All education during school hours is free. We do not charge for any activity undertaken as part of the National Curriculum with the exception of individual or group music tuition.
When organising school trips or visits which enrich the curriculum and educational experience of the children, the school invites parents to contribute to the cost of the trip. All contributions are voluntary. If we do not receive sufficient voluntary contributions, we may cancel a trip. If a trip goes ahead, it may include children whose parents have not paid any contribution. We do not treat these children differently from any others.
If a parent wishes their child to take part in a school trip or event, but is unwilling or unable to make a voluntary contribution, we do allow the child to participate fully in the trip or activity. Sometimes the school pays additional costs in order to support the visit. Parents who do not pay or only partly pay for a trip/visit is kept confidential between the School and parent.
The following is a list of possible additional activities that may be organised by the school, which require voluntary contributions from parents. These activities are known as ‘optional extras’. This list is not exhaustive:
- visits to museums;
- sporting activities which require transport expenses;
- outdoor adventure activities;
- visits to the theatre;
- musical events.
If the school organises a residential visit in school time or mainly school time, which is to provide education directly related to the National Curriculum, we will charge travel expenses and the cost of board and lodging. Parents who receive Income Support are exempt from payment.
All children study music as part of the normal school curriculum. We do not charge for this. There is a charge for individual or group music tuition if this is not part of the National Curriculum. The peripatetic music teachers teach individual or small group lessons. They make a charge for these lessons. Parents in receipt of Income Support are exempt from payment. We give parents information about additional music tuition at the start of each academic year.
The school organises swimming lessons for children throughout the school. These take place in school time and are part of the National Curriculum. The majority of the cost of this activity is subsidised by the school. We inform parents when these lessons are to take place.
Homework is anything that children do outside the normal school day that contributes to their learning, in response to guidance from the school. Homework encompasses a whole variety of activities instigated by teachers and parents to support children’s learning. For example, a parent who spends time reading a story to their child before bedtime is helping with homework.
Rationale for Homework
Homework is a very important part of a child’s education and can add much to a child’s development. We recognise that the time and resources available limit the educational experience that any school by itself can provide; children benefit greatly therefore from the mutual support of parents and teachers in encouraging them to learn both at home and at school.
One of the aims of our school is for children to develop as independent learners. We believe that homework is one of the main ways in which children can acquire the skill of independent learning. This aids a child’s preparation for moving on to secondary school and helps to develop skills of independence which are needed throughout life.
Homework plays a positive role in developing both independence and responsibility in children. However it should not prevent children from taking part in the wide range of out-of-school clubs and organisations that play an important part in the lives of many children. Playing board games, cooking, going on trips and talking about items in the news are equally as important to a child’s development.
Aims and Objectives
The aims and objectives of homework are:
- to help pupils develop the skills of an independent learner;
- to promote a partnership between home and school in supporting each child’s learning;
- to consolidate and reinforce learning done in school and to allow children to practise skills taught in lessons;
- to ensure that prior learning has been understood;
- to help children develop good work habits for the future.
Types of Homework
At Key Stage 2 we expect the children to do more tasks independently. We set literacy and numeracy homework routinely each week and we expect the children to consolidate and reinforce learning done in school through practice at home.
Home Learning Projects
As part of our inclusive curriculum, all classes will be asked to complete a home learning project once per half term. These projects are linked to the class learning theme and children have a choice of which tasks they wish to complete at home. We believe the projects are a great opportunity for parents and carers to work alongside their child, enhancing their learning. These projects will be shared with their own and other classes in the year group.
Amount of Homework
National guidelines for homework were removed in March 2012 but, as previously stated, we set homework to consolidate learning, develop independence and aid in preparation for the next phase of a child’s educational life.
Children in Years 3-6 will have spelling and maths homework set each week. At times additional homework may be set in English. All spelling and maths homework will be set on a Monday and due in on the Friday of the same week.
At the beginning of each half term children will be given a range of creative projects linked to their topic to complete at home. Children will have a choice of which of these activities to choose from. A completion date for this project will be given when the homework is set.
