Welcome to
Kilmington Primary
School Values
Governors Statement of the School Ethos and Discipline
It is the stated aim of this school, that we wish to create a happy and caring atmosphere, they will develop and grow to realise their full potential physically, socially and academically.
The overall ethos of the school reflects this aim. The values of care, consideration for others, friendship and trust, are positively encouraged at every opportunity by staff and children alike. When these values become a part of the child’s own personal code, it affects their outlook on the way they conduct themselves.
The aims of the schools’ Discipline and Behaviour Policy reflects the above and recognises that children should accept the views and values of others while still having the right to their own beliefs.
To ensure the children fulfil their academic potential work will be matched to different abilities by use of group setting within the class context. If the need arises Individual Education Plans will be established to enable children with SEN, disabilities or who are Gifted and Talented to access their full entitlement.
The above is a summary of the school’s ethos and discipline policy and full copies of the above can be obtained from the school’s administrator.
Admissions Policy
In accordance with the Devon County Council Admissions Policy we admit children to school at the beginning of September and the beginning of January, depending on their date of birth, which is set out below.
Autumn Term -
28th February
Spring Term -
31st August
We like the children to spend some time in school before they attend full- time. The school operates a two half days Induction Programme in the term prior to the childrens full time entry.
Currently this programme runs on a Thursday and Friday afternoons which ties in with two of the Pre-School sessions which are held in the Village Hall on a Thursday and Friday morning. Further details of this can be obtained from either the school or Kilmington Pre-School.
As part of their Induction Programme, the school offers a home visit by the Early Years Teacher in order to get to know your child and to talk with you about the start of their school life.
Parents who are considering sending their children to the school should telephone the school administrator to arrange an appointment with the Headteacher. We recommend that the visit is made during school session times to
enable you and your child to see the school in action. Your child will settle more quickly if you can talk happily about the school. Let your child see that you and the teacher are friends and that you are involved and interested in the school.
As with all Devon schools formal application must be made on the form contained in the ‘First Steps’ booklet which is obtainable from pre-school settings, the Local Authority or the school. Devon County Council encourage all applications to be made on-line and the address for this can be found in the above booklet.
Spring Term -
We like the children to spend some time in school before they attend full-
Currently this programme runs on a Thursday and Friday afternoons which ties in with two of the Pre-
As part of their Induction Programme, the school offers a home visit by the Early Years Teacher in order to get to know your child and to talk with you about the start of their school life.
Parents who are considering sending their children to the school should telephone the school administrator to arrange an appointment with the Headteacher. We recommend that the visit is made during school session times to
enable you and your child to see the school in action. Your child will settle more quickly if you can talk happily about the school. Let your child see that you and the teacher are friends and that you are involved and interested in the school.
As with all Devon schools formal application must be made on the form contained in the ‘First Steps’ booklet which is obtainable from pre-
Admissions Criteria for Community Primary Schools for the Academic Year 2008-
PRIORITY
1. Children who are in Public Care.
2. Children living in the school’s designated area with a sibling who will be attending the school (or the linked primary-phrase school) at the time of admission.
3. Other children living in the school’s designated area.
4. Children living outside the school’s designated area, but with a sibling who will be attending the school at the time of admission.
5. Other children living outside the school’s designated area.
[A child who has a statement of Special Educational Needs where the School is named on the statement, will have precedence for a school place.]
NB (a) If it is necessary to distinguish between children in a particular category, priority will be determined on the basis of distance between home and school as a direct line from the entrance of the property to the nearest available official entrance of the school (ie the shorter the distance, the higher the priority) except that in the case of children of below statutory school age in priority categories 2 and 3 only priority will be determined by date of birth (ie the earlier the date, the higher the priority);
(b) Pupils attending a linked Infants or First School will have priority for places in the Junior or Middle School;
(c) Priority may be given to the admission of a child for whom a particular medical or social justification is demonstrated:
(d) Priority may be given to a child who is to be admitted to a designated special educational needs support centre at the school in question;
(e) The admission arrangements may be modified to meet the particular requirements of a trust deed.
Disabled Access
As much of the school is an old Victorian building there is limited disabled access, however, there is a ramp from the churchyard to the school site. The Governors are currently reviewing and revising their Accessibility Plan and are attempting to improve disabled access through building improvement plans. We currently seek funding from the local authority.
1. Children who are in Public Care.
2. Children living in the school’s designated area with a sibling who will be attending the school (or the linked primary-
3. Other children living in the school’s designated area.
4. Children living outside the school’s designated area, but with a sibling who will be attending the school at the time of admission.
