Chairman of Governors: Mrs. J. Wilson

SCHOOL PROSPECTUS

The information given below is intended for parents who are considering their child's entry to primary school in 1999/2000. It is correct in relation to January 1999, and includes any changes planned by the school for September 1999. However, it must not be assumed that there will be no changes before the start of, or during, the school year beginning in September 1999, or in relation to following school years.

Parents who would like to discuss the school and meet the Headteacher are invited to arrange an appointment via the school secretary to attend any of the following meetings:-

Friday, 22^nd January, l999 10.00 a.m.

Tuesday, 26^th January, l999 10.00 a.m.

Thursday, 28^th January, l999 10.00 a.m.

Tuesday, 2^nd February, l999 10.00 a.m.

INTRODUCTION

Hawkes Farm School is a County Primary School for children aged 4 to 11 and it has about 460 pupils on roll. Facilities are excellent and include 14 teaching areas, seven practical work areas, two halls, two libraries, a resources room, a staff room and a school kitchen. Outdoor playing space includes a large playing field and two hard-surface play areas. The school has its own heated swimming pool and changing rooms and a small Science/Environmental Studies area which includes a pond.

THE AIMS OF THE SCHOOL

The Governors of the School, in consultation with the staff, have agreed that our basic aim is to establish a happy and stimulating environment in which each child is helped to realise his/her maximum potential and is at the same time prepared for adult life through a rich and full experience of childhood.

Aims

CLASS ORGANISATION AND CURRICULUM

ORGANISATION

There are currently 14 classes in the school. Children spend the first three years in the Infant Department (Key Stage 1) followed by four years in the Juniors (Key Stage 2). All children transfer to secondary schooling, normally Hailsham Community College, at the age of eleven. In line with the Local Education Authority’s policy, all children who will be give during the l999/2000 school year will be admitted in September. Children who are admitted well in advance of their fifth birthday attend on a part-time basis until the term in which they are five.

Children spend most of the day with their own class teachers but exchanges take place occasionally, mainly in the Junior Department, to enable the best use to be made of teaching resources in specialist subjects such as Music, French, and Physical Education.

EARLY YEARS

"Under fives settle well into school and they received a good start to their education."

"All pupils under five achieve standards in line with their ages and abilities with many achieving beyond this expectation in all areas of the curriculum." (OFSTED inspection of Hawkes Farm l995).

To give children the best possible start to school, and enable them to settle quickly and happily into the school community the admission of our year olds is staggered, to allow classes to build up on a gradual basis. In this way children can quickly get to know their teacher and vice versa.

Another essential factor for a successful start is the amount and quality of adult support available. In addition to the two teachers, the Reception Classes have the full time support of a qualified nursery nurse and two experienced classroom assistants, giving an adult/pupil ratio of 1-12.

The curriculum for the Reception classes is specially constructed to allow a smooth transition from the nursery/play school to the National Curriculum, and covers Mathematics, Literacy, Understanding of the World, Creative Development, Physical Development and Personnel and Social Development.

TEACHING AND LEARNING

The content of the curriculum and the method of teaching are of crucial and equal importance at primary level. We believe that the atmosphere, the attitudes, and the organisation of our school are as important educationally as the actual knowledge or skills that are taught. We also believe that much of the real understanding and knowledge gained in early childhood demands direct experiences and practical activity.

There is frequent debate, in the press and elsewhere, as to which teaching method is the most effective. Should pupils be taught as a whole class or in groups or as individuals? There will of course be times when it is quite appropriate for the class to be taught as a whole, simply because it is the most efficient way of introducing new areas of learning. There will also be times when we want to match work according to the different levels of ability which exist within the class, for example when teaching a particular area of maths, and at times such as this children may be taught in groups so that they are challenged and no child is unnecessarily frustrated. On other occasions for example in writing a story or painting a picture, children may need to work individually.

