Handbook for Parents - Langham Village School

Langham Village School

North Street, Langham, Holt, Norfolk NR25 7DG

Telephone: 01328 830377

Email: [email protected]

Website: www.langhamvillageschool.com

Handbook for Parents

Autumn 2012

The handbook is divided into five sections supported by more detailed reports, policies and other documents asappendices, where appropriate. You can also look for specific topics listed alphabetically in the index at the back of the

handbook.

Section 1 Introduction Page 2

Section 2 The School and How It Operates Page 5

Section 3 The Curriculum Page 11

Section 4 School Policies and Guidelines Page 19

Section 5 Practical Information Page 22

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1. Introduction

This handbook is intended to give prospective parents information regarding our school. We strive to achieve a happyatmosphere with good, trusting relationships between adults and children alike and always aim to provide a caring andsafe environment.

The present building is 115 years old but, with its lowered ceiling and large windows, a soft climate is created – unusualfor a Victorian school. We have 86 children on roll (September 2012) with a professional and well motivated team tosupport and encourage them.

Our most recent Ofsted inspection was in November 2011 when we were judged as being an ‘Outstanding School’ thereport can be viewed at appendix 1.

A child’s time at school is critical to his or her development as a person. We at Langham like to think that we offer avery good, all-round experience, for everyone.

The emphasis is very much on ‘EXCELLENCE and ENJOYMENT’.

We hope that the following pages answer most of your questions. If not, please feel free to contact the school.

Mike GreenHeadteacher

Matthew CoeChair of Governors

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Aims and Values of Langham Village School

AimsThe aims of the school follow the current Norfolk Learning Statement as set out bythe LEA's stated aims in its policy for the curriculum.

It is our aim to ensure that learning takes place in an environment whichgives all the children the best possible learning opportunities, matchedto their individual needs.

We wish to foster a happy, caring atmosphere, always welcoming, alwaysunderstanding - amongst staff and children alikeWe ensure that in particular: inter-personal relationships to play a positive pertin the climate of the schoolWe aim to provide equality of opportunity for all irrespective of race, religion,gender, culture or disabilityWe feel a shared sense of purpose amongst staff, parents, governors andchildren will enhance qualityWe wish all children to perform to the best of their abilities at all times and that work prepared is adequatelymatched to their differing abilitiesWe aim to enable all children to perform to the best of their abilities at all times and to ensure that work preparedis adequately matched to their differing abilitiesWe carry out regular school audits to determine our priorities in the curriculum, budget, management and INSETthrough the process of self-reviewWe anticipate high teacher expectation of performance and conductWe aim to provide a rich spectrum of resources for the entire Primary range in order to deliver a broad andbalanced curriculumWe aim to manage our budget in order to provide the best opportunities for all within the schoolWe aim to utilise the relative strengths of staff, governors, parents and community for the children's educationalbenefitWe aim to work with the requirements of the National Curriculum regarding content and assessmentWe work with the International Primary Curriculum to provide a global perspective and to provide a means ofworking which takes into account different methods of learning and future aspirations of living in 21st centuryBritain

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ValuesAs a school we wish to promote the following positive values amongst ourpupils:

Enjoyment of learning and achievementRespect for truthRespect for reason and imaginationRespect for self, family and others - regardless of race, colour orreligionResponsibility towards self, society and environmentHard work, commitment and perseveranceTolerance, compassion, integrity and honesty in pupils' studies andpersonal relationshipsCo-operation and competitionMaking a positive contribution in the school, local community and internationally

We encompass the core values of the Every Child Matters agenda, which are:

Enjoy and AchieveEmotional and Social Well BeingBe HealthyStay SafeMaking a Positive Contribution

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2. The School and How it Operates

Home and SchoolMuch learning has already taken place in the formative years before achild starts school. The home provides the root of real success and,through praise and appreciation, the child can gain confidence and bemore willing to tackle new tasks. Positive attitudes to learning andself-esteem are created at home. We therefore believe that close contactsbetween home and school are beneficial to our children. We welcomeparent/adult helpers and are proud of our positive community support.

An annual 'Home-School Agreement' is published (see appendix 6) andsignatures of parents and the child are welcomed.

Parents are welcome to discuss their child with the class teacher or Head and appointments can be made at anytime.However, we do hold monthly informal parents' meetings during the year where parents have an opportunity to share intheir child's successes and discuss any issues with the class teacher.

In addition we have two formal parent consultation meetings late in the summer term to discuss the end of year report.This report is produced annually for each child indicating achievement and targets for future action.

When appropriate, the school organises briefings for parents on specific topics, such as current maths teaching and theFoundation Stage of Learning.

We have an active 'Friends' association, whose objective is to raise funds for the school by organising social events,thus enhancing the collective spirit we at Langham stand for.

School HoursSchool starts at 8.45amPlaytime is at 10.30amLunch is at 12.10pmSchool ends at 3.10pm

Teaching staff are at school before 8.45am and they are very busy preparing for the school day. We would very muchappreciate your co-operation in ensuring that your child does not enter school before 8.30am.

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School Staff

Teaching Staff

Mike Green HeadteacherClass 3

Vee Hopkins SENCO/C.P.Class 2 (2.5 days a week)

Brigitta Hunt Teacher Class 2(1.5 days a week)

Lyn Wiles Teacher Class 2(1 day a week)

Diana Howes Teacher Class 1

Emma Cotton Teacher Class 3(3 days a week)

Wyatt Earp TeacherClasses 1, 2 & 3 (1.5 days Support)

Support Staff

Sarah Silvester Secretary

Karen Pickels Finance SecretaryMidday Supervisory Assistant

Sue Rampley Teaching AssistantMidday Supervisory Assistant

Charlotte Scott Nursery Assistant

Carol Spinks Teaching AssistantMidday Supervisory Assistant

Maggie Belton Teaching Assistant

Tracy Coll Midday Supervisory AssistantSafeguarding Children-Gate Duty

Karen Edwards Midday Supervisory Assistant

Helen Ward Teaching AssistantMidday Supervisory Assistant

Mel Burbridge Teaching Assistant

Jo Green Teaching Assistant

Pat Pegden Caretaker

Kim Halliwell ICT Technician (half a day every fortnight)

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Organisation of the SchoolWe have three main teaching areas in school:

Class 1 This is an Infant Class with Reception (Early Years Foundation Stage) and Year 1 children. The classteacher is Diana Howes, assisted by Charlotte Scott (nursery assistant), Maggie Belton and Jo Green(Teaching Assistants). It is situated in a new building which has been completed true to the original 1896plan - but with all the modern trappings. It is well worth a visit. Class number 27

Class 2 This houses a mix of Years 2, 3 and 4 children. The class teachers are Vee Hopkins, Brigitta Hunt and LynWiles assisted by Carol Spinks, Helen Ward and Mel Burbridge - the designated teaching assistants.Class number 28.

Class 3 This is a large mobile classroom, in which a mix of the Year 4, 5 and 6 children work. The class teachersare Emma Cotton and Mike Green, supported by Sue Rampley, teaching assistant. Class number 30.

Library This is very well stocked, with children being encouraged to use it for research/borrowing. We also have aTeachers' Resource Room, a Food Servery and an Office, where you will find most of the information youneed on a day-to-day basis. A Head's Office was completed as part of our new building project.

Hall This was the main classroom at the front of the school - it has been cleared and is used for assemblies,group work, P.E./drama, meetings and exhibitions.

Organisation of the ClassesWe aim for continuity and progression between the phases (key stages) ofeducation and between classes. The classes are vertically grouped andwithin them children may be organised in friendship, age or ability groups,depending on the activity involved. Each child, irrespective of age, isencouraged to work to his or her full potential.

We place much emphasis on quality and active involvement. We feel thereis a place for all forms of learning, formal/informal, class, group andindividual. We stress the importance of basic skills in developingnumeracy and literacy, whilst ensuring that all learning has relevance tothe children concerned.

We hope that on entering the Early Years class a child will soon settle into the daily routine of our school and feelrelaxed in a friendly, yet disciplined atmosphere. Emphasis will be placed upon the basic skills but the children'sawareness of their environment will always be encouraged. Much of our work is centred on projects and, as thechildren progress, they will be encouraged to use books and other sources of information to enrich their knowledge andunderstanding.

We consider the school's links with the child's home to be important and hope that parents will always feel free to enterthe school and talk with the class teacher. We have produced a welcome leaflet on 'Early Years' which can be obtainedfrom our School office.

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The Key Stage 2 children are encouraged to show initiative and work on projects for a longer period of time.

We believe in a rigorous approach to all subjects with the children setting their own targets for improvement.

The onus is very much on developing potential, confidence and an enjoyment of learning.

School CouncilWe have a School Council whose members are democratically elected by the children to represent them on issuessuch as safety, games, attitudes, equipment and fund-raising. Each class has its own representatives. There are twoschool council elections per year.

We also organise Class Councils whose job is to discuss issues pertinent to their own class base and howimprovements could be made.

School Council Officers:

Chair: Abbie WilliamsonVice Chair: Bethany EverittSecretaries: Blue Wilson and Abbi McCallumTreasurers: Olliver Corry and Joel PhilpottCommittee Members: Alfie Harrison, Joseph Harrison, Rebe Harrison, Sebastian Bellamy, Summer Reynoldsand Archie Nixey-Godfrey.

LibraryLeaders: Charlotte Scott and Wyatt Earp

The school's library, located in a dedicated room, is equipped with a wide range offiction and non-fiction books suitable for the full age range of pupils in the school.The school's own collection is supplemented by extensive borrowing from the SchoolLibrary Service and mobile library van.

The children are taught Library skills and they are encouraged to use the libraryindependently. Relevant skills are also incorporated into classroom activities.Children can borrow both fiction and non-fiction books to read at home.

Various games and activities are arranged in the Library to encourage the children toregard this resource as an interesting and exciting part of their school life.

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Pastoral CareAll children are in the charge of their class teachers, who have responsibility for their well being. Any child sufferingfrom ill health will be withdrawn from the classroom and, depending on the severity, a phone call home may be made.

DisciplineThrough example we expect the children to appreciate a code of behaviour. We give responsibility to the children andwe find, with occasional minor slips, that a happy, harmonious atmosphere prevails. Good manners, positive attitudesand friendliness are encouraged and rewarded. We have a 'courtesy point' system where a child receives 'courtesypoints' for good manners and positive attitudes. We feel politeness and respect are paramount attributes of a healthyenvironment.

Home-School AgreementAll schools are expected to have a 'Home-School Agreement'. The underlying principle is that parents, children and theschool understand each other's role and how we can work together as a team to enable our children to develop bothacademically and socially. No one is duty bound to sign.

The agreement is reviewed annually and is always on display on the school notice board (appendix 6).

Early Years Foundation StageLeader: Diana Howes

A Nursery assistant is employed, full-time, to work alongside the EarlyYears teacher in a purpose built classroom and outdoor learning area withsun/rain protection. During their Reception Year the work for the newchildren is based on 'The Early Years Foundation Stage' curriculum. Thisincludes six sections:

Personal, social and emotional development1.Communication, language and literacy2.Mathematical development3.Knowledge and understanding of the world4.Physical development5.Creative development6.

'Early learning goals' establish expectations for most children to reach by the end of the Foundation Stage. During theReception Year each child's development will be recorded in a Learning Journey Scrapbook with contributions alwayswelcome from home. There is an active dialogue with parents on progress made. We are always developing our'Outdoor Learning Area' which presents opportunities for the children to develop their fine and gross motor skills. Weare keen on children expressing themselves and their creative potential whenever possible at this critical stage oflearning. Key Stage 1 work, for Year 1 children, covers the objectives central to the 11 subjects taught through theNational Curriculum.

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Admission Arrangements for Children with Special Educational NeedsWhen considering placements for children with Special Educational Needs, each case is viewed sensitively andindividually. Information can be collated and the establishment of programmes and adaptations discussed in advanceso as to make the transition from pre-school as smooth as possible.

In principle, Langham has an 'open door' policy with regard to all special needs but realises the practicalities of this inrelation to the facilities we offer and the physical layout of the school. When considering the admission of a child with amore profound need, we feel that detailed discussion needs to involve all teaching and support staff and the governors- arriving at an agreement through a unified, whole-school approach.

Special Educational Needs Co-ordinator - Vee HopkinsGovernor with SEN responsibility - Matt Coe

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3. The Curriculum

Our Early Years Outdoor Learning area, including the field, is testament to our belief that play is a crucial element oflearning. Our curriculum is based on the National Curriculum and we are looking to make what we teach relevant to thechildren in the world in which they are growing up. To this end we have adopted the International Primary Curriculumwhich has a global perspective in its philosophy and content and which regards children as lifelong learners which wefully endorse.

