School Prospectus 2012/2013 Market Harborough Church of England Primary School

School Prospectus
Market Harborough Church of England
Primary School
Fairfield Road
Market Harborough
Leicestershire LE16 9QH
Tel: 01858 464112
Fax: 01858 410187
[email protected]
Headteacher: Ms S Bovill
Chair of Governors: Mrs J Williams
Vision Statement
“Providing the highest
educational standards within
which children and adults
can grow, learn and work
together in an atmosphere of
trust, mutual respect and
“The school is a very harmonious community
with good relationships throughout that are
very helpful to learning and pupils’ spiritual,
moral, social and cultural development.”
Ofsted 2012
The School Governors
Term of
Office Expires
Mrs J Williams
Chair of Governors
Foundation Governor
Sep 2013
Dr R Morley
Vice Chair of Governors
Parent Governor
Mar 2013
The Revd R Brand
Foundation Governor
Ex Officio
Mrs J Snelling
Foundation Governor
Feb 2016
Ms H McCreeth
Community Governor
Sep 2016
Community Governor
Mrs F Bell
LA Governor
Jan 2016
Miss C Booth
Staff Governor
Jan 2015
Mrs S Dove
Parent Governor
Mar 2013
Mrs S Kirke
Parent Governor
Jan 2015
Parent Governor
Ms S Bovill attends as Headteacher.
Clerk to the Governors: May be contacted via the school.
The Governing Body comprises:
3 Foundation Governors
2 Community Governors
1 LA Governor
2 Staff Governors (including Headteacher)
4 Parent Governors
The Governing Body meets regularly both as a whole
group and in the form of smaller sub-committees and
working groups.
Individual Governors visit the school frequently and
play an active part in School life.
Teaching Staff
Ms Sue Bovill
Deputy Head:
Miss Joanna Lee
Senior Leadership Team: Miss S Bodycote
Miss H Gogerly
Mrs J Guiver
Miss J Lee
Mr N Lee
Mrs A Taylor
Teaching Staff:
Miss C Booth
Mrs E Fellows
Mr M Flynn
Mrs V Hilliar
Mrs R Mance
Miss A Pickett
Mrs L Silvester
Miss H Stephens
Miss B Taylor
Mrs C Rodi
Learning Assistants support the class
teachers in a variety of ways:
Mrs P Adams
Mrs S Adams
Mrs P Barber
Mrs A Barlow
Mrs S Collins
Mrs J Dobbs
Mrs N Hankin
Miss K Thornton
Mrs L Holton
Mrs S Ingram
Mrs L Lainchbury
Mrs A Lowther
Mrs C May
Mrs L Wheway
Mrs J Pickering
Mrs H Ritchie
Mrs S Scott
Mrs H Snelson
Mrs A Tomlinson
Mrs C Wainwright
Mrs C Walker
Administrative Staff
ICT Technician:
Assistant Bursar:
Admin Officer:
Mr K Hamilton
Mrs T Wilford
Mrs L Clark
Our office staff are always available to answer any queries
you may have either in person or on the telephone.
Premises Staff
Premises Officer:
Mr G Tidmarsh
Cleaning Team:
Mrs S Barnett
Mrs J Malone
Mrs K Tidmarsh
Lunchtime Staff
Cook Supervisor:
Mrs J Douglas
Kitchen Assistants:
Mrs M Munton
Mrs E Carson
Mid-day Assistants:
Mrs S Barnett
Mrs L Bolton
Mrs W Flint
Mrs N Hankin
Mrs J Holyland
Ms J Holton
Mrs J Malone
Mrs W Maycock
Mrs H Ritchie
Mrs H Snelson
Mrs E Stafford
Mrs K Tidmarsh
Mrs A Wordley
Crossing Patrol
Mrs Kennard, our Crossing Patrol Officer, is on
Fairfield Road at the following times:8.30am to 9.05am
3.00pm to 3.45pm
Admission and Transfer
In line with the Leicestershire County Council
Admissions Policy, children are currently admitted
to our school in one intake in the Autumn term of
the academic year (1st September – 31st August) in
which they become five. If your child is starting
school for the first time you will receive a copy of
our ‘Foundation Stage’ booklet. The Foundation
Stage Leader visits all the new children in the preschool setting before they start school.
