Collective Worship and Religious Education  

A daily act of worship is provided every day from 3.00 - 3.20pm. Our collective worship has a mixture of religious and secular themes but is mainly Christian as we are a Church of England school. The moral point in any theme is always emphasised and forms an important element of the children's personal and social education.

The Rev. Canon Morris, vicar of the Priory and a school governor, comes to the school each week to lead an act of collective worship. The Headteacher, Miss Lindsay, Miss Edmondson, Mr Laithwaite and suitably appropriate visitors take other acts of worship. Please note that parents are welcome to attend any of our assemblies and that they have the right to withdraw their children from acts of worship.

Once a month, usually the first Monday, we hold our collective worship in the Priory. Parents are most welcome here.

During the year the children have four special services in church. In the Autumn term there is the Harvest Festival, and later the Christmas Carol service. In the Spring term the Easter Service and at the end of the Summer term we hold a leavers service. As part of our work in Religious Education we make a study of our local church, the Priory.

The school policy for Religious Education is based upon the Cumbria Agreed Syllabus and the QCA schemes of work.  Festivals, including those of other faiths, are covered at the appropriate times. We encourage an appreciation of Christian beliefs across various denominations, and in accordance with the requirements of the CAS, children are given the opportunity to develop an awareness and understanding of other world faiths. This aspect of our provision drew much praise from Ofsted Inspectors during both inspections.

"The school is a caring community,"

"Christian values underpin the school's work. Children are extremely sensitive to each others needs and know right from wrong.  Behaviour is excellent."

- OFSTED March 2008

 

Section 25 of the 1944 Education Act enables parents to withdraw their children from R.E. lessons and assemblies.

 

The Curriculum

Our Curriculum Aims

Our philosophy of Education is to provide a stimulating but structured environment where the children can feel secure and develop the confidence to develop an enquiring mind. The acquisition of the skills of literacy and numeracy are paramount objectives. We provide a wide range of educational activities where children can experiment with a variety of different media, learn to express themselves clearly and articulately and be able to sustain a desire to learn at all times. The ability to cooperate with each other and develop tolerant attitudes to the opinions of others and to be sensitive to other children's feelings is essential. We aim to train children to be good citizens with a strong sense of personal responsibility.

 

The National Curriculum

 

The school provides a broad and balanced curriculum, relevant to individual needs and firmly based in the National Curriculum.

 

 

Our teaching encompasses all styles of presentation from teacher-led lessons, group work or individual child centred learning through an integrated curriculum.  This is done through careful planning through the school and is achieved by weekly staff meetings and close collaboration between colleagues. All teachers are responsible for preparing half termly plans providing a balance of activities through all the subject areas.

Assessment is an integral part of the planning process and is ongoing throughout the school year.  Assessment is carried out as a baseline at the beginning of the year, half way through and at the end. Children are encouraged to self and peer assess.  Each year three pieces of assessed work are collected for the child's individual portfolio, building up a picture of achievement in the core subjects and all children have individual targets set on a half termly basis.

 

 

Core Subjects                                    Foundation Subjects

Literacy                                                                History                  Music                    Art and Design

Numeracy                                           Geography         P.E.                        Technology

Science                                                                Personal, social and Health Education and Citizenship

ICT                                                         Sex and relationships and drugs education

RE

 

The School has prepared policy documents in all 13 areas of the curriculum, which are reviewed regularly by the Governing Body. 

"Pupils benefit from an excellent curriculum. Adults give generously of their time to broaden pupil's experiences and the enrichment provision is extensive.  Standards of achievement are above average at the end of Years 2 and 6 and some years significantly so."

OFSTED - March 2008

 

English

 

Children have dedicated time for Literacy every day, which is split into periods of shared reading, word work, guided reading and writing.  The traditional skills of spelling and handwriting are taught separately, each day starts with half an hour of reading and spelling activities.  Literacy skills are taught throughout the Foundation subjects in the afternoon.

 

The children learn to read and write through an early systematic phonics programme.  Using Letters and Sounds and Big Cat Phonics the children are taught letter sounds enabling them to quickly use their knowledge in order to blend sounds and allowing them to read and form words.

 

"High standards of achievement were clearly observed in English, Information Technology, Art and Design Technology."

