social and physical development of its pupils. The governors consider it important that each pupil is presented with a broad balanced and relevant range of areas of learning and experience during their time in this school. This should vary in accordance with the pupil's maturity and ability, to enable development in each area. Each major component should have breadth and relevance and be planned in such a way that pupils acquire knowledge, skills, understanding and the capacity to make informed judgements. The Role of the Governors The Governors of the school are primarily responsible for improving the quality of education and the standards of achievement within the school. They work with the Head Teacher to provide a strategic overview of teaching and learning, ensure accountability in all aspects of Burnham Copse Primary School and, at the same time, act as a critical friend in the overall interests of the school and its pupils. The Governing Body consists of people who are interested in education and give their time generously and voluntarily to supporting the school. Within a governing body there are parent representatives who are elected by the parents of the school. The normal term of office for a Governor is four years from election. The Governors meet a minimum of twice a term. Several sub-committees have been established, which meet regularly. Parent Governors: Karen Cleaver David Foley Dawn Hauge-Brown Jason Miles Tracey Neilson Local Authority Governors: Penny Waterfield (Chair) Mike Christmas Staff Governors: Lee Branscombe Howard Ambler Community Governors: Chris Elkins Cllr Mike Bound David Read Celia Roper Lyn Downes, Head Teacher, elects to be a member of the Governing Body. Freedom of Information Act We make every effort to communicate effectively and make information available. Under the terms of the Freedom of Information Act (2000), Parents may make a request in writing to the Head Teacher for available information. Any request will be dealt with in accordance with the requirements of the law. Please note that some information is exempt from disclosure under the law. A copy of our “Freedom of Information” statement is available on request from the school office. Penny Waterfield, Chair of Governors, can be contacted through the school office.

15. Attendance Expectations The school year There are three terms in a school year, with a break in the middle of each term. This generally gives blocks of approximately six weeks. A calendar of dates for the year is included at the end of this brochure. Our website is regularly updated to inform you of what is going on. Every December, you are able to buy a calendar giving you the pre-planned dates for the year. Attendance and school terms Attending school Children are expected to attend school regularly, with parents observing the published start and finish times for each Key Stage. When to arrive The school doors open at 8.30, with Registration at 9am. Any child arriving after this time is marked as “late” . If they arrive after 9.10, a mark of “unauthorised absence” is recorded for the morning session. Holidays in term-time Application for leave during term time can only be authorised in exceptional circumstances. We ask that careful thought is given to the impact of this missed time on your child’s schooling. For every week taken out of term-time, a child “misses out” on at least two weeks of learning due to the time taken to re-adjust to school routines. For children in years 2 and 6, February - June represents crucial revision time before National tests are taken. Please avoid taking leave during these five months at all costs. Any application for leave should be made on the form available from the school office. The Head Teacher has the right to refuse to authorise such requests. Exclusions It may, in exceptional circumstances, be considered necessary to exclude a pupil from attendance at school. Parents have the right to make representations to the Governing Body if they consider the exclusion to be unreasonable. Parents may, on request, obtain a copy of the information booklet, ‘A Parents Guide to Exclusions’ from the school office. Letting us know We request that the office and/or the class teacher are informed of a planned late arrival (preferably the day before) such as a doctor's or dentist's appointment as then the child will receive an authorised absent mark. Attendance The school has to make regular returns on all absences. We ask that if a child is unable to attend school for any reason, we are informed by telephone on the first day of absence. It is our policy to check on the second day if notification has not been received. In the case of children who are regularly late or their absence rate is above average, the Educational Welfare Officer will be asked to investigate. Plan your time away in the school holidays please!