PlayPlay is a crucial part of the development of young children. Well-planned and challenging play activities help childrenwith:

coordinationbringing together ideas and developing independencestrategies for learningdealing with being part of a social groupdeveloping languagepractising basic skillscreative thinking

EnglishLeader: Fran Osborne

We recognise that English plays an essential role in the children's development,since it permeates all areas of the curriculum.

We are keen advocates of the National Literacy Strategy and feel that the thoroughplanning and skills development it stands for will benefit the children enormously. Weattempt to model good examples of both reading and writing, thus teaching childrenthe rich variety of the English Language. We actively include poets, story tellers &authors to be involved in the literacy delivery.

We encourage self-expression and independence from a very early age, as well asthe need to listen carefully to others and to consider responses. We value drama asa vehicle for developing confidence.

Considerable emphasis is placed on reading development with the Oxford ReadingTree scheme providing the main backbone for progression. We have an extensive library, in which are housed a widerange of modern fiction and non-fiction books, to which the children have constant access. We also have an extensiveamount of non-fiction & fiction guided reading materials.

We have a shared reading policy, which means that we encourage reading and comments from home, made in areading record booklet.

During their time in school the children will develop their writing skills from the emergent 'marks on paper' to detailedstories, reviews, letters, descriptions and reports, showing a confident use of vocabulary. We treat spelling seriouslyand children experience a number of strategies throughout their time at school to develop abilities for using the writtenword.

Once a child has begun to write we expect high standards of presentation and give the children appropriate materialsto complete their tasks.

Langham Village School book bags are available from the office at £4.50 each.

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MathematicsLeader: Emma Cotton

Our aim is to develop an understanding and enjoyment of the subject. We teach children to adopt a variety of strategieswhen dealing with number problems and stress the importance of how to calculate mentally and explain how an answerhas been reached. Being able to talk about mathematics is a good indicator of clear understanding.

We are very well resourced with books and equipment. We all feel that high quality teaching and well-planned lessonswith a specific purpose are a key to development.

We integrate a daily 'numeracy' lesson into our curriculum planning as prescribed by the National Numeracy Strategy.We feel very positive about its rationale and organisation and we are committed to making it work in order to developpupils' maths skills still further. The IPC curriculum offers cross curricular opportunities for maths as does the EarlyYears Learning Area.

Number bonds and multiplication tables are taught at appropriate times. Parents can help greatly with developingnumeracy skills in their children by taking them shopping, allowing them to spend real money, and playing number andcard games of different kinds.

We find that practical activities aid understanding and development. We encourage the use of calculators as a tool toenhance this understanding by encouraging trial and improvement and testing theories.

We want children to have positive feelings about their learning and feel it is important that they do not feel that they arefailing at any time.

The school subscribes to the Association of Mathematical Teachers.

ScienceLeader: Mike Green

Science has a high priority in the life of our school. We feel that, through science, we can help the children develop asense of curiosity and enquiry about the world around them. We acknowledge the importance of the science process,which involves the children in asking questions, observing, predicting and organising 'fair' tests. We use theQualifications and Curriculum Authority scheme linked to the International Primary Curriculum to guide all year groupsand classes through the demands of the National Curriculum. We cover the main themes such as Life Processes andLiving Things, Materials and their Properties and Physical Processes in small 'bite sized' topics over two years. We feelthat Science has an essential contribution to make to children's education in the following way:

understanding scientific ideasusing scientific methods of investigationunderstanding our environment, conservation and the use ofresources living and non-livingrelating science to other areas of knowledgeappreciating the contribution science makes to society, includingmoral and ethical issuescontributing to personal developmentappreciating the powerful, but provisional nature of scientificknowledgegiving children access to careers in science and technology

We have a wide range of resources and value the use of observation - outdoors when appropriate. We involve visitsand specialist visitors to enhance children's' understanding further. The school is a member of the Science Associationand has links with the Teacher - Scientist Network at the John Innes Centre.

Our new garden area and greenhouse offer additional opportunities in science for all three classes. We are also part ofthe ‘Enhancing Healthy Schools’ initiative and have achieved the ‘Eco Schools Silver Award’.

Religious EducationLeader: Wyatt Earp

The children at Key Stage 1 principally study Christianity and are introduced to Judaism and touch on examples formother religions as appropriate (Buddhism, Hinduism and Islam). The study programme covers believing and belonging,prayer and worship as well as the religious leaders and teachers. They also look at stories and books, celebratingartefacts and symbols. They are both learning about and from the religion concerned.

Key Stage 2 children explore Christianity in more detail following the new Norfolk Agreed Syllabus. They alsoinvestigate Hinduism and Islam in some depth, as well as touching on Buddhism and Sikhism. During this study,children will not only learn about religion but also from religion, by examining beliefs and questions, people who are

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inspirational and the teachings and authority of the relevant religions. They look at religion in relation to the individual,family and community, as well as the journey of life and death, how religious expression and symbols work, and howthe beliefs are translated into actions in the world.

In our act of Collective Worship we celebrate events of the Christian year and festivals of the other main religions. Wealso look at such issues as sharing, helping people, valuing ourselves and others and the wonder of the natural world.The assemblies provide opportunities for our children to share experiences in the context of the larger audience.

Parents wishing to withdraw their children from Religious Education, or the devotional part of morning assembly, areinvited to discuss the matter with the Headteacher. If children are withdrawn, appropriate supervised tasks will beorganised for them.

PELeader: Mike Green

As your child progresses through school they will be provided withopportunities to develop skills and attitudes through play, gymnastics,games, dance, athletics and adventure activities using a variety of stimuliand equipment. We are part of the North Norfolk Schools SportPartnership which provides training, resources and expertise to furtherenable all children at our school to enjoy a wide variety of sports andopportunities:- we aim to provide two hours of quality PE each week forour learners.

We encourage independence and initiative. We believe in fair competition between groups and individuals as well aswishing to encourage the children's sensitivity and awareness toward other people. Our 'hall' also provides space formovement and dance.

We have two large playground areas with markings for a netball court and a short tennis court. We have a large,well-drained field that is divided into training grids in the winter and rounders pitch and athletics track in the summer.We have climbing frames on safe, wood chipping and all weather surfaces, a low level adventure trail and a wide rangeof PE equipment suitable for 4-11 year olds.

During the Autumn and Spring terms the children in Years 4, 5 and 6 travel to the Alderman Peel High School toparticipate in our Key Stage 2 Gymnastics and Swimming programme, utilising the excellent facilities and specialistteaching - this is free of charge.

We organise a variety of 'inter-house' competitions and regularly meet and play against other local schools in football,table tennis, netball, rugby, cricket and other sporting activities. It is very important your child be equipped for PE andGames with the correct clothing (to change into) ie plimsolls/light trainers, shorts and top in plain colours.

We feel that it is essential that all PE clothing be a completely separate item for the sake of hygiene, as well as for easeand comfort of use. We recommend that each child has a named PE kit bag (preferably of the draw string type) whichcan be hung on their coat peg.

The school must receive official notification if your child cannot participate in PE activities.

Information Communications Technology (ICT)Leaders: Emma Cotton & Diana Howes

At Langham we are making every effort to keep up with the rapidadvances in computer technology. We update our computers on a regularbasis and review the software that is available to use with them.

We are linked to the Internet and all the children in the Years 3-6 will soonexperience using e-mail to communicate with children in other schools. Inevery classroom children are taught to use the computer as a tool to aidall aspects of their work, and there is a detailed scheme of work to ensurethat their computer skills progress as they move through the school. Weare committed to attempting to embed ICT in all areas of the curriculum. We benefit from having a part time ICTtechnician whose role it is to ensure all systems are operating correctly. The ratio of computers to children is veryfavourable:

Class 1 - 2 desk tops, 2 lap topsClass 2 - 5 lap topsClass 3 - 4 desk tops, 5 lap topsEach class has a variety of additional I.C.T. equipment e.g. digital cameras, flip cameras, tapes, visualisers.

Each class uses an interactive whiteboard to enhance learning opportunities as well as a range of software includingthe 'espresso' resource package providing an exceptional range of stimuli for all ages. We have developed an

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interesting and easy to navigate web-site which is constantly updated. Why not log on and keep in touch?www.langhamvillageschool.com.

ArtLeader: Fran Osborne

We aim to develop a wide variety of art and craft skills, as prescribed bythe National Curriculum. We do this by providing opportunities for childrento experiment with visual elements such as pattern, colour and texture.

Art is a means of creative expression and should, we believe, be taught asa subject in its own right as well as being used to support topic workacross the curriculum.

This philosophy can be observed readily by parents who can see theencouragement and development of artistic skills and understanding bylooking at the wall displays around the school.

We refer to the Cambridge Scheme of work to help develop the children's skills throughout the school. Art is also linkedto the topics of the International Primary Curriculum.

Design-TechnologyLeader: Vee Hopkins

Through Design-Technology children are encouraged to use intellectual and practicalskills to solve problems for real-life situations. As part of lessons we focus on skillsneeded and give time to practise these.

During the design stage children are encouraged to make plans, list tools andmaterials needed and discuss these, highlighting problems they feel may arise. Asprojects progress, children evaluate their work in order not only to improve, but alsoto learn from mistakes made. Practical and intellectual skills are amalgamated as adesign is finally completed and tested.

The role of Design-Technology in our everyday work is a central theme of the designprojects. To aid us we use elements of the Qualifications and Curriculum Authorityscheme for Design-Technology, which covers the relevant parts of the programmewith suggestions for associated activities. Design-Technology is also linked to the topics of the International PrimaryCurriculum.

HistoryLeader: Mike Green

Children have an innate fascination with history and, in our experience, are easily motivated to delve into the past. Foryoung children it is very difficult to conceptualise the passage of time, so we use appropriate vocabulary at differentlevels. We are bound by the National Curriculum to study a number of units at Key Stage 1 and Key Stage 2. We usethe International Primary Curriculum to ensure all relevant programmes of study are covered.

We teach history through story, drama, using artefacts, experts, collections, pictures, CD-ROM, the Internet, books and,of course, visits to places of historical interest.

GeographyLeader: Diana Howes & Mike Green

We value the role of geography as it enables the children to understandmore about the world around them. It is the study of people and theirenvironment. We start our work in the Early Years by looking at ourimmediate location which would be the classroom and the school. Itdevelops to the local community/villages and towns to studies ofcontrasting regions in Britain, Europe and the Developing World.

We feel that opportunities for developing geographical understanding arealways with us in such things as the weather, buildings and landscape.Therefore we build in observation skills throughout the school week in a variety of subjects. We use the InternationalPrimary Curriculum to ensure all relevant programmes of study are covered.

We are also very fortunate to be located in North Norfolk, which affords such wonderful opportunities to study the coast

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and different habitats. We value fieldwork at all stages as this offers first hand experience and allows for direct andrelevant questioning. We are heavily involved with Natural England in broadening the children's understanding of ourlocal coastal region. We have embarked on a project in liaison with the UEA entitled 'Secrets of our Seashore', updatesare regularly posted on our web site.

We regularly use drama and role-play as a means of cementing an appreciation of the way in which other people maylive and react. We have a wide range of resources housed in the resource room and the school is a member of theGeographical Association.

We have gained the Full International Schools Award and have strong links with schools in India, France, Norway andJapan.

MusicLeader: Lyn Wiles

All children throughout the school are involved in music, which covers singing, listening, rhythmn and pattern work,appraising, composing and playing of instruments. A variety of material is covered ranging from different eras andcultures from around the world. Class singing and singing assemblies also take place. We also organise a school choirand wish singing to be an important part of school life. Singing practices for school productions or festival and concertstake place on a regular basis.

Individual children and small groups play the recorder, weekly on Monday afternoons. We also offer children theopportunity to learn guitar, saxophone, keyboard and flute with the staff from the Norfolk Music Service.

Langham Village School have also in the last two years ventured into the community with musical opportunities such asthe Norwich Music Festival, The Big Sing, The Festival of Voices and the Barnardos Celebration at the Royal AlbertHall and Wembley Arena. The emphasis of music at Langham is for all children to enjoy and participate.

Modern LanguagesLeader: Diana Howes

The National Language Strategy is committed to give every child between 7 and 11 the entitlement to learn a newlanguage.

Here at Langham Village School we have integrated French teaching for all KS2 pupils into our curriculum jigsaw.French lessons are taught by a Language Specialist and class teachers and involve conversation, use of a variety ofsoftware and links with French Primary Schools (with class and individual penfriend links).

Class teachers contribute to embedding languages eg by greeting/instructions and registering in French and otherlanguages.

We have close links with the Languages Faculty at Alderman Peel High School and pupils have enjoyed attendingLanguages Conferences there.

We also offer children the opportunity to join a Spanish and Finnish language club.

