PROSPECTUS - Aughnacloy Primary School

Dear Parent/Guardian
I hope you find this Prospectus both useful and helpful. It aims to set out, in
a clear and interesting way, what we are attempting to do at Aughnacloy
Primary School.
In Aughnacloy Primary School we aim to treat all children equally and with
respect, as well as accept and cater for, their differences. As a staff we have
your child’s interest at heart and are committed to his/her educational, social,
moral, emotional and physical development. UNCRC article 3 (best interests of
the child) The best interests of the child must be a top priority in all things that
affect children.
Education is a positive partnership between home and school and parents are
one of a school’s most valuable resources.
Information and understanding on both sides are vital if the partnership is to
be strong, effective and complimentary. Through this healthy, open
relationship we believe that your children can be given the most support and
encouragement at Aughnacloy Primary School.
Further information about our school can also be found on our web-site at or of course you may wish to visit and see first
hand how we operate on a day to day basis.
Please do not hesitate to contact me if I can be of further assistance.
Yours sincerely
Mrs Jane Clarke
Vice Chairperson
Teacher Rep.
Church of Ireland
Transferors Rep
Transferors Rep
Transferors Rep.
Transferors Rep.
Parent Rep.
Mrs J Clarke
Mr Gary Lee
Miss L.Kyle
Mr Gary Lee
Reverend Ian McKee
Rev Bill Atkins
Rev Barry Reid
Dr D McCord
Mrs E Bloomer & Mr A Parr
Mrs J Clarke
The Governors are ultimately responsible for the overall management of the
school. They are required to meet for a minimum of 3 times each year, but in
practice they meet more than this.
Some of their duties include
The oversight of the curriculum
The control of the school budget
Providing parents with information
The selection of staff
Maintenance of school premises (a shared responsibility with the
Southern Education & Library Board)
The Admissions Policy
Fostering links with the local community and pursuing objectives of
mutual understanding
Teaching Staff
Mrs J Clarke
Miss L Kyle
Mrs K Moore
Mr Mills
Mrs A Porter
Mrs Loane
Mrs Loane
Class Taken
Principal Release
Ancillary Staff
Mrs N Donaldson
Mrs Q McNeill
Mrs D Millar
Mrs Vera Hawe
Mrs Valerie Smyth
Mrs Rachel Wallace
Mrs Naomi Donaldson
Mrs Rachel Wallace
Mrs Valerie Smyth
Mr Darren Graham
Mrs D Little
Mrs D Millar
Mrs G McMaster
Mrs Amanda Brush
Position Held
P1 Classroom Assistant
P2 Classroom Assistant
SEN Classroom Assistant
SEN Classroom Assistant
SEN Classroom Assistant
SEN Classroom Assistant
Lunchtime Supervisor
Lunchtime Supervisor
Lunchtime Supervisor
Morning Playground
Supervisor/Lunchtime Supervisor
School Caretaker
School Secretary
School Cook
Kitchen Assistant
Aughnacloy Primary School caters for children of both sexes between the
ages of 5 and 11. It is a rural school serving the needs of the area. The
school is situated on the edge of the market town in a building that has been
extensively rebuilt to a high standard. The school building has retained the
feel of the original school. There is a large car park which links directly to the
bus depot for enhanced pupil safety.
Facilities include:
 Five classrooms, each one furnished with an interactive whiteboard
 Toilet and cloakroom facilities
 Two resource areas, one of which is located outside the Foundation
Stage classrooms, used for play, reading groups etc.
 A large assembly/dining hall which is lined and equipped with P.E
apparatus, mobile staging, sound system which projects both internally
and externally, a data projector and screen
 A central library where the different year groups are provided with a
timetabled session each week to develop their library skills. This room
also acts as a computer resources room and a group room/reading
recovery room
 Additional libraries in each classroom
 A staff room
 Two disabled toilets
 A secretary’s office
 Stores are available for books, music equipment, cookery equipment,
Science and Technology equipment, PE equipment and canteen
 Principal’s Office
 Large foyer
The grounds are extensive and well maintained which adds to the pleasant
rural atmosphere. We have
 A hard-core tarmac playground with games markings, play facilities
and picnic tables
 A grass playing area (currently being developed for a multi-purpose
synthetic pitch)
 An outdoor play area specifically designed for Foundation Stage pupils
i.e enclosed sand pit, water features, blackboards
 The added advantage of the use of Aughnacloy College’s playing
fields, hard core area and building
 An organic garden with a poly tunnel and beds where the children
plant a variety of fruit and vegetables and then harvest themselves
 An orchard ,a natural willow-dome and tunnel.
 A bicycle/storage shed that houses a range of outdoor play equipment
 Solar panels
 Wind turbines
Aughnacloy College has premises, which are adjacent to our school, which
means we have access to the computer suite, gymnasium, science laboratory
and technology rooms. The expertise of Aughnacloy College’s staff is also at
our disposal and we have excellent links with the school in general.
Full use is made of our local environment in providing learning experiences ie
the nearby Eco Park. This includes out-of-school visits including a programme
of swimming for pupils in Primary 3 - 7 based at Monaghan Leisure Centre.
“Nothing will stand in your way if you walk wisely, and you will not
stumble when you run. Always remember what you have learnt.
Your education is your life, guard it well”. (Proverbs Chapter 4
verses 12 – 13).
Aughnacloy P.S. is committed to involving pupils in discussions and decisions
on school life that directly affects them and to listen to their views. (Article 12
– Every child has the right to say what they think in all maters that affect them,
and to have their views taken seriously.) At Aughnacloy Primary School we aim
to provide the highest standards of pastoral care and child protection.(Article
19 - Protection from all forms of violence). We are committed to being a
healthy school, to supporting healthy children, who are better able to learn
and develop. (Article 24 Every child has the right to the best possible health).
At Aughnacloy Primary School there is a strong emphasis on literacy and
numeracy across the curriculum. (Article 28 – Every child has the right to an
education). The teachers are committed and enthusiastic and they enjoy a
positive relationship with their pupils and with other school-based staff and
they are dedicated to improving learning. Teachers reflect on their own work
and the outcomes of individual pupils.
The school Principal demonstrates a commitment to providing professional
development opportunities for staff, particularly teachers, and promote a
readiness to share and learn from best practice. Teachers are given the
opportunity to share in the leadership of the school.
Aughnacloy Primary School has good relationships that facilitate engagement
and communication between the school and its parents and the wider
community that it serves. The school and its teachers are held in respect by
parents and the local community who in turn actively support the work of the
ADMISSIONS (currently under review)
Enrolment Number: 116
Admissions Number: 17
2012/2013 School Year
2013/2014 School Year
2014/2015 School Year
Actual enrolment in September 2014: 124 pupils aged 4-11 years (Boys/Girls)
Expected enrolment in September 2015: 127 pupils aged 4-11 years
School Management Type: Controlled
The Board of Governors consider that a request for admission is an indication
that parents are in agreement with the school’s philosophy, ethos, policies
and discipline procedures. If the school’s admissions and enrolment numbers
have not been reached the school will admit all children of compulsory school
age whose parents wish them to attend the school.