16. Parent Partnerships Sharing At the beginning of each day, parents are welcomed into the classroom to work alongside their child on a set task. Every Friday there is a sharing Assembly to which parents are invited. We aim to work in close co-operation with our parents at all times. We all want the best for the children and can achieve this more easily by working closely together and maintaining good communication links. Parents’ Evenings There are two formal, planned opportunities for parent consultations with teachers, one in October and another in April. Communication We are always willing to arrange for discussions needing more time than that available at the start of the day and respond to any such request as soon as possible. Parent Booklets Curriculum information sheets are sent home at the beginning of every term to inform parents of the learning focus or theme, together with ideas for learning at home and useful family visits that can be made to enrich experiences. Annual Report There is an opportunity for discussion with the class teacher following the issue of the annual report in July. Parent Meetings Meetings are held in September each year when parents are invited to come and meet with their child's class teacher and find out more about the expectations of, and plans for, children in the class during the year. Text and Email We ask parents to register for our email and texting service, which enables us to send communications directly to you, or give reminders of forthcoming events.

17. Parent Partnerships Work shadow There are regular opportunities for parents to “work shadow” their child in class. Dates are published well in advance. However, we are always happy to welcome parent observers into the classroom by arrangement. Meetings We hold regular meetings to inform parents of our approaches to the curriculum. These are normally held at the end of the school day, although other times can be arranged to suit. The main aim of these meetings is to keep parents both informed about the children’s learning in school and to listen to ideas, suggestions and improvements we can make to our communication systems. Helping Helping in school and working alongside the children is both rewarding and informative. Although a regular commitment is appreciated, teachers are always happy to accept offered help on a less frequent basis. Parents are asked to speak to their class teacher or register their willingness to help at the school office. The Aviary We have a thriving PTA group called “The Aviary” who plan and run a variety of exciting events throughout the year. Mrs Charlotte Coleman, Chair of the group, is always happy to have new members. She can be contacted through the school office.

18. Food and Drink in School Food and drink in school School Lunch Hot meals are provided at lunchtime at a cost of £2.00, payable in advance or on Mondays at the office. Any money sent to school should be in a named envelope and handed directly to the class teacher for safekeeping. Packed lunch Packed lunches should be sent in a compact box, preferably with an ice-pack, as the school does not have cool areas for food storage. Please keep the size of lunchboxes to the minimum and make sure they contain a healthy balance of food for your child. Snacks Key Stage 1 children are provided with fruit free of charge, Key Stage 2 children may place an order for mid-morning fruit at a cost of 10p per day. Fruit can be brought from home to eat at morning break as a snack. No other food items are permitted as mid-morning snacks. Drinks Children under five are provided with a carton of milk free of charge each day. All other children in the school can be registered to have a carton of milk at the cost of 16p a day. Filtered water is freely available in all classrooms. Cans and bottles of fizzy drinks should not be sent into school at any time. Healthy eating We encourage our children to be aware of, and follow, healthy eating patterns. If your child is a “fussy” eater, please come into school and discuss it with us – children will often try new things when they are with their friends!

19. School Uniform P.E. Kit White T-shirt and black shorts*. Tracksuits in a dark colour for KS2 sports in winter. Plimsolls or trainers for outside games (not needed for KS1 until May of each year). Draw-string bag to keep P.E. kit in. All indoor P.E sessions are in bare feet. P.E. kit should be in school from Monday to Friday each week. School Uniform Our school colours are jade green and black and we expect children to wear uniform. Uniform comprises:: Jade cardigan or sweatshirt embroidered with the school logo. White or jade polo-shirt*. Black trousers, tailored shorts for all, black skirts or culottes. Green gingham dresses may be worn in the summer. Shoes Shoes should be black, sturdy and suitable for running and climbing, with heels no higher than 3cm. Sandals in summer need to be of a robust design and fastened securely. Jewellery Jewellery should not be worn to school. We strongly discourage ear-rings in school as they present a health and safety risk. If ear-rings cannot be removed and left at home, they must be small, plain studs. Parents must provide tape which will be used to cover them up during P.E. and games sessions. Watches are permissible, but remain the sole responsibility of the child. Hair Hair should be tied back neatly if it is longer than collar-length (girls and boys) in such a way as to ensure it does not fall over work (this also aids in the prevention of the spread of head-lice). Streaked or highlighted hair is not permitted in school. Hairstyles should be sensible and work-like. Other items available with the school logo: Book bags Fleece coats; Baseball caps. All items of Uniform can be purchased from “Skoolkit” in Basingstoke or from the website at www.skoolkit.co.uk * these items are available with the school logo

