BALBY CENTRAL PRIMARY SCHOOL

Littlemoor Lane, Balby, Doncaster, DN4 OLL 01302 321914 admin@central.doncaster.sch.uk

SCHOOL PROSPECTUS 2012/13

BALBY CENTRAL PRIMARY SCHOOL DN4 OLL Telephone 01302 321914 Fax 01302 739418 Email - admin@central.doncaster.sch.uk Chair of Governors Head Teacher Deputy Head Teacher Assistant Head Teacher Mr I Scotting Mr P McGuigan Mrs E J Cooke Mrs J A Cayton

WELCOME
WELCOME TO BALBY CENTRAL PRIMARY SCHOOL
Dear Parent/Carer We hope that your child will settle quickly into life at Balby Central and that we can enable her or him to achieve great success during this crucial phase of education. This prospectus is designed to introduce you to the school and if there is any other information you would like, or any concerns you have, please do not hesitate to contact us or please visit our website www.central@doncaster.sch.uk We look forward to seeing you at our various school events and to working with you over the next few years to provide the very best for your child. Parents who are interested in visiting Balby Central are very welcome and should contact the school to make an appointment. Balby Central is a large successful Primary school in Balby and is part of the Metropolitan Borough of Doncaster. The school has a history of success with many generations of children being well prepared, not only for Secondary school, but for adult life. Children at Balby Central are expected to work hard and achieve their potential across the curriculum. Literacy, numeracy and good work habits are given the highest priority in the curriculum. There are high standards of behaviour at Balby Central with an emphasis on care and consideration for others. There is strong support for children who find areas of learning or behaviour difficult and all staff are fully committed to working closely with parents and carers. The Primary School has strong links with Balby Carr and every effort is made to ensure a positive move for children between the schools.

Welcome Contents School Vision and Mission Teaching Times Structure of classes The Curriculum English Maths Science Technology Information Technology History Geography Art Music Physical education Sport Religious Education Health and Sex Education Assessment and Record Keeping Visits and Journeys Money

CONTENTS Behaviour Pastoral Care Uniform Personal Property Balby Bulletin Parents role and support Parking outside school Complaints procedure Parental support for children Governors School Council Secondary Transfer Charging Policy LEA curriculum statement Lunch arrangements Breaktimes Security Lateness and Absence Medicine Accidents and Illness Headlice

SCHOOL VISION
HELPING CHILDREN BE THE BEST THEY CAN BE
To be one of the best schools, where children achieve fully their social, emotional, academic and creative potentials and where parents work with us positively and constructively. SCHOOL MISSION To achieve our vision through: building individual personal development, socially, emotionally and spiritually; ensuring the highest standards of personal and group behaviour; teaching the full primary curriculum in a challenging and creative way with interested, interesting and knowledgeable staff, effective planning and high expectations for achievement; assessing performance and achievement regularly to track and celebrate success and find areas for development and improvement; utilising teaching, organisational and behaviour management strategies that encourage self motivation and independence, encouraging the full and wholehearted co-operation of parents / carers in the shared responsibility for the childs education, providing a happy, secure, caring and stimulating environment that is wellorganised and well-resourced. enriching the curriculum through educational visits and extra curricular activities; welcoming, exploring and celebrating the cultural heritages of our children and the wider aspects of culture that enrich all of our lives; building links with the local and wider community; encouraging understanding and tolerance of people and groups, regardless of class, religion, gender, sexuality, race, disability or political beliefs through challenging stereotypes and helping children examine, discuss and understand the underlying issues.

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TEACHING TIMES
Key stage 1 8.45- 9.50 9.50 10.50 10.50 - 11.05 11.05 12.00 12.00 1.15 1.15 2.15 2.30 - 2.45 2.45 3.30 Hours per week minutes 60 60 BREAK 55 LUNCH 60 BREAK 60 24h 10m Lesson 1 Lesson 2 Break Lesson 3 Lunch Lesson 4 Break Lesson 5 Key Stage 2 8.45 9.50 9.50 10.50 10.50 - 11.05 11.05 12.10 12.10 1.15 1.15 2.15 2.302.45 2.45 3.30 minutes 60 60 BREAK 65 LUNCH 60 BREAK 60 25 h

WHOLE SCHOOL ASSEMBLIES Monday 9.00-9.15 Friday 2.45 3.15

STRUCTURE OF CLASSES
We have two classes in each year group and our school is organised in four teams Foundation stage Nursery and Reception KS1 years 1 and 2 Lower key stage 2 year 3 and year 4 Upper key stage 2- year 5 and year 6 The school decides on teachers and classes for the following year, during the summer term. If we are unable to sustain 14 classes, children are grouped according to a range of criteria, including age, gender, achievement, Special Educational Needs, behaviour and friendship groups. Parents are informed of this during the summer term. There is a teacher for each class, as well as non-class based teachers and teaching assistants. Once classes are established, children are grouped by ability or interest, depending on the activity. Work is planned in year groups so that teachers can share ideas, expertise and resources, as well as to ensure a consistent curriculum which can be built on the following year