OFSTED - March 2008

 

Reading

We use a variety of reading scheme books (Oxford Reading Tree and Ginn All Aboard) reading resource materials and later on both fiction and non-fiction library books to teach reading. In the early stages, the skills of reading are taught through a combination of developing a sight vocabulary, contextual clues and phonic progression. Reading competence is regularly monitored and parents are encouraged to practise with their child. The school produces a booklet on the teaching of reading and this is given to the parents of Reception children once their child has embarked upon a formal reading programme. Our own extensive library of fiction and non-fiction books is regularly supplemented by the County Library Service.

 

"The school library is well resourced and well used. Resources for information technology are excellent."

OFSTED- March 2008

 

Within the cross-curricular project theme, children are encouraged to use reference books and other reading materials to discover information and facts for themselves. Older children are taught the important reading skills of skimming and scanning text for the main ideas and to extract pertinent information from reading matter. The use of the Library has greatly enhanced the children's opportunity to apply their reading skills for the purposes of research and Ofsted inspectors commended the pupils on their ability to use our Dewey catalogue to find books about a particular topic. We aim for children who can read clearly and expressively with good comprehension and understanding. The love and enjoyment of books is one of the most important attributes we would hope our pupils to acquire. To that end we hold an annual Book Fair and run a mail order Book Shop where the emphasis is on the fun of reading.

 

 

Mathematics

A combination of bought schemes, individuals work and materials from the Primary Numeracy Strategy are used as the basis for all number computation work. We encourage a lot of mathematical discussion between teacher and pupil and between the children themselves. Mental arithmetic and accuracy and speed of computation are also given due attention under the Primary Strategy. The children spend a lot of time estimating and measuring. Children are taught at all levels through the provision of practical experiences, use of the internet and through structured resources.  We aim to provide real problems for the children to solve and mathematical investigations are developed within the project theme.  Juniors and children in Year 1 and 2 are expected to follow up their class work with a range of homework activities, including times tables practice and a written homework once a week.  Four members of staff are numeracy recovery trained, with the skills to be able to support both individuals and groups to make catch up.

 

Science

The school is well resourced for this third N.C. core subject. It is taught through providing pupils with a wide range of scientific teaching and learning experiences within the project theme. The main idea in early science is to develop the skills of observation and investigation in our children. The project theme is carefully chosen to maximise the opportunities for investigative science. The school makes a great deal of use of our grounds and the wider environment for studying life and living processes.

 

The programmes of study are: -

Scientific Enquiry

Life and Living Processes

Materials and their Properties

Physical Processes

 

 

Technology

This subject reflects the government's concern that we fully prepare children for living and working in an increasingly technological society. It incorporates elements of art and craft, sewing, cookery and other handicrafts.

This is an area of the curriculum that children particularly enjoy and participate in enthusiastically.  Design technology lessons involve planning, making and evaluating.  The emphasis is on children identifying a need for a technological product and upon teachers developing in children the skills of designing and making working artefacts.

 

History

The aim of Primary School History is to give children empathy for how people lived in the past. We have worked hard to produce an exciting scheme of work, which brings history alive in the classrooms. Whenever possible we include trips out, museum visits or workshops.  Occasionally we invite actors in role or organise our own 'Roman Feast' or 'Victorian House Cleaning Day'.

The English Heritage Events at the Priory give the children the first hand opportunity to experience history through re-enactments.

In Key Stage 1 History tends to be taught through a topic base and over a three -year programme.

In Key Stage 2 we tackle areas of history dating from the Egyptians to post war Britain. There will be a special emphasis on British history and on children using the local area as a resource for collecting evidence to study History.

 

 

Geography

The main thrust of Primary Geography again relies upon an extensive use of the local environment as a resource for study. Both History and Geography use out of school trips to expand our children's experiences through fieldwork. We have done some extensive work as a school on the geography of the River Irthing.

At Key Stage 1 pupils investigate their local area and a contrasting area in the UK and abroad, finding out about the environment and people who live there.  They begin to find out about the wider world.  They carry out geographical enquiry inside and outside the classroom, asking questions about people, places and the environment.  They use geographical skills and resources such as maps and photographs.

 

Key Stage 2 pupils investigate a variety of people, places and environments at different scales in the UK and wider world, and start to make links with people in different places in the world.