20. Pastoral Care Collection Children in Key Stage 1 should be collected from outside of the classroom door at 3.20pm. They will not be released to anyone under the age of sixteen unless there are exceptional circumstances, agreed in advance with the Head Teacher. Personal safety We want our children to be happy, safe and secure at all times in school. It is important that we maintain up-to-date information on all our children. We do ask you to give us a telephone number where you can be contacted at all times. “Update” sheets are sent out at the beginning of every school year, but pleasemake sure we are informed of any changes immediately . Leaving school premises No child may leave the school premises, unaccompanied, during school hours. In Key Stage 1, we will not let your child go home with anyone unless we have been given parental permission. If circumstances change, or you know you are going to be late, we ask that a phone call be made to the school office. Children in Key Stage 2 are released from classrooms at 3.30pm and trusted to meet up with a parent or walk home as authorised. However, we are more than happy to apply the same rules as Key Stage 1 on parental request. Medicines We will administer medicines on receipt of written instructions and permission from a parent. Medicines must be delivered and collected from the school office by an adult. Internal Security At 9am, all doors are secured and entrance to the school is through the main office door only. If you are collecting or delivering a child outside of the normal times, we ask that you use this door. Sickness If your child has suffered from sickness or diarrhoea during the night please keep them at home during the following day to avoid the spread of infection. Money in School We ask that any money that is brought to school is in a named envelope and given to the class teacher or the office staff for safekeeping. We cannot be responsible for money left in children’s care. We have an accounting system in school which enables parents to lodge an amount in advance for lunch money, which is then debited when the child has a school lunch. We also operate a “savings” scheme towards the cost of school trips-just ask at the office.

21. Curriculum: ICT and RE The school curriculum The curriculum is everything we teach the children in school. All state schools are required to follow the Foundation Stage Profile in Year R (the first year) and the National Curriculum from Year 1 until the end of formal education. The documentation we follow is comprehensively detailed and sets a system to ensure that children progress in their learning in all subjects. More information is available from government websites or through the school. Everything we do in school is documented as a policy which is a statement of the practice we follow. These policies are published on our website or can be requested from the school office. The Core Subjects Information Communication Technology (ICT) ICT is used extensively to support and underpin all other curriculum areas. Educational software is used across the curriculum and in all classrooms to enhance learning opportunities. We use packages for word processing, data handling, simulation and control .We have a high ratio of computers for use in classrooms. Other ICT used in school to enrich learning include Digiblues (video cameras for children), audio recorders, cameras and classroom whiteboard technology. Religious Education (RE) We follow the Hampshire Agreed Syllabus for RE study which covers a variety of religious beliefs and customs, including Hinduism and Judaism but with an emphasis on the Christian faith. Our principal aims are to enable children to understand the nature of religious beliefs and practices as well developing each child's own spirituality. Parents have a right to ask for their child to be withdrawn from RE lessons.

22. Curriculum: Literacy Literacy We aim to develop literacy skills from the earliest times in school, as they underpin all aspects of the curriculum. Literacy skills include speaking and listening, reading, handwriting, spelling and correct word usage. We encourage creative language through story and poetry writing and drama. This develops capacity for creative writing skills. Speaking and Listening is the foundation of our society and is a key skill which we need to encourage and develop in everything we do in school. As appropriate to age, we have role play areas, drama sessions, discussions and debates. We expect children to learn to listen and respond appropriately in a range of situations and give every opportunity we can to encourage confident speaking to a range of audiences. Reading Reading is fostered and encouraged from the earliest times in school, with a variety of approaches being used to both respond to individual learning styles and to provide tools for decoding words. We have a well-stocked library of structured reading books, information books and fiction to suit all ages and interests. Children are encouraged to take books home to share with parents. Spelling Spelling programmes in school build on early phonics teaching, with letter strings and patterns taught in a structured progression. Creative Writing Creative writing is a skill which develops on from the strands above. We support and encourage children to communicate ideas in a variety of ways and purposes. Handwriting Handwriting is taught as a cursive script with flicks in the initial stages which rapidly lead to a neat, joined style. Phonic skills are taught alongside handwriting skills.