THE CURRICULUM
The National Curriculum is comprised of English, Maths and Science (core subjects), Information Technology, Technology, History, Geography, Art, Music and Physical Education. The wider curriculum includes religious education, collective worship, citizenship, health education, social, moral, spiritual and cultural education. These are described in more detail below to give an idea of our approach to the various subjects and the type of work actually done by children. The amount of time given to each subject is balanced over the year, so that the core subjects are given the greatest amount of time, particularly English and Maths. Time given to the other subjects is planned carefully to ensure that there is even coverage of the curriculum. A great deal of childrens learning at Balby Central is centred on science, history or geography topics, with other curriculum areas taking their content from the
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topics. English and Maths are planned carefully around the National Literacy and Numeracy Strategies, with other extension language or mathematical work linking with topics. Whether subjects are taught separately or as part of a topic, the concepts, skills and knowledge of each subject are carefully tracked to ensure breadth and balance of coverage. For maths, children may be grouped by ability, either in class or in separate groups. This enables teachers to plan effectively, with whole class and group activities as appropriate. Children may be grouped by ability in other curriculum areas but more likely will be in mixed ability groups. The key element in deciding the groupings is effectiveness of teaching and learning. A central factor in all teaching at Balby Central is the attempt to match the work and ideas to the abilities and interests of individual children so that children are challenged and moved on in their learning. Teachers employ a range of strategies to enable this to happen, including whole class teaching, working with groups and individuals, structured questioning, setting problems and investigations, practical work, etc. Teachers at Balby Central constantly monitor the effectiveness of their teaching, checking actual learning against what was intended and increasing or decreasing the pace appropriately. Ideas from Accelerated Learning are also used at Balby Central. These include access to water throughout the day, the use of music to calm and structure the environment, active, interesting and memorable lessons, a supportive learning environment that is attractive, well displayed, organised, encourages independence, calm, quiet, focussed and positive.

ENGLISH AND LITERACY SPEAKING AND LISTENING

Underpinning the more formal work of reading and writing are the skills of speaking and listening and we do a great deal of work in developing these skills, particularly within the context of topic work. The ability to structure language well and to listen carefully to information is a key skill in developing childrens thinking. Parents are encouraged to provide opportunities at home when children can discuss and consider a range of ideas and issues, including developing structured argument and relating stories and events. Children for whom English is an additional language are integrated in classes and may receive some extra teaching or support, either in class or in smaller groups.

READING
At Balby Central, we do not rely on one method of teaching reading, rather we develop and teach a number of strands which support and complement each other. We use graded reading schemes, as well as a very large selection of 'real books childrens fiction which would be available in bookshops. Children are encouraged to read both kinds of material as well as a wide range of other reading material and parents are encouraged to share in
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their childrens reading through listening and reading to children at home. Children bring books home regularly and attractive bookbags are available to buy from the school office. Parents are encouraged to come into school on a voluntary basis to help children with their reading. In line with the National Literacy Strategy, we teach very specific elements of reading including phonics and how letters and sounds go together, learning key words, how sentences are made, how longer texts work and interpretation of language. As children become skilled and experienced readers, the range and level of work they do is of a very high level.

WRITING
Like reading, we see the teaching of writing as being the development of a number of strands - handwriting, structured writing set by the teacher, free and independent writing, writing for a purpose, spelling, word patterns, drafting of work, punctuation and grammar. We teach a joined script, encouraging children to start and finish letters in the correct places, keep an even size, shape, slope and speed to their writing. Children are encouraged to structure and express their ideas and exercise their imaginations through writing in both prose and poetry, as well as learning to write in a great variety of texts such as instruction, description, recipe, direction, etc. Again, parents are encouraged to work with children at home to help develop these skills, through the regular programme of homework.

MATHEMATICS
At Balby Central we provide a balance between learning basic number skills and experiencing a practical approach to mathematics based on solving and investigating problems. We use the National Numeracy Strategy as the framework for most of our work in all year groups, Using and applying mathematical knowledge and skills is integrated into all units of work. Children learn skills and concepts by discussing, investigating, solving problems and playing mathematical games, as well as using textbooks, workbooks, computers, calculators and paper and pencil. Skills are applied in both real and creative situations. The school is well resourced for mathematics with a good stock of materials and equipment. Children study maths five times a week and are normally grouped by ability within, and sometimes across, classes. Parents are encouraged to help their children at home with mathematics, through supporting learning tables and basic addition, and using mathematics in a range of practical situations, such as cooking and making.

SCIENCE
The science curriculum helps to develop an understanding of the immediate and wider world, looking at how and why things happen. We build on and extend childrens own everyday experiences, developing childrens scientific thinking and skills. We teach children to test their ideas against available evidence and apply their knowledge, with an open and questioning attitude. Children make hypotheses, devise fair tests, experiment, study the results and reach conclusions. We encourage curiosity about, and responsibility for, our environment.
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Science in the national curriculum is divided into four parts: experimental and investigative; life processes and living things; materials and their properties and physical processes. These areas are taught mainly through cross curricular topics or related units which provide a meaningful context and a wide range of practical activities and first hand experience, including Field Studies activities, which both stimulates interest and are enjoyable.

TECHNOLOGY
Technology is concerned with practical problem solving and making, with close links to science and art. The school has tools and materials and requests are often made for specific materials to be brought in. Children are set problems or given tasks, often based on the topic they are studying, and use a range of materials, tools and techniques to solve them. The process emphasised is in four parts: DESIGNING: children identify elements of the problem, think through the implications, come up with ideas, plan, develop and communicate their ideas and predict how well their solutions would work. MAKING: using a variety of materials such as paper, card, wood, plastic, fabric, food, construction kits and reclaimed materials, children use a range of tools, work neatly, safely and efficiently. They plan what to do next, overcome problems, test, improve and evaluate the finished result. LOOKING: children look at manufactured products, see how they work and evaluate their effectiveness. SKILLS: children are taught the skills which will enable them to carry out projects, such as measuring, marking, shaping, cutting, joining and changing surfaces. Children often work in intensive blocks of time, rather than weekly lessons and parental help is greatly appreciated.

INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT)

ICT is concerned with handling, processing and organising information (pictures, text, sound, graphics and tables) using any electronic device. We aim to give children the opportunity to develop and apply their ICT skills in the curriculum wherever appropriate. The school has an excellent networked ICT suite and linked computers throughout the school, all to a high specification. We also have a set of 30 net books with a mobile trolley which all classes have access to. There are also interactive whiteboards to enhance the teaching and learning experience in all our classrooms. There is constant Internet access for all computers and children are not only taught the skills to use the technology but also given many tasks that require them to use it in a creative and thoughtful way. All teaching staff have laptops that link to the network and these are used for planning work, researching ideas and writing reports etc. All teaching assistants are skilled in the use of ICT and make a huge contribution to the quality of work done in class. Parents are encouraged to help children at home with ICT and give them the confidence to use it within their daily lives
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HISTORY
History in the National Curriculum is concerned with helping children to know about, understand, appreciate and value different cultures at different times in the past. Children are taught about the differences and similarities between the past and present. When they study the past they are encouraged not only to judge from the perspective of their own time, but also to understand a period in its own terms. Children study a variety of topics and a good deal of other curriculum work is based on them. Children are taught to recognise and use a range of both primary and secondary sources of evidence to study these periods, including text books, maps, charts, photographs, computer programmes, videos, artefacts, art work, the local area and local museums and galleries.

GEOGRAPHY
In Geography, children find out about the local environment, the national and international scene, through studying a range of topics, including physical, human and environmental geography, including looking at contrasting localities, developed and economically developing countries. Children acquire knowledge and information about the world and they are encouraged to understand and appreciate the differences and similarities between different cultures and places. Topics include weather, climate, settlement, rivers, the local area and the use of resources world wide. A wide range of resources are used to support this, including weather reports, current weather news, site visits, school journey, filed studies and day visits, maps, videos, photographs, atlases, globes, computer programmes, CD ROM and scientific equipment. Children present their work in variety of ways, including discussion, role play and drama, presenting and developing ideas, written work, models, drawings and paintings.

ART
Art at Balby Central is concerned with the way children understand and interpret the world through their senses and emotions. In making art, children investigate what they see, make responses, interpret, discriminate and reach decisions. Children are taught to make critical aesthetic judgements about their own work and the work of other artists, develop perceptual skills and develop skills in using materials, techniques and processes. Art is greatly valued and fully exploited by all staff and is seen to be as much about thinking and process as it is about doing and product. At Balby Central, art is taught to all pupils on a regular and systematic basis. It is not perceived as the province only of the gifted and artistic, rather as an important area of experience, learning and success which is open to all. Pupils are encouraged to complete work to the highest standards and this is displayed thoughtfully and tastefully throughout the school as a way to model aesthetic awareness and judgement.

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MUSIC AND CHOIR

In the music curriculum, we seek to give each child access to a balanced music curriculum, involving them in a variety of activities - performing, composing and listening. Throughout the school, music is taught as a discrete discipline through a whole class approach. The musical elements of pitch, timbre, rhythm, texture, dynamics, structure and pace are used as the basis for much of the teaching and a practical approach is adopted as far as possible, everyone being encouraged to make a contribution at the appropriate level. Class teachers provide the main music curriculum. There are weekly class lessons and additional time is allocated to singing and active listening in larger groups. The school is well-resourced, providing a wide variety of both pitched and unpitched percussion instruments. In all aspects of the teaching of music throughout the school, the children encounter a variety of activities, which enable them to develop their appreciation of music from a range of cultures and times, and their knowledge and skills in performing music of all kinds. They are encouraged to be creative and imaginative in improvisation and accompaniment as well as giving expression to their ideas through composition and performance. We consider music to be an integral part of everyday life and an essential element in the experience of the children. There is a school choir, in which children are encouraged to take part.

PHYSICAL EDUCATION (P.E.)

At Balby Central we are fully committed to the physical development of the children through the P.E. curriculum. It is structured under six main headings - Dance, Games, Gymnastics, Outdoor Activities, Athletics and Swimming. We have a varied and challenging curriculum, which addresses all childrens individual needs and develops their understanding and appreciation of fun, fair play and team sport. We emphasise the teaching of skills and the development of interest, enjoyment and expertise. Lessons are structured, well paced and active. Physical fitness, team work, fairness, abiding by rules, competition and winning or losing with generosity and humour are some of the ideals which we encourage. Games may include football, cricket, netball, rounders, and keep fit. Year 5 has a structured swimming programme and all children are encouraged to join any clubs which are organised out of school hours.

AIMS AND PROVISION OF SPORT

Sports are taught as a progressive series of skills within the curriculum from individual practice through small team situations, building up to full team games. There are some opportunities for children to play sport outside of school hours. Clubs are run by a number of enthusiastic, experienced and qualified staff before and after school. Facilities for sport at Balby Central include an extensive range of P.E. equipment, a large school field, a safe and enclosed playground area and a well equipped hall.

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RELIGIOUS EDUCATION AND ASSEMBLIES

We encourage children to develop a positive attitude towards other peoples beliefs and traditions. Children from all faiths and backgrounds are warmly invited to share their knowledge and experiences. The school has no affiliation with any religion but follows the Doncaster Agreed Syllabus for Religious Education. This syllabus aims to help children develop knowledge and understanding of Christianity and the other principal religions in our society. Religion is taught in class on a regular weekly basis with different religious topics each half term. This, along with the use of artefacts, books, videos, guest speakers and trips to places of worship are valuable aspects of the R.E. curriculum.

