Guillemont Junior School

This page contains the full version of the prospectus for Guillemont Junior School.

To navigate the prospectus, click on a heading to be taken to that specific piece of information. Use the back button on your browser to return to the previous screen.

The full prospectus can also be downloaded using the link below. Press the right mouse button and click 'Save Target As', then select a folder on your computer.

To view the file, double-click the icon in the directory you saved it in. The Prospectus is a self extracting zip file which will automatically open the Prospectus.

Guillemont Junior School Prospectus 2008 - 2009

School Prospectus

Welcome

We welcome your child to our school and hope that your association with us will be both positive and productive. We shall do our utmost to ensure your child’s happiness and full educational development whilst here at Guillemont.

The purpose of this booklet is to provide a brief outline of Guillemont School. It cannot, and is not intended to, replace the best form of communication, which is a personal contact between home and school, but we hope this booklet will complement it. Please keep this book for reference in a safe, easily located place for the four years that your child is with us.

I think you will find it useful.

Headteacher

Introduction

This prospectus has been prepared to introduce some of the details of our school to parents who are interested in our school for their child.

I hope that you will find the text both interesting and informative and that it provides a clear introduction to the way in which our school works and the standards we achieve with our children.

Guillemont has a long tradition of excellence in primary education; we believe in the education of the whole child and work with parents over the four years of Key Stage 2 to achieve personal and social development as well as academic potential.

We look forward to working with you.

Barbara J Cook Headteacher

Guillemont is a County Junior School funded by Hampshire County Council

The Headteacher is Miss B J Cook (MSc)

The Chair of Governors is Mr Gary Stevens.

Guillemont History

Guillemont Junior School opened in 1976. Architects from the Department of Education and Science in conjunction with Hampshire Education Authority designed it as a ‘building design project’ school. As a consequence, the school accommodation is excellent.

Class areas are clean, carpeted and all have a comfortable quiet room or corner for class discussion, direct teaching or story time. The newly refurbished library is set in the heart of the school surrounded by small bays for quiet study. At midday these study areas provide a comfortable and pleasant setting for lunch. Healthy meals are cooked on the premises and children are guaranteed the meal of their choice each day or a packed lunch may be brought. Children may go home for lunch if parents request this.

The school also has its own "resources room" which is really a museum housing many artefacts that support our curriculum work with the children and help to bring it alive.

The school stands in a five-acre site, and the development of the outside environment has been a continuous focus. It provides for safe, varied and stimulating work opportunities as well as space for play. We have recently built a Japanese Courtyard Garden with sponsorship from NEC Technologies (UK) Ltd.

Hampshire Education Authority maintains the school.

Any information that is required from the education authority should normally be obtained from the local Divisional Education Office, whose address and telephone number are as follows:

Education Officer
North East Divisional Education Office
Birch House
Barley Way
Fleet
Hampshire
GU13 8YB

The Headquarters of the Authority are in Winchester, and enquiries there should be directed to:

The County Education Officer
The Education Department
The Castle
Winchester
Hampshire
SO23 8UG

The school office is normally manned from 8.15am until 4.30pm.

School Aims

Our school aim is for children to be fulfilled in their junior school stage of development by providing a curriculum rich in relevant experiences and activities.

We are helping children to be individuals who feel recognised and valued; to have self esteem and self-belief, yet very aware of the part they play within the school as a whole. The school aims to develop a strong school identity and collective responsibility towards our school community.

In our work with children, we also aim to develop helpful learning attitudes, skills and behaviours, principally those of self confidence, self motivation, integrity, independence, curiosity and the ability to question and argue rationally.

We hope the children will acquire a reasoned set of values, attitudes and beliefs. We encourage active participants and responsible contributors. We work in partnership with our parents.

We provide a highly disciplined school structure; one that encourages the children themselves to develop a self disciplined approach to their work and behaviour. Care and respect for others is a prime concern of all who work in the school.

The teachers of Guillemont School have high expectations of each child and we shall encourage the individuality and creativity that lie within each child to grow and flourish. Children will be expected to work seriously and hard. For our part, we shall do our utmost to ensure that the work is properly prepared, and that it is of the nature that will stimulate the children to want to learn.

Securing national standards of attainment for all children is an important target for the school and annual targets for school improvement hold a high priority.

The children will follow programmes of work within the framework of the National Curriculum. The education that they receive is broad, balanced, and relevant to individual needs and set in a clear moral framework. Children should find and contribute to a warm, encouraging and optimistic atmosphere in a stimulating environment.

A Healthy School

Guillemont Junior School is committed to the Healthy School Partnership in every aspect of school life. Our school is a community where all are valued and seen to contribute to this aim. We seek to ensure good communication between the school and the wider community it serves as well as the individuals within the community of the school itself. The emotional health and well being of the children and staff is given importance in nurturing the right environment for best practise in learning and teaching.

School Improvement Projects

Each year key projects are identified in order for the whole school to raise standards achieved by children, to enable staff to reach a greater level of subject knowledge and to raise the quality of teaching skill and expertise.

The Headteacher, senior teaching staff and Governors will monitor aspects of the curriculum in key areas across the whole school in order to be better informed. In addition, the Senior Management Team and Governors will then be able to evaluate the effectiveness of the school improvement projects in raising standards and to make value for money judgements. Parents receive information on the Improvement Projects in the Governors’ School Profile.

School Organisation

Guillemont Junior School is organised into twelve classes: six parallel classes of Year 3 / Year 4 children and six parallel classes of Year 5 / Year 6 children. The classes are divided into two departments, the Upper Juniors and the Lower Juniors. Children spend two years in each department as each class has a two year, vertically grouped age span. The purpose of this arrangement is that we strongly believe that one of the principal factors in successful education is each teacher’s knowledge and understanding of the child. The more time teachers and children have to get to know each other the better. We also believe strongly that proper opportunity ought to be given to develop a mutual respect and trust between parents and teachers. This two-year span offers a more realistic period of time to achieve this.

The progress of children through the levels of the National Curriculum is also supported by our school organisation, as the recommended length of time to move one National Curriculum Level at Key Stage 2 (junior age group) is also two years.