Two localities are studied in depth: -

Derbyshire in the UK

St Lucia in the Caribbean

 

Music

Music is a special feature of our school curriculum. From Year 1 all children are given the opportunity to learn to play the recorder. Most children in years 3, 4, 5 and 6 learn to play an instrument; keyboard, drums and guitar tuition are provided by qualified teachers.  We are very lucky to have an extremely talented local musician who enables performing arts club to be offered as an after school club and who also helps the school to stage a performing arts review on an annual basis.

In the Infant class children do a lot of singing, nursery and finger rhyme activities and get a good grounding in music with rhythmic work using pitched and unpitched percussion instruments. The junior class builds upon this work and listening to a variety of music and learning about different composers is also given a high priority.

 

"Provision for the performing arts is strong and nearly all pupils make music.  Pupils enjoy dance and have performed at the Sands Centre in Carlisle in the Ace dance Festival".

OFSTED- March 2008

 

Performing Arts

Once a term we perform at the Priory or at the Dacre Hall (local community centre) for parents and members of the community. These performances involve reading aloud, drama, recitation and music.

 

 

Information Technology

Use is made of our ICT resources in all areas of the curriculum. The school has an excellent computer network of 33 multimedia P.Cs with Windows XP as their operating system. All of the computers are linked to the internet. The children use a wide variety of Information Technology applications including computer assisted learning programmes, word-processing, data handling and the simple programming language Logo.  

We have our own learning platform that children, parents and governors are encouraged to us. We hope that this will be a valuable resource for parents and children both in school time and at home and that children will take pride and joy from being able to display their work to a worldwide audience.

"Excellent use of information and communication technology supports the children in their independent learning, computer technology is used extensively and effectively as a teaching aid." There is now a 'learning platform' of children's work which facilitates out of hours learning and allows children to communicate with one another."

OFSTED - March 2008

 

Art and Design

Art and Design have an important place in our school and are closely linked to other aspects of the National Curriculum. The skills of painting, drawing and sculpting are taught systematically but children are given freedom to experiment with a variety of media and techniques within which they can develop a personal appreciation and enjoyment of Art. Children derive a great sense of satisfaction from creating something unique and personal and through this, their self-confidence is also increased.

We have benefited from the expertise of one of our parents who is a lacemaker. She works with Key Stage 2 children on a number of exciting projects.

Close links are made with artists in the community who regularly give up their time to come into school and enrich the curriculum.

 

 

Physical Education

The school holds the All England National Active Mark Accreditation for it's commitment to providing excellence in sport.  We are committed to providing two hours a week of high quality PE within curriculum time and there are a wide number of after school sports clubs; netball, football, athletics, orienteering/cross country running.

We hold a Sports Day every year where the children take part both individually and as part of a team.  The winning team gains a trophy but all children receive certificates and stickers. We are fortunate to have the use of the playing fields owned by the Lanercost Cricket Club.

Each year we organise a swimming gala and a cross country race for the Brampton area schools, which have proven to be very popular.

 

Indoor work covers movement and gymnastics activities and we arrange for the children to visit the Richard Rose Academy, Central, in the autumn and spring terms of the year to use the apparatus in one of their gymnasiums and sports hall. 

All juniors currently receive swimming tuition during the autumn and spring terms at the Richard Rose Academy pool in Carlisle. The school charges for swimming but the cost is kept down by a subsidy from the school.

The school is usually represented in local tournaments, and also organises a number of 'friendlies' against local schools. Events attended recently include:

Brampton Schools 5 a side Football competition.

Talkin Tarn Cross Country Competition

Brampton Schools Athletics Championships

Cumbrian Small Schools 5 a side Championships

Inter schools netball matches

Inter schools football matches

Brampton Schools Swimming Gala

Lanercost Cross Country

Brampton Schools Netball tournament

Local schools orienteering League

Cumbrian Schools Novice and Beginners Gymnastics Competitions

 

Our sporting successes include being first in the small schools football competition and sixth in the orienteering league.

 

Environmental Studies

We aim to use the advantage of our rural environment to enhance the quality of our education at every possible opportunity.  We programme special 'Environmental themes' into our curriculum, which focus on specific areas e.g. rivers, minibeasts, ponds, seashore.  Residential visits for outdoor education and contrasting settlements include a large element of project work. 

 

 

 

Extra-Curricular Activities

 

The Staff and Parents' Association organise various special events for the children, like the Halloween Disco, Annual BBQ and the Christmas Party where all pre-school aged children from the local community are also invited.

