Mission
Statement
Saint Catharine’s
Through mutual love, trust, respect and good example we aim to build a Christian community within the school and encourage good relationships with the parents, the parish and the locality.
We believe that in our welcoming, secure and caring atmosphere each child is equally valued and develops confidence, self worth, responsibility and self discipline. In this environment they are able to acquire the skills for life.
The School
St. Catharine's Roman Catholic Primary School is part of a conservation area and lies at the western end of Campden's famous High Street. The position of the school is enhanced by the adjoining church and Priest's House.
While
much of the school is Cotswold stone and dates back to the 1860s there have been
a number of improvements since then. In
1965 two new classrooms and a hall were added and in 2003 two more classroom and
a library were added. In 2004 new
toilets were provided for use by the children. The school now comprises five
classrooms, a library, computer room, hall, music room and special needs room as
well as offices and a staffroom.
At the back of the school is a playground, playing field and climbing apparatus.
We would argue that St. Catharine's has an advantage over other schools because it is a small school. Many children are happier in a family atmosphere and because they are more relaxed, it follows they work better.
At St. Catharine's we create a learning environment in which the children are happy, interested and challenged. We believe that children will then develop an enthusiasm for learning which will stay with them throughout their lives.
We attach a great deal of importance to providing a sound foundation of understanding, skills and knowledge in those areas upon which the next stage of education depends. At the same time we offer a broad and balanced curriculum which allows scope for us to develop the children’s talents.
We believe that the school should provide opportunities for children to initiate their own learning; to experiment without being afraid to make mistakes; to learn to make choices; to express themselves creatively and to realise the benefits of working with others to achieve results.
We expect a high standard of work from the children and that it is our duty to recognise, develop and celebrate their achievements. The staff and pupils share a mutual respect for one another and this is the basis for the school's high standards of discipline and good manners.
Governors
The Governors of St. Catharine's School play a very important part in
the management of the school and supervision of the way in which the Headteacher
organises the curriculum, resources and staffing. The Governors report on the
management of the school to the parents each year, during the spring term, in
writing and at a meeting held in school. They
are also the school’s admissions authority and deal, in conjunction with the
Local
Admissions
The Policy
1. St. Catharine’s is a Catholic voluntary aided primary school, which was established by the Church to serve the parishes of St. Catharine’s, Chipping Campden which also includes Moreton-in-Marsh. The governing body, acting in accordance with the Code of Practice and the Clifton Diocesan Policy Statement, is responsible for the admission of pupils.
2. The Admission number for the Reception Year (2004/05) is 20 pupils. Pupils are normally admitted in September of the school year in which they reach their fifth birthday. However they are not required to attend school until the beginning of the term in which they are five so in appropriate cases admission may be deferred until the beginning of Spring and Summer Terms. If parents wish a deferment they should indicate so when accepting the offer of places.
3. Applications for a place at the school should be made, if possible, by 31st January to the Headteacher at the school using the school’s admission form. The governors will offer places by the end of the Spring Term.
4. In the event of over-subscription (i.e. more applications than available places) places will be offered in accordance with the following order of priority:
a. Children who are baptised Catholics and who live in the named parishes.
b. Baptised Catholics who live outside the parish of St Catharine and who do not have a Catholic school serving the parish in which they live or whose parish school is full.
c. Children who have a brother or a sister at the school at the time of their admission.
d. Children of other Christian traditions who live within the parish of St Catharine and whose parents are practising members of their church.
e. Catholic children living outside the two parishes and who fall outside category (b)
f. Children of other Christian traditions who live outside the two parishes.
g. Looked After Children for whom places are requested by the relevant person/authority.
h. Children who have an historical connection with school (i.e. members of the child’s immediate family attended school.
i. Other children.
5. In categories (a) and (b) baptismal certificates should be available for inspection
6. Should applications within a particular category take us beyond our standard number then a decision will be made using the next priority e.g. should we have 21 applications for places and 19 fall into categories 4a to 4e then priority 4f would be used to split them; if that was unsuccessful the next priority. In the final instance only, geographical distance, ‘as the crow flies’, from the school would be used.
