Audlem St. James’ Church of England Primary School
Heathfield Road, Audlem, Cheshire, CW3 0HH
Telephone: (01270) 811450 Facsimile: (01270) 812314.
Head Teacher: Mrs Catherine J Nolan - Burnitt
Chair of Governors: Mr Peter Ellis
The school is a co-educational Church of England Primary school, controlled and maintained by Cheshire Education Authority.
There are approximately 170 children on roll plus the nursery, which caters for 26 children five afternoons a week. There are 27 places available in each school year for children entering the Reception class.
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Teachers and Governors |
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2003 Ofsted inspection 2007 Section 5 Inspection |
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Friends of Audlem Association (FASA) |
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Blists Hill Victorian Museum |
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Audlem village official website |
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Contents of our shortened Prospectus
A message to parents from the Head Teacher
Aims and Values of Audlem St. James’ CE Primary School
Admission
School Organisation
Homework
School Discipline and Pastoral Care
The Curriculum
Special Educational Needs
Assessment
Secondary Education
Extra Curricular Activities
School Hours
Charging and Admissions Policy
Attendance
School Meals
Parent Partnership
Friends of Audlem School Association
Travel to School
Security
A Message to Parents from the Head Teacher.
Dear Parents,
The purpose of this booklet is to give you an insight into the life and work of our school. Education is
a shared responsibility and we work hard to establish and foster good relationships and
communications. Parental partnership is vital and we consider that it is essential that we work together
for your child’s success and happiness.
We keep you informed about your child’s progress and achievements throughout the year: Parents’
Evenings are held each term, and we provide a written report at the end of the summer term. If at any
other time you wish to discuss your child’s progress you are most welcome to make a mutually
convenient appointment time with your child’s class teacher or me. My staff and I are always willing
to deal with any matters you may wish to share with us, at the earliest opportunity.
Our work is planned in accordance with the Foundation Stage Curriculum followed by the National
Curriculum and we seek to provide the best learning experiences for all our children. We provide a
broad curriculum which is carefully structured to ensure continuity and progression, and differentiated,
in order to achieve the best outcomes for each child whilst providing equal opportunities for all.
We have high expectations and encourage a positive attitude to work in a happy, caring and safe
school. It is our aim to create a learning environment where children can realise their full potential
within a Christian framework, where they can develop greater self control, have high self esteem and
respect others, where they can ask more questions, use authority well and accept responsibility for
their own behaviour and learning, whilst having high personal and academic achievements.
Whenever you require further information, please do not hesitate to ask. We are here to help!
Yours sincerely,
Catherine Nolan-Burnitt
Aims and Values of Audlem St. James’
CE Primary School.
At Audlem St. James’ School we aim to create and maintain an effective partnership between staff, governors, parents and children,
to ensure pupils realise their academic, social, moral and physical potential within a Christian framework in a happy, secure,
disciplined and stimulating environment. We believe that this partnership is essential for the successful development of the school
and each child in our care.
At Audlem St. James’ we seek to ensure that each child has the best possible opportunity to develop his/her talents fully. The school
therefore aims:
- To create an environment in which each child can develop socially, intellectually, physically, spiritually and emotionally according to his/her capabilities.
- To equip each child with the basic skills and techniques necessary for all learning:
a) To ensure all the children realise their full potential;
b) To encourage each child to develop their learning skills fully;
c) To encourage each individual in the pursuit of excellence;
d) To fully develop each child’s creative abilities. - To create an orderly, purposeful and stimulating atmosphere in which pupils can find enjoyment in all aspects of school life.
- To develop a positive approach to discipline for the whole school community, based on the principles of consistency and fairness and ensuring that each individual takes responsibility for his/her actions.
- To give each child a sense of social awareness and responsibility by creating a positive environment where each child can develop a healthy self-respect and become a well balanced individual, as well as learning to be tolerant, respective and appreciative of the feelings and views of others.
- To enable each child to live in our society and help him/her to understand the morals and values of that society within a Christian framework.