ACTS OF WORSHIP
In our assemblies, we aim to enhance childrens spiritual, moral, social and cultural development. Assemblies include acts of collective worship which in the main, are Christian. Aspects of religion such as a personal spiritual sense, living by a moral code, and world faiths, their beliefs, practices and festivals, are explored with the children in a sensitive and open manner.

HEALTH AND SEX EDUCATION

Health education is a component part of other curriculum areas, including topic work, science and P. E. It involves teaching children about personal hygiene and safety as well as the dangers of alcohol, cigarettes, drugs and HIV infection. Sex education is taught within the main curriculum, although elements of sexual development are contained in science. Through the use of published video material and follow up discussion by class teachers, children learn about the physical and emotional changes of puberty, human reproduction and birth. Parents are informed in advance. Sex education is taught within a moral framework with due consideration for individual, cultural and religious standpoints. Parents have the right to withdraw their children from sex education, except that which is required as part of the National Curriculum science and should discuss this with individual class teachers.

ASSESSMENT AND RECORD KEEPING

Children are assessed regularly by class teachers on a number of different levels. On a day to day level, teachers monitor the level of work produced and the tasks given in order to match them as accurately as possible. Teachers assess children against National Curriculum standards throughout the year and report to parents in the spring term. We also assess or test children towards the end of each year on a range of tests as follows: Reception - Foundation Stage Profile Year 1 - Teacher Assessment Year 2 - National SATs, (Standard Assessment Tasks for end of Key Stage 1, age 7) Years 3, 4 & 5 non-statutory SATs
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Year 6 National SATs (end of Key Stage 2, age 11)

The results of these assessments are reported to parents at the end of the school year in the Report to Parents and discussed with parents at Open Evening appointments.

EQUALITY PLAN
At Balby Central Primary School we are committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers receiving services from the school, irrespective of race, gender, disability, faith or religion or socio-economic background. We aim to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity and are able to participate fully in school life. The achievement of pupils will be monitored by race, gender and disability and we will use this data to support pupils, raise standards and ensure inclusive teaching. We will tackle discrimination by the positive promotion of equality, challenging bullying and stereotypes and creating an environment which champions respect for all. At Balby Central Primary School we believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit here. A full copy of the schools equality plan is obtainable from the school office or can be viewed on the school website.

VISITS AND JOURNEYS

Children frequently go on day visits to places of interest linked to termly topics and class work such as museums, galleries and exhibitions as well as theatre, dance and music performances. There are annual residential journeys for older children which develop and promote independence, confidence and social skills. Parents are encouraged to send children on these journeys since they are a central strand to the teaching during the year.

HOMEWORK
Children are set home tasks or assignments on a regular basis and parents are encouraged to help their children with them. This is a good opportunity for parents to be involved with their child's learning in partnership with school, to get a sense of the level of work produced by their child and to help them appreciate that learning can be an integral part of life, not simply 'what they have to do in school'. Children are asked to take responsibility for doing a range of tasks, such as collecting items, drawing, reading, research, conducting surveys and interviews, designing, preparing for school tasks and learning words, spellings and tables. As children move up through the school there is an increasing emphasis on homework, as preparation for future lessons or as consolidation of classroom work.

SPECIAL EDUCATION NEEDS

We cater for children who have Special Educational Needs in a variety of ways. We work with parents, adapt work set, set up individual learning or behaviour programmes for children and advise parents on working with agencies. We work with specialist teachers, advisors and consultant within the Local Authority. Extra support for children can be in the form of specific intervention work, support from classroom or learning support assistants.
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Close co-operation with parents/carers is essential if this part of school provision is to be successful. Existing facilities do not prohibit access to the school by pupils with disabilities. All modernisation projects relating to site development gives consideration to, and complies with, current DDA standards.

ABLE CHILDREN
Many children have areas of expertise or excellence in the curriculum. Class teachers are very aware of the different abilities of their children and they plan their work accordingly. Teachers work very hard to provide the appropriate level of work for children, including those with marked abilities, so that all children are challenged. Often children are grouped by ability in class or in groups to enable more targeted teaching to take place efficiently. Where resources allow, the most able children are allocated some extra teaching time to help stretch the top end of the ability range. All parents, particularly those, whose children are particularly able in some areas, are encouraged to provide a rich and varied experience outside of school.

BEHAVIOUR
Within the school community, we aim to develop self discipline and encourage an attitude of personal responsibility and an awareness of the needs of others. Our school rules reflect both the demands of safety and consideration for others and are applicable to both children and adults. Children are given opportunities to make choices and to be accountable for them, to reflect upon behaviour and to exercise initiative and responsibility as appropriate, given their age and stage of development. We promote a positive behaviour as part of our school ethos. This is promoted in the personal, social and emotional work children take part in as part of the curriculum. No form of bullying or racism is acceptable and every effort is made to identify the signs of bullying, deal quickly with any incidents in a consistent and fair manner, investigate the circumstances as fully as possible and work with both the victims and perpetrators to encourage different behaviour patterns. If parents are aware of any incidents of bullying or racism, they should report them at the time so that they can be dealt with immediately. We use a wide range of encouragement and sanctions, including verbal approval, rewards for good behaviour and sanctions when necessary for inappropriate behaviour. All staff are keen to work with parents to encourage good discipline and will involve parents sooner, rather than later when there are problems. If children are to succeed in school, it is essential that home and school work together to give a consistent message to children about behaviour.

