This website was last updated on 19.11.08.....Look at our work in the gallery.....Visit our new class pages

School Prospectus

School Meals, Snacks and Drinks

School Outings And Educational Visits

The School's Aims and Objectives

Extra- Curricular Activities, Religious Education and Collective Worship

Moral, Personal, Social and Health Education and Child Protection

Sex and Relationship Education

End Of Key Stage One Teacher Assessment Results

Link to Our School Uniform Page

Dear Parents,

On behalf of the children, staff and governors, I would like to welcome you and your family to Winklebury Infant School.

Our latest OFSTED inspection, carried out in May 2006 judged the school to be 'outstanding', giving particular praise to our high standards and achievement, leadership and management, the curriculum and the care and support we provide for all the children. In 2005 we were included on the OFSTED 'honours list' of the most outstanding schools and colleges in England. Only 66 schools or providers of child care have ever achieved three "outstanding" reports and we are in fact, the only one in the whole of Hampshire to have achieved that number. This reflects our high expectations coupled with a caring, encouraging ethos.
I hope that this booklet will answer most of the questions you may have about your child starting school. However, should you require further information please do not hesitate in contacting the school. We will be only too pleased to help.

At Winklebury we have a dedicated staff who work as a close team for the benefit of all our children. We are confident that the time your child spends with us will be happy and rewarding and we look forward to working in close partnership with you, as parents, to provide the best possible care and educational opportunities.

We are proud of the excellent facilities we are able to offer our children. We have spacious, attractive areas for the children to work in, including a library, large well-resourced classrooms, a large hall, three playgrounds, an enclosed outdoor area and a large field. There are computers and interactive whiteboards in each classroom and large outdoor play equipment for our younger children.

I hope that your child will enjoy these early years of education at Winklebury and make the best possible progress, building a firm foundation for future learning.

We now have a website (www.winklebury-inf.ik.org). It has a copy of this prospectus which is updated regularly. Do log on and find out more about what is going on in the school.

Yours sincerely,

Mrs. D. Toyne
Acting Headteacher Back to top

Basic Facts About Our School

The Acting Headteacher is Mrs Diane Toyne (B.Ed)

The name and address of the school is:

Winklebury Infant School
Willoughby Way
Basingstoke
Hants
RG23 8AF

Telephone/fax: Basingstoke (01256) 325303

Website: www.winklebury-inf.ik.org

School Hours are: 8.55 am - 12 noon
1.05 pm - 3.00 pm

THE EDUCATION AUTHORITY

The school is maintained by the Hampshire Childrens' Services Department.
Any information that is required from the Education Authority should be obtained from:
Childrens' Services Department
Fleet Local Office
Birch House
Barley Way
Fleet
Hants
GU51 2YB

Telephone: Fleet (01252) 812333

The headquarters of the Children's Services Department are in Winchester
and enquiries should be addressed to:

John Coughlan
Director Of Children's Services
Hampshire County Council
The Castle
Winchester
Hants
SO23 9UG

Telephone: Winchester (01962) 846452 Back to top

School Governors

The Governing Body is a combination of appointed, elected and co-opted governors, consisting of 5 parent, 3 LEA, 2 staff governors, the headteacher and 3 co-opted (community) governors, making a total of 14 members.

LOCAL EDUCATION AUTHORITY
Mrs Pat Alexander (chairman)
Mrs Alison Hedges
Mrs Di Wray

PARENT REPRESENTATIVES
Mrs Julie Goodyear (vice chairman)

Mr Ravi Sundaramurthy

Mr Darren Lussenden
Vacancy
Vacancy

COMMUNITY GOVERNORS
Mr Keith Woodbridge

Vacancy

HEADTEACHER (Acting)
Mrs D. Toyne
STAFF REPRESENTATIVE
Mrs Cathy Ramsell
Mrs Suzan Nelson-Williams

CLERK TO THE GOVERNORS
Mrs Rochelle Halliday

The full Governing Body meets once or twice a term. The normal period of office for a Governor is four years. As from 2006 a School Profile will be published "on line" by the governing body, giving details about the school and its achievements over the previous year. A hard copy can be requested by anyone without access to the internet.