Every effort is made to ensure that the transfer
between schools is as smooth as possible. Children
leave to continue their education at secondary
school at the age of eleven. The majority of our
pupils transfer to Welland Park Community College
and then on to the Robert Smyth Academy.
All children have opportunities to visit the school
and meet the staff before transfer. Our school is
part of the local family, which includes both the
primary and secondary schools. There is close
liaison between members of the family through
meetings, curriculum groups and other activities.
Robert Smyth Academy
Welland Park Community College
Market Harborough C of E Primary School
Farndon Fields C P School
Great Bowden C of E Primary School
Little Bowden C P Primary School
Lubenham C of E Primary School
Meadowdale C P School
The Ridgeway C P School
St Joseph’s R C School
The School
Our school is situated just off the main road that
runs through the centre of Market Harborough
and we have an average of 360 pupils on roll.
We aim to maintain two single age classes in each
year group; however, this may alter according to
our numbers on roll, which may dictate mixed age
class groups.
Our school regards sustainability, global and
environmental issues as core aspects of our
provision, and our learning environment reflects this.
The accommodation comprises:
Entrance Foyer
Reception &
Bursar’s Office
Headteacher’s Office
Staff Room
Music/Drama Studio
Community Art Block
14 Classrooms
All these facilities have full disabled access.
Outside there are five playgrounds, large playing
fields, a ‘Quiet Quadrangle’, a wildlife area and
vegetable beds.
Mr G Tidmarsh manages a team of cleaners and is
responsible for the cleanliness, maintenance and
safety of our site.
We pride ourselves on the high standard maintained
both on the inside and the outside of our school.
School Hours
Premises officially open
Morning school begins
Lunchtime for Infants
Lunchtime for Juniors
Afternoon school begins
School ends
There is a 20-minute morning break for the infants and a
15-minute break for the juniors. There is also a 10-minute
break in the afternoon for the younger children. During
these times a member of the teaching staff and a
classroom assistant are always on duty.
Total hours spent on teaching, excluding assemblies,
registration and breaks:
Years FS, 1 and 2
Years 3, 4, 5 and 6
22 hours 55 mins per week
23 hours 30 mins per week
Please note: There will not be a teacher on duty
before 8.45am each day and we cannot therefore be
responsible for your child’s safety before that time.
Lunchtime Supervision
Meals are cooked on the school premises by Mrs J Douglas
and her team. A choice menu is available, and children can
order meals on a day-to-day basis.
Payment should be made on a Monday to cover the cost of
the required meals for the week. Cheques for meals should be
made payable to Leicestershire County Council.
Details and forms for children eligible for free school meals are
available from the office.
Children may also bring a packed lunch to school, but this
should not contain glass bottles or cans.
Children who go home for lunch should return to school at
Our Mid-day Assistants are on duty every lunchtime and the
Headteacher or Deputy Headteacher is always available.
We are fully committed to ensuring the safety and wellbeing of
all our children and endeavour to meet all current statutory
safeguarding requirements. Your child’s safety and welfare is
paramount. If the school has any concerns with regard to Child
Protection you will be informed of their referral to Social Care.
If you have concerns about a child it is important that you take
action straight away. The telephone number for our area Social
Care Central Duty Team is 0116 305 0011.
A copy of our Child Protection Policy is available via the school
office. The Headteacher is the Designated Senior Person for
Child Protection and the Chair of Governors is the Designated
It is our policy to ensure the children in our care are aware
of safety issues that may affect themselves and others in
their immediate and wider environment. All Year 6 children
are given the opportunity to take part in Cyclewise and
visits to the Warning Zone. Water Safety is covered during
regular swimming sessions. Road Safety, Stranger Danger,
Anti-Bullying, Drugs Awareness and E-Safety are major areas
of concern and are regularly addressed throughout the
The Governing Body places a great importance on the
security of all pupils and staff at the school, and continues
to monitor and review the risks concerned, mainly through
the work of the Health and Safety sub-committee. This
committee meets at least once per term, considering items
that concern the security of the whole school as
An annual review of all procedures is undertaken and
changes implemented where necessary. The school has
been fitted with security cameras and an intruder alarm.
