Thurlstone Primary School - Putting Learning at the Heart of the Community

Prospectus

You can read the prospectus below. Please click the headings to reveal more information.

Invisible - Please Ignore
Aims of the School Community

Our aim is that children should achieve their potential in all areas of the National Curriculum and Foundation Curriculum, achieving excellence in a wide variety of ways. In order to achieve this we believe that priority must be given to developing an ethos in the school community, which allows all children to experience success.

This means working towards building a school community that:

  • Recognises all individuals for their human qualities
  • Is welcoming and secure
  • Recognises and celebrates all talents and achievements
  • Encourages respect for individual differences:
    • Gender
    • Age
    • Race
    • Sexual orientation
    • Culture
  • Delivers the Foundation Stage Curriculum and National Curriculum in a broad, balanced and creative way
  • Respects, shares and co-operates with one another
  • Develops citizens physically, intellectually, morally, spiritually and culturally, who will make positive contributions to the wider world and society
  • Strives to develop positive attitudes to learning which are carried through life
  • Develops an understanding of different learning needs
  • Promotes fun, enjoyment and enthusiasm

The aims ensure we meet the outcomes for Every Child Matters.

The outcomes are:

  • To be safe
  • To be healthy
  • To enjoy and achieve
  • To make a positive contribution
  • To achieve economic well-being

These aims are displayed along the main school corridor for all to see.

Achieving These Aims

It is a basic duty of the school to give priority to developing adequate levels of literacy and numeracy in our pupils. Children who are unable to read effectively or use mathematical skills to solve real life problems have very little access to knowledge, culture or to furthering their knowledge.

From the earliest stages, children have access to wide variety of texts which they read firstly as a member of a class or group and later alone. The texts are carefully chosen to help develop particular reading skills and develop children’s understanding of English. Children are taught to write for a variety of purposes and for a wide range of audiences from an early age. Information technology is used whenever appropriate to help children with their work but not at the expense of more traditional skills.

Each child receives a minimum of 1 hour of mathematics each day. Whole class methods, based on a developing knowledge of the number system, are supported by a wide range of materials to develop mathematical skills. We place great emphasis on rapid mental calculation and encourage children to develop their own methods of calculation and recording as well as the more traditional ones.

A variety of teaching styles are used ranging from whole class interactive teaching to small group work where children may be expected to work with considerable independence. Teachers select the most efficient method of delivering the subjects of the National Curriculum and Foundation Stage Curriculum to your children. Individual help is available when necessary.

The National Curriculum requires a very broad approach across a number of subject areas. Computing, art and music mean that education is about making and doing as well as reading and writing. P.E. involves developing skills and control of the body.

Our classrooms provide a stimulating environment where they are given opportunities to solve problems, to create pieces of work, which are unique to them, and to follow up their own questions and interests.

Children, like adults, learn most effectively from first hand experience. We all appear to remember things that we have done ourselves better than things we have been told. We try to offer our children as much first hand experience as possible; practical work; visits to place of interest; visitors into school.

The example that teachers set children is crucial if we are to achieve our aims. Pupil performance is very much linked to teacher enthusiasm and expectation: these expectations need to be high yet realistic. Children learn best in classrooms where there is greater emphasis on praise and success and less emphasis on punishment and criticism.

The education of your child is the sum total of many teachers’ efforts. It is important that each teacher builds effectively on what has gone before. Members of staff, therefore, spend a great deal of ‘out of classroom’ time in planning, monitoring and evaluating to ensure effective progression.

Admissions Policy

The schools standard admission number is 25 from September 2016. This means that we can accept up to 25 children in each year group.

Admissions Policy 2017

Teaching and Learning

There are five classes. During 2015/16 year groups will be organise into the following classes:

Class 1 – Reception

Class 2 – Y1

Class 3 – Y2

Class 4 – Y3

Class 5 – Y4

Class 6 – Y5 and Y6

There are a total of 23.5 hours per week available for teaching. In forming teaching groups we look annually at children’s ability, aptitude and age and arrive at the most effective groups we can. We may need to make alterations as the year proceeds to take account of children’s achievements. Specialist teaching assistants provide professional support in all classes.

Curriculum

The school’s curriculum takes into account the legal demands of the National Curriculum and we have organised a comprehensive system of planning, delivery and recording. This academic curriculum exists in both Infant Key Stage 1 and Junior Key Stage 2 and takes place in a philosophy that supports and develops children emotionally, socially and culturally.