Children experiencing learning difficulties, and any child showing special ability, will have their work differentiated for them appropriately.

The school roll for education year 2008 – 2009 is 322.

The school has 16 teachers: 12 class teachers, 2 Language Unit teachers and 2 teachers who cover when class teachers are preparing or assessing work. These additional teachers have no permanent class responsibility but work across the whole school. In addition there are Learning Support Assistants in each class.

We run an OFSTED registered After School Club for 32 children both before and after school.

Contact: Mrs W Baker 01252 - 666847

There is a Workplace Nursery on site providing day care for children 4 months to pre-school.

Contact: Mrs D Clark 01252 - 666875

Language Unit

In September 1997 additional specialist provision for children with Language Impairment was opened at Guillemont. The new building was provided by the LEA as an extension to the main school and consists of two teaching rooms, a therapy room, an office and a cloakroom space. The Language Unit was newly furnished and fully resourced. Information Technology, in the form of computers and tape recorders, play an important role in supporting the learning process for Language Unit children.

Specialist teachers teach children in the Language Unit. All children are ‘linked’ to mainstream classes and join their class at times during the school day.

Children will be considered for admission to the specialist resource if they demonstrate a severity or persistence of speech and / or language disorder. The child will have a Statement of Educational Needs identifying speech and / or language disorder as their prime presenting need. All special needs will be clearly identified.

There will be consistency in the professional view of the child as needing a specialist placement to address speech and / or language disorder.

The designated officer of the Local Education Authority will determine admission to the special provision.

Admission Arrangements

Feeder Schools

Guillemont Junior School serves the designated catchment areas of Parsonage Farm, Pinewood and Southwood Infant Schools.

The majority of each September’s intake is admitted from these schools. However, each year children do join the school from other local schools whose parents feel Guillemont is the right school for their child. The Governors are happy to consider such applications for admission.

We liaise closely with all feeder schools throughout the year, but particularly during the Spring Term and Summer Term. Children and staff often visit each others’ schools for special occasions like a performance, a Christmas play, an assembly or just to get to know each other better and see the work each school is doing. Recently Guillemont, Parsonage Farm, Pinewood and Southwood Schools have been involved in an extensive Mathematics Project to ensure the best possible continuity of progress when children transfer to junior school.

Upon Transfer

There are six parallel Lower Junior classes and new children entering the school each September will be allocated to one of these classes. Your child’s current infant school advises us about the groupings of children to fit our class organisation because they know the children best at this stage.

Admission Policy

Guillemont Junior School Admission Policy 2009 / 2010

Please click on the link below for further details.

September 2009 Admissions Procedure

The Governors of Guillemont Junior School will consider all applications for entry to the school in September 2009 which are received by the published deadline which name Guillemont School as the first, second or third preference in accordance with the priorities listed below. This is in accordance with the Hampshire 'Equal Preference' system that was introduced last year. Applications for admission for September 2009 must be returned to your child's current infant school by Midday on Friday 21st November 2008.

The aims of the criteria listed below are:

The published admission number for Guillemont Junior School each year is 95 including 5 Lanuguage Unit places.

Waiting list

When all available places have been allocated, schools will operate a waiting list. Parents who wish their child to be included on the waiting list must inform the school in writing after their initial application has been refused. Any places that become available will be allocated according to the criteria of the admission policy with no account being taken of the length of time on the waiting list. Late applicants will usually only be added to the waiting list after first and second preference offers have been made.

The waiting list will be reviewed and revised:

Multiple applications to more than one junior school are not allowed by the Local Education Authority.

The map, on the link below, gives details of our designated catchment area. If this school is the designated school for your address, your child is eligible for free transport if your home is more than three miles from the school, measured by the nearest walking available route.

Catchment Area Map PDF

Catchment Area Map Word document

Infant Transfer

The Summer Term sees the activities for infant school / Guillemont liaison increase in number and frequency preceding transfer. These are some of the activities we regularly engage in:

Junior to Secondary

Normally children remain at this school unit until the end of the Summer Term of the year in which they are eleven on or before the 31st August. They then transfer to a secondary school.

During the Autumn Term parents of each Year 6 child will receive a booklet (prepared by the Local Education Office) that outlines the provision for secondary education in the area. Reference is made in that booklet to the course options, which are provided in the various secondary schools. The designated secondary school for each child, depending upon where you live will be notified. Parents must then make a decision upon preferred secondary schools by midday on Friday 24th October 2008 when all transfer forms have to be returned to your child's present junior school.

Generally the children attend the school, which serves their designated catchment area, but the opportunity is given to an alternative placement. Consideration is given to the admission of children living outside the catchment area of non-denominational schools, subject to there being available places. Whilst the Authority wishes to give due consideration to parents’ choice of school, no guarantee can be given that the choice can be granted.

Staff

Teaching Staff

Non Teaching Staff

Learning Support Assistants

Language Unit Learning Support Assistants

Governors

Guillemont School is very much a part of the local community. The Governors all share a common interest in what is our school too. We recognise that schools are essential contributors to any successful neighbourhood.

The Governors are responsible for the general management of the school, acting within a policy framework set by the DfES and the Local Education Authority. It is the responsibility of the Headteacher to carry out the day-to-day leadership and management of the school. At Guillemont the Headteacher and Governors work in partnership and liaise closely on all matters affecting the school.

The school Improvement Plan, agreed between the Governing Body and staff, identifies key projects, for improvement. This is available on request in school, for parents’ information.

The Governing Body meets formally twice a term with the Headteacher for a general review of the school. Governors also meet at other times to deal with specific issues, either as a whole or in working groups where appropriate. All fundamental decisions would only be taken at a full meeting of the Governors and Headteacher.

The make up is 5 Parents, 2 LEA, 2 Staff and 3 Community so that a total of 12 Governors work for the school in a voluntary capacity. The Headteacher elects not to be a Governor but attends all of the meetings. As you can see by the list below, Governors at Guillemont are either, elected, appointed or co-opted. The three community members enable the Board of Governors to reflect fully the community, which it serves. A chairman and vice-chairman are elected each year to conduct the meetings and to be available for contact by the Headteacher. A clerk to the Governors is also appointed to take the minutes of meetings, to deal with correspondence and advice on legal matters.