Admissions

For our Admissions Policy please click on the "Documents" Button and go to the "Policies" section. Back to top

Partnership and Communication

In order to achieve an effective partnership it is important to establish positive relationships based on mutual respect, shared understanding and clear channels of communication. Dropping off and collecting your child from the classroom door quickly establishes a rapport with the teacher. Minor concerns or queries can usually be dealt with quickly and effectively, although often it is preferable to arrange a later discussion at a time which is mutually agreeable. Parents are invited to share special events such as Harvest Festivals, Christmas Perfomances, Sports Days and Open Afternoons. You are also welcome to come into the classroom after school on a Thursday to look at your children's work and talk to them about what they have been doing . This is not an appropriate time to discuss children's progress, however. An appointment should be made to raise any issues that are concerning you. In addition, termly appointments are offered for parents to discuss children's progress with their class teacher.

Throughout the year, newsletters are sent via the children giving, as fully as possible, information about a variety of school activities and events. Please impress upon your children the importance of their role as messengers and post people, as we know that some letters do not reach their proper destination. It is always a good idea to check book bags daily.

Copies of the most recent newsletters are displayed on the parent notice board at the office. You will find other useful information there. Also, keep a look out for items of interest and reminders on the classroom doors.

Parents are their child's first teachers. Once children start school we then share the responsibility for their development and education. By working together in partnership parents and teachers are able to help and encourage children to make the most of all experiences and opportunities for learning. The most valuable way that parents can support their child's learning is through regular daily joint activities which reinforce or extend school learning.

All schools must have a homework policy and a home/school agreement. Parents and their child's class teacher are given a copy of the policy and asked to sign the agreement at the beginning of each new school year. This is not a legally binding document, but an expression of good intention from both parties in the interests of the child concerned. Copies are also available at the office. Back to top

Parent Help

In addition to the professional teaching staff, the school benefits considerably from the assistance of parents. We never refuse an offer of help - indeed, we often ask for your help on both a regular and occasional basis. Regular help covers such things as sewing, cooking, helping with reading games and number games, use of reference library, covering and mending books etc. Voluntary helpers in school are subject to the same Criminal Records Bureau checks as the staff.

We recognise that not everyone can commit themselves to helping on a regular basis, but maybe you will be able to help occasionally by accompanying us on school outings or assisting with social and fund raising events.

We really are most grateful for all the help and support we receive from parents. Back to top

Getting Ready For School

Starting school is an important step for your child and for you as parents. The major need for all children is contact with sensitive and caring adults, whose reassurance and support make it possible to venture further afield and discover that it is good to play and learn with other children. The initial strain of being with a large group of children all sharing one teacher is considerable, but you can help by preparing your child for school.

Many children will have attended either WISPS or another pre-school/nursery setting in the area, so they will be used to being without you for part of the day and they will be used to playing with other children. Encourage your child to share with others and to put toys away after he or she has finished with them.

Encourage them to dress and undress themselves. Children undress in school for physical education sessions so they will need to be able to dress and undress themselves at school. They should be able to use the toilet properly, flush it after use and wash and dry their hands. If they are having a school meal, they should be able to cope with a knife, fork and spoon and, if they are having a packed lunch, they should be able to open and close their lunch box themselves. They should also be able to use a handkerchief. Young children tend to be interested mainly in themselves, and learning to consider others can be a long slow process.

It is most important to talk to them about coming to school so that it is something that they can look forward to with enthusiasm and, when they have started school, always be ready to listen. Take an interest in what they are doing at school and come into the classroom to look at their work when invited to do so. We want children to feel that school is an enjoyable experience in which they, teachers, and parents play an important part.

Also, please remember that the most precious commodity you can give your child is your time.

Starting school can be an exhausting business - emotionally, physically, socially and mentally. Do not be surprised therefore, if your child comes home feeling very tired. The old (adapted) saying holds true all your child's life - "Early to bed, early to rise, makes a child healthy, wealthy and wise". No one can guarantee wealth, but plenty of sleep will enable your children to cope with the work his or her teacher expects of them. Back to top

Attendance and Absence

SCHOOL HOURS

NORMAL SCHOOL HOURS ARE :
8.55am - 12 noon
1.05pm - 3.00pm

ARRIVING AT SCHOOL

In order to promote a calm start to the day the children may come straight into school from 8.40 am. At first, the Reception children may be brought into the classroom by their parents and then encouraged to be independent and come in alone like the older children as soon as possible. Children should not be on the school premises before 8.40am as adequate supervision cannot be guaranteed before that time.