- To expose each child to the programmes of study within the National Curriculum and R.E. at the appropriate level with the necessary resources and to foster a diligent attitude to work and learning generally.
- To develop an effective partnership between school, parents, community and the Church and to ensure continuity for
children at all stages of education by liaising with other institutions involved in this process.
Admission.
Reception Children whose fifth birthdays fall between September 1st and August 31st start at the beginning of the autumn term in September.
Parents should register their request for admission as early as possible. Offers of places are sent to parents at the end of the spring
term in the year in which their child is due to start school.
Parents who move into the area after the end of the spring term should contact the Headteacher about dmission as soon as possible.
Admission is preceded by visits by the children to meet their class teacher, and to experience part of a typical day. Such visits take
place in the summer term before they are admitted, and are of about two hours duration. Parents of children to be admitted to the
Reception class are invited to school to an introductory meeting, when they will have an opportunity to meet the Headteacher, their
child’s teacher and ask any questions.
Families moving to the area are welcome to make an appointment to meet the Headteacher in order to learn more about the school
and to meet their new class teacher prior to admission.
NurseryChildren may enter the Nursery in the term after their third birthday providing they are toilet trained. There are, therefore, three
intakes each year at the start of each term. Admission is preceded by short introductory visits for the children and parents in the term
before admission.
School Organisation.
It is the policy of the school to arrange the children in academic year groups wherever possible. Children are grouped by ability
within each class for some subjects. As well as teaching a class, each teacher has additional responsibility for one or more subject
area.
We have two well stocked library areas and a large School Hall used by all the children.
All children from Reception to Year 6 are divided into houses, namely; Alder (blue), Lime (green), Oak (red) and Rowan (yellow),
for which house points are awarded.
Homework.
Homework is given to enable children to consolidate, extend and enrich their learning in school, and parents’ support in
encouraging positive attitudes towards work is greatly valued. The school seeks to maintain a balance between the amount of
homework given, and the need for rest and leisure time when children can pursue other interests. In addition, homework provides
children with opportunities for independent research.
Where a child develops and sustains an interest in an individual or group project, and wishes to continue research or recording at
home, this will be greatly encouraged.
Where a child has not completed the expected amount of work because of lack of application during school hours, it may be
necessary for the teacher to send work home for him/her to complete. Similarly if the child has had unavoidable absence, work may
be set to assist his/her general progress. Work will not usually be sent home for children who are ill. Children do not achieve well under stressful conditions and when the
child regains full health and returns to school, a co-operative attitude between home and school can rectify matters more quickly
that work sent home to a sick child.
If illness is prolonged, however, work can be sent home, and parents in these circumstances are requested to contact school in order
to make the necessary arrangements. We do assure you, however, that the school makes every effort to ensure that children who
have been absent through illness cover the curriculum.
School Discipline and Pastoral Care.
We expect and achieve high standards of behaviour. Children, school staff, parents and governors have worked together to establish
a Positive Discipline Policy which underpins the life and work of our school. It is based upon mutual respect and understanding.
Every family is given a copy so that we can continue to work together to maintain our high standards.
Our policy is to reward good behaviour with praise, thus reinforcing it. Control is firm but quiet, with all teaching and non teaching
staff expecting the same high standards of courtesy and consideration. We in turn treat the children with courtesy and respect within
a secure and caring environment, resulting in discipline problems being few and far between. Copies of our Positive Discipline
Policy and Anti-Bullying policies are given to each family. To encourage responsibility and mutual understanding we have a school
council on which two elected children from each year group from Reception to Year 5 sit, led by our Head and Deputy Head Boys
and Head and Deputy Head Girls from Year 6. In addition, all Year 6 children are given extra responsibility by becoming School
Prefects with specific roles within the school.
The Curriculum.
The School provides a broad and balanced curriculum based upon the Foundation Stage and the National Curriculum frameworks.
The children’s learning is monitored and assessed, and work is planned to meet heir needs. We regularly monitor and evaluate
policy and practice and plan to set new challenges through the School’s Strategic Development Plan. The school has a staff
Performance Management policy and plan to support and develop the curriculum to provide high quality teaching and learning for
the children.
