Headteacher: Alan Harding
Leppington, Bracknell, Berks, RG12 7WW
Phone: 01344-455815 Fax: 01344-306573
Parent Information Hotline: 08447 70 75 76 and enter our School ID: 65086
Phone: 01344-
Parent Information Hotline: 08447 70 75 76 and enter our School ID: 65086
contact the school secretary for further information.
The minimum age of admission will be 3 years.
All places will be on a part time basis i.e. either mornings or afternoons.
In general the optimum length of stay will be 3 terms. Four or five terms may be possible in some cases but two terms will be regarded as a minimum length of stay. One term is not regarded as being of real educational benefit and will, therefore, only be offered in response to an emergency or in exceptional circumstances.
Where a child is registered within the optimum length of stay, which means within the three terms before starting at Infant school, he/she will be offered a place at the Nursery if possible.
In cases when a child has been on a waiting list in another area every effort will be made to transfer the child to our waiting list according to the date at which he/she was first registered at the other school.
Registration for more than one Nursery will not be accepted. (For your information, registration details can be shared with other schools).
Applications will be grouped into termly admission by age. If the size of the group is greater than the number of places available, then places will be allocated in the following order.
In strict date of birth order.
Children with siblings attending the Primary School.
There will be close consultation with professional agencies to identify priority admission on medical, physical, social, emotional or educational grounds. All cases must be supported in writing by the appropriate professional agency. The maximum number of priority admissions will be 15% per session.
No priority can be given to those pupils likely to transfer to Birch Hill Primary School. Admission to Birch Hill Nursery does not guarantee admission to the main school.
Where a child has been attending a Nursery unit in another area and their circumstances change such that they cannot reasonably continue to do so, every effort will be made to admit them to Birch Hill Nursery at the earliest opportunity.
Nursery places will be held open for three weeks for un-notified absences and for half a term for notified absences. Children returning after this period will then take their place on the waiting list.
Registration information is available at the School Office during school hours.
Children who attend Birch Hill Nursery unit should not attend any other nursery classes or playgroups.
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STARTING SCHOOL
NEW INFANTS PARENTS' EVENING
The minimum age of admission will be 3 years.
All places will be on a part time basis i.e. either mornings or afternoons.
In general the optimum length of stay will be 3 terms. Four or five terms may be possible in some cases but two terms will be regarded as a minimum length of stay. One term is not regarded as being of real educational benefit and will, therefore, only be offered in response to an emergency or in exceptional circumstances.
Where a child is registered within the optimum length of stay, which means within the three terms before starting at Infant school, he/she will be offered a place at the Nursery if possible.
In cases when a child has been on a waiting list in another area every effort will be made to transfer the child to our waiting list according to the date at which he/she was first registered at the other school.
Registration for more than one Nursery will not be accepted. (For your information, registration details can be shared with other schools).
Applications will be grouped into termly admission by age. If the size of the group is greater than the number of places available, then places will be allocated in the following order.
In strict date of birth order.
Children with siblings attending the Primary School.
There will be close consultation with professional agencies to identify priority admission on medical, physical, social, emotional or educational grounds. All cases must be supported in writing by the appropriate professional agency. The maximum number of priority admissions will be 15% per session.
No priority can be given to those pupils likely to transfer to Birch Hill Primary School. Admission to Birch Hill Nursery does not guarantee admission to the main school.
Where a child has been attending a Nursery unit in another area and their circumstances change such that they cannot reasonably continue to do so, every effort will be made to admit them to Birch Hill Nursery at the earliest opportunity.
Nursery places will be held open for three weeks for un-
Children who attend Birch Hill Nursery unit should not attend any other nursery classes or playgroups.
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STARTING SCHOOL
NEW INFANTS PARENTS' EVENING
Shortly before your child is due to begin school you will be invited to a new parents' evening. This evening is arranged for you to meet informally with both staff and governors of the school.
The curriculum will be explained to you, as well as how you will be able to help. Arrangements such as school meals and uniform will be discussed, along with any questions or problems you may have.
STARTING SCHOOL
Towards the end of the term prior to your child coming into school, he or she will have the opportunity to spend a session in school to meet the class and class teacher, to learn where the coats and lunch boxes are kept, where the toilets are and the general routine of the school. If your child is not yet of school age, admissions to the primary school must be made to the Bracknell Forest School Admissions Team, Education & Libraries, Seymour House, 38 Broadway, Bracknell RG12 1AU. They will send you an application form at an appropriate time for the age of your child. The Bracknell Forest “Information for Parents and Carers” leaflet and the “Guide to Early Years Provision and Primary Education in Bracknell Forest” booklets will also be given to you. They provide detailed information about the admissions process. We will ask you to complete a “Birch Hill Primary School First Contact Form”. This is not an application form and is for our records only.
