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THE
GOVERNING BODY
is a group of people who oversee the running of the school. Some of them are
parents, others are appointed to us from different parts of the community.
They all care about making our school the best one in Poulton
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Name
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Appointment
category
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Name
|
Appointment
category
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Mr.
P. Raynor Chairman)
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LEA
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Mrs
J A Wood
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Headteacher
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Dr.
A Doyle (Vice chairman)
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Parent
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Cllr
M. Richardson
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M/
Authority
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Mrs
D Aziz
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Parent
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Mrs.
D. Timmins
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Co-opted
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Mr
P Rawcliffe
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Parent
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Mr.
G. Hathaway
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Co-opted
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Mr
K Braidford
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Parent
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Miss
J Cushing
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Teacher
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Mr
D. Fisher
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LEA
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Mrs
Brindle
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Teacher
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Mr
P Henderson
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LEA
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LEA = Local Education Authority appointed
The
School Council:
One
of the very important things that we believe in at The Breck is listening to
children. Our School Council is just one way in which we can make this happen.
The council is made up of two children from each of years 1 to 6. Each class
has a vote at the beginning of the school year to elect two new members. A
member of staff overlooks each meeting. Each class has a suggestion box, which
any child can add to, and its own class council. Ideas are then discussed at
the meeting. The chairperson and secretary (Year 6 children) often develop
excellent communication skills through experience, advice and tips. After each
meeting the secretary copies the minutes and distributes them to each member
who then reports back to their class. The council has been involved in making
the decisions and helping with playtime games, the Healthy Schools programme
and fund-raising activities.
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Year
6
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Sophie
Eaves
Tom
Morrison
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Maple
–
year
2
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James
Fa
Mia
Stead
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Year5
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Harry Townley
Zoe
Jemson
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Willow –
Year
1
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Yasmin
Bannister
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Year
4
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aura
Jones
Harry
Kaye
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Beech
–
Year
1/Reception
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Toby
Jeffery
Lillie
Forrest
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Year
3
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Ella
Macgregor
Jack
Churchouse
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Oak
–
Reception
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Rhiannon
Vipond
Aaron
Bullen
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THE
SCHOOL AND ITS FACILITIES
The
Breck Primary School is a single form entry, for children between the ages of
four and eleven. We welcome all children irrespective of gender, social class,
ability, race or culture.
35 pupils
may be admitted to the school once per year in the September before they become
five. The school is full with 245 children on roll.
Children
in infant ( Key Stage 1 ) classes have to be in classes of 30 or fewer. Because
we can admit 35 children each year, the children in the reception (Foundation
Stage) class will start in either the Oak class which has a the younger
children or Willow class for the older reception children and a group of year
one children. Mixed classes always
have
smaller numbers and more support to make sure that the children get the best
possible start.
All
reception children get taught the Foundation stage curriculum regardless of
which ‘class’ they are in. This way of ensuring that we have small classes is
working extremely well and children in all classes show high levels of
improvement as measured by Baseline Assessments (the tests we carry out when
the children start school) and Key Stage 1 SATs. (the tests that all children
take in year 2)
The
juniors (key stage 2) are allowed to have 35 children in each class and some
classes have more than this because if there are spaces in any class in the
school they can be filled elsewhere – Strange but true!
ADMISSIONS
POLICY For reception class
The
Lancashire Education Authority deals with admissions ( Tel: 01524
81129/581268). When the school receives more applications than there are places
available (Admission number 35), first preference requests are considered
before all others. Within this group priority is given to brothers and sisters
of children already attending the school and then to children where the
authority accepts that there are exceptional reasons for admission e.g. medical
or social. Any remaining places are allocated according to a geographical
factor. Full details of this are provided in the booklet “ Primary School
Admissions” which is distributed to parents at the beginning of the Autumn
term.
The
Primary Schools Admissions booklet is sent to new parents as soon as the school
receives it from the Lancashire Education Authority. In this you are asked to
return the completed admission form to the school by a stated date (around the
end of October) You will then receive, from the school, a confirmation letter
in March if your application has been successful. If not, the Education
Authority will inform you of this. At this point you will have the right to
appeal against this decision. – GOOD LUCK.
ADMISSIONS
POLICY for children joining us later in their school career.