All our policies and curriculum information are available for you to see in school. Should you wish to have your own copy we make
a small charge to cover costs.
English Language is at the centre of all aspects of the curriculum. It is the medium through which we receive, process and communicate
ideas, thoughts, information and feelings.
We aim to provide a rich, stimulating and challenging environment where children can fully develop the essential skills of listening,
speaking, reading and writing. Not only do these skills equip children for the demands of everyday life, they enable each individual
to apply and explore deepening and widening levels of interest, intellect and achievement.
The programme of work, which is based upon the Foundation Curriculum followed by the National Literacy Strategy, is carefully
structured to meet the needs of the children. Whilst respecting individual ability, we ncourage and expect the highest personal
achievements of each child.
We aim to provide an exciting and stimulating mathematics curriculum based on the understanding of mathematical concepts and the teaching of basic skills. The mathematics programme in our school is arefully structured with each stage taught and practised thoroughly, meeting the individual needs of each child. The skills learned are applied throughout the curriculum, and a wide range of activities is incorporated. In the early stages much of the work is of a practical nature with pictorial and verbal recordings. The practical experience is vital throughout the primary stage if a thorough understanding of abstract concepts is ultimately to be achieved. It is important that children enjoy mathematics, and we firmly believe in making maths fun through a creative problem solving approach with a strong emphasis on mental maths. Our scheme of work is based on the Foundation Curriculum followed by National Numeracy Strategy and adapted to meet the needs of our children.
Science forms an integral part of the curriculum, all children having the opportunity to learn scientific skills and concepts at each stage from Nursery level. We feel that it is vital for children to learn the skills of observation, problem solving, predicting, data handling, experimenting and forming a hypothesis through practical experience to enhance their scientific knowledge and understanding. Children have opportunities to raise questions and reflect upon the impact of science on all aspects of our lives and those of others.
We live in a rapidly changing technological age where I.C.T. is part of everyday life. I.C.T. is an integral part of each subject area and our scheme of work enables children to learn information and communication technology skills and concepts from Nursery to Year 6 and to apply these skills and concepts to all aspects of their lives. Children learn to use I.C.T. to enable rapid access to information, ideas and experiences from a wide range of sources, communities and cultures. Children’s I.C.T. capability promotes independent learning, enabling them to make informed judgements about the use of I.C.T. in the present and the future. The school teaches I.C.T. via P.Cs in all classrooms, mobile laptops, and increasingly nteractive whiteboards. All P.Cs have supervised internet access.
The school responds to a rapidly expanding and fast moving world through the design and technology curriculum. Children are
given opportunities to design and make in response to needs and opportunities. They learn skills, knowledge and understanding
through exploration of how things work, designing, planning and communicating their ideas and evaluating the process and finished
product.
They learn how to use tools safely and effectively and to understand the characteristics of materials and components, applying their
skills, knowledge and understanding to problem solving.
Children are taught to acquire techniques and develop skills for geographical enquiry. These include the making and interpretation
of maps, use of I.C.T., fieldwork, observation, analysis and communication. They explore the relationship between the Earth and its
people through the study of place, space and environment. The children discover other societies and cultures and develop an
understanding of interdependence and need.
The study of the environment, in local and wider terms, forms part of the curriculum. The children are able to explore the
geographical, historical and natural aspects of their home and form strong links with the community in order to enrich the
curriculum. We teach and strongly encourage a sense of responsibility for our planet, in order to preserve it for future generations.
We are developing our grounds to create more learning opportunities.
History is a subject of immense breadth, drawing from a
record of the entire human past, which can both inform and
draw upon other areas. It is, therefore, often integrated into
many other curricular subjects. We aim to arouse an interest in
the past and give children an understanding of their own roots
and inheritance, through the development of historical
knowledge and skills.
Audlem St. James’ is a Church of England controlled school
and functions in partnership with Cheshire Education
Authority. Religious Education is taught in accordance with
the Cheshire Agreed Syllabus.