For all year groups, we follow government advice and ask children to read at home every day. They can read the book they have brought home from school, one of their own or one from the local library. More reluctant readers can be encouraged to develop their skills by reading magazines or newspapers.
More able readers do not need to read out loud to someone but it is important for someone to ask them about the text they are reading, so that they can show what they have understood from it.
All homework will be differentiated to match the needs of the children.
This may be done in a variety of ways, including setting different tasks or expecting different outcomes from the work set.
The Role of Parents
Parents have a vital role to play in their child’s education, and homework is an important part of this process, therefore all homework will specify the focus and expected outcome to aid parents in supporting their child. We ask parents to encourage their child to complete the homework tasks that are set. We invite them to help their children as they feel necessary and provide them with the sort of environment that allows children to do their best. Parents can support their child by providing a good working space at home, by enabling their child to visit the library regularly, and by discussing the work that their child is doing.
If a child has struggled or found the homework easy to complete, it is useful for teachers to know this. Parents are encouraged to write a note to the teacher regarding any issues.
A “Homework Guidance” sheet is provided for parents, giving an overview of the homework that is set as the Key Stage progresses and providing a list of websites which can be accessed to provide challenge and/or support for their child.
If parents have any problems or questions about homework, they should, in the first instance, contact the child’s class teacher. If their questions are of a more general nature, they should contact the Headteacher.
Monitoring and Review
It is the responsibility of our governing body to agree and then monitor the school homework policy. This is done by the committee of the governing body that deals with curriculum issues. Parents complete a questionnaire during the school’s OFSTED inspection, and our governing body pays careful consideration to any concern that is raised at that time, or in between OFSTED inspections, by any parent. Our governing body may, at any time, request from our Headteacher a report on the way homework is organised in our school. If children consistently fail to complete their homework then the school will contact parents to discuss the matter.
Policy agreed: September 2016
Due for update: September 2017
Aims and Expectations
It is the primary aim of Nevill Road Junior School to ensure that every member of the school community feels valued and respected, and that each person is treated fairly and well. We are a caring community, whose values are built on mutual trust and respect for all. Our school behaviour policy is therefore designed to support the way in which all members of the school can work together in a supportive way. It aims to promote an environment where everyone feels happy, safe and secure.
Our school has a number of key rules, but the aim of the policy is not to establish a system to enforce rules. It is a means of promoting good relationships and in supporting our school community to allow everyone to work together in an effective and considerate manner.
Our school expects every member of the school community to behave in a considerate way towards others.
We treat all children fairly and apply this behaviour policy in a consistent manner.
This policy aims to help children develop in a safe and secure environment, and to become positive, responsible and increasingly independent members of our school community.
Bullying will not be tolerated in our school. Sanctions dealing with incidents of bullying are detailed in our Anti-Bullying Policy.
Our school rewards good behaviour, as it believes that this will develop an ethos of kindness and co-operation. This policy is designed to promote good behaviour, rather than merely deter anti-social behaviour.
Pupils are encouraged to show respect for others and display good manners at all times. Our staff have a consistently positive approach and lead by example. Children should not be allowed to fail. Positive behaviour is encouraged and rewarded in a variety of ways.
• House points awarded for good work and behaviour. Children belong to one of four teams: Montague (Red), Salisbury (Yellow),Beauchamp (Blue) Warwick (Green).
• Praise stickers/pads from teachers in recognition of good manners, good behaviour and good work.
• Showing pieces of work to the Headteacher, receiving Head teachers award.
• Teachers nominate one child per week for the Achievement Certificate in recognition of academic or social achievements. This is received in front of the school at Achievement Assembly on Friday.
• Consistent praise throughout the day when ‘caught’ being good.
• 100, 200, 300…. House points will receive certificate.
• Structured Golden Time end of Friday afternoon.
• Mrs Chops awarded to the class with the tidiest cloakroom area.
• Each week a child in the lower juniors and upper juniors will be nominated for the ‘Tree of Life’ in recognition of good kindness and good manners.