Space is limited in corridors and cloakroom areas and, when they become crowded, small children easily become confused and unhappy. If any child is still having difficulty dressing or undressing, the class teacher or assistant will be available to help.

COLLECTING CHILDREN

When you come to meet your child after school, please try to be prompt. If your unable to come, please telephone or send a written note informing the class teacher of the alternative arrangements you have made. Children will leave school through their classroom doors.

Dogs should not be brought into the school grounds please.

ABSENCE

Parents should notify the school by telephone, if possible, if their child is to be absent from school. There may be occasions when the school will telephone to find out why a child has not arrived in school. On the child's return a letter should be sent explaining the absence, for our records. If you need to collect your child for a visit to the doctor/dentist please send a note or see the class teacher beforehand.

When you come to collect your child, please report to the school office where you will be asked to sign your child out. Similarly when you return, please report to the office and sign your child back in. No child is allowed to leave the school premises during school hours unless collected by a parent or a responsible person appointed by the parent.

HOLIDAYS

Parents are reminded that they may only apply to withdraw their children from school for one family holiday for a maximum of 10 days in any school year. Additional holidays, days out or special treats for birthdays are not allowed and will be treated as unauthorised. Please ask for a holiday request form from the office if you are unable to arrange your holiday to fit in with the school dates. The Headteacher will use her discretion, taking into account the child's progress and absence record, whether or not to grant leave of absence. Parents of children in Year Two are asked not to apply for holiday leave during the month of May when national assessments and tests for all seven-year-olds are being undertaken each year.

The governors have inspected the attendance figures for the last school year (2006/07) and report an authorised absence rate of 5.0% and an unauthorised absence rate of 0.03%. Back to top

School Organisation

THE STAFF

The Headteacher is responsible for the day to day management of the school. The teaching staff are responsible for the educational and social welfare of the children in their care. Learning Support Assistants are employed to work with teachers and pupils both in and out of the classrooms. This may be specifically to help an individual child or a small group but in practice the whole class benefits from this extra support. The assistant may be involved in supervising a wide range of activities under the direction of the class teachers concerned.

We have a Finance Officer who deals with the daily running of the school office. She has a part-time assistant. Our Caretaker is responsible for the cleaning and security of the school supported by two Cleaners. We have four Lunchtime Supervisors who look after the children in the dining room and while they are out at play during this period.

TEACHING ORGANISATION

There are five classes in the school, two Foundation classes called Badgers and Owls, one Year One class called Rabbits and two mixed Year Ones and Twos called Hedgehogs and Squirrels.

A variety of teaching approaches are used. Children may be taught in whole-class groups, e.g. during the first part of Literacy or Numeracy lessons, in smaller groups or individually. There may well be several different activities going on at one time, with children working either independently or collaboratively. Our aim is to provide for each child's individual needs so that all children can be supported and challenged at an appropriate level.

RECOMMENDED TEACHING HOURS

The 1989 Department of Education and Science Circular "Length and Control of School Sessions" stated that as a general guide to good practice, schools should regard the minimum periods of teaching per week for 5 - 7 year olds as 21 hours. These hours include religious education but not the statutory daily act of collective worship (15 minutes, am or pm), registration (5 minutes, am and pm) or breaks (15 minutes, am). The following timetable takes the above consideration into account and allows for a weekly teaching programme of 21 hours 40 minutes.

8.55 am - Registration

9.00 - 10.30 am - First morning session

10.30 - 10.45 am - Mid morning break

10.45 - 12.00 am - Second morning session

12.00 - 1.05 pm - Lunch break

1.05 pm Registration

1.10 - 3.00 pm - Afternoon session Back to top

School Meals, Snacks and Drinks

SCHOOL MEALS

Hampshire Catering Services will provide a balanced meal for your child if you wish to take advantage of the service. School dinners are cooked in the Junior School and brought over to the Infant School just before midday. The hot dishes are placed in heated cupboards in our servery which is staffed by two catering assistants.

The menus have been reviewed to offer healthier and more balanced lunches. For the main course children have a choice between two cooked hot dishes - one is a vegetarian option, served with a selection of hot vegetables and salad. Desserts include a choice of fresh fruit, jelly, cake or biscuit. During winter months these are supplemented by hot puddings. A sandwich option is available in the summer.