5. Other children living outside the school’s designated area.
[A child who has a statement of Special Educational Needs where the School is named on the statement, will have precedence for a school place.]
NB (a) If it is necessary to distinguish between children in a particular category, priority will be determined on the basis of distance between home and school as a direct line from the entrance of the property to the nearest available official entrance of the school (ie the shorter the distance, the higher the priority) except that in the case of children of below statutory school age in priority categories 2 and 3 only priority will be determined by date of birth (ie the earlier the date, the higher the priority);
(b) Pupils attending a linked Infants or First School will have priority for places in the Junior or Middle School;
(c) Priority may be given to the admission of a child for whom a particular medical or social justification is demonstrated:
(d) Priority may be given to a child who is to be admitted to a designated special educational needs support centre at the school in question;
(e) The admission arrangements may be modified to meet the particular requirements of a trust deed.
Disabled Access
As much of the school is an old Victorian building there is limited disabled access, however, there is a ramp from the churchyard to the school site. The Governors are currently reviewing and revising their Accessibility Plan and are attempting to improve disabled access through building improvement plans. We currently seek funding from the local authority.
To provide:
1. for children, a variety of types of learning experiences from which they can identify and extend those which are most suited to their personality and experience.
2. professional matching of learning style to the wide range of educational experiences which need to be introduced in Key Stages 1 and 2.
3. frameworks of classroom organisation, structures for developing the
thinking competencies of children and curriculum planning which are
designed to meet the observed needs of children.
4. that variety in learning style and teacher expectation which is appropriate to meeting the many and disparate needs of a group of children.
5. corporate understandings of learning policy among the adults connected
with the school which can address responsibility, ephemeral or ill-
6. for designed changes in teaching approach and extensions to children’s
own learning methods which are appropriate to more sophisticated
curriculum material and/or the age and stage of the child concerned.
1. for children, a variety of types of learning experiences from which they can identify and extend those which are most suited to their personality and experience.
2. professional matching of learning style to the wide range of educational experiences which need to be introduced in Key Stages 1 and 2.
3. frameworks of classroom organisation, structures for developing the
thinking competencies of children and curriculum planning which are
designed to meet the observed needs of children.
4. that variety in learning style and teacher expectation which is appropriate to meeting the many and disparate needs of a group of children.
5. corporate understandings of learning policy among the adults connected
with the school which can address responsibility, ephemeral or ill-
6. for designed changes in teaching approach and extensions to children’s
own learning methods which are appropriate to more sophisticated
curriculum material and/or the age and stage of the child concerned.
Guidelines:
1. ensure that no one approach predominates.
2. ensure that wherever possible children learn from what is to them real-life experiences.
3. ensure that the range of children’s pre-knowledge and experience of the
subject will be the basis of further learning.
4. encourage children to make the best use of those learning styles which for them are effective whilst encouraging the responsible development of new intellectual skills.
5. ensure that books, materials, artefacts and experiences will be of the
highest quality.
2. ensure that wherever possible children learn from what is to them real-
3. ensure that the range of children’s pre-
4. encourage children to make the best use of those learning styles which for them are effective whilst encouraging the responsible development of new intellectual skills.
5. ensure that books, materials, artefacts and experiences will be of the
highest quality.
In our school children learn by:
a. being given the opportunity to make informed choices.
b. having appropriate resources.
c. having a predictable daily schedule which provides a framework for planning.
d. being encouraged to reflect on their activities; question and discuss these with both adults and other children.
e. having teachers who facilitate learning through careful planning, teaching, observation, appropriate support and assessment.
f. teachers desiring to communicate knowledge and enthusiasm.
b. having appropriate resources.
c. having a predictable daily schedule which provides a framework for planning.
d. being encouraged to reflect on their activities; question and discuss these with both adults and other children.
e. having teachers who facilitate learning through careful planning, teaching, observation, appropriate support and assessment.
f. teachers desiring to communicate knowledge and enthusiasm.
There is a changing emphasis/expectation as the child progresses through the school. A few children will need a special programme of homework which will be individually organised by the teacher/parent/child concerned.
Infants
Parents are encouraged to hear their children read at home. The reading record is taken home and is used as a two-way communication between the teacher and parents about the progress of an individual child.
The older infants take home spellings to be learnt. Words are given based on spelling ability, which includes phonics, key words, words met in their week’s work, etc.
As part of the National Numeracy Strategy, Maths homework will be set for all infants.