The school Governors currently are:

Elected Parent Governors:

Mr G Stevens (Chair)

Mrs S Thame, Mrs A Pape, Mrs T Angel, Mrs C Whitcombe

Elected Staff Governors:

Miss N Dobby, Mrs D Rapley

LEA Appointed:

Mr C Norris

Dr M White

Vacancy

Community Governors:

Mr F Newell (Vice Chair)

Mrs A Brown

Mrs C Tickner

Clerk:

Mrs T Marron

Curriculum

At Guillemont Every Child Matters through:

The National Curriculum is the name of the continuous curriculum of children between the ages of 5 years – 16 years.

The National Curriculum at primary level consists of four core subjects:

Programmes of Study and Schemes of Work have been written at Guillemont for all these subjects. These state what pupils of different ages and abilities can be expected to know and understand. They ensure that pupils have equal access to all curriculum areas and that there is no discrimination due to age or gender.

Personal, Social and Citizenship Education is also taught through a skills-based approach and linked with relevant school and social experiences.

At Guillemont we make the curriculum come alive for children with much practical and first hand work. Children are involved in their learning and where it makes sense, we organise themes or units of work in a cross-curricular way. Children study topics each term and then bring their work home for parents to share. We ask teachers, children and parents to evaluate this work, celebrate what has been achieved and set targets for the future.

Our ICT provision is first class and creative work is considered to be very important.

A timetable and annual calendar is organised for every class to ensure appropriate curriculum experience.

End of Key Stage Assessments will be reported to parents when children reach the ages of:

7 years (infant school – Key Stage 1)
11 years (junior school – Key Stage 2)
14 years and 16 years (secondary school – Key Stages 3 and 4)

Although the subjects are listed separately in the National Curriculum, at Guillemont we feel it is more appropriate at infant and junior level to teach some of these in a cross-curricular, inter-disciplinary approach.

Topic work at Guillemont uses an integrated method of ‘subject teaching’ and much National Curriculum work will continue to be taught in this way.

The Core Subjects

English

English includes reading and writing as well as speaking and listening skills.

Reading

It is our wish to celebrate reading in such a way that we can instil a love and respect for books so that reading has every chance of becoming a treasured skill. In essence our task is to equip children with the skill to read and also with the desire to read. We shall teach them to read accurately, with comprehension and to make efficient use of reference books and libraries.

Parents’ and teachers’ attitudes towards books are without doubt a key factor and we aim to work in partnership with parents to help to promote positive attitudes towards reading.

Writing

Our purpose is to teach children to write fluently, grammatically and with confidence, to encourage an ever-growing vocabulary and care in their spelling. It is also important to equip children with the capacity to choose the appropriate style or genre for each occasion and audience.

Through careful teaching, encouragement and exposure to a variety of writing forms we aim to install a respect for the power in the written word.

Spelling and Vocabulary

Spelling and vocabulary is taught weekly in school as part of the English curriculum. Value is given to the way words are built up and children are encouraged to understand spelling through exploration and direct teaching as opposed to being given lists of words to learn from memory. Emphasis is on word families, root words, suffix and prefix and on words that are appropriate to the written task. However, some children will still need to learn high frequency words, e.g. what, when, etc., and parents may be asked to help children to learn these. Homework will be in the form of spelling and vocabulary activities. Parents are encouraged to work alongside their children giving them support as appropriate.

Handwriting

Early in the junior school, the children will be working in pencil, developing their style in joined writing. The style we teach the children is called “A First Hand” and fits in well with any infant handwriting scheme, including any scheme that teaches joined handwriting. When the teacher feels that the moment for transfer to pen has arrived, your child will bring home a special letter suggesting this. We like children to use a medium italic nib. An italic Parker pen can be bought direct from school. The First Hand style is quite appropriate to italic hand or an ordinary hand. It is the nib that determines the italics.

From early days we wish to develop for the children a “good hand” and foster an attitude of pride in the presentation of the written word. However, confident writing at speed is introduced in the Upper school and children are encouraged to develop a ‘fast-draft’ and ‘best’ style of writing suited to purpose.

Speaking and Listening

Since speech is the greatest means of communication, it is important that it is given appropriate attention. Opportunity will be created for children to discuss, describe, tell stories and give account in small and large groups so they may develop the skill to do this competently, coherently and with confidence. Clearly this too requires of them the capacity to listen attentively. Teachers read to their children regularly and introduce them to a wide range of stories and poetry. Drama is regularly used as a means to develop confident communication skills.

Mathematics

Our mathematics curriculum offers a broad foundation of mathematical experience designed to provide children with the understanding, skills and knowledge needed to deal with every day situations.

Mathematics is planned and delivered within the framework of the National Curriculum and our policies for Teaching and Learning Assessment, Special Needs and Equal Opportunities.

We ensure children learn mathematics by:

Mathematics is timetabled for at least 5 hours each week. Teaching follows the Numeracy Strategy and the curriculum map to ensure all areas are covered. Each lesson begins with a whole class focus. Children are then usually grouped according to ability when completing activities to ensure all children are being taught to their potential. Assessment takes place throughout the year, to inform planning and set targets. Extension maths is organised for the most able children in Year 6, one session every week.

At Guillemont we believe that mathematics is not only important in producing children who are numerate, but it also enables logical thinking and reasoning, provides useful tools for problem solving and is a creative activity to be enjoyed.

Science

To learn with understanding, the primary aged child requires work of a practical nature. Science at Guillemont is concerned with children asking questions about their real world and finding answers by some kind of first hand experience alongside knowledge and teaching supplied by the teacher. Most science work will be planned through topics where scientific skills, knowledge and understanding will be taught through experimentation and investigation.

Communication with others plays an important part in the learning process. Children’s learning will be supported through discussion with peers and adults. Through talk and informal writing they are able to make their ideas clearer to themselves, as well as making them available for reflection, discussion and checking.