We
have many children who join us from other schools. They settle easily and well
and quickly make friends and become part of our ‘team’. If there are places in
the year for your child all you have to do is let us know that you require a
place and to inform the headteacher at the school that they will be leaving. If
the year group is full (has 35 children) you can contact the Lancashire
admissions team to appeal for a place. (Tel: 01524 81129/581268.) Here at school we will
give you as much advice as we can.
DRESS
AND APPEARANCE
All
children at The Breck wear school uniform that is dark green with a yellow
emblem. Some items are available from school and are listed below with their
cost. Those items not costed are easily available from reputable retail
outlets.
Parents
may choose from the following:
ü
Dark green
sweatshirt from £10.00
ü
Dark
green cardigan from £10.00
ü
White
shirt/polo shirt (Breck polo shirts are available from school)
ü
Grey/black/dark
green skirt or pinafore
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Grey/black
trousers or shorts
ü
White,
grey or green socks
ü
Green
gingham dress (summer)
ü
White,
grey or dark green tights (winter)
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Dark
green tie (optional)
ü
Caps
from £ 3.00
ü
Rucksacks
from £ 3.50
ü
Shoes
must be of a sensible style in black or brown. Please ensure that shoes have
adequate ‘grip’ and support. Plain sandals may be worn in summer.
ü
For PE
children are asked to have ‘pumps’ for indoor use and trainers for outdoor use.
(Trainers are not acceptable for general school wear.)
All clothing must give a
neat, clean appearance and the school reserves the right to ban any particular
item of clothing.
Sports and
games - Each
child should have THEIR OWN:
†
pump
bag clearly named.
†
yellow
T-shirt and green shorts available from school
†
P.E.
T-shirt from £5.50
†
P.E.
shorts from £4.00
†
pair
of gym shoes or trainers for sports and playground activities, along with a
change of sports socks
†
During
cold weather, the wearing of a track-suit and gloves are recommended.
Children
will not be allowed to share PE kit with brothers and sisters. If your child’s PE kit
cannot be ‘found’ or is being washed please send an alternative into school
rather than your child having to miss PE.
Earrings
must be removed or securely taped over during PE - Please make sure that your
child is capable of doing this him/herself and has tape and a safe receptacle
for the earrings.
Swimming
This
takes place in either Year 4 or Year 5 on a Thursday afternoon. Children
require a towel and swimming costume.
ü
All
children with long hair should either wear bathing caps or have their hair tied
back if the teacher considers the length of the hair constitutes a health
hazard.
ü
Jewellery
should not be worn in the pool.
ü
Parents
who wish their children to wear goggles should inform the school in writing.
Jewellery Only a wristwatch and
simple, safe earrings are allowed. If you feel that your child should have
their ears pierced, please have it done at the beginning of the summer holidays
to avoid the trouble of removal for P.E.
Please
do not send your child to school with beads or other items woven into their
hair. Soft bands are the most effective form of hair control and do not
restrict children’s movement during P.E.
Whilst
a child’s appearance and behaviour outside school premises are not under the
school’s direct control, it is hoped that parents will fully support and
co-operate with the school in any measures taken to ensure that high standards
are maintained by the children on the way to and from school.
PLEASE NAME ALL CLOTHING –
THE LOST PROPERTY AREA GETS REALLY FULL OF UNCLAIMED CLOTHES THAT HAVE TO BE
SENT FOR RECYCLING!!!
WHAT WILL IT BE LIKE WHEN
MY CHILD STARTS SCHOOL?
Will My Child Be Happy?
ü
We
believe that your child’s happiness, safety and well-being are as important as
their academic achievements.
ü
We
believe that happy, confident, independent children who like themselves and are
able to make positive social contacts with others are most likely to achieve
highly at school.
ü
We
believe that children should learn respect by being shown respect.
ü
We
believe that children need to be listened to and be treated fairly and
consistently
We aim to provide pupils
with the knowledge, skills and understanding that your child will need to live
confident, healthy, independent and happy life.
Issues
including friendships, bullying, racism, drugs, crime and sex are addressed
sensitively at a level appropriate for each age group. Lessons are delivered in
different ways; for example through circle time, discussion, role-play and
group activities.