Infants
Parents are encouraged to hear their children read at home. The reading record is taken home and is used as a two-
The older infants take home spellings to be learnt. Words are given based on spelling ability, which includes phonics, key words, words met in their week’s work, etc.
As part of the National Numeracy Strategy, Maths homework will be set for all infants.
Juniors
Spellings are given on a weekly basis and tested. Spelling groups are according to spelling ability. Words are based on phonics, word patterns and words met in their written work over the week.
Multiplication Tables are tested regularly in ability groups. Some children need to practice instant recall regularly for a few minutes per night.
Each child has a Homework Folder and set homework is taken home two to three times a week. All homework will be practice/reinforcement of skills/concepts learnt during the week or preparation work ready for forthcoming lessons. Homework will be at the level the children are working at within their class ability groups or year groups.
Homework should take between 20-30 minutes per night.
Reading at home is still encouraged in the Junior class. In addition, children throughout the school can borrow books from our libraries.
Multiplication Tables are tested regularly in ability groups. Some children need to practice instant recall regularly for a few minutes per night.
Each child has a Homework Folder and set homework is taken home two to three times a week. All homework will be practice/reinforcement of skills/concepts learnt during the week or preparation work ready for forthcoming lessons. Homework will be at the level the children are working at within their class ability groups or year groups.
Homework should take between 20-
Reading at home is still encouraged in the Junior class. In addition, children throughout the school can borrow books from our libraries.
Reading at Home
1. When he/she brings his/her reading books home from school, do not expect your child to know all the words.
2. Let reading time be short, enjoyable and completely free from stress for both you and your child.
3. Let your child use any pictures/illustrations to help him/her guess what the words say. Often an illustration acts as a prompt, reminding him/her of
what happens in the story at a particular point.
4. Do not be disappointed (or obviously bored!) if you child wants to read the same story more than once, or even over and over again. The familiarity of a well-loved story ensures success and increasing confidence. Share in his/her pleasure and try to extend it to other books without neglecting old favourites.
5. Do not spell or sound out words phonetically. Simply say any unknown word. It will then stay in context and be more likely to be remembered.
6. Unless your child is eager to read individual words and phrases by picking them out of the story as a whole, do not encourage or demand, that he/she does so. It is tempting to want ‘proof of his/her reading skills by isolating words for testing but remember that he/she is learning to read and understand what he is reading at the same time; it is unfair to break up the sense, pattern and rhythm of the text. There are plenty of other opportunities for recognising individual words - on cereal packets, advertisements, road signs, birthday cards, letters, buses, shops, and so on. The written word is everywhere: help your child to see it.
7. Continue the bedtime story session for as long as your child enjoys it. There is no better way of sustaining happy relationships than through the sharing of books; as time goes on both you and your children can experience the pleasure of reading not merely short stories but full length novels, a chapter or two a night.
8. ‘Do your own thing’. Read your own books and magazines and show your child what reading means to you. Get the message across that reading is a valuable and enjoyable activity for everyone.
A Reading booklet is published here for further information.
2. Let reading time be short, enjoyable and completely free from stress for both you and your child.
3. Let your child use any pictures/illustrations to help him/her guess what the words say. Often an illustration acts as a prompt, reminding him/her of
what happens in the story at a particular point.
4. Do not be disappointed (or obviously bored!) if you child wants to read the same story more than once, or even over and over again. The familiarity of a well-
5. Do not spell or sound out words phonetically. Simply say any unknown word. It will then stay in context and be more likely to be remembered.
6. Unless your child is eager to read individual words and phrases by picking them out of the story as a whole, do not encourage or demand, that he/she does so. It is tempting to want ‘proof of his/her reading skills by isolating words for testing but remember that he/she is learning to read and understand what he is reading at the same time; it is unfair to break up the sense, pattern and rhythm of the text. There are plenty of other opportunities for recognising individual words -
7. Continue the bedtime story session for as long as your child enjoys it. There is no better way of sustaining happy relationships than through the sharing of books; as time goes on both you and your children can experience the pleasure of reading not merely short stories but full length novels, a chapter or two a night.
8. ‘Do your own thing’. Read your own books and magazines and show your child what reading means to you. Get the message across that reading is a valuable and enjoyable activity for everyone.
A Reading booklet is published here for further information.
The Governors of this school aim to provide every child with a wide and varied education, rich in experiences that will take place both on and off the school site, irrespective of the family’s ability to meet the costs of these activities.
Introduction:
The purpose of the policy is to ensure that there is clarity over those items which the school will provide free of charge and for those items where there may be a charge.