Children bringing their own lunch also eat in the dining room. Please try and provide a balanced packed lunch each day. Sweets and fizzy drinks should not be included.

Water is provided for children without a drink.

DINNER MONEY COLLECTION

Dinner money is collected every Monday for meals to be taken that week. The current charge for a meal is £1.90. Please send the money for the week to the classroom in a named envelope or, if purses are used, they must bear the child's name. This aids collection and saves valuable time. If a child misses a meal which has already been paid for, this will be credited to the following week.

FREE MEALS

Only families receiving Income Support, Child Tax Credit or Jobseekers Allowance will be entitled to free school meals. Even if your child would not normally eat a school meal it is worth completing the form anyway so that he/she can take advantage of Christmas dinner and other special occasions. Families receiving Family Credit will not be able to claim a free meal as a sum of money is included in that payment to assist with the purchase of a school meal.

Further information about entitlement to free school meals can be obtained from the school office.

SNACKS AND DRINKS

SNACKS

Children are provided with a free healthy snack (fruit or vegetable) for morning break which they are encouraged to eat. Parents are asked NOT to provide alternatives.

MILK

All children are given the opportunity to have a small carton of milk each day. This is organised through a company which provides the school with a refrigerator. Order forms are sent home and parents return their order and payment direct to the company. Children under five are entitled to free milk.

WATER

Research has highlighted the importance of drinking plenty of fresh water for healthy minds and bodies. We therefore encourage children to bring a named 500ml size bottle of water with a sports/flip top. This should be taken home and refilled daily. The bottles are kept in the classroom and are available when needed. Back to top

Clothing and Jewellery

SCHOOL UNIFORM

The school has a Uniform Policy. The children are encouraged to wear school uniform which is basically: grey trousers or shorts, skirt or pinafore, white shirt with a collar, and a red jumper, cardigan or sweatshirt. Trainers and built-up heels should not be worn to school.

School sweatshirts in red with an embroidered motif are very popular. These are available from the school office. An order form is down-loadable from the website. White polo and T-shirts with a school motif are also available as are woolly and summer hats. Prices of all uniform are listed on the order form.

Click on the link at the bottom of this page to view our uniform and prices and to print an order form.

Clothing, wherever possible, should be easy to take off and put on. Remember that the children will be undressing and dressing almost every day for physical education and movement lessons. Ties are not necessary.

CLOTHING FOR PE

Indoor Physical Education is done in bare feet, with shorts and T-shirt. Elasticated plimsolls or trainers are necessary for outdoor P.E. Children must have their P.E. kit, i.e. shorts, T-shirt and plimsolls/trainers (all named please) available on their P.E. days. It is a good idea to leave them hanging in a drawstring bag on their peg during the week. Long hair must be tied back on P.E. days. All parents will be notified of the days on which their children do P.E.

Please put your child's name on all items of school clothing

We collect an amazing quantity of lost property each term, so please check clothes regularly to ensure that names have not been washed off or become unstitched.

JEWELLERY

For health and safety purposes children should not wear jewellery of any sort in school.
Very nasty and, in some cases, very serious accidents, have occurred as a result of children wearing jewellery. Ears can be torn and fingers, necks and wrists can be severely cut when jewellery becomes caught up. As a result of these accidents, we have received guidelines from the County stating no jewellery to be worn to school. Items of jewellery can also get broken or lost causing a great deal of upset for the child and family concerned. Watches may only be worn by children who have already learned to tell the time, and who are sensible enough not to remove or play with them. Our experience has shown that watches tend to get lost or broken when worn to school. We cannot be held responsible if this happens. Back to top

School Outings And Educational Visits

We always place great value on our outings for the important part they play in providing meaningful first-hand experience. These include local walks, for which we ask you to sign a permission slip when your child first starts school. When arrangements are made for visits to other places of interest you will be given details in advance and asked to sign a form giving permission for your child to participate. At the same time we ask if you would be kind enough to make a voluntary contribution towards the outing. The school is not funded for this so we depend upon receiving your contributions, otherwise such activities would not be possible. For off-site activities, Hampshire County Council has automatic cover for compulsory cancellation, injury and illness, loss of money and personal property. Back to top

Health and Welfare

HEALTH CARE

The headteacher and all the staff are involved in the pastoral care of the children. There is a medical room where children who are unwell can be cared for until collected by parents. First aid is carried out in the treatment room. We have qualified First Aiders on the staff.