Children can attend an out of school Netball Club, Cross Country Club/Orienteering and Football Club/Computing each week.

The cross country club hopes to raise the fitness levels of children and give them the confidence to take part in a series of local cross country races - the emphasis being on enjoyment and personal challenge in a supportive and not too competitive environment.

The pottery club gives the children a chance to design and make their own objects, which they can glaze and fire in a kiln.

At least once a year the children try to raise money for a worthy cause. We have supported "Help the Aged," N.S.P.C.C and "N.C.H. - Action for Children", the British Heart Foundation and Ghamylang a school in Nepal, through Action Aid Nepal.

Should any parent have a particular skill which they would like to put to good effect with the children in the school on an extra-curricular basis, we would be only too delighted to help organise this.

Residential

Children in Year 4 have the opportunity to visit Robinwood, Alston in Cumbria for a three day residential experience whilst years 5 and 6 have the opportunity to take part in a week long residential during the summer term of each year.  The school visits Dukes Barn Outdoor and Adventurous Activity Centre in Derbyshire and Castle Toward in Argyllshire.

During the week long stay the children have the opportunity to learn how to organise and look after their own equipment and enjoy the experience of being with their friends.

 

 

Special Educational Needs

"Care and support are exceptional because the academic, social and emotional needs of every child are known by all that work in the school.  The systems for assessing and tracking pupil's progress are excellent and timely interventions ensure that weaknesses are addressed quickly.  As a result, pupils, including those with learning difficulties and /or disabilities and those who join part way through a year, make good progress."

Quote from most recent OFSTED report.

 

Reception children are screened for any early problems that may occur by the compilation of a comprehensive profile of their skills and capabilities. This is called the Foundation Stage Profile.  There is also a questionnaire, which can be completed with the parent to assess if there may be any problems for a child settling in when starting school. As time goes on if a child displays any problems with learning then that child, in consultation with the parents, will be put on an individual learning programme appropriate to that child's needs. This individual learning programme is based upon the Department for Education and Employment's "Code of Practice" for pupils with special needs. If a child continues to find learning difficult, the help of outside agencies (with the parents' permission) may be sought particularly when a child has specific problems, say with speech, which require the help of a trained speech therapist. This would be at School Action Plus of the Code of Practice. A child with more severe problems may require that the Education Authority undertake a formal assessment that might lead to a formal Statement of Educational Needs. Qualified educational psychologists are employed by the County to work with schools, families and individuals in helping schools through this path. They are also qualified teachers and are particularly concerned with ensuring that children get the best out of their school. Please read the Cumbria L.E.A "General Information for Parents" section on Special Educational Needs for more information about the County's provision.

At Lanercost we have 3 teachers who are reading intervention trained and 3 who have mathematics recovery training.  These specific skills are put to good practise in recognising and helping children overcome difficulties in reading and numeracy.

 

Personal, Social and Citizenship Education.

"The school council representatives ensure that pupils have a strong voice in the school's development."

OFSTED - March 2008

 

Curriculum 2000 brings in a non-statutory framework for citizenship and personal, social and health education in the primary school. Our personal and social and citizenship education policy attempts to help children cope with the pressures of modern day life and to begin to form attitudes that are based upon reasoned discussion between children and adults and children and children. A lot of the PSHE is taught through circle time activities and through the School Council.  We aim to give children tolerance for other people's opinions and beliefs. We want to promote healthy attitudes to issues of gender, age, colour and creed through this two-way interaction. We begin by encouraging every child to further develop a good self-image of themselves as being a worthwhile person who has an opinion and who gets a chance to express his opinion and to listen to the opinions of others. As children get older issues of personal hygiene, care of themselves and others, health and safety and acceptable modes of behaviour are discussed in a sensitive and reasoned manner. We hope to raise matters to do with the care of the disabled and other disadvantaged groups by the use of visiting speakers. We also inform older children of the dangers of smoking and other current types of self-abuse in this way.

Children are also taught the importance of self-discipline and the need for social behaviour as well as an awareness of the need for rules in society.

 

We are being reaccredited for the National Healthy Mark.

 

Sex Education

 

Life education is taught throughout the school from the earliest days when children look at topics like' Ourselves','Life cycles of frogs, butterflies 'etc.  This is gradually built upon throughout Key Stage 2.