The policy has been informed by the LEA policy and the DIES guidance and complements the school’s Finance Policy and Curriculum and Learning Policies.
The policy has been informed by the LEA policy and the DIES guidance and complements the school’s Finance Policy and Curriculum and Learning Policies.
Responsibilities:
• The Headteacher will ensure that staff are familiar with and correctly apply the policy
• The Governors will review the policy annually
• The Governors will review the policy annually
Policy Statement:
During the school day all activities that are a necessary part of the National Curriculum plus religious education will be provided free of charge. This includes any material, equipment and transport to take pupils between the school and the activity. It excludes charges made for teaching an individual pupil or groups of up to four pupils to play a musical instrument. Unless the teaching is an essential part of either the National Curriculum or a public examination syllabus being followed by the pupil(s), we will make a charge.
Voluntary contribution may be sought for activities during the school day which entail additional costs, i.e. field trips, visits to museums, visiting lecturers, theatre groups, etc. In these circumstances no pupil will be prevented from participating because his/her parents cannot or will not make a contribution. If insufficient funds are available it maybe necessary to curtail or cancel activities.
From time to time we may invite a non-school based organisation such as a visiting drama group or storyteller to arrange an activity during the school day. Such organisations may wish to charge parents, who may, if they wish, ask the Headteacher to agree to their child being absent for that period.
Voluntary contribution may be sought for activities during the school day which entail additional costs, i.e. field trips, visits to museums, visiting lecturers, theatre groups, etc. In these circumstances no pupil will be prevented from participating because his/her parents cannot or will not make a contribution. If insufficient funds are available it maybe necessary to curtail or cancel activities.
From time to time we may invite a non-
Guidelines:
Music Tuition - Charges will be made for the full cost of individual and small group (four and under) instrument tuition where a specialist teacher has been employed. These charges will not be made where parents are in receipt of Family Credit or Income Support, however, if these parents choose to make voluntary contributions towards the cost of lessons these will be accepted. Parents will be requested to buy the necessary musical instruments.
Activities Not Run by the School or LEA - If a non-school organisation arranges an activity to take place during school hours, parents must seek permission from the Headteacher and Governing Body. They will, in turn, bear in mind the requirements of the Education Regulations as to how much time a child may be absent from school lessons.
Charges for such activities fall outside the school’s policy and must be met entirely by parents.
Non-residential School Trips - No charges will be made for non-residential visits which take place in ‘school time’ or closely relate to the school curriculum. The school will seek a voluntary contribution from the parents to meet the additional costs of these activities.
Non-
Voluntary Contributions - Voluntary contributions may be sought for the benefit of the school, or in support of any school activity, whether during or outside school hours, residential or non-residential.
In seeking such contributions it will be made clear:
1. That there is no obligation to contribute
2. That registered pupils at the school will not be treated differently according to whether or not their parents have made any contribution in response to the request.
2. That registered pupils at the school will not be treated differently according to whether or not their parents have made any contribution in response to the request.
If it is not possible to fund the activity without voluntary contributions this will be made clear to parents at the outset. At the planning stage a letter should be sent explaining the activity, its value in educational terms and then indicate the contribution required per pupil if the activity were to take place.
There is no limit to the level of voluntary contributions that parents, or others, can make towards school activities and the contribution will be used for the notified activity.
Education Provided Wholly Outside School Hours - As an ‘optional extra’ this will be charged for on the basis of the cost to the individual pupil, possibly including elements for travel, board and lodging, materials, books, equipment, non-teaching staff costs and teaching staff costs. The prior agreement of parents will have been obtained before the course of tuition begins and pupil participation will be on the basis of parental choice.
Education Provided Partly Outside School Hours - A charge will be made where a substantial proportion of the activity takes place outside normal school hours and may include transportation costs.
Residential School Trips - Charges will be made for board and lodgings and transportation costs on a residential trip. For those parents in receipt of Income Support, Family Credit or other benefits, charges can be waived and they will need to apply to the Headteacher.
Practical Subjects - Pupils and parents may contribute on a voluntary basis for materials and ingredients used in practical subjects such as cookery, Science or D.T.
The school may, however, charge for these items in cash terms, or in kind, if parents have indicated in advance their wish to own the finished product. Any charges in this instance will be equal to the cost of the materials used.
Breakages - Parents may be asked to cover the cost of broken or defaced items of school property at the Governors discretion.
Calculating Charges:
When charges are made for any activity, whether during or outside of the school day, they will be based on the actual costs incurred, dived by the total number of pupils participating. There will be no levy on those who can pay to support those who can’t or won’t. Support for cases of hardship will come through voluntary contributions and fundraising.