The School Health Service provided by Basingstoke Health District exists to care for all children and is available to advise parents and teachers on the management of health problems affecting a child's education. Each school has a school nurse who visits the school regularly and keeps a record of the health of all the children. The nurse sees each child with the parent for an informal interview, during the first year at school. This may be followed by other examinations if considered necessary and it may be possible for a child to be seen by the nurse at other times if parents and teachers are concerned about his or her progress. Hearing and sight tests are no longer carried out at school after the initial check in the Reception Year, but if there is any suspicion of hearing or sight difficulty, parents will be advised to see the child's own doctor.

A speech therapist works closely with the school to advise on programmes to help children who have speech and communication difficulties.

MEDICINES IN SCHOOL

There are certain circumstances when children may require to take medication. Our guidelines are as follows:-
1. In cases of chronic illness or long term complaints such as asthma, diabetes, or epilepsy - we are happy to administer this. Please complete and sign a permission form.

2. If children are recovering from a short term illness and are well enough to return to school but are continuing to take medicine - it can be taken at home if prescribed in three doses. Some doctors consider that children should not return to school until the need for a course of medicine is over. Parents are asked to come in and administer doses of antibiotics etc. if this is absolutely necessary.
Under no circumstances can we administer treatment to ears or eyes.

ILLNESS

From time to time we experience outbreaks of sickness and/or diarrhoea, commonly known as "the bug" ! If your child is suffering from these unpleasant symptoms we must insist that you keep him/her at home. It spreads like wildfire through school, affecting children and teachers alike. Your child should be clear of symptoms for 24 hours before returning to school. Please let us know if your child catches an infectious disease.

HEADLICE

This problem occurs regularly despite repeated efforts on behalf of us all to minimise its effects. Please check your child's head at regular intervals with conditioner and a fine-toothed comb, and treat head lice before he or she returns to school. Please inform us if you find that your child has head lice - there is no need to feel embarrassed - head lice like clean heads ! Helpful information, including a video, is available from the school office, and regular reminders are put into news letters. It is school policy to inform parents if we notice live lice in their children's hair. Parents are then expected to clear their children's hair before returning them to school. Children who have been in close contact with an infected child will be given a note to ask you to check their hair. Watch out also for posters on the classroom door informing you of current outbreaks. Back to top

The School's Aims and Objectives

We aim to help all pupils to develop:-

1. Lively enquiring minds and a love of learning, the ability to question and argue rationally and to think for themselves.

2. Qualities of spirit, feeling and imagination and a sense of beauty.

3. The ability to work hard and to enjoy learning for its own sake and persevere in a task which may be difficult, until it is completed.

4. A sense of self respect, self confidence, self reliance and an awareness of and sensitivity to the needs of others.

5. The knowledge, skills and practical abilities they will need throughout their lives, at work and play, in a fast changing world.

6. A reasoned set of personal attitudes, values and beliefs and an understanding of the world and their place in it.

7. An awareness of the significance of religious and moral values in their daily lives.

Within our general aims we expect that most children will have achieved the following objectives as independent, confident learners by the time they transfer to Junior School and will be able to:-

1. Read fluently and accurately with understanding and enjoyment for the purposes of pleasure and information.

2. Speak clearly, effectively, confidently and imaginatively.

3. Listen attentively and with understanding to speech and other stimuli and make appropriate response and judgement.

4. Write legibly and neatly with good standard or structure, spelling and punctuation.

5. Use computational skills with accuracy and be familiar with the use of mathematical skills and ideas in everyday situations.

6. Know where to look for information and how to record findings.

7. Begin to understand how technology can be used.

7. Work independently or as a member of a group to find things out, interpret and solve problems.

9. Enjoy using, and be able to express themselves through a range of media in creative work including taking part in drama and music making.

10. Observe closely natural phenomena and artefacts and be able to order and record their observations in appropriate ways.

11. Study with interest and show understanding of people past and present, their achievements and their aspirations.

12. Apply themselves to problems, using a range of personal and practical skills in seeking solutions.

13. Enjoy physical activities, using a range of skills in movement, games, and other pursuits.

14. Show an awareness of local geographical, historical and social influences, and of other times, places and cultures.

The curriculum is the means by which these aims and objectives are pursued. Back to top

The Curriculum

THE KEY STAGE ONE CURRICULUM

Every maintained school is obliged by law to provide a basic curriculum consisting of Religious Education, and for pupils of compulsory school age, (ie from Year One onwards) the National Curriculum. The Reception class continues the Foundation Stage which pre-school children will have been experiencing before joining school. Years One and Two are called Key Stage One.