All external doors are fitted with controlled entry locks.
Please take extra care when dropping off and collecting
children by car.
The school has wheelchair access throughout the building plus
disabled toilets and handrails. Where practical, in line with our
Disability Equality Scheme, we would always make reasonable
adjustments to meet other individual needs. Our Accessibility
Policy and Plan can be found at the back of this Prospectus.
Pastoral Care
The class teachers initially meet the pastoral care of each child.
In some instances the Headteacher or Deputy Headteacher will
also be involved with more specific needs and Parents/Carers
will be invited to offer shared home/school support for the child.
The school can also call upon the specialist support of other
agencies such as Doctors, the School Nurse, Social Care and
the Educational Psychologist.
It is important that you keep us informed of all conditions which
may affect your child. Full confidentiality will, of course, always
be maintained.
Links with Parents
We welcome parents into our school and we appreciate the
help and support you give us in so many ways.
Help for Parents/Carers
At our school we recognise that your support for your child is
crucial to their progress. Please tell us if there are any
adjustments we need to make to help you to do this, eg:
Help with reading or filling in forms
Letters in another language or providing an interpreter
Letters in large print or Braille
Providing a signer
Explaining things over the phone
Text messaging
Wheelchair access
Any other requirements
Support for parents is also available through the Parent Support
Advisor. Please ask at the School office.
Please let the school office or your child’s teacher know as soon
as possible so that we can make any appropriate
arrangements, or complete the form included in this Prospectus.
Parent Teacher Association
The school has an active Parent Teacher Association with which
all Parents/Carers are encouraged to become involved. Varied
programmes of social and fund raising events are organised
throughout the year and include a Summer Fete and Christmas
Fair. The money raised buys “extra” equipment for the school
which helps to make each child’s time with us more enjoyable.
Please come along to the Annual General Meeting held during
the Autumn Term each year and remember that by helping the
Parent Teacher Association you are helping to enhance the
education of your child.
Please inform the school by telephone or note if your child is
absent for any reason. Under recent guidelines we have to
record the reason for absence for any child on our attendance
records. We encourage all the children to attend school
regularly. We expect children to arrive at school on time as
late arrivals are also noted. Parents/carers are asked to notify
the class teacher in writing of any necessary dental or medical
appointments that need to be met within school hours. A copy
of our attendance policy will be sent out to all new parents.
Holidays should not be taken during term time.
Unless involved in a previously arranged after-school activity, all
children should leave the premises by 3.30pm.
Sickness or Injury
The school maintains a list of home, work or emergency
contact numbers for each child so that someone can be
contacted in the event of sickness or injury.
It is the responsibility of Parents/Carers to inform the school
office of any changes to these contact numbers.
Mrs J Dobbs is our senior qualified first aider and the majority
of our staff regularly attend first aid training sessions, and their
opinion will always be sought. If your child is injured we will
inform you as quickly as possible and, if necessary, an
ambulance will be called. All accidents will be recorded in
the accident book. If a child receives an accidental bump
on the head we will send a note home or contact you if it is
of a more serious nature. In the case of sickness we will
telephone you and ask you to collect your child from school.
We are only able to give medicines prescribed by a Doctor.
Please administer these outside school hours whenever
possible, with the exception of inhalers and epi-pens etc. If it
is necessary for a member of staff to administer medicines, or
if your child needs an inhaler in school, please complete a
form from the school office stating clear instructions for use.
All inhalers and/or medicines must be clearly labelled.
Please inform us if your child has any other medical condition
of which we should be aware.
We aim to promote positive principles of good behaviour such as
mutual respect, kindness and sharing, tolerance, politeness,
patience, self-control, honesty, courage and fairness.