These children are those who have their fourth birthday between 02 July
2014 and 01 July 2015.
The Board of Governors at Aughnacloy Primary School draws up the
admissions criteria and delegates to an Admissions Sub-Committee, which
includes the Principal, the responsibility for applying these criteria. Any
reference herein to the term Board of Governors includes any Sub-Committee
appointed by the Board of Governors of Aughnacloy Primary School, for
purposes of applying the admissions criteria set out herein.
The Board of Governors will apply the following criteria to identify which
children should be admitted either at initial admission to education (P1) or on
transfer from another school. In selecting children for admission children
resident in Northern Ireland at the time of their proposed admission to the
school will be selected for admission to the school before any child not so
Children who will have brothers or sisters currently in attendance
during the 2015/16 school year.
Children whose parents/guardians/brothers and sisters previously
attended the school.
Sons or daughters of permanent full-time employees at the school.
Children for whom the school is the controlled primary school nearest
to their home or to the child minders home.
Children transferring from Aughnacloy Playgroup.
Children with special circumstances:
Preference will be given to children with exceptional circumstances
(medical, social or other problems) that necessitate admission to
Aughnacloy Primary School rather than any other primary school. The
circumstances should be personal to the child and must be supported
by independent and appropriate documentation, providing evidence of
the circumstances being described as being exceptional.
The remaining places will be allocated on the basis of the proximity of
the child’s home to the school, priority being given to those living
nearest to the school as measured by the shortest walking route by
public thoroughfare.
Criterion 7 will also be used to discriminate within any oversubscribed
criterion (except criterion 1).
Inaccurate or misleading information provided on or attached to an application
may lead to the withdrawal of any place awarded to an applicant who has
thereby gained an improper advantage. The Board of Governors reserves the
right to require such supplementary evidence as it may determine to support
or verify information on any application form.
The Board of Governors will not admit a child to the school if this will result in
a teaching group containing Key Stage 1 (P1 to P4) exceeding the statutory
limit of 30 pupils. The Board of Governors has decided that no other teaching
group will exceed 35 pupils.
During the summer term 2015 children to be admitted to P1 in September
2015 will be invited to come to the school with their parents to meet the
teacher and to be provided with additional information.
A development proposal has been published to extend the approved
enrolment for Aughnacloy Primary School from 116 pupils to 145 pupils with
effect from 01 September 2015 for as soon as possible thereafter.
It is the policy of the Board of Governors that all pupils will receive their full
entitlement under the Northern Ireland Curriculum and that the school will go
beyond that entitlement in areas where there are particular abilities of the
The school aims to promote the spiritual, moral, cultural,
intellectual and physical development of the pupils in a caring
and relaxed atmosphere reflecting the love that each parent
feels for their individual child.UNCRC article 28 (right to an
education) Every child has a right to an education.
The Curriculum is a ‘Common Curriculum’ for all children who attend our
school. The school will consider the needs of all children, including those
whose needs are ‘educationally significant’.
We will make every effort to cater for children who have a particular need.
Where a child has a particular medical or physical need, Governors will
endeavour to meet their individual requirements. We do have a specialist
medical facility in school, which provides privacy and accommodation. These
children are also entitled to specialist help in the form of a classroom
assistant. Our classroom assistants are of the highest quality in terms of
professionalism and parenting skills. UNCRC article 23 (children with a
disability) A child with a disability has the right to live a full and decent life with
dignity and independence, and to play an active part in the community.
The school believes that an active partnership between school and parents is
vitally important. Invitations are sent to parents to attend School Concerts,
Harvest Thanksgiving Services, Carol Services, Sports Days and fund raising
events as they are planned. The Staff value the participation of parents in
the teaching and planning of the curriculum, once the relevant vetting
process has been carried out. UNCRC article 5 (parental guidance) Governments
must respect the rights and responsibilities of parents and carers to direct and
guide their child as they grow up, so that they enjoy their rights properly
Aughnacloy Primary School has a Parent Teachers’ Association which makes a
valuable contribution to the life of the school. All parents are automatically
members of the PTA. The PTA organises a variety of both fund-raising and
social events for the school community and wider school community.
Among several successful events held in recent years are:
 Non-Uniform Days
 School Disco
 Belfast Marathon
 Christmas Raffle at annual Christmas Concert
 Christmas Cards/Calendars
 Table quiz
Parents help the school in many ways, not least being the provision of funds
for resources to further enhance the already high quality of teaching and
learning taking place in our classrooms. In the past few years the PTA has
presented the school with money that went towards staging, the sound
system, literacy & numeracy resources, data projector and screen, playground
equipment, ipads and many other useful items.
We hope that you will play a full part in the PTA during the years your child is
a pupil at Aughnacloy Primary School.
Aughnacloy Primary School aims to involve parents fully in the education of
their children and to inform them as far as possible about their children’s
progress. In general the arrangements for visiting the school are as follows:
Entrants to Primary 1:
1. Parents and children wishing to enroll in P1 in September will be
invited to an open morning in school in January
2. All parents of enrolled P1 children will be invited with their children to
meet the P1 teacher and view the school in June.
For entrants who have previously attended another school:
1. An interview will be arranged with the Principal.
2. Parents will be welcome to view the school premises.
3. A meeting can be arranged with the prospective teacher(s) of the child
or children.
1. Two verbal reports will be given in Term1 and Term 2 and parents are
invited to discuss their child’s progress with the class teacher. A report
in the form of a Pupil Profile will be written and distributed to parents
in mid-June. From Primary 1 the Pupil Profile will build up to provide a
more holistic portrait of each individual child’s achievements and
development across learning areas, skills and capabilities. It will report
on each child’s progress, interests and aptitudes and will help to
support and inform choices throughout their education.
2. Curriculum evenings will be organised to keep parents informed of the
ongoing curriculum changes and they can view examples of pupil’s
work which will be on display in the school.
3. Parents of children who will be transferring to Secondary Education in
September will be invited to an interview to provide advice and
guidance on the completion of the Transfer Report form.
Parents are welcome to come to the school to discuss any aspect of their
children’s progress. To avoid disruption of classroom work an appointment
must be made at a mutually convenient time. You should not hesitate to
contact staff to seek advice on any matter, as small worries can become
major concerns if not dealt with quickly.
The Principal, as the day to day manager of the school, will seek to ensure
that all such contacts are conducted in a manner which will promote the
educational interests of the pupil and allow for the safety of all the children
and staff.
The means of expressing this working relationship are diverse but
Parents/Guardians will appreciate that some guidelines are necessary as each
Teacher has responsibility for a large number of children. All exchanges
between Parents/Guardians and staff should be conducted in a respectful and
tolerant manner and Parents/Guardians are asked to adhere to the school’s
guidelines when seeking contact with their child’s Teacher.
The school has also put in place arrangements for addressing the most
serious situations where the approach of a Parent/Guardian might amount to
harassment of Teachers in the workplace. Thankfully such situations are rare
in the school system and we trust unlikely to ever occur.
