Welcome To Northwood School Website

Prospectus

Speech and Language Resource Base

Dear Parent/Guardian,

A very warm welcome is extended to you and your family. I very much hope that your association with this school will be happy and productive.

We would like you to be full and active members of our school community and invite you to become involved in the life of the school, perhaps by helping in class or by joining our Friends of North Road School group.

My door is always open and you are welcome at any time to discuss any aspect of your child's education. It is through working together that we can maximise your child's potential and help him/her to develop a love for learning and take advantage of all the opportunities that our school has to offer.

My very best wishes,
Yours sincerely
D.E. Ackroyd
Head Teacher Back to top

Our Mission Statement

Our Mission Statement

The Staff and Governors of North Road School are committed to providing the very best education for our pupils.

We want our pupils to be happy and successful in all that they do and fully included in the life of the school.

Within a safe and secure environment, our mission is to develop as fully as possible the abilities and talents of all pupils. We aim to provide our children with skills and attitudes that will form the foundations for a love of learning and an understanding of their important role in society.

We wish to create a centre of excellence, a school for the 21st. Century, where everyone is valued for their unique contribution and developed to reach their full potential. Back to top

Our Aims

Our Aims

We aim to provide a stimulating, co-operative learning environment in which children develop a care and concern for others whilst making full use of the opportunity to reach their full potential.

We aim:
· To help pupils develop lively, enquiring minds and independent learning and thinking skills.
· To help pupils acquire knowledge and skills that will equip them for life in the 21st. century.
· To help pupils develop a respect for and tolerance of others regardless of ethnicity, gender or religion.
· To help pupils develop a sense of wonder and understanding and empathy with the world in which they live, work and play.
· To lay the foundations for developing good citizens of the future.
· To promote self-esteem and help pupils recognise their own worth.
· To create an inclusive school where everyone feels valued and encouraged to succeed. Back to top

Staff List

Senior Management Team

Head Teacher : Mr D E Ackroyd
Deputy Head : Mr J M Armitage

Mrs L Langthorne

Mrs A Mitchell

Mr K Roberts

Key Stage 2 Teachers

Mrs A Mitchell, Year 5, 5M, Subject Leadership: Mathematics (Maternity Cover Mrs C Hogg)
Mrs A Hill, Year 6, 6H, Subject Leadership: Literacy KS2
Mr C Scaife, Year 6, 6S, Subject Leadership: Design Technolog
Mrs S Campbell, Year 4, 4C, Subject Leadership: Music
Mrs S Howlett, Year 5, 5H, Healthy Schools Co-ordinator
Mrs J Taylor, Year 4, 4C/T, Subject Leadership: Physical Education
Mrs A Coates, Year 4, 4C/T, Subject Leadership: Physical Education

Mrs A-M Morton, Year3, 3M, Subject Leadership:Geography

Mrs L Langthorne Year3, 3L, Subject Leadership: Science

Keystage 1

Mr K Roberts, Year 2, 2R/W, Subject Leadership: MFL (AST)

Mrs V Wright, Year 2, 2R/W, Subject Leadership: History
Miss V Osborne, Year 2, 2 O, Subject Leadership: Literacy KS1
Mrs H Lillystone, Year 1, 1L
Mrs N Bannister, Year1, 1B

Mrs L Brown, Year1, 1B

Mrs M Hasselby, Subject Leadship: Art

Foundation1/2

Miss C Fletcher
Miss H Wells

Mrs K Freeman

PPA Cover

Mr G Cooke, 0.5 (KS2)
Mr B Jones, 0.5 (KS1)

Language Resource Base

Mrs. M Raw, Specialist Teacher for children with Speech and Language difficulties, Head of Base

School Secretary

Mrs M Thompson

Mrs B Burdess

Clerical Assistance

Mrs D Swainston

Caretaker

Mr P Thompson

Teaching Assistants

Mrs C Cowe, Y5
Mrs G King, Y6
Mrs L Smith, Y3
Miss K Graham, Y4
Miss D Deery, Maternity Leave
Mrs W Nicholson, Y3
Mrs J Hatton, Y2
Mrs S Holmshaw, Y1
Miss R Hodgson, Foundation 2
Mrs F Wade, Foundation 1
Mrs T Kelly, Foundation 2
Mrs K. Popple, Language Resource Base