Background
1. The governors are pleased to receive applications to the school from parents of children who fall into any of the categories listed in this policy, providing they are in sympathy with the ethos of the school. Over the period of the last three years we have been able to offer places in the reception class to all those who have made our school their first choice.
2. In 2004 the Governors admitted 20 children. Those offered places fell into the following categories:
4.a.
5
4.b.
4
4.c.
4 4.d.
6
4.e. 1 4.f. 0 4.g. 0 4.h. 0
3. Late applications received after the closing date given in 3 but before the offer of places will be considered by the Governing Body, if in their opinion, there were good grounds why the application was not made in time.
4.
Children with a Statement of Special
5. Parents
have the right to appeal against the refusal by the Governors to admit their
child and should put their appeal in writing to the Clerk to the Governors of
the school. Appeals will be arranged by Local
Curriculum
Religious
Education
Religious Education is central to the ethos of the school. The teaching of Christianity upon which spiritual, moral and social principles are founded is fundamental. The regular instruction, which the children receive daily through involvement in religious lessons, assemblies, the liturgy, drama and stories is aimed at creating an awareness of the love of God for themselves and for others.
We use the "Here I Am" syllabus
throughout the school as the basis for our teaching of Religious
The school chaplain Father Ian McCarthy visits the school regularly to say Masses, to lead assemblies and to spend time with the children.
Reading
and Language
We regard the teaching of reading as the most important task. Without this skill much future learning cannot take place. We hope to develop in the children a love of books which will last for the rest of their lives.
The children are introduced to a wide variety of written forms, such as stories, poetry, plays and reference materials. They are encouraged to read for pleasure and for a purpose. In their topic work the children are taught to develop reference skills.
In written language we encourage flair and imagination with the children being able to write for a variety of audiences and purposes. We also place great emphasis on the development of spelling, punctuation and grammar.
Increasingly, a greater emphasis is being placed on the development of speaking and listening, as these become essential skills for success in a wider world. The children are encouraged to speak and to listen in class situations, assemblies and Masses. The success of this policy is shown in the self-confident way in which they respond in class, in drama and at play.
Mathematics
We aim to give the children a firm grounding in mathematics based upon the learning of the skills associated with number e.g. number bonds and tables, and an understanding of the concepts upon which further learning is based.
The school follows the National Numeracy Strategy which it has adapted to suit its own requirements. This scheme which follows the National Numeracy Strategy is proving successful in developing the children’s mathematical concepts and their enjoyment of the subject. In recent years we have been very successful in our teaching of this subject and continue to stress the importance of extending those children who have a flair for the subject.
Science
We
aim to make Science both enjoyable and challenging so that the children develop
a positive attitude to the subject. The children are taught a core of knowledge
as set out in the national curriculum, and the skills necessary to carry out
investigations, to test and to create hypothesis.
History and Geography
History and Geography are taught as distinct subjects. The school has always placed great importance on the teaching of History and Geography. We see it as an important part of a child's education if they are to fully understand their, culture and appreciate their environment.
Music and Art
Music plays a vital part in the individual development of the child.
All children have the opportunity to participate in the performing and composing
of music as a means of self-
expression.
We encourage children to respond to music sensitively and with discrimination in
a variety of ways. For those who wish to learn more there are several recorder
groups, the most advanced forming part of the school band, along with those who
play glockenspiels, xylophones, guitars and other instruments. Mrs. Lovelock
ensures that musical talent is always exploited! Peripatetic music teachers
provide violin, flute, clarinet and saxophone tuition and there are regular
opportunities for singing.
The children are taught the skills associated with artistic activities, provided with the opportunity to use a wide variety of media, and most importantly are given the opportunity for self-expression through art. They are also introduced to the history of art.
Physical Education
The school provides a full programme of P.E. and Dance. The children are introduced to team games, including football, netball, rounders, unihoc, shinty and cricket. They also take part in athletics, gymnastics and cross country running. We are fortunate in having our own hall and school playing field and use them to their full potential. Football, netball and athletics clubs are held after school.
The school plays regular football and netball matches against other schools during the winter months and takes part in athletics events during the summer. Children are given the opportunity to compete against other schools in the area cross-country championships.