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Special Educational Needs/Gifted and TalentedLeader: Vee HopkinsNamed Governor: Matt Coe

Each teacher at Langham considers him or herself to be a teacher of Special Needs. Vee Hopkins has theresponsibility of being the Special Needs coordinator. It is her job to monitor and record the progress of those childrenand to liaise with the Governors and outside agencies on the school's behalf.

We are required by law to implement The Code of Practice. Details of how this is done are clearly laid out in theSchools' SEN Policy, which is available on request. Individual Education Plans are shared with parents and reviews arecarried out regularly when a little support is required.

We receive help from outside agencies such as the Learning Support Team, the Area Educational Psychology Teamand Sensory Suppor who all assist with both diagnosis and target setting.

Special consideration is given to modifying the National Statutory Testing at Key Stages One and Two wherenecessary. Children with Special Educational Needs at our school participate in all classroom and curriculum activities.The Special Needs Policy is the responsibility of the Governing Body. A member of the Governing Body is directlyresponsible for the implementation of the Special Needs Policy. They can be called upon to give active support to theschool, the Special Needs co-ordinators and the child's parents wherever necessary.

If you have a concern about your child’s progress, please meet with your child’s teacher. If you are still concerned or ifthings are not clear, talk to your child’s teacher again. You can also ask to meet the Special Needs Co-ordinator(SENCO) or you may wish to speak to the Headteacher.

You can contact the named Governor who has responsibility for special educational needs (SEN) if you have concernsabout the provision for SEN in school. This can be done by contacting either Sarah or Karen (secretaries) in the office.

PSHE/CitizenshipLeader: Mike Green

Personal, Social and Health Education helps the children develop strategies to deal with a variety of situations whichmay arise in their lives. We aim to provide independence and sensitivity to the needs of others. Citizenship is themeans by which the children can learn about the structure and fabric of society and how they can make a positiveimpact on the world around them.

Creative Learning CarouselLeader: Vee Hopkins

One afternoon a week the children are involved in a creative carousel activity. This maximises on the strengths andtalents of our teaching team and the children are receiving an enriched curriculum in art, D.T., languages, sports, theoutside environment, food technology, health and I.C.T.

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Curriculum Enrichment/Extended School ActivitiesWhile there is a concentration on teaching and learning at Langham Village School, we believe that this should not beconfined to the prescribed academic curriculum. Therefore we have organised a broad range of extra-curricularactivities designed to stretch pupils in ways not always possible in day-to-day classroom practice. Organisers aredrawn from a mix of professionals and volunteers among parents and the local community. Suggestions for furtheractivities are always welcome and the current list includes:

Archery/Fencing James Wayland Wed 3.10 - 4.10pm

Recorders Maureen Cooper, Kate Holmes Mon 9.40 - 10.30pm

Singing Sheila Harris Fri 1.10 - 1.30pm (Class 1)

Football Mike Green Fri 3.10 - 4.10pm

Maths Club 2 Vee Hopkins Tue 3.10 - 4.10pm

Challenge Maths Mike Green Mon 3.10 - 4.10pm

Maths Y5 & Y6 Group Mike Green Tue 8.05 - 8.30am

Guitar Mark Fawcett Tue 1.00 - 3.00pm

Table Tennis Bill Bunting & Andrew Hinks Thu/Fri 3.10 - 4.10pm

Multi Sports / Tennis / Hockey / Netball Gill Sports Fri Lunchtime

Cookery Carol Spinks & Charlotte Scott Wed 3.10 - 4.20pm

Flute, Keyboard and Saxophone Vicky McCardle Thu am

Spanish Diana Howes Thu 3.10 - 3.45pm

Netball Jodie McCallum & Christine Everard Mon/Tue Lunchtime

Finnish Wyatt Earp Thu am

Choir Lyn Wiles Fri 3.10 - 4.10pm

Photography Club Emma Cotton Breaktimes

Wii Writing Club Emma Cotton Mon 3.10 - 4.10pm

We run many inter-house tournaments including: netball, football, hockey, chess/draughts, handball and table tennis.During the Summer months we organise a whole school knock out tennis tournament, which produces someoutstanding talents. We hold a sports day when the children are invited to join in both traditional and fun races. Wevalue the input of specialist sports coaches covering a wide variety of activities through out the year.

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4. School Policies and Guidelines

Safeguarding: Child Protection from AbuseDesignated Teachers: Mike Green and Vee HopkinsNamed Governor: Philippa Payne

Information on what constitutes abuse and how to protect any child from it is contained in our school policy. You shouldbe aware of the signs and know how the school has to act through a Designated Teacher to deal with any suspectedcases. A copy of the policy is on display on the notice board in the lobby. The role of Designated Teacher is fulfilled bythe Headteacher and Vee Hopkins. As a school we follow the strict 'Safeguarding Children' procedures as advised bythe DfE regarding recruitment of staff.

Sex and Relationships EducationLeaders: Mike Green

The school has a sex and relationships policy, the main principles of which are covered below:

Sex Education at Langham Village School is not taught in isolation. It is carried out sensitively, through topics. From anearly stage we will be looking at family life, safety, personal hygiene and good behaviour/attitudes. As the childprogresses through school we will link specific knowledge with our Science programme of study.

Every year the Children in Class 3 undertake a topic entitled 'Keeping Healthy'. Within this, opportunities will be givento learn about adolescence and puberty, basic life processes including the function of body parts, development andcare of the young and elderly, death, changing moods and feelings, self-image, responsibilities and relationships(valuing one another and coping with problems).

This takes place in a non-threatening, friendly atmosphere and is covered by an information booklet for the older pupilsto share with their parents.

Sensitive Issues: There are a number of sensitive issues, which we will not readily cover in our work with children butare duty bound to address in some way if a direct question is asked. Parents can be absolutely assured that staff willdeal appropriately with all such matters. Parents have the right to withdraw their children from all or part of the SexEducation provided, except that which is required as part of National Curriculum Science.

18

Drugs EducationLeaders: Mike Green

The school has a specific Drugs Education Policy in which we describe how the children are taught the differencebetween helpful and harmful drugs and our procedures for dealing with potential drug related incidents. This policy isalways on display on the parent/community notice board.

Home StudyWe issue homestudy tasks on a regular basis. The amount and complexity increases through the classes. The aimsare as follows:

To encourage pupils to develop the skills, confidence and motivation to study effectively on their own.To consolidate and reinforce skills and understanding developed at school, with particular reference to literacyand numeracy.To extend school learning, for example through additional reading.To develop and sustain the involvement of parents in the management of pupils' learning and to keep theminformed about the work pupils are doing.To exploit resources for learning, of all kinds, at home.

We have a Homestudy Policy that is reviewed annually and is distributed to parents.

ClothingWe ask that children dress reasonably and appropriately for school. Simple grey,white and blue colours are all we ask for.

Our predominant colour is royal blue and we have a rolling order for royal bluesweatshirts and fleecy jackets that feature the Langham logo prominently on thefront. Order forms are available at the school office. A range of school clothing isavailable, which includes sweatshirts, T-shirts and fleece jackets.

Please MARK ALL CLOTHING CLEARLY. A lost property table is erected in the halleach term when parents can look for children's lost clothing and property.

It is important that your child is equipped with the correct clothing for PE activities, ieplimsolls/light trainers, shorts and top in plain colours to change into. Each childshould ideally have a bag which can be hung from a cloakroom peg to hold all PE kit.A draw string bag is ideal for this.

Charging and Remissions PolicyThe Governing Body has agreed a policy on Charging and Remissions for school activities, which you will find asAppendix 3. The Governors are very keen to promote additional activities, visits and clubs - recognising the valuablecontribution they make towards pupils' overall development.

19

AbsenceWe are required by law to differentiate between authorised and unauthorised absence. It is essential that a note is sentor a telephone call (01328 830377) is made to the school to cover any absence.

We do not encourage term time holidays as this can impact on the child's learning. We work in close liason with theCounty Attendance Officer, Zoe Jardine.

If a child has to be absent due to parents' annual leave taking place in term time, a notification form available from theoffice must be completed. Children who arrive late are marked as late in the register and these are monitored.

Healthy SchoolsLangham has achieved the Enhanced National Healthy Schools status. Weencourage the promotion of healthy eating through advice to children and parentsabout packed lunch contents, projects within each classroom and the celebration of ahealthy schools week. We suggest that all children bring bottled water to school daily,we also provide water via a water fountain. The school is part of the Norfolk Fruit andVegetable scheme that provides children from Reception to Yr 3 with fresh fruit daily.The school council runs a 'healthy' tuck shop providing fruit, rice cakes and raisins forthe older children.

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5. Practical Information

Admission PolicyThis school policy takes into account the Norfolk County Policy on admissions. Weanticipate working to a pre-set admission limit based on working floor space in theschool and calculated annually by the Local Authority, at present this is 12. TheGovernors of Langham School reserve the right to use their power of discretion toreview this number when applicable. Langham School’s catchment area covers thevillages of Langham, Field Dalling, Morston, Saxlingham and Cockthorpe.

Starting SchoolBy law, children must start statutory education full-time at the beginning of the termfollowing their fifth birthday. All parents of children born between 1st September 2007and 31st August 2008 must be offered a full time place from September 2012.Parents are entitled to defer their admission or request that their child attend on apart-time basis, however, the child must start school on a full time basis during theacademic year 2011/12 and no later than the beginning of the term after their fifth birthday. In accordance with theLocal Authority admission guidelines parents must complete a ‘Common Application Form’ stating three schoolpreferences this is then sent to Norfolk County Council by 31 December. Parents are informed of their selected schoolby the end of April (2012) In the event of the first preference not being available the second then third will be offered.This decision lies with the Local Authority. In the case of oversubscription the authority will give preference to childrenliving nearest to the school according to the following rules in order of priority:

Children with a statement of special educational needs naming that school1.Children in public care who are due to start school.2.Children who are due to start school, living in the area served by the school who have a brother or sisterattending the school at the time of their admission.

3.

Children who are due to start school, living in the area served by the school who have a brother or sisterattending the adjoining middle/junior school.

4.

Children who are due to start school, living in the area served by the school with no brother or sister at thatschool or the adjoining middle/junior school.

5.

Children who are due to start school, living outside the area served by the school who have a brother or sisterattending the school at the time of their admission.

6.

Children who are due to start school, living outside the area served by the school who have a brother or sisterattending the adjoining middle/junior school.

7.

Children who are due to start school, living outside the area served by the school who have no brother or sisterat that school or the adjoining middle/junior school.

8.

In the event of oversubscription in any of these criteria then those living closest to the school will be given priority.

Children Starting at Other TimesParents wishing to transfer their child to Langham must, in the first instance, contact the Local Authority..

21

TransportRising five children who live in Field Dalling and Saxlingham are entitled tofree transport as long as;

they live more than two miles from the schoolthat they are eligible to attend Langham Village School.

Please refer to Home-School Transport General Policy Norfolk CountyCouncil. If no transport is available parents must make their ownarrangements to get children to school.

Pre-School LiaisonWe believe in close liaison with pre-school settings and have close links with those at Briston, Sharrington, Blakeneyand Hempstead. All ‘new intake’ children have the opportunity to spend three afternoons in school in the Summer termto make the transition as smooth as possible. During one of these visits the prospective Reception teacher will give theparents an introductory talk about the school and would be ready to answer any questions that may arise. Parents willbe issued with a copy of

A Handbook for ParentsAdmission FormUniform order formSchool meal menuAn Early Years Introduction‘My book all about me’ for new pupils to completeEarly Years Foundation Stage Information leafletSafeguarding/Child Protection Policy

A Nursery assistant is employed, full-time, to work alongside the Early Years teacher in an extended classroomdesigned for different work activities. We wish to provide support and resources to make initial school experiences asrich, varied and fulfilling as possible to create a productive passage through the Foundation Stage to Key Stage 1.

Associated documents: A Parents’ guide to Primary Infant and First Schools in Norfolk School Years 2013-14

Making a ComplaintIf, for any reason, you have a complaint that cannot be answered within the normal channels, County procedures havebeen set up that will ensure the matter is dealt with. Please visit www.norfolk.gov.uk/Childrens_services/Schools/Complaints_about_schools for specific advice to any parent of a pupil who wishes to make a complaint.

22

The Governing BodyThe Governing Body shares responsibility with the Headteacher for the successful management of the school and theprovision of the best possible education for its pupils. Apart from the Headteacher, who also sits as a Governor, theGovernors are lay people from various walks of life. All Governors receive training at the outset of their term of office aswell as ongoing development training.

The Governing Body meets regularly on official business. Governors also play an important role in school life throughmonitoring curriculum standards, ensuring the fabric of the building provides for a first class education and listening tothe views of staff, parents and pupils alike.

Three Governors are elected by parents to act as their representatives. Vacancies occur from time to time, pleasecontact Dave Dalton or Mike Green for further information.

