Contents

Visions and Values Statement                                        3
School Organisation                                                     4
Starting School                                                            4
The Curriculum                                                            9
School Assemblies                                                      13
Extra Curricular Activities                                           13
The School Council                                                     13
Homework                                                                 14
Special Educational Needs                                           14
School Discipline                                                        15
Links with Parents                                                     16
Governors                                                                 16
Links with Secondary Schools                                     17
Support Services                                                        17
Charging and Remissions Policy                                  17
Further Information or Complaints                              18
School Uniform                                                         19
Attendance                                                               20
School Hours                                                            20
School Dates 2008/09                                                21
School Results at end of Key Stage One                       23
School Results at end of Key Stage two                       24
Members of the School’s Governing Body                     25

Visions and Values Statement

Learning Together for Achievement and Enjoyment

Our vision is to create

A place for learning where excellence and high achievement will enable all pupils to enjoy success. 
A stimulating, healthy environment.
Strong partnership with parents, carers and the village community.

We value

Children as individuals.
Bringing out the best in everyone.
High achievement.
Living as a community.

September 2008

Ringmer Primary School is a community primary school for girls and boys between the ages of four and eleven, with approximately 209 children on the roll for the current year.

For the purposes of planning children’s learning, the classes are organised in the following teams:

• The Infant Team (Reception and Years 1 and 2)
• The Junior Team (Years 3, 4, 5 and 6)

Ringmer Nursery School now operate from the school building and offers nursery care to children from two and a half to five years old.  The nursery offers flexible sessions to fit in with modern, busy lifestyles. 

For more information call Ringmer Nursery School on 01273 814154 or www.ringmernursery.org.uk.

Starting School

Most of the children who attend the school live either in Ringmer or in nearby villages, although a few do come from further afield. Children may be admitted full-time at the beginning of the term in which they become 5, until that time they are part-time.

The children in the Reception Class are taught in a spacious and well equipped environment by a qualified teacher assisted by a learning support assistant. We are also grateful for help offered by volunteer parents.

Within a happy and secure environment, we provide a full and varied Foundation Stage Curriculum which is designed to prepare children for the National Curriculum.

We maintain close contacts with parents and, in addition to any informal meetings; all parents are invited to a Parent Teacher Consultation twice a year and an Open Evening in the Summer Term. Parents also receive a written report at the end of the school year.

Foundation Stage

The Foundation Stage covers all children who have not yet reached their 5th birthday. These children are not taught within the framework of the National Curriculum and are entitled to a broad and balanced curriculum.  Reception children take part in the Foundation Stage Curriculum set out by Government. 

We feel that young children need to be involved in a range of richly motivating activities.  They need to:

• Investigate and explore;

• Engage in first hand experiences;

• Feel valued;

• Work in different ways and at their own pace;

• Recognise and respect the needs of others;

• Learn to become part of a community.

They also need to have:

• Realistic challenges to take their learning further;

• Time to play in varied and stimulating environments;

• Praise and encouragement;

• Opportunities to reflect and consolidate.

Foundation Stage
Areas of Learning and Experience

Language

Language development and communication skills are given a high priority.  We aim to ensure that children extend and enrich their vocabulary and learn to listen attentively.  We promote children’s competency in literacy by enabling them to:

• Take part in conversations;
• Communicate with others in imaginative play;
• Listen to stories, songs and poems;
• Enjoy and share books;
• Recognise that print is used to carry meaning;
• Write and draw with increasing confidence;
• Write for different reasons.

Maths

Children have opportunities to sort, match, and sequence and count objects.  They also develop their mathematical language, extend their spatial awareness and develop ideas of pattern and order and measures.  Practical experience is the key to understanding. 

Knowledge and Understanding of the World

The work in this area sets the context for developing skills and understanding in history, geography and personal and social education.  It also introduces the ideas and understanding of religious education. Children learn about their locality, themselves, their family and the local community.
Children are encouraged to look closely at similarities and differences in things both natural and manmade.  They are encouraged to ask questions and suggest explanations.  They also try out and talk about their ideas and experiences.
Children are encouraged to explore and investigate their environment.  They design and make models and constructions. They also learn to choose materials and use tools appropriately. Children have access to computers and toys that help them to develop an understanding of information technology and its uses.
We provide the foundations of spiritual and moral education taking into account values such as honesty, fairness, truthfulness and respect.  We also help children to understand ‘right’ and ‘wrong’ behaviour. 