Classroom Support Assistants

Mrs C Parkin
Mrs D Holliday

Mrs C Dale

Mrs L Nicholson

Mrs A Varley

Miss S Jones

Miss V Carveth

Lunchtime Support Assistants

Mrs E Deane

Speech Therapist

Mrs. J. Charlesworth, Language Resource Base

Technical Support (ICT)

Mr. D. Copeland

Governing Body

Governing Body

LEA Governors Councillor L Vasey (Chair)
Mrs N Town (vice chair)
Mr M Barker

Parent Governors
Mr G Newton
Mr J Futter
Miss R Reid
Mrs R Campbell
Mrs S Richmond
Mr G Bennie

Teacher Governors

Mrs S Campbell
Mrs L Langthorne

Staff Governor

Mrs M Thompson

Head Teacher Governor

Mr D Ackroyd

Community Governors
Ms S Shaw

Ms N Lancaster

Rev P Baker
Mr P King

Admissions Procedures

Admission Procedures

We follow the Local Authority admission procedures and all admissions to Reception and in year admissions throughout the rest of the school are made through the LA Admissions Department. Telephone 01325 380651.

We admit children between the ages of 5 and 11. Our youngest children are admitted as rising fives in September for those with a fifth birthday between 1st September and 31st August. We do have an education nursery within our Foundation Stage Department. Children are admitted the term after their third birthday. Places are offered on a part time basis - 5 mornings or five afternoon periods per week. Application is made directly to the nursery and admission arrangements are contained within the Foundation Stage Brochure.

In the event of over- subscription the school follows the LEA's Admission Policy. Applications are considered in the following order of priority:

· Medical reasons: exceptional medical factors which need to be supported by Doctor?s letters;

· Sibling links: pupils who already have a brother or sister attending the school;

· Distance: preference is given to pupils living nearest to the school.

If the school has reached its admission limit within a particular year group, parents are requested to apply to the LEA if they wish to appeal for a place at the school. When pupil numbers on roll fall below the admission limit, pupils are admitted in accordance with admission policy criteria and not the length of time on a waiting list.

The induction programmes for all reception children and their parents take place in the summer term prior to starting school. Children will have the opportunity to visit school to meet their teachers and mix with the other children who will be in their class. Parents will have the opportunity to find out much more about North Road and how we provide for the children. There will also be plenty of opportunity to ask questions and meet the people who will be responsible for various aspects of your child's education and development.

The Curriculum

The Curriculum

In providing for your children we are guided by the requirements of the National Curriculum and the requirements of Darlington LEA.

The provision at North Road School takes account of every aspect of a child's development. The curriculum gives children the opportunity to achieve the highest possible standards of numeracy and literacy whilst ensuring they can become confident in physical, artistic, practical and social skills. We provide a broad and balanced education allowing for the individual needs of each child to be met within well-planned learning experiences.

Areas of Learning include:
· Art
· Design and Technology
· English
· Geography
· Personal, Social and Health Education
· History
· Information & Communications Technology
· Mathematics
· Music
· Physical Education
· Religious Education
· Science
· Modern Foreign Languages

Curriculum planning involves all members of the teaching staff to ensure there is progression and continuity in learning as your child passes through the school and all our planning processes give due regard to the requirements of the National Curriculum.

Our curriculum is fully inclusive and all our learners are offered a broad and balanced range of activities and subjects presented in a way that aims to address all learning styles and preferences.

English

Three main areas are developed: Speaking and Listening, Reading and Writing.

Speaking and listening skills are developed through a variety of individual, group and whole class activities e.g. pupil exposition, debate and drama.

Reading is a key skill and should be a source for enjoyment for children. With this in mind we try to foster a love of books. We use a variety of reading schemes as well as a range of novels and non fiction books.
Your child should be bringing their reading book home to read for a few minutes each night and we hope that you will read with them and make it an enjoyable shared experience. Since the introduction of the National Literacy Strategy more emphasis has been given to whole class teaching. Reading skills are developed through whole class shared texts and guided group reading. There is little time for one to one reading sessions so we would encourage you to read to or with your child when-ever possible.