A formal complaints procedure exists under section 23 of the Education Reform Act (see Appendix 2), by which asub-committee of the Governing Body may decide upon written complaints from parents. However, this procedure isintended only for very serious complaints that have not been resolved by informal contact between parents, the classteacher and Headteacher.

The Governing Body as at September 2012

Matthew CoeChair

Parent 01328 830925

Jeremy Bagnall-OakeleyVice Chair

Community 01263 860247

Mike Green Headteacher 01328 830377

Maggie Broad Local Authority 01263 588332

David Dalton Local Authority 01328 829821

Philippa Payne Parent 01263 861477

Andrew Crawford Parent 01263 711297

Charlie Ward Community 01263 740105

Helen Ward Clerk 01263 740105

23

Committees as at September 2012

Group A Curriculum & Personnel Maggie Broad (Chair)Charlie WardMike GreenPhilippa Payne

Group B Finance & Premises Jeremy Bagnall-Oakeley (Chair)Dave DaltonMike GreenAndrew CrawfordMatthew Coe

Langham School Friends

Chair Mary Knowles

Secretary Maggie Belton

Treasurer Annette Everitt

100 Club Purchasing Officer Hayley Betts

Other Useful ContactsNorthern Area Education Advice CentreMarket Street, North WalshamNorfolk NR28 9BZTelephone: 01692 402894

Director of Children's ServicesLisa ChristensenCounty Education OfficeCounty HallMartineau Lane, NorwichNorfolk NR1 2DLTelephone: 01603 222300

24

Catchment Area High SchoolHeadteacher - Alastair OgleAlderman Peel High SchoolMarket Lane, Wells-next-the-SeaNorfolk NR23 1RBTelephone: 01328 710476

Transfer to Secondary SchoolChildren in our catchment area who leave school at the age of eleven years to transfer to secondary education willnormally go to Alderman Peel High School, Wells-next-the-Sea. There is good liaison between Langham and the HighSchool and our transfer pupils are given opportunities for viewing the school and meeting some of the teachers beforethey leave us in the form of 'Taster Sessions' in Year 5. Children transferring to Sheringham, Reepham and Fakenhamalso have the opportunity to experience their new school.

MedicalPeriodical medical and dental checks take place during the year and parents are notified of these in advance. Childrenneeding medication during the day can only receive it under specific circumstances, parents need to consult theirchild's teacher. An asthma register is kept, please inform your teacher if your child takes medication.

Trips/Educational VisitsCoordinator: Mike GreenTo support the work in school and provide first hand experience we organise trips to a wide variety of locations tostimulate questions and a sense of understanding of the world around them. These are often funded by voluntaryparental contributions. We have a rolling programme of residential visits to the Brecon Beacons in Wales, Somerset'sMendip Hills and various Norfolk sites. Each summer we have a whole school visit to a local area of interest.

School MealsSchool lunches, consisting of two courses and a drink, are available forthe children. These are prepared at Alderman Peel High School and arecollected by Tracy Coll and Karen Edwards, our Dining Room Assistants.

We recognise that children do not like all food they are offered and theyare therefore able to choose the size of the meal they want and are notexpected to eat anything they really dislike. Those children who are nothaving school meals are able to bring packed lunches. Supervision takesplace at all times.

If you wish your child to have a cooked meal, please send the money onMonday morning in a named purse or sealed envelope, meals at present cost £2.00 per day. Please make chequespayable to Norfolk County Council. Children can have milk with their cooked meal or packed lunch which is at present10p for a small plastic cup full and this money can be sent with dinner money.

Free school meals are available if you are receiving Income Support or Job Seeker's Allowance (Income Based),subject to the approval of the Area Advice Centre at North Walsham. Application forms are available at school.

As part of the Enhanced Healthy Schools Initiative we encourage children to bring a healthy lunch to school whichrepresents a balanced diet.

Cycling to SchoolWe do allow children to cycle to school but ask that parents are confident of their child's ability on a bicycle. Every yearwe have an 'On Road' cycling course at school organised by the Road Safety Department for pupils of Year 5 and 6and is run by our Vice Chair of Governors, Jeremy Bagnall-Oakeley. We provide road safety sessions for all othergroups throughout the year including ‘Step on It’ pedestrian training for Years R and 1 and 'Off Road Cycle Training' forour Year 4 pupils..

Please note that children are not allowed to cycle in the playground (unless under instruction). Neither the school norNorfolk County Council can accept responsibility for cycles left in school during the day.

After School ProvisionChildren are only allowed home when their parents/carers come into the respective classes to collect. For older

25

children we would expect a letter informing us of any changes of arrangements ie, cycling home. Children may play onthe field after school until 4pm if they are closely supervised by their parents/carers.

Address changesIf your child's address should change or any other details, even if only temporarily, please let us know. We willoccasionally send out forms, which can be updated with any changes.

And Finally...A child's time at school is critical to his or her development as a person. We at Langham like to think that we offer avery good, all-round experience for everyone.

The emphasis is very much on 'EXCELLENCE and ENJOYMENT'.

Appendices

Appendix 1 OFSTED Inspection Report

Appendix 2 Safeguarding ChildrenIncorporating Child Protection Policy

Appendix 3 Charging & Remissions Policy

Appendix 4 Complaints Policy

Appendix 5 Complaints: Information for Parents

Appendix 6 Term Dates

Appendix 7 Home School Agreement

26

Age group 4–11

Inspection date(s) 24–25 November 2011

Inspection number 380114

Langham Village School Inspection report

Unique Reference Number 120825

Local Authority Norfolk

Inspect ion number 380114

Inspect ion dates 24–25 November 2011

Report ing inspector Judi Bedawi

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary

School category Community

Age range of pupils 4–11

Gender of pupils Mixed

Number of pupils on the school roll 89

Appropriate authority The governing body

Chair Matt Coe

Headteacher Mike Green

Date of previous school inspection 31 October 2006

School address North Street

Langham

Holt

NR25 7DG

Telephone number 01328 830377

Fax number 01328 830377

Email address [email protected]

Inspection report: Langham Village School, 24–25 November 2011 2 of 14

The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to

achieve excellence in the care of children and young people, and in education and skills for learners of

all ages. It regulates and inspects childcare and children's social care, and inspects the Children and

Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based

learning and skills training, adult and community learning, and education and training in prisons and

other secure establishments. It assesses council children’s services, and inspects services for looked

after children, safeguarding and child protection.

Further copies of this report are obtainable from the school. Under the Education Act 2005, the school

must provide a copy of this report free of charge to certain categories of people. A charge not

exceeding the full cost of reproduction may be made for any other copies supplied.

If you would like a copy of this document in a different format, such as large print or Braille, please

telephone 0300 123 4234, or email [email protected].

You may copy all or parts of this document for non-commercial educational purposes, as long as you

give details of the source and date of publication and do not alter the information in any way.

To receive regular email alerts about new publications, including survey reports and school inspection

reports, please visit our website and go to ‘Subscribe’.

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Store St

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T: 0300 123 4234

Textphone: 0161 618 8524

E: [email protected]

W: www.ofsted.gov.uk

© Crown copyright 2011


Introduction

This inspection was carried out by two additional inspectors. The inspectors observed 11 lessons taught by six teachers. They held meetings with pupils, the staff and members of the governing body, and had informal discussions with parents and

carers. They observed the school’s work, looked in detail at pupils’ books, monitoring records and data on pupils’ attainment, a range of school documentation and policies including those related to safeguarding and the schools’ evaluation of its performance. The inspectors analysed responses to questionnaires from 83 parents

and carers, 12 staff and 50 pupils. The inspection team reviewed many aspects of the school’s work. It looked in detail

at a number of key areas. The inspectors explored the development of the Early Years Foundation Stage

curriculum and the impact on children’s learning. They investigated the extent of innovative practice across the school and the

impact on pupils’ learning.

The inspection team considered the opportunities for pupils to undertake independent learning and research.

Information about the school

Langham is a very small school situated in rural North Norfolk. About half of the

pupils come from other small villages across this wide and remote area. Almost all pupils are of White British heritage with a very few from Other White backgrounds. None are learning English as an additional language. An above average proportion of

pupils have special educational needs and/or disabilities at the school action plus stage. No pupils have a statement of educational need. A low proportion of pupils are known to be eligible for free school meals. The headteacher, who has no deputy, teaches on two days of the week. There are 3 classes, for Reception children and

Year 1 pupils; for Years 2 and 3; and for pupils in Years 4, 5 and 6. The school has adopted the International Primary Curriculum and has the full International Award. It also has Investors in Pupils and Extended Healthy Schools status.


Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 1

The school’s capacity for sustained improvement 1

Main findings

Langham provides its pupils with an outstanding quality of education. The inspirational headteacher, his dedicated staff team and the astute governing body, all share the drive, skills and ambition to build on the school’s many successes, with energy and enthusiasm. The school’s evaluation of its performance is detailed and

highly accurate. The diversity of pupils’ academic interests and their personal achievements is celebrated. Parents’ and carers’ are closely involved in their children’s education and show great appreciation of the school’s work. They typically

comment, ‘This is a dynamic and nurturing school, giving an educational experience that our children will treasure.’

Current standards are high in Years 2 to 6, with the very large majority of pupils working at levels at least two years above their chronological ages, in English and mathematics. Pupils with special educational needs and/or disabilities also attain

highly compared to similar pupils nationally. They are on track to achieve expected levels for average ability Year 6 pupils in 2012. Standards have been well above average for several years. As a result, pupils make outstanding progress in learning.

Their reasoning skills are highly developed in the clarity of their responses to teachers’ extremely challenging questions. Teaching and the assessment of pupils’ progress are outstanding, characterised, for example, by impressive expectations. In the Reception and Year 1 class, standards and teaching are good and significantly

improved since the previous inspection. Pupils’ learning needs are met well, enabling them to make consistently good progress with some that is outstanding in the youngest children’s reading and writing in Year 1. However, lesson planning in both

years, although good, is not of the same quality as the planning for individual pupils in other years, in setting consistently challenging tasks to accelerate learning.

Pupils’ personal development is outstanding. They are inquisitive and enthusiastic learners, relishing the innovative curriculum and opportunities for scientific enquiry involved in the beach project. They take strong ownership of their independent

learning. Their behaviour is excellent and their uptake of healthy lifestyles is impressive, as is their contribution to local, wider and international communities.

Given the high standards of attainment, pupils’ outstanding progress and personal development and excellent improvement since the previous inspection, the school’s capacity to further improve is outstanding.




What does the school need to do to improve further?

Further increase children’s progress in the Early Years Foundation Stage and in Year 1, by fully adopting the outstanding lesson planning practice evident in

other years, to provide challenge and accelerate each child’s learning.

Outcomes for individuals and groups of pupils 1

Pupils enter the Reception class with attainment that is typically in line with national

age-related expectations. This is evident in their social development, language and emergent number skills. They make good progress and move into Year 1 at above expected levels. Pupils with special educational needs and/or disabilities are promptly

identified and precise support is rapidly established, enabling impressive gains in learning. From Year 2 to Year 6, pupils’ progress accelerates dramatically with outstanding progress for all groups of pupils. By Year 6, pupils undertake striking

independent work during lessons, using laptops in mathematics to produce high-calibre, superbly-presented data analysis, reflecting their individual research interests. In an outstanding Year 2 and 3 poetry lesson, pupils worked independently

using alliteration, adjectives, similes and imaginative vocabulary exceptionally well. For example, a pupil read, ‘I like to hear sparkling fireworks like the crackling of a roast chicken.’ The teacher set an exhilarating pace, continually challenging pupils to

improve, checking their knowledge of individual learning targets and levels. All pupils knew exactly how well they were doing and what to do next. Pupils relish learning and acquiring new skills. One simply said, echoing others’

views, ‘Lessons are either interesting or fun...but usually both!’ Pupils say there is no bullying so they feel extremely safe in school. They enjoy learning about cyber-bullying and staying safe in the community. Attendance is above average, but a very

few parents’ and carers’ take holidays in term time. This limits their children’s learning. Pupils have an excellent understanding of healthy lifestyles and pupils regularly participate in a range of sports. The school has an enviable reputation for

winning inter-school events in football and athletics as well as participating in sailing, archery and fencing. Pupils’ awareness of other societies and cultures beyond their own is impressive. They regularly use the ‘web’ to communicate with pupils in

partner schools around the world, including India and Japan. The choir performed at the Royal Albert Hall. Already learning French, Spanish and Finnish, pupils are keenly anticipating learning to speak Russian. The school council manages a small budget

and has introduced an ‘ideas box’ with suggestions taken on board by the headteacher, and frequently fundraises for the school and national and international charities. Pupils’ understanding of, and response to, moral issues is exemplary, as observed in an assembly when the headteacher described a situation he should have

managed better when he was a teenager.