School buses arrive from 8.30 am. Parents are asked not to leave their
children within the confines of the school grounds before 8.30
The school bell will ring at 8.45 am to announce
commencement of the school day. From 8.30 am to 8.45
am an adult will be on duty outside. Parents and visitors
are required to have left the school premises by 8.45 a.m.
to allow teaching to commence.
12.45 pm - 1.45 pm
12.45 pm – 1.45 pm
12.45 pm – 2.45 pm
12.45 pm – 2.45 pm
P1, P2
P3 (Tues, Thurs)
P3 (Mon, Wed, Fri)
P4, P5, P6, P7
P1 and P2 children are to be collected from school at 1.45p.m. They are
joined on Tuesday and Thursdays by P3 in order to accommodate afternoon
classes. All children who are not involved in school-organized activities should
have left the premises by 2.45 pm.
The times of our daily breaks are as follows:
8.50 – 9.00 Tuesday, Thursday &
10.20 – 10.35
12.00 – 12.45
The Board of Governors has developed a School Policy that delivers a
Christian education through a broad and balanced curriculum. Staff take
assembly on a rota basis. We encourage the visitation of the local religious
leaders, who attend on a regular basis, to help in the spiritual and educational
development of the pupils. School Assembly is based on the Christian Bible.
Pupil participation in Assembly is encouraged i.e playing a musical instrument,
role play etc.
Religious Education is Non-denominational and will be available to all children.
Parents may remove their children from Religious Education classes on the
grounds of conscience and the school will make alternative provision for
them. No offence will be taken if a parent decides to avail of their right, as
we respect the individual beliefs or non-beliefs of our families. UNCRC article
14 (freedom of thought, belief and religion) Every child has the right to think and
believe what they want and also to practise their religion, as long as there are not
stopping other people from enjoying their rights.
Aughnacloy Primary School will offer a broad and balanced based curriculum
which promotes the spiritual, moral, cultural, intellectual and physical
development of its pupils, and which prepares them for the opportunities,
responsibilities and experiences of adult life. UNCRC article 28 (right to an
education) Every child has a right to an education.
It will seek to develop in its pupils, an enquiring mind and help them in
individual and group situations to acquire skills of handling information.
It will attempt to develop a positive, healthy and confident attitude towards
themselves and their own abilities. The acquisition of knowledge and skills will
be placed in the context of developing positive attitudes to learning and the
development of sound moral values based on the Christian religion.
We will not give up on any child. As they are full members of our community,
they deserve the love, affection and discipline too often only afforded to the
most academic of pupils. However, we do recognise that some children
would have their individual needs better met in a special unit or school.
These decisions are taken in consultation with SELB SEN’s section and the
We place a strong emphasis on practical and creative work within all classes.
This is in addition to the more traditional ‘formal classes’, which form the
cornerstone of our teaching.
From September 2009 the Revised Northern
Ireland Curriculum became statutory for all P1-P7
pupils. It is intended that this new statutory
curriculum will allow for more discretion for
teachers and pupils to meet individual needs and
be more suited to the needs of the 21st Century.
Foundation Stage P1 & P2 – This builds on the valuable work undertaken
at pre-school. During this new stage, teachers will be able to teach at a pace
which is developmentally appropriate for very young children. There is a
strong emphasis on play-based learning and personal, social, physical &
emotional development.
Aughnacloy Primary School was involved in the piloting of the Enriched
Curriculum initiative. It provided the basis for the new Foundation Stage,
which came into force for all schools in September 2007. The benefits of the
Foundation Stage of the Northern Ireland Curriculum for the children are:
Enthusiasm for school.
Greater confidence.
Higher self-esteem.
Greater sense of responsibility.
Greater independence.
More co-operative.
Improved listening skills.
Increased confidence to express
feelings and emotions.
Greater use of descriptive language.
Independent ideas for writing.
Belief in her/himself as a reader and
a writer.
Enthusiasm for school.
Greater confidence.
Higher self-esteem.
Greater sense of responsibility.
Greater independence.
More co-operative.
Improved physical agility and fine
Physical confidence, competence and
Language to talk about their
Good co-ordination, balance and
spatial awareness.
Throwing, catching and aiming skills.
Greater perseverance and
Enthusiasm and confidence.
Ability to collaborate.
Ability to choose and use a variety of
materials and tools.
Value other children’s work.
More precise observational skills.
Key Stages 1 & 2 – Key Stage 1 covers P3 & P4, whilst Key Stage 2 remains
P5 – P7. Pupils will be encouraged to make connections in their learning and
see the relevance in what they are studying. Our school has piloted ‘Ideas for
Connecting Learning’ or ICL’s which were made available to all teachers and
schools in Northern Ireland from September 2007.
Skills and capabilities will be developed throughout all six Learning
Areas which consist of
 Language & Literacy,
 Maths & Numeracy,
 Personal Development and Mutual Understanding,
 Physical Education
 The World Around Us (Science, History, Geography).
 The Arts (Music, Art, Drama)
Including Talking and Listening, Reading and Writing
Language and Literacy is seen as central to the
curriculum. A Linguistic Phonic Programme has been
implemented in every year group to provide the pupils
with an additional word decoding and spelling strategy. A wide range of
texts is available to promote children’s enthusiasm and develop their skills
across a range of genre.
There are five main areas of study in the Mathematics and Numeracy
curriculum: Processes, Number, Measures, Shape & Space and Data Handling.
Each area is studied every year so that by Primary 7 the children have a
comprehensive understanding of Mathematics and Numeracy. Emphasis is
also placed throughout P1 to P7 on the development of mental agility.
Numeracy is a life skill, used in making everyday decisions and in virtually
every life context. We present Maths through practical activities which help
foster understanding and the development of correct mathematical language.
Practical activities will be followed by more formal exercises to help
consolidate and reinforce knowledge, skills and understanding.
Miss Kyle and Mrs Clarke received specialist training in the ‘Maths Catch Up ‘
programme. They provide additional afternoon teaching for individuals or
small groups who have difficulty with some of the aspects of Number when
There is an increased emphasis on Personal Development across the
Curriculum. This is divided into two strands
– Personal Understanding & Health
– Mutual Understanding in the Local & Global Community.
Within the first strand, pupils are helped to understand the importance of
issues such as healthy eating, physical activity and road safety.
Within the second strand pupils are helped to respect others within their own
community and the wider world. Aughnacloy Primary School is and has been
involved in a number of programmes that support the implementation of
Strand 2 – PCPP, Hands of Friendship, Dissolving Boundaries, Speedwell,
Media Initiative & PACT.
Children are helped and encouraged to develop their physical skills including
co-ordination, strength, stamina and spatial awareness. Skilful body
movements are development through gymnastic movement, dance, games,
swimming and athletics.
Swimming lessons begin in Primary 3 and the majority of children can swim
confidently and skilfully by the end of Primary 7.