Aesthetic and Creative Learning and Experience

The main focus is to help children to express themselves and to represent ideas by drawing, painting and using 3D materials.  They also explore ideas and feelings through dance, drama and music making. 

Social and Cultural Development

Children are encouraged to work and play together and to relate positively to others.  The quality of relationships in school is crucial in forming children’s attitudes of cooperation and good social behaviour. 

Physical Development and Experience

Young children, on the whole, are physically active.  They need opportunities to develop gross motor skills in indoor as well as outdoor settings.  A focus is also placed on improving fine manipulative and coordination skills through handling a range of apparatus and equipment.  Children are encouraged to practise and improve developing skills with increasing confidence and control.  They experience the early skills of games, gymnastics and dance. 

Ways you can help prepare your child for starting school

Starting school is a significant event in a child’s life.  Making the start with ease and confidence can positively affect a child’s response to a new learning environment for a long time.  Education begins in the home and starting school should be made in partnership with parents and teachers.  We cannot emphasise strongly enough the importance of parents and teacher working together.  Many parents are concerned to know in what ways they should be preparing their child for school. 
Please help your child try to do the following:  

We hope that your child will be able to:

• Try to dress/undress him/herself;
• Use the toilet without help;
• Make a good attempt at using a knife and fork;
• Mix well with other children;
• Ask adults for help;
• Give his/her own name when asked;
• Recognise his/her own name;
• Listen to a story attentively;
• Use pencils, crayons, scissors, dough etc;
• Sing simple nursery and counting rhymes;
• Listen to and follow simple instructions.

Remember that all children develop at different rates and some are only just four years old when they start whereas others are nearly five. 

The Curriculum

Our curriculum is based on the school’s aims. The emphasis is on learning, whenever possible, from first hand experience, and developing skills, knowledge and understanding in practical and relevant contexts.

The National Curriculum, which guides teachers in the content of children’s learning, is at the heart of the teaching programme.

Children’s learning will often be based around a theme and may include several curriculum areas. This makes the study more interesting for children, it shows how a wide variety of skills can be employed to explore the chosen theme, and provides opportunities for development across the different curriculum areas. Our pattern of themes is carefully designed to incorporate many aspects of the National Curriculum and to provide interest, relevance and stimulation to children’s studies.

While thematic topics vary from term to term, or each half term, the core skills of Literacy and Mathematics are taught consistently throughout the year. Our system of planning ensures that skills, knowledge and understanding are developed through a careful programme of progressive acquisition. Literacy and Mathematics are of the highest priority and are taught systematically on a daily basis.

We place great importance on the personal and social development of the children in our care, and we expect them to develop a sense of care and consideration towards all those in the school community. We expect them to give their best efforts to all the activities they are involved in at school.

English

We use the English language in virtually every aspect of life, and in school we plan to develop children’s increasing mastery of language in its different forms (speaking, listening, reading and writing). The skills of literacy are, therefore, given a high priority. Each class is involved in a daily session devoted to teaching literacy skills as detailed in the National Literacy Strategy. This ensures that children are able to develop the skills of reading and writing.

We provide children with opportunities to develop and refine their speaking and listening skills through class or group discussions, collaborative learning and drama.

Reading is the key to so much interest, information and enjoyment. We therefore teach children the specific skills involved in reading. At the same time we aim to instil in children a love of books and reading, so that they see books as a source of pleasure. We provide them with a range of good quality literature and, particularly in the early stages, work closely with parents to encourage and monitor children’s progress.

In writing we look for a progressive development of skills by teaching children to write in different forms and for a variety of purposes. These range from factual accounts (writing a diary, report of a visit, a careful description etc.) to imaginative writing (stories, poems, plays). We present children with real experiences on which to base their writing, and a wide variety of written work arises from the extended study planned by the class teacher. While spelling, punctuation and structure gradually become more important, we also look for coherence and quality to enable children to become fluent, competent writers. Care of presentation is an important part of writing, and handwriting is taught systematically throughout the school.