 

An important part of this P.S.H.E programme (and to try to help them make the best possible transfer to secondary education), is for our KS2 pupils to receive a sex education programme, which deals with human reproduction within the context of the loving family unit. The sex education programme for our KS2 pupils is part of a module, which prepares them for life in their new school and is available for parents to come in and view and discuss any worries they may have.  The school nurse comes into talk to the year six girls and boys about personal hygiene and menstruation.

Though Sex Education is part of the Science National Curriculum requirement parents have the right to withdraw their children from part or all of these lessons if they feel their child will not cope.

 

Homework

Homework is given to support and consolidate work done at school.  Regular reading and spelling practice are very beneficial to the progress pupils make.  As children move on through the school literacy, numeracy and science homework are set to establish a routine, which will be required at the Secondary level.  Homework is not set every night and children have a number of days in which to complete it.  Home/school partnerships show your child that you value the work they do in school and show us that you support our efforts to raise personal achievement.

 

Discipline

"The pupils display positive attitudes to learning and all aspects of school life. The standard of behaviour in the school is very good. Pupils have very good relationships with each other and the staff. The personal development of the pupils is very good."

OFSTED - March 2008

 

Most of our rules are basic safety regulations: for example, children should not leave the school grounds without a teacher or a parent. We insist upon high standards of behaviour, honesty and consideration for other people. Where a child's behaviour or attitude causes us some concern we seek, at the earliest opportunity, to discuss this with the child's parents. Depending on the nature of the problem we would hope to set up a behaviour modification programme with the child to help motivate him or her to aspire to more acceptable forms of behaviour. In some cases, with the permission of the parents, we would ask for help from the County Child Guidance Service. Copies of our school rules are available in the school.

All parents will receive a copy of Lanercost's Behavioural Guidelines at the start of their child's schooling.

 

Other Information

Personal Possessions

Please provide a named draw-string bag for P.E. kit. This should hold a pair of plimsolls or a second pair of trainers, a white T-shirt and a pair of blue shorts.  Please do not let your child do P.E. in the shoes they usually wear during the rest of the day. We take great care to ensure that children look after their clothing and other possessions. With the best will in the world, however, young children loose their things or have them taken home by other children. We would urge you to mark all your children's clothing and encourage them not to bring toys or valuable items into school. The Governors of Lanercost School would prefer that children do not wear ear rings or jewellery of any kind and they should not wear make up or nail varnish.

However, if this is not possible they should only wear studs. Hoop ear rings must not be worn as it constitutes a health and safety risk for the child and other children. All pupils must remove all jewellery and studs for P.E. or have them taped over with micropore.

 

School Uniform

We now have a formal school uniform of a blue sweatshirt/cardigan with a polo shirt for summer use and grey/black trousers and skirts. The cardigan and sweatshirt are decorated with a Lanercost badge; Details of how to purchase our school uniform can be obtained from the Headteacher or School Secretary.

 

Absence Arrangements

Please notify us by telephone or by a written note if your child can not attend school. If your child is not feeling well please do not send them to school as children only benefit from being at school if they are feeling one hundred per cent. Holiday absence can be granted up to ten days every academic year but we would strongly recommend that you do not take them during term time.  It is the school who authorise this absence, however, and parents are asked to write a short note asking permission prior to going away. We would ask parents to consider very carefully how going away during term time may disadvantage your children's education by taking them on holiday.

 

Equal Opportunities

All school activities apply equally to both girls and boys. The only differentiation between the sexes is in toilet arrangements.

 

The Children Act 1989

We are under a statutory obligation to disclose to the relevant authorities any suspected signs and symptoms of physical and mental abuse.

Clear procedures are in school.

1.   Mrs Clarricoats is the designated teacher

The Child Protection Procedures are known to all staff that understand internal procedures via the Child Protection Policy.

All staff have access to the Cumbrian Child Protection website..

All child Protection material is held in a secure separate filing system.

 

School Meals

Julie, our cook makes healthy and nutritious meals on site for the children's midday meal. The Dinner Money for this should be paid at the beginning of the week with the right money, if possible or preferably by cheque for each half term. The current price for lunches per week is £9.75 (£1.95 a day).  Children may bring a packed lunch if desired but the contents of this should conform to our healthy school food policy. The reception age children get a free drink of milk every day until they reach the age of five. Other children may buy a drink of milk for 17 pence a day or 85p a week.  We regret we are unable to provide a refund if a child misses any day off school through illness. Any long-term absence, if notified to us in advance, will not incur any charge for milk, however.