(Discrete
Sex Education lessons will be given in Years 5 and 6 . Parents have a right to
withdraw their child if they wish to.)
Their
earliest days at school:
Starting
school is very exciting but sometimes a little worrying too. At Breck School we want to make your child’s start to school life as happy and reassuring as
possible. Before starting school you and your child will be invited to spend a
couple of mornings in the Reception Class, meeting the teacher and the other
children who will be in the class too. In the Reception Year we want to
provide children with secure foundations upon which future learning can build.
We will provide relevant learning and development opportunities and set
realistic and challenging expectations to meet the diverse needs of the
children. The curriculum for this foundation stage will support and develop
children’s:
Personal,
social and emotional well-being: particularly by supporting the transition from
pre-school or nursery, providing opportunities for each child to become a
valued member of the school.
Positive
attitudes towards learning: an enthusiasm for knowledge and learning and a confidence in
their own ability to be successful learners.
Social
skills:
by encouraging children to work harmoniously with one another.
Language
and communication: with
opportunities for all children to talk and communicate in a wide range of
situations.
Reading and writing: by allowing children to
explore, enjoy, learn about and use words in a wide range of contexts and to
experience a rich variety of books.
Mathematics: by encouraging children to
develop their understanding of number, measurement, pattern, shape and space by
providing a broad range of experiences in which they can explore, enjoy, learn,
practise and talk about them.
Knowledge
and understanding of the world: here children solve problems, make decisions,
experiment, predict, plan and question in a variety of situations and explore
and find out about the world around them.
Physical
development:
with opportunities for all children to increase their understanding of how
their bodies work and what they need to do to be healthy and safe.
Creative
development:
here children explore and share their thoughts and feelings through a variety
of creative activities.
All staff
members are here to help you whenever you may have concerns regarding your
child. Parents are encouraged to visit school both formally and informally. The
well being of the children is our greatest concern and we will always act
quickly should any difficulties arise.
WHAT
WILL MY CHILD LEARN AT SCHOOL?
In
the 2007 SAT tests the children at the Breck did really well and we are proud
of each and every one of them. At the age of 7 children are expected to reach a
‘level’ 2. By the age of 11 they are expected to attain a ‘level’ 4. Of course
some children don’t quite reach these ‘norms’ but nonetheless they achieve what
is right for them. Others exceed the expected levels - We celebrate the
achievement of all our children. Our results are consistently good and above
the National norms.
Your
child will be given ‘TARGETS’ to help them to improve their reading, writing
and maths. They should be able to tell you what their targets are. Any support
you can give is appreciated.
Literacy
(English): There
is a daily literacy lesson in every class. This lesson lasts about an hour.
The very youngest children are taught in frequent small bursts and do lots of
practical ‘play’ activities. As the children get older and their concentration
develops the lessons become more structured. They get regular teaching of
spellings, grammar, handwriting, reading and writing skills. We encourage the
use of joined-up handwriting is taught from Reception
Hearing
children read is really important – especially until they become independent
and confident with it. We use the Oxford Reading Scheme to support children’s
early reading but we also encourage children to choose books for enjoyment.
They may be a bit hard or a bit easy for them and this is one way parents and
carers can really help – share books with children and enjoy what they enjoy.
It is important that children to not see reading as a competition or a race
with other children. We want them to become confident expert readers who choose
to read.
When
children are learning about sounds we use the THRASS method that teaches
children the 44 sounds of the English language. They learn these sounds using a
‘Rap Tape’ (which is available for parents to buy!). One of the ways they learn
to spell is by making spelling choices for each sound they hear. This is a very
successful method and your child should enjoy it. – Most of them become very
confident and independent writers who are able to write down what they want to
rather than being constrained by what they can spell.
We
spend a lot of time each week encouraging children to become expert writers
with a “have a go“ attitude. Indeed, they quickly become exciting writers.
What is important is that the child has something that they wish to communicate
in writing and that they have the confidence to commit these ideas to paper. As
long as they can ‘read’ it and have ownership of it we will celebrate with
them.
Please
help us to help your child to learn to spell the high frequency words that
they will need in all their writing. A list will come home.
Numeracy:
Parents often say “I can’t
help my child because we didn’t do that when I was at school” and this is
probably true in that children today, especially those involved in the Numeracy
Strategy as we are at The Breck, certainly cover a far wider range of topics
and in greater depth.