Parents who would qualify for support are those who are in receipt of eligible benefits.
The principles of best value will be applied when planning activities that incur costs to the school and/or charges to parents.
Eligible Benefits:
• Income Support
• Income-
• Child Tax Credit (provided that they do not also receive Working Tax Credit and have an annual income, assessed by The Inland Revenue, that does not exceed £13,230).
When pupils are neatly and appropriately dressed, pride in the School is encouraged.
Purposes:
1) To aid corporate identity and sense of community
2) To help parents avoid conflict over dress and reduce cost
3) To alleviate socio-economic distinctions and extreme gender stereotyping!
4) To minimise risks to health and safety.
2) To help parents avoid conflict over dress and reduce cost
3) To alleviate socio-
Broad Guidelines:
1) Wearing of uniform is to be encouraged
2) The school will make items available at reasonable cost and provide facilities for recycling items through the P.T.F.A.
3) Suitable footwear should be worn (trainers are not acceptable for normal classroom wear)
4) Appropriate clothing must be worn for activities such as P.E., Games, Art & Craft, swimming, cookery and for other outdoor activities.
5) In the interests of safety, dangling earrings and jewellery are not permitted (except watches - provided that owners of the bleeping variety can switch them off promptly when required to do so by a member of staff).
6) All school clothing should be clearly marked with the child’s name. If this is not done, we will put the child’s initials on a suitable label.
2) The school will make items available at reasonable cost and provide facilities for recycling items through the P.T.F.A.
3) Suitable footwear should be worn (trainers are not acceptable for normal classroom wear)
4) Appropriate clothing must be worn for activities such as P.E., Games, Art & Craft, swimming, cookery and for other outdoor activities.
5) In the interests of safety, dangling earrings and jewellery are not permitted (except watches -
Our policy for children with S.E.N. whether school assessed or formally statemented, reflects the general aims for all the children within our school, that is to provide a happy caring atmosphere in which children can feel secure and confident and give of their best.
Wherever possible, full provision is made to include all children with S.E.N. but there is limited wheelchair access to much of the school.
The S.E.N. co-ordinator gives regular reports to the Governing Body.
Regular meetings are held between members of staff and other professional bodies to review and assess the progress made by the children whether formally statemented or school assessed.
The school’s policy for SEN was revised in the Spring Term 2003 to take account of the new Code of Practice and includes the accessibility plan.
This is only a summary of the S.E.N. policy of the school. A copy of the full document can be found in the Policy Folder which is available from the office.
Wherever possible, full provision is made to include all children with S.E.N. but there is limited wheelchair access to much of the school.
The S.E.N. co-
Regular meetings are held between members of staff and other professional bodies to review and assess the progress made by the children whether formally statemented or school assessed.
The school’s policy for SEN was revised in the Spring Term 2003 to take account of the new Code of Practice and includes the accessibility plan.
This is only a summary of the S.E.N. policy of the school. A copy of the full document can be found in the Policy Folder which is available from the office.
The Governing Body has decided that Sex Education should be given in our school and that it should be given in a caring and safe environment.
Sex Education should not be taught in isolation but should be part of the rolling programme of topics within the school curriculum. Questions should be answered when they arise.
A full copy of the Sex Education Policy of the school can be found in the Policy Folder that is available from the office.
Parents have the right to withdraw children from any Sex Education lesson and may also view any teaching materials, resources used in the classroom.
Sex Education should not be taught in isolation but should be part of the rolling programme of topics within the school curriculum. Questions should be answered when they arise.
A full copy of the Sex Education Policy of the school can be found in the Policy Folder that is available from the office.
Parents have the right to withdraw children from any Sex Education lesson and may also view any teaching materials, resources used in the classroom.
There are daily acts of worship which are broadly Christian based and periods of Religious Education, but it is open to parents to request that their child should be wholly or partly excused from either or both of these activities. Any such request should be made to the Headteacher. Alternative provision will be provided within the school.
During the school year some of the acts of worship take place in St Giles Church and our local vicar and Baptist minister take regular school assemblies.
Behaviour
We aim to have a caring attitude in school and children are encouraged to have concern for other people, and also to take care of books and other property.
If a child’s behaviour is unacceptable, this will be explained to him or her, and a reprimand may be given, or a privilege temporarily withdrawn if it is considered necessary. Should there ever be a prolonged or more serious cause for concern, the matter will be discussed with the child’s parents.
A full copy of out Discipline Policy can be found in the Policy Folder that
is available from the office.