The school curriculum is:-

BROAD so that it introduces each pupil to a wide range of concepts, experiences,
knowledge and skills and promotes spiritual, moral, cultural, mental and
physical development.

BALANCED so that each area of the broad curriculum is allowed sufficient time for its
contribution to be effective.

RELEVANT so that all subjects contribute to a sound general education which prepares pupils for the opportunities, responsibilities and experiences of adult life.

DIFFERENTIATED so that what is taught and how it is taught is matched to and develops individual pupil's abilities and aptitudes.

The National Curriculum consists of a number of CORE and FOUNDATION subjects as follows:

Core subjects: - Mathematics, English, Science, ICT and Religious Education
Foundation subjects:- History, Geography, Design Technology, Art, Music and Physical Education

The introduction of the Literacy and Numeracy strategies in recent years has placed a requirement upon schools to deliver at least one hour of Literacy and 45 minutes of Mathematics on a daily basis to all children of statutory school age. As far as the other subjects are concerned, the Education Act requires that each subject be taught for a reasonable time, in order that the specified programmes of study are covered at each stage.

THE EARLY YEARS CURRICULUM

Children in the Reception Class begin by working towards the 'Early Learning Goals', objectives set by the government for all Pre-Key Stage One children to aim for as part of the "Foundation Stage Profile". These consist of six elements:- Language and Literacy, Mathematics, Physical Development, Creative Development, Knowledge and Understanding of the World, and Personal and Social Development. As children begin to achieve the objectives, they automatically move into the programmes of study for Key Stage One. There is therefore a natural overlap of Key Stages during the children's first year. An important part of children's early learning involves 'play'. We therefore provide many different opportunities for our youngest children to learn through play and first-hand experience. Resources include large outdoor play equipment, an outdoor play area, sand, water, role-play areas, painting and modelling and construction toys.

THE "WHOLE" CURRICULUM

The curriculum is the whole learning experience offered by the school. It is not only the learning experiences which are planned, organised, and provided while the children are at school. It is also the ethos, standards, and discipline of the school and attitudes it promotes. This latter element is often referred to as "the hidden curriculum" and will have a significant influence on the development of the "whole child".

HOW children learn is as important as WHAT they learn, for pupils of all ages should be helped to acquire study skills and learn HOW to learn. We take this very seriously at Winklebury and give all children full opportunities to be involved in active learning. Active, independent learning, a sense of purpose and success enhance children's enjoyment, interest, confidence, and sense of personal worth. In particular, we try to ensure that children are given sufficient relevant and meaningful first hand experiences, accompanied by discussion, upon which to base abstract ideas and generalisations. The curriculum therefore, is seen as much in terms of areas of learning and experiences - aesthetic and creative, human and social, linguistic, mathematical, moral, physical, spiritual, technological - as of the knowledge and skills they should be developing. The curriculum is equally concerned with personal qualities, e.g. attitudes, self- discipline, initiative, reliability, and tolerance.

TOPIC WORK

The following sections describe the scope of the curriculum under the traditional subject headings because people are perhaps more familiar with these terms. However, it is most important to remember that teaching in the Infant School cannot always be neatly divided into separate subject compartments. Much of the children's work is undertaken in an integrated form. Through relevant and well-planned "topics", we aim to promote the development of skills, knowledge, understanding and attitudes necessary for effective learning. Evidence suggests that children master basic skills more effectively when learned within the context of meaningful situations. For example, when learning to cook, children can extend their vocabulary and oral skills; carry out scientific enquiry about changing materials and substances; learn to recognise simple mathematical relationships as they count, share, weigh and measure; be trained in hygiene, and improve their manual dexterity.

For further information on the curriculum subjects click on the red link on the left hand side of this page. Back to top

Extra- Curricular Activities, Religious Education and Collective Worship

EXTRA-CURRICULAR ACTIVITIES

We provide a range of after-school clubs throughout the year. They are so popular that we often have to run them for blocks of six weeks to ensure everyone who wants to has a chance to participate. The most popular are the Recorder and Gym Clubs, although membership of the Football Club is increasing. From time to time we try out new ideas. These have included Tag Rugby and Tennis.