All children in Class 1 and 2 (4 - 7 yrs) get one piece of fruit or vegetable per day through the Governments National Fruit Scheme. 

 

Parent Teacher Association

There is a thriving P.T.A. and every parent is invited to attend meetings in school and social events held throughout the year. New parents are encouraged to take an active part in supporting social and fund raising events.

P.T.A funds enable the children to all go to the theatre at Christmas, have an annual day out in the Summer Term, subsidise the cost of residentials and buy extra educational equipment.

Other annual events have included: - Christmas Fair at Lanercost Priory, Car Boot Sale, Summer BBQ, summer picnic and swim, bingo evenings etc.

 

Medical and Welfare Service

Medical Examinations are carried out in the summer term and parents will be informed in advance so that they can attend.

 

School Nurse Brampton 41607

 

All new entrants are tested by the school audio-metrician. The school nurse also tests eye-sight.

 

 

Parent Interviews

We welcome parental involvement in their children's education and if there is anything you wish to discuss please pop in for a chat after school. For matters that will take a little longer please make an appointment to see your child's teacher in the first instance. We offer parents the chance to see work and discuss progress during the autumn and Spring Terms. An annual written report will also be sent at the end of the Summer Term and parents can discuss this with their child's teacher afterwards if they wish. We try very hard to keep parents informed about what we are doing in the classroom but if you have any worries please don't hesitate to get in touch. We would stress here that it is helpful to your children if you try not to communicate any concerns that you may have about their progress to them, as this can be very unsettling. Children need to feel that their parents support what they are doing.

 

Complaints Procedure

Should the above suggested consultation procedure not satisfy a parent's worries and the parent, therefore, feels the need to make a complaint about the curriculum then this should be made to the Governing Body/Local Education Authority. Special formal arrangements exist for dealing with complaints of this kind. Copies of a leaflet, which outlines these arrangements, are available from the school, as are copies of the full arrangements themselves. Advice on how to make a formal complaint is also available from Schools Places Team, Education Department, 5 Portland Square, Carlisle, CA1 1PU (Tel: Carlisle 606888/606999).

 

Personal Accident Insurance

We take great care to ensure that your child is safe, well supervised and happy at Lanercost. Some parents wrongly assume that if a child is injured at school, the County Council is held to be responsible regardless of the circumstances, and that its insurance will automatically apply. This is not so - the County Council's responsibility is strictly limited to cases where there was negligence by them or their staff.  Accidents can happen in school, on the sports field, or during school visits, when the County Council or its staff are not in any way at fault and are, therefore not responsible.

We would urge you to take some form of insurance that will compensate you for the costs of any potential injury to your child. Your insurance broker will advise you of the best form of cover available. The school holds details of low cost cover provided by the National Confederation of Parent Teacher Associations, which we can supply, to you on request.

 

Transport of children

For most journeys requiring transport we try to get a professional carrier. There are occasions, however, when the school has reason to be very grateful to parents and others for so willingly offering to use their own vehicles to transport children in respect of out of school activities. On all such journeys children have to use either their own car booster seats or those provided by the school. It is strongly recommended that you check your insurance cover for such use. Some insurance companies specifically exclude from cover any claim following an accident in circumstances in which the vehicle was being used in respect of school activities, saying that it is not covered by "social, domestic and pleasure." You are advised to seek confirmation from your company that you are covered for transporting children.  All parents will receive prior notification when children will be using transport to travel away from school for activities both during and out of school times. All parents are asked to sign a pro-forma asking for parental permission to go out on trips when they register their child. The pro-forma also has a section giving the supervising adult your permission to inform medical services to carry out urgently needed medical treatment, which cannot await the arrival of the parent. We would stress here that this would only happen in dire circumstances.

 

Free transport is available to those parents who live within the Lanercost catchment area, if the LEA deems that the footpaths are inadequate or that the distance from the school is too great.  Please contact the LEA directly to find out whether you are eligible.

 

Charges

Parents may be asked to make voluntary contributions towards Educational Visits and swimming etc. that are considered an important part of a pupil's education.

Pupils whose parents are unable to contribute will be included in that visit.  Such parent's may be eligible for a remission of certain charges.  The school cannot refuse to include any child even if the parents are unwilling to pay, but where additional funds to meet the shortfall are not available, we reserve the right to cancel that visit/activity.

