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Foundation Stage

The school implemented the Foundation Stage in September 2000. This Government Framework for Early Years Education covers six areas of learning:

a) Personal, social and emotional development
b) Communication, language and literacy development
c) Creative development
d) Physical development
e) Knowledge and understanding of the world
f) Mathematics development

The Foundation Stage links into the National Curriculum, which begins in Year 1.

Primary Strategy

Mathematics

Numeracy hour is well established throughout the school with children in Key Stages 1 and 2 taking part in a daily Maths lesson. Foundation Stage pupils undertake daily mathematical activities.

The focus for each lesson has been set out by the Government as part of a nationwide drive to raise standards in Numeracy for all children.

The daily Maths lesson lasts between 45 minutes and 1 hour depending on how old the children are. It involves mental Maths as well as whole class and group work and helps children become strong in all the skills of Numeracy.


English / Literacy

Language and learning are fundamentally linked and the school aims to teach good communication skills throughout the school.
Cursive writing is introduced in the Foundation Stage and children are encouraged to write neatly in our school style. Written work will cover an increasingly wide variety of styles (e.g. imagined, narrative, report writing etc.) throughout the school.

In year R children are taught the basic skills of reading ? two reading bays are provided to encourage children to choose their own reading books. There is a wide variety of books and stories ? the main scheme being the Oxford Reading Tree. Much emphasis is laid on reading in the early years using a storybook approach, which starts in the Foundation Stage. Reading workshops, paired reading projects and book weeks are all part of our yearly approach to reading for both parents and children. Book clubs and fairs are organised throughout the year.
In KS2, particular reading skills are developed, which include comprehension and the ability to scan.
A lending library has been established which has a variety of reference books, videos and specialist books that the children may borrow / access. Donations of books and videos / DVDs are always welcomed. Literacy hour is now well established throughout the school.

The time spent on curriculum work (excluding lunch and break times, registration and assembly) is 4.5 hours each day in KS2 and 4 hours in KS1.


ARRANGEMENTS MADE FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

The school aims to work in partnership with parents to ensure that we meet the needs of all our children. Parents are consulted and advised about their child's progress. Children who are identified as having a special need will be given an individual education plan (IEP), which will be shared with parents. These plans may be short or long term depending on the need but will be reviewed regularly and progress discussed.

Very able pupils are given appropriately differentiated work and extra small group teaching when needed. To help support more complex needs, the school makes use of the LEA Support Services. The school?s Special Need?s Co-ordinator (SENCO) liaises with relevant services and the parents. If a child is identified as needing more support than can be given by differentiating the normal curriculum, then support assistants may work with them in class. If a child still needs extra help they may be put forward for statutory assessment, which may lead to a Statement, this means that special provision must be made for their education and usually includes a specific amount of support time.

Cornholme School adheres to the Code of Practice for Special Needs and aims to be a fully accessible school. Ramps and a chair lift are fitted to enable access to all areas of the school by wheelchair and toilet facilities for the disabled were provided in summer 2005.

A copy of the school's SEN Policy is available on request

PUPIL'S PROGRESS AND ATTAINMENT


Maths and Reading tests are given twice yearly for children in Years 2 to 5. Standard Assessment Tasks ( SATs ) are carried out with seven year olds ( Y2 ) and eleven year olds ( Y6 ). These results are given to parents during the summer term in which they are performed.

Year 6 booster groups, for English and Maths, are held before and after school in the Spring Term.

Optional SATs are also carried out in Years 3, 4 and 5 for Maths and English.

Reports are sent to parents during the Summer Term. Parents? Evenings are held in the Autumn and Spring Terms.

In 2002 we were awarded a School Achievement Award for improving test results since 1998.


RELIGIOUS EDUCATION


The school follows the Calderdale RE guidelines. Television and radio programmes are used, from time to time, to supplement the daily worship. Members from particular faiths occasionally take assemblies on Wednesdays.

The school will make arrangements for parents to exercise their right of withdrawal from religious worship and instruction under Section 25 of the 1944 Education Act


SEX EDUCATION


Using the materials 'Health for Life', sex education is taught throughout the school from Reception Class. At appropriate stages throughout their primary school life children develop a moralistic and healthy view to family life and sex, within the three areas of:

Me and my relationships
Me and my community
Me and looking after myself


HOMEWORK


Activities which will reinforce, or extend, a child?s learning at home will be given in line with Government and LEA guidelines, Please see the school's policy for details.


ORGANISATION WITHIN THE SCHOOL


There is a Foundation Stage Unit (formally Nursery and Reception classes) and six classes. Children are taught within classes of a single age.



PASTORAL, SOCIAL AND WELFARE NEEDS OF PUPILS


The pastoral welfare of each child is the responsibility of the class teacher under the general supervision of the Headteacher.

The class teacher and Headteacher have regular contact with the Education Welfare Officer and school nurse. Other professionals are consulted when necessary.

Parents are invited to discuss their child?s social and welfare problems as they arise.

If a child becomes ill at school, parents are contacted and asked to collect their child. Contact forms are available for the school's use in contacting parents. Rarely, children may be taken to hospital immediately whilst parents are being contacted.

Notes are sent home to alert parents to bumped heads or outbreaks of head lice.

Cornholme School has held the Healthy School Award and the Roy Castle Clean Air Award since 1996.

Whilst care has been taken to ensure that the information given is as up to date as possible circumstances may determine that slight changes are made between annual updates.

Adam Sapey, Headteacher
Joyce Catterick, Chair of Governors
February 2006