If you are transferring from another school, admissions are dealt with by the LEA.
Admissions Criteria:
If the number of requests exceeds the number of places the following criteria apply, in order of priority:
The curriculum will be explained to you, as well as how you will be able to help. Arrangements such as school meals and uniform will be discussed, along with any questions or problems you may have.
STARTING SCHOOL
Towards the end of the term prior to your child coming into school, he or she will have the opportunity to spend a session in school to meet the class and class teacher, to learn where the coats and lunch boxes are kept, where the toilets are and the general routine of the school. If your child is not yet of school age, admissions to the primary school must be made to the Bracknell Forest School Admissions Team, Education & Libraries, Seymour House, 38 Broadway, Bracknell RG12 1AU. They will send you an application form at an appropriate time for the age of your child. The Bracknell Forest “Information for Parents and Carers” leaflet and the “Guide to Early Years Provision and Primary Education in Bracknell Forest” booklets will also be given to you. They provide detailed information about the admissions process. We will ask you to complete a “Birch Hill Primary School First Contact Form”. This is not an application form and is for our records only.
If you are transferring from another school, admissions are dealt with by the LEA.
Admissions Criteria:
If the number of requests exceeds the number of places the following criteria apply, in order of priority:
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Children who live in the “designated appropriate” area of the school;
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Children who have brother(s) or sister(s) at the school, and who will still be attending school at the time of the child’s admission. In circumstances where: (a) the sibling is an older sibling and is attending the school because he or she was not able to secure a place at his or her designated school; and (b) as a consequence is attending the school which is in an adjacent designated area; the applicant will be treated as a ‘preferential sibling’ and will be considered before other non-
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Children who have either strong medical or strong social grounds for admission to a particular school. (for example, a chronic medical condition affecting the pupil or any serious social problems in the family). These grounds must make it essential that they attend the preferred school rather than any other. These reasons must be fully supported in writing by the professional person involved in the case. Documentation must be attached to the application form. The LEA's decision in these matters is final.
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In the case of a junior school, children who have attended an infant school with close links with the school.
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Children whose parents have any other reason for their choice.
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Government regulations require that from 2001 schools have infant classes no larger than 30. To achieve this, Birch Hill’s standard number indicates that two classes of 30 will be admitted during an academic year.
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For the school year 2008-2009, Birch Hill Primary School will admit children into the school in September, at the start of the Year in which they will become five years old, as a Rising 5 pupils
The Secretary of State has defined the dates in the year by which a child becomes of statutory school age as 1st September, 1st January and 1st April. A child's fifth birth date has to fall before one of the dates to be of compulsory school age.
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If a child's birthday falls between 1st April and 31st August he/she will become of compulsory school age on 1st September.
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If a child's birthday falls between 1st September and 31st December he/she will become of compulsory school age on 1st January.
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If a child's birthday falls between 1st January and 31st March he/she will become of compulsory school age on 1st April.
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Please note that the length of time an admission application has been held by the school has no bearing on whether a place will be offered or not. All applications will be considered in accordance with the LEA timetables.
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THE AIMS OF THE SCHOOL
Birch Hill is an inclusive school. We believe that all children should have access to an appropriate education that affords them the opportunity to achieve their full potential. We aim to bring about a sense of community and belonging for pupils, parents and staff.
Our school will promote:
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THE AIMS OF THE SCHOOL
Birch Hill is an inclusive school. We believe that all children should have access to an appropriate education that affords them the opportunity to achieve their full potential. We aim to bring about a sense of community and belonging for pupils, parents and staff.
Our school will promote:
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the highest standard of achievement by all pupils, regardless of ability, ethnic origin or gender;
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pupils' spiritual, moral, social and cultural development, preparing them for life as effective citizens of the future;
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a working partnership with the family, providing regular opportunities for the reporting of pupils' progress and attainment.
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In order to achieve these aims, we will provide a curriculum which;
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is broad, balanced and which develops pupils' knowledge, skills and understanding through learning programmes and experiences appropriate to their ages and abilities;
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offers challenge, leading to the highest standards of personal achievement, taking account of ability, aptitude and special needs;
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promotes the importance of healthy living, emphasising the value of personal relationships based on mutual respect and develops an understanding of the rights of others;
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prepares the pupils for the responsibilities and opportunities that arise throughout life in a multicultural and technological society;
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provides children under the age of five with a range of educational experiences, including planned talk and play, develops their early knowledge, understanding, skills and attitudes to provide a sound basis for later education and enables them to make an effective transition from home to school;
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develops constructive attitudes and a capacity for enjoyment through spiritual and aesthetic appreciation, and fosters respect for the environment.