The day to day curriculum is enhanced by many visits and visitors, as well as themed weeks which develop areas such as Reading, Science, Physical Activity, Problem-solving and a Healthy Lifestyle.

RELIGIOUS EDUCATION AND COLLECTIVE WORSHIP

The basic curriculum includes a provision for religious education for all pupils. This must reflect the fact that the religious traditions for Great Britain are, in the main, Christian. However, schools have to take account of the teaching and practices of other principal religions of the world, and at Winklebury Infant School we study Hinduism at Key Stage One.

The special status of religious education ensures that it has equal standing in relation to the core and other foundation subjects within the school's curriculum. All schools in Hampshire follow the programmes of study as set out in 'Living Difference' (Hampshire Local Education Authority).

In addition the 1988 Education Reform Act requires that on each school day every pupil should be involved in an act of worship with other pupils. This act of worship should be wholly or mainly of a broadly Christian character. Parents have the right for their child to be wholly or partly excused from attendance at religious worship or lessons in Religious Education, when alternative, appropriate activities would be arranged. A pupil may be withdrawn from the school premises to receive religious education elsewhere so long as the local Education Authority is satisfied that this will not interfere with his or her attendance at school.

At Winklebury we hold a whole school assembly every day and we hope that all children will take part. These assemblies are an important part of the Infant child's educational experience and one of the significant functions which they perform is providing the opportunity for sharing and appreciating work done and reflecting on experiences. Most of our assemblies are planned around broad themes; for example, seasons, festivals, myself, my family and home, friends, sharing, caring, my school, etc., and children's participation is a key feature. Back to top

Moral, Personal, Social and Health Education and Child Protection

MORAL EDUCATION

Every aspect of the life of the school contributes in one way or another both to religious education and to the moral education of the child. Indeed within this age range the two terms are practically synonymous. For this reason, the quality of relationships, the care of every member of the school community, the concern for those outside the school and the attitudes engendered in the learning process are all of vital importance. Every experience, whether in the classroom, Assembly, dining room or playground is significant; for it is people's attitudes and behaviour that constitute the prime material for the child's moral values and development.

PERSONAL, SOCIAL AND HEALTH EDUCATION

The school has a responsibility to prepare a child for his/her place in society both whilst he/she is attending school and afterwards as a member of the working community. Through our well-planned Personal, Social and Health policy, teachers can work together with parents to help children reach levels of behaviour which are acceptable and respected within our Society.

Personally, it is desirable for the child to be aware of him/herself as an individual, to learn how to take care of his/her own body. The Curriculum in Science encourages bodily awareness and a health conscious approach to life. From a collective point of view, children need to learn how to become caring and thoughtful members of their community. They are encouraged at school to meet the elderly at Harvest time. Throughout the year, a high profile is given to children in need and we like to foster a positive approach to personal strengths and talents. We encourage children to be thankful for their families and friends.

The staff at Winklebury work hard to make school a safe environment to work in. Therefore, we expect children to learn to obey rules for their own safety. Children are also made aware by teachers and the local police of the dangers of roads, fire and strangers. We show the children by our own example how to take care of our immediate environment and also help them to become aware of more far reaching issues. Our whole approach to Personal, Social and Health Education is supported by the use of up-to- date posters, books and video tapes which hopefully put forward important issues of tolerance, respect, equality and thoughtfulness in an appropriate way.

All children follow a personal safety programme entitled 'Getting it Right' which is taught on a half-termly basis by a member of the local police force.

CHILD PROTECTION

Winklebury Infant School takes the subject of child protection very seriously and have stringent systems and procedures that safeguard our children. All staff are regularly trained and the Child protection Policy is reviewed and updated on an annual basis. A copy of the policy can be seen on the school website. Back to top

Sex and Relationship Education

Sex and Relationship Education is part of the whole provision for PSHE. It is presented in the context of family life, of loving relationships, and of respect for others; in short, a moral framework. It is not merely about biological facts and information but also emphasises the skill, attitudes and insights that young people need in order to form loving and caring relationships.

