Georgetown Primary School

Georgetown Primary School Curriculum

At Georgetown Primary we aim to involve our learners and staff in co-constructing an engaging, fun, relevant approach to the curriculum which uses real-life contexts to foster independent, memorable, learning experiences which promotes their core purposes as Welsh learners.

Topics and Experiences

Why?

To engineer a relevant curriculum that develops learner ownership and equips them in the 4 core purposes of the Welsh Curriculum, whilst being flexible enough to deliver the 3 cross curricular disciplines; literacy, numeracy and digital skills which can seamlessly incorporate the Areas of Learning and Experience as they are developed.

Richard Riley (former U.S. Secretary of State), “We are currently preparing students for jobs that don’t yet exist…using technologies that haven’t been invented…in order to solve problems we don’t even know are problems yet.”

What?

Question driven.

Learner led-intrinsic motivation should result from learner ownership.

Learner led…but…“You don't know what you don't know.” Children need teachers to lead them to things they've yet to understand.

Experiential. It should replicate learning for children in life and in the real world. It should narrow the gap between the artificial classroom and reality that occurs in the world outside.

Fun, engaging, exciting, cohesive learning experience.

Draw on expertise in the local, outside community, as far as possible as a “client” who provides a brief and a framework for learners to work from. It should give the theme and experience a real-life relevance.

A driver to raise standards in LNF and DCF skills.

Encourage collaborative, positive relationships within groups of learners.

A map of work that needs to give a framework for delivery which encourages ownership and collaboration in learners and which also addresses the “What Matters” element of Areas of Learning and Experience as they arise.

AoLE’S -LLC/MD/Technology & Science needs to be fitted into all themes and experiences every term. Elements of Health & Wellbeing/Humanities/Expressive Arts to be need be throughout each term paying particular attention to each when selecting themes throughout the year i.e. Autumn Expressive Arts, Spring -Humanities, Summer -Health and Wellbeing .

How?

Staff to decide, alongside learners, what their ten week topic will be for the following term. This will follow staff meeting time where cross phase collaboration is encouraged. Think BIG. Think learner-centred. Think engaging and exciting and something that can be used to enhance LNF and DCF skills. A two year topic and experience cycle to be designed by learners and staff. Try not to repeat a theme. It needs to be fresh every time.

In the first week a term begins, an Immersion Day should transform the classroom into a stimulating learning area where pupil inquiry is fostered in preparation for the new topic.

During Immersion Day, staff and learners are to map out the topic alongside learners. It should be a harvest of ideas and will feed into the organisation of your approach.

Immersion Day ideas to then structure a ten week learning programme, which includes learner-centred, experiential, collaborative activities. This should be done on the termly overview sheet. At this point, planning for the LNF & DCF skills for each year group that needs to be included should be undertaken. At week 5 the learner contribution should be revisited as the learners will now have some knowledge around the topic.

Week-by-week planning should also include the core 4 purposes of the Welsh Curriculum. The four purposes should be at the heart of the curriculum. Over the course of a ten week block and a year, there should be balance. Each activity planned for, needs an explicit ‘What Matters’ statement that it is addressing.

During the Immersion and planning process, a showcase event to complete the topic should be at its heart, where learners invite people from home into school or another location, to share their learning or publish their work in some form to ensure the moment is captured by an audience. Think BIG. This should be learner driven, as far as is possible. They should host this.

Thrice yearly and annually, staff are to assess how they have delivered the ‘What Matters’ statements through updating the ‘What Matter Trackers’ and assessing where there are gaps as their topic evolves.

At the end of the ten week period, during staff meeting time, evaluate and feedback the strengths and areas of development that the ten week topic has exposed and refine and improve your approach for next time.

Personal and Social Education

PSE is a key to the preparation of children for their lives now and as adults in the future.

It is hoped that the ethos of the school – which emphasises a caring and considerate atmosphere – helps in pupils development.

Respect for the individual, values and achievements of everyone encourages attitudes that enable children to make a positive contribution to, and live harmoniously with others in the community are reinforced through circle time and in assemblies.

Opportunities for children to increase their understanding about their bodies and how they work, hygiene, diet, how to keep fit, use/misuse of drugs, of what it means to keep healthy, their personal responsibility for achieving this and factors which promote it are dealt with either discretely or via. talks from outside agencies.

At appropriate times, opportunities are provided for responding to the needs of others, by supporting charities and appeals both local and international.

Sex and Relationship Education

Sex and Relationship Education is a compulsory subject that has to be taught within our school. Parents however have the option to opt their child out if they require.

Sex and Relationship Education starts from Year 2 and carries through to Year 6.

The programmes of study covered with year groups are:

Year 2: Naming body parts using correct terminology (penis, vagina, testicles) and appropriate touch

Year 3 & 4: Relationships

Year 5: Puberty

Year 6: Puberty & Conception

Religious Education and Collective Worship

The aim of Religious Education is to help children achieve a knowledge and understanding of religious beliefs, insights and practices, so that they are able to continue in, or come to, their own beliefs and respect the right of other people to hold beliefs different to their own. The religious education provided at school follows the R.E. Agreed Syllabus adopted by the LEA.

Each school day begins with a collective act of worship led by a member of staff. Each class leads a morning assembly during the school year. All children are expected to attend, unless a specific request to the contrary is made.

Welsh

Welsh is taught as a second language. Children progressively develop their skills in oracy, reading and writing. In Early Years and Foundation Phase, children are introduced to the language through simple phrases and sentences, songs, poems, Welsh stories and folk tales. Key Stage 2 Welsh builds upon and expands the language previously experienced by introducing more complex language patterns.

Throughout the school Welsh is used to deliver simple classroom instructions, exchange greetings and make requests.

Y Cwricwlwm Cymraeg

In order to foster a sense of national identity, opportunities are planned throughout the curriculum to develop and apply children’s knowledge and understanding of the cultural, economic, environmental, historical and linguistic characteristics of Wales.

We celebrate St David’s Day each year with a school Eisteddfod. This takes the form of a Cultural Day when children have the opportunity to take part in many different activities related to Welsh life including: music, art, craft, dance, sport and cooking.

Additional Needs

Within the school we aim to support children who have special needs. For those children who have minor learning difficulties, class teachers are able to differentiate much of the work to match the child's ability and problems. Classroom support is also provided by a team of highly qualified teaching assistants who work with individuals or small groups. Children who have greater learning difficulties are often provided with individual programmes of work and receive extra tuition. If a problem persists then the involvement of SPLD advisory teachers and educational psychologists is sought. At all stages, the school seeks to work in partnership with parents.

The school is well equipped to cater for disabled pupils. These pupils have access to a ramp, disabled toilet facility and a lift between floors.

The additional needs work of the school is coordinated by Mrs. Sarah Powell who is the Additional Needs Co-ordinator (ALNCO). Early identification of need has resulted in less children needing support as they progress through the school.

More Able and Talented Children

In our school we aim to provide a curriculum that is appropriate to the needs and abilities of all of our pupils. We plan our teaching and learning in such a way that we enable each child to reach for the highest level of personal achievement. This policy ensures that we recognise and support the needs of those children in our school who have been identified as ‘more able’ or ‘talented’.

Definitions

The term ‘more able and talented’ refers to children who possess a higher level of ability than most learners of the same age (potentially or demonstrably) in one or more subject area. Talented children show an exceptional talent in a particular area. This could be within the school curriculum, but talents such as leadership, creative imagination or highly developed social skills may also be acknowledged.

Assessment

Through the new curriculum for Wales “The Welsh Government is committed to creating an inclusive education system … developed to take the needs of all learners into account and recognises that their identity, language, ability, background and the support they may need differs given their particular circumstances.” Curriculum for Wales Guidance, March 2020. Assessment is an integral part of teaching and learning. “Assessment … should contribute to developing a holistic picture of the learner – their strengths, the ways in which they learn, and their areas for development – in order to inform next steps in learning and teaching. Assessment should not be used to make a one-off judgement on the overall achievement of a learner at a set age or point in time against descriptors or criteria on a ‘best-fit’ basis.” Curriculum for Wales Guidance, March 2020. At Georgetown Primary we have developed a holistic approach to assessment that demonstrates a learners journey through their time at Georgetown. Our approach allows us to challenge and support our learners in order to raise the attainment of all our learners.

Taith360

Taith360 is a new assessment system for Curriculum 2022 that we are using, it is structured around the Areas of Learning. Taith360 assessments show a complete picture of a child, not just their academic achievements. Individual subjects have been replaced by six areas of learning and experience. These interconnected branches will form a learning journey for all learners in Wales from Nursery through to Year 11. The new curriculum focuses on the whole learning experience and the deep bonds between Areas.

Each Area is divided into a number of What Matters statements and further broken down into Descriptions of Learning. Taith360 allows us to assess the whole curriculum for every learner including the LNF and DCF. Assessments made within Taith360 will follow that learner throughout their school career, which combined with other features within the system, will build a picture of each learner's whole learning journey. For further information please see our assessment policy.

Reporting to Parents/Carers

Homework

Purposeful homework is given to children at both Key Stages, it given as part of our schools blended learning approach. Homework prior to a particular area of learning taking place in the classroom. This allows for prior knowledge before entering the classroom. We use Google Classroom for this approach.

Daily reading is also requested, either as part of the homework or as addition to it. Teachers welcome the help given by parents with these activities.

Sporting and Extra Curricular Activities

Children participating in Physical Education activities are encouraged to develop skills, interest and an enjoyment of P.E. that will provide a healthy lifestyle whilst at school and throughout life. Teachers are keen to develop positive attitudes by observing fair-play, honest competitions and good sporting behaviour. The variety of sporting activities offered to the children at Georgetown reflects these school aims.

The school runs football for boys and girls, netball, cricket, hockey, athletics and rounders. Teams compete regularly against other local schools. Year 3, 4, 5 & 6 pupils have the opportunity to take swimming instruction at Tredegar Leisure Centre and compete in the annual Blaenau Gwent Swimming Galas. Annual Sports Days are held at the Mile Field.

Visits to places of interest together with performances at school by Theatre companies etc., all enhance the children's education. Extra-curricular clubs for Football, Netball, Rugby, Cricket, Cookery, Needlework, Folk Dancing, Eco Schools, I.T and Choir are also organised for after school hours for interested Key Stage 2 pupils.

Key Stage 2 pupils have the opportunity to visit a variety of outdoor residential centres including Hilston Park, Talybont, Gilwern and Llangrannog.

Community

Our Local Community

Our school is at the centre of our community. Many local businesses and people give us their support and are always very generous when we fundraise for school equipment. People in the community, including local fire crew, police officers and authors often visit us and tell us about what they do. We also visit people outside and take part in community activities such as singing carols at our local hospital and the local Nursing Home, enjoying the Harvest and Christingle Service at our local church and/or the Orpheus hall.

Our School Community

We are a friendly school; we like to collaborate with each other. The older children often act as ‘buddies’ for the younger children, helping them with playground activities. Our Parent-School Association and Governors are very busy and include mums, dads, grandparents and other local people who care about our school. We have many parent/ grandparent and retired people helping out regularly in classes.

Arrival and Departure

Children are expected to arrive for school no earlier than 8.50 a.m. Staff will be on duty in the playground at that time and will supervise the children in the playground until the bell at 9.00 a.m. When the weather is adverse children are allowed to enter their classrooms at 8.50 a.m. and are supervised by their teachers. All the learners are expected to remain within the school grounds until the day ends at 3.00 p.m. (Foundation Phase) or 3.10 p.m. (Key Stage 2) unless they go home for lunch. Children going home for lunch should not return until 1.00 p.m.

At the end of each session the class teacher accompanies Foundation Phase children going home to the front main school gates to be collected. Reception pupils are collected from the classroom.

Major problems have been encountered in recent years when minorities of inconsiderate persons have parked their cars in dangerous places around the school particularly in wet weather. Our concern is for the safety of the children in our care – please be sensible regarding this matter.

Parents are reminded that the car park on the Key Stage 2 site is for staff vehicles only.

Keeping your children safe is of paramount importance!

Attendance and Punctuality

We cannot stress too much the need of full attendance and punctuality on the part of all our learners. Poor attendance has been identified as a major cause of underachievement amongst learners in schools.

It would help if parents would follow the simple procedures outlined below.

If a pupil has to be absent from school for a good reason such as a medical appointment, parents are asked to notify the school in advance in a note to the child's teacher.

Parents are expected to notify the school on the first day of a child’s absence by telephone or by contacting the school office in person. The school’s attendance co-ordinator liaises with teachers and parents regarding these matters.

If it is known that a pupil will be absent for more than three consecutive days through illness or for any other reason, parents are asked to notify the school as early as possible.

Holidays are not permitted during term time and whenever possible, routine appointments, such as dental checks, should be made after school or in the holidays.

Pupils are rewarded with good attendance certificates.

Mr Jonathon Henderson, the school’s Education Welfare Officer, deals with all serious concerns regarding attendance.

BG Callio Attendance Project

We continue to follow the Callio Attendance Project, in partnership with schools in locality based clusters, to bring about an improvement in attendance.

Pastoral Care and Welfare OF Pupils

Meals

School meals are served in the Hall from twelve noon onwards. Pupils are given the choice of either a hot or cold menu. There are nine dinner supervisors under the direction of Mrs. L. Moseley to supervise the children. School Meals are free to all children of Primary School age.

Free Meals

Application forms are available from the Benefits Section at Blaenau Gwent County Borough Council, Civic Centre, Ebbw Vale, Tel: 01495 353398.

Help and advice in obtaining this assistance, and on a variety of other matters, can be given by the Educational Welfare Officer, Mr. Jonathon Henderson, who is always very willing to visit parents at their homes when there are difficulties.

Health

Despite every effort, care and concern, it is possible that your child may become ill whilst at school or have an accident. The following procedures are followed: -

Accident Procedures.

The following is a general outline of the procedures the school would follow in the event of an accident to a child. It must be stressed, however, that every accident is different and we try to deal with accidents individually according to circumstances.

General Procedure

The accident is observed by, or reported to the member of staff in charge of the class or activity.

A member of staff who has received training in first aid sees the pupil.

The injury is assessed.

If the accident is of a minor nature, e.g. cuts / bruises it will be dealt with on site. (We can administer water or ice pack only)

If the accident is of a more serious kind, we contact the parents and ask them to come to the school to take charge of their child.

In the case of an accident considered sufficiently serious to warrant immediate hospital attention, a member of staff would accompany the pupil to hospital, the parents would be informed and required to report to the hospital.

Note : An official LEA Accident Form is completed for every major accident and returned to the Education Department, Victoria House.

EMERGENCY NUMBERS

In view of the above procedure, IT IS ESSENTIAL that we are provided with emergency numbers for ALL PUPILS. If you have not provided us with a number, or if the number has changed, please let us have this information IMMEDIATELY.

Illness at School

If pupils are taken ill at school, parents will be contacted with a view to their children returning home as soon as possible. If it is necessary to send a child to hospital, parents will be informed immediately.

Requests for children to stay indoors at break and during lunch are not encouraged. We do not have sufficient staff to supervise children remaining indoors and feel that if they are not well enough to be playing outside then perhaps they should be kept at home for a few days. (In extreme weather no-one goes outside at break or lunchtime). It is assumed that all children will participate in P.E. activities unless parents supply the school with medical advice to the contrary.

Medication

All medicines must be handed in at the school office and parents need to complete a form giving details of the medication and authorising administration by school personnel. All medication should be in its original container and have the dose and child’s name clearly written on it. Under no circumstances should any medication be in the classroom – it is all stored in the office.

Children who have asthma keep their inhalers with them in the classroom. These are usually stored in a central place ready for quick and easy access. Inhalers need to be clearly named and a form available from the class teacher needs to be completed regarding this form of medication. It is the parents’ responsibility to ensure medication left in school is in date.

Children on long term, regular medication will need to have a special arrangement made to meet their individual need.

If there are medical circumstances which affect your child please discuss these with the class teacher or Headteacher as soon as possible.

Dental and Audiology checks are made in school on occasions – you will be advised of these visits.

We do not have a school nurse to check hair and therefore parents need to check their own child’s hair regularly for head-lice.

Safeguarding

Child Protection

The Children’s Act 1989 requires the safety and welfare of the child to be of paramount importance, it overrides other considerations. All schools are legally required to follow the procedures of the All Wales Child Protection Procedures.

The LEA requires Headteachers to report any obvious or suspected cases of child-abuse, which includes non-accidental injury, severe physical neglect, emotional abuse and/or sexual abuse. This procedure is intended to protect children at risk.

The Child Protection Policy is available on the website. The designated Child Protection person in school is the Headteacher, Miss. L. Thomas and the deputy designated Child Protection person is the Deputy Headteacher, Miss. H. Kaya. Our Safeguarding Governor is Mrs. J. D'Amato.

Discipline

Discipline is firm but friendly. Rules are made with the well-being of pupils in mind and are kept to a minimum. We encourage a code of conduct in school which shows consideration of others and an awareness of good manners e.g., walking around school in an orderly fashion, having respect of property and play in a sensible manner during playtime. We believe that this will develop an attitude of responsible self-discipline in school.

School Security

All entrance doors have been fitted with security locks and are secured at 9.00 a.m. All visitors must report to the school office to sign the Visitor’s Book and they will then be issued with a visitor’s badge.

Dogs

Please do not bring dogs on to school premises (this includes the car park, playgrounds and pedestrian area). Do not tie them to school fences or allow them to obstruct the pavement where children walk. The school is a dog exclusion zone and no dogs are allowed.

Fire Drills

There are carried out on a regular basis in order that all children and staff are familiar with emergency evacuation procedures.

Crossing Patrols

In the interest of safety please impress on your children that they must observe and obey the road crossing patrols at all times. It is in everyone's interest that the children use the crossing patrols even if it means making a short detour. A school crossing patrol is at present sited on Upper Rawlinson Terrace.

Severe Weather Conditions

The Head and Governors of the school make every effort to keep the school open whatever the weather. However if the school has to close the Head will contact the LEA, the local radio, BBC and details will be texted to parents, posted on ClassDojo, our website and Twitter accounts.

If the weather deteriorates during school time, and we have to close the school, we will make every effort to contact parents via ClassDojo to come to collect their children. Some members of staff will remain on the premises until all pupils have been collected.

Communications with Parents

The school communicates regularly with parents usually by means of Class Dojo, Facebook, Twitter and the school website. All newsletters are uploaded to Class Dojo and the school website, paper copies are available on request from the school office. Consultation meetings between parents and members of staff are held in October and July when parents have the opportunity to discuss with teachers their child's progress, and have an opportunity to see their child's work.

New Intake

During the term prior to admission, parents of children entering the school are invited to a meeting with Nursery staff to chat about the ethos of Nursery education, receive important information about the Nursery’s procedures and expectations. Parents and children visit Nursery for a play session prior to starting Nursery. Staff visit local Playgroups/Meithryns to visit new intake children.

Admissions are always staggered - gradually building up the numbers in the Nursery. This process enables the class teachers and nursery nurses to get to know each child quickly and settle him/her into the school routine. Reception admissions are also staggered.

Money

We are a cashless school, however from time to time parents are asked to pay for school for trips. All payments should be made via Parent Pay our online payment system. If you wish to pay by cheque, it must be made out to 'Georgetown Primary School'.

Fruit and snacks are to be provided by parents/carers. Fruit and vegetables are to be provided in line with recommendations from Healthy Schools.

The children are told that money or valuables must not be left in the cloakroom or in drawers.

Reports

We assess pupils on entry into Early Years but this is not reported to parents. Formal reports on children's progress, effort and attitude are written in the summer of each year. Parents are invited to attend school to discuss their child’s progress during the year. Parents of children identified with Additional Needs will have the opportunity to discuss progress with the class teacher each term.

Charging for School Activities

The Governing Body recognises the valuable contribution that a wide range of additional activities and experiences can make towards pupils' personal and social education.

Voluntary Contributions may be requested for visits to theatres, museums and other places of educational interest. Charges will be raised to cover admission prices and transport costs.

Visits to the school by theatre groups, musicians and professional writers are generally funded by the PTA or the School Fund as part of the curriculum, but the Governors retain the right to seek voluntary contributions for participation in such visits.

Activities for which charging is allowed under L.E.A. Policies are residential visits to Outdoor Pursuit Centres.

Activities for which voluntary contributions are sought, generally will be cancelled if the cost to the school is not adequately covered, although many class visits are subsidised from School Funds.

Charging for Wilful Damage

Parents will be expected to pay for the cost of repairs / replacements of school property where this is a result of deliberate misbehaviour.

Annual Events

Throughout the year many annual events take place. During the Autumn Term the School holds Harvest and Carol Services in a local Church or Chapel and Christmas Concerts in the School Hall. In March events are held to celebrate St. David's Day. In the Summer Term Sports Days are held on the Mile Field. Parents of Year 6 Leavers will be invited in to an end of year assembly in July. Sponsored events are timetabled throughout the school year.

The children represent the School at Football, Netball, Swimming, rugby etc., and are encouraged to enter competitions in Art, Poetry etc. Various educational excursions for all children are organised throughout the year.

If your child has a problem

It is important that your child feels confident about coming to school. The school wants an effective partnership by valuing your help in the following ways:-

Coming to school on time at the beginning of the day.

Getting to know your child’s teacher so that you can share in their achievements and concerns by attending all parent meetings.

Reading and helping with homework at home.

Reading all letters that your child brings home.

Keeping us informed of any changes or circumstances that may affect your child in school.

Attending concerts and class assemblies, Sports days and whole school events.

From time to time, in children’s lives, events may take place that are upsetting for them. If you are able to share information about your child’s personal life with us it can be extremely useful in helping us to offer understanding and support. This will always be dealt with in the strictest confidence.

If you think your child is experiencing any kind of difficulty at school, or if you have any concerns about aspects of school life, then you should talk to your child’s teacher in the first instance.

Bullying

Any incidents of bullying or perceived bullying should be reported to the class teacher who will carry out an investigation as detailed in the schools’ Anti Bullying Policy. A copy of this is available on the school website.

Inspection of Documents

The following information may be inspected at the school;-

L.E.A.'s curriculum statement.

Full aims and objectives of School.

DES documents relating to National Curriculum.

Policy statements and schemes of work for National Curriculum Subjects.

Estyn report on the September 2007 and September 2013 Inspection of the School.

Finally

Every child is different. They look different. They behave differently. They develop at different times and at different rates. They learn at different times and in different ways.

Each child brings something special to our School