Expectations of appropriate behaviour are agreed and displayed
in each classroom and referred to regularly. Bullying, in any form,
is actively discouraged. Parents will always be contacted in the
event of any serious concerns involving their child.
See Behaviour Policy.
As described in our Home School Agreement, children are
encouraged to share learning experiences with parents and to
practise their reading at home. They are also encouraged to
practise spellings and multiplication tables and undertake
research for class or individual project work.
Although not compulsory, the Governors and staff actively
encourage the wearing of school uniform.
We aim to keep the uniform as simple as possible to avoid any
unnecessary expense. The school colours are maroon and gold
with dark trousers or skirts. Sweatshirts, fleeces, cardigans, polo
shirts, PE shirts & shorts can be ordered online. Book bags and
water bottles are available from the school. Please contact the
school office for more information.
We do ask that all children
have appropriate clothing for
PE, ie plimsolls, shorts, T-shirt
and a drawstring PE bag.
All clothing should be clearly
marked with your child’s
We ask the children not to wear jewellery or expensive
watches to school, not only because they might lose things,
but also because jewellery can get caught in equipment or
hurt others. Children should only wear studs at school. Current
legislation on Safe Practice in PE and School Sport states
clearly that all personal effects should be removed, and that
teachers should consider the risks involved in letting a child
take part in PE if they cannot remove their own jewellery.
Community Links
We value the importance of the local community by using it as
both a human and physical resource and have links with the
Police and the Fire Station, the local churches, the local
hospital and the local elderly residents’ home. Our school is
fully engaged with the other local schools in Extended Services
provision for the area.
Various local groups use the school in the evenings. We also
have students on work placement from the local secondary
school as well as students on teaching practice from local
centres of Higher Education.
Children, parents and staff
at The World’s Greatest
Coffee Morning
Governors’ Policies
Equal Opportunities
As a Church of England School, our teaching is based on
Christian principles, but we realise that changes in the local
community may mean that children may come from nonChristian backgrounds.
Christianity draws its beliefs from the life and examples of Jesus
Christ. He taught that we should value, respect and care for
others regardless of sex, race, creed, colour or capability and it
is in recognition of these principles that we wish to develop.
We declare that we are unequivocally opposed to racist and
sexist attitudes and will take immediate action to address any
such behaviour. Every opportunity will be taken to promote self
and mutual respect and non-judgmental attitudes throughout
the school.
We are legally required to record and report all hate and racist
incidents to the LA. We will inform you immediately if your child
has been involved in any such incident.
If you have any concerns or complaints please contact the
school as soon as possible to discuss the matter with the class
teacher or Headteacher.
A copy of the Complaints Policy can be found here.
If the matter is such that it cannot be resolved then there is a
specific County procedure that must be followed. This
involves the Governing Body and details are available from
the school office.
Copies of the following documents are also held in school
and are available on request:
Agendas and minutes of the Governors’ meetings
All paperwork relating to the requirements of the
National Curriculum
The Leicestershire Agreed Syllabus for RE
All the School’s own Policy statements and
Schemes of Work
The Trust Deed is held at County Hall.
These are some of the many Awards
our school has achieved:
Your Child’s Learning
The children’s learning is regularly assessed using teachers’
judgments against national criteria. Teachers are always
happy to discuss your child’s progress both informally and by
appointment. Formal parent interview evenings are held in
the Autumn and Spring Terms. During the Summer Term we
hold an Open Evening and a written report on each child’s
progress is sent to every parent.
At the end of Year 1 children’s progress in reading is assessed
via a statutory Phonics Screening Check. At the end of Key
Stage 1 and Key Stage 2 (Year 2 and Year 6) children
undertake the Standard Assessment Tests (SATs).
Special Educational Needs
Our school policy wholeheartedly supports inclusive education
for all children who have a range of different needs.
See Special Educational Needs Policy.
As a child progresses through the school his/her class teacher
will regularly assess their development. Areas of concern,
whether identified by the parent, teacher or child, are
carefully monitored. Our Special Needs Co-ordinator, Miss
Helen Gogerly, manages the support for children with special
needs including reviewing progress and giving advice on
individual programmes of work.