23. Curriculum: Mathematics and Science Mathematics Mathematics in school is taught as two distinct units. Numeracy Numeracy teaching covers the knowledge, skills and understanding of the number system. Children need to develop confidence in managing and manipulating numbers in a variety of ways as a fundamental life skill. We teach numeracy skills in a structured and carefully planned way throughout the school to enable all children to develop a confident understanding of numbers and mathematical concepts. Numeracy teaching is carried out in carefully differentiated groups to ensure that all children are stretched and challenged. Shape and Space Mathematics is about recognising shape and pattern in things and, as such, encompasses a great many areas of our lives. In recognition of this, we teach shape and space in all sorts of different ways and across all subject areas. Science We follow a rich and varied science curriculum which encourages children to explore ideas and make sense of the world around them, aiming for our studies to be based on “hands on” experience, investigation and experimentation. The Science curriculum has four units of study: “Use and Apply”, “Physical Processes”, “Materials and their Properties” and “Life and Living Processes”. Science is a core subject in school and, as such, has an identified portion of curriculum time. We aim to teach the children to think carefully about what they are doing, challenging themselves and accepted ideas in their exploration and investigation.

24. Curriculum: Physical Education Games - begins with teaching ball skills and then moves on to other apparatus such as ropes and hoops. By Year 1, children are introduced to simple team games and competitive sport. These skills are then honed and developed through the rest of the school as blocked units on team games including football, netball, rugby and hockey for both boys and girls. Physical Education as a subject is split into three strands: Dance – follows a set progression of activities to encourage expressive use of the body in response to sound. During dance lessons, children listen to a wide range of music. Dance is often linked to the learning theme Gymnastics – is a range of body mobility activities which include floor work as well as agility work on apparatus. We have a good range of equipment for the children’s use and blocks of gymnastics teaching underpin the following block of Dance. All PE lessons during the colder months for Key Stage 1 take place in the hall in bare feet. As soon as the weather is warm and dry enough, games sessions are held on the field and playground and sports footwear is needed. Extra-Curricular Sports Clubs Children from Year 1 onwards are encouraged to hone their games skills and fitness by attending our after-school sports clubs which include football, tag-rugby, netball, tennis, multiskills and country dancing. We maintain full links with our local Sports Partnership and the children benefit throughout the year from extra coaching. Full details of our sports clubs are available on our website. We have a good range of outdoor equipment for physical play and children have access to all facilities on a rota basis during break times and lunchtimes. Key Stage 2 games sessions are held outside in all but the most inclement weather and children are asked to bring suitable footwear and dark tracksuits as appropriate.