Friday morning whole school assemblies are a celebration of success attained in and out of school. The positive ethos of our school is reinforced with the children having the opportunity to receive recognition for their achievements.
• Children may share recent awards, certificates, trophies etc. with the school, received in pursuit of their own leisure time activities.
• Team point winners are announced and receive a trophy for the week. Scores accumulate through the year. Grand winners are announced at the end of the school year-Treat.
• Class attendance winners are announced and receive an extra ten minutes playtime.
• Parents are invited to attend these assemblies and share in the good work of the school.
Our school employs a number of sanctions to enforce the school rules and to ensure a safe and positive learning environment. Our school requires the children to adhere to 5 Golden Rules:
• Keep my hands and feet to myself.
• Treat others as you would want to be treated yourself.
• Remember manners at all times saying ‘please’ and ‘thank you’.
• Tell the truth straight away.
• Show respect for all property.
• Move sensibly in and around school.
These guidelines are posted around school and within each class.
The Role of the Class Teacher.
It is the responsibility of the class teacher to ensure that the school rules are enforced in their class, and that their class behaves in a responsible manner.
In the case of children consistently misbehaving (Stealing Time) the parents are made aware of these incidents through the Home/School Planner and invited into school for an informal discussion about their child’s behaviour.
The teacher will enforce appropriate strategies to improve child’s behaviour. (e.g. Playtime detention loss of Golden time)
The class teachers in our school have high expectations of the children in terms of behaviour, and they strive to ensure all children work to the best of their ability.
The class teacher treats each child fairly, with respect and understanding, and enforces the classroom code consistently.
All serious incidents are logged in the class Behaviour Book and the Headteacher is in formed of these incidents.
The class teacher liaises with external agencies, as necessary, to support and guide the progress of each child. The class teacher may, for example, discuss the needs of a child with the education S.E.N Co-ordinator or outside support agencies.
The class teacher reports to the parents about the progress of each child in their class, in line with the whole school policy.
All members of staff are aware of the regulations regarding the use of force by teachers, as set out in the DfEE Circular 10/98, relating to section 550A of the Education Act 1996: The Use of Force to Control and Restrain Pupils. Teachers in our school do not hit, push or slap children. Staff only intervene physically to restrain children or to prevent injury to a child or if a child is in danger of hurting themselves. The actions we take are in line with the government guidelines on the restraint of children.
The Headteacher has the responsibility for giving fixed term exclusions to individual children for serious acts of misbehaviour. For repeated or very serious acts of anti-social behaviour, the Headteacher may permanently exclude a child. School governors are kept informed of both fixed term and permanent exclusions.
The Role of Parents and Stockport LEA
Our school works collaboratively with parents, so children receive consistent messages about how to behave at home and school.
The school rules and sanctions system are explained to the parents in the School Welcome Pack, parents signed a consent form in support of our behaviour policy.
We expect parent to support their child’s learning, and co-operate with the school, as set out in the home-school agreement. We try to build a supportive dialogue between the home and our school, and parents are informed about concerns regarding their child’s welfare or behaviour.
If our school has to use reasonable sanctions to punish a child, parents should support the actions of the school. If parents have any concern about the way in which their child has been treated they should initially contact the class teacher or deputy headteacher. If the concern remains, they should contact the Headteacher and then the school governors. If these discussions cannot resolve the problem, a formal grievance or appeal process can be implemented.
The Role of Governors
The governing body has the responsibility of setting down these general guidelines on standards of discipline and behaviour, and of reviewing their effectiveness. The governors support the Headteacher in carrying out these guidelines.
The Headteacher has day to day authority to implement the school behaviour and discipline policy, but the governors may give advice to the Headteacher about particular disciplinary issues. The Headteacher must take this into account when making decisions about matters of behaviour.
Fixed Term And Permanent Exclusions
Only the Headteacher has the authority to exclude a pupil from school. The Headteacher may exclude a pupil for one or more fixed days in line with the stages of our sanctions guidelines, for up to 45 days in any one school year. The Headteacher may also exclude a pupil permanently. It is also possible for the Headteacher to convert a fixed-term exclusion into a permanent exclusion, if the circumstances warrant this.