The school continues to improve its provision for all its pupils
and endeavours to ensure they reach their full individual
potential. Staff are focused on managing individual needs to
enable pupils to manage the routines and expectations of a
school day. Several support staff have undertaken further
training to enhance their own skills in implementing learning
programmes and behaviour strategies.
Parents/Carers are encouraged to contact class teachers if
they have any concerns with their child’s progress. Further
advice may be sought from the LA Support Agencies in
consultation with Parents/Carers where it is felt that a child
may have more serious learning difficulties.
Further information on support available to parents of children
with particular needs may be obtained from:
Ms Karen-Marie McPherson
Parent Partnership Officer (Harborough)
Tel: 0116 305 5663
[email protected]
The School Curriculum
The overall aims of the curriculum
are to help learners:
Develop lively, enquiring minds, acquire the ability
to ask questions and solve problems, be able to
discuss rationally and apply themselves to tasks
Develop knowledge and understanding, skills and
personal qualities relevant to their present and
future circumstances and to cope effectively with
change to prepare them for the adult world
Use language and number effectively
Develop respect and consideration for others
regardless of differences in ethnic origin, culture,
gender, social circumstance, special needs,
sexuality, age or religious beliefs
Develop a critical understanding of, and respect
for, the environment and world in which they live
and an awareness of the inter-dependence of
individuals, groups and nations
Appreciate the significance of human
achievements and aspirations
Develop self-awareness, a sense of self-respect
and capacity to live life to the full as independent
and self-motivated learners with the will to
contribute to the welfare of others and to society
Develop the skills to work co-operatively with
others by learning to share common objectives
and working in groups
Foundation Stage
Children are currently admitted to our Foundation
Stage in one intake in the Autumn term of the
academic year (1st September – 31st August) in
which they become five.
The Early Years Foundation Stage Curriculum,
introduced in September 2012, is followed and the
children work towards achieving the Early Learning
Goals. Those children who have not completed their
ELGs in Foundation Stage will continue to develop
these skills through the Autumn term in their Year 1
class before moving on to KS1 expectations.
The Seven Areas of Learning covered within
the Foundation Stage are:
Communication and Language; Physical
Development; Personal, Social and Emotional
Development; Literacy; Mathematics;
Understanding the World and Expressive Arts and
The National Curriculum
The 1988 Education Reform Act established a National
Curriculum that forms the basis for all learning
opportunities offered to the children. The children may
be taught individually or in groups of various sizes and
the lesson content planned by each teacher is both
subject and theme based.
Children in Years 1 and 2 will be working in Key Stage 1
Children in Years 3, 4, 5 and 6 will work in Key Stage 2
All teachers within the school plan and evaluate their
lessons thoroughly to ensure all children have equal
access to the Curriculum.
Being one of the key pillars of a child’s learning, the teaching of
Literacy at our school is both dynamic and forward thinking,
placing an emphasis on the need for excellence and enjoyment
in all aspects of the subject.
From the initiation of letter formation in handwriting to the
enjoyment of a text in its many varied forms, all the children
enjoy a wide range of “hands on” learning experiences. All
aspects of Literacy are taught via an independent Literacy
lesson on a daily basis, and cross-curricular links are made
wherever appropriate. The specific areas for learning are:
Speaking and Listening
Reading * (See Approach to Reading and Phonics)
A computerised library system has revolutionised the use of the
Library. It is very child-friendly, involving the children using their
individual barcode to log books out.
Mathematics plays a crucial role in equipping young people to
meet the responsibilities of adult life and therefore should be
applied to everyday situations whenever possible. Putting maths
into a real life context is an integral part of how Mathematics is
taught using the new Primary Framework. Investigational work
leads to children discovering mathematics for themselves in an
absorbing and interesting way. “Playing” with numbers, their
patterns and relationships, shows children that mathematics can
be studied in its own right as well as applied in practical or problem
solving situations.