The answer to the question is therefore, that good teaching will draw upon a variety of approaches, ensuring that the method used is the one most appropriate to the task in hand. Teaching in this way requires enormous skills in terms of classroom organisation.

Inspectors reported that "in 100% of lessons observed at Hawkes Farm the quality of teaching was sound or better.

CURRICULUM

The National Curriculum, recently revised, consists of nine ‘foundation subjects’ which form the basis of the school’s curriculum. They are : English, Maths, Science, Design and Technology, History, Geography, Music, Art and P.E. Information & Communication Technology (ICT) is used across the curriculum. In addition to these all children follow a programme of Religious Education and pupils in their final year study French.

Programmes of study which specify essential teaching within all subjects are laid down in the National Curriculum.* Within the revised National Curriculum, detailed learning objectives make up "Level Descriptions" in each subject and these provide a basis for assessing each individual child’s progress and for the reporting to parents in annual written reports.

*From September l998, the government allowed schools greater flexibility in order to focus more upon the core subjects, English, Maths, Science, ICT and RE. Schools will still however, be required to provide a broad and balanced curriculum.

Formal assessment or tests are laid down by the government for all pupils when they reach the ages of 7 and 11. Parents are informed of the results of any such tests in their child’s annual written report.

Parents wishing to see copies of the governing body’s Annual Report, the statement of the Local Education Authority’s and governing body’s curriculum policies and aims, copies of DFEE orders and circulars about the curriculum, and any syllabuses and schemes of work in use at the school should contact the Headteacher.

The school underwent a full inspection by OFSTED in both l995 and in l998. The subsequent report was extremely good commending highly many features of the school, its ethos, standards of behaviour and achievement, and the quality of teaching. A copy of the report may be obtained from the school office.

ENGLISH

The development of a child’s language is central to all learning and high priority is given to the development of language and literacy skills. In addition to the obvious areas of reading and writing, our concern lies also in building up the child’s listening and speaking skills which are pre-requisite for development in all other areas of English. From September we shall be introducing the "Literacy Hour" as part of the national drive to raise overall standards. All children will receive each day, an hour’s direct teaching in reading and writing. The teaching will be based upon a carefully structured programme involving the whole class together for the first part of the lesson, followed by group focused work. 1998/99 will be the National Year of Reading, and literacy will receive a very high profile throughout - including a Book Week in the Autumn Term. Your part in supporting your child’s learning - particularly in reading and writing - is a vital one and to help you play your part, we will endeavour to keep you fully informed of developments.

All children have a home-school reading diary which enables both you and the class teacher to keep track and comment upon progress. A special meeting is held in the Autumn Term to explain how the diary links to the work done in school. On average, children should spend about 20 minutes each day, either being read to or reading to another family member. A pamphlet offering guidance for parents is available at the school.

The school has two libraries, one for the use of infants, the other predominantly used by juniors, each containing a good collection of books both fiction and non-fiction, catering for a broad range of ability and interest. Books may be borrowed at any time and children are encouraged to take books home right from the early stages of schooling.

As fluency in reading develops, children need to acquire a range of ‘higher reading skills’ which will enable them to use books for reference purposes and to respond critically to literature. Children are encouraged to develop fluent verbal and writing skills and writing is encouraged for a variety of purposes, with appropriate emphasis upon spelling, punctuation and grammar, and on handwriting and the general presentation of work. A guide to the teaching of handwriting is available from school, and is essential reading for parents wishing to help children at home.

MATHEMATICS

Our aim in mathematics is to develop children’s understanding and enjoyment of maths, and so give them confidence to use their skills in solving everyday problems. In the early stages much of the work is based upon structured play and practical activity through which children are introduced to the important ideas of classifying, sorting, and matching. Numbers are introduced gradually as are arithmetic operations.

Mathematical skills and concepts are learned and applied through a range of learning situations which may involve at times the whole class, small groups or individuals as appropriate, bearing in mind that one important aspect of all work in school is the development of co-operative and collaborative skills.

