School Brochure

FOREWORD

SCHOOL GOVERNORS

The schools vision and approach to education

Special Curricular Provision and Arrangements

Homework

School Sessions

Attendance

Extra Curricular Activities

Courses for Parents

Sick Children

FOREWORD

"This is a very effective school. The excellent leadership and management, by the Head Teacher in particular, means that the school is constantly striving to develop and improve. Teaching is very good and pupils make good progress. As a result standards are very high by the end of Y6 and the school performs very well in the National Tests for 11 year olds. The school's very strong pastoral system helps pupils develop excellent attitudes and relationships. The school is popular, welcoming and a wonderful place to be. It provides very good value for money".


* OFSTED: Opening statement of report published in May 2001.
* The DfEE awarded St. Gregory's Beacon Status in July 2000.
* School Achievement Award for Excellence ? March 2001.
* HMCI List of Outstanding Schools - December 2002
* Healthy School Award 2004.
* Active Mark Gold 2004.
* OFSTED particularly successful schools list 2004.

We welcome to St. Gregory's School all children and their parents. We hope this is the beginning of a happy and rewarding experience, as your child embarks on their first steps of his/her educational journey. In the normal course of events we will be working together for the next seven years, in which time the growth and development of your child will be our primary concern.


Starting school is a new adventure. It is vital that the experience is of a warm and loving environment, where teacher and parents work together in harmony to promote effective learning. The links between Home, School and Church are very important especially at this time.


One purpose of this booklet is to begin these links so that we who have the child?s interests at heart can co-operate intelligently in his/her education.


We have the highest hopes and ambitions for your child and seek high standards of achievement, skill, knowledge and the development of right attitudes.



This booklet outlines our policies, procedures and practices. You are always welcome to ask for further information. Back to top

SCHOOL GOVERNORS

The Governors take an active part, involved interest in the running of the school and the well being of the children.


FOUNDATION GOVERNORS Appointed by his Lordship the Bishop


1. Rev. A. Cornforth Parish Priest, Our Lady of the Holy Rosary/ St. Bedes
R.C. Church
2. Rev. H. O'Reilly Parish Priest, St. Gregory's R.C. Church
3. Mrs W. Moad
4. Mrs C. Goode (parent)
5. Mrs J. Valente
6. Mrs L. Gosling (parent)
7. Mr J. Moss (parent)


Mr A Fenwick Elected Parent
Mrs S Coates Elected Teacher
Mr K J Smithson Head Teacher
Cllr. J. Meeks L.E.A. Appointee
Mrs J. Hearn Elected Staff


Useful Addresses


Chairman of Governors The Director of Education

Mrs W. Moad Ms Jean Potter (Acting)
40 Felton Avenue Town Hall & Civic Offices
South Shields Westoe Road
Tyne and Wear South Shields
Tyne and Wear

Telephone: 0191 4545180 Telephone: 0191 4271717



Should any problems arise, it is expected that parents would first approach the Head Teacher to seek a solution. Back to top

The schools vision and approach to education

The principle aim of St. Gregory's R.C. JMI School is to ensure a Catholic education for the children of the Catholic communities of the parishes of St. Gregory and the Holy Rosary, South Shields.

The school exists to provide our children with a secure, caring, learning environment, which is founded on gospel values and the ideals of the partnership between home, school and parish.

The school curriculum, both formal and informal, is the vehicle through which the school's aims will be achieved, reflecting, as it must, the global vision of the school, expressed in the Mission Statement.

The curriculum, then, includes not only the formal programme of lesson, but also the informal programme of so-called extra-curricular activities as well as those features which produce the school's 'ethos', such as the quality of relationships, the concern for the equality of opportunity, the values exemplified in the way the school sets about its task, and the way it is organized and managed.

The National Curriculum, with religious Education, together with the distinctive contribution of the school's formal and informal policies, all contribute to the whole school curriculum.

Such a curriculum must be broad, balanced and relevant to the children's needs now and in the future. Furthermore, the curriculum should be flexible and capable of being tailored to match the range of individual needs and abilities present in the school at any one time. Thus from year to year the curriculum must both progress and be continuous.

Since July 2004 the school has embraced the 'Excellence and Enjoyment' agenda and in doing so is effectively reclaiming the curriculum as our own in order to maximise the learning opportunities we offer our diverse, individual and multi-talented children. This initiative continues to flourish as the school community works together to create a lively, vibrant learning experience which we feel best meets the needs and aspirations of our children.

As a school we are committed to equipping every child with the knowledge and skills necessary to enable them to fulfil their full potential as students, achieving the highest standards possible within the current framework. Our record of achievement as measured by performance in Key Stage 2 National Tests stands favourable comparison with any school in the country. Thus on transfer to the secondary phase of their education, the vast majority of our children, are well prepared to make their mark in an increasingly performance driven environment.