In Infant schools, Health Education is closely related to the development of the whole child and the provision of a secure environment in which the children can develop confidence, grow and learn. Children need support and understanding as their sexuality emerges: Sex Education aims at increasing understanding and responsible behaviour while at the same time combating ignorance and exploitation.

In the Infant School, Sex Education is included in the wider brief of Health Education. This contains class and group discussions on toilet training, videos on hygiene, collecting ideas from children and visits from people in the community: doctors, nurses, policemen and the dental service. In this way, Sex Education can be integrated in the context of other subjects and planned to fit in with current needs and pressures. The staff has training on specific sex-related concerns including child sex abuse, Aids and other sexually transmitted diseases, multicultural education and gender discrimination. Health Education can be immediate and relevant in response to children's changing interests, becoming part of their total activity without being contrived. Back to top

Special Educational Needs

Sometimes children experience very real difficulties in their behaviour or learning. In this event there would be considerable discussion between parents and the school. If further advice is needed we can refer to an outside agency such as the Educational Psychology Service, Speech and Language Therapist, Behaviour Support or Child and Family Services. This approach would only be made with the parents consent. We believe that each child should be valued as an individual and those with special educational needs are recognised and nurtured within a caring environment.

Aims and Objectives

· All children in the school are encouraged, valued and accepted equally, regardless of their ability and behaviour.

· All children are entitled to access a broad and balanced curriculum which is differentiated to meet individual needs and which enables children to reach their potential through the curriculum including the National Curriculum.

Philosophy

· Identify strengths and weaknesses and preferred learning styles.
· Teach what they do not know, not what they do know.
· Build on strengths, work on weaknesses.
· Make sure child succeeds but don't make tasks too easy.
· Improve self-esteem.
· Involve parents, communicating formally or informally. Back to top

Equal Opportunities

Hampshire County Council has issued a policy statement to all schools. This statement recognises that all individuals are different and have different needs. It confirms however, an entitlement to equality of opportunity for all pupils, irrespective of gender, race or disability.

Through our organisation, book provision, role models, provision of experiences and play opportunities, we show our commitment to providing equal opportunities for all our pupils and so accept that such a policy must begin in the very early years of schooling.

Principles

· to provide a climate of opportunity for all.

· support staff to:

a) realise their career goals
b) function as a co-ordinated team
c) recognise that all roles are important

Specific Aims / Objectives

· to ensure all options are available and that all children and staff are provided with equal opportunities to develop and acquire skills.

· to develop individual interest, opportunities and potential regardless of sex, race or disability.

· to challenge attitudes which appear to limit options for the future on the basis of gender, race or disability.

· To ensure that no racist, sexist or personal remarks are made, as these are considered unacceptable in this school.

· To support the strengths of all children.

· To teach children that people differ in colour, customs, culture and attitudes and that such differences should be accepted and valued. Back to top

Discipline

"Good behaviour is a necessary condition for effective teaching and learning to take place and an important outcome of education which society rightly expects".
- Education Observed - H.M.I. Report 1987

We recognise that the most effective schools are those that have created a positive atmosphere based on a sense of community and shared values. A "whole school" policy on good behaviour and discipline has been discussed with all staff and governors and reflects the importance of the following underlying principles:

1. Quiet yet firm insistence on high standards of behaviour at all times.

2. Clearly defined purposes within all the school's activities.

3. Emphasis on praise and rewards.

4. Importance of the quality of relationships at all levels characterised by mutual respect, by valuing of pupils and by a willingness to listen and understand.

5. Encouragement to develop self-esteem and self-discipline.

Staff have considered the 1989 Government enquiry "Discipline in Schools" chaired by Lord Elton, and positively support the key role of parents, teachers and governors in influencing children's behaviour. The report lists the following recommendations which may prove useful.

Parents should recognise the need to:-

1. Provide firm but affectionate guidance in the home, which is most likely to produce attitudes on which good behaviour in school can be based.

2. Ensure that they set a good and consistent example to their children by their own behaviour.

3. Avoid permissive or harshly punitive responses to aggressive behaviour.

4. Take full advantage of all channels of communication made available by the school and develop good working relationships with teachers in order to help their children to become constructive members of the school community.

5. Make every effort to attend parents' evenings and annual governors meetings for parents.

6. Monitor and restrict where necessary the children's access to network, cable, satellite or video material transmitting violent or other anti-social messages.

If discipline problems arise we will involve parents at an early stage. Back to top