SAFEGUARDING AND CHILD PROTECTION PROCEDURES

Under the Education Act 2002 school must make arrangements to safeguard and promote the welfare of children. Parent/Carers should be aware that the law requires all school staff to pass on information which gives rise to concern about a childs welfare, including risk from neglect, physical, emotional or sexual abuse. The staff will seek in general to discuss any concerns with the parent/carer and where possible inform them of the referral to social care. The designated Child Protection person in school is the Head teacher. As a school,

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we have procedures in place which recognises our responsibility for child protection. These are set out in our policy and briefly comprise of; Ensuring we practice safe recruitment of staff and volunteers. Raising awareness of child protection issues with children and supporting pupils where necessary Implementing procedures for identifying and reporting suspected cases Establishing a safe environment in which children can learn and develop

PASTORAL CARE
Class teachers are responsible for the day to day welfare of their pupils. The Head and senior staff are available as the need arises and monitor the pastoral arrangements carefully. In the event of any problems, every effort will be made to contact parents sooner rather than later. We ask that if parents have any concerns or are aware of problems in or out school which are likely to affect the learning or behaviour of their child, that they contact us as soon as possible. We treat all concerns as serious and confidential and do our best to help sort them out. At lunchtimes, there is team of midday supervisors, headed by two Senior Supervisors who assume responsibility during this time for the care and control of the children. Although particular organisational rules apply at lunchtimes, the level of respect and behaviour demanded of the children does not change. Children in the Reception classes are given an initial medical screening which checks hearing, sight, weight and height, organised by the Local Health Authority and conducted by the School Nurse at school. Parents are issued with a questionnaire prior to the screening. It is very important that parents return these questionnaires as well as monitoring their child's health at home. School also has access to other professionals who can offer help to children and families Educational Social Workers, Educational Psychologists and other experts from the Health Service, such as Speech Therapists and Occupational Therapists.

SCHOOL UNIFORM
At Balby Central we encourage all children to wear our bright and distinctive school uniform. We feel that this increases the childrens sense of pride and of them being an important part of the school. It also helps to emphasise the importance of coming to school as distinct from being out and about or at home and underlines the prominence we give to serious work and learning. All school garments can be purchased from Cliffs specialist uniform outfitters, Printing Office Street, Doncaster WINTER Red sweatshirt, or fleece, red pullover, cardigan Plain white polo shirt, shirt or blouse Grey or black trousers or skirt Sensible black shoes or boots (max. 1.5 cm. heel)

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SUMMER as for winter with the following options Red / white gingham summer dress Grey or black short trousers (not football type) Plain white short sleeved open neck shirt or blouse Black or brown or red sandals (max. 1.5 cm. heel) - must be safe to wear P.E. / GAMES KIT SUMMER Black shorts, (Lightweight football type, NOT Bermuda / cycling style) plain lightweight white tee shirt, black plimsolls Please no fashion logos / designer wear or trainers for indoors WINTER as for summer with the following options Football boots / trainers (Sports Clubs may require proper boots) Tracksuit - to be worn over tee shirt and shorts

PERSONAL PROPERTY
For Health, Safety and security reasons, jewellery is not allowed in school, unless it is of religious significance. Watches are encouraged to help with timekeeping and ear studs, not rings, are allowed if ears are pierced. Children are not allowed to wear watches during P.E. and staff will look after them during this time. Clothes should be marked with childrens names and lost property is cleared regularly and both parents and children are encouraged to check school clothes weekly to avoid expensive replacements. Although every effort is made to keep childrens clothes and possessions safe, the school cannot take responsibility for any loss or damage. Toys are not allowed in school and this includes music players, computer games or mobile phones.

BALBY CENTRAL NEWSLETTER

A weekly newsletter is sent home to each family every Friday. Any other letters or information will normally be sent with the Newsletter. Parents are encouraged to collect the post from their children! The Newsletter contains important information about the life of the school and is always on pink paper - trips, successes, requests for help, curriculum information and regular features of childrens work.

TEXT MESSAGING
The school operates a text messaging service for parents to keep parents up to date with what is happening and to inform them of any emergency closures etc.

PARENTS - ROLE AND SUPPORT

Parents are very welcome at Balby Central and are automatically members of our PTA. The 'PTA' exists to fund projects in the school that fall outside the responsibility of the Education Authority. In the past this has included equipment for classes, staging and a wide range of other items.
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The PTA is co-ordinated by parents and teachers through a committee and representatives of the staff. Many other parents and friends of the school are active in their support. Parents are warmly invited to join the committee. Parents are also are encouraged to be involved as much as possible with the school through meetings, fund raising events, curriculum meetings or working in classes. If parents wish to see the class teacher, s/he will be available from 8.35 to 8.45 am. for a very brief consultation or after school if a longer interview is needed. It is always advisable to telephone to make an appointment to see either the Head or class teachers, because of their heavy teaching and other commitments. Parents' consultations evenings are held twice a year and parents are encouraged to come along look at childrens achievements and discuss progress with the class teacher. In addition, in the summer term the school invites parents to an open day to look at the work displayed in the classrooms and around the school. Every now and then there is a vacancy on the Governing Body of the school and a election takes place. Parents are encouraged to put their names forward if they are interested in standing.