Don’t
despair however, because your child is being taught to develop methods for
working with numbers that make sense and which they understand. The Numeracy
Strategy places a great reliance on mental strategies for solving problems and
builds on the firm foundation of previous knowledge. In school we have a sheet
for parents to explain the methods of working with the four rules of number –
please come in and chat to us if you are unsure. Children should know their
multiplication tables by the time they leave Year 4- please practice tables
with your child as soon as they are able to ‘have a go’ at them (most children
can do this be year 2)
Every
day, each child will study mathematics for 30 to 60 minutes depending on age.
They will learn and practice mental strategies, receive class tuition and carry
out related work and will finish off by discussing their findings. They will
also be set weekly homework.
Physical
Education:
Sport
and involvement in physical activity is at the heart of what The Breck holds
important. We promote team sports and individual endeavour. We are proud of
being a competitive school – we believe winning to be important but we also
balance this with an emphasis on sportsmanship, fair-play and the need to be a
‘good loser’ .
We
believe that sport should be for everyone and we try to offer a vast range of
opportunities for children to ‘find their talent’.
Team
sports, games and other physical activities are alive and well at The Breck.
Curriculum time is allocated to addressing the requirements of the National
Curriculum in full but opportunities abound for children to take full advantage
of the skills and enthusiasm provided by a dedicated and well-qualified staff.
Every
opportunity is taken to compete against other schools at both a local and
regional level. We are the proud holders of the Activemark Gold award as
recognition of our dedication both to our children and the local community.
In our last Ofsted
inspection the inspection team were very complimentary about our extensive
provision for the children outside the normal curriculum.
The
staff at this school all give freely of their time and effort to make a
difference to the children. As a result the children are well motivated,
respectful and appreciative.
Participation in sport,
music, drama and team building activities are at the heart of our school ethos.
We believe that taking part gives children a sense of belonging to and
ownership of the school. It also means that children get off to a wonderful
start in their education because they actually like it!
Activities
throughout the year include:
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Netball
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Hockey
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Football
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Rounders
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Rugby
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Basketball
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Cricket
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Choir
|
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Athletics
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Indoor
games club
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Tennis
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Chess
|
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Cross
country
|
Computer
club
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Infant
activity club
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Recorders
|
Science:
Our aim is to encourage
children to wonder about the world they are growing into and to ask questions
about why and how things work.
The
environment at Breck school provides an exciting opportunity to study the
biological aspects of science, with a wide variety of ecosystems available
within our own grounds – ponds, woods, orchard, meadow, hedgerow, woodpile,
rockpile – the list is long!
Other
aspects of science and their impact on the environment are not overlooked. An
easily available supply of resources linked to National Curriculum is
efficiently maintained and managed by the science co-ordinator so that an
emphasis can be placed on practical work.
ICT: Will my child be using a
computer?
Using
computers is an integral part of children’s education. Becoming a confident
user of technology is an essential skill for their future. We aim to ensure
that children get first class opportunities using the latest equipment. 
Every class has an
interactive whiteboard that makes teaching and learning a really exciting
experience and the classrooms are well equipped with computers that the
children have access to throughout the day in all subjects. We also have a
suite of laptops that can be taken to any class so that the whole class can be
taught ICT skills together. At school we have a secure wireless network that
enables children to make appropriate use of the Internet.
They
are taught specific computer skills on a weekly basis. Activities include: word
processing, working with graphic packages, information handling, using a scanner,
a digital microscope, a digital recording, emailing and using the internet.
History and Geography: 
We aim to make history and
geography fun and interesting. Children reach their own conclusions after
looking at evidence, exploring their environment and listening to facts. We go
on lots of exciting trips to support these subjects..
We teach history and geography as subjects in all
classes except Reception and children use computers regularly. These subjects
promote pupil’s spiritual, moral, social and cultural development. 
Art and Design: Creativity
is a real strength of our school. Every child should be excited by
opportunities to create and design and be proud to have their work displayed in
school or in the local community. Through involvement with creative subjects
many children are provided with the chance to really ‘shine’ and to be a
special individual.
Music 
Here
at The Breck it is accepted that music is for everyone; the enjoyment of this
creative and expressive subject is to be shared by every child.