Calculators are sometimes used at later stages, not as a substitute for basic number and mental arithmetic skills, but to extend children’s understanding of number and to assist them in problem solving. We still believe that multiplication tables and basic number facts need to be learned and additional support given at home in these particular areas in invaluable. Mental skills are practised each week and maths work is drawn from a variety of sources, including "Cambridge Primary Maths" at Key Stage 2.

SCIENCE

Science is part of the core curriculum and as with Mathematics and English, clear objectives are set out in the National Curriculum. As far as possible science is linked closely to the broad themes of study which we call topic work. Work is carefully planned to ensure that scientific concepts are matched to children’s levels of development, with the long term aim of acquiring a better understanding of their environment. The work is activity based with the emphasis on training children to make careful observations, accurate measurements and recordings, to develop their own fair tests, to make predictions and to draw conclusion from simple experiments. Topics studied include Electricity, Forces, Sound and Light, Life Processes and Living Things, and Materials.

HUMANITIES

Through the humanities - traditionally History and Geography - children are helped to discover more about other times and places. The school has planned a programme of Topics designed to ensure curriculum balance and development. Topics in history include Toys, Transport, Homes, Ancient Civilisations, Invaders, Tudors and Victorians.

In Geography children begin by studying the school and the surrounding area, gradually working further afield to the U.K., Europe and more distant lands. A number of visits are organised to support childrens’ learning in both History and Geography.

In recognition of its work in the area of European Study Hawkes Farm was the first East Sussex primary school to be awarded the European School Of The Year Trophy.

ART AND DESIGN TECHNOLOGY

Though in National Curriculum terms Art and Design Technology are two separate subjects, together they provide children with opportunities to develop a range of skills in planning and making, using a variety of tools and media including paint, clay, textiles, plastic, wood and I.C.T. Alongside this we also aim to develop children’s knowledge and understanding of Art and Design through observation of artefacts and the work of artists and craftsmen.

DRAMA AND MUSIC

These areas both provide valuable channels for communication and enjoyment. Music has a particularly high profile in the school and in addition to developing childrens’ skills in listening and composing, there are numerous opportunities for children to perform in and out of school through singing and playing. Recent productions have included Macbeth, The Pirates of Penzance and Bugsy Malone. School choirs participate in festivals and concerts and there is a school orchestra. Instrumental tuition is provided for the recorder, the violin, cello, guitar and clarinet.

PHYSICAL EDUCATION

Sport plays an important part of school life and Hawkes Farm has an excellent record of achievement across a wide range of sporting activities. Our aim is to achieve a balance between healthy competition and the enjoyment of taking part, both individually and as part of a team. The P.E. programme includes regular exercise using gymnasia apparatus, dance, symnastics, games, athletics and swimming. There are a number of after school sports clubs, and friendly matches are arranged with local primary schools, both individually and through inter-school tournaments. The latter include football, netball, cricket, mini rugby, swimming and athletics.

The school has its own swimming pool which is used by all children throughout the summer term.

RELIGIOUS EDUCATION

Arrangements for assemblies and Religious Education are made in accordance with the Education Reform Act l988. Religious Education is based on the East Sussex Authority’s Agreed Syllabus which is Christian and non-denominational but recognises other spiritual beliefs.

Collective worship is held on a daily basis and whilst broadly Christian in character, takes a variety of format which includes the whole school together infants and juniors separately, individual class assemblies, and assemblies where children’s own work is the focus of collection.

Parents, may by law, withdraw their children from such arrangements and such requests should be made in writing to the Headteacher.

FRENCH

French is taught at Year 6 (the final year of primary education). The course is essentially practical and is aimed at giving children the confidence and ability to make themselves understood in basic matters (e.g. asking for and understanding directions or getting service in a shop or café) and some understanding of the French way of life. A residential visit to France is arranged every year as part of the European study.