ICT

ICT is planned on a two-year cycle of units, which cover every aspect of the National Curriculum. The children have experiences of using a range of software applications including spreadsheets, databases and presentation programs.

At Guillemont, we assess ICT every term and this assessment is important to the delivery of the units in the cycle. We, as a whole school community, value ICT and view it as a vital life skill. It is through the enthusiasm and commitment of the staff that high standards in ICT are attained at Guillemont every year.

In 2005 Guillemont gained the NAACE Mark in recognition for the excellent quality of its work in ICT. This is a highly praised National Award and the school is proud of its excellence in this subject especially as a tool used to promote high levels of achievement and independence.

Religous Education

Religious Education is available to all pupils through class work, discussion, class collective worship and assemblies, unless their parents withdraw pupils. This only requires a letter to the Headteacher making that request. Class teachers will make alternative arrangements for children in such cases.

The whole curriculum aims to encourage the development of the religious and spiritual awareness of children. In addition to this general and current practice, we are taking a more specific approach through opportunities offered by a Religious Education Syllabus. It is aimed to heighten the children’s spiritual awareness by study of religious practices and traditions of Christian and two other faiths, Hinduism and Buddhism.

Assessment

All schools are continually assessing their pupils. By doing this, they have an overview of the standards of work achieved in the Core and Foundation subjects of the National Curriculum. Level 4 is the national level for pupils leaving Year 6.

There are two processes in the assessment of children. Continuous assessment made by the teachers is called Teacher Assessment. However, there is also an end of Key Stage 2 Assessment made when the child reaches Year 6. These are known as SATs and are written tests in English, Mathematics and Science. The results will be reported to parents in a form that makes it understandable and comparable with other pupils of the same age nationally.

Three times each year teachers formally assess a child’s progress against the levels of the National Curriculum in the core subjects. Moderation of standards achieved by children is programmed into the teachers’ schedules to assure a whole-school approach to Teacher Assessment and to raise standards.

Further information on assessment may be obtained by talking to the teaching staff.

The following tables show a summary of the National Curriculum results of pupils in the school for tests taken in May 2008 and nationally in 2007 at the end of Key Stage 2, as a percentage of those eligible for assessment. National results for 2008 will not be available until January 2009

The number of eligible children was 91 for Teacher assessment and 91 for SATs. Figures may not total 100 per cent because of rounding.

Percentage of pupils attaining Level 4 or above in:	National Results 2007	School Results 2008	Difference in percentage points at Guillemont
English	80%	80%	=
Mathematics	78%	74%	-4%
Science	87%	92%	+5%

Percentage of pupils attaining Level 5:	National Results 2007	School Results 2008	Difference in percentage points at Guillemont
English	33%	22%	-11%
Mathematics	33%	22%	-11%
Science	46%	40%	-6%

National assessment and testing are only a very small part of children’s curriculum experience at Guillemont and all children continue to be taught through cross-curricular work especially in topic and this ensures our curriculum has breadth, balance and a wealth of first hand experience, excellence and enjoyment!

This can be further broken down into results for Reading, Writing and English:

RESULTS OF TEACHER ASSESSMENT 2008 AND NATIONALLY 2007

Percentage at each level

		W	1	2	3	4	5	6	Pupils disapplied	Pupils absent
English	School	0	0	1	18	52	30	0	0	0
English	National	0	1	4	17	48	29	0	0	0
Mathematics	School	0	0	2	21	48	29	0	0	0
Mathematics	National	0	1	4	17	45	33	0	0	0
Science	School	0	0	1	4	51	44	0	0	0
Science	National	0	0	2	12	47	38	0	0	0

RESULTS OF TEST RESULTS 2008 AND NATIONALLY 2007

Percentage at each level

		Below Level 3*	3	4	5	Pupils not entered#	Pupils absent
English	School	2	18	58	22	0	0
English	National	6	13	47	33	0	1
Reading	School	7	3	43	47	0	0
Reading	National	7	9	36	48	0	1
Writing	School	0	42	46	12	0	0
Writing	National	5	27	48	19	0	1
Mathematics	School	3	23	52	22	0	0
Mathematics	National	6	16	45	33	0	1
Science	School	1	8	52	40	0	0
Science	National	3	9	41	46	0	1

W represents pupils who are working towards level 1, but have not yet achieved the standards needed for level 1.

* represents pupils who were not entered for the tests because they were working below level 3 in English, Mathematics or Science; pupils awarded a compensatory level from the tests; and pupils entered for but not achieving a level from the tests.

# pupils working at the levels of the tests, but unable to access them, formally referred to as disapplied.

All children, including those with Special Educational Needs have been included in the table of results.

(B3) represents children who were not entered for the tests because they were working below Level 3 in English, Mathematics or Science; children who were awarded a compensatory level for the test and children not achieving a level from the test.

The 2008 year group represented 91 children. All children took part in Teacher Assessment. All children who were identified as needing additional support with Literacy and Mathematics attended Booster lessons from January 2008. Revision practice and feedback time was timetabled to link with normal lessons in each class. Approximately 35% of the year group worked with the English Coordinator for extension English activities and with the Deputy Headteacher for extension Maths for a short time each week. Our results represent very good progress for children meeting their potential over fours years at the school.

It is not unusual to find a difference between the two kinds of assessment, as Teacher Assessment is to the ‘best fit’ and takes into account the whole Programme of Study and the different weightings of the Attainment Targets in each subject.

Sporting Aims

The school has high regard for the physical development of children and Physical Education has an important position on the timetable of each class.

A healthy balance between the different aspects of PE has been established so that the children regularly experience Gymnastics, Dance and Games. Other activities receive a shorter timetable allocation for example swimming or orienteering.

The emphasis in school is on the development of body awareness and the development of skills that are important in the playing of individual sports like squash and athletics, or in major team games like hockey, football or netball.