These are the grades for pupils’ outcomes

Pupils’ achievement and the extent to which they enjoy their learning

Taking into account:

Pupils’ attainment1

The quality of pupils’ learning and their progress

The quality of learning for pupils with special educational needs and/or disabilities

and their progress

1

1

1

1

The extent to which pupils feel safe 1

Pupils’ behaviour 1

The extent to which pupils adopt healthy lifestyles 1

The extent to which pupils contribute to the school and wider community 1

The extent to which pupils develop workplace and other skills that will

contribute to their future economic well-being


Pupils’ attendance1

1

2

The extent of pupils’ spiritual, moral, social and cultural development 1

How effective is the provision?

The quality of staff teamwork is outstanding. It is completely focused on providing

pupils with high quality, enjoyable learning experiences. Subject knowledge and questioning are superb, fully meeting pupils’ needs, including those who are gifted and talented and those identified as needing individual or small group support. The

impressive emphasis on independence allows pupils to become confident in managing their own learning and enhances their reasoning and work-planning skills. Expectations set for pupils of all abilities are exceptionally high and pupils eagerly

rise to the exacting challenges. Extremely accurate tracking and assessment of progress are shared with pupils on a daily basis. Excellent, detailed lesson plans are amended as needed to inform the progress of pupils in following lessons. Parents

and carers value the regular information about their children’s progress. The curriculum is at the forefront of innovative practice, with new ideas relevant to

pupils’ enjoyment and learning readily adopted. It is flexibly adapted for pupils with special educational needs and/or disabilities. Science and the environment have a high profile. A governor’s idea has become ‘the beach project’, profiling the environmental footprint of local beaches and surrounding areas. Pupils work with the

University of East Anglia scientists and with Natural England, accurately identifying scientific information and recording findings. There are significant strengths in physical education and music, including participation in the drum club involving

children from the Early Years Foundation Stage to pupils in Year 6. The use of English, mathematics and information and communication technology in different

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average;

and 4 is low




subjects are particularly strong. In art, pupils’ paintings, based on Van Gogh’s

‘sunflowers’, are on a par with secondary school work. Visits, including residential experiences for pupils in Years 4, 5 and 6 enrich pupils’ personal development and knowledge, as do visitors involved in project work. There is excellent use of facilities, including use of a local secondary school swimming pool; all significantly expand

pupils’ learning experiences in this very small school. Parents and carers say, ‘The school’s approach to extra-curricular activities is outstanding.’

All aspects of pastoral care and support are excellent. The staff know their pupils and families extremely well. They act promptly to ensure that excellent school links with external welfare groups are utilised to support pupils, including those who find

themselves in vulnerable situations, and where relevant, their families, to get the right kind of help. Thorough attendance monitoring has identified the need to reduce term-time holidays. Transition arrangements are highly valued by pupils and their

families.

These are the grades for the quality of provision

The quality of teaching


The use of assessment to support learning

1

1

The extent to which the curriculum meets pupils’ needs, including, where

relevant, through partnerships 1

The effectiveness of care, guidance and support 1

How effective are leadership and management?

The visionary headteacher, his forward thinking staff and the governing body have excellent skills and strategies that demonstrate best, innovative practice, noted in

development and subject action plans. They refuse to rest on their laurels and eagerly explore new initiatives or ideas further to extend pupils’ progress and learning. Challenging targets are consistently met. The staff work flexibly to meet the

needs of this very small school and its pupils. Monitoring and evaluation of the school’s performance, including teaching and learning, is thorough and involves not only staff but also members of the governing body, who are extremely astute in

asking the right questions and in challenging the headteacher’s decisions. The school enjoys an excellent, mutual partnership with its parents and carers. Many volunteer as helpers in lessons or on school trips. Their contribution and that of the

highly successful School Friends association is highly valued. Parents and carers regularly attend information evenings, for example, to learn about assessment and helping with home learning. One said, ‘Leadership and communication are excellent.’

Partnerships to promote learning are impressive, from the links with the local Sure Start Centre, to the use of several local schools’ facilities, particularly for sporting events. Work with the University of East Anglia has an impact on pupils’ future career

aspirations. Equality of opportunity is outstanding for all pupils. They fully




understand that discriminatory behaviour is totally unacceptable.

Safeguarding is outstanding in all aspects, including the attention and support given to those pupils and families facing significant difficulties in their lives. The promotion of community cohesion is excellent because the school reaches out to communities

far beyond their immediate locality. This has a marked impact on pupils’ understanding of communities that are significantly different to their own.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and

driving improvement


The leadership and management of teaching and learning

1

1

The effectiveness of the governing body in challenging and support ing the

school so that weaknesses are tackled decisively and statutory responsibilities

met

1

The effectiveness of the schoo l’s engagement with parents and carers 1

The effectiveness of partnerships in promoting learning and well-being 1

The effectiveness with which the school promotes equality of opportunity and

tackles discrimination 1

The effectiveness of safeguarding procedures 1

The effectiveness with which the school promotes community cohesion 1

The effectiveness with which the school deploys resources to achieve value for

money 1

Early Years Foundation Stage

Children are happy, with many friends. They settle quickly, enjoying known school routines. They make good progress in learning through play and in a few aspects, including physical development, where their progress is outstanding, observed in a

lesson that showed children’s excellent football dribbling skills, significantly better than that of children of similar ages. Their early reading and writing development is enhanced by the good focus on learning about letters and their sounds. Teamwork

and the quality of teaching is good, with an increasing proportion of outstanding practice. The individual ‘learning journey’ books show good evidence of ongoing assessment and some outstanding progress. This is less evident in lesson plans which do not match the excellent practice higher up the school. This is because

planned tasks offer limited challenge to enable all children to accelerate their learning, for example, in creative development. There is a good balance of adult-directed and child-led learning, with free access to the small but well used outdoor

area. Right from the start, expectation of children’s independence is a strong feature. Leadership and management are good, staff are well trained and fully understand the needs of young children. Welfare arrangements including safeguarding are, as in

the rest of the school, outstanding. Parents and carers are involved in all aspects of




their children’s early education and are welcome to stay and play with their children

at the start of the day. One commented, ‘there is an excellent pre-entry transition programme.’

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage


Outcomes for children in the Early Years Foundation Stage

The quality of provision in the Early Years Foundation Stage

The effectiveness of leadership and management of the Early Years Foundation

Stage

2

2

2

2

Views of parents and carers

There was an exceptionally high response to the questionnaire. Almost all parents

and carers who responded were entirely positive about all aspects of their children’s education. All said that their children enjoy school and they are happy with the quality of education, that healthy lifestyles are well promoted and they are enabled

to support their children’s learning. They also felt teaching and the leadership and management of the school are good. The inspection judgements found all aspects mentioned in the questionnaire to be outstanding.


Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Langham Village School to

complete a questionnaire about their views of the school.

In the questionnaire, parents and carers were asked to record how strongly they agreed with 13

statements about the school.

The inspection team received 83 completed questionnaires by the end of the on-site inspection. In

total, there are 89 pupils registered at the school.

Statements Strongly

agree Agree Disagree

Strongly

disagree

Total % Total % Total % Total %

My child enjoys school 72 87 11 13 0 0 0 0

The school keeps my child

safe 68 82 14 17 0 0 0 0

The school informs me about

my child’s progress 58 70 24 29 1 1 0 0

My child is making enough

progress at this school 53 64 27 33 1 1 0 0

The teaching is good at this

school 70 84 13 16 0 0 0 0

The school helps me to

support my child’s learning 60 72 23 28 0 0 0 0

The school helps my child to

have a healthy lifestyle 66 80 17 20 0 0 0 0

The school makes sure that

my child is well prepared for

the future (for example

changing year group,

changing school, and for

children who are finishing

school, entering further or

higher education, or entering

employment)

61 73 21 25 0 0 0 0

The school meets my child’s

particular needs 60 72 21 25 0 0 0 0

The school deals effectively

with unacceptable behaviour 51 61 29 35 0 0 0 0

The school takes account of

my suggestions and

concerns

57 69 25 30 0 0 0 0

The school is led and

managed effectively 77 93 6 7 0 0 0 0

Overall, I am happy with my

child’s experience at this

school

74 89 9 11 0 0 0 0

The table above summarises the responses that parents and carers made to each statement. The

percentages indicate the proportion of parents and carers giving that response out of the total number

of completed questionnaires. Where one or more parents and carers chose not to answer a particular

question, the percentages will not add up to 100%.


Glossary

What inspection judgements mean

Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils’ needs.

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory

school is providing adequately for its pupils.

Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils.

Ofsted inspectors will make further visits until it improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)

Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 43 47 10 0

Primary schools 6 46 42 6

Secondary schools

14 36 41 9

Sixth forms 15 42 41 3

Special schools 30 48 19 3

Pupil referral

units

14 50 31 5

All schools 10 44 39 6

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously.

The data in the table above are for the period 1 September 2010 to 08 April 2011 and are consistent

with the latest published official statistics about maintained school inspection outcomes (see

www.ofsted.gov.uk).

The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools.

Percentages are rounded and do not always add exactly to 100.

Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in

secondary schools, special schools and pupil referral units.

http://www.ofsted.gov.uk/


Common terminology used by inspectors

Achievement: the progress and success of a pupil in their

learning, development or training. Attainment: the standard of the pupils’ work shown by test and

examination results and in lessons. Capacity to improve: the proven ability of the school to continue

improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

Leadership and management: the contribution of all the staff with responsibilities,

not just the headteacher, to identifying priorities, directing and motivating staff and running the

school. Learning: how well pupils acquire knowledge, develop their

understanding, learn and practise skills and are developing their competence as learners.

Overall effectiveness: inspectors form a judgement on a school’s overall effectiveness based on the findings from their inspection of the school. The following judgements,

in particular, influence what the overall effectiveness judgement will be.

The school’s capacity for sustained

improvement. Outcomes for individuals and groups of

pupils. The quality of teaching.

The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships.

The effectiveness of care, guidance and support.

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils’ attainment at the end of a

key stage with their attainment when they started.


This letter is provided for the school, parents and carers to share with their children. It describes Ofsted’s main findings from the inspection of their school.

28 November 2011

Dear Pupils

Inspection of Langham Village School, Holt, NR25 7DG Thank you for giving us such a delightful welcome when we visited your lovely school recently. We could see how much you enjoy learning and how hard you all work. You

impressed us with your excellent behaviour. Well done! It was really good to hear that you could not think of anything that could be better. I particularly enjoyed listening to those of you in the drumming club, preparing for a performance for your

families. Your drumming skills are excellent. We are glad that you feel very safe because everyone looks after you exceptionally well. You go to an outstanding school and make far better progress than pupils in almost all other primary schools; keep it

up! Your headteacher and the staff want to continue to improve your school. I have asked them to do this:

to improve the lesson plans in the Reception and Year 1 classes, so that you all get more challenging work and make faster progress

You can help your teachers by telling them if learning is too easy in Class 1. You can also remind your families that you will miss a lot of learning if you go on holiday during term time.

I know that you will continue to find life and learning interesting and fun at Langham.

Yours sincerely Judi Bedawi

Lead Inspector


Any complaints about the inspection or the report should be made followin g the

procedures set out in the guidance 'Complaining about inspect ions', which is available

from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy

of the guidance, please telephone 0300 123 4234, or email [email protected].

WHOLE SCHOOL POLICY FOR SAFEGUARDING

INCORPORATING CHILD PROTECTION

Langham Village School

Policy Consultation & Review This policy is referred to in our school handbook and is available on request from the school office. We also inform parents and carers about this policy when their children join our school and through our school newsletter. This policy will be reviewed in full by the Governing Body on an annual basis. This policy was last reviewed and agreed by the Governing Body on October 2012. It is due for review on July 2013. Signature …………………… Headteacher Date: Signature …………………… Chair of Governors Date:

CONTENTS Page: Purpose & Aims

School Ethos

Roles & Responsibilities

Training & Induction

Procedures for Managing Concerns

Working with Parents & Carers

Child Protection Conferences

Recording & Information Sharing

Safer Recruitment

Safer Working Practice

Managing Allegations against Staff

Other relevant policies

Statutory Framework

Appendices 1 Recording form for reporting concerns

2 Induction checklist for staff & volunteers

3 Safeguarding Referral Procedures 2012

1. PURPOSE & AIMS 1.1 The purpose of Langham School’s safeguarding policy is to ensure every child who is a registered pupil at our school is safe and protected from harm. This means we will always work to:

• Protect children and young people at our school from maltreatment; • Prevent impairment of our children’s and young people’s health or

development; • Ensure that children and young people at our school grow up in

circumstances consistent with the provision of safe and effective care; • Undertake that role so as to enable children and young people at our

school to have optimum life chances and enter adulthood successfully.

