School Handbook

Introduction

The School / The Pupils / School Aims and Values

Curriculum / Language

Maths / Environmental Studies /Art

Music / Drama / Physical Education

Religious Education /Social and Moral Education

Additional Support Needs

Homework Outdoor Education / Assessment

Behaviour and Discipline Policy

Bullying

Introduction

Introduction

Dear Parents,

This booklet gives you information about Prestonpans Infant School. We hope that your child will be happy here and enjoy his/her first year of education.

Parents are very welcome in school, and parents and friends help us on a voluntary basis, assisting with such things as reading, art and craft, as well as accompanying children on outings and visits and helping around school.

Parent/teacher consultations are held twice yearly, and parents can also visit at an arranged time to see or discuss what their child has been doing, as well as dropping in informally at the end of the school day.

If you have any questions, or wish information concerning your child, please do not hesitate to telephone or call at the school. The telephone number is 01875 810028.

Yours sincerely


Mrs Jean Gardner
Head Teacher Back to top

The School / The Pupils / School Aims and Values

Address:
Prestonpans Infant School
West Loan
Prestonpans
East Lothian EH32 9NX
Tel: 01875 810028
Fax: 01875 810028

Prestonpans Infant School is a non-denominational co-educational school, providing education for children whose ages range from 4 years 6 months ? 8 years 6 months (Primary 1 ? Primary 3).

The school is situated within a large walled area which has two hard playgrounds and a grass play area. Considerable environmental improvements have taken place and more are planned.
The building dates from the early 1930s when it was originally a Primary School. It has fourteen classrooms on two levels, eight of which are used for class teaching. The remainder are used for Library, Music, Learning Support, Computer Suite, a GP Room and a ?Den? which accommodates groups of children who do a variety of activities with Nursery Nurses. At present our class numbers consist of 19 in P1/1, 21 in P1/2, 21 in P1/3, 23 in P2/4, 21 in P2/5, 21 in P2/6, 29 in P3/10 and 31 in P3/11 ? a total of 186 pupils. Currently our classes consist of there are three P1 classes, three P2 classes and two P3 classes. Two smaller rooms within our accommodation are used as Support for Learning base and a meeting room/resource base for staff.

We also have a Teachers Resource Base/Study Room which doubles as a room for meetings when needed. Next door to this is a Parents Room where workshops and drop-in sessions are held. This room is also used for lunchtime activities for some of our pupils. We also have a dining-hall, a large, well equipped gym, as well as office and staffroom facilities.

In the evenings and at weekends the school building is used for a variety of school and community activities:

Parent/Teacher Association Meetings, School Board, Karate, Football Training, Parents Evenings etc.

Any organisation wishing to use the premises can contact the Head Teacher, or write directly to:
Lets Department
East Lothian Council
Council Buildings
Haddington EH41 1HA

The Pupils

The school has pupils from P1-P3 and most of our children come to us from Prestonpans Nursery School. On leaving P3 the children transfer to Prestonpans Primary School, Preston Road, Prestonpans, telephone 01875 815950. Transfer arrangements are discussed from early in each session. Children who may need enhanced transition are accommodated. All children have a two day visit in the summer term to familiarize themselves with the building, staff and expectations.

There are three P1 classes, three P2 classes and two P3 classes with an approximate roll of 186 children.

Enrolment

If you wish to enrol your child at our school, please call in to the office to see Mrs Harris, our Administrative Assistant. Mrs Harris will make an appointment for you to meet Mrs Gardner who will take you round school and give you the necessary information.

The enrolment arrangements for P1 children is usually in early December. Should you wish to make a non-district enrolment, contact Mrs Harris and she will give you the necessary guidance.

School Aims:

· We aim to develop children socially, emotionally, physically and intellectually by providing a broad and balanced curriculum.
· We aim to measure attainment systematically in order to raise standards.
· We aim to create a partnership between children, parents, school and community.
· We aim to encourage children to behave well and be courteous to all, regardless of race, gender or religion.
· We aim to develop a positive school ethos promoting positive values which enables children to become caring and responsible individuals.

We aim to be a Health Promoting School by :

· Working together to create an active, positive partnership between children, parents, staff and the wider community.
· Fostering a high expectation in our children and creating an exciting, stimulating and healthy learning environment.
· Making each child feel happy, safe and secure by promoting positive values and attitudes towards each other and the world around them.
· Providing a broad, balanced curriculum with effective teaching and learning, enabling each child to their full potential.
· Fostering creative thinkers with a love for learning. Back to top

Curriculum / Language

The Curriculum:

Our curriculum is planned in accordance with 5-14 Guidelines. Learning in the school is based on a range of strategies, including investigating, problem-solving and discussion, using thinking skills and creativity in addition to direct interactive teaching methods, and will often involve activities using a wide variety of materials. The basic skills of language and numeracy are taught as discrete subjects, and are also integrated within other curricular areas.

Class group and individual methods form the basis of teaching in order that the curriculum can be tailored to fit the needs of each child. Each child?s learning is continually assessed to determine his or her levels of work, and to determine the way forward for that particular child.

Language:

The development of each child?s language is pursued through an integrated programme of language work involving listening/watching, talking, reading and writing.

Reading: Initially children are made aware of, and encouraged to recognize and read together, words in their environment. At the start of Primary 1, children are introduced to a variety of books. At the same time, they will be learning key words and alphabet names and sounds. Reading using alphabet names and sounds. Reading using a multi-sensory approach is developed from Primary 1 ? Primary 3. Primary 1 children will be using the Oxford Reading Tree scheme as a basic structure for their reading progression. As their reading develops they will pursue their reading skills through appropriate fiction/non-fiction material.

Writing: This forms an important part of language development and the child will follow a programme starting with simple scribed stories leading on to different forms of writing activities. Alongside this will develop the necessary knowledge and skills of spelling, punctuation, language structure and handwriting.

Listening and Talking: These are closely linked and many experiences are planned to help children develop these skills. Back to top

Maths / Environmental Studies /Art

Mathematics: This is developed initially through
the provision of structured materials which will
develop the understanding of mathematical processes.
Aspects of mathematics taught include Number,
Money and Measurement, Time, Pattern and Sequence,
Problem Solving, Information Handling, Shape, Position
and Movement, and Use of Calculators.

In school, each child works through the East Lothian
Core Maths Programme. Mental mathematics has
a daily focus to develop quick number recall, a fun
but very meaningful activity which motivates the children.

Whenever possible, mathematics is taught in context,
making it meaningful and relevant to the child.

Early Intervention

Early intervention in literacy enables us to target small groups of P1 and P2 children, enriching their language and improving their pre-reading skills. This fosters interest, enjoyment and respect for books with an improved awareness of rhyme, sounds, letters and word formation. The children work with class teachers, nursery nurses and classroom assistants.

Similarly, early intervention in numeracy enables us to provide additional experiences in counting, addition and subtraction for individual children.

Environmental Studies:

We begin by building on the child?s known world ? family, immediate surroundings, seasons, festivals etc.

The key areas are Social Subjects, Science and Technology and Health.

Expressive Arts:

This includes Art and Design, Music, Drama, and Physical Education. For all these areas there are progressive programmes in place.

Art

All classrooms have areas where children?s skills in Art and Craft can be developed, and this will usually be linked to a theme or topic. Self exploration is also fostered. Back to top

Music / Drama / Physical Education

Music:

Children meet in year groups, and as a school for singing practice, as well as participating in singing and instrumental/rhythm work in class. We also have a Music Room with a variety of musical instruments with which children may work. Our music specialist visits weekly.

Drama:

This is used as a teaching aid in many subjects as well as a discrete Expressive Art form.

Physical Education:

This includes Games, Dance, Gymnastics and Swimming. A Basic Skills programme is followed which teaches basic skills in ball control, movement etc. through games.

Dance includes creative, expressive dancing, country dancing and very simple dance patterns.

Gymnastics teaches the child an awareness of the body and how it works. Our P.E. Specialist visits one day per week, developing our Basic Moves Programme with the children and staff. Back to top

Religious Education /Social and Moral Education

Religious Education and Observance/
Social and Moral Education

Social and Moral Education are developed both within the curriculum and as everyday learning opportunities present themselves. A ?caring and sharing? attitude is promoted within the school.

Children have class instruction on religion, and attend assemblies conducted by the Head Teacher, or the School Chaplain. Parents are warmly invited to attend some of these Assemblies. Classes take turns in leading school assemblies at various times throughout the year.

The whole school attends a church service each term. This is conducted by the School Chaplain Rev. R. Simpson.

Christian Festivals are celebrated as well as Festivals of other religions.

The school?s policy is to promote open discussion on religious and moral issues. This helps the child?s self-awareness and relationship with others, as well as promoting beliefs, values and practices which go to make up a religious outlook on life.

We try to make children aware of the differences in our society, and to see these in a positive light. We strongly promote respect for others views and feelings through whole school ?value? approach. Each month a ?value? is promoted through assembly, circle time, newsletters etc. We endeavour to promote the values through every aspect of school life.

Parents have a statutory right to withdraw their children from religious education and religious observance and any parent who wishes to do this should notify the Head Teacher and alternative arrangements will be made for the child. Back to top

Additional Support Needs

Additional Support Needs

Children can receive Support for Learning for a variety of reasons.

· Some difficulty in developing early reading and writing skills or numeracy skills
· for a specific difficulty e.g. dyslexia
· as a pupil with significant additional needs
· to provide an extra challenge for pupils with special aptitude.

This support may be short or long term, and can be provided individually, within a group, or within the class setting or by additional support materials being put into the classroom.
Temporary Support may be provided for pupils who have missed schooling through illness, or who have a particular learning problem to overcome.

Children with Significant Additional Needs:

The Authority has a policy of inclusion. This promotes the placement of pupils with significant additional needs into primary and secondary schools. A range of provision is available from outreach staff who work with pupils with literacy difficulties, English as an additional language, who have visual or hearing impairment and pre-school pupils with additional support needs.

Placements are made following assessment by Psychological Services and in consultation with parents.

With the completion of a lift in early 2005 and now disabled toilets on the ground and upper floor, the Council?s Accessibility Strategy meets the requirements of the Disability Discrimination Act, in relation to access within our building, enabling all pupils to access curriculum.

A.S.L. Act 2004

In our school we aim to promote involvement of our children with additional support needs in decision making processes and support their needs. To enable their involvement ? the view of the child will be recorded in the Co-ordinated Support Plan ? the child, where appropriate, should have support available and play a key part. Back to top

Homework Outdoor Education / Assessment

Homework:

In Primary 1 children are given reading homework for a minimum of three times weekly.
Parents may also be asked to practice sounds or read key words with their child. If so, this will be clearly marked in the homework/reading diary which is a two way communication for parents and teachers. In Primary 2 and 3 as well as reading, children are given a Spelling homework jotter and spelling/language exercises are completed at home. There may also be aspects of number work included in homework depending on the needs of the child.

Written homework must be completed using a pencil. A good standard of neatness and presentation is expected. Parents are asked to sign the work which the children do.

Research has shown that children who receive help with reading at home are more successful readers than those who are not helped on a regular basis.
We appreciate the help and the support which you give to your child.

Outdoor Education:
Outdoor education is provided by East Lothian Outdoor Education Service based at the Education Centre in Prestonpans. The aim of this service is to provide first class experience for pupils. This school has an entitlement of three days a year with the Outdoor Education Specialist.

Educational Excursions
Educational Excursions are designed and planned in accordance with the East Lothian Council?s comprehensive Guidelines.

Assessment, Records and Reports:
1. Pupils progress is assessed in a variety of ways:
Informally - by listening and talking to the child
- by questioning and answering
- by observation of children?s work

At the start of P1 a Baseline Assessment Test for literacy and numeracy is used as a guide and at the end of the year a follow up assessment if implemented.

At the start of P2 and P3 the children?s reading is assessed using a Burt Vernons Word Reading Test. This is used as a guideline tool for the teachers. Again the children will be re-assessed towards the end of the year.

Formally - in P3 ? Reading skills are assessed using a
standard reading test. Spelling is assessed
weekly with a spelling challenge and dictation.

Attainment Tests in Reading, Mathematics and Writing are carried out when a child is felt to be ready to move from one strand of 5-14 Programme to the following e.g. A to B or B to C.


1. Individual children may be assessed to identify particular strengths/weaknesses.

2. A class file containing information about topics studied by each class, and skills developed from P1 to P3 is kept in class.

This information is passed on to Primary 4 class teachers at Prestonpans Primary School.

3. An Assessment Booklet containing samples of work is kept for each child from
P1 onwards, and is passed on to Prestonpans Primary School.

4. A written report is issued once a year, during the summer term.
All records regarding your child can be viewed on request

We also hold two Parents Consultation Evenings ?
One in October and one in March.

Any parent wishing to discuss their child?s progress can see class teachers informally at 3.10 p.m. from Monday to Thursday. If wished, an appointment can be made to discuss your child?s progress with the Headteacher and/or Class Teacher. Back to top

Behaviour and Discipline Policy

Behaviour and Discipline:
The school has a positive approach to behaviour. All children decide on their class rules, and should be aware of the school rules. They are expected to obey these rules and are praised and given awards such as stars, stickers and badges if they do. We have Star of the Week pupils in P2 and P3, Golden Awards for work achievements and Fish Awards for good citizenship. Children who frequently choose not to obey the rules can be sanctioned e.g. may be kept behind for a few minutes at morning break or may have to stay inside at break time. If a child continually misbehaves, parents will be asked to meet with the Head Teacher and Class Teacher to discuss ways of improving the unwanted behaviour. When schools and parents work co-operatively good standards of behaviour are ensured.

School Rules for Children:

1. Follow instructions.
2. Keep hands, feet and objects to yourself.
3. Use a quiet voice.
4. Walk quietly in school.

School Rules for Parents!

1. Make sure your child arrives on time for school ? 8.45 a.m. daily
2. Always inform the school by letter or phoncall of
- illness ? between 8.30 and 9.00a.m.
- change of address or telephone no. (particularly mobile numbers)
- change of emergency contact
- support the school in its behavioural approach. Back to top

Bullying

Bullying:

It is our aim to work to prevent bullying and to act effectively to resolve incidents. All members of our school have a part to play in an anti-bullying approach.

Playground supervisors and class teachers deal with incidents at the first level before referring matters to the Head Teacher.

A policy of pro-active strategies are in use including Peer Support, P3 ?Helping Hands? Playground Monitors and wet day monitors, Infant Road Safety officers through Personal and Social Development.

Children who have difficulty coping in the playground may be kept in at break times.
We have a time out room to accommodate any such children.
Parents will be consulted about difficult playground behaviour.

In line with East Lothian policy, the school has an Anti-Bullying policy and all incidents of bullying are recorded. As part of the recording procedure parents of both the victim and the bully will be informed, and invited to meet the Head Teacher.
Anti-Bullying Strategies

What is Bullying?

Bullying has a variety of forms in schools
name calling damage to someone?s belongings
exclusion from a group stealing from another child
physically hurting someone hitting/kicking

At Prestonpans Infant School we aim to teach the children to make good choices so that they will not be bullies or victims.

In the past bullying was often ignored or dismissed, it certainly is not now. Previously accepted as part of life, but now more attention is being paid to the rights of adults and children.
1. Everyone has a right to work and learn in an atmosphere which is free from victimization and fear.
2. We all have a responsibility not to abuse or bully others.
3. Young people have a right to expect their concerns to be listened to and treated seriously.
4. Vulnerable individuals need to be protected from bullying and other forms of abuse, so we all have a duty to work together to achieve this.

What we do

1. School has a policy of Assertive Discipline where pupils in each class make a list of class rules at the beginning of the school session. Bullying features in these discussions.
2. Circle Time gives an opportunity for children and teachers to reinforce suitable behaviour such as respecting others.
3. Positive use of break times, playground equipment shared and monitored by Playground Auxiliaries who monitor positive behaviour.
4. School Assemblies led by individual classes can present the issues, enabling an extension of Personal and Social Development.
5. Children are reassured that it is their right to be protected and listened to.
6. Reported incidents are followed up as soon as possible.
7. Children are encouraged to tell someone ? their teacher, playground auxiliaries, a friend ? they don?t need to change, its not their fault ? the bully needs a change.
8. Bullying is wrong. Back to top