The Primary Framework for Mathematics encourages teachers to
make links between subjects and areas of learning to deepen
children’s understanding. The seven areas covered are:
Using and Applying Mathematics
Counting and Understanding Number
Knowing and Using Number Facts
Understanding Shape
Handling Data
Throughout our school the Science Curriculum is based on
developing scientific enquiry and a curiosity about the world
in which we all live. It is important that children understand
the process of experimentation and their place within our
As a school we believe that children benefit from and enjoy
having a creative curriculum, and Science is no exception.
The children are able to learn best through a “hands on”
approach made real from the choosing of real life contexts.
Children are encouraged to record their findings in a variety
of ways incorporating ICT and technology;
Children are introduced to a specific approach to
investigation which promotes a logical order to their thinking
and to the presentation of their work;
It lays foundations for progressively deepening knowledge
and understanding of scientific concepts that will be useful to
children as adults.
Information and
Communication Technology
Information and Communication Technology (ICT) familiarises
children with software and hardware. They are taught to use
ICT confidently and with purpose to achieve a specific
By its very nature, ICT is
children use it to
support learning of
other subjects. They
are taught how ICT
can be used as a
means of collating
and presenting work.
We have our own ICT technician, Mr K Hamilton, who
maintains the running of the school’s hardware and supports
ICT learning in the classroom.
Children develop an ability to acquire information from a
variety of historical sources that form evidence from the past
and learn to make judgements about their reliability and
value. We believe the use of various artefacts, music and
drama makes history come to life. Therefore we encourage
visits and “hands on” experiences play an important role in
stimulating investigation.
In Key Stage 1, children begin to look at history through an
understanding of “Ourselves”, and then towards the more
distant past through stories of people and events. Topics
covered include: Toys, Homes, Shops, Seaside Holidays,
Famous Events such as the Great Fire of London, and
Famous People such as Florence Nightingale.
In Key Stage 2, children
study Ancient Greece,
Ancient Egypt, Roman
Invaders, Life in Tudor
Times, Children in World
War II, Victorian Britain,
The Aztecs, Britain since
1948 and a local history
The study of Geography encourages children to
think about the world around them.
Children are taught mapping and fieldwork skills and develop
their knowledge and understanding of places in local, national,
international and global contexts by understanding the
distinctive features that give a place its identity. They should
also understand the similarities and differences between these
places, for example India, Brazil, Mexico and comparing
different localities in the UK with our own community.
Children should develop their understanding and knowledge of
Rivers, Weather, Settlement and Environmental Change,
including an awareness of Global Citizenship, for example the
importance and relevance of Fairtrade and Green/Eco
Art and Design
Art and Design stimulates creativity and imagination. It
provides visual, tactile and sensory experiences and a special
way of understanding and responding to the world. It enables
children to communicate what they see, feel and think,
through the use of colour, texture, form, pattern and different
materials and processes.
The school uses a variety of
teaching and learning styles in
art and design lessons. Our
principal aim is to develop the
children’s knowledge, skills and
understanding. We ensure that
the act of investigating and
making something includes
exploring and developing
ideas, and evaluating and
developing work. We do this
best through a mixture of
whole-class teaching and
individual or group activities.
Teachers draw attention to
good examples of individual
performance as models for the
other children.
We have a well-equipped
purpose-built Community
Art Block, complete with its
own kiln, which is used by
our own children and
children from other schools.
In the Foundation Stage, children’s creative development
relates to the objectives set out in the Early Learning Goals,
which underpin the curriculum planning for children aged three
to five. The children’s learning includes art, music, dance, roleplay and imaginative play. The range of experience
encourages children to make connections between one area
of learning and another, and so extends their understanding.
Design Technology
Design Technology provides an
opportunity for children to
operate in real world contexts,
understand technological
processes and the contribution
of technology to our society.
Children develop their
knowledge, skills and
understanding of Design
Technology through creative
links across all curriculum areas.
They become independent
thinkers through evaluation
and reflection of their work.