Complaints
Should you at any time have a concern or a query over your child’s education, please discuss it with the teacher or the Headteacher. Often a problem can be solved quite easily if we know about it promptly and we all act together.
If at any time you feel the problem is more serious or the problem has not
been resolved to your satisfaction, then you have the opportunity to formally write to the Governors of the school asking them to investigate.
All parents have the right to forward their concerns to the L.E.A. should the procedures laid out above fail to satisfy you.
A full copy of the complaints procedure can be found in the school office.
Insurance
The Authority is insured against its legal liability for any injury, loss or damage caused to pupils/students as a result of negligence on its part or that of its employees, servants or agents. Pupils/students attending the Authority’s schools and colleges are not insured for personal accident benefits while on educational premises or taking part in recognised activities outside the school/college.
The Council expects all employees, pupils and students to accept full responsibility for their personal possessions, including money and to consider taking out insurance themselves to cover any risks.
During the school year some of the acts of worship take place in St Giles Church and our local vicar and Baptist minister take regular school assemblies.
Behaviour
We aim to have a caring attitude in school and children are encouraged to have concern for other people, and also to take care of books and other property.
If a child’s behaviour is unacceptable, this will be explained to him or her, and a reprimand may be given, or a privilege temporarily withdrawn if it is considered necessary. Should there ever be a prolonged or more serious cause for concern, the matter will be discussed with the child’s parents.
A full copy of out Discipline Policy can be found in the Policy Folder that
is available from the office.
Complaints
Should you at any time have a concern or a query over your child’s education, please discuss it with the teacher or the Headteacher. Often a problem can be solved quite easily if we know about it promptly and we all act together.
If at any time you feel the problem is more serious or the problem has not
been resolved to your satisfaction, then you have the opportunity to formally write to the Governors of the school asking them to investigate.
All parents have the right to forward their concerns to the L.E.A. should the procedures laid out above fail to satisfy you.
A full copy of the complaints procedure can be found in the school office.
Insurance
The Authority is insured against its legal liability for any injury, loss or damage caused to pupils/students as a result of negligence on its part or that of its employees, servants or agents. Pupils/students attending the Authority’s schools and colleges are not insured for personal accident benefits while on educational premises or taking part in recognised activities outside the school/college.
The Council expects all employees, pupils and students to accept full responsibility for their personal possessions, including money and to consider taking out insurance themselves to cover any risks.
Devon County Council has a policy on the provision of school transport. It provides, for example, for free school transport where a pupil of compulsory school age lives beyond the agreed statutory distance from the school designated by the Local Education Authority to serve the home address. The statutory distance is defined as two miles for children up to eight years of age and three miles for those aged eight and over. To qualify, the statutory distance is measured by using the shortest available route between the home and school.
Transport will also be provided to pupils registered at a school that is nearest to their home when this is not the designated school and if beyond the walking distance and suited to the age, ability and aptitude of the child.
There are exceptions to this policy. Some pupils may be given free for special reasons when they live within the statutory distance - for example, on medical grounds.
It is a parental responsibility to arrange for children to travel in safety between home and picking-up and setting-down points. They are also responsible for their children while they are waiting for transport and when they leave the transport at the end of the day.
Post-16 students entitled to assisted transport will be required to meet some of the transport costs, but those entitled to such transport who are in receipt of Income Support, income based Job Seekers Allowance, Family Credit, Disabled Working Allowance, Incapacity Benefit and Widows Mothers Allowance, (when either of the latter two is the sole source of income), will receive free travel. No assistance is offered to students who are over 19 years of age.
Where pupils are entitled to assistance to attend denominational school, parents are required to make a contribution towards the cost of travel, but free travel is provided to eligible pupils from families in receipt of Family Credit or Income Support.
Where the Authority is not obliged to provide transport, it is a parental responsibility to make arrangements for and meet the costs of travel between home and school.
Where the Authority is not obliged to provide transport, it is a parental responsibility to make arrangements for and meet the costs of travel between home and school.
Where spare seats on the County Council’s school transport vehicles or contractors’ vehicles are available, these may be occupied by children not entitled to free school transport on the purchase of a concessionary ticket. Adequate warning will be given to parents should the concession need to be withdrawn.
If parents are unhappy about the way in which the policy has been applied, the Divisional Education Officer will be willing to discuss any concerns. An appeal procedure exists.
Further information is available from the Divisional Education Officer. A full policy statement is available from the Divisional Office.
If parents are unhappy about the way in which the policy has been applied, the Divisional Education Officer will be willing to discuss any concerns. An appeal procedure exists.