Music
is an integral part of the school week. The children learn in class through
performing, composing, listening and appraising activities.
Other opportunities for
the children to develop musically include:
Hymn practice and
assemblies.
Infant Christmas
performances.
Junior productions and
concerts.
Choir, Recorders, woodwind
and brass instrument tuition
Keyboard lessons. An
independent teacher provides these on a Wednesday lunchtime
Religious
Education: 
Children
learn about Christianity alongside some of the other religions represented in Great Britain: Islam, Buddhism, Sikhism, Hinduism and the Jewish faith. In R.E. lessons
they don’t just learn about God, they explore moral and social issues. They are
given opportunities to express themselves and to appreciate the views of
others. We celebrate religious festivals throughout the year with much emphasis
being placed on Christmas and Easter.
Each
day there is time set aside for thinking about or sharing experiences of
religious or moral issues. As parents you do, of course, have the right to
withdraw your child from these sessions.
Special
Needs
Despite the class
teacher’s support and differentiated planning some children have difficulty in
learning. If this happens we will provide additional help and support. We will
discuss this with parents and devise an Individual Education Plan (IEP) for the
child. This will be reviewed at Parents’ Evenings and once per term by the
SENCO (special educational needs co-ordinator) and the class teacher. Parents
will be invited to this meeting but if they cannot attend a copy of the
reviewed IEP and new IEP will be sent home and any comments will be welcomed.
This
is called “School Action”.
If,
despite this help, we are still concerned that a child is not making progress
we will increase the help that is given to a child. We will do this if we feel
that a child is falling significantly behind the rest of the class or we do
feel that we do not have sufficient expertise in school to have appropriate
curriculum activities. If this is the case we will ask for advice from
professionals not directly employed by the school. We will continue to use
IEP’s but they will be more detailed.
This
is called “School Action Plus”.
In
a small number of cases where a child meets the LEA criteria for action we will
refer the child to the LEA so they can consider making a detailed diagnostic
assessment. This will be fully discussed with parents beforehand. For pupils
who have a statement of educational needs, the school will hold statutory
reviews and meet all statutory requirements.
We
also have a policy for meeting the special needs of our ‘Gifted and
Talented’ children. At this school we have many very able children across
the whole range of the curriculum. The talents and abilities of all children
are recognised and monitored but for our most able children we try to make sure
that they are given access to resources and opportunities that address their
needs. As a parent we will keep you informed if we have identified your child
as being particularly able in one or more areas.
HOMEWORK
At this school we believe
that homework and activities completed at home make an important contribution
to the child’s progress in school.
We
also believe that parents and carers should be partners in their children’s
learning and therefore we value their co-operation and support.
Homework
will be planned so that it supports the teaching and learning that takes
place in school. It will also follow a regular programme to ensure that
everyone involved is aware of the expectations.
We
urge and encourage children to attempt, and complete if possible, the tasks
set for them. The class teacher will keep a record of homework that is not
done but children will not be disciplined for not doing homework. It may,
however, be necessary to discuss this situation with parents. Of course,
homework expectations increase, as the children get older
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HOMEWORK:
|
Year
Group and activity timings
|
Expectation
|
|
Reception: At
least 15 minutes each night
|
To read or share
a book each night, looking at letters and words whilst enjoying the story.
To attempt work
that may be occasionally brought home to support what they have been doing in
class.
|
|
Years 1 and 2:
15-20 minutes for reading
At least 30-40
minutes during the week for homework activities
|
To read or share
a book each night, ensuring that they have understood and can talk about what
they have read.
To attempt the weekly
homework activities for maths and literacy to support work done in class.
|
|
Years 3, 4, 5
and 6: 20-30 minutes for reading and practice and 20-30 minutes for set
homework activities
|
To read each
night, becoming increasingly independent and fluent, enjoying and
understanding what they read.
To practise
times tables at least 3 times each week.
To practise or
investigate spellings as appropriate.
Homework will be
given at least 3 times a week at a level appropriate to the age and
development of the child.
|
Homework
completed satisfactorily will be rewarded with praise, stickers, merits and
team points. Occasionally there will be project, preparation or research
activities that will replace the normal schedule of homework timetabling.