Games opportunities in school concentrate upon football, netball, hockey, tag rugby, tennis and rounders. In order to develop children who show potential and ability in physical activities, the school, through its pupils, has many links with local sports clubs who offer colts’ level or junior level of the sport. It is through association with clubs out of school that junior age children appropriately receive coaching of a higher level. Many children excel due to their association with local sports clubs and many have greater opportunities than they could otherwise expect to have in school.

The school has thriving links with a tennis club, gymnastics group, karate club and Sunday football club. All of these run either by teachers in school or by outside bodies.

Work at home

As a general principle we do not give children daily homework. However, children will regularly be given reading, word work, vocabulary and other assignments linked to both Literacy and Mathematics units. Your support in this would be beneficial and appreciated. Children’s topic work can often be enhanced by research carried out at home, in the library, or using Information Technology. This is often an ideal way for parents to support their children’s work in the school. This type of work at home will always be welcomed by teachers and is to be encouraged.

Reading at home with your child is important right through junior school. In order to preserve the quality of our reading books all children must have a book carrier for carrying books safely between home and school. These are substantial folders, have a school logo and can be purchased from Mrs Thomas in the school office. The children should bring their books home very regularly to share with you. The books may be either fiction or non-fiction as both types of books are available in school to borrow from our library. Often non-fiction books will be above the reading level of your child, but your child will have selected the books because of its high interest value or its illustrations. In addition children on reading scheme books may also have a picture book. We would like you to share any of these books with your child.

As the child becomes a more confident reader, it will not be necessary to hear them read aloud all of the time; an important next step is for the child to be able to read for themselves and enjoy stories.

The following ideas are a guide for sharing books with children:

Please sign your child’s Reading Diary each night when you have heard them read or shared their book. Comments are welcome in the Diary.

If you find for any reason, that your child is not bringing a reading book home, or that they are very reluctant to read with you, then please call into school and discuss things with your child’s teacher. They will be very happy to see you.

No child should arrive home with extra work that causes difficulty or which the child does not understand. We aim to speak to parents first before any work is sent home to avoid these misunderstandings. If at any time your child does have difficulty completing work at home, then do not hesitate to contact the class teacher or myself. Occasionally when a specific difficulty arises it is sometimes appropriate for a period of additional practice at home. Teachers will discuss homework with individual parents when appropriate.

Parent – Teacher Consultations

Each year every parent will receive a note from the class teacher requesting an opportunity to discuss their child’s work and general progress in detail. These take place in the Spring Term between January and February. Appointments are made with parents at the end of the school day and are spread throughout the whole term to offer parents a reasonable amount of time with a teacher. Appointments are made individually with parents. Children are invited to attend at an appropriate stage in the consultation.

Should the teacher at any point be concerned about a child’s educational development, we would contact you straight away. In return, we invite you to contact either the class teacher or myself if either you or your child has any concern at all. It is normally best to arrange a time, rather than call in on the off chance.

Your visits need not be confined only to the times of concern. If for example, children have produced a piece of work with which they are especially pleased and wish you to see it too, do please feel welcome to come into school. We do seriously consider the teacher and parents as partners in the child’s education and hope that over the years through the various points of contact that we can develop a mutual trust and respect. There is no doubt that when that relationship prevails, progress is more smoothly and quickly achieved.

School Records

For each child we keep computer records with details of date of birth, address and contact telephone numbers. It is the responsibility of parents to keep the school informed of any changes to these details. We also have an envelope file for each child containing copies of any end of year reports (which you also receive), previous assessment information and details of any relevant medical history.

You are welcome to make an appointment at any time to see either myself or your child’s class teacher should you have any concerns regarding your child’s progress.

The following note if official Hampshire County Council policy.

“Parental Access to a Child’s School Records”

There is now a national system for tracking pupil progress. Each child has a Unique Pupil Record Number and assessment information is passed between schools and the DfES.

There are two main reasons for keeping records on children in school. First, it is important that the school has the facts concerning the child, e.g. who he/she is, how old, where he/she lives and who is his/her guardian. Secondly, teachers need to record what each child has learned so that they can start where they should with new pupils and have records, which show how slowly or quickly a child is learning as he/she goes through school. They also need to note progress so that they can keep parents informed.

Hampshire School Records are marked “Confidential” as they are not open documents in the sense that a pupil’s records may be consulted by anyone. They are important in enabling teachers to communicate in a helpful and constructive way about how well a child is progressing in learning. Parents may, within the arrangements made by a school, ask to read their child’s school records, but it will probably be most helpful if progress is discussed in a general way with the child’s teachers, when fuller explanations can be given than it is possible to record on official records.

School Clothing - Dress Code

We do not have a set ‘uniform’ at Guillemont simply because we do not wish the children to all look alike. However, instead of a uniform we have a Dress Code so that the children can wear clothes of a manner suitable for schoolwork. Children quickly learn to differentiate between ‘school clothes’ and ‘home or play clothes’. The following details should help parents and children to reach a sensible agreement.

School clothes need to be clean, tidy, functional and safe for school purposes. Many practical activities take place during the working day, for example drama, art and technology and we make extensive use of our school grounds. Clothes need to suit these purposes. They also need to be sensible. Fashion or sports clothes, especially football ‘kits’, are not at all suitable for general school wear. Similarly, expensive items of clothing or footwear are never required and parents are advised against bowing to fashion pressures, as these clothes are rarely suitable. Shoes are preferred to trainers, as these should be kept for games.

The school discourages inappropriate dress. We find that on the whole children and their parents adapt to the dress ethos of the school and the topic rarely causes problems if the advice is followed.

Jewellery should not be worn in school. Children who have pierced ears, must only wear one pair of stud earrings or a single stud earring and they must be removed for P.E. sessions. All children must be able to remove their own earrings. Body piercing is not acceptable.

If training shoes are worn for everyday wear then it is a school requirement that the laces be properly tied. A second pair will be needed for outdoor games. Children wear their games shoes for play times to help to keep the school clean.

Smart school sweatshirts and polo shirts are available for school wear and jogging suits, fleece tops and tee shirts are available with our own school logo. Order forms are available from the school office.