Aughnacloy Primary School is involved in a new initiative in Physical Education
called Fundamental Movement Skills. These skills are movement patterns
that involve different body parts such as the legs, arms, trunk and head and
include such skills as running, hopping, catching, throwing, striking and
They are the foundation movements necessary for 3-8 year old children as a
precursor to the more specialized, complex skills used in play, games, sports,
dance, gymnastics, outdoor education and physical recreation activities.
There are 22 fundamental movement skills:
Forward roll
Foot dribble
Continuous leap
over arm throw
under arm throw
jump for height
two-handed strike
jump for distance
sprint run
chest pass
side gallop
hand dribble
line walk
Early childhood is the optimal time to teach & learn fundamental movement
skills when young children are motivated and keen to master ways of moving,
controlling their bodies and co-ordinating their movements.
Fundamental Movement Skills will be included in the structured Physical
Education lessons throughout Foundation Stage & Key Stage 1 with specific
skills being focused on in each year group. As well as supporting the child’s
physical development, FMS can also be embedded into their every day
learning experiences. It can support the child in other areas of learning eg
Literacy, Numeracy, Art, Science etc.
FMS can be reinforced through:
Teacher directed activities
Outdoor play
Homework activities
Child structured activities
Playground activities
In Aughnacloy Primary School children experience a range of sport and
sporting activities as part of the curriculum for Physical Education and as
lunchtime and extra-curricular activities.
Children have the opportunity to compete in games such as football,
badminton, hockey, netball, rugby, tennis, kwik cricket, table tennis. Children
in Primary 7 are also encouraged to participate in the National Cycling
Proficiency Scheme.
We have able to secure external grants to enable our children to partake in
coaching in a variety of sports given by qualified, skilled coaches for rugby,
football, table tennis, basketball, athletics etc. UNCRC article 31 (leisure, play
and culture) Every child has a right to relax, play and take part in a wide range of
cultural and artistic activities
Focusing on the development of knowledge, skills and understanding in
Geography, History and Science & Technology
Before September 2007, Science/Technology, Geography and History were
separate subjects. Now they are joined together under the title’ World Around
Us’. This means that they can be taught together and children can see how
one subject area is linked to another. For example in Primary 7 the children
may cover a topic about ‘The Irish Famine’.
 They could examine what life was like for people during the time of the
famine (History).
 Could compare with areas in the World affected by famine to-day
 Could investigate conditions necessary for growing potatoes (Science)
 Could build a moving vehicle using a range of junk materials etc that
will transport a kg of potatoes to market.(Technology)
Topics will differ throughout the school from P1 to P7 but the process remains
the same.
Including Art & Design, Drama and Music
Each class sets aside time to develop the above areas. In the Foundation
the children have ample opportunity to build junk models,
create models from dough, clay or plasticine, paint, draw etc
through their work-time programme. Music is also used
throughout the day as they learn songs, play simple
instruments and create music. As children move through the
classes their fine and gross motor skills will develop.
Aughnacloy Primary School has a strong tradition of musical
and drama productions. All pupils perform at the Annual
Harvest Service and each year at Christmas the pupils
perform a drama production for parents and friends.
P4-P7 pupils participate in the School Choir. The choir performs at school
concerts and community events such as the Dungannon Music and Drama
festival, Fiddes Court, Copperfields Nursing Home, Tesco’s Dungannon.
Previously the choir joined up with the choir from St Mary’s Primary School,
Aughnacloy and entertained guests at Speedwell as well as performing at the
official opening of Aughnacloy Playgroup in September 2011. In 2012 and
2013 the joint choir entered the Dungannon Music & Drama Festival.
Many pupils are entered for the individual verse speaking section.
Literacy, Numeracy and ICT are developed through all subject areas as are
the pupil’s thinking skills and personal capabilities. The school is well
equipped with a wide, comprehensive range of resources to assist with the
teaching and learning in all areas of the curriculum.
We are constantly updating our range of reading materials and textbooks for
the core subject areas.
Using Information & Communication Technology, along with Communication
and Using Mathematics, is one of the three statutory cross-curricular skills
introduced as part of the Northern Ireland Curriculum and which will be
assessed and reported on throughout the school using levels of progression.
The requirements for Using Information & Communication Technology are set
out under headings described as the 5 E’s. These are:
is about looking for, finding, choosing and using information
as well as using digital roots to investigate and solve
is about pupils being creative, developing and presenting
their ideas using text, sound, music and still or moving
is about pupils collaborating with others online to share and
develop their ideas
is about reflecting on their process and outcomes and how
they might improve
is about pupils managing and showcasing their work digitally
The assessment of pupils’ UICT skills is based on teacher assessment. These
skills will be developed each year as pupils’ progress through the school.
Evidence of pupils’ UICT competence will be based on work undertaken in
UICT across the Areas of Learning. Pupils are required to
demonstrate their level of UICT competence by carrying
out tasks set in a curricular context.
Aughnacloy Primary school has a set of 32 ipads for the
children to use as part of their learning. As we look to
the future of technology in our society these ipads will
greatly enhance our children’s learning and their ICT
skills. A big thank you to our school PTA for their tireless
fundraising which has allowed us to buy this excellent
All reasonable steps will be taken to provide access for an appropriate
education that affords the opportunity for every child to achieve his/her full
potential regardless of Special Educational Needs or disability in accordance
with SENDO (NI) 2005.
Account will be taken of SENDO 2005 in relation to the application of this
policy including an awareness of children with SEN; learning difficulties, which
call for specialist educational provision to be made and disabilities that have
substantial and long term effect on the ability to carry out normal day to day
activities. UNCRC article 23 (children with a disability) A child with a disability has
the right to live a full and decent life with dignity and independence, and to play
an active part in the community.
At both primary and post-primary, pupils will be encouraged to become
actively involved in their own learning process. Assessment will be a key part
of the on-going learning process rather than an end product.
The assessment arrangements for the Northern Ireland Curriculum place
Assessment for Learning at the heart of the learning and teaching cycle. All
the teaching & non-teaching staff at Aughnacloy Primary School undertook
training, delivered by the SELB to develop formative assessment strategies in
their classrooms. Research shows that pupils learn best and benefit most
from assessment when
Learning intentions are shared between pupil and teacher
Feedback is given on successes as well as areas to improve
Opportunities are provided to read and respond to feedback
Time for reflection and evaluation is provided to consider what & how
they learn
The strategies that we have put into place are Sharing learning intentions using WALT board to show ‘We Are
Learning To’ and WILF to show ‘What I am Looking For’
Shared success criteria – standard of work expected is clearly set
out for pupils
Feedback – Aughnacloy Primary School is using ‘Thumbs Up’, ‘Traffic
Lights’ & ‘2 stars and a wish’.
Teachers mark using pink and green pens. Pink – I am ‘tickled pink’
about your work. Grenn – for ‘go’. Go and find out how I can make my
work better.
These strategies tells the pupils what they have done to meet the
shared success criteria so far and what else they need to do.
Self-Assessment – This allows the pupils to reflect on what they
have learnt and how they have learnt it.