Mathematics

Mathematical understanding involves not only the ability to manipulate numbers, but also a knowledge of geometry, sets, time, length, weight, area, volume, capacity etc. The National Mathematics Strategy, which is used throughout the school, sets children’s learning within practical and challenging contexts. This ensures progression, allowing children to develop their mathematical skills at their own pace. At the same time, children might be involved in mathematical investigations in the course of studying their class project, if appropriate.

Children also learn their number facts, multiplication patterns and number bonds, and there is an emphasis on developing a facility for mental maths throughout the school.

The basis of true mathematical understanding lies in practical experience, and in the application of that understanding to solve problems. We hope that mathematics learned in this way will give children the ability to apply their knowledge in the world beyond school.

Science

Science in the primary school is based on children’s natural curiosity and desire to understand how things work. When children observe carefully, construct a simple theory, test the theory and record their results they are being scientific. This method of working is incorporated in many class studies, and is refined and developed as children progress through the programme of science activities within class topics.

Our Science curriculum is based on the Government’s QCA (Qualifications and Curriculum Authority) syllabus and this scheme of work ensures that children develop a progressive understanding of scientific concepts and knowledge.

Information and Communication Technology

ICT now plays an important part in our lives and we need to give our children the skills and confidence in using and applying this technology in order to prepare them for the world in which they live. Increasingly children are using ICT in the course of their work and we are strongly committed to improving and extending the range of hardware available to them. There are PCs and/or laptops in every classroom and a dedicated ICT suite which every class visits during the week.

Health, Sex and Relationships Education

We believe it is important for children to learn about how their bodies work, and how to remain fit and healthy. As part of this programme, children in the junior department learn about physical development and reproduction, within the context of family responsibilities. Through sensitively managed discussions older children are prepared for the physical and emotional changes associated with puberty. Parents are invited to school to view the television programmes that the children watch, and to discuss these with the teachers. If they wish, parents may ask for their child to be excluded from this aspect of the curriculum.

When they are in the infant department children may visit local farms, observe animals and to see the young feeding. Children’s questions are answered simply, as required.

Creative Skills

We encourage children to observe carefully and record what they see using various media. Thoughtful and accurate observation can often be the starting point for enquiry and learning.

During their time with us, children will be introduced to a variety of creative activities, such as drawing, painting, modelling, printing, fabric and stitching etc., and are taught to use tools and materials with care and precision.

Children are also involved in music making, dance and drama. Children in both infant and junior departments are able to learn the recorder. From Y2 we are able to offer peripatetic teaching of the violin, and the ’cello.

Historical and Geographical Enquiry

Most children are naturally interested in the world as it is and how it has developed. The immediate local environment provides many opportunities to study this, so class studies may include learning about children’s family histories, investigating the development of Ringmer village, finding out about the school’s past, using local maps etc. As children get older they will also learn about places far away and about aspects of the more distant past. We hope to encourage children’s willingness to enquire, introduce them to some methods of enquiry, and help them to use this to increase their own understanding of both the local area and the wider world in which they live.

Physical Skills

All children take part in activities that help them to develop a range of physical skills and to gain confidence and enjoyment as they do so. Children follow a planned programme of skills development, leading to participation in team games. We are fortunate to have the use of the local community swimming pool on the Community College site although the availability of the pool varies from year to year.

The emphasis is on participation, effort and team spirit. We recognise the value of being involved in competitive sport at an appropriate level, and the school participates keenly, and often very successfully, in many local inter-school sporting competitions.
At Key Stage 2 children have the opportunity to join various after school sports clubs such as football, netball, running, cricket, basketball, karate.

Religious Education

Religious Education is delivered in accordance with the East Sussex Education Authority’s Agreed Syllabus. This is designed to lay the basis of religious understanding by helping children to reflect on their experiences and to gain insight into their own actions and feelings and those of others. Children learn about the beliefs and practices of world religions. Parents may ask for their child to be excluded from this subject of the curriculum.

School Assemblies

Assemblies are held every day, and vary in form and content. The purposes of our assemblies are to:

• Foster a sense of community
• Affirm and celebrate the ideals and values the school considers important
• Share individual and group experiences
• Enrich the lives of pupils by learning from the stories and beliefs of world religions in an open, exploratory way
• Share in the deeper levels of experience and reflect on that experience.