Religious Education is presented in the same experience-
based, exploratory way as the other subjects. The children,
therefore, explore, discover, wonder, respond to, and make
links with their own experience. Our aim is to help pupils
develop a knowledge and understanding of Christianity and other principal religions, and to recognise beliefs as an important
expression of human experience. Through religious education, the pupils should learn to respect others holding different beliefs.
The collective Act of Worship is Christian based, and is led at different times by the Headteacher, the teaching staff, children and
visiting ministers from local churches. Parents wishing their child to be excluded from RE and/or the collective Act of Worship
should arrange this in consultation with the Headteacher.
The school policy promotes the physical, intellectual, social and personal development of the children. The school has a planned
programme of personal, social and health education and citizenship. It is designed to enable pupils to develop the knowledge,
understanding and skills they need to lead confident, independent and healthy lives and to become well informed, responsible and
active citizens.
Children take increasing responsibility for their own learning. Personal Social and Health Education and Citizenship is a shared
responsibility in which the school seeks the involvement of parents, governors and the local community.
Children are encouraged to participate in and contribute to the life of the school and to make informed decisions about the way in
which they lead their lives and the impact of that upon others. They learn about their rights, responsibilities and duties as individuals
and members of the community and wider world, and about the main political and social institutions. They learn about relationships
and to respect differences between people.
The school has a drugs education policy, which embraces the principle that drugs education should enable children to choose a
healthy and happy lifestyle knowing that drugs can be used for good reasons to improve the quality of life, but can also be misused
and abused.
We have developed a programme of work supported by governors, parents, staff and health professionals, which is an integral part
of the Personal Social and Health Education and Citizenship education in the school. It is focused upon the children building upon
their knowledge, feelings, attitudes and decision making abilities and developing with maturity.
As part of the wider programme described above, sex education has been developed to comply with legislation and the guidance from the Department for Education. In partnership with teachers, children and parents, the Governing body has formulated a policy for understanding relationships, personal esponsibility and safety, respect for self and others. The children will be encouraged to have due regard for moral considerations and the value of family life. The programme of teaching and learning based on national examples of good practice, is developmental; and age appropriate, beginning at the earliest stage in concepts and understanding about self, family and friendships. Parents will be invited to share consultation on any changes to the proposed programme and on request may study the final policy in more detail. Parents, who for any reason wish to withdraw their children from the agreed programme of sex education, have the right to do so under legislation, with a request to the Headteacher.
The school recognises the important contribution of Physical Education in the curriculum and the part it plays in improving the
quality of life at school and beyond.
Physical Education contributes to the development of inter-personal skills, the establishment of self-esteem, decision making and
problem solving skills, as well as more obvious improvement in health and fitness.
Children are given the opportunities to participate in competitive sport when they can learn to gain enjoyment and satisfaction from
teamwork and co-operation. The school seeks to develop the personal qualities of fairness, commitment and enthusiasm in P.E. and
in every aspect of school life.
The Art curriculum provides children with opportunities to
explore and experiment purposefully with line, colour, texture
and form using a wide range of skills and techniques. They
study the work of artists to understand the development of art,
its place in history and in our culture and other cultures and
religions, its use in recording and chronicling and its wide
cross curricular links.
Art is a means of self expression and communication. It is
developmental and children are encouraged to use their skills
creatively and to criticise their own work constructively.
Children’s work is valued and displayed to celebrate their
achievements, ensuring that each child’s achievements are
represented. The study and creation of art enriches our lives
and learning.
All children are provided with experience of music making and music appreciation. Music is integrated into the curriculum and is
closely linked with all other subjects. At all times music provides the opportunity for enjoyable and creative participation.
Choirs are formed for different occasions enabling all the children to participate in varying singing activities.
Tuition in strings, woodwind and recorder is available on a private fee paying basis.
Drama has a place in the curriculum and offers opportunities for children to work together as a team, supporting and encouraging
each other towards a common goal. Workshop activities allow children to take part in planning, evaluation, role-play and
improvisation. They provide a vehicle for children to express their thoughts, feelings and ideas, and to respond to those of others.