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HOW THE SCHOOL IS ORGANISED
The class structure of the school may change from year to year. The Headteacher and the governors will decide on an appropriate organisation to meet the needs of the children and the demands of the National Curriculum within budget constraints. Currently, The school is organised into four teams:
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Foundation Stage/Year 1,
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Year 2,
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Year 3/4-
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Year 5/6-
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At Key Stage 1, mathematics and reading skills are taught in ability groups for regular periods during the week.
At Key Stage 2, mathematics, English and science are taught in ability groups, with the Upper Junior pupils spending more time in single year groups. Ability groups are determined by the results of the Key Stage 1 SATs, teacher assessments and test results. Groupings are regularly evaluated.: children are able to change groups during the year as their performance improves.
At Key Stage 2, mathematics, English and science are taught in ability groups, with the Upper Junior pupils spending more time in single year groups. Ability groups are determined by the results of the Key Stage 1 SATs, teacher assessments and test results. Groupings are regularly evaluated.: children are able to change groups during the year as their performance improves.
We hold a parents' evening once a term, when your child's work and progress will be discussed. In addition, members of the governing body are available to discuss any aspect of the school that concerns you. If however you have any anxieties at any other time, please contact your child's teacher to arrange an appointment after school. Similarly, if we are concerned about your child's work and feel that you may be able to help, we will contact you to arrange a meeting.
Mr Harding will be pleased to see you at any time to discuss any concerns you have, but it is always advisable to telephone the school office for an appointment prior to your visit.
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THE CURRICULUM
The National Curriculum is being taught in accordance with the 1988 Education Reform Act. Once children have started a programme of study and attainment targets for a National Curriculum subject, they will continue with them until the age of sixteen. The National Curriculum spans four Key Stages. As a primary school, Birch Hill is concerned with Key Stage 1 and Key Stage 2. Pupils who start school in the Reception class in January or April do not enter Key Stage 1 until the following September: they remain in the Foundation Stage, and their work is a bridge between the Nursery and Year 1. They take a full part in the life of the Infant department: there are only minor differences in the curriculum they follow.
Mr Harding will be pleased to see you at any time to discuss any concerns you have, but it is always advisable to telephone the school office for an appointment prior to your visit.
BACK TO THE TOP
THE CURRICULUM
The National Curriculum is being taught in accordance with the 1988 Education Reform Act. Once children have started a programme of study and attainment targets for a National Curriculum subject, they will continue with them until the age of sixteen. The National Curriculum spans four Key Stages. As a primary school, Birch Hill is concerned with Key Stage 1 and Key Stage 2. Pupils who start school in the Reception class in January or April do not enter Key Stage 1 until the following September: they remain in the Foundation Stage, and their work is a bridge between the Nursery and Year 1. They take a full part in the life of the Infant department: there are only minor differences in the curriculum they follow.
ENGLISH
In both the Infant and Junior Departments, this includes Literacy work.
Speaking and Listening
Our aim is to develop each child’s understanding of the spoken word and the ability to express themselves effectively. Children will experience a range of situations, audiences and activities that are designed to develop their competence, precision and confidence in speaking and listening.
Reading
Our aim is to develop each child's ability to read, understand and respond to all types of writing. Skills that enable children to locate information from a variety of sources will also be taught.
Writing
Our aim is to develop the ability to construct and convey meaning in written language, matching style to various audiences. As they become familiar with the conventions of writing, pupils will be introduced to punctuation, spelling, English grammar and the correct use of the dictionary. Children will be taught the conventional ways of forming letter shapes, lower case and capitals, through a purposeful guided practice in order to foster a comfortable and legible handwriting style.
It is important however to be aware that English occurs in all areas of the curriculum.
Speaking and Listening
Our aim is to develop each child’s understanding of the spoken word and the ability to express themselves effectively. Children will experience a range of situations, audiences and activities that are designed to develop their competence, precision and confidence in speaking and listening.
Reading
Our aim is to develop each child's ability to read, understand and respond to all types of writing. Skills that enable children to locate information from a variety of sources will also be taught.
Writing
Our aim is to develop the ability to construct and convey meaning in written language, matching style to various audiences. As they become familiar with the conventions of writing, pupils will be introduced to punctuation, spelling, English grammar and the correct use of the dictionary. Children will be taught the conventional ways of forming letter shapes, lower case and capitals, through a purposeful guided practice in order to foster a comfortable and legible handwriting style.