Pupils are informed by the Headteacher of any exclusion, and they are informed of their right to appeal to the governing body.
The Headteacher informs the LEA and the governing body about any permanent exclusion, and about any fixed-term exclusions exceeding 5 days in any one term.
The governing body itself cannot either exclude a pupil or extend the exclusion period made by the Headteacher.
The governing body has a discipline committee which is made up of between 3 and 5 members. This committee considers any exclusion appeals on behalf of the governors.
If a child misbehaves repeatedly in class and teacher imposed sanctions are ineffective then the child is sent to the deputy headteacher who initiates the preliminary stages of the school behaviour management policy.
School Sanctions for Unacceptable Behaviour
Teachers will use their professional judgement to manage challenging behaviour using a variety of strategies. Serious or continual incidents will be recorded in the class behaviour book. If the strategies are unsuccessful parents will be informed that formal procedures will now be adopted as follows: (These procedures will be over a half term period)
Teacher informs parents to discuss child’s behaviour and strategies for improvement, where applicable will be put on a weekly report. Incident recorded into Class Behaviour Book and Headteacher informed.
Headteacher informed and parents contacted and invited into school for a discussion with the Headteacher on strategies to improve their child’s behaviour and that a fixed term exclusion is being considered.
Fixed term or permanent exclusion.
Short Circuit Cases
Short circuit for extreme cases of verbal or physical abuse. Referred directly to the Headteacher and may be put on any stage of the sanctions stages at the Headteacher’s discretion.
A separate behaviour book is kept for lunchtime incidents reported by midday supervisors to the Head for repeated incidents of misbehaviour.
Verbal disapproval from midday assistant. Short term isolation.
Referral to midday Supervisor (extended isolation indoors under supervision of lunchtime Supervisor). All serious incidents are recorded in the lunchtime behaviour book.
Referral to Head who will decide whether to refer incident to school behaviour book for lunchtimes. Parents informed by meeting, or letter, with the Headteacher if this is the first entry in the book.
As above, parents informed by meeting with Headteacher or letter, this is the second entry in the book.
Parents informed by meeting with the Headteacher or letter that a fixed term exclusion of 1 week will be enforced for lunchtimes.
Short Circuit Cases
Short circuit for extreme cases of verbal or physical abuse. Referral directly to the Headteacher and may be put on any stage of the sanctions stages at the Headteacher’s discretion.
Further transgressions will result in the case being referred to the Governors and the parents being invited to choose another school for their child.
The Role of The Headteacher
It is the responsibility of the Headteacher, under the Schools Standards and Framework Act 1998 to implement the school behaviour policy consistently through our school and to report to the governors, when requested, on the effectiveness of the policy. It is also the responsibility of the Headteacher to ensure the health, safety and welfare of all the children in our school.
The Headteacher supports the staff by implementing the policy, by setting the standards of behaviour, and by supporting staff in the implementation of this policy.
The Headteacher keeps records of all reported serious incidents of behaviour.
When an appeals panel meets to consider an exclusion, they consider the circumstances in which the pupil was excluded, consider any representations by parents or the LEA and consider whether the pupil should be reinstated.
If the governors’ appeal panel decides that a pupil should be reinstated then the Headteacher must comply with this ruling.
The Headteacher monitors the effectiveness of this policy on a regular basis, reporting to the Governing Body on the effectiveness of this policy and if necessary, makes recommendations for further improvements.
The Headteacher keeps written records along with copies of referral sheets for incidents of repeated or serious misbehaviour.
Repeated pupil incidents of misbehaviour are recorded in the class time behaviour book or lunchtime behaviour book, as appropriate.
The Headteacher keeps a record of any pupil who is suspended for a fixed term, or who is permanently excluded.
It is the responsibility of the governing body to monitor the rate of suspensions and exclusions and to ensure that the school policy is administered fairly and consistently.
The governing body reviews this policy every two years. The governors may, however, review the policy earlier than this if the government introduces new regulations, or if the governing body receives recommendations on how the policy might be improved.
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