Writing is looked upon as an essential skill and an enjoyable activity. Incorporated in it are; handwriting, spelling, grammar, sentence structure and punctuation. Children will be given weekly spelling lists to learn for homework. They will learn to write for a variety of different purposes in a range of different forms.

Mathematics

We follow the National Numeracy Strategy. Pupils are taught a daily dedicated mathematics lesson of between 45 minutes and one hour. Greater emphasis is given to mental and oral calculation strategies, whole class teaching and the development of skills and strategies. We are concerned with four main areas: Number; Shape Space and Measures; Handling Data; and using and Applying Mathematics.

Skills development is progressive and appropriate to the age and ability of the children and taught in short units which are repeated at increasing levels of difficulty. Assessment is on going and used to inform grouping, future work and targets for improvement.

Practical work and applied mathematics is important. A wide range of equipment is available. Encouragement is given to children to learn number fats to the point of quick recall. Children are expected to learn their multiplication tables as part of their homework.

Science

In science we are concerned with four main areas of study: Experimental and Investigative Science; Life Processes and Living Things; Materials and their Properties; and Physical Properties.

As well as acquiring a body of knowledge across a broad range of natural and physical sciences children are encouraged to observe, record and experiment in order to build up the skills of systematic enquiry.

Information and Communications Technology (I.C.T)

ICT is essentially a cross-curricular subject and is used to support teaching and learning in most curriculum areas. Pupils are taught specific ICT skills. We operate a Digital Excellence Awards Scheme.

A networked system links 42 computers and gives internet access using broadband connectivity. All classrooms are network enabled and from September 2004 we are beginning a programme of installation of interactive smart-boards and multi-media projectors. This will enable the use of ICT to enhance whole class teaching.

Design and Technology

This involves children in designing and making a product or artefact. Our DT programme is structured so that in any one year children will complete at least two, design and make tasks.

History

In history the children will cover a number of study units which will take between a half-term and a term to cover. They will study a range of topics from very recent family and local history, the history of Britain and the history of cultures and countries elsewhere in the World. In building up a body of knowledge the children will also be developing their skills of historical enquiry; their sense of chronology; their range and depth of historical understanding; their ability to interpret historical information; and the organisation and communication of this information.

Geography

In geography children will study their local area and contrasting areas in this country and the World. They will study aspects of physical and human geography including weather and climate, landscapes, settlement and human activity. In addition they will they will be developing their geographical skills, making observations, collecting and recording data and evidence, interpreting globes, maps and plans, pictures and photographs and their wider understanding of the World in which they live. There is opportunity to develop citizenship and environmental awareness.

Art

In our art teaching we are concerned with two aspects: Investigating and Making and Knowledge and Understanding. In order that the children might acquire both skills and knowledge we have organised the programme of work into units that concentrate on the skills of: Drawing, Printing, Painting, Textiles, Collage and Sculpture. Within each of these skill units there will also be concentration on one or more of the visual elements of art: line, shape, pattern, colour, texture, tone, form and space.

Music

In music we are concerned with two aspects: Performing and Composing, and Listening and Appraising. Children will have opportunities to sing and use a variety of instruments and to listen and respond to the work of composers. From year three pupils may learn to play the recorder (praised by Ofsted).

Specialist teachers visit the school to give instruction in woodwind and stringed instruments. Only a limited number of pupils can attend these groups and they are selected according to aptitude and after consultation with parents and teachers.
Parental permission is required if a child is to be offered music tuition and a small fee may be charged for tuition and instrument hire. Please note that children participating in such activities will be withdrawn from their class during normal lesson time.

Physical Education

Our P.E. programme is designed to promote physical activity and a healthy lifestyle. We are seeking to develop positive attitudes towards fellow pupils and a sense of fair play.

The programme of work in physical education provides opportunities for skills, knowledge and attitudes to be acquired in a range of activities. The balance of activities varies from year to year, giving opportunities to develop skills in gymnastics, dance, games, athletics, swimming (Year 4-6) and in outdoor and adventurous activities. Lessons take place in the two halls, the playground or on the school field.