PERSONAL, SOCIAL AND HEALTH EDUCATION

P.S.H.E. is regarded as one of the fundamental building blocks of children’s education and in addition to specific topics related to personal safety, and a healthy lifestyle, emphasis is placed upon the development of sound personal relationships and a caring attitude underpins the whole work of the classrooms, assemblies, the playground and into the community beyond school.

We believe that children should be encouraged to develop:-

INDEPENDENCE - to be able to think for themselves, to organise aspects of their own learning, to look after themselves.

SELF DISCIPLINE - in their attitudes to their learning, in their attitude towards each other and their environment.

POSITIVE RELATIONSHIPS - to be confident with others, to be able to be assertive when necessary, to be able to really listen to others, to be supportive and caring.

CO-OPERATION - to work alongside others, to be willing to share, to be able to collaborate with others.

SELF AWARENESS - to be aware of the effect of their behaviour and ideas may have on others, to be able to articulate their feelings and express themselves in a confident and trusting manner.

The governors have decided that Sex Education should be a component part of P.S.H.E. Some aspects of sex education are also part of the National Curriculum programme of study for Science. The subject is taught in line with the requirements of the Education Reform Art l986 i.e. with due regard to moral considerations and the value of family life and in a way which "promotes the spiritual, moral, cultural, mental and physical development" of the pupils.

Parents may ask to see a copy of the Governors’ Policy on the Teaching of Sex Education and may also if they wish ask to view the material used with Year 6 pupils.

Parents have the right to withdraw their children from any or all parts of the school’s programme of sex education other than those elements which are required by the National Curriculum Science Order.

INFORMATION TECHNOLOGY

The school is well equipped in terms of the number and the specification of computers, and other I.C.T. equipment, including both Acorn computers and P.C.’s. All children have the opportunity to experience a range of programmes which extend skills and help them to apply knowledge. Computers are also used by children in control technology, to store and retrieve data and in word processing.

Hawkes Farm was selected by the Local Education Authority to pilot the introduction of the National Grid for Learning. The school now has the facility to access the internet from points in all parts of the building. The project is in its early days and there is much work to be done to develop the enormous potential for learning. If you have a computer at home together with access to the internet, you can visit the school website at

http://www.rmplc.co.uk/eduweb/sites/hawkesfarm/index.html.

CLUBS

Older children are able to choose from a range of after school club activities. Over the past few years these have included football, netball, cricket, country dancing, music, dance, drama, science, recorders, strategy games, gardening, short tennis, fabric work, computers and judo.

HOMEWORK

All children are expected to read regularly at home. To begin with the emphasis may be on being read to by an older person in the family. As independence increases, children may be given specific reading tasks to complete either as a follow up or preparation for a literacy lesson. With the exception of younger pupils, children are expected to keep reading journals.

The allocated for reading at home should average about 20 minutes a day, and the home-school reading diary is referred to earlier in this brochure.

Other tasks are set for homework, according to a child’s age. These will include the learning of number facts such as multiplication tables, and more formal work as the child moves up through the school.

We rely on parents to supervise and help their children as necessary and inform us of any problems they encounter.

DISCIPLINE

High standards of behaviour are expected of all pupils. School rules are few and simple and are designed to ensure the safety and well being of the whole school community. The rules are posted up in each classroom and elsewhere in the school, and due attention is drawn to them at various times to ensure that they are

understood and children are committed to them.

School Rules

1. We listen and follow instructions from members of staff.
2. We do not tease, annoy each other, play fight or fight.
3. We speak politely at all times.
4. We walk sensibly and quietly about the school.
5. We show respect for others and their possessions.
6. We take care of our school and its environment.

Throughout their school life children are encouraged to consider others, to observe simple courtesies and to treat others as they would wish to be treated.

In the OFSTED inspection report the school was highly commended for the emphasis give to pupils’ moral, spiritual and cultural development and was featured in a recent Channel 4 News programme.