1.2 This policy will give clear direction to staff, volunteers, visitors and parents about the expected behaviour and our legal responsibility to safeguard and promote the welfare of all children at our school. 1.3 Our school fully recognises the contribution it can make to protect children from harm and supporting and promoting the welfare of all children who are registered pupils at our school. The elements of our policy are prevention, protection and support. 1.4 This policy applies to all pupils, staff, parents, governors, volunteers and visitors. 2. OUR ETHOS 2.1 The child’s welfare is of paramount importance. Our school will establish and maintain an ethos where pupils feel secure, are encouraged to talk, are listened to and are safe. Children at our school will be able to talk freely to any member of staff at our school if they are worried or concerned about something. 2.2 All staff and regular visitors will, either through training or induction, know how to recognise indicators of concern, how to respond to a disclosure from a child and how to record and report this information. We will not make promises to any child and we will not keep secrets. Every child will know what the adult will have to do with any information they have chosen to disclose. Regular C.P. induction is offered to parent helpers yearly (see appendix 1 Parent handout). We will not permit any volunteer to work in school if they are undergoing any Child Protection investigation or associated procedures. 2.3 Throughout our curriculum we will provide activities and opportunities for children to develop the skills they need to identify risks and stay safe. This will also be extended to include material that will encourage our children to develop essential life skills. This is achieved through a structured programme of PSHE and this is supplemented by the SEAL programme. Outside agencies such as the police and fire services are invited to give input to class work and school assemblies.

2.4 At all times we will work in partnership and endeavour to establish effective working relationships with parents, carers and colleagues from other agencies. 3. ROLES AND RESPONSIBILITIES Role Name Contact details Senior Designated Professional

Vee Hopkins 01328 830377 01362 668941

Alternate SDP -

-

Headteacher Mike Green

01328 830377 01263 838716

Named Safeguarding Governor

Philppa Payne 01263 861477

Chair of Governors Matt Coe

01328 830925

3.1 It is the responsibility of every member of staff, volunteer and regular visitor to our school to ensure that they carry out the requirements of this procedure and, at all times, work in a way that will safeguard and promote the welfare of all of the pupils at this school. The Governing Body 3.2 The Governing Body of Langham School is accountable for ensuring the effectiveness of this policy and our compliance with it. Although our Governing Body takes collective responsibility to safeguard and promote the welfare of our pupils, we also have a named governor who champions safeguarding within the school. 3.3 The Governing Body will ensure that: • The safeguarding policy is in place and is reviewed annually, is referred to

in our school prospectus and has been written in line with Local Authority guidance and the requirements of the Norfolk Safeguarding Children Board policies and procedures;

• A member of the senior leadership team is designated to take the lead

responsibility for safeguarding and child protection and that there is an alternate and appropriately trained member of staff identified to deal with any issues in the absence of the senior designated professional;

• All staff have undertaken appropriate child protection training; (see

attached training schedule). • Procedures are in place for dealing with allegations against members of

staff and volunteers in line with statutory guidance;

• Safer recruitment practices are followed in accordance with the requirements of Safeguarding Children and Safer Recruitment in Education, 2006.

• They remedy without delay any weakness in regard to our safeguarding

arrangements that are brought to their attention. 3.4 The governing body will receive a safeguarding report at each meeting that will record the training that has taken place, the number of staff attending and any outstanding training requirements for the school. It will also record all safeguarding activity that has taken place, for example, meetings attended, reports written, training or induction given. It will not identify individual pupils. The Headteacher • 3.5 At Langham School the Headteacher is • the Senior Designated Person for safeguarding (SDP); • Identifying an alternate member of staff to act as the Senior Designated

Person for safeguarding (SDP) in his/her absence; • Ensuring that policies adopted by the governing body are fully

implemented and followed by all staff; • Ensuring that all staff and volunteers feel able to raise concerns about

poor or unsafe practice and such concerns are addressed sensitively in accordance with agreed whistle-blowing procedures.

The Senior Designated Professional 3.6 Any concern for a child’s safety or welfare will be recorded in writing and given to the SDP. Through appropriate training, knowledge and experience our SDP will liaise with Children’s Services and other agencies where necessary, and make referrals of suspected abuse to Children’s Services. 3.7 The SDP at Langham School will represent our school at child protection conferences and core group meetings and will be responsible for ensuring that all staff members and volunteers are aware of our policy and the procedure they need to follow. 3.8 The SDP will maintain written records and child protection files ensuring that they are kept confidential and stored securely. The SDP will inform staff on a need to know basis with regards to confidential information. 3.9 The SDP will ensure that all staff, volunteers and regular visitors have received appropriate child protection information during induction and have been trained within the school to the agreed school’s safeguarding training pack provided by Children’s Services. 4. TRAINING & INDUCTION 4.1 When new staff, volunteers or regular visitors join our school they will be informed of the safeguarding arrangements in place. They will be given a copy of our school’s safeguarding policy and told who our Senior Designated

Professional for Safeguarding is. They will also be provided with the recording form, given information on how to complete it and who to pass it to. 4.2 Every new member of staff or volunteer will have an induction period that will include essential safeguarding information. This programme will include basic safeguarding information relating to signs and symptoms of abuse, how to manage a disclosure from a child, how to record and issues of confidentiality. The induction will also remind staff and volunteers of their responsibility to safeguard all children at our school and the remit of the role of the Senior Designated Professional. 4.3 New staff who have not had any child protection/safeguarding training or staff who have had training more than three years ago will be provided with an introduction to safeguarding and will then be trained with the rest of the staff team at least 3 yearly. 4.4 All regular visitors and volunteers to our school will be given a set of our safeguarding procedures; they will be informed of whom our SDP and alternate staff members are and what the recording and reporting system is. A notice on the office window also indicates the SDP officers. 4.5 All members of staff will undertake appropriate safeguarding training at least once every three years. The SDP, the alternate designated member of staff and any other senior member of staff who may be in a position of making referrals or attending child protection conferences or core groups will attend one of the multi-agency training courses organised by Norfolk Safeguarding Children’s Board at least once every three years. In addition to this, the SDP and alternate will attend Safeguarding Children in Education provided by the Local Authority every two years. 4.6 Our governing body will also undertake appropriate training to ensure they are able to carry out their duty to safeguard all of the children at our school. Training for Governors to support them in their safeguarding role is available from Norfolk Governor Services. 4.7 We actively encourage all of our staff to keep up to date with the most recent local and national safeguarding advice and guidance. This can be accessed via Norfolk Safeguarding Children Board at www.nscb.norfolk.gov.uk and within the Safeguarding Section of the Norfolk Schools website: http://www.schools.norfolk.gov.uk/behaviour-and-safety/safeguarding/index.htm . The SDP will also provide regular safeguarding updates for staff. 5. PROCEDURES FOR MANAGING CONCERNS 5.1 Langham adheres to child protection procedures that have been agreed locally through the Norfolk Children’s Safeguarding Board. 5.2 The Senior Designated Professional (SDP) should be used as a first point of contact for concerns and queries regarding any safeguarding concern in

our school. If the SDP is not available, the alternate SDP should be contacted regarding any concerns. 5.3 It is not the responsibility of school staff to investigate welfare concerns or determine the truth of any disclosure or allegation. All staff, however, have a duty to recognise concerns and pass the information on in accordance with the procedures outlined in this policy. Any member of staff or visitor to the school who receives a disclosure of abuse or suspects that a child is at risk of harm must report it immediately to the SDP or, if unavailable, to the alternate designated person. In the absence of either of the above, the matter should be brought to the attention of the most senior member of staff. 5.4 All concerns about a child or young person should be reported without delay and recorded in writing using the agreed template (see Appendix 2). 5.5 Following receipt of any information raising concern, the SDP will consider what action to take and seek advice from Children’s Services as required. All information and actions taken, including the reasons for any decisions made, will be fully documented. 5.6 All referrals will be made in line with Norfolk Children’s Services procedures as outlined in Appendix 3. 5.7 Confidentiality must be maintained and information relating to individual pupils/families shared with staff on a strictly need to know basis. 6. WORKING WITH PARENTS & CARERS 6.1 Langham School is committed to working in partnership with parents/carers to safeguard and promote the welfare of children and to support them to understand our statutory responsibilities in this area. 6.2 When new pupils join our school, parents and carers will be informed that we have a safeguarding policy. A copy will be provided to parents on request and is referenced in the school prospectus. Parents and carers will be informed of our legal duty to assist our colleagues in other agencies with child protection enquiries and what happens should we have cause to make a referral to Children’s Services. 6.3 We are committed to working with parents positively, openly and honestly. We ensure that all parents are treated with respect, dignity and courtesy. We respect parents’ rights to privacy and confidentiality and will not share sensitive information unless we have permission or it is necessary to do so in order to safeguard a child from harm. 6.4 We will seek to share with parents any concerns we may have about their child unless to do so may place a child at increased risk of harm. A lack of parental engagement or agreement regarding the concerns the school has

about a child will not prevent the SDP making a referral to Children’s Services in those circumstances where it is appropriate to do so. 7. CHILD PROTECTION CONFERENCES 7.1 Children’s Services will convene a Child Protection conference once a child protection enquiry under Section 47 of the Children Act 1989 has been undertaken and the child is judged to be at continuing risk of significant harm. A review conference will take place once a child has been made the subject of a Child Protection Plan in order to monitor the safety of the child and the required reduction in risk. 7.2 Staff members may be asked to attend a child protection conference or core group meetings on behalf of the school in respect of individual children. Usually the person representing the school at these meetings will be the Headteacher or SDP. In any event, the person attending will need to have as much relevant up to date information about the child as possible. 7.3 All reports for child protection conference will be prepared in advance using the guidance and education report template provided by Children’s Services. The information contained in the report will be shared with parents before the conference as appropriate and will include information relating to the child’s physical, emotional and intellectual development and the child’s presentation at school. In order to complete such reports, all relevant information will be sought from staff working with the child in school. 7.4 Clearly child protection conferences can be upsetting for parents. We recognise that we are likely to have more contact with parents than other professionals involved. We will work in an open and honest way with any parent whose child has been referred to Children’s Services or whose child is subject to a child protection plan. Our responsibility is to promote the protection and welfare of all children and our aim is to achieve this in partnership with our parents. 8. RECORDS AND INFORMATION SHARING 8.1 If staff are concerned about the welfare or safety of any child at our school they will record their concern on the agreed reporting form (Appendix 1). They should ensure that the form is signed and dated (in ink). Any concerns should be passed to the SDP without delay. . 8.2 Any information recorded will be kept in a separate named file, in a secure cabinet and not with the child’s academic file. These files will be the responsibility of the SDP. Child protection information will only be shared within school on the basis of ‘need to know in the child’s interests’ and on the understanding that it remains strictly confidential. 8.3 Child protection information will only be kept in the file and this file will be kept up to date. Records of concern, copies of referrals, invitations to child protection conferences, core groups and reports will be stored here. All our

safeguarding files will include; a chronology, contents front cover and will record significant events in the child’s life. 8.4 When a child leaves our school, the SDP will make contact with the SDP at the new school and will ensure that the child protection file is forwarded to the receiving school in an appropriately agreed manner. 9. SAFER RECRUITMENT 9.1 We will ensure that the Headteacher and at least one member of the Governing Body have completed appropriate safer recruitment training. At all times the Headteacher and Governing Body will ensure that safer recruitment practices are followed in accordance with the requirements of Safeguarding Children and Safer Recruitment in Education, 2006. 9.2 At Langham School we will use the recruitment and selection process to deter and reject unsuitable candidates. We require evidence of original academic certificates. We do not accept testimonials and insist on taking up references prior to interview. We will question the contents of application forms if we are unclear about them, we will undertake enhanced Criminal Records Bureau checks and use any other means of ensuring we are recruiting and selecting the most suitable people to work with our children. 9.3 We will maintain a Single Central Register of all safer recruitment checks carried out in line with statutory requirements. 10. SAFER WORKING PRACTICE 10.1 All adults who come into contact with our children have a duty of care to safeguard and promote their welfare. There is a legal duty placed upon us to ensure that all adults who work with or on behalf of our children are competent, confident and safe to do so. 10.2 All staff will have access to and be expected to know our school’s Code of Conduct and policy for positive handling. There will be occasion when some form of physical contact is inevitable, for example if a child has an accident or is hurt or is in a situation of danger to themselves or others around them. However, at all times the agreed policy for safe restraint must be adhered to. A list of staff that have accessed Norfolk Steps training will be kept by the Headteacher. 10.3 If staff, visitors, volunteers or parent helpers are working with children alone they will, wherever possible, be visible to other members of staff. They will be expected to inform another member of staff of their whereabouts in school, who they are with and for how long. Doors, ideally, should have a clear glass panel in them and be left open. 10.4 Guidance about acceptable conduct and safe practice will be given to all staff and volunteers during induction. These are sensible steps that every adult should take in their daily professional conduct with children. This advice can be found in Safer Working Practice for Adults who work with Children and Young People in Education Settings, DCSF, March 2009. All staff and