Religious Education

Religious Education is taught within the framework of the Darlington Agreed Syllabus. The children will study Christianity and two further World religions, Sikhism and Hinduism, together with two key features of Judaism.

Children may be withdrawn from Religious Education and Collective Worship. Parents who feel that they may wish to withdraw their child should discuss this with the Head Teacher. It should be noted that no special arrangements concerning worship are made for such pupils.

Modern Foreign Languages

Since September 2003 we have introduced MFL activities. At present this is not timetabled but delivered as an extra curricular activity through the MFL cub. We also have MFL assemblies and Foreign Language days. To date languages experienced have included: French; German; Spanish; Italian; and Chinese. Back to top

Sex Education

Sex Education

The Governors take the view that children should receive sex education suitable to their age, needs and maturity. Questions which arise from time to time will be answered in a simple and straightforward manner. The subject is incorporated within the teaching of health education, personal and social education and National Curriculum science.

Each year our school nurse will give a talk on Growing Up/ Puberty to our year 5 girls and all Y6 pupils.

Parents may withdraw their child from sex education lessons at any age but not from science where growth and reproduction are studied. If parents wish to withdraw their child from talks/lessons we recommend this is discussed with the Head Teacher before such action is taken. Back to top

Equal Opportunities

Equal Opportunities

All children in the school are given equal access to the curriculum and have equal opportunities in all aspects of school life. We strive to be a fully inclusive school Back to top

Homework

Homework

Children have spellings and multiplication tables to learn each week. They should be spending some time each night learning these. In addition, they should also be bringing home their reading books to read a little each night.
A piece of mathematics is set each week. This may not be the traditional page of sums but a game to play or data to collect. Parents are encouraged to actively participate in homework activities. A homework club is held on Friday lunchtime, for those pupils who experience some difficulty in doing their homework at home or need help to complete it.

As well as the above, children may be given work to finish at home, English, science or research assignments to do. Back to top

Parents and the Curriculum

Parents and the Curriculum

Support and help from parents is an essential ingredient in a child's education. The delivery of the planned curriculum involves parents helping/encouraging children at home with such things as reading, number work, consolidation of acquired skills, etc. We also welcome parental help in school time for such things as educational visits, transport to sporting events, assisting children with their work etc. It is our intention to maximise the use of all available facilities and resources including staff/parent expertise. We look for high levels of achievement in every area of the curriculum but in particular we wish all children to establish a firm grasp of the basics of reading, writing and number work. As success in all areas of learning depends on a child's understanding of the basics, it is essential that due emphasis is placed on building solid foundations. We follow the National Primary Strategies and are currently reviewing our curriculum provision in light of the recent guidance contained within the document "Excellence and Enjoyment". Back to top

Curriculum delivery

Curriculum delivery

There are two main ways in which to deliver the curriculum, one being the subject approach and the other the cross-curricular approach. The children at North Road School will experience both approaches as each has something valuable to contribute towards their education.

The subject approach, as it suggests, is the teaching of a particular subject more or less in isolation from other areas of the curriculum, for example, Maths, Science and English. Children will be taught the skills and knowledge of a particular subject and extend their conceptual levels accordingly.

The cross-curricular approach, however, teaches a number of subjects using a theme or topic as a central core. For example, a topic on Autumn may include some scientific investigations, various types of writing (English), mathematical surveys, collage (art), etc. The cross-curricular approach enables the teacher to provide a vehicle through which children can apply the skills and concepts gained from subject teaching. Furthermore, the children become aware of how to use, develop and extend the many skills they are gaining, they see a purpose and value in having those skills, and the topic usually produces an end result whereas subject teaching tends to be on-going.

To reinforce the understanding that skills and knowledge gained through subject teaching are the "tools" people use to solve problems, make discoveries, communicate with others etc., the children will be made aware of which type of skills they are using when undertaking topic work, i.e. mathematical, scientific, etc. All topic work is carefully planned to ensure it is complementary to the levels of subject teaching.