P.E. Kit

All physical education sessions both indoor and outdoor are timetabled. Your child will be involved in both Gymnastics and Dance (indoor activities) and Games (outdoor activities) sessions.

Kit must be available at school every day.

The requirements are as follows:-

For indoor activities :

No jewellery, including earrings, may be worn for P.E.

A drawstring, soft P.E. bag is required to keep kit safe in the cloakroom.

Swimming takes place when children are in the Upper School.

For reasons of hygiene and good health practices it is important that children do have this change of clothing available to them in school at all times.

Our cloakroom space is very restricted and in order to keep the areas reasonably safe and tidy a soft drawstring P.E. bag is essential, as these fit easily into the PE boxes. There is no space in the cloakrooms at all for any other type of bags or rucksack. Sports bags, holdalls or rucksacks, although popular, simply cannot be accommodated in the space available and regrettably will not be acceptable. I hope that parents will co-operate with this in the interests of safety. We have a cloakroom peg for every child and P.E. boxes to contain all P.E. kits.

If you have difficulty in providing your child with essential items of clothing or footwear for physical education, a limited amount of financial assistance may be available depending upon your income. For further details, please make enquiries to the Local Education Office (Tel: 01252 812333).

Lost Property

As previously stated there is a cloakroom hanger for every child and space for P.E. kits to be hung up. All coats should also have a secure tag by which to hang them. Many items of clothing are left behind in school and, despite lost property arrangements, are rarely claimed. Most lost items of clothing are not named.

The school endeavours to find lost items of clothing and children have responsibilities for keeping the cloakroom areas tidy but….. please could all belonging be named? Class teachers and Miss Harman, the Site Manager, will help with lost property.

Personal Education

Towards Self-Discipline

Our aim in school is for children to work as closely to their full potential as is possible and as far as we understand that potential. We provide a disciplined school structure and believe that our Behaviour Code will support our established principle where pupils are encouraged to develop a self-disciplined approach, not only to their behaviour, but to their work also. We believe that it will provide the way forward for children and adults alike, to develop a reasoned set of values, attitudes and beliefs. Care for others - The Golden Rule - will continue to be the prime concern of all who work in the school.

In our work with children we also aim to develop helpful learning attitudes, skills and behaviours, principally those of self-respect, self-motivation, independence, curiosity and the ability to question and argue rationally. We hope the children will acquire a reasoned set of values, attitudes and beliefs. We encourage active participants and responsible contributors.

The teachers of Guillemont School will have high expectations of each child and children should find and contribute to a warm, encouraging and positive atmosphere.

Behaviour Code

Our Behaviour Policy in school is designed to provide a positive framework to guide children towards self-discipline having a reasoned set of values, attitudes and beliefs, but most of all with the ability to choose between right and wrong. Care for others is a prime concern of all who work in the school. Children should not fear or worry about the Behaviour Code but should recognise that it is fair and supports them all.

Good behaviour and attention from children, with no disruption to lessons, means that teachers can teach and children can learn. This is our aim. Young children sometimes need help and support to achieve these aims and a few have great difficulty in coping with school routines and social situations. This is when support from peers and a whole school system can make a big difference to the emotional development of a child.

We work with children developing and refining our system in school, particularly in regard to rewarding children who were always well behaved. All teachers introduced the Behaviour Policy to the children in the first month of the school year and gradually rewards and sanctions are introduced. After a period of introduction and settling into new classes, by October each year all of the rules, rewards and sanctions are in place.

Following our teaching and discussions this term the following points are to be emphasised:

Exclusion:

Exclusion as a response to bullying would always be a last resort, when no improvement had been made with a pupil’s behaviour through other methods.

Recording of Racial Incidents

Racial abuse or harassment of pupils is to be taken very seriously as the school supports the promotion of racial equality (See Policy).

Any incidents of a racial nature must be recorded in the file in the main office. Children and their parents need to understand why this is important. Further advice is available from June Burford (PACE Coordinator or the Headteacher).

Recording incidents:

Records of incidents should include:

Exclusion:

Exclusion as a response to racial abuse would always be a last resort, when no improvement had been made with a pupil’s behaviour through other methods.

Exclusion Policy Statement and Guidelines

Our school policies encourage and enable pupils to participate fully in school life and enjoy their time at school. When children experience behavioural difficulties, the Behaviour Code is used to reinforce positive choices and to discourage negative behaviour. Our aim is to keep all children in school full-time so that they may get the utmost benefit from a full and rich education. However, should a child persist in violent or abusive behaviour after full implementation of the Behaviour Code, discussions with the child and the parents, the exclusion option will be exercised in response as Step 5 to the Code.

It also needs to be acknowledged that in exceptional circumstances any child would need to be excluded for sudden, unprovoked violence of a serious nature.

Types of exclusion

- Fixed term exclusion

- Permanent exclusion

Action and Procedure

Hampshire County Council has a full procedure for exclusion, which will be followed in all cases.

Issues to consider

1. Was the pupil responsible for the incident? i.e. violent or abusive behaviour towards either the child or adult.

- Exclusion allows a cooling off period for the child and school.

- It allows the school space and time to consider steps or help needed to better support the child.

- It helps the parents to take some responsibility for the behaviour of their child whilst in school.

2. Is exclusion a reasonable response?

There is a Behaviour Code in place in the school to enable staff to respond appropriately to pupil behaviour and which teaches the child about appropriate behaviour responses. This must be fully implemented at all times.

Lunchtime Debarment / Exclusion

The school day is divided into two separate sessions, morning and afternoon.

Most parents choose for their child to be at school for the whole day. Supervision is provided for the lunch period by Supervisory Assistants.

However, in the very rare case of a child persistently not being able to cope with this lunchtime session, due to an inability to work within the school Behaviour Policy, parents will be asked to make arrangements for the child to be off the school site during the lunch period between noon and 1.10pm. This arrangement will count as fixed term exclusion from school. Very rarely these arrangements are not adequate and then the Headteacher can exclude a child for a fixed term or permanently.