All the children in years three, four, five and
six are taught, by a qualified instructor, to swim. The lessons are held at
Information
and Communication Technology
Whilst the skills associated with using a computer are taught to the children so that they can better use this technology, computing is increasingly taught as a separate subject. It is also taught as part of other subjects, for example, word processing in English and use of databases in mathematics. We have recently create a computer suite where the children will be able to extend their knowledge of information and communication technology.
Design
and Technology
Design and Technology is taught as a separate subject. This subject is given prominence in the curriculum because of the opportunity it offer children to plan, make and evaluate their own work.
Collective Worship
The school holds an assembly every day and regular school and class Masses, usually on a Wednesday. A different member of staff takes each assembly so as to provide the children with a variety of styles of presentation. By law we are required to inform parents that they can withdraw their child from these activities. Should they decide to do this work will be set for the child during these times.
Sex Education
Sex education is provided by the school nurse for children in year six.
Homework
We believe that homework is important as it helps to make parents aware of the work that their children are doing at the school; gives an opportunity for parents to become involved in their child's learning; prepares the children for homework at secondary school and serves to make them responsible for part of their school work. For this reason children receive homework from an early age i.e. reading books and word tins. As they progress through the school the amount of homework increases, with much of it being linked to the topic work that they are covering, but which also includes the learning of spellings and tables. The time taken to complete a piece of homework should be relatively short. If your child is taking an excessively long time to complete homework, don't hesitate to discuss this with his/her teacher.
Special
The school endeavours to ensure that all children have full access to a broad and balanced curriculum, including the National Curriculum. The school is sensitive to pupils' individual needs and ensures that children with SEN access all areas, together wherever possible with their peers, so that each child is equally valued, their potential developed and they acquire the skills for life.
We aim to identify pupils with special needs as early as possible whether academic, emotional, behavioural, social or medical. Teachers will try to identify high achievers and ensure that their needs are met, within the school or with help of another agency. Specialist outside help may be sought for assessment, advice or support. Pupil's perceptions, wishes and goals will be requested and recorded on the pupil's annual report. It is hoped that pupils will see this as a move towards more independent learning and responsibility.
In order to ensure the integration of SEN children pupils are encouraged to value each individual and to understand other pupils' special needs. Positive steps are taken to ensure that children are not excluded from class or playground activities. However, as all pupils are important the school does not feel that the needs of one child should override those of the majority.
The school receives a high level of support from its parents, through the work of the Parents Action Group and from individuals. It encourages close co-operation with parents at all levels. Any parental concerns expressed about SEN will be dealt with quickly, the nature of the concern and the result of the consultation recorded in the SEN register. Parents will be asked on admission to fill in a form relating to the child's early years, to comment on reports and progress and to contact the class teacher if they have any concerns. It is hoped that with a close partnership between parents and the school there will be few difficulties relating to the provision of SEN support. If they do occur complaints will be dealt with by the headteacher first and subsequently by the Chairman of Governors. If they are not resolved they will be referred to the Local Education Authority.
Admission arrangements for pupils with SEN do not differ from those of other pupils (see Admission Policy). Existing arrangements will not be used to refuse admission to a child; however, the school does not have any specialist equipment, facilities or a specialist unit.
The Governors have responsibility for determining the school's general policy and approach. They will ensure teachers are aware of the importance of identifying and providing for those pupils with special educational needs and that provision is made for those needs. Governors report annually to parents on the school's policy for SEN pupils.
Mrs. Jean Wilson, one of our governors, is the
"responsible person" for special needs, safeguarding the interests of
an SEN child and ensuring that the necessary procedures and liaison are carried
out. The SENCO is responsible for advising and liaising with teachers, co-ordinating
the provision for children with SEN, maintaining the school's SEN register and
overseeing records of all pupils with SEN. They also have responsibility for
liaising with external agencies such as the
Class
Organisation
As a general rule the school is organised into classes according to age. There are five classes; two infant and three junior. As we have five classes and seven year groups it may be necessary to divide a year group at some point in order not to have classes that are too large. Parents should expect that at points during their child’s time at our school they will spend a second year with a teacher. The children remain in school until they are eleven.
The school employs a range of teaching styles with class teaching and group work being the main methods used. With mixed age groups in each class it is necessary to group the children for many activities so as to ensure differentiation. There are however occasions when it is advantageous to teach a complete year group or class. Some subjects such as Science and Design and Technology have been planned in such a way that they can be taught to the whole class.