Indeed, children as young as four can very quickly learn to transfer and apply skills, provided the framework is there for them to do so. From the start of a child's education at North Road he/she is given a carefully structured and balanced education using whatever methods and groupings are required to ensure success in learning.

Teaching methods

Throughout your child's schooling various teaching methods will be used such as the whole class approach, small group work and individual learning. Each has its place in a balanced and well developed curriculum.

In any class of children of the same age there will be a range of abilities including those who need extra support generally, those to whom everything comes easily and those who struggle or excel in perhaps just one curriculum area. Grouping children mainly according to their levels of understanding allows the teacher to focus very closely on the next stage in their learning. Each group of children, no matter what their level, will be able to move forward at a pace which is appropriate for them. Grouping children in the core subjects of Maths, English and Science can be particularly beneficial.
Groups will be operated in a variety of ways.

A group of children will at times be engaged on a single task with each child performing a different but distinct element of that task, i.e. co-operative group work (team work) with the end product being something to which all group members have contributed. A scientific investigation will often be conducted in this manner.

A teacher may introduce a new idea or concept to the whole group, give a thorough explanation and then instruct the children to work individually so that they can consolidate and extend their new understanding. The children, though grouped at a common level, work quite independently of each other. Maths and English will often be taught in this way.

Class teaching still has an important part to play in a child's education. Throughout the course of each week, various activities will be undertaken as a whole class including such things as P.E., story time, music/singing and certain elements of the core curriculum areas. The decision as to which approach to adopt for any given lesson will be determined by what is seen to be the most appropriate way to achieve the intended degree of learning. Issues and decisions regarding different teaching methods are addressed in the teacher's detailed planning files. Back to top

Special Needs Children

Special Needs Children

The individual needs of all children will normally be catered for within the classroom situation by the class teacher. On occasions, however, some children may have a learning difficulty that requires extra support. This may be a learning difficulty in general or in one area of the curriculum, for example, Maths. When such a situation arises the teacher responsible for Special Needs throughout the school will advise and support the class teacher in providing a thorough programme of work, which will lead that child through his/her difficulties. Sometimes this may be a short-term measure and other times throughout the child's school career. If we feel unable to adequately provide for a special needs child from within the school we can readily call upon the services of the LEA Special Needs Service. For children with more complex learning difficulties there are clear Review and Statement procedures which enable the support services to assist with such things as extra staffing, resources, the preparation of specific work programmes, additional funding etc. Review meetings include a range of people concerned and involved with the development and education of a child with special educational needs. The meetings do, of course, include the parents/guardians. Such meetings will identify the needs of a child and recommendations will be made as to how best to provide for those needs.

Throughout your child's education at North Road School judgements will be made as to which approach will best meet his/her needs. We will regularly keep you informed of progress and will consult you from time to time if and when various types of extra support are being considered, such as the provision of speech therapy.

Usually the teachers will identify when a child needs extra support but sometimes the parents may be the first to notice it or perhaps a child starting school for the first time is already receiving support. If you have any concerns, questions or information relating to your child and the need for additional support, it is vital for the child?s sake that there are good communications between home and school.

Children are not always able to be wholly consistent in their performance at school. Just like adults they have their "off days". The occasional "off day" can be the result of a late night, the excitement of their birthday, feeling unwell etc. and is perfectly understandable. Cause for concern occurs when the "off days" become regular features and can be an indicator that something more serious is troubling the child. If a situation arises that may cause a deterioration of your child's performance such as the arrival of a new baby, the illness of a grandparent or separation of parents it is important that, at least to some degree, we are made aware of the problem. Any information given will be confidential and only those who need to know will be informed. Often the teachers can make some adjustments in the provision for a child, which will at least partially help support them during a period of personal difficulty.