PARKING OR STOPPING OUTSIDE SCHOOL

Parents are encouraged to walk their children to school rather than drive. When this is not possible, parents should take care to manage the arrival at, or the departure from, school, safely. Parents cars are not allowed into the car park at any time and are not allowed to drop children near the entrance. At Balby Central we take great care to avoid the danger of children being knocked down. There are usually plenty of parking spaces not far from school.

COMPLAINTS PROCEDURE
Inevitably there will times when parents are not satisfied with the service provided at Balby Central. When this is the case, parents should come in and talk calmly to us about it. All staff are committed to working constructively with parents, will readily admit when a mistake has been made and apologise. The internal management structure of the school is designed to spread the load of responsibility and parents should contact the appropriate person in the first instance starting with the class teacher, then the team leader, Deputy and Headteacher. Having spoken to the appropriate staff, if parents are still unhappy with the response of the school, they can pursue the matter further by contacting the Chair of Governors (see insert sheets at the back of the prospectus or via the school office). The final stage of the procedure is to complain to the Education Authority who will investigate. It is important that parents who have a complaint follow the procedure A copy of the schools complaints procedure is available from the school office or can viewed on the school website. If the complaint is made to the inappropriate level, it does not get dealt with quicker, rather the opposite, since time is wasted.

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PARENTAL SUPPORT FOR CHILDREN

To get the greatest benefit for their children from Balby Central, it is essential that parents and the school work together. There are a number of practical things parents can do: get involved with the school help to raise money help teachers in class show interest and enthusiasm for their children's achievements by coming to parents' evenings and helping with homework praise and reinforce the good work their children are doing deal sensitively and sensibly with any problems which may arise clearly support the work of the school and reinforce the values promoted by the school

GOVERNORS
The Governing Body is comprised of parents, teachers, the Headteacher, members appointed by the LEA and members co-opted from the local community. Governors are elected or appointed for a maximum term of 4 years, and they have the responsibility for the overall policy direction, monitoring, care and control of the school, in conjunction with the Headteacher, the LEA and government policy. An up to date list of Governors is included with the prospectus. The Governors meet regularly, either as a full group or in subcommittees, to discuss the running of the school and wider changes in education which affect Balby Central. Issues of finance, curriculum, premises and personnel are considered in detail each term. We welcome parents wishing to become involved with the Governing Body, and those interested are invited to contact the Chair of Governors through the school office. Parents are also welcome as observers at meetings of the Governing Body.

SCHOOL COUNCIL
The School council is made up of staff representatives and children from every class in the school. They meet regularly to discuss the issues which most directly affect the children use of the playground, break times, behaviour, clubs, etc. This is a good opportunity for children to take part in, and affect, the running of the school as well as a good sounding board for new ideas and direct feedback on how the school is operating.

SECONDARY TRANSFER
During the early part of the autumn term, children in Year 6 and their parents begin the process of choosing and applying for a place at Secondary school. Support is given to parents in understanding the system and making appropriate choices for their children. Information is distributed about the local secondary schools, including dates for open evenings and visits.

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CHARGING POLICY
Under the Education Reform Act of 1988, the Governors decided to make charges to parents for any trips or activities outside of school hours and board and lodging on trips during school hours. For all other expenses, such as day trips, contributions are requested. No individual child would be prevented from going on trips and outings because of difficulties over money. However, if there are not enough contributions to make a specific trip viable, it is cancelled. Parents, who have difficulties with payments or queries, should contact the school office. A copy of the schools charging policy is available from the school office or can be viewed on the school website.

DAY TO DAY ORGANISATION

LUNCHES School meals are available every day. There is always a choice of meals, with a focus on healthy eating. We provide a vegetarian option, and will try to accommodate other dietary requirements. We serve both hot and cold meals every day and have a Milk Bar serving a healthy option/sandwich/fruit type lunch. The menus are displayed each week in the external notice boards on the school playground. The meals are reasonably priced, and may be free for those eligible (we will provide you with details of current prices prior to your child staring school) All dinner money payments need to be sent to school each Monday morning in a clearly labelled envelope, with your childs name, class and amount enclosed. Envelopes for dinner money or any money sent into school are available from the school office. If you are unable to afford the meals on the week your child is eating them, then please send a packed lunch.

Money payment envelope available from school office

PACKED LUNCHES
All lunches should be a named container. Drinks need to be in a re-sealable container (no glass bottles please). As we are a Healthy Eating school we would encourage packed lunches to be as balanced as possible. We do not accept that sweets and chocolates are a lunch item, and would discourage biscuits and crisps. A sandwich or small salad, a piece of fruit and a yogurt (not the squeezy kind please) as well as a drink would be fine. Please note; children who choose to eat a packed lunch will need to bring their own spoon and drink if necessary, as the school is unable to provide these items. Uneaten items and wrappings will be returned in your childs lunch box to be disposed of at home. Please be aware that whether your child opts for school meals or packed lunches, this must remain the same for the half-term before changes can be made.

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BREAKTIMES
During morning and afternoon breaks, children play in the playground in all but the worst of weather. Parents are reminded of the need to provide children with suitable outdoor clothing, particularly in winter. Children are encouraged to eat fruit at breaktimes and to have water bottles in school at all times, including breaks. During the summer, to prevent sun burn, parents are encouraged to provide children with wide brimmed hats and sun tan lotion or block, although children will have to apply this to themselves.

MOBILE PHONES
The use of mobile phones is prohibited by pupils; a detailed policy regarding the use of mobile phone in school is available from the main school office.