 

Results for the Academic Year 2007/2008

Lanercost KS1

These tables show the percentage of eligible children at the end of key stage 1 achieving each level in the school in 2008. 

Other rows may not total 100% because of rounding. 

5 children completed the test

 

 

 

 

TEACHER ASSESSMENT
Percentage at each level
	W	1	2	2			3 or above	Disapplied children	Absent children
				C	B	A
Speaking and listening*	20	0	60				20	0	0
Reading	20	0		0	40	0	40	0	0
Writing	20	0		20	0	60	0	0	0
Mathematics	20	0		20	20	0	40	0	0
Science	20	0	40				40	0	0

 

W   represents children who are working towards level 1, but have not yet achieved the standards needed for level 1.

 

Results for speaking and listening and science are based on teacher assessment only.L2 is the national average at KS1

 

Lanercost KS2

These tables show the percentage of Y6 children achieving each level in 2008 Teacher Assessments are based on a whole year's work and give a more rounded picture of a child's ability.  The SATS task or test shows a snapshot view on single samples of work.

9 children completed the tests.

 

Figures may not total 100 per cent because of rounding.

 

TEACHER ASSESSMENT
	Percentage at each level
	W	1	2	3	4	5	6	Pupils disapplied	Pupils absent
English	0	0	0	0	44	56	0	0	0
Mathematics	0	0	0	0	67	33	0	0	0
Science	0	0	0	0	33	56	0	0	0

 

 

TEST RESULTS
	Percentage at each level
	Below level 3*	3	4	5	Pupils not entered#	Pupils absent
English	0	0	44	56	0	0
Mathematics	0	0	67	33	0	0
Science	0	0	22	78	0	0

 

W            represents children who are working towards level 1, but have not yet achieved the standards needed for level 1.

 

 

*              represents children who were not entered for the tests because they were working below level 3 in mathematics or science; children awarded a compensatory level from the tests; and children entered for but not achieving a level from the tests.

 

#              Pupils working at the levels of the tests, but unable to access them, formally referred to as disapplied

 

Appendix 1 gives the summary of the National results for KS1 and KS2

 

Rates of Authorised and Unauthorised Absence

In 2007/2008 3.9% of sessions were missed through authorised absence due to illness etc. There were 0% of unauthorised absences.

Please note that it is for the Head teacher, or Mr Laithwaite if she is unavailable, to authorise any absence i.e. a holiday taken during school time. Our policy is that children should take their vacation during the school holidays if possible. If a term-time holiday is unavoidable, please write to the school asking for permission. Parents are allowed a total maximum of 10 days holiday during a school year if the head authorises the absence but attendance will be considered when requests are made. (see absence arrangements on page 10).

 

Secondary Schools chosen by our Y6 Leavers

(State financed school) William Howard Grant Maintained School, Longtown Road, Brampton Tel: - 016977 45700

 

Thank you for considering our small family school for your child. We hope the information in this prospectus has been of help to you. We would be very grateful for any comments you may have about this booklet.

Appendices

Appendix 1- National SATs results for 2006

Appendix 2- Cumbria Education Service Admissions Policy

 

NATIONAL RESULTS

 

These tables show the percentage of year 6 children achieving each level nationally in 2007.

 

Figures may not total 100 per cent because of rounding.

 

	Below level 3*	3	4	5	6	Pupils disapplied	Pupils absent
English	6	13	47	33	0	0	1
Reading	7	9	36	48	0	0	1
Writing	5	27	48	19	0	0	1
Mathematics	6	16	45	33	0	0	1
Science	3	9	41	46	0	0	1

 

W            represents children who are working towards level 1, but have not yet achieved the standards needed for level 1.

 

*              represents children who were not entered for the tests because they were working below level 3 in English, mathematics or science; children awarded a compensatory level from the tests; and children entered for but not achieving a level from the tests.

 

COMBINED 2007 NATIONAL RESULTS

 

 

These tables show the percentage of eligible children at the end of key stage 1 achieving each level nationally in 2007.