They are encouraged to
become autonomous and
creative problem solvers both
as individuals and as part of a
All of our pupils have weekly music lessons in our well resourced
Music Studio. The specialist music teacher aims to deliver an
exciting and lively curriculum that enables the children to grow
in confidence. The musical experiences range from singing in
groups, listening to others (including our staff choir!), playing
tuned and untuned percussion instruments and composing
material of their own.
The highlights of the school’s
music calendar are our
performances that celebrate
the end of each Term and
show our children’s love of
music and drama to the full.
We also have a school choir
and sing for the community
at various celebrations during
the year.
Musical Instrument Tuition
Enthusiasts can learn to play a variety of instruments under the
instruction of visiting peripatetic music teachers. If you would
like your child to be considered for music tuition in the future,
please ask for further information at the school office.
Physical Education
High quality Physical Education forms an important part in the
development of the “whole child”, affecting their physical and
mental performance and social development. Through our
teaching we aim to equip our children with the necessary skills to
enable them to take part in a wide range of sporting activities.
We hope they will gain success through developing
perseverance, commitment and teamwork.
Activities are taught according
to age and level of
development to enable
children to maximise their
potential and increase their
knowledge, skills and
understanding in PE and school
sport. Furthermore, children
have opportunities to improve
their performance, attainment
and success in line with their
Our school has various boys’ and
girls’ sports teams. The practice
sessions are well attended and the
children very much enjoy playing
Residential Trips
Residential trips are organised for:
Year 6: four nights at the
AbernantCentre in Wales
Year 5: two nights at Grafham Water
in Cambridgeshire
Year 4: two nights at Beaumanor Hall
in Leicestershire
Sex & Relationships Education
Sex & Relationships Education (SRE) at our school is delivered as
a normal part of the Health Education programme.
Opportunities are given for the children’s questions to be dealt
with factually but sensitively, to meet their appropriate stage of
Parents/Carers are notified when the subject is being formally
broached in Year 6 and Parents/Carers will be invited in advance
to see videos that are used with the children. The importance of
a caring family relationship is stressed throughout. Our school
Nurse is actively involved in promoting Health Education
throughout the school.
Religious Education
Religious Education is taught using a cross-curricular
approach and is closely linked with Personal, Social & Health
Education (PSHE).
We base our teaching and learning in RE on the key
principle that we should allow children both to learn about
religious traditions and to reflect on what the religious ideas
and concepts mean to them. Children are encouraged to
reflect on what it means to have a faith and to develop
their spiritual knowledge and understanding. They will also
learn respect for others’ views and beliefs to develop their
understanding of diversity and tolerance.
Major Festivals, Celebrations and Pilgrimage are studied, as
well as similarities and differences in the Act of Worship of
various faiths.
Collective worship is led by a member of staff, the children
or a visitor, and takes place daily. This takes the form of a
whole school, class or key stage assembly. Every year we
celebrate and acknowledge the various festivals in the
religious calendar.
Usually, one of our local Clergy will lead the assembly once
a week. Worship is non-denominational though we maintain
close links with St Dionysius, our Parish Church, and pupils
and parents attend regular services there.
Parents/Carers have the right to withdraw their child from
Religious Education, or Collective Worship; should
arrangements be necessary, please discuss these with the
Charging for School Activities
Normal educational activities are, of course, provided free of
charge but many valuable extensions to learning also take
place during school hours. These activities, which include
swimming and educational visits, can only take place if a
voluntary contribution is made, and the Governors and staff
hope that Parents/Carers will continue to support the school in
providing these activities. See separate policy for charging
and remissions.
Thank you for taking the time
to read this booklet.
We hope it has given you all
the information you require
and we look forward to
working in partnership with
you in the future education of
your child.