SECURITY
At the beginning and end of the school day, parents and children are asked to wait in the playground from 8.30 a.m. Classroom doors will be opened earlier if the weather is inclement. During the school day, all visitors to the school should come to the front entrance for identification and signing in. The main door is operated by secure access control with an anti passback to make it as secure as possible. The school is secure site with external gates which are kept locked both during the day and after the children have gone home. There are 24 hour CCTV cameras operating at vulnerable points around the school premises to deter vandalism and criminal damage, protect the property and to ensure personal safety. The Governors will always endeavour to prosecute perpetrators. There is also a sophisticated alarm system with a direct link to the police. Children left behind at end of the day should come to the school office where they can wait safely. Where parents are aware of changes to collection routines or of difficulties related to custody and access issues, they should inform the school so that appropriate arrangements can be made.

LATENESS AND ABSENCE

It is very important that children come to school regularly and punctually. Children should be in the playground before 8.45 a.m., ready to come in to school quickly so that they can get started on their day's work. Any children who are late should come into school via the school office, where they will be registered into the attendance diary. Children are encouraged to come into school and use the cloakrooms quickly and efficiently, so that the minimum of teaching time is lost. Children should not be absent from school except in genuine cases of illness or in exceptional circumstances about which the school has been notified. Taking children out of school for extra holidays will not be authorised by the school. As from the 5th January 2005 the LEA are operating a fixed penalty notice for unauthorised attendance. These notices require a fine to be paid by parents of pupils who have unauthorised absence from school. Children have an enormous amount of learning to do during a school year which lasts only 38 weeks! When a child is absent from school it essential that parents contact the school, either by telephone, personally or by letter. If we do not hear from parents, we
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have to follow it up and this is very costly in time and resources. If we are unable to find out why a child was absent or the absence is not for bona fide reasons, we are unable to authorise the absence and it is reported to the Education Welfare service.

BREAKFAST CLUB
In partnership with Greggs the Baker the school operates a breakfast club for the children in Key Stage 2. Toasters, our breakfast club, is free to all who attend as it is run mainly by parental volunteers offering the children a great start to the day by providing them with a nutritious healthy breakfast. Unfortunately the club does not provide childcare facilities and only operates from 8.00am each morning during term time.

MONEY IN SCHOOL
Any money brought into school for trips, journeys, book bags, etc. should be the correct amount, be in a sealed envelope with the childs name, class, amount and reason written on it. This can be brought either by the child to the class teacher or by the parent to the teacher or the office. The school will not normally be able to provide change. Children should not keep money in school. If for any reason a child is unable to avoid having money in school, it should be given to the teacher or the office for safe keeping.

MEDICINE
Parents are encouraged to avoid sending medicines into school. Most courses of antibiotics require three doses per day, which can be given out of school. However, there are circumstances where such medicines are needed in school and there are simple procedures to follow to ensure safety. Only medicines prescribed by a doctor will be considered for administration. A copy of the schools policy on the administration of medication can be obtained from the school office on request. In cases where medicines are kept in school on a permanent or long term basis, e.g. inhalers for asthma, it is essential that supplies are kept up to date. We will be unable to administer out of date medicines. As far as possible, children are encouraged to take responsibility for their own inhalers. When children are being taken out of school for trips, visits and journeys, it is essential that parents ensure their children have the appropriate medication, and have discussed this with the school. Where children have potentially life threatening conditions, it is essential that parents discuss the situation fully with the school. Over the counter drugs, such as aspirin, cough medicines or sweets, cold remedies, etc., are not allowed in school and will not be administered.

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ACCIDENTS AND ILLNESS

Children are encouraged to work, behave and play in a responsible and restrained manner, to avoid having accidents. To this end, there are some restrictions on the use of the playground, children are encouraged to walk calmly in school and all lessons are closely supervised. However, from time to time accidents do happen. All staff have been trained in First Aid and they assess the injury. Many times it is a simple cut, bruise or scrape which requires little or no further action. Where there is fear that the injury is more serious, particularly in any head injury, parents may be called. In the case of a head injury, which does not warrant calling parents, a note will be sent home advising parents of what has happened. In the event of a serious injury, parents will be called or an ambulance sent for, depending on the circumstances. When a child is taken ill during school time, the staff will assess the situation and may call parents for advice or collection. Parents who are aware that children may be coming down with an illness should alert the school so that a close eye can be kept. If parents are in doubt, we advise that children are sent to school so that the minimum of learning time is lost - this is particularly important if there is suspicion that a child is feigning illness to avoid going to school. Parents should discuss this with the class teacher.

HEADLICE
Parents are strongly advised to check their childrens (and their own) hair on a weekly basis for headlice and encourage children to take increasing responsibility for the management of their own hair care. Most recent advice is to wash the hair, use plenty of conditioner and comb through it with a fine toothed comb whilst it is still wet. Lice and nits can be combed out and are visible in the sink or bath. Chemical treatment for headlice is available from chemists but there are more and more strains of lice resistant to the treatment. For further information, contact the school office. Parents are asked to contact the school if there is an outbreak so that other parents in the class can be alerted.