This is an active learning educational approach derived from developmental
principles. Firmly rooted in practice, it has been researched, developed and
shaped by new knowledge and understanding over a forty-year period. There
is a strong emphasis on how children learn and the style of adult-child
interactions which support the development of selfesteem, respect for others, reasoning and language
In the High/Scope approach to early childhood
education, adults and children share control. Children
take the first step in the learning process by making
choices and following through on their plans and
decisions. As children participate as active learners
within a supportive community, they develop a
sense of initiative. Supported by adults who are genuinely interested in what
they say and do, children are able to construct their own understanding of the
world around them and gain a sense of control and personal satisfaction. The
adults expand children’s thinking with diverse materials and nurturing
interactions as they build on children’s strengths, interests and achievements.
This initiative compliments the requirements of the Northern Ireland
Curriculum. The goals of High/Scope are:
To develop children’s ability to take the initiative and make decisions
about what they are going to do and how
To develop children’s self-discipline and their ability to identify personal
goals and complete self-chosen tasks
To develop children’s ability to work with other children and adults so
that work done is a result of group planning, co-operative effort and
shared leadership
To develop children’s ability for self-expression so that they can use
language, pictures, movement and writing to share experiences with
To develop children’s ability to apply their reasoning in a wide range of
situations and using a variety of materials
To develop children’s creativity, spirit of enquiry and openness to
knowledge and other people’s points of view
Foundation stage staff attended a number of training sessions in Armagh
which covered
Active Learning, Key Experiences, Learning Environment, Daily Routine,
Adult Interactions and observation & Planning
The Early Years practitioners at Aughnacloy Primary School are building on
the valuable work undertaken by the staff at Aughnacloy Playgroup, as they
too are trained in the principles of High/Scope.
All children have rights which guarantee them what they need to survive,
grow, participate and fulfil their potential. Yet every day these rights are
denied. UNICEF is the world’s leading organisation working to protect and
promote children’s rights.
The UN Convention on the Rights of the Child (CRC) guides everything we do,
including our work on education. The Convention is a comprehensive human
rights treaty that enshrines children’s rights in international law. It defines
universal principles and standards for the status and treatment of children
worldwide. UNICEF UK promotes children’s rights in schools in two ways: by
supporting schools to ensure that rights are embedded in their ethos and
policymaking and by offering resources and activities to ensure that children
and young people can learn about rights in the classroom and beyond.
What is ‘UNICEF UK’ Rights Respecting Schools Award? The RRSA
recognises achievement in putting the Convention on the Rights of the Child
at the heart of a school’s planning, policies, practice and ethos. By taking
these steps a school community helps improve well-being and develop every
child’s talents and abilities to their potential. A rights respecting school not
only teaches about child rights but also models rights and respect in all its
between teachers/adults and pupils,
between adults, and between pupils.
Across the UK, the RRSA is being successfully implemented in early years
settings, primary schools, secondary schools, special schools, and pupil
referral units.
THE RRSA STANDARDS - To be accredited as rights-respecting, a school
must show evidence that it has reached all four of the standards:
1. Rights-respecting values underpin leadership and management;
2. The whole-school community learns about the Convention;
3. There is a rights-respecting ethos;
4. Children are empowered to become active citizens and learners.
A school uses the standards and other guidance provided by UNICEF UK to
plan and monitor progress.
We gained our Level 1 RRSA in May 2013. A school achieving Level 1 has
made good progress towards embedding the values and principles of the
Convention into its ethos and curriculum. We are currently working towards
achieving our Level 2 RRSA.
Foundation Stage staff are involved in a structured Transition Programme
with Aughnacloy Playgroup in order to ease transition from one school setting
to another. Staff from the two settings meet on a regular basis. P.1 teachers
and Classroom assistants visit the playgroup in May time of their pre-school
year to see the children in a familiar setting. A big book is shared with the
Playgroup children show photographs of their new setting and the staff they
will meet. A buddy system with P6 children is also developed. In June of their
pre-school year children visit Aughnacloy Primary School along with the
Playgroup leader. Play group staff come to visit the new Primary 1 children in
school early in their first term.
What is Linguistic Phonics?
The central rationale of Linguistic Phonics is that children
understand the relationship between their spoken
language and the written word.
The initial emphasis is on developing attention and
listening skills and oral language. This is followed by a
focus on phonological awareness so that children learn
how to identify syllables, rhyme and eventually,
individual phonemes (sounds) within words. Each
phoneme is then matched with its corresponding
grapheme. (letter or letter-combination)
Unlike traditional phonic programmes, linguistic phonics does not
teach letter names, rules or exceptions, or refer to silent letters, word families
or long and short vowels. By significantly reducing the amount of unnecessary
memorising each child is asked to do, more energy can be spent on thinking
about, and interacting with text.
All learning takes place within a meaningful context: sounds within words;
words within texts. Children are given strategies to help them investigate and
problem-solve; challenging them to take responsibility for their own learning.
Parallel to the development of decoding skills, is an emphasis on the
development of receptive and expressive language so that children are
constantly developing their capacity to interpret what they read and to
communicate their ideas more effectively.
The programme works most successfully when it is integrated appropriately
as part of a well-planned literacy programme.
The programme :
Key Principles
sounds are represented by letters
longer words are made up of blocks of sound (syllables)
sounds can be represented by more than one letter
some sounds can be represented in different ways e.g. boat, go, snow,
some spellings can represent more than one sound e.g. cow, snow
Phonological Skills
Segmenting - the ability to access the individual sounds in words.
Blending - the ability to push sounds together in words phoneme.
Phoneme manipulation - the ability to pull sounds in and out of words e.g.
decide that ‘ow’ is not ‘oa’ in cow.
Code knowledge – how the 44 sounds in the English language are
All three elements, concepts, skills and information, are learned within the
context of words and text. This means that the child learns about how sounds
are represented as he or she uses them in the only context that makes sense
– to read and to write.
The programme also takes into account the nature of the learner, ensuring
that learning takes place through active discovery.
There are Six Stages in the Programme
Stage 1:- One letter one sound – children need to understand that sounds
are represented by letters for reading and writing.
Stage 2:- Building Longer words - Children need to understand one letter to
one sound correspondence.
Stage 3:- Multi-Syllable words – Children need to understand that longer
words are made up of blocks of sound (syllables)
Stage 4:- Sounds represented by more than one letter (green) - Children
need to understand that a sound may be represented by more than one
Stage 5:- Categorizing Sounds in Single-Syllable words with Orthographic
Diversity (red) – Children need to understand that a sound can be
represented in more than one way and that the same letters may represent
more than one sound.
Stage 6:- Multi-Syllable Words with Orthographic Diversity (purple) –
Children need to be able to read longer words and to understand the impact
of schwas, unusual beginnings (prefixes) and endings (suffixes) often derived
from foreign languages such as Latin, Greek and French
How is Linguistic Phonics being implemented in Aughnacloy Primary
In year 1 the focus is on developing the disposition to read and write as
children are
immersed in a rich literacy environment. Throughout
the year children develop attention and listening skills,
oral language and phonological awareness. They are
gradually introduced to how sounds are represented in
print, through modelled and shared experiences
across the curriculum.