The school links drama and music through assemblies and major productions, which give children the opportunity to perform in
front of an audience. They gain enormously in confidence and self-esteem, and their high expectations lead to a high level of
performance.
Special Educational Needs.
Each child’s development and progress is carefully recorded and monitored through observation, and record keeping, and parents
are kept informed of their child’s progress.
Some children have special educational needs, which necessitate a specific individual programme or work. The school responds to
the child’s needs by planning a programme to help with the specific difficulty, or to extend the curriculum for exceptionally able
children. Parents are contacted as soon as any question of special need is raised, in order that we can work together in the best
interests of the child.
Whenever possible, children with special educational needs are given full access to the curriculum and appropriate provision is
made in each area. The curriculum is differentiated in order to meet the needs of all children. Where a child’s ability exceeds that of
their peers, more challenging work is provided. The school is currently working on early identification of exceptional ability and an
appropriately challenging curriculum.
Assessment.
Teacher assessment is an ongoing process and in order to make
the most accurate assessments, children’s work is moderated
within school and between other local primary schools.
National testing, known as SATs, take place for all children at
the end of each Key Stage i.e. in the Summer term in Year 2
(age 6/7) in Mathematics and English and in Year 6 (age
10/11) in English, Mathematics and Science. (Level 1 is the
lowest level).
Parents are informed of their child’s achievements in the tasks
and tests at Key Stages 1 and 2 with their child’s annual
written report. You are given both the teacher assessment
levels and the test result levels.
Children are all currently assessed at the end of the Reception
Year. This is known as the National Foundation Stage Profile,
which is carried out by the teachers in a supportive manner.
This assessment enables teachers to plan the children’s work to
match their needs.
Tests give a ‘snap shot’ of children’s achievements on a particular day, and the teacher assessment gives the overall picture of the
child’s achievements based on well founded knowledge and evidence. The school records and monitors children’s achievement and
progress enabling us to set appropriate targets.
The Nursery and Reception Curriculum - the Foundation StageThe Foundation Stage Curriculum is planned to take into consideration the development of the whole child and all of their needs. In
our planning we consider the way that most young children learn best. We place importance on the stage of development and needs
of your individual child.
You will receive a written report about your child’s progress at the end of the summer term.
Secondary Education.
The majority of our children transfer to Brine Leas High School in Nantwich at the end of Year 6. In order to ensure the smooth
transition of our children we operate a structured induction programme, in consultation with Brine Leas’ staff.
Extra Curricular Activities.
We are pleased to offer a wide range of extra-curricular activities, most of which take place after school or at lunch times. Activities
on offer, which may change from time to time, include netball, football, running, athletics, computing, tennis, art, rounders, cookery
and Scrabble.
School Hours.
The School hours are as follows:
Nursery -
Mondays to Fridays 12.45 - 3.15
Key Stage 1
Morning Session 8.55 - 12.00
Break Time 10.30 - 10.45
Afternoon Session 1.00 - 3.05
Break Time 1.55 - 2.10
Key Stage 2
Morning Session 8.55 - 12.00
Break Time 10.30 - 10.45
Afternoon Session 12.50 - 3.15
Break Time 1.55 - 2.10
Assemblies are of 15 minute duration.
Charging and Remissions Policy.
The vast majority of activities at school are provided without compulsory charges to parents.
School visits, however, which provide valuable education experiences for the children, could not operate without some financial
support from parents. Voluntary contributions are invited. Full charges may be levied for visits occurring out of school hours or for
board and lodging costs of any residential activity. Anyone on income support is encouraged to contact the Headteacher to discuss
assistance with payment for school trips.
Attendance.
If your child is unwell the best place for him/her is home.
Parents are requested to inform school of the reason for their
child’s absence before 10.00, either by telephone, personal
contact or letter. We would be grateful if you could let us know
the nature of the illness and where possible the predicted
length of absence.