Further information is available from the Divisional Education Officer. A full policy statement is available from the Divisional Office.
As part of the school’s continuing development there is a School Travel Plan setting out our aims and objectives in this area.
Briefly, our School Travel Plan aims to:
• reduce the number of cars used for the school journey
• encourage alternative methods of travelling to and from school where practical
• encourage sharing of cars where their use is necessary
• create safer journeys to and from school
• encourage alternative methods of travelling to and from school where practical
• encourage sharing of cars where their use is necessary
• create safer journeys to and from school
To fulfil the above our targets are:
• reduce use of the car for school journeys by 5%
• increase walking by 10%
• increase cycling by 10%
• establish car sharing scheme
• establish a walking bus
A full copy of our travel plan can be obtained from the school office for a small charge to cover photocopying costs.
A Policy Statement on Road Safety
Rationale:
Road Safety Education forms part of a policy on Health and Safety. Children need to be made aware of dangers on the road, both in Country Lanes, which they use regularly and in Towns where they lack familiarity, practice and skill.
Purpose:
1) To ensure children’s safe arrival and departure from school
2) To assist parents in giving children knowledge of Road Safety measures
3) To ensure children’s safety on school premises.
Guidelines:
1) Children should be taught the Green Cross Code and other safety measures from the time they start school
2) Juniors will be given knowledge of the Highway Code
3) There will be an opportunity for older Juniors to undertake Cycle Training
2) Juniors will be given knowledge of the Highway Code
3) There will be an opportunity for older Juniors to undertake Cycle Training
School Practices:
1) Parents are discouraged from bringing their cars into the school grounds or in the road leading to the school. Car parking is provided in the Village Hall car park
2) Children are not expected to arrive at school before 8:40am
3) Children are supervised in the playground by a teacher or lunch time assistant.
3) Children are supervised in the playground by a teacher or lunch time assistant.
4) Children are trained to stand against the wall if a vehicle enters the playground
5) Children walk two by two. All stop and face the opposite roadways to make one line before an order to cross is given. Children cross as one body. When walking, two adults accompany the party, one at the front and one at the rear
6) Coaches are used where possible, but where parent’s cars are used for transport the school follows the local authority guidance on insurance and safety and all parents are informed about current legislation regarding child booster seats.
5) Children walk two by two. All stop and face the opposite roadways to make one line before an order to cross is given. Children cross as one body. When walking, two adults accompany the party, one at the front and one at the rear
6) Coaches are used where possible, but where parent’s cars are used for transport the school follows the local authority guidance on insurance and safety and all parents are informed about current legislation regarding child booster seats.
7) Children are expected it wear seat belts where fitted.
There is regular liaison with and visits by the Police Road Safety and School Liaison Officer.
School Emergency & Closure Plans
There is regular liaison with and visits by the Police Road Safety and School Liaison Officer.
School Emergency & Closure Plans
Kilmington Primary School Emergency Flu Pandemic Plan
(To be kept with the school’s Emergency and Closure Procedures)
This plan has been drawn up using the DCSF guidance.
Aims of the Plan
This plan has been developed to allow Kilmington School to think ahead and implement an effective plan should there be a pandemic flu outbreak in Britain. Our aims are:
• To ensure minimal interruption in the event of a pandemic flu outbreak.
• To maintain control of the situation and prevent the spread of infection.
• To increase staff, parents’ and pupils’ awareness.
(To be kept with the school’s Emergency and Closure Procedures)
This plan has been drawn up using the DCSF guidance.
Aims of the Plan
This plan has been developed to allow Kilmington School to think ahead and implement an effective plan should there be a pandemic flu outbreak in Britain. Our aims are:
• To ensure minimal interruption in the event of a pandemic flu outbreak.
• To maintain control of the situation and prevent the spread of infection.
• To increase staff, parents’ and pupils’ awareness.
Communication
The Pandemic flu plan will be given to all staff and be posted on the school website.
Updated information will be posted on the website and in the weekly newsletter to parents.
Urgent information about school closure or health alerts will be communicated to parents via the normal telephone contacts list and backed up with letters via ‘child post’.
If parents are concerned at any stage they should contact the main school telephone number to ascertain the current advice.
Early Planning
The Pandemic flu plan will be given to all staff and be posted on the school website.
Updated information will be posted on the website and in the weekly newsletter to parents.
Urgent information about school closure or health alerts will be communicated to parents via the normal telephone contacts list and backed up with letters via ‘child post’.