The methodology is formally introduced in years 2 to
7 as a whole-class approach. Here the emphasis is
on acquiring the knowledge and skills needed to
‘crack the print code’ as quickly as possible, so that
children can read and write with increasing independence.
Aughnacloy Primary School purchased The Language Link package. This
enables teachers and teaching assistants to screen for receptive language
difficulties at school entry and implement support for children with
straightforward language delays.
The package offers a receptive language screening assessment with
supporting resources and classroom strategies. Language Link is not intended
as a substitute for exisiting speech and language therapy services or language
work in the classroom. It is designed to work alongside them to provide
targeted help for children with difficulty understanding language.
AR is a computer program that helps teachers manage and monitor children’s
independent reading practice. From P3 – P7 children will be given books at
their own reading level and when finished, take a short quiz on the computer
within 24 hours. AR gives both children and teachers feedback based on the
quiz results which the teachers then use to help children set targets and
direct ongoing practice.
Children in the Foundation Stage have access to
Story Sacks as part of their pre-reading
development. A Story Sack is a large cloth bag
containing a young child’s good quality picture
book with supporting materials to stimulate
reading activities. To bring the book to life, soft
toys of the main character, props relating to items
in the story, a non-fiction book relating to the
fiction theme, and a language game based on the book are included.
Additionally a card of ideas is inserted, suggesting to parents/carers ways
they may develop listening, reading and writing skills using the contents of
the Story Sack.
The aim of a Story Sack is to give a parent/carer the confidence to enjoy
books and reading together with their child, thus creating a combined
learning experience. Not every parent/carer finds it easy to read stories but
with the supporting materials a Story Sack offers, all parents can successfully
share books with their child at a variety of levels.
Each item in the sack has been carefully chosen to offer a multi-sensory
approach to the sharing of books and will make reading fun for both parents
and children. Story Sacks will help develop and improve your child’s reading
skills and encourage a life-long love of reading.
By using the sack together, you will provide opportunities for
your child to:
Listen to good stories read aloud
Talk and extend vocabulary
Read for meaning
Extend general knowledge
Develop social skills
Improve confidence and stimulate an interest in books and stories
The criteria for a Story Sack Picture Book are a strong story line, quality
illustrations, easy to read aloud, appropriate content and interest level.In
term 1 our Foundation Stage pupils are sent home with a Story Sack on
Thursday afternoon. Sacks are to be returned the following Tuesday morning.
In cases where parents consider that the provision of the curriculum
is not satisfactory it is then possible for them to express their
concern. The following procedure should be adopted:
Comment/Complaint made to appropriate member of staff
Comment/Complaint made to
Principal (verbally)
Formal written comments/complaints made to Principal
Formal written comments/complaints made to Chairperson
of Governors & referred to Governors’ Sub-Committee
Written request to have case heard by Appeals SubCommittee of Board of Governors
A more detailed account of the school’s Complaint’s Procedure is available in
In the September following your child’s eleventh birthday he/she will transfer
to a post primary school. Given the uncertainty surrounding a replacement
for the Transfer Test, a number of Grammar schools have decided to draw up
their own entrance exam consisting of three 1 hour papers focusing on
Literacy and Numeracy. We do not select pupils to sit the exam; it is up to the
parents to decide if they want their child to enter the exam.
In the absence of a decision by the Department of Education we will continue
to give the pupils every opportunity to become familiar with examination
technique by providing after school classes and test papers.
Aughnacloy College, City of Armagh and Fivemiletown High Schools do not
require your child to sit a Test. We would encourage you to use our local
College for non-grammar pupils as it strengthens our community to have a
secondary school in the town.
In Aughnacloy Primary School, homework is considered to be an important
part of the educational process. The reasons for homework are:
To reinforce and consolidate what is taught and learnt in school
To encourage responsibility and self discipline
To complete work not finished in class
To ‘research’ projects being done in school
To nurture links between home and school
To highlight and give extra effort to resolving any academic problems
a child may be having
To revise or prepare for tests and examinations
Homework may be structured to group, class or individual needs. Forms of
homework will include information to be learned, research to be gathered,
exercises to be written and reading. Reading preparation, practical and
learning homeworks are considered to be of equal importance to written
‘Talk to Me’ Maths Boxes were introduced in school from Primary 1 – 7 in
September 05 to provide parents with opportunities to interact with their child
in a very practical manner and to emphasis the importance of Maths at home
and in daily life.
Inside each box there is a wide range of expensive practical resources
suitable for each year group. Each member of staff will be setting activities
for homework appropriate to the mathematical concepts being taught in class.
It is extremely important that you spend time with your child working on the
activities set for homework. A Maths Game Record book is sent home with
each pupil at the beginning of the academic year. Pupils must evaluate the
Maths game undertaken. The feedback given is used to enlighten us as to
whether or not any changes to the Maths games are required.
Spelling Homework – Each week children will get homework activities based
on their target sounds for the week.
We request parental assistance to supervise homework in as quiet an area as
possible, to ensure its completion. The staff set homework as required by our
Homework Policy and we operate a positive marking policy.
It is vital that a child should have time to play and to have parental contact
outside school hours. This must be a real consideration in the setting of
The attendance at school continues to be very good and comments have
been passed on the high level of attendance throughout the year.
If your child is absent, please ring in to school before 9am that morning and
leave a message as to why your child cannot attend.
For any lengthy period of absence (e.g in excess of two weeks) you should
speak with your child’s teacher to check if home tuition may be required.
Home tuition is provided by the S.E.L.B. for extended illness only.
As a result of Government legislation, schools must indicate any unauthorised
absences a child may have. The criteria used for recording unauthorised
absences include holiday taken beyond those approved, absence where no
reason is provided, lateness and truancy.
Children with Special Educational Needs will be retained within their own
classroom, as far as it is possible, and work pitched at their individual level.
Teachers monitor pupils on a daily basis and meet with the SENCO, and the
Principal, Mrs Clarke to discuss potential difficulties children may be
experiencing. Sometimes the problem can be addressed in class with
individualised teaching. In other more serious cases, we refer children to the
SELB Educational Psychologist who has the expertise to assess children and
provide school with a report on the exact nature of difficulties and possible
remediation. In some cases pupils are provided with a classroom assistant or
peripatetic teacher.
At all times we keep in close contact with parents to inform them of our
concerns and possible routes for support.
Within school we endeavour to provide as much additional individual support
as possible. We have five classroom assistants trained in Reading Partnership.
This is an intensive one to one reading programme which takes place over ten
weeks and is designed to improve the reading scores of average pupils. Over
the past number of years parents have also been offered the opportunity to
receive training in this initiative.
Foundation/Key Stage 1 teachers also provide additional afternoon teaching
for individuals or small groups who have reading difficulties.
The school recognises the rights and wishes of the parents in making any
decision on the future learning prescribed by officials. It is our policy to keep
children within our community as long as it is possible. This policy has been
requested by parents for social reasons. Mrs Moore is the Special Educational
Needs Co-Ordinator.