The benefits of good attendance and punctuality are clearly
recognisable in that children are enabled to gain full access to
the school’s curriculum, and, therefore, have more opportunity
to fulfil their potential. The school seeks for parent partnership
in working together to promote a positive attitude to
punctuality and regular, full attendance.
It is most important that your child arrives at school on time
each day, from 8.45 onwards. Registration takes place at the
beginning of each morning and afternoon session, and children
can feel at a disadvantage if they arrive late. If your child has a
medical or dental ppointment early in the morning or during the day, it is best if you can give us prior notice. We recognise that
occasionally circumstances arise which make it impossible to inform us that your child will be late, but where we have no
explanation, or when a child is frequently late, we have no alternative but to count the child as absent without authorisation.
School Meals.
Some children enjoy a small snack and a drink at morning break time. We encourage healthy eating as part of our school policy.
Your child may bring a snack or buy one from our cook. If your child would like a drink then this should be contained in a plastic
flask. Please do not send drinks in cans or plastic bottles.
You may choose between a school meal, or a packed meal
which you should provide. Whichever meal you choose for
your child, you can send a drink to accompany it in a plastic
flask. Please make sure that your child’s flask and sandwich
box are named too.
If you wish your child to have a school meal, you should send
the money to school in an envelope on the first working day of
each week. Please help us by sending the correct amount in
either cash or cheque form. Cheques should be made payable
to Cheshire County Council. We are able to offer you the
facility of paying for a half-term in advance. If you find this
more convenient please contact the school secretary to make
arrangements. If your child has been absent, you should adjust
the amount you send the next week accordingly.
We will advise you if your child is not eating well. Every child
is given adequate time to eat his meal, but some younger
children do take a long time over their food. Obviously time is
limited so it is helpful if you could let us know if your child is
a particularly slow eater. The cook can cater for some special
diets but it is always best to discuss such arrangements with the Headteacher.
Free School Meals -
Only children from families in receipt of Income Support are eligible for free school meals. Application forms and further
information are available from the school secretary.
Children who are eligible for a free school meal are entitled to receive a full packed meal provided by the school when participating
in school visits. It would be helpful if parents with this entitlement would inform the school if they wish to provide their child with
a packed meal made at home.
Provision of Water -
All children from Reception to Year 6 are provided with a plastic labelled water bottle and have access to chilled filter water
throughout the school day. Replacement bottles are available free of charge.
Parent Partnership.
Education is a shared responsibility and there are many ways in which parents and teachers can work together to enhance the
children’s education. We keep you informed about your child’s progress through Parents’ Evenings, which are held each term, and
in turn welcome information which you may wish to share with us.
You are welcome to discuss your child’s progress with his/her class teacher at other mutually convenient times. We hold
consultation and information meetings when we can share knowledge and ideas during each school year.
We often ask for specific help including supervision for example for educational visits, Library work, photocopying and booklet
binding, helping in the classroom including cooking, sewing, making costumes and helping at FASA events etc. Parents are always
welcome in school and we value the many ways in which you can help. If you are able to find time to help in any way, please contact
your child’s teacher.
Through consultation with parents, governors, staff and children, we have developed a parent partnership contract, which we hope
all parents will sign upon their child’s admission.
Friends of Audlem School Association.
The school greatly values parental partnership and enjoys the many benefits of a thriving FASA. All parents are members of FASA,
which plans and organises an annual conference programme of events designed to encourage parental involvement with school and
the community, and to raise funds to support and enhance the education of the children.
Travel to School.
Cheshire County Council provides free home/school transport for primary school children where the distance to the nearest
appropriate school by the shortest available walking route exceeds two miles.
At present two coaches bring children to and from school each day. Children are registered onto the coaches by members of the
teaching staff at the end of the school day. Parents must telephone the school if their child is not using school transport on a
particular day.
Security.
The school is fitted with security locks. Children have access to the outside in case of an emergency, but during the school day,
access to the building is through the main entrance only. We ask all visitors, parents and helpers to use this entrance, sign our visitors
book and wear a visitor’s badge. As we are sure you will appreciate, this one means of access to the building has been introduced
with your child’s safety and security in mind.