Children will keep a record of homework in a homework diary. Staff may ask
children to complete homework: On paper, which may be filed at school; in
homework books that should be covered; on computer; without making any written
records of their work.
Behaviour
at school:
We seek to achieve the
following goals:
- To
develop in pupils a sense of self-discipline and an acceptance of
responsibility for their own actions.
- To
create the conditions for an orderly community in which effective learning
can take place, in which there is mutual respect between all members and
where there is proper concern for the environment.
- To
establish recognition and respect for the safety, security and well being
of all members of the school community.
- To
have a zero tolerance towards any form of bullying behaviour.
We
feel that children should be involved in the process of making rules so that
can feel ownership of their own decisions and try to abide by them.
Here is an example of the
rules agreed by Class 6 2007
Our happiness
will be infectious.
You must smile everyday
We will be helpful,
thoughtful and kind
We will be well mannered
and polite
We must be respectful
We will make our classroom
a ‘Happy Land’
If
behaviour interferes with the values of the school or the welfare of others
then there are clearly recognised consequences. We use a ‘time out’ system that
gives the child a short (no more than 10 minutes) time to reflect. An adult
will always discuss the issue with them. And will help them to resolve it. We
also use a ‘red’ and ‘yellow’ card system to clearly signal what is
unacceptable behaviour. If more than two incidents happen in one day, parents
will be contacted so that we can work together in an attempt resolve whatever
is affecting the child. Following this you will be kept informed of the
progress made by your child.
In
the event of a major breach of discipline, the ultimate sanction of exclusion,
pending action by the School Governors/Headteacher/Chief Education Officer,
will be imposed.
The
Breck Catering Service
|
|
At
school the cook provides hot, freshly prepared meals that are nutritious and
free from processed products. Children from year 2 can choose to have a packed
lunch provided by school or a school hot dinner. There will be meals that your
child will love and others that they’re not so keen on. If your child is
regularly not eating their dinner we will let you know.
Children may bring a
packed lunch from home if they prefer.
We
bought our school kitchen in 2000 - a long time before Jamie Oliver! because
we know how important food and health education is. We constantly strive to
provide the best value by sourcing products from the best suppliers. School
meals remain at prices equivalent to those of other school meal providers
whilst providing better quality and choice. All profits are ploughed back into
school to provide equipment and support for our pupils.
We
are proud to have been recognised with the Healthy School Award – it’s
important to us. Having control of our own catering enables us to integrate
healthy eating into the curriculum in a ‘hands on’, practical way whilst
seeking the views and representations of the children through the kitchen
suggestion box.
SCHOOL
SECURITY 
In
order to ensure the maximum security for children in the school, the following
procedures have been adopted:
Persons
wishing to enter school should use the main entrance and ring the bell. If not
answered after a reasonable time, please ring again.
Junior
children will enter their classrooms via their classroom doors, supervised by
their teacher or teaching assistant. When classes are empty, doors will be
securely shut.
School
starts at 8:50. Junior children are supervised in the playground from 8:40.
Junior children will line up in the playground and be led into school
Infant
children must be supervised by parents/guardians until 8:50 when they will line
up to will enter school through their classroom doors.
Infant
children must be collected from their classrooms via their classroom door at
the end of the school day. The teacher must ensure that each child is collected
or directed to an appropriate after school activity area.
Late
arrivals must use the main entrance.
Children
may enter and leave school through either of the two pedestrian entrances at
designated times.
WELFARE
AND CHILD PROTECTION: The social and emotional development of each child is
carefully monitored by the class teachers who, together with the headteacher,
are responsible for the pastoral care of the children in their class.
Having
regard to effective practice in Child Protection, the aims of the school are
to:
- maintain
an ethos in which children feel secure, their viewpoints are valued, they
are encouraged to talk and are listened to;
- provide
suitable support and guidance so that pupils have a range of appropriate
staff, teaching and non-teaching, who they feel confident to approach if
they are in difficulties;
- be
vigilant in cases of suspected child abuse, recognising the signs and
symptoms, have clear and effective procedures;
- monitor
children who have been identified as at risk;
- provide
regular Child Protection training to school staff;
- liase
with other agencies;
- use
the curriculum to raise pupil awareness of the important issues.
The Breck Primary School 