The class teacher accepts full responsibility for the educational and pastoral needs of the children. The headteacher co-ordinates the work of the school and the progress of the children is carefully monitored. Parents with general worries or queries about their children are encouraged to talk to the class teacher, but they should not hesitate to bring serious problems to the notice of the headteacher.
Transfer to Secondary School
Our local Catholic secondary schools are St.
Benedict’s High School,
School Uniform
The children are expected to wear school uniform. They wear a red sweatshirt or cardigan with a white or red shirt or blouse. The girls wear a grey skirt or trousers and the boys grey trousers. In the summer time the girls wear a red checked dress. School sweat-shirts and T-shirts are available with the school logo. We would like the children to wear the school T-shirt for P.E.
P.E. kit comprises a T-shirt, sports shorts and black plimsolls, which should be kept in a draw string bag and be brought to school on Mondays. The children need a pair of trainers/plimsolls for outside games and a pair of plimsolls for P.E. in the hall. These should be a different pair for each activity. It is acceptable for children to do P.E. in the hall in their bare feet. Football boots are needed for football as they provide greater control and help to avoid injury in wet weather. Tracksuits may be worn for outdoor activities when the weather is cold. We ask that children with long hair to wear a swimming hat during swimming lessons.
It is essential that all clothing that
children bring to school is clearly marked with their name.
Health and Safety
School Rules
The school rules are designed for the safety, good health and happiness of the children. The following rules should be followed by all of the children and we ask parents to support us in seeing that they are heeded:
· No running in the building.
· No chewing gum in school.
· No jewellery or trinkets in school.
· No potentially dangerous objects e.g. knives or matches.
· No expensive toys or "precious things" that will cause heartbreak if they are lost or damaged.
· No potentially dangerous earrings, that might catch or snag during play or P.E.
· No sweets or crisps.
Anti-Bullying Policy
We have been very lucky that we have had very few instances of bullying in the school and we very much want this to remain the situation.
Bullying is any deliberate act which results
from a conscious desire to hurt, threaten or frighten someone. It is an abuse of
power and results in pain and distress to the victim, who has in no way provoked
the bullying.
The school will take any instances of bullying very seriously and ask parents to support them in ensuring that we have a bully free school.
Discipline Policy
The Governors of St. Catharine's School support the Headteacher and his staff in promoting among pupils good behaviour based upon self-discipline, proper regard for authority and consideration for others. This is to be achieved by good example, sound reasoning and necessary discipline within the law as laid down in the Education Act. When any pupil presents a serious disciplinary problem, his or her parents will be consulted immediately.
However, should all reasonable methods of
discipline have failed and continued misbehaviour of child result in disruption
to the well-being of the school, the Headteacher has the right to exclude the
pupil from school for a "cooling off" period. If further difficulties
occur, the Headteacher will have the right to exclude him/her for a further
fixed period or, in extreme cases, permanently. He must inform parents,
Governors and the Local
Break-Times
It is appreciated that the morning session at school is a long one, especially for children who have travelled a long distance. For that reason we allow the children to bring a snack. We discourage children from bringing crisps or sweets. We ask parents to provide the children with fruit or other healthy food. It is preferred that children do not bring a drink to school as they invariably lead to accidents. Water is always available.
Should your child be upset by an incident in the playground, then there is always an adult on duty who will try and sort things out. The playground can be a daunting place for very young children so if there is a problem please let us know as quickly as possible so that we can sort it out. Similarly, if your child seems upset at home and you feel that the cause might be attributed to school, please, let us know so that we can discuss the matter.
The School Day
Times
playtime
lunchtime
Children should not be on the school premises
before
A whole school assembly is held on a Monday, Thursday and Friday. The children have a class assembly on a Wednesday morning and on a Tuesday a short assembly is followed by hymn practice.
The actual teaching time during the school week is 23 hours 35 minutes.
Parental
Involvement
Contact Between
Parents And Teachers
It is clearly in the interest of the children if good communications exist between their parents and the teachers. Where a quick word is involved it is often possible for parents to see the teachers informally. If the matter is likely to take longer it is advisable for parents to make an appointment, as the teacher may be involved in class duties.