It is important however to be aware that English occurs in all areas of the curriculum.
MATHEMATICS
In both the Infant and Junior Departments, this includes Numeracy work.
The aim of the school is to deliver the National Curriculum for mathematics in an exciting and purposeful way. We will help every child to reach his or her full potential in maths, learning through a varied programme of teaching and activities. This will include a basic foundation in number skills, the knowledge of how to make and interpret graphs, the ability to use and read many types of measuring equipment and a good understanding of shape, space and angles.
The teaching staff are committed to making Mathematics work throughout the school interesting and enjoyable and relevant to every child's needs in this fast moving technological society. The type of work set and teaching methods used will be varied and will include problem solving, investigational work, practical activities, oral work and written work.
The aim of the school is to deliver the National Curriculum for mathematics in an exciting and purposeful way. We will help every child to reach his or her full potential in maths, learning through a varied programme of teaching and activities. This will include a basic foundation in number skills, the knowledge of how to make and interpret graphs, the ability to use and read many types of measuring equipment and a good understanding of shape, space and angles.
The teaching staff are committed to making Mathematics work throughout the school interesting and enjoyable and relevant to every child's needs in this fast moving technological society. The type of work set and teaching methods used will be varied and will include problem solving, investigational work, practical activities, oral work and written work.
SCIENCE
Science for the children in the primary school means exploring, discovering and investigating the world around them. These “finding out” activities help the pupils to gather the experience which they need to understand the world in which we live.
The children will be given the opportunity to develop and use communication skills and techniques involved in obtaining, presenting and responding to information. The younger children will express their findings and ideas orally, and through drawings, charts, models, actions and writing. Older children will be expected to convey their ideas to an audience of pupils, teachers, parents or other adults. In giving an account, they will be encouraged to present information in an ordered manner, through the use of diagrams, tables, charts, symbols and models. Pupils will be introduced to books, charts and other sources from which they can gain information. They will also be able to use computers to store, retrieve and present their work.
As the children's knowledge increases they should gain an awareness of the importance of science in every day life, including its relevance to personal health and safety and the use of micro electronic devices to control appliances in the home. This awareness will be encouraged and developed through investigations, secondary sources of information and visits.
The children will be given the opportunity to develop and use communication skills and techniques involved in obtaining, presenting and responding to information. The younger children will express their findings and ideas orally, and through drawings, charts, models, actions and writing. Older children will be expected to convey their ideas to an audience of pupils, teachers, parents or other adults. In giving an account, they will be encouraged to present information in an ordered manner, through the use of diagrams, tables, charts, symbols and models. Pupils will be introduced to books, charts and other sources from which they can gain information. They will also be able to use computers to store, retrieve and present their work.
As the children's knowledge increases they should gain an awareness of the importance of science in every day life, including its relevance to personal health and safety and the use of micro electronic devices to control appliances in the home. This awareness will be encouraged and developed through investigations, secondary sources of information and visits.
GEOGRAPHY
Children will be given opportunities to investigate their immediate surroundings and the wider world. Geography is taught in discrete lessons or as part of a cross-curricular topic. Studies are planned to enable the development of geographical skills, knowledge and understanding about places and themes.
The programme of study for Key Stage 1 is linked to the children’s' own interests and experiences and includes the study of their immediate environment in the area around the school and Birch Hill. Simple comparisons are made with a contrasting locality in the United Kingdom or Europe.
In Key Stage 2 a further, more detailed study of the local area is undertaken, together with the study of a contrasting locality in the United Kingdom. In addition, a contrasting locality in the Caribbean is studied. The human, physical and environmental geography of each locality is included in these studies.
In both Key Stages, children will undertake field work and use maps, plans and globes as well as secondary sources of evidence such as pictures, photographs, videos and books. They will be encouraged to observe, ask questions, collect and record evidence and draw conclusions from their evidence.
In Key Stage 2 a further, more detailed study of the local area is undertaken, together with the study of a contrasting locality in the United Kingdom. In addition, a contrasting locality in the Caribbean is studied. The human, physical and environmental geography of each locality is included in these studies.
In both Key Stages, children will undertake field work and use maps, plans and globes as well as secondary sources of evidence such as pictures, photographs, videos and books. They will be encouraged to observe, ask questions, collect and record evidence and draw conclusions from their evidence.
ART
Art, craft and design plays an important part in the development of children's perception and understanding of the world around them.
The main aim of the school is to enable children to develop their sensitivity to the enjoyment of art, craft and design, both in their work and that of other artists.
The programmes of work are based on two closely related areas of activities. The first, investigating and making, develops the use of various techniques, materials and tools. The second, knowledge and understanding, develops the skills of appreciation of art, craft and design in the world around us.