25. Curriculum: DT, History and Geography Design Technology (DT) Opportunities for the children to develop skills in Design Technology are planned into topic units as appropriate. Children are taught to follow the processes of investigating, designing, constructing and evaluating. They are given tasks which use a wide variety of different materials including wood, card, clay, paper, textiles and food. The principles of safety, effective use of materials and the selection of appropriate tools are all carefully planned into the units of work. From time to time, challenges are set to encourage parents and children to work on a task together. Work completed is displayed at an exhibition. History History in Key Stage 1 is about encouraging children to make comparisons with the past and begin to understand the passing of time. Children also learn about significant events and of the lives of identified famous people. In Key Stage 2, we extend these skills by fostering an awareness of the past, explaining ways in which it is different from, and has influenced, the present. We aim for children to develop a sense of chronology, an understanding of their heritage and a picture of the past. Children learn to look for evidence from a wide variety of sources, and are taught about significant events in the topic they are studying. We aim to make History alive and exciting for the children by incorporating as many “hands on” experiences as possible. These involve trips out to historical sites, the use of historical costumes, role play and drama. Our topics are planned to alternate between different subject areas, with History sometimes being the base for the study. Parents are encouraged to help their children to find information for topics from various sources. We also provide ideas for various “Family” visits to sites of special interest. Geography We have study blocks for geographical skills within our topic cycles which include making maps and plans of the local area, weather patterns and looking at the change of land use over time. As with all teaching within school, there is a structured programme for the teaching of geographical skills. In Key Stage 1 we encourage a knowledge and understanding of environmental change and place. Children are given opportunity to explore their own locality and make comparisons with locations very different to Tadley. Where possible, as much first hand experience is planned and enjoyed. In Key Stage 2 the children learn geographical skills through map work, place studies and using fieldwork techniques to study an aspect of the local area. As they become older, studies are widened to include European and developing countries. The children explore how landscape and climatic conditions influence land usage and the lives of the local people. They conduct enquiries on both local and international issues such as the suitability of sites for a local supermarket and the conflicting demands made on the environment in areas such as the rain forest.

26. Curriculum: Music and PSHME Music We have a designated music room with a wide range of musical instruments and music resources. The children have first-hand experiences of making music for themselves as well as a range of opportunities to listen to and evaluate music from different cultures and styles. Singing skills are valued, with a planned practice session each week to learn new songs, singing in unison, in rounds and in two parts. Whenever possible, we plan opportunities for children to perform to a wide range of audiences both inside and outside of the school environment. Personal, Social, Health and Moral Education We follow a careful structure for teaching of PSHME in school. However, all aspects of the curriculum for this area of learning are underpinned by our school ethos and general expectations of the school community. It is our policy to respond to children's spontaneous questions with honesty, using language appropriate to the child's stage of development. This will relate to love, moral values, family life, care of the body and care of a baby.We are sensitive to the child's level of understanding and experience and therefore are careful not give more detailed information than is appropriate. Through the Science curriculum, children are introduced to the concepts of reproduction in the context of renewing life and the life cycle of creatures around them. Our programmes of study are designed to equip children with the knowledge to understand their own bodies, keep healthy and have a regard for the health of others. It strives to help children make the right choices so that they lead a life style that promotes physical and mental well-being. Citizenship skills are developed and extended as appropriate, with more emphasis being given to this area as the children go through the school. The legal requirement for Sex and Relationships Education, covering puberty and human reproduction, is delivered in the spring term of Year 6 by the school nurse. Parents are informed of the dates for this unit of study and invited to view the materials to be used. Parents have the right to withdraw their children from Sex and Relationships Education in school.

27. Curriculum: Art and Design Art and Design Opportunities for Art activities are planned into the curriculum to match the topic of study and to give a broad experience of drawing, painting, printmaking and textiles. Whenever possible, children are given first hand experience of the objects, articles or forms they are asked to represent and there are regular opportunities to appreciate the works of great artists. Each child has a sketch book which is used for general skills practice as well as recording patterns, shapes and colours. Teachers actively model techniques to give children confidence in producing quality work of which they can be proud. Our school displays form a kaleidoscope of the children’s work which is changing constantly to reflect and celebrate our rich and varied curriculum.