Parents may ask for their child to be withdrawn from assemblies and religious education. However, we see the school assembly as an inclusive experience in which we hope all children can participate and from which they may all benefit. Parents should therefore discuss any request for withdrawal with the Headteacher.

Extra-Curricular Activities

During the school year, various clubs and activities develop in response to the interests of teachers or pupils, and these tend to vary from year to year. Activities recently available to children have included gymnastics, football, netball, basketball, cross-country running, cricket, karate and needlecraft.

The children in Year 6 have the opportunity to join a residential outdoor pursuit experience during the year.

School Council

Classes from Y1 upwards operate a Class Council that meets once a fortnight and allows children the opportunity to make suggestions for improvements to the school. Each class elects two representatives to the School Council that meets fortnightly. The School Council considers recommendations from the Class Councils and decides how to take these forward. This provides children with a genuine opportunity to be involved in the development of the life of the school.

Homework

Homework has a valuable part to play in children’s learning. It should:
• reinforce the partnership between home and school by emphasising the joint responsibilities involved
• help children to consolidate the skills they have been learning at school
• give children the opportunity to extend or apply school learning
• allow children to make use of resources at home in their learning
• encourage children to gain the confidence, independence and self-discipline needed to study independently, particularly as they prepare for secondary school.

In order to develop progression in the demands of the homework set, teachers follow the guide below for the amount of time that homework is expected to take:
Reception        – Daily reading
Years 1 and 2    – Approximately one hour per week (daily reading plus one                  or two literacy or mathematics activities set regularly)
Years 3 and 4    – Approximately one and a half hours per week (as above)
Years 5 and 6    – Approximately one and a half to two hours per week plus                  one hour per week reading

If a child frequently fails to carry out the homework set, the class teacher will contact the parent(s) in order to seek the necessary support. Older children will be expected to complete unfinished or unsatisfactory homework during their break times. If homework is not brought to school, it will be done during a school break.

Special Educational Needs

Children are individuals and, as such, have individual needs. However, some children may have educational needs that require a degree of additional support at some stage in their time at the school.

As far as possible, within available resources, the school will provide equal access to a broad and balanced curriculum, based on the National Curriculum, for children with special educational needs.

We also maintain a register of those pupils who have particular gifts or talents so that we can be aware of, and develop, their abilities by, for example, attending master classes at the local Community College.

We have a part-time teacher with special responsibility for the progress of those pupils with special educational needs and a number of teaching assistants who work specifically with those children. We are also able to call on other agencies (educational psychologist, Learning Support Service, school nurse etc.) for advice. We ensure that parents are closely involved in the learning programme of these children, that targets are set for future achievements and that the children’s progress is monitored carefully and regularly reviewed.

School Discipline

Real, lasting and effective discipline is self-discipline. This arises from a sense of responsibility towards other people and an ability to exert self-control. Our aim in school is to help children acquire self-discipline and become responsible and caring people.

We look for opportunities to give children responsibilities and for them to use initiative and to be fully involved in the life of the school. Older children may become ‘playground buddies’ helping to ensure that younger children are playing happily. They also help to supervise and play with the younger children during break times when the weather is wet and they cannot play outside.

We also set clear limits for acceptable behaviour. Any behaviour that displays lack of thought for others is unacceptable. We prefer always to encourage rather than to punish, and whenever possible the punishment is set to fit the misdeed. For example, a child who has behaved irresponsibly in the playground then misses a playtime. We also help children to reflect on their misbehaviour and to apologise to those they have wronged.

If a child’s behaviour is of serious concern, the Headteacher will contact the parents to discuss the matter.

Links with Parents

We believe that a child’s education should be the responsibility of a joint partnership between parents and teachers and we hope to establish good relationships between home and school. Parents are welcome to speak to the class teacher at the beginning or, preferably, the end of the school day. However, if you need to discuss an important matter, please call in to see the Headteacher, or telephone to make an appointment.

We arrange regular parent consultation meetings throughout the year, and a final progress report is issued at the end of the year. Following the issue of the report you are invited to the school’s Open Day.

The Home School Association (HSA) exists to promote good relationships between parents and teachers, and organises various activities to this end. The Association also raises money for the school through jumble sales, school discos and a Summer Fair. All parents are automatically members and their active involvement is very welcome.