However, whilst we fully endorse the facet of education and the entitlement children have to a thorough grounding in the basics of Speaking, Reading, Writing and Mathematics, we greatly value Education in the wider sense.

For us, the ultimate aim of education is to inspire individuals to realise their potential in ways that serve the common good, to nurture humaneness and Christian decency in a society in development.



School Vision:

Education has a number of seemingly contradictory aims:

* To cherish our Christian beliefs and the inspirational gospel message of Jesus - and knowledge and respect for other religions and faiths;

* To overcome self-centeredness and belief in the right of the strongest and to inspire strength to stand alone, to stand up, to dissent and not to knuckle under or cave into the opinions of others;

* To develop independent and autonomous personalities and the ability to function and work as part of a team;

* To allow space for the ways and wont of the young and to fit them to join in and take on responsibility in the adult world;

* To furnish skills for work and the practical tasks of life and provide room for emotional and character growth;

* To provide enough facts to be able to fathom and follow current affairs and to convey values that can guide the choices that new knowledge opens the way for;

* To inspire respect for facts and sound argument and to train critical abilities to contend with conventional wisdom and challenge existing arrangements;

* To awaken esteem for others efforts and humility for their feats and to instil enough faith in oneself to dare to fail;

* To provide the young with a solid foundation of knowledge and mould it in such a way that it impels to enquiry and the quest for new knowledge throughout life;

* To teach children to utilise nature and the forces of nature for human purposes and teach them to protect the environment against human folly and encroachment.

Education must balance these dual aims. The object is an all round development of abilities and distinctive qualities that gives individuals the strength to take command of their own lives, aspire to high moral standards, take on duties for their society, and care for the living environment. Back to top

Special Curricular Provision and Arrangements

For Pupils with Special Educational Needs

* St. Gregory's R.C. J.M.I. School is of the firm belief that the education it offers has breadth, balance, relevance and equal opportunities for all pupils.

* The majority of pupils with learning difficulties simply require work to be suitably presented and differentiated to match their needs. The important common factor is for access to the curriculum to be facilitated by whatever means necessary to ensure that success is achieved. This applies to the whole of the school curriculum, not just the statutory core and other foundation subjects, so that the particular personal, social and educational needs of individual pupils can be appropriately met.

* Thus the aims of our children with special needs are the same as for all other children in our care, but we recognise that we have to adapt the methods of teaching and the place of learning for these children, to take into account their needs.

* Our overriding aim is to ensure that children's special educational needs are identified, assessed and provided for within the classroom setting. Withdrawal of pupils with special educational needs may in some circumstances prove to be acceptable and in the best interests of the child; however, such instances would be rare and withdrawal temporary. Whenever possible it is hoped that adequate provision can be made which will enable pupils to be educated together in harmony with their peers.

Identification and Assessment

Children who come into our school with already identified special needs, or who have a Statement of Special Educational Needs made by the L.E.A., will be given the appropriate special help programmes as indicated by the specialist agencies.

* The school is familiar with and has followed the Five Stage procedure outlined in the 1993 Education Act. Briefly, children who at sometime in their educational career have special needs are usually identified first by the classroom teacher. Standardised and Diagnostic tests may give further information as to a child?s under-achievement or specific difficulties.

* Our support teacher Mrs P. Halling, who works alongside the teachers, will be asked to observe any child who has been identified by the class teacher. Full consultation between a class teacher, support teacher, co-ordinator, head teacher and parents will probably throw more light on the nature of a pupil's special needs. More formal assessment may be sought from specialist agencies.

* At the present time the school is actively pursuing the Gifted and Talented agenda with a register of Gifted and Talented pupils already completed and learning specifically designed to extend and challenge children who show a particular talent in a curriculum / sport or arts area being developed throughout the year.

Registering and Recording

* All children in our school have their progress in all aspects of the curriculum recorded. The pupils with special needs will be assessed in the same manner as all of the other pupils. However, once a pupil has been identified as having a special need this will be recorded on a register. Children who come into our school with already identified special needs or who have a Statement will be place on the register on admission to school.

* As a child progresses through the various stages he/she will follow their own Individual Education Plan drawn up after full consultation between the professionals. If at all possible, individual or group programmes should reflect the context and range of the work currently going on in the classroom.

* When programmes of special help have been completed successfully by a child and the problem overcome, the child's name will be removed from the register. The school will always maintain full co-operation and consultation with the parents of any pupil placed on the register.


Monitoring Pupils with Special Needs

We believe that the best approach to monitoring pupils with specials needs is the involvement of as many of the professionals who work with the pupil as possible.

The monitoring team should be involved with:

* The review of pupil's progress;
* The planning of a pupil's learning programmes;
* Setting targets of pupil achievement;
* Enabling effective communication;
* Providing mutual support.

The monitoring team would meet to review the pupil's special needs on a regular basis depending upon the degree of the pupil's need.

The key members of the monitoring team along with the class teacher would be:-

* The S.N. Co-ordinator - Miss E M Carrahar,
* The School S.N. Support Teacher - Mrs T Halling,
* SEN Teaching Assistant - Mrs S Nickels,
* The Head Teacher.

A full copy of the school policy for Special Educational Needs is available from the Head Teacher. Back to top

Homework

is assigned:

* As an extension of/or preparation for, classroom work on Literacy and Numeracy;
* When the teacher feels that a child would benefit from additional practice on some area of school work;
* When a pupil has been absent and the teacher feels that it would help to make up work important to his/her progress;
* After discussion between parent and teacher;
* When additional information is needed from resources not found in school.

The arrangements regarding homework are currently under review. Back to top

School Sessions

The bell rings to start the school day at 8.52 a.m., so that the children can begin the session with morning prayers/assembly at 9.00 a.m. prompt.


School hours are thus:

Morning: 8.52 a.m. - 12.00 noon

Afternoon: Infants 1.15 p.m. - 3.30 p.m.
Juniors 12.55 p.m. - 3.30 p.m.

Between 1.00 p.m. - 1.15 p.m. all KS1 classes work with our Classroom Assistants for a range of activities including Library time, Story time, Hygiene, preparation for the afternoon session etc.

There is a 15 minute break for playtime during each session.

The hours spent on teaching during the actual school week, including Religious Education and the main weekly Assembly, but excluding the statutory act of collective worship, registration and breaks (including lunch) is:

* Infants 21hours 50 minutes. (23 hours 30 minutes inc. prayers/reg).

* Juniors 23 hours 30 minutes. (25 hours 10 minutes inc. prayers/reg) Back to top

Attendance

It would be particularly helpful if you could contact the school immediately your child is absent, this will enable the school to appropriate action should a child be deemed ?missing? i.e. contact parents to establish the child's whereabouts.

You are requested to provide a note of explanation when a child returns from an absence. Absences not identified in this way have to be recorded unauthorised and are regarded as truancy by the D.F.F.E. Naturally we wish to protect your child from such a record.

We also appreciate a progress report if a child is absent for a long period as we are interested and concerned about their health and welfare.

For children accompanying parents on annual holiday in term time a form is to be completed. Parents should consider carefully the impact of an annual two-week break taken during term time taken over the child's seven years in Primary Education. Can your child afford to miss over a full term of teaching and still compete? Back to top

Extra Curricular Activities

Under normal conditions clubs and activities take place at lunchtime and after school. The range of activities is determined by the interests of both pupils and staff, and currently we have activities on every night of the week. Parents will be kept fully informed of the choices available. In addition a new Pre / Post School Club - Apres School, is expected to begin after Autumn Half Term 2005. Further details will be circulated nearer the time.

* The school runs Football Teams in local leagues. Soccer Coaching Sessions are held regularly and supervised by Mr Outterside.

* Regular Football Coaching Sessions are organised for our younger pupils in partnership with Sunderland AFC.

* Outside agencies are contracted to coach Dance, Keep Fit, Basketball, Tennis, Karate and Cricket.

* Music, Singing and Performing, Guitar Club.

* Cross Country, Cricket, Athletics, Netball and Rounders Coaching takes place in the appropriate terms.

* The school's new Multi-Use Games Area is an excellent facility for coaching and developing games skills - this can be booked for after school / school holiday activities.

* Visits to an Outdoor Education Centre for Y5 pupils, plus other Outdoor Activity sessions ? climbing, orienteering etc.

* European Experience, a weeks residential in France or Benelux countries for Y6 children. Back to top

Courses for Parents

The school, in partnership with local colleges and other outside agencies, often run course for parents. The recent Classroom Assistants Course was very successful. Between 1197 and 2004 a variety of courses have been on offer including:-

* Word Processing and Computer Skills;

* Parenting Skills and Counselling;

* The school hopes to take advantage of the excellent ICT facilities to offer twilight courses for parents and pupils in the near future.

Keep up with the kids :Primary Numeracy. Back to top

Sick Children

If children become sick at school every effort will be made to contact parents. Please help us by making sure that:-



* The school has an emergency contact number;


* Your child also knows how to contact you, if you work and the name of your employer.



If a child needs hospital treatment, the school will if necessary see that the child is taken directly to the Casualty Department of South Tyneside District Hospital. The parents will be asked to meet them there.



Our facilities for dealing with sick children are limited. A school is not a hospital. It can be a rigorous environment if a child is unwell or off colour. So please make sure that a child is fully recovered after an illness before sending them back to school.



Only children who are fit and well can benefit from the entire curriculum. Notes will be needed if Junior children have to be excuses P.E. or Swimming, for instance because of special medical conditions. However, children who are deemed to be fit enough to attend school should normally be expected to participate in P.E. / Dance lessons. Physical Education is a very important segment of the National Curriculum. Ordinary coughs, cold, sore throats etc. these children are ill and should be kept at home. Back to top