Foundation Stage

The foundation stage begins when children reach the age of three and many children first attend some form of pre-school or nursery. Children are admitted in to class 1 in the autumn term.

The Foundation Stage consists of three Prime areas as follows:

  • Communication and Language
  • Physical Development
  • Personal, social and emotional development

and four Specific areas:

  • literacy
  • mathematics
  • understanding the world
  • expressive arts and design

CLICK HERE TO SEE THE EARLY LEARNING GOALS THAT CHILDREN ARE WORKING TOWARDS DURING THEIR FIRST YEAR AT SCHOOL.CHILDREN WILL BE ASSESSED AGAINST THESE GOALS AT THE END OF THE YEAR.

Opportunities are provided for all children to succeed in a caring and supportive atmosphere where they feel valued. These early experiences create the basis for later learning in school and beyond.

Key Stage 1

Children progress from the Foundation Stage in to Key Stage 1 where they start The National Curriculum. A new National curriculum was introduced in September 2014.

Teachers create a stimulating learning environment in which the contribution of all pupils is valued. The subjects taught are: English, Mathematics, Science, Design and Technology, Computing, History, Geography, Art and Design,Spanish, Music and Physical Education. Religious Education is also taught according to the locally agreed syllabus.

Key stage 1 curriculum map

Key Stage 2

The next stage in a child’s education is Key Stage 2. Our aim is to build upon previous successes in Key Stage 1 and prepare children for Key Stage 3 (the first stage of Secondary Education).

Curriculum areas taught in Key Stage 1 are continued and further developed, catering for a range of abilities.

We provide opportunities for all pupils to learn and to achieve whilst developing their confidence in their capacity to learn and work independently and collaboratively.

Children are taught as a class with the differing needs of children being catered for during the lesson.

Key Stage 2 curriculum map

Literacy

All children receive a daily literacy lesson. The language skills of speaking, listening, reading and writing form the basis of all literacy.

Speaking and Listening

The children’s own language is developed and extended to form a link between the other areas of learning. The children are encouraged to talk about their own experiences, both at home and at school. They are given additional language experience through the use of stories, rhymes, TV, drama, radio and taped material. External visits and visitors to the school add to the experiences provided. Circle Time is used to discuss personal and social issues.

The children are encouraged to listen at all times. They are also provided with a programme of activities and games, which will help them to identify similarities and differences between sounds, both in the environment and within spoken words. Listening is one of the essential skills required for reading to develop. The children are encouraged to speak with confidence in front of a variety of audiences, in the classroom, on visits, in assembly and in school performances.

Reading

Learning to read is a prolonged and complicated process, which continues through to adult life. We encourage every pupil to develop a ‘love of books’ and literature.

Time is allocated every day for a class reading session. During this time the children are involved with reading activities while the teacher works closely with a group of children.

Pre-reading, reading and phonic skills are taught in the context of a reading situation i.e. through the use of books. A wide range of reading material is available. This is organised in order of difficulty to give sequence, so that every stage can be catered for. In addition, supplementary material is available to give practice where this is necessary to consolidate the skills taught.

The children are encouraged to take reading books home and parents are valued for the contribution they can make in this area. The school also operates a lending library, and the children can take a library book home each week.

Writing

The children’s own experiences form the basis for early writing. They are taught the correct way of using writing materials and making the letter shapes. Phonics is taught from clas 1 upwards. Structure is built into the writing programme so that the children’s progress through the stages of tracing on top, copying underneath, copying from the white board and a separate paper to using a dictionary, word book or word bank to construct their own written work. All children are regularly given the opportunity to write independently. This writing is assessed so that teachers can measure progress. The school also has computers, laptops and Ipads in every classroom. These are often used as a tool for writing and language development.

The stage reached by any child will depend on individual maturity and ability. The processes of reading and writing are developed side by side and form the link between speech and print.

A wide range of written work is done each week and as the children mature they are expected to plan, draft and present their work to a high standard.

Mathematics

A daily mathematics lesson is taught throughout the school.

In Key stage 2 children are grouped according to ability in Maths sets; this allows teachers to plan ore appropriately for pupils and children receive a more tailored curriculum to meet their needs. A large emphasis is placed on mental calculation and much of the work is of a practical nature. A proportion of the lesson involves whole class teaching but time is also given for practice and consolidation appropriate to the child’s individual level.