ADMISSION PROCEDURES 2012/13

The following is the general admission statement for the 2012/13 school year in respect of admissions in the year of entry to primary schools for which Doncaster LEA is the Admission Authority. Only the LEA is able to offer places in school. Neither the Headteacher nor their representatives are able to offer a school place. In Doncaster, each school serves a local community, usually referred to as the catchment area. The Authoritys admissions policy reflects its philosophy that efficient education is particularly fostered by closely associating a secondary school and a group of feeder primary schools, in a catchment area. In this way, each school becomes part of the provision for a community. In addition, the education of that communitys children benefits greatly from the association of its schools in the pyramid. It is the Authoritys general view therefore, that all children who live within the catchment are, and whose parents wish them to, should be allowed to attend the school which serves their community, provided a parent has, for the year of entry to the school only, confirmed that is their preference by the closing date for the receipt of such preferences.
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The Admission Limit determines the number of pupils that can be properly accommodated within each year group. It is not an arbitrary process. It is assessed in accordance with the current Department for Education and Skills premises regulations, which takes account of the nature and type of school buildings and provides for the acceptable amount of space each pupil requires. Therefore the Published Admissions Limit is assessed for the benefit of the children who are taught in the school and those who teach and support them. Each school year, before the Authority sets and published the Admission Limit for the school, it must consult with the Governing Body of the school. The Admission Limit for the next school year is 52. Pupils will only be admitted up to the Admission Limit published for a school. The only exception to this is in respect of children who are resident in the catchment area of a school on the closing date for receipt of parental preferences for the year of entry, and whose parents have requested the catchment area school by that date. A place will be offered at the school to these children even if the number of such children will exceed the Admission Limit. Whist late applications are accepted they will only be processed after those received by the closing date have been processed and agreed. For those parents who request it, a child who has attained the age of four years on, or before, 31st August will be admitted full-time to a Reception class from the start of the following school year. For parents who wish to exercise their right for their child not to start school until they are of compulsory school age, the child will be admitted full-time to the appropriate year group dependent on their age immediately they attain compulsory school age as defined by law. In either case, the allocation of places will be in accordance with the following admission criteria. Having had regard to any pupils who have a statement of special educational needs naming the school in the statement, or children in Public Care (Looked after children) the Authority will allocate remaining places using the criteria listed below, shown in order of priority. If there are more applications under any one criteria than there are places available, the remaining criteria are applied in order of priority as tie breakers, with criteria (e) being the final tie breaker. Applicants, whose children do not fall within the criteria (a) to (d), will be automatically considered under criteria (e). (a) Children who are ordinarily resident in the catchment area of the preferred school. Ordinarily resident means that a child is habitually and normally resident at their address, other than occasional absences, for a settled purpose which is not solely to receive education. If you are moving address you will only be considered as being ordinarily resident and therefore considered under this criterion, when you are living at your new address. Where a family may be moving into the catchment area of a school after the closing date, a preference for the catchment school can still be made but it will not be considered under this criterion. If the school is oversubscribed and we are unable to offer you a place, your place on the waiting list will be reviewed once you have confirmed that you are resident at your new address. This group of children are normally guaranteed a place in the year of entry at their catchment area school if they apply for that school by the closing date for receipt of parental preferences. Children who, on the closing date for receipt of parental preferences have or, on the date of admission will have, an elder brother or sister on the roll of the school requested. Children who now attend a school where the pupils normally transfer to the preferred school and who have, on the closing date for the receipt of parental
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(b)

(c)

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preferences, attended that school for more than one calendar year. However, the term feeder school does not apply to children transferring from nursery classes to reception classes. Children whose parent is, or in September will be, permanently employed at the school. Children who live nearest to the requested school measured in a straight line from the point of the front entrance of the pupils home to the entrance nearest the reception point of the school. In the case of split site schools, entrance nearest to the reception point will refer to the site the pupil attends for the purpose of morning registration. If two or more pupils live equidistant from the school, the distance each pupil lives by road from the preferred school will be measured and the place offered to the pupil who lives nearest by this means.

In the event of an unsuccessful parental preference, a place for the pupil will be allocated at another school as follows; (a) a place will first be offered at the catchment area school if one is available. Should there be more pupils than places available, then the offer of a place will be based on the remaining criteria of the admissions policy, i.e. siblings, then feeder school etc. (b) if no places are available at the catchment area school, a place will be offered at the next nearest school at which places are available having had regard to the Authoritys policy for the provision of home to school transport. Further advice on admission can be obtained from the Local Education Authoritys Information for parents Booklet. Copies are available in schools, central and local libraries and from the Directorate of Education, PO Box 266, The Council House, College Road, Doncaster DN1 3AD. Alternatively please telephone the Directorate of Education (Admissions) on 01302 737222 This information applies to admissions during the academic year 2012/13 It should not be assumed that there would be no change affecting the relevant arrangements before the start of, or during, the school year or in relation to subsequent school years. Every effort will be made to notify parents of any changes

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BOARD OF GOVERNORS
Bodies Represented L.E.A. Name of Representative Mr I Scotting (Chair) Miss T Williamson Headteacher Teacher Governors Staff Governor Mr P McGuigan Head Mrs Cayton Assistant Head Mrs E Cooke Deputy Head Mrs C L Slack School Business Manager Ms V Fisher Mrs W Howitt Address 9 Stevenson Road, Balby

Dinnington Sheffield Balby Central Balby Central Balby Central Balby Central 71 King Edward Road 32 King Edward Road

Parent Governors

Mrs T Cook

14 King Edward Road, Balby

Mrs J Singh Mrs K McTiernan Mrs D Banks Mr P Baker Community Governors Mrs C Bennett Ms S Carpenter Mrs J Emery

30 Alexandra Road Balby 23 Warmsworth Road, Balby 27 Florence Avenue 11 Carr View Avenue 6 The Paddock Adwick Lee Street Doncaster Central Childrens Centre 9 Burns Road, Balby

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