Access Plans
We make every effort to be a fully inclusive school. We have an access plan to develop provision for the disabled which are currently poor. Planned future developments will see some improvements for wheelchair access and disabled toilet facilities. Back to top

Speech and Language Resource Base

Speech and Language Resource Base

A speech and language resource base is located at the school. It serves the whole of Darlington. Entry is through the LEA assessment procedures. It has a maximum of 10 pupils and is staffed by the teacher in charge, two teaching assistants and a speech therapist who is appointed by the Health Authority. Children are individually assessed and then follow a concentrated teaching programme. Children attached to the Base are fully integrated into the appropriate year group and have full access to the National Curriculum and opportunities available in school. Back to top

Assessment and recording

Assessment and recording

The progress and performance of every child will be regularly assessed throughout his school career.

The National Curriculum requires that children be assessed at certain stages of their schooling ( i.e. seven and eleven years in primary schools) but the majority of assessment will occur on a continuous basis from the day a child starts school.

The main aims of assessing and recording children?s work are as follows:

· To have an accurate picture of what each child can do; i.e. skills and concepts achieved and understood.

This knowledge enables the teacher to carefully plan ahead and ensure all children are given appropriate and challenging work, which will continually move them forwards.

· To identify gaps in the children's knowledge and understanding

Accurate assessment can highlight areas of uncertainty and weakness thereby allowing the teacher to ensure that a child can be helped through his difficulties.

· To ensure there is progression and continuity in learning as children pass through the school

When children change classes their new teacher can be accurately informed of their levels of understanding so that each child will continue from the point at which their previous teacher left them.

· To be able to accurately inform parents of their child's progress.

Parents' Evenings will normally be held twice a year in the Autumn and Spring terms and an annual written report of progress will be issued to parents/guardians in the Summer term.

· To inform secondary schools of the levels of achievement of the children they are to receive.

Both formal and informal methods of assessment are undertaken at North Road School. Informal assessment occurs on a daily basis when the teachers are working closely with the children. This formative assessment will utilise various assessment techniques including questioning, marking, pupil demonstration and testing. Formal or summative assessment involves testing and teacher assessment, the results of which are recorded and held centrally. There is an individual file for each child in the school.
Testing and teacher assessment occurs throughout all areas of the curriculum but with an emphasis on the National Curriculum Core Subjects, namely Mathematics, English and Science. Updating of the records is an on-going process so that they reflect the progress being made and provide us with the information we require.

Children's Records
The children's records contain a variety of information, mostly relating to their progress at school and are held centrally in individual files. Some information is also stored on the computer but this consists of information supplied by parents on the pupil record form.

The records consist of:

· General information such as address, emergency telephone numbers, medical information as supplied by parents.

· A pupil record, with assessment results and targets for each year in school.

· Termly and yearly attendance records.

· Reading record sheets.

· Special needs information and target sheets if applicable.

· Annual permission slips.
· Annual reports.

· Any additional information as decided by individual teachers which may include such things as informal notes in the children?s progress.
· Children's exercise books will form an on-going record of work for all areas of the curriculum. Back to top

Absences

Absences

The legal situation regarding holiday absences is that a child may be taken out of school up to a maximum of 10 days. Beyond that, all absences other than for illness are regarded as being unauthorised. The way in which the National Curriculum now operates makes it increasingly difficult for teachers to give children the opportunity to cover those areas missed through absence.

Please ensure you complete a leave of absence form if it is your intention to take your children on holiday during term time. However, we do ask that you do not take your children out of school in years 2 and 6 when the National Curriculum Assessment Tasks are undertaken. Please check holiday lists.

In some instances the cumulative effect of holidays and absence through illness can have serious implications with regard to progress and levels achieved. All absences, both authorised and unauthorised will be recorded and reported to parents in July of each year.

In the event of absence from school, parents should contact the school office as soon as possible giving the reason for absence and an approximate estimation of how long the absence is likely to last. This can be done by telephone or by sending in a note to school. Back to top

Classes

Classes

Classes will normally be made up of children from one year group but if there are any occasions when an imbalance in numbers occurs it may be necessary to mix some age groups. Most classes have between 20 and 30 pupils.
· There are two classes per year group except in Y5 and Y6 where there are 3.
· From September 2004 all classes are mixed ability though some setting by ability occurs for some subjects at key stage two (juniors) Back to top