The notion of the whole curriculum includes pastoral care. In line with the
policy of maximizing the potential of each child, the school recognizes that it
has a responsibility to do everything possible to care for each pupil’s physical
and emotional well-being. The school will endeavour to provide a comfortable
and safe environment for learning.
Due to the nature of primary education it will be the responsibility of each
class teacher to look after the pastoral needs of the children in his/her class.
If a teacher feels that a problem has arisen or is likely to arise, then the
parents will be informed. The solution to the problem will be worked out as a
team using the abilities of the parent and the teacher. The services of the
clerics and Board of Governors are also available to help as independent
All teachers will be grateful for information about any difficult home or school
circumstances, which may be causing distress or anxiety to a child. Should
parents feel reluctant to divulge such information to a teacher, the Principal
may be contacted in confidence.
When a child is sick or injured the school will, in the first instance, attempt to
contact a parent so that the child may be cared for by them. If this is not
possible the school will contact the child’s doctor and if necessary take the
child to the hospital. Efforts will continue to contact a parent. All parents are
asked to nominate an emergency contact for use in such circumstances.
If your child is going to be absent from/late for school for whatever reason, it
is your responsibility to contact us anytime between 08.15 and registration at
09.00 to inform us your child will not be attending school that day. If you do
not let us know about the absence beforehand, and your child fails to turn up
for registration at 09.00, then we will ring the necessary contact numbers
given on the child’s Data Collection Sheet. We are sure you can appreciate
that we have the safety of your child as our utmost priority and so to avoid
unnecessary worry and time-wasting, we hope you would co-operate fully
with us on this particular request.
Children will be with us for a very long time and we are privileged to watch
them as they mature through school. Some take time to mature and are
often slower than others in their peer group. Patience is the key to dealing
with their problems; co-operation between home and school is vital.
We will make mistakes, as will you, but no problem is insoluble. It just takes
a good deal of forgiveness and hard work to correct. Teachers are just
members of the community. We are not special but we do have a special
Aughnacloy Primary School has a very active Pupil Council which meets
regularly under the watchful eye of Mrs Clarke. The Council was set up to
provide pupils with a way of discussing issues and making decisions which will
help everyone in the school. Schools work better when pupils and teachers
are working together and listening to each other. Each year pupils from P3 to
P7 elect 2 members from their year group to represent them at meetings.
The elected school councillors:
 Go to School Council meetings and take part in discussions
 Let the class know what was discussed at meetings
 Take the views of classmates to the School Council
 Are involved in projects that the School Council runs
Eco-Schools is a scheme which supports schools to raise pupils’ awareness of
environmental issues through curriculum work and
specific environmental projects.
It is an accredited award scheme and schools who
achieve eco-school status receive a Green Flag to
display in their school. We have already achieved a
silver award and we gained our first Green Flag in May
Aughnacloy Primary School has an Eco-Council. In order to set up this, pupils
from P3-P7 elected 2 members from their year group to represent them at
meetings. The Eco-Council meets under the watchful eye of Mrs Porter and
they undertake an environmental review. The outcome of the reviews
enables the Eco-Council to write an action plan detailing all the things they
are going to do that year. Action Plans are displayed on our noticeboard.
Discipline is regarded as important in creating an atmosphere conducive to
learning. Staff will expect considerate good behaviour at all times and will
draw up a code of behaviour for all pupils. We would expect this to be
adhered to and hope for the support of the parents in implementing it.
Discipline is seen as the joint responsibility of home and school.
Each teacher will teach discipline in class and support the school standards
using certificates, praise and rewards. Self-discipline will be highly valued and
singled out for public praise.
If a minor punishment is required, the teacher will use verbal techniques and
body language. A more serious incident will result in extra work or losing free
time during school. Serious poor behaviour will be reported to the Principal
and a letter sent home to the parents, which they must read, sign and return
to the Principal.
Where a pupil is persistently causing problems, and his/her behaviour is likely
to be dangerous to other pupils, the Principal would request that the parents
of that child come to discuss the matter. This type of behaviour will result in
loss of free time for the pupil in school, extra homework or being kept in after
school. Twenty-four hours notice will be given if a pupil is to be detained
after school.
Unacceptable behaviour will result in a child being put on report as well as
being punished. This will be done in consultation with the parents at a formal
The Playground Friends Initiative was introduced in
2004. A number of staff attended training days
regarding the implementation of the project and had
the opportunity to visit Harte Memorial Primary
School in Portadown to see how the initiative was run
there. Using money raised through our School Fun
Day, we purchased a vast range of playground
equipment and divided the playground into zones for
different types of activities. Pupils in P5 – P7 who
volunteered as Playground Friends were trained in
the procedures and sanctions and rewards for
behaviour were established and explained to the children and a letter sent out
to parents. The sanctions were as follows:
Step 1 – Talk to the child and give them a verbal explanation as to why
their behaviour is unacceptable.
Step 2 – If the child continues to display unacceptable behaviour, then
they have to take ‘time out’ from that activity and sit quietly.
Step 3 – The next step means that the child has to shadow the
Teacher/Supervisor around the playground/room, and is asked to
discuss their behaviour and how we can all help to make it improve
Step 4 – The pupil receives a Red Card, which the Principal and
Parents sign.
Step 5 – The pupil is brought to the Principal.
A new Lunchtime Policy was drawn up, taking all the new initiatives on board.
Pupils were given more ownership of the playground by being asked to draw
up a set of Playground Rules that would enhance their playtime. When the
final set of rules was chosen, this was sent off to Trade Signs in Lurgan, who
printed it onto a large plastic notice board. This was then erected in the
playground on a wall where it were clearly visible to everyone.
Any child who does not learn from the above sanctions will be liable to
suspension or expulsion as set out in the SELB guidelines. The School
Governors will interview the parent and child at this stage to inform them of
their decision.
A copy of the school Positive Behaviour Policy is available on request.
As you may already know, all schools are required to have in place a Child
Protection Policy.
Our school has always had a policy, which meets the legal requirements. We
have been directed to remind parents of the procedure for investigating
The procedure covers complaints made against workers in school or
complaints made against individuals outside school.
We have confidence in our staff and our parents and trust that this procedure
will never need to be used.
Safeguarding Team
Mrs Moore
(Designated Teacher for Child Protection)
Mr Mills
(Deputy Designated Teacher for Child Protection)
Mrs Clarke
Child Protection Leaflet – Appendix 1
How to make a complaint – Appendix 2
Intimate Care Policy – Appendix 3
The Board of Governors & Staff of Aughnacloy Primary School wish to ensure
that pupils with long term and complex medication needs receive
appropriate care and support in school.
Please note that parents should keep their children at home if
acutely unwell or infectious.
Parents are responsible for providing the Principal with comprehensive
information regarding their child’s condition & medication
Prescribed medication for long term & complex medical conditions will
not be accepted in school without complete written & signed
instructions from the parents
Any item of medication must be delivered to the Principal or Authorised
Person, by the parent, in a secure and labelled container as
originally dispensed. Each item of medication must be clearly
labelled with the following information:
 Pupil’s name
 Name of medication
 Dosage
 Frequency of administration
 Date of dispensing
 Storage requirements
 Expiry date
It is the parents’ responsibility to renew the medication and ensure
that the medication is supplied within its expiry date
It is the responsibility of parents to notify the school in writing if the
pupil’s need for medication has ceased
School staff will not dispose of medicines. Date expired medicines or
those no longer required for treatment will be returned immediately to
the parent for transfer to a community pharmacist for safe disposal.