When punishment is necessary it normally takes the form of loss of privilege. Should a child’s behaviour cause serious concern then we contact parents immediately.

SCHOOL TIMES

Morning Session 8.55 am - 11.55 am infant pupils

1. am - 12.10 pm junior pupils

All pupils have a 15 minute mid-morning break.

Afternoon Session: 1.10 pm - 3.15 pm all pupils

Infant pupils have a 15 minute mid-afternoon break.

Total Contact Time Total Teaching Time

Infants 22 hours 55 minutes 21 hours

Juniors 25 hours 15 minutes 23½ hours

An average of 20 minutes is given per day to registration and collective worship.

SCHOOL ATTENDANCE

Prompt arrival at school and regular attendance are obviously essential if a child is to benefit fully from the opportunities offered at school. Lateness can be very disruptive to all individual pupils and to other members of the class. All schools have a statutory duty to keep records of lateness and non-attendance, and to publish details of unauthorised absences. Hawkes Farm enjoys wide support amongst its parents and has little incidence of unauthorised absence.

Total number of pupils of compulsory school age on roll during l997/98 393*

Percentage of half day sessions missed through authorised absence 5%

Percentage of half day sessions missed through unauthorised absence .47%

* This includes pupils who reached the age of five years after 01.09.97.

PARENT - TEACHER CO-OPERATION

Good home/school relationships play a vital part in every child’s education.

An organisation called "The Friends of Hawkes Farm School" exists to actively support the work of the school. Its functions include educational, fund raising and social activities. All parents and teachers, both past and present, are eligible to become "friends" and meetings are open to all parents.

Other forms of parental involvement include voluntary help in the classroom, on educational visits, on special occasions (Sports Days, Christmas Parties etc.), in the library and in the supervision of swimming sessions. If you feel you would like to help or become more closely involved with work in school, then please let us know.

Formal visits to the school to meet the teachers will be arranged each term, but we feel that any problems are best dealt with as and when they arise, and we encourage parents to discuss their child’s progress or problems whenever the need is felt.

All children receive a written report at the end of each school year outlining progress and areas for future development. Teachers are happy to discuss progress and problems at any time, but because they are frequently involved with meetings, courses, or running clubs after school, you are asked to make an appointment either by letter or through the secretary.

Unless it is a matter of great urgency, please do not approach the teacher at the start of the morning. This is the time when we like to give the children our undivided attention and so get each day off to a good start.

SPECIAL NEEDS

The school has a staged approach to identifying and supporting children with special needs. Any concern is immediately discussed with the parents. Initially, a period of special attention from the class teacher and parents may be all that is necessary. If concern continues then the school’s support team - consisting of classroom assistants and two teachers may become involved. The school also has access to a range of external agencies, which include the Educational Psychologist and the Learning Support Team, where concerns are of a more long standing nature.

At every stage we aim to keep the parents informed and involved, and a pamphlet providing further details

of the support given in this area is available on request.

CYCLES

Opportunities are provided for older children to receive lessons in cycling proficiency. These lessons are conducted by volunteer parents assisted by the local Road Safety Office and the Police.

When a child has successfully completed the course, he/she is allowed to bring their cycle to school, although the school cannot accept any responsibility for loss or damage to cycles left on school premises.

MEALS

Children may have a cooked meal at lunch time or alternatively bring their own packed lunch. A menu is displayed in the school entrance, and copies are available from the school office. Meals cost £1.16 each day and children must bring their money in a purse marked with their name on a daily basis. If you think you may be entitled to free meals for your child, please make enquiries at the office.

Packed lunches must be contained in an appropriate plastic box or case. For reasons of safety please do not pack lunches in polythene bags.

Any drinks to be consumed at lunch time must be brought in cartons or plastic flasks. Cans and glass bottles are not permitted.

MILK

Milk is available on a daily basis. Orders with payment to cover periods of half a term should be placed before the start of a new term. The current cost is 15p. per day. In order to assist good dental hygiene and health, soft drinks and snacks are not permitted at break times.