Number concepts are developed by providing concrete experiences of counting, sorting, matching and making sets. This is extended to involve recording and further understanding of the number system. These concepts form the basis for time, money, shape, area and times tables work.

Homework

We feel that the amount of time spent on homework is less important than the quality of tasks set and the way they are planned to support learning.

We recommend and encourage that FS2, Y1 and Y2 spends 30 minutes each week on their homework. Y3 and Y4 should spend 40 minutes and Y5 and Y6 should spend an hour.

Class 1 – Reading activity – sharing a book with an adult. Topic based work as appropriate.

Class 2 – Reading activity – sharing a book with an adult. Topic based work – increasing in amounts throughout the year.

Class 3 – Regular private reading and reading with an adult. Core subjects – 30 minutes during the week.

Class 4 – Regular, sustained private reading (with an adult where appropriate). Core subjects 40 minutes.

Class 5 – Regular, sustained private reading (with an adult where appropriate). Core subjects 60 minutes.

Class teachers prepare and send home a Homework Grid, which provide a wide varity of purposeful and engaging multiple choice homework tasks. Children are usually asked to hand their homework in every two weeks.

Assessment and Reporting

Children’s performance is assessed in a variety ways: by their teachers, through the administration of national tests and tasks and through the use of in-house assessment materials which are completed on an on-going basis.

On entry to full time education children will complete a baseline assessment with their teacher. This information is used together with information from parents and classroom assessment to design programmes of learning for groups and individual children.

There are meetings in the autumn and spring terms to discuss children’s progress. These consultation evenings will also be used to set and monitor individual pupil targets. Teachers are available to discuss progress informally at other times. It helps to make an appointment to talk about this important aspect of a child’s education.

A summative report on progress made throughout the year is given towards the end of the summer term.

From September 2012 parents will have access to online information about thier child; this will include attendance data, attainment data and information relating to pupil behaviour and rewards.

Dress Code

The dress code as of September 2014 is as follows:

  • Royal blue sweatshirt or hoodie with school logo – Y6 may wear a fleece (with a school logo) as an alternative.
  • white or royal blue polo shirt
  • dark grey or black grey trousers (not joggers) or skirt/pinafore.
  • class 1 boys and girls may wear black joggers.
  • Girls may choose to wear checked dresses and boys may wear dark grey or black shorts during the summer months.
  • Black sensible shoes or trainers (no strappy sandals or flashing shoes)
  • white, black/grey/dark blue socks

For indoor P.E:

  • White T shirt and black shorts (boys)
  • White T shirt and black shorts, skirt or leotard (girls)

Outdoor P.E as for indoor but with trainers, sweatshirt/track suit/jogging bottoms and top for colder weather.

Wearing of Jewellery for P.E.

The Authority takes the view that there is a risk associated with the wearing of jewellery for Physical Education and the elimination of that risk may be achieved by the removal of jewellery. Pupils will be asked to remove the jewellery themselves and under no circumstances should teachers assist pupils in removing any jewellery through piercing. The school will try to ensure that removal of jewellery forms a part of the regular routine for changing and registration. There may be some occasions when a personal adornment cannot reasonably be removed, this would be in the case of the healing period following piercings. This may sometimes lead to long periods when pupils are not taking part in their entitled physical education lessons. If pupils are wishing to have piercings, parents should be advised that this should be undertaken at the commencement of the long vacation to allow healing time and thus allow removal for physical education at the start of the Autumn Term.

Conduct and Discpline

A school will achieve very little without high standards of discipline.

Our policy is based on a positive approach. It is very easy to notice when children’s behaviour is less than acceptable, less noticeable when they behave well. It is not enough to punish bad behaviour; good behaviour should be praised.
a fair and consistent approach throughout the school.
realistic expectations. We cannot expect the same standards of behaviour from five-year-olds that we expect from eleven-year-olds. Nor do all children benefit from the same influences outside school. We must allow for this in dealing with individual children. All children must accept certain rules for their safety and to allow themselves and other children to learn effectively.
The children have developed a code of conduct which states that at Thurlstone Primary School we:

have safe hands and feet;
make teaching and learning easy;
speak politely to everyone;
move safely and sensibly around school;
look after things and one another.
The school uses the highly successful and consistently applied Good to be Green behaviour scheme. Children are also rewarded with Team Points and Chances for good behaviour and high standards of work.