For each pupil with long term or complex medication needs, the
Principal, will ensure that a Medication Plan and Protocol, is drawn up,
in conjunction with the appropriate health professionals.
All staff will be made aware of the procedures to be followed in the
event of an emergency.
Children from P1-P7 are invited to join in extra curricular activities after
school. Activities offered can include
 Cookery
 Rugby
 Hockey
 Kwik Cricket
 Football
 Art and Craft
Table Tennis
A National Cycling Proficiency course will be held for P7 pupils
in the summer term. School productions will require some
extra curricular drama activities. Teams are entered into a
number of Football, Rugby, Hockey & Netball Tournaments.
Aughnacloy Primary School has a well-developed outdoor play area for P1 –
The indoor and outdoor environments are available to
the children simultaneously and children have access
to all areas of learning within the Northern Ireland
An outdoor area provides young children with one of
the best possible environments in which to learn new
skills and make fresh discoveries. So far, our outdoor
area allows children to access
Quiet Time
Imaginative Play
Wheeled Vehicles
Small Equipment
Snack Area
The school will continue to develop its outdoor play area, as well planned and
well resourced outdoor play experiences allow for progression in a child’s
thinking and understanding.
P4-P7 children with a particular aptitude for Music may
avail of the tutoring services (subject to audition)
offered by the S.E.L.B. Lessons may be offered on
Brass instruments. At present the S.E.L.B. Brass Tutor
visits the school once a week. Parents are expected to
pay for these lessons (at a very reasonable rate) and
for the hire of an instrument.
Our school is involved in the Primary Modern Languages Programme. This
involves a language tutor coming into school on a weekly basis to deliver a
programme to children in P1-4. The aim is to provide a positive and
enjoyable experience of learning a language in the early years and to
enhance communication skills. This year our children are learning Polish.
The parents are asked to support the wearing of school uniform to foster a
sense of belonging to the School. The uniform may be obtained from
‘Pauls’ Clothes Shop in Aughnacloy. Applications for the SELB Clothing
Grant are available in school. It helps if children can easily recognize their
own belongings. Please mark all individual items of clothing with child’s
For Physical Education children require a change of clothes i.e shorts and
T-shirt. All items must be labelled with child’s name. To facilitate storage
and easy access P.E kit should be kept in a simple, pull-string bag.
Parents are also asked to note that pupils are only allowed to wear stud
earrings and for reasons of safety are NOT allowed to wear earrings
during sports activities.
Grey trousers, Red polo shirt, Grey School Sweatshirt, Red
Reversible School Fleece
(P1-P3 boys also need a pair of black plimsolls)
Grey skirt or grey trousers, Red polo shirt, Grey School
Sweatshirt, Red Reversible School Fleece, optional red
gingham Summer dress
(P1-P3 girls also need a pair of black plimsolls)
Pair of shorts, t-shirt, pair of black plimsolls
One of the greatest social problems in our society today is the number of
people, many of them children, who are killed or injured on the roads of
Northern Ireland each year.
The governors and staff of this school believe that we have an important
roll to play in helping to reduce this tragic and unnecessary waste.
We believe in educating for life in a very real sense and see Road Safety
Education as a basic life skill. We intend to promote this ideal through the
cross curricular of the subject and by playing a full part in approved Road
Safety schemes.
We recognise that a separate funding is available from the SELB’s Road
Safety Branch for this purpose.
Hot meals are available daily in school through the
School Meals Service. Children bringing sandwiches for
lunch eat at the same time and are in the dining room
with the other children taking school meals.
The current cost is £12.00 per week (including
School dinner money, should be brought on a
Monday morning in an envelope, with your child’s
name on it, stating the number of days lunch is
required. Failure to do so leads to unnecessary
wastage of teaching and clerical time.
Parents who feel their child might be entitled to free school dinner may
obtain a form from the office.
School milk is provided at a cost of £2.00 per month. We
will send a letter out to each family at the beginning of
each month and money should be returned, as advised, by
the due date.
Aughnacloy Primary School is involved in the ‘Healthy Eating Breaks’. All
children are asked to eat healthy food at breaktime. Children have the
option of paying for break provided by school (£7.00 per month) or
bringing their own healthy break.
All pupils should bring in a drinking water bottle to enable them to have
regular drinks of water throughout the day. This helps with concentration
and attention span. The bottles will be sent home each Friday for
cleaning and must be sent in with the child again on Monday morning.
These water bottles also need to be clearly labelled with the child’s name.
As a follow up from good practice in Playgroup, children in P1 to P4 now
brush their teeth after break each day. We ask for your support at home
in this initiative.
No charges are made for any lessons or activities, which contribute to the
Northern Ireland Curriculum but the Board of Governors may appeal to
parents from time to time for their support in the form of voluntary
contributions. No child will, in any way, be disadvantaged should parents
decide not to subscribe.
Occasionally the school may take part in an ‘optional extra’ such as a visit
to the theatre, a residential trip or a school outing in the Summer.
Charges will be made for these though a decision by parents not to take
part will not affect the child’s performance at school.
All parents will be informed, should the Board of Governors feel it is
necessary to change any of the above information during the 2014/2015
academic year.
Following recent leglisation all schools are required to meet high standards
of security. Aughnacloy Primary School operates a surveillance system
which screens visitors coming into school and records activity in the school
grounds, 24 hours a day.
There is a car park for staff, parents and visitors. When ‘leaving off’ or
‘picking up’ children from school please allow any school buses to move off
first as they are on a very tight schedule. Please do not park in front of the
school as you are obstructing the view for those motorists coming from
Rehaghey Road. Please ensure when using the school car park that you
are mindful of all other users in the car park and to please park safely
in the spaces provided.
Pupils whose school day ends at 1.45pm should be collected punctually
from the doors of the new extension as P1-P3 teachers are required to
take afternoon classes.
Teachers are timetabled to accompany the children across the playground
to the car-park and buses each afternoon at 2.45 pm.
Any child who has not been collected at either 1.45pm or 2.45pm will
remain in school. The emergency contact will be telephoned. Please
ensure that you collect your child punctually as children can become very
distressed when there is uncertainty about travel arrangements. If there is
an emergency and you think your child will not be collected on time, please
telephone the school and let us know. This allows us an opportunity to
inform the child of the circumstances and eliminate any unnecessary
Now that you have read our School Prospectus, I hope you will have a
better understanding of the rich and varied life your child will have at
Aughnacloy Primary School.
As no Prospectus can convey the real atmosphere, I invite you to come
and visit the school and see for yourself.
We hope that you will share with us in making
this a successful and special period in your
child’s life.
Yours faithfully,
Primary School
A WISE choice!!!
Mrs Jane Clarke