volunteers are expected to carry out their work in accordance with this guidance and will be made aware that failure to do so could lead to disciplinary action. 11. MANAGING ALLEGATIONS AGAINST STAFF & VOLUNTEERS 11.1 Our aim is to provide a safe and supportive environment which secures the well being and very best outcomes for the children at our school. We do recognise that sometimes the behaviour of adults may lead to an allegation of abuse being made. 11.2 Allegations sometimes arise from a differing understanding of the same event, but when they occur they are distressing and difficult for all concerned. We also recognise that many allegations are genuine and there are some adults who deliberately seek to harm or abuse children. 11.3 We will take all possible steps to safeguard our children and to ensure that the adults in our school are safe to work with children. We will always ensure that the Norfolk Safeguarding Children Board Protocol 27: Allegations Against Staff, Carers and Volunteers is adhered to and will seek appropriate advice from the Local Authority Designated Officer (LADO). The LADO can be contacted on 01603 223473. 11.4 If an allegation is made or information is received about an adult who works in our setting which indicates that they may be unsuitable to work with children, the member of staff receiving the information should inform the Headteacher immediately. Should an allegation be made against the Headteacher, this will be reported to the Chair of Governors. In the event that the Headteacher or Chair of Governors is not contactable on that day, the information must be passed to and dealt with by either the member of staff acting as Headteacher or the Vice Chair of Governors. 11.5 The Headteacher or Chair of Governors will seek advice from the LADO within one working day. No member of staff or the governing body will undertake further investigations before receiving advice from the LADO. 11.6 Any member of staff or volunteer who does not feel confident to raise their concerns with the Headteacher or Chair of Governors should contact the LADO directly on 01603 223473. 12 RELEVANT POLICIES 12.1 To underpin the values and ethos of our school and our intent to ensure that pupils at our school are appropriately safeguarded the following policies are also included under our safeguarding umbrella:

• Anti-Bullying • Positive handling and managing behaviour • Staff Code of Conduct • Whistle-blowing • Attendance • E-safety

• Health and Safety including site security • Harassment and discrimination including racial abuse • Meeting the needs of pupils with medical conditions • Intimate Care • First aid • Educational visits including overnight stays

(Please enter relevant school policies making sure that these have been approved by the Governing Body and state both the date of approval and arrangements for review.) 13. STATUTORY FRAMEWORK This policy has been devised in accordance with the following legislation and guidance:

• Working Together to Safeguard Children, 2010 • Safeguarding Children and Safer Recruitment in Education’, DfES

2006 • Norfolk Safeguarding Children Board procedures • Norfolk Safeguarding Children Board Protocol 27: Allegations Against

Staff, Carers and Volunteers • Dealing with Allegations of Abuse against Teachers and other Staff,

DfE, 2011 • Safer Working Practices for Adults who work with Children and Young

People in Education Settings, DCSF, March 2009.

Enter your school name/logo here

Appendix 1: Draft Recording Form for Safeguarding Concerns Staff, volunteers and regular visitors are required to complete this form and pass it to [ENTER NAME OF SDP] if they have a safeguarding concern about a child in our school. Full name of child Date of Birth Tutor/Form group Your name and position

in school

Nature of concern/disclosure Please include where you were when the child made a disclosure, what you saw, who else was there, what did the child say or do and what you said.

Was there an injury? Yes / No Did you see it? Yes / No Describe the injury:

Have you filled in a body plan to show where the injury is and its approximate size? Yes / No Was anyone else with you? Who?

Has this happened before? Did you report the previous incident?

Who are you passing this information to? Name: Date: Position: Time: Your signature: Date:

□

Body Map

Action taken by SDP Referred to…? Attendance Improvement Officer Police School Nurse Children’s Integrated Parents Other Services Youth Service

Parents informed? Yes / No (If No, state reason) Feedback given to…?

Pastoral team Tutor Student Person who recorded disclosure Full name: SDP Signature:


Older Child

Appendix 2: Safeguarding Induction Sheet for new or supply staff and

regular visitors or volunteers.

We all have a statutory duty to safeguard and promote the welfare of children, and at our school we take this responsibility seriously. If you have any concerns about a child or young person in our school, you must share this information immediately with our Senior Designated Professional or one of the alternate post holders. Do not think that your worry is insignificant if it is about hygiene, appearance or behaviour – we would rather you told us as we would rather know about something that appears small than miss a worrying situation. If you think the matter is very serious and may be related to child protection, for example, physical, emotional, sexual abuse or neglect, you must find one of the designated professionals detailed below and provide them with a written record of your concern. A copy of the form to complete is attached to this and others can be obtained from …………………………………… Please ensure you complete all sections as described. If you are unable to locate them ask a member of the school office staff to find them and to ask them to speak with you immediately about a confidential and urgent matter. Any allegation concerning a member of staff, a child’s foster carer or a volunteer should be reported immediately to the Headteacher. If an allegation is made about the Headteacher you should pass this information to the Chair of the Governing Body. Alternatively, you can contact the Local Authority Designated Officer on 01603 223473. The people you should talk to in school are: Senior Designated Professional: Location of office: Contact Number: Alternate Designated Professional: Location of office: Contact Number: Chair of Governing Body: Contact Number: At ________________school we strive to safeguard and promote the welfare of all of our children.


Appendix 3: Local Safeguarding Referral Procedures 2012

NORFOLK MASH Multi-Agency Safeguarding Hub

NSCB 1 Forms

Safeguarding Referral Forms

From 19th March 2012 the Norfolk MASH will undertake the initial receipt and triaging of the NSCB1 forms.

Where an agency/organisation or worker has concern for the welfare or safety of a child they can make a telephone referral via Care Connect by telephone on 0344 800 8020. A telephone referral must then be confirmed in writing using the form marked NSCB1, within a maximum of 48 hours, ideally 24 hours. The completed NSCB1 can be faxed to the MASH Team on 01603 762445 or posted to: The MASH Team Manager, Floor 5, Vantage House, Fishers Lane, Norwich, Norfolk, NR2 1ET NSCB1 forms can also be e-mailed to MASH via [email protected] but must only be sent from a secure email address.

The Safeguarding Consultation Line will continue to be provided by Children’s Services Area Duty Teams: CITY & SOUTH OPERATIONAL DIVISION TEL: 01603 224134 NORTH & EAST OPERATIONAL DIVISION TEL: 01493 850317 BRECKLAND & WEST OPERATIONAL DIVISION TEL: 01553 669330

M. Policy 16

1

Charging and Remissions Policy

January 2012

Education during school hours No charge will be made for any activity that takes place more than 50% within school hours. However, voluntary contributions may be sought. Education outside school hours A charge may be made for any activity that takes place more than 50% outside school hours where the pupils’ participation has been agreed in advance by the parents. Alternatively, voluntary contributions may be sought. Time spent on travel is included in the calculation only if the travel occurs during school hours. Residential trips A charge will be made for the whole cost of residential trips in all cases where a school activity involves pupils in nights away from home. Musical tuition A charge will be made for tuition and instrument hire in playing any musical instrument for an individual pupil or a group, unless the tuition is part of the national curriculum or another funded initiative. Charges will be levied in advance. Voluntary contributions When voluntary contributions are invited, no child will be excluded or treated differently if his/her parents are unable or unwilling to make a contribution. The level of contributions will be at the discretion of the headteacher, but will normally cover the full cost of the activity. Remissions The school will normally pay 50% of the total cost of any residential activity for any pupil whose family is entitled to free school meals and also for siblings involved in the same trip. The headteacher may vary this remission in consultation with the governing body. Breakages The governing body reserves the right to charge for the cost of replacement or remedial work following breakages or damages resulting from pupils’ actions. Ingredients A charge may be made for ingredients and materials needed for practical subjects (such as Food Technology, Art and Design Technology) where parents say in advance that they wish to receive the finished product.

LA Charging and Remission Policies Norfolk County Council’s Charging and Remission policies are available for inspection at the school. Refunds The full contribution to a trip will be refunded if a child is absent due to illness. In the event of any activity operating at a surplus for which a charge has been levied or voluntary contributions sought a refund shall be made providing the amount to each child would exceed £1, this refund shall then be distributed in units of £1 rounded down to the nearest £1. Excess income less than £3 will be paid into school fund account. Excess of expenditure will be funded by school fund. Date agreed by governors January 2012 ………………………………………Chair of Governors ……………………………………….Headteacher Date of next review January 2013

M. Policy 3

1

Complaints Policy January 2012 Introduction We strive to provide a good education for all our children within a safe environment..

The headteacher and staff work very hard to build positive relationships with all parents. However, the school is obliged to have procedures in place in case there are complaints by parents or guardians. The following policy sets out the procedures that the school follows in such cases.

If any parents are unhappy with the education that their child is receiving, or have any

concerns relating to the school, we encourage them to talk to the child’s class teacher immediately.

We deal with all complaints in accordance with procedures laid down by the Local

Authority (LA). If the school itself cannot resolve a complaint, those concerned can refer the matter to the (LA). All parents are sent a copy of the Local Authority information leaflet “I have something I would like to discuss with the school” which is also featured on our web-site www.langhamvillageschool.com.

Aims Our school aims to be fair, open and honest when dealing with any complaint. We give

careful consideration to all complaints, and deal with them as swiftly as possible. We aim to resolve any complaint through dialogue and mutual understanding. In all cases we put the interests of the child above all else. We provide sufficient opportunity for any complaint to be fully discussed, and then resolved.

The complaints process If a parent is concerned about anything to do with the education that we are providing at

our school, they should, in the first instance, discuss the matter with their child’s class teacher. In our experience most matters of concern can be resolved positively in this way. All teachers work very hard to ensure that each child is happy at school, and is making good progress; they naturally want to know if there is a problem, so that they can take action before it seriously affects the child’s progress.

Where parents feel that a situation has not been resolved through contact with the class

teacher, or that their concern is of a sufficiently serious nature, they should make an appointment to discuss it with the headteacher. The headteacher considers any such complaint very seriously, and investigates each case thoroughly. Most complaints are normally resolved by this stage.

Should any parents have a complaint about the headteacher, they should first make an

informal approach to one of the members of the governing body, who is obliged to investigate it. The governor in question will do all s/he can to resolve the issue through a dialogue with the school, but if parents are unhappy with the outcome, they can make a formal complaint, as outlined below.

M. Policy 3

2

Only if an informal complaint fails to resolve the matter should a formal complaint be

made to the governing body. This complaint must be made in writing, stating the nature of the complaint, and how the school has handled it so far. The parent should send this written complaint to the chair of governors.

The governing body must consider all written complaints within three weeks of receipt.

It will arrange a meeting to discuss the complaint, and will invite the person making it to attend the meeting, so that s/he can explain the complaint in more detail. The school gives the complainant at least three days’ notice of the meeting.

After hearing all the evidence, the governors will consider their decision and inform the

parent about it in writing. The governors do all they can at this stage to resolve the complaint to the parent’s satisfaction.

If the complaint is not resolved, a parent may make representation to the LA. Further

information about this process is available from the school or from the LA. A further meeting is chaired by an independent person, who considers all the evidence and makes a further judgement in an attempt to resolve the complaint.

If any parent is still not content that the complaint has been dealt with properly, then

s/he is entitled to appeal to the Secretary of State. Monitoring and review The governors monitor the complaints procedure, in order to ensure that all complaints

are handled properly. The headteacher logs all complaints received by the school, and records how they were resolved. Governors examine this log on an annual basis.

Governors take into account any local or national decisions that affect the complaints

process, and make any modifications necessary to this policy. This policy is made available to all parents, so that they can be properly informed about the complaints process.

This policy is reviewed every two years, or before if necessary.

Date agreed by Governors…………………………………………. Date agreed by staff………………………………………………… …………………………………………………..Head ……………………………………………………Chair of Governors Date …………………………………… Date of next review – January 2014

Information for ParentsAll schools in Norfolk want their pupils to be healthy, happy and safe, and do well. Cooperation between parents, staff and governors leads to a shared sense of purpose and a good atmosphere in the school.

I have something I would like to discuss with the school...

What should I do first?

Make sure that what you want to discuss is clear in your mind. A good tip is to write down the main points.

Ask for an appointment to see the teacher or head of year to discuss things

calmly. Let them know what you hope will happen as a result of your discussion.