As a reward for a week of good behaviour, children take part in Golden Time clubs at the end of the week.

Bullying

Bullying includes any act which results in other children being shamed or intimidated. It includes things like teasing and calling names as well as violence. It is extremely important that we are made aware as quickly as possible so that we can take steps to stop bullying which may be occurring.

Advice to parents:

Watch out for signs of distress; reluctance to get to school, feeling ill, excuses for not taking part in activities.
Talk to your child about school: show an interest, discuss friendships, activities in the playground and on the way home.
Inform the school immediately if you think your child is being bullied.
Do not encourage your child to hit back. Instead encourage them to recruit friends, not for defence, but because groups are less likely to be bullied.
Sanctions are used in school. They range from a ‘quiet word’, through to exclusion from school. Only in extreme cases is exclusion used and LA guidelines must be followed.

The schools full behaviour policy is available by clicking this link.

The schools anti-bullying policy is available by clicking this link.

Special Educational Needs (SEN)

Not all children learn at the same rate. Many children experience difficulties at some stage in their school career. The school keeps a careful record of these children and where it is felt appropriate, prepares an Individual Education Plan to meet their needs. Special needs are reviewed on a termly basis.

Children with statements of educational needs will receive both a termly review and in certain circumstances, an annual statutory review. We try to meet all of our children’s needs by carefully matching of work in the classroom to individual ability levels. We also try to offer whatever additional support we can, within our limited resources, for those children that need it. We always inform and involve parents when a child’s learning gives cause for concern.

Special Educational Needs Policy

R.E. and Collective Worship

There is an act of collective worship each day, in keeping with the requirements of the 1988 education act. Sometimes this involves the whole school, at others separate meetings of juniors and infants. This worship reflects the broadly Christian beliefs of our society but is not distinctive of any particular denomination. Parents have the right to withdraw their children from these acts of worship though they are still required to attend that part of assemblies devoted to more general school issues and to be sharing of work done by other children in school. Religious education is taught in each class. Parents have the right of withdrawal. Children withdrawn will be supervised and provided with suitable alternative work.

Educational Visits

We place a high priority on providing children with first hand experience. This means that many visits to places of interest are planned as part of the teacher’s programmes of work. This sometimes includes a residential visit for years 5 and 6 children. If visits take place during school hours the law states that we cannot make a charge but we ask parents to make a voluntary contribution. We try, whenever possible through our own limited funds, to subsidise the cost of some of these visits. However, we are sure that you will appreciate that insufficient parental contributions are likely to lead to the cancellation of planned trips and visits.

Personal, Health and Social Education

As part of the entitlement curriculum children learn about themselves and others. Sexuality and personal relationships is a subject that must be treated with care and sensitivity. In the primary school, it becomes an integral part of themes such as, “the family”, “ourselves”, etc. In general we approach the subject as it arises, considering the age and maturity of the children.

SMSC – Spiritual, Moral, Social and Cultural education is embedded in all we do and the overal all ethos of the school. We provide children with as many experiences as possible during their time here with theaim of developing their hearts, mind and souls.

On a monthly basis the school focus on a Value of the Month – this is explored through assemblies and classwoork and discussion.

Parental Involvement

All parents are members of our PTA who supports the school in a variety of ways. They help to raise considerable funds for the school and organise activities for both parents and children. Parents are always welcome in the school. Some help in the classroom, both on a regular and occasional basis. The teachers find their support extremely valuable and parents involved seem to enjoy it enormously. The school is host to ‘Daisy Chains’ a charitable pre-school and D.C’s after-school club, which offers high quality learning experiences in a caring environment. A separate prospectus is available on request.

The school premises are used both during and after school hours for community purposes including adult education, community computer-user support group, keep fit and local history classes.

Communication

Each Friday, all parents receive a copy of ‘The Shuttle’, which gives information about a range of school related issues. Parents and carers also benefit from regular information up dates via the school’s mobile phone texting service. Additional letters on specific subjects frequently supplements this. From time to time we invite parents to complete questionnaires on aspects of our provision. When reviewing aspects of policy we produce succinct ‘flyers’, which are circulated to parents on a regular basis. Parents may contact school by personal visit, phone, via the website and letter or e-mail whichever is most convenient to them.