If parents are concerned at any stage they should contact the main school telephone number to ascertain the current advice.
Early Planning
Kilmington School will plan both for remaining open during a pandemic and for possible closure.
In the event of the headteacher contacting the virus, leadership will pass to the following in the following order: Ms Doyle, Mrs Bowmer, Mrs Quick.
Parents’ contact details and the School Emergency Plan will be updated termly.
The stock of materials to prevent the spread of infection such as tissues, plastic bags, soap etc will be audited termly and an appropriate stock will be maintained.
In the event of the headteacher contacting the virus, leadership will pass to the following in the following order: Ms Doyle, Mrs Bowmer, Mrs Quick.
Parents’ contact details and the School Emergency Plan will be updated termly.
The stock of materials to prevent the spread of infection such as tissues, plastic bags, soap etc will be audited termly and an appropriate stock will be maintained.
School Closure
The Governing Body has delegated the authority to close the school to the headteacher or the person in charge of the school. (see above)
The person in charge of the school will close the school based on the following criteria:
Local Health Teams advice to close
Government/ LA advice to close
Too many staff absent to safely care for pupils
Advice to close all schools in an area.
Prevent the spread of infection
The Governing Body has delegated the authority to close the school to the headteacher or the person in charge of the school. (see above)
The person in charge of the school will close the school based on the following criteria:
Local Health Teams advice to close
Government/ LA advice to close
Too many staff absent to safely care for pupils
Advice to close all schools in an area.
Prevent the spread of infection
The person in charge will inform the Chair of Governors of the decision to close and the Local Authority. The LA contact person can be found in the Devon County Council Emergency Procedures and School Emergency Management Plan kept with this document.
School Remains Open
The school will operate as normal as possible but due to possible higher staff absence we will amalgamate classes where appropriate but in accordance with safety considerations especially staff/pupil ratio.
The schools own supply staff will be used to cover absence and Hays Supply Agency will also be used.
Staff should be prepared to cover any class and perform jobs beyond their normal duties e.g. extra supervision duties at lunchtimes, playtimes etc.
Should kitchen staff be absent, we will ask all parents and staff to provide packed lunches.
If the caretaker is absent DDS will be asked to send a replacement. If no replacement can be provided and there is deemed to be a health risk then the school will be closed until the situation can be rectified.
Pupils who become sick during the day will be isolated from others in the ICT Suite until they can be collected by parents and siblings of pupils who become sick should remain at home.
We ask parents to act responsibly and keep children away from school if infection is suspected and consult their GP before returning their children to school. Parents can check the symptoms by referring to the recent leaflet sent out to all homes from the Department of Health or visit the NHS direct web site.
The person in charge of the school should discuss the above situation with the Local Authority and Local Health Team (contact details in Devon Documentation as above) and advice taken from them as to possible next steps.
If any member of staff shows signs of infection they will be sent home immediately.
After school activities and off-site activities may be postponed
The school will ensure basic hygiene systems and procedures are given a high priority to reduce the risk of infection. All staff and pupils should adhere to the following:
The person in charge of the school should discuss the above situation with the Local Authority and Local Health Team (contact details in Devon Documentation as above) and advice taken from them as to possible next steps.
If any member of staff shows signs of infection they will be sent home immediately.
After school activities and off-
The school will ensure basic hygiene systems and procedures are given a high priority to reduce the risk of infection. All staff and pupils should adhere to the following:
o Frequent hand washing with soap especially at break times, before and after meals.
o Using tissues to sneeze and cough into. Tissues should be disposed of promptly in a bin with a plastic bag in. Plastic bags should be tied up and disposed of regularly in the outside bins.
o Hard surfaces in kitchens, classrooms and staffrooms should be cleaned regularly with an antibacterial cleaner.
o Door handles, phones etc should be wiped regularly.
Data Protection Act
Please click here to see this policy. The Privacy Notice can be seen here.
List of Policies
Here is a list of some of the policies that can be found in the Policy Folder in the office. Further information about schemes of work used, statutory instruments and guidance from the DiES and most recent Ofsted report can also be obtained from the school office.
We encourage you to read these before your child starts school.
Policy Statement on Smoking
The school complies with the latest legislation on prohibiting smoking within enclosed public spaces and we request that all staff parents and visitors refrain from smoking anywhere on the school site and in the adjacent lane.
We encourage you to read these before your child starts school.
Policy Statement on Smoking
The school complies with the latest legislation on prohibiting smoking within enclosed public spaces and we request that all staff parents and visitors refrain from smoking anywhere on the school site and in the adjacent lane.
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