School Museum

We have at school an impressive and ever growing school museum. Some items have been bought, others found, many given. Its purpose is principally to support the teaching staff in their efforts to present the children with material that is first-hand.

Children will respond to real things more readily, more responsively and more honestly, whether they be weighing the different types of horse shoe in an effort to decide the need for such a variety of size and weights, or looking at the design of a piece of Victorian lace to draw. The quality of the experience is greatly enhanced by having the real thing. The real thing is not necessarily a priceless item (though we would never turn one down!), it is a collection of all sorts of things: nails or screws, or a fossil found on a walk.

The importance of our collection has been underlined by the introduction of National Curriculum subjects especially History, Geography and Science; the possibilities are endless.

You are always welcome to come and see our collection – you would be even more welcome if you found something to add to it! Parents are encouraged to help in the resources area helping children with their research. Please contact the school if you would like to offer help in this way.

After School Club

We are able to offer out of school hours care for children aged five and over. It is intended that this service will offer working parents quality care for their children before and after school together with the delivery to and collection from local infant schools.

Experienced staff will provide care from 7.50 am until school starts at 8.45 am and from the end of the school day until 5.30 pm. The service is currently offered during term time only for children attending Guillemont Junior and main feeder infant schools.

For further details and application forms please contact Mrs Baker in the school office.

Clubs in school hours and out of school activities

The school is used extensively in and out of school hours for various activities. Our current timetable is listed below.

Some activities are organised by teachers and there is no charge for these. Other activities are run by outside coaches/leaders and for these there is a small fee. If you would like to volunteer to help at any of the school activities, please tell your child’s teacher.

Further information can be obtained from the school office.

Day	Activity	Time
Monday	Karate	5-5.45pm
Tuesday	Tennis Drums	3.30-4.30pm 3.30-4.45pm
Wednesday	Tennis Woodwind Guitar Karate	7.45-8.30am Varies Varies 6.30-7.15pm
Thursday	Keyboard Netball	Varies 3.30-4.30pm
Friday	French Guitar	3.30-4.30pm Varies

Lunch

Lunchtime is an important social opportunity for both children and staff and our purpose built dining area makes for a pleasant occasion. We operate a system whereby each child reads the weekly menu and then pre-selects their meal. This ensures that children are cooked the exact meal that suits them. A “healthy-eating” meal is provided each day at school. The cook, Mrs Fox in our own kitchen, prepares meals and they represent good value for money. A packed lunch is always an option for school meals; healthy, balanced lunch boxes are encouraged (sandwich, fruit, yoghurt etc) and crisps and high fat products are discouraged.

There are nine lunchtime assistants who supervise the lunch hour.

Facilities are also offered for those children whose parents wish them to have a packed lunch. We ask that the lunch be packed in a named lunch box. Fizzy drinks, sweets and chocolate are not allowed.

Lunch Money

The payment system for school meals has changed and it will not be possible to give credit for school dinners. All meals will have to be paid for in advance. You are always welcome to pay by cheque for the week, month, half term or term. When meals are missed through absence the money is carried over or refunded at the end of the term. The present cost of a school meal is £1.90 which is fixed until 1st April 2009.

It is always possible to purchase a school meal on an ad hoc daily basis, but again payment must be made on that day without credit.

Unfortunately if payment is not received for meals in advance then we are unable to supply a meal on that day.

Any family who qualifies for Income Support or Income-based Job Seeker’s Allowance will be entitled to free school meals for their children. Families receiving Family Credit or other Social Security Benefits are not entitled to free school meals. If you think that your children may be entitled to free school meals, please ask the Local Education Office or the school Administration Officer for an application form. Your child may have school meals any time during the term.

Milk and water

The school operates a milk system for before school or morning break. Details of this excellent scheme are available from the school office. Fresh drinking water is freely available in every classroom. Children may bring drink bottles to school filled with water not fruit juice.

Parent help

We enjoy and encourage considerable parental involvement in school. Some parents work in the classrooms and share in the day-to-day work of the children, often providing vital extra support to individual children. We also have parents who help in the library.

There are countless ways in which parents can support their child and their school. We are always looking for support of this nature. Please do not hesitate to get in touch if you would like to play a part in some way.

School Mini-Buses

The school has two mini-buses, both of which are garaged at Guillemont. They are a well-used resource both for days out and residential weeks.

The purpose of most of our visits is to provide good quality, first hand educational and social experiences in small groups, which will lead to follow-up work in the class. Most of our day and half-day visits will be to local areas.

To cover the cost of the buses for these activities, we do ask for a voluntary contribution for any project that involves the use of the mini-buses (see Governors Policy on Charging).

Day Visits

Visits are often made during the course of the school year. Half-class, whole class, groups drawn from different classes who share a particular interest, half-day, all day! All possibilities are covered. These visits make extensive use of parent support and the immediate local area.

Residential Visits

Upper Junior classes are offered the opportunity of a residential visit each year. The trips are an extension of the work in class and involve both preparation and follow up work. The visits are usually to Youth Hostels in either a coastal or inland situation that is very different from our own. The social development of children also plays a very important part on these visits. Children and staff take advantage of full board at the hostels although children are required and encouraged to take on certain ‘chores’ during their stay. We hope that all children will be able to attend.

CHARGING FOR SCHOOL ACTIVITIES - GOVERNORS’ POLICY STATEMENT

The Education Reform Act 1988 re-affirms the right to a free school education and establishes that activities offered wholly or mainly inside school hours are available to all pupils regardless of their parents’ ability or willingness to meet the cost. It also gives the LEA and schools the discretionary right to charge for activities provided wholly or mainly outside school hours and to invite voluntary contributions in support of any activity, whether during or outside school hours.

Although this legislation affects directly the way that the school finances visits and residential trips, in practice, for most pupils it is unlikely to result in any change. This is because current Guillemont practice relies on contributions from most, for some cases all, parents for a visit to take place. Invariably, Guillemont, any out of school activity takes place during school hours according to the definition of the Act.

For day trips the school will, on a discretionary basis, request voluntary contributions and also make it clear when a particular activity is dependent on there being sufficient numbers of contributions to adequately fund it.

In the case of residential trips, board and lodgings will be charged for as allowed by the Act, but other costs not funded by the school need to be covered by voluntary contributions from parents. The school has always supported families in greatest need and also allows additional time for payments to be spread over a longer period.

Health Issues

Health education, healthy eating and physical well-being are all encouraged in school. The school has a Healthy Schools Award of which we are very proud

Medicines

We are, by and large, pleased to help out with children who are well enough to be at school, yet still require “a dose of medicine” during the school day. Current LEA advice is that all medicines of any description must always be left in the school office and should be named. We require written authority from parent / guardian to administer any medication. The dose should be clearly indicated. I would only add, however, that there are so many things happening during the school day and so many calls are made on teachers and the attention of the school office, that staff could not reasonably be expected to “ensure”, as some parents have requested, that children have their medicine at a given time. If this causes anxiety, you are welcome to come to school to administer “the dose of medicine” personally.

School Nurse

The school nurse visits the school regularly, and during these visits she checks eyes, ears and weighs and measures children. You will be informed directly if there is any cause for concern.

The school nurse also regularly provides support to our Personal, Social and Health Education programme in the form of assemblies and discussion groups. Parents can also make an appointment to see the school nurse if they need advice about emotional or behavioural needs of their children as a first step towards a referral to Frimley Children’s Centre.

When children are in Year 3 you will be sent a form asking for details of previous medical care and the general health of your child. However, if at any stage you wish your child to be included in a medical, please let the Headteacher know.

Sex and Relationship Education

The school aims to support parents in realising their responsibilities in the education of their own children in sexual matters.

Our aim is to provide children with a moral framework as well as the biological facts of body change, development and reproduction. In addition children will be encouraged to be open and to be able to ask questions and make decisions.

The understanding of relationships and responsibilities, their emotional and caring aspects, are central to our aim. This would include children’s self-respect and self-image and their respect for others. Our approach would be non-judgemental and non-threatening, taking account of the variety of family circumstances from which our children come.

Open channels of communication between home and school are developed actively as part of the school’s PACE policy (Personal, Social and Citizenship Education). Parents have the right to withdraw their child from sex and relationships lessons other than those elements which are required by the National Curriculum (life processes in humans and animals and the main stages of the human life cycle). Parents should write to the school once they have had time to consider the programme to make this request. In such a case the school offers support to parents with information or by recommending written material to use at home with their child.

Attendance and Absence

School attendance at Guillemont is very good and higher than the National Average. In 2007 – 2008, the Authorised Absence, (when children are ill or take fewer than 10 days’ holiday in term time) was 5%. In 2007 – 2008, Unauthorised Absence, (when children are away from school without reason) was 0.6%. The Education Welfare Service reminds parents that registration is at 8.45am exactly and children should not be regularly late for school as this counts as absence.

By law we have to account for any child who is absent from school. Please let us know by telephone or letter, details of any absence on the first day of any absence. The school, to ensure parents confirm all absences, will follow up non-notified absence.

Children sometimes have to attend the dentist or the doctor etc., during the school day. However, we are not allowed to let children leave the school premises unaccompanied. There are obvious dangers in allowing children to leave school alone without the safety of numbers that the beginning and end of the day afford and we do ask whenever possible for children to be collected. When this is not possible then we must have your written permission to allow the child to leave. Staff become concerned if a pupil does not arrive and we have not received a message. For the safety of your children, please let us know if they are going to be absent.

If for any reason you bring your child to school late, could you please notify the school office so that the attendance and dinner registers can be amended? There is a signing in / out book in the school office for this purpose.

Holidays

Occasionally it is necessary for a family to take their annual holiday in term time. The approved period allowed by the Department for Education for such absence is ten days in any academic year. A holiday absence application form is available from the school office, which needs to be completed and returned to the school. You can also download a leave of absence form from the Parentsweb section of our website under ‘essential forms’.

Holiday will not be granted during SATs week for Year 6 pupils or the time leading up to this period.

Spiritual Development ande Collective Worship

Collective worship and assembly times are arranged so that sometimes, whole school, each department or individual classes meet together.

The focus of the assemblies is generally associated with the personal and moral development of individual children and of the school as a community. For the most part any religious element is Christian. Collective worship offers a particular focus for reflection, response, reverence and sharing, to develop the school ethos and promote the feeling of a friendly and positive community.

Equal Opportunities

Inclusion of Special Educational Needs

The school will aim to meet the needs of all pupils with any disability if it is felt that the pupil’s needs can be met within the school setting.

Special arrangements are often made to allow children equal opportunity and access to school journey and residential weeks. However hard we try, there are some activities that are not suitable for all children to take part. Law must always make alternative arrangements of equal educational value.

Being a single storey building, the school itself has good access for children and adults with disabilities. There is now a disabled parking bay in the parents’ car park with ramp access.

The school would aim to be aware of the needs of those with disabilities and aim to improve and enhance the opportunities available to children and adults alike.

Additional help for Special Needs

Occasionally children experience very real difficulties in their learning or behaviour. Where these have arisen there will generally have been considerable dialogue between the parents and school. If further advice is needed, the Learning Support Coordinator, the Educational Psychologist and other agencies for special support can advise. Any approach would only be made with the parents’ consent, following consultation between teacher, Headteacher and the parents.

The Educational Welfare Officer, who acts as a social worker to the school and the families it serves, is also available to support children and families when requested. Children who are identified as having special needs through the Hampshire SEN Audit are allocated regular additional support on a one-to-one or small group basis. All our Learning Support Assistants receive regular training.

Friends of Guillemont

The Association is properly constituted and has its own committee. This committee is elected at the AGM each Spring Term. It holds its own bank account and has its accounts annually audited.

The function of the Association is –

Guillemont is proud to have achieved the ICT mark

Guillemont is proud to have achieved the NAACE mark

Guillemont is pleased to have received the active mark for 2007

Guillemont Junior School is a proud member of the Healthy Schools Project

Guillemont Junior School supports the charity Plan International

Guillemont's server is powered by