SCHOOL DRESS

The school colours are bottle-green and white and the uniform consists of the following:

Most of these items are readily available from most multiple and chain stores.

School sweatshirts, cardigans, polo shirts and T-shirts printed with the school badge are available from the school.

Jeans, ski pants and leggings are not considered suitable school wear.

Footwear must be suitable and safe. Shoes with anything other than flat heels and boots are not permitted.

FOR P.E.

For reasons of both hygiene and safety all children are expected to change clothing for P.E. and games. All children require:-

White P.E. shorts, plimsolls, and plain white t-shirt.

White t-shirts with the school badge printed on the front are available from the school.

FOR GAMES (Years 3 to 6 only).

Shorts, shirt and boots/trainers. (These items need not, of course, be exactly as stated, but a change of clothing is essential for outdoor games.)

SWIMMING takes place during the summer months. All swimwear should be one piece - no bikinis please! Children with long hair will be required to wear a bathing cap.

BAGS.

Our cloakroom space is very limited. We therefore ask that all P.E./games clothing is brought in a drawstring bag which can be hung from a peg. (These are available from the school .)

Jewellery may not be worn in school. The only exceptions are watches, and studs for pierced ears.

COMPLAINTS

Whilst we strive to provide the best possible education for your child and to keep you informed about his or her progress, we would never claim to be infallible. As mentioned earlier in this brochure, we hope that any concerns or anxieties will be brought to our attention when they arise. Obviously the first and most appropriate channel will normally be through your child's teacher with whom most problems can be resolved through informal discussion. If however the matter is not resolved then you should quickly take things up with the headteacher. In the event of continued dissatisfaction there is a formal complaints procedure laid down by the LEA under section 23 of the Education Reform Act l988 details of which are available from the school office.

2 SCHOOL TERMS AND HOLIDAYS 1999/2000

Autumn Term 2 September 1999 17 December 1999

Half-Term holiday 25 October 1999 01 November 1999

Spring Term 5 January 2000 14 April 2000

Half-Term holiday 21 February 2000 28 February 2000

Summer Term 2 May 2000 21 July 2000

May Day holiday 1 May 2000

Half-Term holiday 29 May 2000 5 June 2000

APPENDIX 1

EAST SUSSEX COUNTY COUNCIL - EDUCATION COMMITTEE

CHARGING AND REMISSION POLICY FOR SCHOOL ACTIVITIES PROVIDED OR ARRANGED BY LEA

2 In this policy statement:

3 Charges may be made by the County Council to cover the cost of each of the following:-

4 Remission of Charges

TYPE OF SCHOOL - URBAN

INFORMATION ABOUT ADMISSIONS TO HAWKES FARM CP SCHOOL

The arrangements for the admission of children to this school at age 4+ are made by the County Council. A detailed description of the arrangements is contained in the booklet "Which Primary School For Your Child"? . A copy can be obtained from the School Admissions Section, Education Department, PO Box 4, County Hall, St Anne's Crescent, Lewes BN7 1SG (tel: 01273 481000). A copy is also available for inspection in the school.

However, parents may find it helpful to know that, if there are insufficient places available to meet demand, these will be allocated to children in accordance with the following list of priorities:

If it should be necessary to decide between children within any of these priority groups, this will be done by giving the places to those children who live closest to the school.

The following information, reflecting the outcome of the admission arrangements at 4+ in September 1998 may give parents some idea of their chances of obtaining a place for their child at this school in September 1998.

TABLE A

THE ALLOCATION OF PLACES (at September 1998)

TABLE B

TABLE C

APPEALS INCLUDED IN TOTAL INTAKE GIVEN IN TABLE B

Parents should appreciate, of course, that the outcome of the admission and appeal arrangements for 1997 is not a perfect guide to next year's decisions, but it may be of some help when you are considering your options.

HAWKESFARM.CP