What should I do if I still feel unhappy about the issue?

if you are unhappy with the outcome of the discussions you can ask for an appointment to see the headteacher or, in a larger school, a deputy or assistant headteacher. It is in everyone’s interests, particularly those of your child or children, for issues

to be sorted out smoothly.

If you are finding it difficult to resolve the issue, then the relevant Children’s Services representative may be able to offer information or support.

The headteacher or deputy/assistant headteacher should know who to ring,

if not, you can ring the Customer Service Centre for information on 0844 800 8001 or e-mail: [email protected].

Most problems will by now have been sorted out

However, if the issue has not been resolved it can become a formal complaint. If you wish to follow the process for making a complaint, you must ask the school for a copy of their complaints procedure.

What happens if my concern relates to admissions, the curriculum or special educational needs?

Some issues regarding these areas are covered by statutory regulations. The headteacher or deputy/assistant headteacher can give you information about these issues or you can ring the Customer Service Centre for information on 0844 800 8001 or e-mail: [email protected].

��

Norfolk County Council’s Children’s Services Tel: 0844 800 8001 www.norfolk.gov.uk Children’s Services Race Equality Officer Tel: 01603 727890Kidscape Hotline advice on bullying issues Tel: 08451 205 204 www.kidscape.org.ukParentline Plus free helpline offering support for parents Tel: 0808 800 2222 www.parentlineplus.org.uk

Advisory Centre for Education (ACE) Ltd Tel: 08080800 5793 www.ace-ed.org.ukParent Partnership supporting parents/carers of special educational needs children Tel: 01603 704070 www.norfolkparentpartnership.org.ukChildline free national helpline for children and young people Tel: 0800 1111 www.childline.org.uk

Norwich and Norfolk Racial Equality Council (NNREC) Tel: 01603 611644The Children’s Legal Centre National Education Law and Advisory Unit free education law advice Tel: 0845 456 6811 www.childrenslegalcentre.com

Weblinks and useful numbers

Remember - when you are pleased with something the school has done - do let them know

Appendix 4, 1

Dates shaded white must be open for pupils. Yellow shading indicates pupil holiday. Red shading indicates bank holiday / County Council closure.Five Professional Development days must be taken within pupil holidays, we suggest 4-5 September, 7 January, 28 March and 26 June.

Children's Services

2012-2013

M T W T F S S M T W T F S S M T W T F S S M T W T F S S

2143217654321213 4 5 6 7 8 9 8 9 10 11 12 13 14 5 6 7 8 9 10 11 3 4 5 6 7 8 9

10 11 12 13 14 15 16 15 16 17 18 19 20 21 12 13 14 15 16 17 18 10 11 12 13 14 15 1617 18 19 20 21 22 23 22 23 24 25 26 27 28 19 20 21 22 23 24 25 17 18 19 20 21 22 23

0392827262524203928272621303920392827262524231


7654321321321654321

7 8 9 10 11 12 13 4 5 6 7 8 9 10 4 5 6 7 8 9 10 8 9 10 11 12 13 1414 15 16 17 18 19 20 11 12 13 14 15 16 17 11 12 13 14 15 16 17 15 16 17 18 19 20 2121 22 23 24 25 26 27 18 19 20 21 22 23 24 18 19 20 21 22 23 24 22 23 24 25 26 27 28

7262528272625213039282 28 29 30 31 29 30


4321765432121543216 7 8 9 10 11 12 3 4 5 6 7 8 9 8 9 10 11 12 13 14 5 6 7 8 9 10 1113 14 15 16 17 18 19 10 11 12 13 14 15 16 15 16 17 18 19 20 21 12 13 14 15 16 17 1820 21 22 23 24 25 26 17 18 19 20 21 22 23 22 23 24 25 26 27 28 19 20 21 22 23 24 2527 28 29 30 31 24 25 26 27 130392827262130392039282

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Dates shaded white must be open for pupils. Yellow shading indicates pupil holiday. Red shading indicates bank holiday / County Council closure.Five Professional Development days must be taken within pupil holidays, we suggest 3-4 September, 6 January, 22 April and 26 June.

Children's Services2013-2014

M T W T F S S M T W T F S S M T W T F S S M T W T F S S13216543211

2 3 4 5 6 7 8 7 8 9 10 11 12 13 4 5 6 7 8 9 10 2 3 4 5 6 7 89 10 11 12 13 14 15 14 15 16 17 18 19 20 11 12 13 14 15 16 17 9 10 11 12 13 14 15

16 17 18 19 20 21 22 21 22 23 24 25 26 27 18 19 20 21 22 23 24 16 17 18 19 20 21 22928272625242320392827262521303928292827262524232

30 30 31


6 7 8 9 10 11 12 3 4 5 6 7 8 9 3 4 5 6 7 8 9 7 8 9 10 11 12 1313 14 15 16 17 18 19 10 11 12 13 14 15 16 10 11 12 13 14 15 16 14 15 16 17 18 19 2020 21 22 23 24 25 26 17 18 19 20 21 22 23 17 18 19 20 21 22 23 21 22 23 24 25 26 2727 28 29 30 31 24 25 26 27 28 24 25 26 27 28 29 30 28 29 30

31


5 6 7 8 9 10 11 2 3 4 5 6 7 8 7 8 9 10 11 12 13 4 5 6 7 8 9 1012 13 14 15 16 17 18 9 10 11 12 13 14 15 14 15 16 17 18 19 20 11 12 13 14 15 16 1719 20 21 22 23 24 25 16 17 18 19 20 21 22 21 22 23 24 25 26 27 18 19 20 21 22 23 24

13039282726252130392829282726252423213039282726230

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August 2014

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1. School Section !" The school accepts responsibility to: !" Encourage the habit of regular and punctual attendances. !" Contact the home promptly in the event of a child being

absent without prior authorisation. !" Inform home of any concerns or problems that might affect a child’s work, behaviour or relationships. !" Inform parents of the children’s progress at regular meetings. !" Inform parents about what the teachers aim to teach each

term. !" Encourage children to take care of their surroundings and

others’ around them. !" Encourage the children to do their best at all times. !" Provide a broad and balanced curriculum to meet the individual needs of each child. !" Keep home informed about school activities through regular newsletters. !" Be open and welcoming at all times offering opportunities

for families to become involved in the life of the school. !" Communicate the complaints procedure and respond in an

efficient and effective manner when it is used. !" Ensure acceptable use of technologies, including the inter-

net and promote e-safety at school and home. Signed ……………………………… Headteacher Date ………………………………….

3. Pupil Section !" I accept responsibility to: !" Attend school regularly, on time and properly equipped. !" Make every effort to wear the school colours !" Tell a teacher of anything that is worrying me that might

affect my school work. !" Complete my homestudy tasks to the best of my ability. !" Be polite and respectful to all members of the school and

to visitors. !" Respect and care for school’s and each others’ property. !" Above all, to make every effort to achieve my best and

involve myself in the life of the school. !" Agree to follow e-safety rules and use technologies, including two internet in an acceptable way. Signed ……………………………… pupil Date ………………………………….

2. Home Section !" I/we accept responsibility to: !" Make sure my/our child arrives at school on time, 8.45am

and is collected promptly at the end of the day, 3.10pm. !" Make sure my/our child attends regularly and that we will

provide a note of explanation if our child is absent. !" To take holidays out of term-time; where this is not possible to request an official holiday form from the office. !" Ensure that some adherence is given to appropriate dress

at school, the colours being royal blue, white or grey. !" Let the school know of any concerns or problems that

might affect my/our child’s work, behaviour or relationships. !" Give support and encouragement with homework and

provide a suitable environment for home learning. !" To encourage my/our child to get involved in all aspects of

school life. !" Be familiar with the complaints procedure, should the

need arise. !" Beware of e-safety rules and discuss safe use of ICT. Signed ……………………………… parent/carer Date ………………………………….

LANGHAM VILLAGE SCHOOL – AGREEMENT OF HOME-SCHOOL PARTNERSHIP 2011-12 Pupil’s Name …………………………….

The aim of the agreement is to encourage shared responsibility between home and school so that each child achieves their personal best and, in so doing, contributes to the life of the school.

M. Policy 12

1

Admission Policy Statement

November 2012 This school policy takes into account the Norfolk County Policy on admissions. We anticipate working to a pre-set admission limit based on working floor space in the school and calculated annually by the Local Authority, at present this is 12. The Governors of Langham School reserve the right to use their power of discretion to review this number when applicable. Langham School’s catchment area covers the villages of Langham, Field Dalling, Morston, Saxlingham and Cockthorpe. Starting School By law, children must start statutory education full-time at the beginning of the term following their fifth birthday. All parents of children born between 1st September 2008 and 31st August 2009 must be offered a full time place from September 2013. Parents are entitled to defer their admission or request that their child attend on a part-time basis, however, the child must start school on a full time basis during the academic year 2012/13 and no later than the beginning of the term after their fifth birthday. In accordance with the Local Authority admission guidelines parents must complete a ‘Common Application Form’ stating three school preferences this is then sent to Norfolk County Council. Parents are informed of their selected school by the end of April (2013) In the event of the first preference not being available the second then third will be offered. This decision lies with the Local Authority. In the case of oversubscription the authority will give preference to children living nearest to the school according to the following rules in order of priority: 1. Children with a statement of special educational needs naming that school. 2. Children in public care who are due to start school. 3. Children who are due to start school, living in the area served by the school who

have a brother or sister attending the school at the time of their admission. 4. Children who are due to start school, living in the area served by the school who

have a brother or sister attending the adjoining middle/junior school. 5. Children who are due to start school, living in the area served by the school with

no brother or sister at that school or the adjoining middle/junior school. 6. Children who are due to start school, living outside the area served by the school

who have a brother or sister attending the school at the time of their admission.

M. Policy 12

2

7. Children who are due to start school, living outside the area served by the school who have a brother or sister attending the adjoining middle/junior school.

8. Children who are due to start school, living outside the area served by the school who have no brother or sister at that school or the adjoining middle/junior school.

In the event of oversubscription in any of these criteria then those living closest to the school will be given priority. Children Starting at Other Times Parents wishing to transfer their child to Langham must, in the first instance, contact the Local Authority. Transport Rising five children who live in Field Dalling and Saxlingham are entitled to free transport as long as; • they live more than two miles from the school • that they are eligible to attend Langham Village School. Please refer to ‘Appendix 1’ Home-School Transport General Policy Norfolk County Council. If no transport is available parents must make their own arrangements to get children to school. Pre-School Liaison We believe in close liaison with pre-school settings and have links with several in the area. All ‘new intake’ children have the opportunity to spend three afternoons in school in the Summer term to make the transition as smooth as possible. During one of these visits the prospective Reception teacher will give the parents an introductory talk about the school and would be ready to answer any questions that may arise. Parents will be issued with a copy of • A Handbook for Parents • Admission Form • Uniform order form • School meal menu • An Early Years Introduction • ‘My book all about me’ for new pupils to complete • Early Years Foundation Stage Information leaflet • Safeguarding/Child Protection Policy

M. Policy 12

3

A Nursery assistant is employed, full-time, to work alongside the Early Years teacher in an extended classroom designed for different work activities. We wish to provide support and resources to make initial school experiences as rich, varied and fulfilling as possible to create a productive passage through the Foundation Stage to Key Stage 1. Associated documents: A Parents’ guide to Primary Infant and First Schools in Norfolk School Years 2013-14 Date agreed by staff: November 2012 Date agreed by governors: November 2012 Signed ……………………………………. Headteacher Signed:……………………………………… Chair of Governors Date of next review: November 2013

Index

A

Absence 20

Admissions 10, 21

After SchoolProvision 26

Aims 3

Art 14

B

C

Charging & Remissions19

Child Protection 18,Apx 2

Citizenship 16

Classes 7

Clothing 19

Clubs 17

Complaints 23, Apx 3 &4

Creative LearningCarousel 16

Curriculum 11-17

Cycling to School 25

D

Discipline 9

Design-Technology 14

Drugs Education 19

E

English 11

Extended School Activities 17

F

Friends 24

Foundation Stage 9

G

Geography 14

Gifted & Talented 16

Governing Body 23-24

H

Healthy Schools 20

High School 25

History 14

Home School Agreement 9,Apx 6

Home Study 19

Hours 5

I

ICT 13

J

K

L

Languages 15

Library 8

M

Mathematics 12

Meals 25

Medical 25

Music 15

N

O

Ofsted - Apx 1

P

Pastoral Care 9

PE 13

Play 11

Policies 18

Pre-School Liaison22

PSHE 16

Q

R

Religious Education12

S

School council 8

Science 12

Secondary School 25

Sex & Relationships 18

Special Educational Needs10, 16

Staff 6

T

Term Dates - Apx 5

Transport 22

Trips 25

U

V

Values 4

Visits 25

W

X

Y

Z

Handbook for Parents - Langham Village School

Documents