Playing in the snow
Disability Equality Statement
Policy for Accessibility
Annual Accessibility Plan
Request Form for Access Assistance
Disability Equality Statement
Under the Disability Discrimination Act there is a duty on schools,
to promote equality of opportunity for disabled people, and to
eliminate any discrimination on the grounds of disability. In
practice, what this means is that as well as meeting the needs of
disabled pupils and staff, we must do our best to meet the needs
of every person who uses our school, whether they are a parent,
governor or community user. Every school has a Disability Equality
Scheme explaining how they plan to do this; the Scheme is
available to view via the school office – copies available on
We already collect information about our children through the
school admissions form, and include an Accessibility Plan in our
prospectus, which sets out how we are going to meet the needs
of our disabled pupils. We would now like to offer you this
opportunity to share with us any information which you think
might help us to improve access and facilities here at school.
Any information you provide will be held confidentially, in line
with Data Protection legislation, and the only reason for wanting
it is to help us plan future improvements for disabled users.
There have also been changes to the definition of what disability
is; a person has a disability if they have
“…a physical or mental impairment which has a substantial and
long-term adverse effect on his or her ability to carry out normal
day-to-day activities” - this now includes serious illnesses.
Attached to this DES you will find a policy for Accessibility
together with an Accessibility Plan, which outline how we will
meet the needs of children with disabilities.
In order to meet the needs of any disabled parents or carers we
have also included a ‘Request for Access Assistance’ form. If you
feel that anything on the form attached would make it easier for
you to get information about school and your child, whether to
come to meetings and events in school, come in as a helper, or
join a community club held here, please tick any relevant box or
boxes below. If there is anything you need which we haven’t
included, please fill in the comment box at the bottom of the
form. We have asked for your name, only so that we can make
sure that the right people get the right kind of support.
If there is anything else you would like to know about our Disability
Equality Scheme please contact the Headteacher via the school
Policy for Accessibility
A person has a disability if he or she has a physical or mental
impairment that has a substantial and long term affect on his or her
ability to carry out normal day-to-day activities. (Disability
Discrimination Act 1995)
Our duties as a school are
•Not to treat disabled pupils less favourably
•To take reasonable steps to avoid putting disabled pupils at
a substantial disadvantage
This plan has been developed in consultation with the SENCO, the
SEN Governor and the parents of disabled children already in
school, in order to ensure that we take into account present and
future needs.
Vision and Values
At Market Harborough C of E Primary School our statement and
aims make it clear that our core purpose is to enable every child to
realise their full potential in every aspect of school life. Our policies
on SEN, Race Equality, Equal Opportunities, Inclusion, Gifted and
Talented, Behaviour and Anti-Bullying support that core purpose
and it is reflected in all curriculum policies. Our mission statement
and aims were developed in consultation with the whole school
community. At Market Harborough C of E, no child is excluded from
any part of the curriculum or from out of school activities including
trips, because of disability.
Adjustments in place
All relevant teaching and support staff have been given practical
and awareness training to support children with disabilities,
currently in school and to manage a range of medical conditions
which require additional adult help and intervention. Professional
Development is reviewed regularly to ensure that staff are
adequately trained to meet the needs of disabled children new to
our school.
We have improved wheelchair access to the school with ramps
and, where necessary, railings and there are disabled toilet
facilities. Newly erected shade structures on the school playing
fields and the new Community Art Block are also fully wheelchair
accessible. Advice is taken from relevant health professionals to
ensure that classroom furniture, learning support and resources are
appropriate to the specific needs of disabled pupils, and these are
kept under review. Learning support in the classroom is targeted at
pupils whose disability impacts on their learning and where lack of
support might disadvantage those pupils.
Policy for Accessibility (continued)
The attached Plan indicates the annual monitoring and review
cycle for accessibility and future planned improvements. The
Plan will be reviewed on an annual basis and amended to
make provision for any future registrations by disabled pupils.
September 2012
This policy statement will be reviewed annually
Accessibility Plan
Request for Access Assistance
Name (please print):
Your child’s name and class:
Please tick the box/boxes if any of these things would
make it easier for you to get what you need from
school. We cannot promise to make all of these
changes at once or overnight, but your response will
help us to plan for the future.
school information on audio tape
school information in large print format
sign language interpretation or other help
with communication
induction loop
wheelchair access
disabled parking space (to attend
meetings/performances etc)
facility for personal carer, assistant or other
person to come into school with you
Any other comments: