Gunter Primary School
Prospectus and Handbook
Welcome to Gunter Primary School!
We have developed, with our parents, a warm, happy and friendly environment, where each child works toward maximising their full potential. We have created an atmosphere where all our children are valued and value each other.
We are a school where every child, including the very able and the least able, is encouraged to achieve high standards. We set, expect and achieve a high level of academic performance. We also develop our children’s achievements in other activities, such as music, sports and drama productions, catering for both the individual and the team. These help to enrich the lives of our children.
We are a school working within and for our local community. Our community facilities include a before and after school club, and children's centre. We work closely with other local primary and secondary schools.
Fundamental to the learning of any child is the relationship between home and school. I know that our parent – teacher partnership at Gunter will lead to genuine success and achievement for our children. Our school offers an exciting opportunity to begin an educational journey that will help develop the full potential of each and every one of our children. Please take a look at our Home_school_agreement 2015.
Our full Prospectus can be found HERE - selected sections are outlined below...
Contact Information : Gunter School - Background : Mission / Motto / Aims : School Year and Times : Starting and leaving Gunter School
Health, Safety and Welfare : Our Curriculum : School Management and Organisation
Our address is – Gunter Primary School, Gunter Road, Pype Hayes, Birmingham, B24 0RU.
Telephone - 0121 464 2367 Fax - 0121 464 8015 e-mail - firstname.lastname@example.org
Headteacher – Headteacher - Miss Lucy Riley
Chair of Governors - Mr John Harris [ A full list of school governors is available on the Governor page]
Local Authority - Birmingham City Council, Education Service, Margaret Street, Birmingham, B3 3BU. Telephone - 0121 303 2590
Gunter Primary School - Background http://billdargue.jimdo.com/placenames-gazetteer-a-to-y/places-p/pype-hayes-gunter-school/
Gunter Primary School was opened in 1930 to serve what was then the new Pype Hayes estate.
The building is designed as a single form entry primary school with nursery unit - a Child Centre with additional private nursery facilities is attached to our school. There is a large playground and extensive grass and garden areas.
The school age-range covers –
☺ ‘The Foundation Stage’ (Nursery and Reception Class - ages 3 to 5)
☺ ‘Key Stage One’ (Years 1 and 2 - ages 5 to 7)
☺ 'Key Stage Two’ (Years 3 to 6 - ages 7 to 11)
Every class has a fully qualified class teacher. In the Foundation Stage there are also qualified nursery assistants. All other classes have the support of part-time or full-time classroom assistants.
We offer additional provision through teaching specialists, support services and integration assistants. There are also many parents who regularly help in classrooms.
Our school office is open every morning from 8.15 a.m. and closes at 4.15 p.m. each afternoon. If you have any queries about the school, or need to make arrangements to visit the school, then contact one of our school secretaries and they will be pleased to assist you.
Parents are very welcome to visit or work in school. Please let us know if you would be interested in helping.
We hold regular parents’ evenings, parent workshops and open days during the year where you can come and find out how your child is progressing. However, if you have any concerns outside these times about your child, then please contact us. It helps if an appointment can be made, but we understand that sometimes this is not possible.
Our Mission Statement : "To start our children on the pathway of learning that develops their full potential within school and the wider community."
Our Motto : “Strive for excellence”
1. To provide a broad range of educational experiences and activities to help prepare each child for a successful adult life.
2. To provide a secure, well-disciplined, caring and friendly environment.
3. To foster the children's self-respect and consideration for others and for their environment.
4. To involve parents, local schools and the wider community in a mutually beneficial relationship.
The School Year...
The school is open to the children for 190 days during the year. Five further days are used by the staff for training and planning. The school year is organised into three terms. The dates for these terms are arranged by the Education Authority http://www.birmingham.gov.uk/termdates
The School Day...
The morning session for pupils starts at 8:40am, with the register closing at 9.10am. Any child who arrives after 8.55am will be recorded as late. Any child who arrives after 9.10am will be recorded as having an unauthorised absence, unless contact has been made by a parent or carer via the school office to explain the absence. There is a fifteen minute break during the morning session. Lunch break is 12.00pm for key stage one, 12:15pm for key stage 2. The afternoon session starts at 1:00pm for both key stages and the school day ends at 3:15pm.
Timings for our Early Years Foundation Stage differ slightly, and are as follows: 8.40am – 3.00pm, with a lunch break at 11.30. Part-time nursery is two full days and one half day, either Monday to Wednesday or Wednesday to Friday – the final session ends at 11.30am for the first half of the week and the first session starts at 12.30pm for the second half of the week. See separate EYFS policy for further details.
Daily collective worship
takes place either in class (Monday and Thursday) or as a whole school in the
main hall (Tuesday and Wednesday).
Friday is our special weekly Going for Green celebration assembly, which parents
will be invited to if their child is receiving an award.
We are grateful for the support we receive from parents and good attendance will ensure that your child can reach his/her full potential. To achieve this, your child needs to attend school every day. Please see our Attendance Policy for further details.
We welcome a registration of interest for a place at Gunter School before children are three years old. Just call at the School Office and collect a Registration Form.
For all our admissions we follow the Birmingham Education Service (LA) policy and criteria for admissions to primary schools.
Admissions to our Foundation Stage Nursery Class:
Nursery places are offered on a part-time basis on Monday, Tuesday or Wednesday a.m. OR Wednesday p.m., Thursday and Friday. Children are admitted during the term after their 3rd birthday providing there are places available. The admission criteria are the same as for the school, (outlined below).
Part-time fee paying places may also be available - please enquire at
school. We are able to accept Childcare Vouchers - our account number is:
Part-time fee paying places may also be available - please enquire at school. We are able to accept Childcare Vouchers - our account number is:P20751710
If you are interested in a nursery place, please ensure that your child’s name is on the waiting list by contacting an administrative member of staff. Nursery admissions are taken in September, January and April.
Admissions to the Main School:
The LA's admissions criteria for Gunter Primary School are as follows :-
a. Children with special needs
b. Children with brothers or sisters already at school who will still be there when they start school themselves.
c. Children who live nearest the school - by straight line measurement.
Parents wishing to visit the school should contact the secretary to make an appointment. If you have any queries, please contact the school or the LA's Admissions & Appeals Officer on 303 1888.
We offer a place in our Reception Class at the start of the academic year in which a child attains the age of five. However, parents should note that they are not legally obliged to send their children to school until the term after the fifth birthday is attained.
During the Summer Term, prior to admission, we invite parents to a meeting where we introduce our school and ourselves. Further details about admission is discussed at this meeting.
The majority of children in our Foundation – Reception year have attended the setting as nursery children and seamlessly continue their education into the following year.
For children new to the setting, we organise play sessions and home visits and agree a settling in procedure based upon the needs of the individual child.
Admissions in later school years:
All other admissions are handled by the school, and application forms for years 1 to 6 are available from the school office.Parents moving into the area are encouraged to come and look around the school.
In the event of an admission being refused by the school, there is an independent appeals procedure operated by the Local Authority.
…And leaving Gunter Primary School
Transfer to secondary school:
At the age of 11, children transfer to their secondary school. Parents select a wide range of schools. A booklet is provided for all Year 6 parents giving brief details of Birmingham LA secondary schools. There are also opportunities for parents to visit secondary schools before selection.
We recognise that the children see this transfer as a big step, so it is our policy to prepare and support them as far as we are able. We hold a meeting for parents of Year 6 pupils to discuss how to make secondary school choices. We maintain close links with our local secondary schools and discussions are held between staff prior to the children’s transfer. The children also spend at least one day at their chosen school before transfer.
Health, Safety and Welfare
All adults inside the school building during the school day need to have a school identification badge - this includes all staff and parents. Parents should wait in the playground for their children at the start and end of the school day - if a parent wishes to see a member of staff, an appointment should be made. A member of staff is available at the beginning and end of the school day at the two entrance doors for children - brief messages may be passed on through them. Access to the Foundation Stage is via the EYFS door..
Visitors to school must report to the secretary’s office to ensure that their business is official.
Children are not allowed to leave school with unknown adults or juveniles. Please contact the school straight away if your child is to be met by someone who is unknown to the school, (e.g. a child minder).
Pupils are supervised within school for the whole day. Children are never released before 3.15 p.m. unless at least 24 hours notice has been given.
Children, who are normally met at the end of the school day, are taken to the school office to wait if their parent(s) are not there to meet them.
Emergency systems -
We have an emergency procedures policy to deal with incidents such as fire. We hold regular emergency drills at different times of the day with the aim of clearing the whole building within two minutes.
The alarm system is electronic and the alarm bells can be clearly heard throughout the school. All children are taught our evacuation drill. All fire safety equipment is regularly checked and fire safety officers have examined the school. School corridors and fire doors must be kept clear.
It is vital that parents keep their contact details up to date in case of emergency.
Road safety -
Gunter Road is often congested. If you are using a car, please do not obstruct the school entrances or park in the staff car park.
Crossing wardens are on duty on Chester and Tyburn Road at the start and end of the school day. Check road safety with your child and their safest routes to school. This will be followed up by our road safety lessons in school. Safety tops or armbands do help prevent accidents during winter months.
Emergency contact -
Please make sure the school has some means of contacting you during the day by letting us have an address and telephone number where you can be contacted in an emergency - and two further contacts should we be unable to contact you immediately. These further contacts are usually neighbours or grandparents.
Should these change, please let us know as soon as possible.
If your child has an accident, or is taken ill during school hours and requires treatment of a minor nature, e.g. cuts and bruises, such treatment may be given in school.
If the accident or illness is more serious, then we may take the child directly to a doctor or the hospital and notify you as soon as possible. You are informed by letter of accidents which involve injury to the head.
Please note that the LA does not carry personal accident insurance on behalf of pupils. Parents who feel that this type of insurance cover is necessary for their children are advised to take out a policy with an insurance company.
Medicals and Medicines –
Should a child have to leave during the day for a medical or dental appointment, they must be met at school. Please let us know in advance of appointments.
The school nurse or doctor and the dentist make regular visits to school.
If prescribed medicine is necessary during the day you are welcome to come into school and administer the dose. Please do not just send medicine to school without explanation. In order that a staff member can administer medicines, parents must have completed the necessary consent form which is available from the secretary.
Should your child be absent, (even half days) please send a note of explanation to your child’s teacher, or telephone the secretary. This allows teachers to take full regard of the health of your child and is a safeguard against truancy.
Holidays should be taken when the school is closed, as prolonged absences will affect your child’s education. The school keeps records of absence and attendance rates. We are not allowed to give permission for family holidays to be taken during term time. Requests for leave of absence may only be given in very exceptional circumstances. We participate in Birmingham Local Authority's programme for reducing absences.
An award scheme for good regular attendance is run within the school.
Healthy eating –
We encourage all our children to eat and drink sensibly – for the sake of their health and behaviour.
We are trying to create a sensible, healthy balance – where children know that the occasional ‘treat’ is okay – but not every day.
Fizzy pops, sweets and crisp type foods should not be sent in to school.
Milk is supplied to Nursery children on a daily basis, free of charge.
We supply water bottles for all the children. They take these home for cleaning and return them each day.
Free fruit is supplied to all children in the Foundation Stage and Key Stage 1. It is the ideal snack for morning playtimes for all of the children.
Sun lotion -
The school does not supply sun lotion, but it can be sent in to school. For very young children in Nursery and Foundation Stage 1, a member of staff can apply this if you give written permission.
During the summer months you may also wish to provide your child with a suitable sun hat.
Pastoral care -
Problems are best dealt with immediately. Your child’s class teacher is the person to see to discuss any problem, unless you feel that the matter should be referred to the deputy headteacher or headteacher. We do try our best to solve any problems as quickly as possible, and, if necessary, with a written reply or comment to parents.
Appointments to see a class teacher should be made in advance. The best time is at 3.20 p.m. when the conversation can be private. If a teacher is unavailable, another time will be arranged at the earliest opportunity. An appointment to see the headteacher can be made by calling at the school office. Messages can also be passed on via the member of staff at the entrance doors at the start of the day.
Children are awarded ‘smileys’ for good behaviour, attitude or work. These are collected and recorded on class charts and individual reward cards, for comemoration at key milestones.
Each week one child from each class is chosen for an aspect of their contribution to school life. A special headteacher’s assembly is held to celebrate these achievements. Parents are invited to these on a Friday.
Behaviour and discipline -
Children are expected to behave calmly and sensibly, to have good manners, and to develop good self-discipline. They are encouraged to work and play independently and co-operatively, and have concern for others.
Our policy is to praise positive behaviour and so encourage others. Unfortunately, it is sometimes necessary to apply sanctions which usually consist of privileges being removed.
If a child displays persistent behavioural problems, consultation is arranged between the teacher and / or Headteacher and parents so that an attempt can be made to understand the child’s needs and, hence, schemes adopted to try to modify the behaviour.
School policy includes, in the extremely rare cases of serious and persistent unacceptable behaviour, the possibility of fixed or permanent exclusion from school.
Children are expected to wear school uniform. Not only do the children look smart, it is practical and encourages the idea of having separate work and play clothes. The school colours are green and yellow. These can be combined with grey skirts and trousers.
* Please ensure that all clothing is marked with your child’s name *
Children should not wear fashion shoes with heels to school - there is every possibility of an accident, which could permanently damage young ankles or legs. Flat shoes are much safer and the most suitable footwear for young children.
Children should not bring any jewellery to school. This can be dangerous in a crowded playground. Small studs may be worn for pierced ears, but they are not allowed to be worn at the swimming baths.
The wearing of make up or nail varnish is not permitted in our school uniform code, as it can often be disruptive to learning.
The children require suitable clothing for Games and PE. They will need:
Black shorts, white T-shirt or sports shirt, trainers and plimsolls. Trainers should not be worn during the school day other than for outdoor PE.
Children should also be provided with a large old shirt or an apron that they can use in activities such as art to protect their school uniform.
Valuables and lost property –
The school cannot accept responsibility for personal items brought into school, as we are not insured for their loss. Mobile phones are not allowed unless there are exceptional circumstances agreed with the headteacher, and in these circumstances they must leave them with the school secretary during school hours.
Lost property is collected and kept in lost property boxes.
Our Curriculum –
At Gunter Primary School we believe that the School Curriculum should be broad and balanced and underpinned by aims, values and purpose. Our curriculum is based on the National Curriculum, but there are many other opportunities that make up the wider curriculum. These are designed to inspire and challenge all children, prepare them for the future and aid them in their strive for excellence.
We believe passionately in developing the whole person and giving our children ownership of their learning. Our curriculum is rich with first-hand purposeful experiences and is designed to be flexible and responsive to individual needs and interests. We support our children in becoming ‘aspirational’ – aiming high – in order to make the most of their learning opportunities and we believe in an active partnership between school, pupil and home.
Please also see separate assessment and marking policy
Mathematics in Key Stage 1 will focus on practical ‘concrete’ resources and examples to ensure mental fluency and develop a secure foundation in number. Resources will be available and accessible for children, enabling them to ‘choose and use’. Year 1 will follow a fortnightly timetable where maths is taught all morning, every other day. Years 2-6 will teach a one hour maths lesson daily.
Maths planning will first be taken from the National Curriculum objectives; a coverage chart of these objectives is available for each year group. Half termly assessments and ongoing assessment using our assessment tool TRACE will also inform planning. Objectives for number should be taught half termly; statistics, geometry and measurement termly (and where opportunities allow through the creative curriculum). Activities linked to the National Curriculum objectives must be planned using the Mathematics Scheme of Work; this includes references to Abacus, Ginn and Mathsworks textbooks, as well as ‘nrich’ practical activities, games and challenges. When completing work on formal written calculations, the school’s Calculation Policy must be followed.
The school’s planning proforma must be used by staff and uploaded every Friday, by lunchtime. Each lesson should be made up of three parts – teaching, doing /pupil involvement and intervention (this can be done in any order). The children will be split into 5 ability groups; during the week each group will have the opportunity to work with the teacher and teaching assistant as well as completing independent work. Each day, 1 group will be teacher led – this will involve teaching new skills, modelling and assessment opportunities. Another group will be following a teaching assistant led activity. The other three groups will complete independent work matched to objectives (individual, paired or group) including practical, games, ICT, challenge, recorded development of skills, problem solving, puzzles, systematic, trial and improvement. Work should be differentiated at least 3 ways. It is expected, for each child, that work should be recorded in books three times a week.
In addition to daily Maths sessions, the children will have one basic skills session timetabled weekly. The children are streamed across Key Stage 2 to complete the timed test and interventions are made by the teacher to tackle errors, misconceptions and modelling. Progress and scores are monitored half termly by the Maths Coordinator and children are reassigned groups as necessary.
At Gunter Primary we aim to promote high standards of language and literacy, equipping our pupils with a strong command of spoken and written language as well as developing our pupil’s love of literature by widespread reading for enjoyment. Each year group will study the National Curriculum objectives outlined and links for reading and writing will remain a key focus across other subjects particularly Science, History, Geography, Art, DT and RE.
English in Key Stage 1 will focus on the ‘building blocks’ of language and literacy with a strong emphasis on speaking and reading. Year 1 will follow a fortnightly timetable where reading and writing is taught all morning every other day. KS1 will also have daily phonics sessions to develop their reading skills and opportunities will be made to change home reading books at least twice each week. From Years 2-6 there will be a daily English lesson for one hour plus a 30 minute Guided Reading session daily. The teaching of handwriting and grammar are integral to daily teaching and children will be encouraged to develop and build on these skills in all subjects.
English planning will first be taken from the National Curriculum objectives; a coverage chart of these objectives is available for each year group. Each year group will cover a range of non-fiction, fiction and poetry units to ensure that all text types are taught. Some units will be revisited throughout the year groups to build on develop writing techniques. Half-termly assessments and ongoing assessments using our assessment tool TRACE will inform the teachers planning. For each unit, a routine of shared, modelled, guided reading and writing will allow children to explore, discuss, practise and develop confident pieces of writing.
The school’s planning proforma must be used by staff and uploaded every Friday, by lunchtime. Each lesson should be made up of three parts – teaching, doing /pupil involvement and intervention (this can be done in any order). The children will be split into 5 ability groups; during the week each group will have the opportunity to work with the teacher and teaching assistant as well as completing independent work. Each day, 1 group will be teacher led – this will involve teaching new skills, modelling and assessment opportunities. Another group will be following a teaching assistant led activity. The other three groups will complete independent work matched to objectives (individual, paired or group) including practical, games, ICT and challenges. This recorded work will show the development of the child’s skills. Work should be differentiated at least 3 ways. It is expected, for each child, that work should be recorded in books three times a week and should reflect opportunities to develop writing skills. A final extended piece of writing for each English unit will also be completed.
Creative Curriculum -
Gunter Primary School’s Creative Curriculum has been carefully designed to ensure that it meets the needs of the children in our school as well as the statutory requirements of the National Curriculum. We have used the National curriculum as an outline of core knowledge around which we have developed exciting and interesting themes.
The curriculum has been arranged into three main themes for each year band with one theme being taught each term. Each theme is planned to last for approximately 10 weeks to ensure that there is room for flexibility to allow children to direct their own learning and to explore opportunities that arise as a result of their study. Two of themes in each year band have been mapped around the programmes of study for Science with the remaining theme being based upon the Humanities (history and geography). This has been carefully planned to ensure coverage across the Key Stages and that there is enough scope for the depth of knowledge to be developed. Art, DT and music objectives are also all covered through these themes. Wherever possible, meaningful cross curriculum links have been made with English and Mathematics.
Any Programmes of Study that have not been linked to the themes will be taught as discrete units either at the beginning or end of the main theme.
Extended curriculum –
MFL - Teaching at Gunter Primary school will focus on the ‘modern’ Foreign Language of French, enabling pupils to make substantial progress in this one language. The teaching will provide an appropriate balance of spoken and written language in order to lay the foundations for further foreign language teaching at key stage 3. It will enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary.
The focus of study in modern languages at Gunter will be on practical communication
Learning another language presents opportunities for the reinforcement of knowledge, skills and understanding developed in other curriculum areas. It is important to find productive ways of integrating work in a new language with the rest of the primary curriculum, while reinforcing work in other subjects at the same time.
RE/collective worship - Religious Education is taught to all children and follows the guidance given in the Local Education Authority’s Agreed Syllabus. We recognise the important influence of Christianity on our culture and civilisation, but also give due regard to the consideration of other faiths in our multicultural city. To this end, visits are periodically made to places of worship.
Collective worship, or ‘assemblies’, are regarded as an important part of the schools ethos – they are of a broadly Christian nature but also make reference to other faiths and aspects of humanity. Parents are entitled to withdraw their child from collective worship and RE if desired, but are asked to discuss this in the first instance with the Head Teacher.
PE - We aim to offer a high-quality physical education curriculum that inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. We provide opportunities for pupils to become physically confident in a way which supports their overall health and fitness, leading to active lives. These include sustained periods of dance, games, gymnastics, swimming and water safety, athletics and outdoor adventurous activities. We believe in providing activities that build character and help to embed values such as fairness and respect.
SMSC – We aim to provide opportunities for thoughtful and wide-ranging promotion of pupils’ spiritual, moral, social and cultural development through targeted lessons, assemblies, RE (and other cross curricular links), as well as tough our use of PATHS (Promoting Alternative Thinking Strategies). Through these routes, we also ensure the promotion of fundamental British values, as well as our core Gunter values.
SRE – Sex and Relationship Education is taught at the end of year 5 and during year 6 as part of a Health Education programme. The course of study is rooted in the context of family life, and discussions on hygiene and bodily changes during adolescence will take place. Parents have the right to withdraw their child from all or part of the SRE provided, in consultation with the class teacher.
Please see separate SRE policy also.
The Early Years Foundation Stage is the first part of the National Curriculum,
focusing on children from birth to the end of their reception year.
It is divided into seven areas of learning.
The first 3 are the Prime Areas aimed at engaging a child in learning and
preparing them for their next steps – personal, social and emotional
development; communication and language; physical development.
The second set are the Specific Areas which help a child to develop
knowledge and skills to move forward with their learning and prepare them for
year 1 – mathematics; literacy; understanding the world; expressive arts and
The cycle of observation, assessment, planning, observation is carried out on a
moment-by-moment basis. We have
focus children each week (approximately 10% of the group). Activities that occur
are recorded when the cycle is complete.
These records are on the learning journeys for the focus children and on
spontaneous planning sheets for activities in which a group have become
involved. We have focus children NOT
focus activities. The adult goes to the
child. The child is NOT called
to come to the adult. We work this way because high-level involvement occurs in
Progress and Development - When children show high levels of involvement, that is when there is progress and development occurring – when the brain is at its most active. High level involvement occurs most often when children are able to pursue their own interests in an enabling environment. “In the moment” planning helps to make this possible.
An Enabling Environment
- We have a workshop style environment
indoors and outside.
Nothing is set out on the tables.
The children select what they want to do in each area. The principle is
that resources are accessible to the children and they are varied, open-ended
and high quality. This gives children the opportunity to select resources to
support their chosen activity.
The Role of The Adult
- The adults are there to facilitate learning.
They do this through observations and interactions. Our adults know the
children very well and have a sound understanding of child development.
This ensures that the adults enhance and extend the learning at the
Meaningful Interactions - The children and the adults have time and space to engage in meaningful conversations. The children set the agenda and the adults are there to show interest and engage with the children. The modelling of conversation skills is then adopted by the children, who have long conversations in pairs and groups.
Planning in the moment - We use the observation cycle on a moment by moment basis. The focus children are given extra attention, but all the children are busy and learning all the time. The planning sheets are a record of activities that have occurred. It is particularly important that the adults’ input is recorded. The symbol “T” indicates “adult”. Adult input is high-lighted in yellow:-
Please see separate EYFS, EYFS assessment, and EYFS Induction policies also.
Gunter Primary is an inclusive school. We value all of the children within our school and we are committed to tackling inequality and exclusion. In addition to promoting equality of opportunity and equality of access to our services, we also uphold a positive principle of diversity throughout the school by making sure that the differences between certain people, groups and identities are understood, valued and respected.
All children in all classes have an equal opportunity to undertake all aspects of work in each subject and equal access to teaching and learning throughout any one school year. Through our teaching, we provide learning opportunities that enable all pupils to make good progress. We monitor and evaluate the progress that all our children make in order to ensure that no individuals or groups are underachieving.
We strive hard to meet the needs of those pupils with special educational needs, those with disabilities, those with special gifts and talents, and those learning English as an additional language. All teaching and non-teaching staff at Gunter Primary School are responsible for ensuring that all pupils, irrespective of gender, ability, ethnicity and social circumstances, have access to the whole curriculum and opportunities to make the greatest progress possible in all areas of the curriculum while in our school.
At Gunter we know that all children benefit from ‘Quality First Teaching’: this
means that every teacher expects to assess, plan and teach all children at the
level which allows them to make progress. We have high expectations and expect
all our children on the SEN register to make progress which compares well with
the progress made by other children in school .
The progress of every child is monitored through half-termly meetings with the Head Teacher/Deputy Head Teacher. Where a child is identified as not making progress despite Quality First Teaching, an additional meeting will take place with the SENCo where a plan of action is agreed (provision map targets); this does not automatically mean the child will be put on the SEN register but that a concern has been identified and careful monitoring is taking place of additional support being used to address this.
Teachers are continually monitoring children’s learning and progress. If they observe that a child, as recommended by the 2014 Code of Practice, is making less than expected progress, given their age and individual circumstances, they will seek to identify a cause.
This can be characterised by progress which
• is significantly slower than that of their peers starting from the same baseline
• fails to match or better the child’s previous rate of progress
• fails to close the attainment gap between the child and their peers
• widens the attainment gap
In this instance the teacher will meet informally with the chid and also with the parent/carer to gather views and complete an Initial Concerns Checklist. The completed checklist will then be shared with the SENCo in order to consider a potential Special Educational Need.
A GRADUATED APPROACH TO SEN SUPPORT
PLAN Once child a has been identified as having SEN, the class teacher, in consultation with the parent, pupil and SENCo, will agree the desired outcomes, adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour. This information will be recorded on an IEP or the class Provision Map and a review date will be set.
DO The class teacher remains responsible for the child’s provision on a daily basis. Where the interventions involve group or one-to-one teaching away from the main class or teacher, they still retain responsibility for the pupil. It is the class teacher’s responsibility to work closely with any teaching assistants or specialist staff involved, to plan and assess the impact of support and interventions and to link them to classroom teaching. The SENCo is responsible for supporting the teacher in the further assessment of the child’s particular strengths and weaknesses, in problem solving and advising on the effective implementation of support.
REVIEW The effectiveness of the support and interventions and their impact on the pupil’s progress must be reviewed in line with the agreed date. The impact and quality of the support and interventions must be evaluated and recorded on an individual SEN Review Plan, along with the views of the pupil and their parents. This information will feed back into the analysis of the pupil’s needs; enabling the class teacher, with the support of the SENCo where necessary, to revise the support in light of the pupil’s progress and development, deciding on any changes to the support or outcomes in consultation with the parent and pupil. Parents will be given clear information about the impact of the support and intervention provided. They will be invited to review progress against the agreed outcomes and contribute to planning next steps at least termly.
EDUCATION, HEALTH & CARE PLANS (EHC PLANS)
If children fail to make progress, in spite of high quality, targeted support at SENs, it may be appropriate to make an application to the Local Authority for an assessment for an EHC Plan.
An EHC Plan may be requested, for example;
- When a child with SEN is Looked After and therefore additionally vulnerable
- A child has a disability which is complex or lifelong and means that they are likely to always need a high level of additional support in order to access the curriculum and to learn effectively
- The child’s achievements are so far below their peers that he/she may, at some point, benefit from special school provision. It is important to note that having a diagnosis (e.g. of ASD, ADHD or dyslexia) does not mean that a child is eligible for a Statutory Assessment for an EHC Plan.
Learners of EAL make the best progress within a whole-school context where pupils are educated with their peers. Children and young people learn best when they feel secure and valued – at Gunter we should focus on the positive contributions made by pupils who speak English as an additional language. Provision needs to be based on a meaningful assessment of pupils’ prior knowledge and experience as well as language skills.
Bilingualism confers intellectual advantages - once children have developed cognitive and academic language, they can transfer much of this learning to additional languages. Children benefit enormously if they are given opportunities to continue to develop their first language alongside English. Children learning EAL are as able as any other children, and the learning experiences planned for them should be no less cognitively challenging. Developing partnerships with parents, carers and communities is essential if children are to achieve their potential.
At Gunter, we have a broad view of ability and recognise and encourage the wide range of talents both within the National Curriculum and beyond. Areas in which children may show special gifts and talents, either singularly or in combination, include:
|Specific ability in expressive arts including drama and music|
|General intellectual ability|
|Specific subject ability|
|Social skills or interpersonal / intrapersonal ability|
|Substantially exceeds that of his/her peers in relation to national expectations.|
|Substantially exceeds that of his/her peers in relation to their age group in school.|
‘Gifted’ pupils will include those of exceptional ability and talent who function at levels several years beyond expectations for their age or whose quality of performance is markedly superior to that which is usually encountered.
Please see separate SEN policy and Accessibility Plan also.
Assessments, Records and Reports –
Compulsory national assessments, (SATs) take place when children are aged 7 and 11 in primary schools. A phonics test takes place during Year 1. Parents are informed of the results of these tests.
Tests are used at other times in order to identify the children’s strengths and weaknesses in their understanding. Other assessments are used to measure the effectiveness and development of learning at our school.
An annual report for every child is sent towards the end of the school year.
Parent meetings are held each term for parents to talk to class teachers. Individual appointment times are arranged. During the Summer Term, there are tours of the school for parents of new pupils.
Will be set for all children on a Friday, and is due back the following Wednesday. As a minimum, this will include a home reader, maths task and GAPS/basic skills task (phonics in R or year 1). Spellings are to be given out on a Monday, in line with separate procedures, with a half termly test. There will be a further, topic based homework task, on a fortnightly or unit basis; either a ‘design and make’ or ‘research and present’ project based on the creative curriculum.
There will be a Thursday lunchtime homework club, for KS2 pupils only, to provide children with up to 30 minutes support to complete their homework.
Home readers will be changed as needed, at least twice weekly in FS and KS1, and at least weekly in key stage 2 where children are still following the school reading scheme. To facilitate this, a book change box is located in every classrooms.
Community and Local School Links –
Links have been made with a number of local primary and secondary schools.
Links with local industry and commerce have been established. We achieved a national partnership award because of the work we have carried out with our business partners.
The school arranges visits to school by various organisations including the Police, Rail Track (on railway safety), the RSPCA, the Fire Service and the Animal Lecture Service. We are regularly involved in a variety of community activities within the Pype Hayes and Erdington area.
Extra-curricular activities –
We offer a wide range of extra-curricular clubs at lunchtime and after school. Many of these are free of charge, or at subsidised rates. For example, street dance, coding, French, Aston Villa football, multi skills, Let’s Get Fizzical and Mad Science to name but a few.
We also participate in various projects thought-out the year, such as Harvest, Bikeability, School Council, and Charity Fundraising events. We also work closely with other schools in our area to provide works shops for our Gifted and Talented pupils, as well as transition events for year 5 and 6 to local secondary schools.
Year 4 children have the opportunity to take part in whole class musical instrument teaching every week – this year we are learning the Ukulele! Seleted children will also continue these session in year 5.
We regard school visits as an important part of school life. Each year group will go on day visits to extend their knowledge and understanding of the work they are doing in class. We also offer a longer residential trip for pour older pupils..
Little Folks Before and After School Club operates on our premises; further details, including costs and booking forms, can be obtained from the school office.
Little Folks Opening Times:
Breakfast Club 7:30 am - 9:00 am After School Club 3:15 pm - 6:00 pm
ALL ENQUIRES PLEASE CALL 0121 327 3815
School Management and Organisation -
Parents are kept informed about school events via letters, texts and termly newsletters. The website is also regularly updated with important information and useful links www.gunterprimary.org. Or you can email us at email@example.com
Gunter Primary School has a delegated budget. This means that all charges made upon the school have to be paid out of our school budget. These include staff salaries, rates, heating and lighting, as well as basic items such as books, pencils and paper. The only other money we receive is as a result of self-generated events such as our annual sponsored event.
Charging Policy –
Voluntary contributions are sometimes requested in order that certain activities or visits may take place. We try to ensure that parental contributions are spread out over the year. Full details of the charging policy are available from the Headteacher.
Dinner Money –
This should be paid at the start of each week. Please enclose all money in an envelope with your child’s name and class on the front. Cheques should be made payable to ‘BCC School Meals’. Application forms for free meals are obtainable from the secretary. We ask that, should your child wish to change from sandwiches to dinners, or vice versa, you give us at least one week’s notice by completing and returning a form available from the secretary.
Payment of monies –
All monies, for whatever purpose, should be sent to school in an envelope with the child’s name, class and purpose of the payment clearly written on the envelope. You will always be given a receipit.
Complaints Procedure -
Full details of this policy are available on the Policy page of this website. In essence it is a process where the initial complaint to the class teacher is processed by the Headteacher, then in turn by the governing body, and ultimately by the LEA if it has not been resolved at any of these earlier stages.
We hope you find our prospectus and handbook informative and useful. All the information is correct at the time of publication, but may be subject to change as the year proceeds.
If you ever require any further information, or have suggestions for items to include here, then please do not hesitate to contact us.
Strive for Excellence