There are also four elected parent governors who represent parents on the school’s Governing Body. They ensure that the interests of parents are properly represented when important decisions are being made, and they are happy to try and resolve any concerns that parents may have. They can be contacted via the school.

Our Governors

The Governors work in close partnership with the Headteacher and staff.  The Governors have a largely strategic role in the running of the school which involves setting aims and objectives for school improvement, approving and adopting policies and setting targets in order to achieve those objectives. Their statutory duties include: setting appropriate targets for pupil achievement at Key Stages 2, managing the school’s budget including deciding the number of staff employed and making decisions on staff pay; making sure that the curriculum is balanced and broadly based and in particular that it includes the National Curriculum and religious education; reporting on National Curriculum assessments and examination results to parents; appointing the Headteacher and deputy; establishing and reviewing annually a performance management policy for staff appraisal; and managing the governing body’s duties to pupils with Special Educational Needs.

The governors communicate regularly with parents and are keen to hear their views on significant issues.

General Information

Links with Secondary Schools

We have close links with Ringmer Community College, the adjacent comprehensive school to which most of our children transfer at the age of 11+. We try to ensure a degree of curriculum continuity, and we pride ourselves that the process of transfer is a smooth and happy one.

Support Services

The School Nurse occasionally checks on children’s health, and the School Dentist also visits to advise parents if dental treatment is necessary. The School Nurse comes to the school several times during this year, and you may arrange with the Headteacher to consult with her.

There is also an Educational Welfare Officer attached to the school who can help if families are experiencing social or emotional difficulties. She also checks on absences from school. She can be contacted via the school office.

If a child is making poor progress in school the LSC (Learning Support Co-ordinator) and class teacher will discuss this with parents, and if appropriate, may ask other outside agencies for support.

Charging and Remission Policy for School Activities

The Governing Body recognises the valuable contribution that the wide range of additional activities, including trips and residential experiences can make towards pupils’ personal and social education.

The Governing Body reserves the right to make charges for the following activities:-

1. The board and lodging costs of all types of residential visits.

2. The costs associated with activities that take place outside school hours and that are not required in order to fulfil statutory duties relating to the National Curriculum or to Religious Education.

3. Individual music tuition that takes place in or out of school hours and which is not provided to fulfil the requirements of the National Curriculum.

4. The cost of the materials involved in producing a finished product of a lesson where parents of pupils have indicated in advance a wish to own the product.

The Governing Body may, from time to time, amend categories of activities for which a charge may be made.

The Governing Body will remit charges for the above activities 1, 2, 3 for pupils whose parents are in receipt of family credit or income support.

The Governing Body recognises that many parents are willing to make voluntary contributions towards certain school activities that enrich the level of educational experience available to pupils, and welcome the continuation of this practice.

Further Information or Complaints

Further information concerning the details of the school curriculum is available by contacting the Headteacher.

Similarly, if you wish to make a complaint about any matter you should speak, in the first instance, to your child’s teacher if your concern relates directly to your child. If your concern is of a general matter, or of a serious nature, you should contact the Headteacher. You may request a copy of the School Complaints Procedure from the School Office to help you pursue any concerns you may have.

Documents

Parents wishing to see copies of the School Profile, the statement of the LEA’s and Governing Body’s Curriculum Policy and Aims, copies of DES Orders and Circulars about the curriculum, any reports that have been produced by HMI/Ofsted about the school, syllabuses and schemes of work in use at the school, and copies of the Complaints Procedure should contact the Headteacher.

School Uniform

                                                                                                    Generally, children should wear clothes that are comfortable, smart and appropriate to the activities they will be pursuing at school.
We encourage the wearing of a simple uniform so that children are dressed sensibly for school.

Plain light blue shirt or blouse, light blue polo shirt with or without school logo
Navy blue sweatshirt or cardigan, with or without school logo
Plain grey or navy trousers, shorts or skirt
Black or navy blue shoes
Black, navy, white or grey socks
Sandals may be worn in the summer.

PE KIT
Plain yellow t-shirt
Black shorts
Black sweatshirt
Black track suit bottoms
Trainers
Plimsolls
PE bag

High or platform heel, flip-flops or trainers must not be worn. Jewellery should not be worn with the exception of stud earrings which should be removed or covered over for PE.

Governors, with the help of the HSA, have produced a comprehensive list to give parents clear guidance when purchasing appropriate school wear. The Home School Association booklet includes detailed guidance on the school uniform.

Most uniform items can be bought from the school uniform shop run by the HSA every Wednesday from 3.00 to 3.30 pm. The shop is located in the Music & Drama room adjacent to the hall.

For swimming, children should bring a costume or trunks, together with a towel in a plastic bag. An apron or old shirt should be kept at school to wear for activities such as painting and modelling.

Please make sure all uniform is named.

Attendance

We believe that regular attendance is essential to provide continuity and success in children’s education. Naturally, there are occasions when children are away from school due to ill health or other legitimate reasons. However, all absences should be explained, and any unexplained absence will be queried. It is essential that parents telephone the School Office early in the morning if a child will not be attending school.
If a child has not arrived at school and the School Office has not been informed in advance then the Secretary will phone home to check why the child is not in school. This ensures that children cannot go missing without the school and parents being aware.

Parents are strongly discouraged from taking their children out of school in order to go on holiday as this is very disruptive of their education. In line with the policy of East Sussex Education Authority permission for this will not be granted except in exceptional circumstances.

School Hours

                                      Morning                       Afternoon

Infant Department            9.00 am–12.00 pm         1.00pm-3.05 pm
Junior Department           8.55 am-12.15 pm         1.15pm-3.15 pm

Children should arrive in good time so that lessons can begin promptly. They should not, however, be at school before 8.40am. There will be a teacher on duty to supervise the playground from 8.45am.

Infant children are only released from their classes at the end of the day to a known parent or carer. It is essential that children are collected promptly at the end of the day.

There is a bicycle shed along the front path of the school. Pupils may leave their bikes here. Children with bicycles are encouraged to take part in a Cycle Training course organised by the County Road Safety Department when they are in year 6, and this is organised at the school.

The total time set aside for teaching (excluding morning and afternoon breaks and assemblies) is as follows:

Infants                             4 hours, 15 minutes
Juniors                            4 hours, 45 minutes

Please Note
The information given in this booklet is intended for parents who are considering their child’s admission to primary school in 2009/10. It is correct in relation to September 2008, but it must not be assumed that there will be no change before the start of, or during, the school year beginning in September 2009, or in relation to following school years.

Parents who would like to view the school with the Headteacher are invited to make an appointment to visit at any time. You will be very welcome.

Ringmer Primary School
Harrisons Lane
Ringmer
East Sussex
BN8 5LL

Tel: 01273 812463
www.ringmer-pri.e-sussex.sch.uk

School Results at the end of Key Stage One 2008

Pupils take national tests at the end of year 2 when they are mostly seven years old. Level 2 is the expected average level of attainment.

There were 26 pupils in this age group

National Results at the end of Key Stage One 2008

In brief, these results indicate the following:

• That the school compares well against national results in Reading and Writing
• That the school’s performance in Maths compares well against national results and particularly strong in the higher ability level.

School results at the end of Key Stage Two 2008

Pupils take national test at the end of year 6 when they are mostly eleven years old. Level 4 is the expected average level of attainment.

There were 28 pupils in this age group

National results at the end of Key Stage Two 2008

In brief, these results indicate the following:

• That the attainment in English is a strength at level 4.
• That the attainment in Maths is a strength at level 4 and exceeding the national profile at level 5.
• That the profile of attainment in Science shows a good performance, particularly at the higher level in comparison with national results.

Members of the School’s Governing Body

Local Education Authority Governors

Mr. D Jerrett (Chair of Governors 2008/09)

Parent Governors

Mr. G Willoughby (Vice Chair of Governors)
Mr. K Holliman
Mrs. K Kelly
Mr. M Hobden
Mrs. D Price

Staff Governor

Mrs. A Gartland
Mrs. S Aitken

Community Governor

Canon William Pratt
Mrs. J Wignall
Mrs. M Constable
Ms. K Tearle

Headteacher
Mrs. J Warren

Clerk to the Governors
Mr. J Leeson

All Governors may be contacted via the school

Please note that membership of the Governing Body may change during the year