 

 

 

 

 

RESULTS OF TASKS AND/OR TESTS AND TEACHER ASSESSMENT 2007
	W	1	2	2			3	Pupils disapplied	Pupils absent
				C	B	A
Speaking and listening	2	11	65				22	0	0
Reading	3	13		13	22	24	26	0	0
Writing	5	15		22	27	20	13	0	0
Mathematics	2	8		16	24	27	22	0	0
Science	2	9	66				23	0	0

 

Results for reading, writing and mathematics are based on tasks and /or tests in non-trial schools and teacher assessments in trial schools.

 

Results for speaking and listening and science are based on teacher assessments in all schools.

W   represents children who are working towards level 1, but have not yet achieved the standards needed for level 1.

 

 

Appendix B

CUMBRIA EDUCATION SERVICE

GENERAL ADMISSIONS POLICY 2008/2009

Community and Voluntary Controlled Schools

 

 

 

Where there are more applications than places available at a community or voluntary controlled school, applications will be prioritised using the criteria below.  They will be applied in conjunction with explanatory notes 1 - 6 which form part of the policy. 

 

 

1.             Children looked after, i.e. in public care, giving priority, if necessary, to the youngest child(ren) - see note 1 overleaf.

 

2.             Children living in the catchment area who have brothers or sisters in the school (or associated infant or junior school) at the time of their admission - see notes 2 and 3 overleaf. 

 

3.             Children living outside the catchment area who, at the time of their admission, have brothers or sisters in the school (or associated infant or junior school) who were directed to that school by the Local Authority either (a) in the absence of a place being available in the catchment area school due to oversubscription and the school was identified by the Local Authority as the next nearest with a place available or (b) in their Statement of Special Educational Need - see notes 2, 3 and 4 overleaf.

 

4.             In relation to Church of England Voluntary Controlled Schools, children living in the catchment area with a parent on the electoral roll of a C of E church. - see note 5 overleaf.

 

5.             Other children living in the catchment area giving priority to those living closest to the school, measured by the shortest walking route by road - see notes 6 overleaf.

 

6.             Children living outside the catchment area who have brothers or sisters in the school (or associated infant or junior school) at the time of their admission - see notes 2 and 3 overleaf.

 

7.             In relation to Church of England Voluntary Controlled schools, children living outside the catchment area with a parent on the electoral roll of a C of E church. - see note 5 overleaf.

 

8.             Children living outside the catchment area, giving priority to those who live closest to the school, measured by the shortest walking route by road - see note 6 overleaf.

 

Applications will be prioritised on the above basis.  An exception will be made under the Authority's policy for the education of children with special needs (i) where a child holds a Statement of Special Educational Needs, or (ii) is currently undergoing a statutory assessment, and in either case it is considered that attendance at a particular school is necessary to meet the identified needs of that child;

 

 

 

 

 

Explanatory Notes

[These notes are part of the policy]

 

 

Note 1

A child looked after, i.e., in public care, is defined as a child who is looked after by a local authority within the meaning of Section 22 of the Children Act 1989.

 

Note 2

To prioritise in criteria 2, 3 and 6, priority will be given to those children with the youngest siblings.  Brothers and sisters are those living at the same address and includes step and foster children.  Priority will only be given where it is known at the time of allocating places that a sibling will be attending the school [excluding a nursery class] at the time of admission.

 

In circumstances where there is an application for more than one child in the family, and it is not possible to offer a place to all of the children concerned, it will be up to the parents to decide whether they wish to accept the place[s] offered.  This will also be the case in relation to twins, etc.

 

Note 3

Where reference is made to associated infant and junior schools this is to describe those situations where infant and junior schools share the same catchment area.

 

Note 4

If parents believe they qualify for consideration under criterion 3, they should indicate this on their preference form in the place provided for this purpose.  In relation to a child with a Statement of Special Educational Need, the Statement must state that the child is directed by the Local Authority to attend a particular school which is necessary to meet his or her identified needs.  It does not include those situations where the Statement indicates that the Local Authority considers a mainstream school of parental choice to be appropriate.

 

Note 5

To be considered under criteria 4 or 7 parents must provide proof with the completed form that they are on an electoral roll of a C of E church and have been for two years before the closing date for preference forms.  It may relate to more than one church.  To prioritise in criteria 4 or 7 the measurement criteria in criteria 5 and 8 respectively will be used.

 

Note 6

Distance measurements will be undertaken using the Local Authority's computerised Geographical Information System [GIS] and will be to the nearest entrance on the school site which is available to pupils at the time of undertaking the assessment.