Clubs

Clubs

A number of clubs and activities are available at lunchtimes and/or after school. For example, recorder group, netball, football, cricket, chess, modern foreign languages, gymnastics, tag rugby and homework club. A full programme of all extra curricular activities will be made known to children and parents. You will be notified in regular Newsletters of any introductions and changes that may occur to these activities during the course of the year. Back to top

Change of circumstances

Change of circumstances

Should your address or emergency contact numbers change or pick-up procedures differ from usual, please inform the school so that our records can be updated. It is important to maintain accurate information on every child. If you think our records might be out of date please contact the office. Back to top

Friends' Association

Friends' Association

We have a Friends' Association at North Road School.
The Friends' Association is ready to welcome new members, so if you are interested in playing an active role in the Association, please do not hesitate to contact the school in the first instance.
This group enhances links between parents and the school whilst helping to raise funds and organise social events. Back to top

School Council

School Council

A school council was formed in September 2003. Each junior class elects two representatives and the Council meets regularly to discuss matters of mutual concern and to put forward ideas. Report back sessions and information exchange are undertaken by class representatives with their own classes on a regular basis. Back to top

Assessment dates

Assessment dates

At various times throughout the year children undergo formal assessments in different aspects of their education. The results of these assessments provide us with important information which, is used in planning procedures etc. We ask that you avoid taking family holidays during the dates listed below.
Please note the assessments referred to are formal standardised tests or nationally required tests such as the Standard Assessment Tasks (SATs). Back to top

Late Arrivals

Late Arrivals

The late arrival of children to school causes unnecessary disruption to the classes and creates difficulties with regard to registration, dinner and milk numbers, etc. The school bell rings at 8.55 a.m. and children should be in the playground a few minutes before that time. The school doors are opened at 8.45 am at the main entrance. Children arriving at school before 8.45 am can wait safely on the Henry Street playground from 8.30 am and enter via the Infant corridor. Please note that children arriving late will be given a "late mark" and parents will be informed if the frequency of "late marks" is too high.

Any children arriving after the bell has gone should report their arrival to the secretary in the school office.

Late arrivals for medical appointments are perfectly understandable but it would help if you could let the school know in advance if at all possible Back to top

Medicines in School.

Medicines in School.

Recent legislative changes and instructions sent out by the Local Authority have necessitated the following stipulations and parents are asked to bear with us in the interests of the well being of their child.

We do not expect parents to ask staff to administer medication unless:

(a) it is absolutely essential that this takes place during school hours, and

(b) that the parent/carer is unable to come to into school him/herself to administer the medication at the appropriate time.

1. There is no legal or contractual duty on any member of school staff to administer medicines or supervise pupils taking their medicines. Nevertheless, we would wish to support our pupils where we can.

2. The school will deal with each request on an individual basis, considering whether or not we are prepared to administer medication.

3. In the interests of safety medication can only be brought into school and collected from school by a parent/carer. Medication brought in by a child will not be administered.

4. Any medication brought into school must have been prescribed by a doctor, and parents should ask the pharmacist where possible, to dispense any such medication in a separate container, containing only the quantity required for school use.

5. The container should have the original up to date pharmacist?s label, clearly printed with the child's name, the prescription and dosage regime. Any medications not presented properly will not be accepted by school staff.

6. A consent form must be completed by the parent/carer when medication is brought into the school and an entry will be made in the school's medication record.

7. For certain medical conditions, it may be necessary to draw up a care plan and this will be done in consultation with parents.

8. The school will ensure that the medication is kept in a secure place during the school day, and that each time the medication is administered the school?s medication record is completed.

9. At the end of the school day, or at the end of each week (whichever is appropriate) any left over medication will be handed back to the parent/carer. Any medication not collected will be taken to a nearby dispensary for destruction.

10. Non-prescribed medication (eg cough medicines, cough sweets, paracetemol tablets, creams and ointments) will not be administered.

11. Inhalers. We would like to have a care plan available in school for each child who suffers from asthma, giving important emergency information about his/her condition. If your child has asthma, please ask for a care plan form and complete and return it to school as soon as possible. We expect he/she will have an emergency (blue) inhaler, which should be kept by your child in school for quick access when needed. Back to top