School Liason

At the end of Y6 most children usually transfer to Penistone Grammar School ALC. Both schools endeavour to make the transition from primary to secondary education as smooth and trouble-free as possible. In preparation for the transfer, representatives from Penistone (including staff and pupils) visit Thurlstone to discuss any issues that may be of interest or concern to our children. Parents of prospective pupils are invited to an open evening and additionally, all children will have the opportunity to spend a day together, working at the Grammar School towards the end of the Summer Term.

School Times

8.50am Doors open
9.00am Morning session commences
10.35am Mid-morning break
10.50am Lessons resume
12.00noon Lunch break
1.00pm Afternoon session begins
2.20pm Mid-afternoon break
2.30 pm Lessons resume
3.30pm School day ends

Extra-Curricular Activities

Recent activites ran by staff or other professionals include:

  • TAG rugby club
  • Tennis club
  • Cricket club
  • Booster club
  • Art club
  • Homework club
  • Street dance
  • Mini-Olympians
School Meals

All children in Reception, Year 1 and Year 2 are entitled to free school meals.

Excellent cooked meals are prepared in the school kitchen. These can be ordered each half term and paid for on the Friday of each week. Alternatively, children may bring packed lunches in which case, the meal should be packed in a sturdy container marked with your child’s name. Visit our Healthy Schools page to find out how we promote healthy food choices.

Some of you will be able to claim free school meals. Forms are available from the school office.

Attendance

We are constantly working with parents to make sure that children receive their full entitlement of school provision. To that end, we trust that parents will ensure that children attend school promptly and regularly.

Click here for our attendance policy.

Ways in Which You Can Help

Staff, and we hope parents, are rightfully proud of Thurlstone School. There are some ways you can help us with its smooth operation.

Parents and visitors are asked to report to the office for security reasons when they enter the school on business. The car park may only be used in school hours by staff and official visitors.
The entrance to the school does become congested at the beginning and end of the school day with parents dropping children off from cars. Please do not obstruct the entrance to the school for safety reasons.
Dogs (guide dogs excepted) are not allowed on the premises, again for the children’s safety and to prevent soiling.
Please try to ensure that your child arrives on time and is collected at the end of the school day. Obviously in an emergency we will look after your child when school has finished.
If your child is absent from school please try to remember to send a note giving the reason for the absence. This helps us to administrate school attendance more effectively.
If your child suffers from an ongoing illness, such as asthma, please make sure that you discuss arrangements for possible medication with staff at the school.

Our School Aims Are:

Our aim is that children should achieve their potential in all areas of the National Curriculum and Foundation Curriculum, achieving excellence in a wide variety of ways. In order to achieve this we believe that priority must be given to developing an ethos in the school community, which allows all children to experience success.

 

Our vision is to create an environment in which all of our children:

  • Love learning.
  • Develop the skills to become active learners who are self-motivated and challenge themselves.
  • Involve themselves fully in the life of the school and community.
  • Cultivate self-confidence.
  • Exhibit outstanding behaviour showing respect, care and empathy for others.
  • Discover, enjoy and extend their own unique gifts and talents.
  • Obtain the knowledge and ability to live a healthy lifestyle.
  • Demonstrate outstanding progress and strive to reach their full potential.

We aim to inspire learning through creating:

  • A listening school where children know their views are important, respected and acted on.
  • A strong team that delivers meaningful, motivating and memorable teaching which excites children’s imaginations.
  • An inspirational curriculum which promotes contextual learning and skills for life.
  • A happy and safe atmosphere where everyone enjoys learning and working together.
  • A positive ethos where success is recognised and achievements are celebrated.
  • A sense of team where everyone in our learning community feels valued and respected.
  • A school that has children and learning at the heart of everything that it does.

The aims ensure we meet the outcomes for Every Child Matters. The outcomes are:

  • To be safe
  • To be healthy
  • To enjoy and achieve
  • To make a positive contribution
  • To achieve economic well-being

Our School Community Vision

Thurlstone Primary School is committed to the development of the child in a whole school community. We provide a stimulating, safe environment and a high quality education which encourages confidence, independence and friendship. Our creative curriculum aims to develop mature, caring, enterprising individuals who have a clear role in society. We nurture enjoyment of learning by celebrating achievement and enthusiasm.