Regular parents’ evenings are held throughout the year. The teachers recognise that it is important to keep parents informed about changes taking place in education and to this end occasional meetings are held to brief them.
We would emphasise that we are keen to meet parents and would like them to feel welcome in the school.
Parents Helping in School
We are always keen to accept offers of help from parents in school. At this time we have parents who help with the library, computers, with reading, art and craft activities as well as football, athletics and swimming. This help is invaluable and we try hard never to decline an offer of help.
Parents Action Group
The school is supported by a very active group of parents who are known as St. Catharine's Action Group. They meet regularly and organise many social and fund raising activities. They have provided a great deal of equipment, which the school would otherwise not be able to afford. New parents who are keen to be involved are welcomed with open arms.
School Meals and Sandwiches
We have a very successful school meals service, with the meals cooked in our kitchen. On average about 90 children have a school meal with the rest bringing sandwiches.
Sickness and Absences from School
If your child is ill or sickening then a stay at home in the warmth and comfort is best. In school they would be unhappy, take up the teacher's time and possibly spread infection. Please make certain we have an up to date contact number.
Children's absences should be explained by a note on the day of their return, or preferably, by phone on the day of their absence. This is simply a safeguard for the child. If a child has to leave school during the day for medical or dental treatment, or any other reason, they must be collected by their parent or guardian or a member of the family.
School
Transport
Children living outside Chipping Campden and who
need transport to school may use the school bus. Those who are Roman Catholic or
if this is their nearest school may apply to the Shire Hall in
School Fund
In order to meet the costs incurred by the school each year the Governors have set up a School Fund and parents are asked to make a voluntary contribution of £5 per term to this fund.
Charging Policy
The 1988 Education Act does not allow schools to charge for educational visits or swimming lessons. However, the school, whilst recognising the value of educational visits and extended activities outside the school, within the school day, acknowledges that the cost for the school is too great. It therefore invites parents/guardians to make a voluntary contribution for each such activity. If however the total voluntary contributions do not meet the cost of the planned activity, such activities can not take place.
Curriculum Complaints Procedure
Stage 1. Discuss the complaint informally with the Headteacher.
Stage 2. If the complaint is not resolved it should be taken to the school governors.
Stage 3. If the complaint is not resolved it should be taken to the LEA
Stage 4. If it is still not resolved it can then be taken to the Secretary of State for Education.
In the case of religious education complaints not resolved at Stages 1 and 2 should be taken to the Bishop of the Diocese to resolve.
Authorised And Unauthorised Absences
During the reporting period the number of absences was as follows:
Authorised absences: 1642
Unauthorised absences: 0%
RESULTS
ACHIEVED BY OUR CHILDREN IN THE STATUARY TESTS
TAKEN
AT AGES 7 AND 11 IN 2005
KEY STAGE 1 SATS TEST
|
TEACHER
ASSESSMENT |
||||||
|
|
Percentages
at each level |
|||||
|
W |
1 |
2 |
3 |
4+ |
Absent |
|
|
Speaking and
Listening |
0 |
0 |
56 |
44 |
0 |
0 |
|
|
0 |
4 |
40 |
56 |
0 |
0 |
|
Writing |
0 |
5 |
60 |
40 |
0 |
0 |
|
Mathematics |
0 |
0 |
60 |
40 |
|
|
|
Science |
0 |
0 |
52 |
48 |
|
|
KEY STAGE 1 SATS TEST
|
TASK
AND TEST RESULT |
||||||
|
|
Percentages
at each level |
|||||
|
1 |
2C |
2B |
2A |
3 |
Absent |
|
|
Reading Task |
0 |
8 |
4 |
28 |
|
0 |
|
Reading Test |
|
8 |
4 |
28 |
56 |
0 |
|
Writing Task |
0 |
16 |
12 |
32 |
40 |
0 |
|
Mathematics |
0 |
16 |
8 |
36 |
40 |
0 |
KEY STAGE 2 SATS TEST
|
TEST
LEVELS |
|||
|
Percentage
at each level |
|||
|
|
3 |
4 |
5 |
|
English |
7 |
38 |
55 |
|
Mathematics |
4 |
48 |
48 |
|
Science |
0 |
31 |
69 |