28. Special Educational Needs Special Educational Needs Many children, at some point in their educational career, will experience some form of difficulty with their learning. Our policy of teaching children in small groups at an appropriate level (differentiation), meets the needs of most children who are experiencing problems with the acquisition of skills. We are always very sensitive to personal problems and aim to meet all the needs of our children. However, some children experience greater difficulty and the Special Educational Needs Co-ordinator (SENCO), will take a special overview of their needs. As with all things in school, we work in close partnership with parents to ensure that all children are provided with the support they are entitled to. Children identified as having special educational needs have an Individual Education Plan (IEP) drawn up and shared with parents. This will identify targets for achievement and their learning progress is carefully tracked through an “Action Plan”. The school follows the “SEN Code of Practice”, which is available on request from the school office, together with our policy for Special Educational Needs. Inclusivity and Accessibility The school is fully inclusive and is equipped with disabled toilet facilities and a lift which gives access to all parts of the building. Gifted and Talented Children who display particular talents are also catered for in much the same way. Teachers identify the children who are learning at a faster pace and groupings within class are sensitive to the higher levels of skills and knowledge these children need to acquire. Particularly Able children have an individual education plan which is agreed in close consultation with parents and sets targets for pace and challenge. “Looked after” and Vulnerable children The school has firm policies in place for the support of children who fall within these categories. Copies of the policy are on the website or available from the school office.

29. Assessment, Target-setting and Homework Reading Assessment Learning to read is the most important skill for a child and there is a detailed booklet to chart progress. From the teacher’s assessment of the child’s skills, knowledge and understanding, targets for the next stage will be set and communicated to Parents in the Home-School reading record. As soon as a child is judged to be reading at level 3, reading assessments follow a different format which tracks coverage of genre and higher-order skills. Assessment and testing in school Assessment is the key to effective learning and is an ongoing process in a variety of different ways in school to retain an overview of a child’s progress and in order to teach at an appropriate level. Every child joining the school will have core Assessment booklets to track their progress and set targets for their learning. Parents who show interest in their child’s learning and give regular help at home enable them to make better progress in school. Homework Homework is set for all age groups in school at an appropriate level, mostly in the core subjects of Literacy and Numeracy, although there are times when other assignments are set to encourage children to enrich and extend their learning. We value parental support for the completion of homework as this provides an added dimension both for the children’s learning and home/school partnerships. There is a homework club at lunchtimes on Thursday each week. Full details of homework set for each year group, together with a homework timetable, are available from our website or the school office. Tracking and Target-setting Teachers track and report progress every half term in the core areas of reading, writing, numeracy and science. These assessments are available to Parents on request. Parents are encouraged to complete a half-termly topic evaluation with their child from Year 1 onwards which provides a vehicle for success to be celebrated and any areas for targeting highlighted. All children are set targets for their learning. These are available for parents to share on request. Testing in school During the course of the school year, various assessments of a more formal or statutory nature are carried out with groups of children. These assessments are always carried out with due regard for the child and in a familiar setting to minimise any stress factors. During Years 2 & 6, we are required to undertake the Statutory testing known as SATs (Standard Assessment Tasks). These tests are to determine the effectiveness of the school teaching rather than a reflection on the child’s ability. Children in Years 3, 4 and 5 undertake the QCA test papers to enable us to track school attainment against National standards.

30. Reporting to Parents / Local Authority Details Reporting to Parents Our policy for parent partnerships enable us to keep closely in touch regarding the attitudes and progress of children. In October and April of each year, all Parents are encouraged to make a ten minute appointment to discuss progress with the child’s class teacher. In June of each year, we send out an individual written report for each child in the school which details attitudes to learning, social relationships, progress, levels of achievement and targets for the future. During the first half term of the academic year, we ask parents to send us a report of their child which covers such areas as likes and dislikes, attitudes at home, friendships, families etc. School policies All school policies are available on our website at www.burnhamcopse.co.uk. Paper copies can be obtained from the school office on request. Problems or Complaints If you have any worries or queries concerning school life, please come and speak to us as soon as possible. We aim to respond to any such request within a day. Our policy for the Management of Complaints is available from the office or the website. Local Education Authority (LA) details David Hardcastle, Area Director Birch House Barley Way Fleet This prospectus was published in September 2010. It was correct at the time of going to press but Government legislation, County Council Policy and the particular circumstances of the school might create the need for some organisational changes and adjustment of policy.