Through careful planning, the two areas are linked by themes that the children follow in Key Stage 1 and Key Stage 2, gaining a wide variety of knowledge, skills and understanding.
The main aim of the school is to enable children to develop their sensitivity to the enjoyment of art, craft and design, both in their work and that of other artists.
The programmes of work are based on two closely related areas of activities. The first, investigating and making, develops the use of various techniques, materials and tools. The second, knowledge and understanding, develops the skills of appreciation of art, craft and design in the world around us.
Through careful planning, the two areas are linked by themes that the children follow in Key Stage 1 and Key Stage 2, gaining a wide variety of knowledge, skills and understanding.
PHYSICAL EDUCATION
The school's physical education programme is designed to enhance each child's physical and
emotional health through a carefully planned combination of individual and team activities. It aims to provide the children's increasing self-confidence through an ability to manage themselves in a variety of situations.
In Key Stage 1 and Key Stage 2 children will have regular sessions of educational gymnastics, games and dance. During these stages, children's developing motor skills, control and co-ordination will be extended and refined.
Swimming will be taught in Year 5 when the children will learn the principles of water safety, develop water confidence and effective and efficient front and back strokes.
emotional health through a carefully planned combination of individual and team activities. It aims to provide the children's increasing self-
RELIGIOUS EDUCATION
Religious Education in Birch Hill is based upon the Berkshire Agreed Syllabus. The teaching reflects the fact that religious traditions in Great Britain are in the main Christian. By the time they leave the school, we expect the children to have a broad understanding of the main Christian festivals and beliefs and also be aware of other religions. The teaching is non-denominational but parents have the right to withdraw their children both from RE and the daily act of collective worship. The moral and spiritual well being of the children are important aspects of their development and we endeavour to create an atmosphere throughout the school where children and adults alike care for and respect one another.
COLLECTIVE WORSHIP
In accordance with the law, we have regular assemblies led by the Headteacher, deputy head, team leaders, class teachers or appropriate visitors, where moral issues will be addressed through stories, drama, poetry or readings. Children will be encouraged to take part in assemblies to celebrate their own and others' successes.
HISTORY
The children need to acquire knowledge and understanding of history and be able to describe and explain change and cause, analysing different features of historical situations.
At Birch Hill School this is covered either in a cross-curriculum manner using topic-based themes or as individual history lessons. Pupils are encouraged to make use of historical sources to form judgements about reliability and value.
Pupils at Key Stage 1 are given opportunities to develop an awareness of the past and the ways in which it was different from the present. They are encouraged to investigate changes in their own lives and those of their family or adults around them. They hear about the lives of different kinds of famous men and women. They are also taught about past events of different types and encouraged to develop a sense of chronology.
Pupils in Key Stage 2 are taught six study units which include:
At Birch Hill School this is covered either in a cross-
Pupils in Key Stage 2 are taught six study units which include:
Romans, Anglo-Saxons and Vikings in Britain;
Life in Tudor times;
Victorian Britain;
Ancient Greece;
Ancient Egypt;
Local history.
TECHNOLOGY
Technology is about designing, making, testing and evaluating - encouraging children to go beyond their first ideas and seek alternatives so they may influence and control the environment in which they live. A high priority is given to the development of problem solving and thinking skills.
Children from five onwards will be given the opportunity to follow through design technology tasks. They will be faced with assignments in which they will design and make products. Focused lessons will be given to develop and to practise particular skills and knowledge. Activities will take place when children will investigate, disassemble and evaluate simple products. Throughout Key Stage 1 and Key Stage 2 children will work with a wide range of materials and components, selecting appropriate tools and techniques which they will learn to use correctly and safely. Design technology work will cross all curriculum areas from planning, precise measuring and researching skills to formal descriptive writing.
INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT)
This strand of Technology is concerned with storing, processing and presenting information by electronic means. At Birch Hill, children are encouraged to use IT to extend learning across the whole curriculum. By doing this, they will gain confidence and the capability to
use IT in later life. When children possess IT capabilities, they will also have knowledge of tools such as word processors, databases, spreadsheets and a variety of software. To develop our work we use many resources such as computers, televisions, videos, radios, tape recorders, programmable toys (such as the “Roamer”), calculators and musical instruments.
use IT in later life. When children possess IT capabilities, they will also have knowledge of tools such as word processors, databases, spreadsheets and a variety of software. To develop our work we use many resources such as computers, televisions, videos, radios, tape recorders, programmable toys (such as the “Roamer”), calculators and musical instruments.
MUSIC
The main aim of music at Birch Hill is to foster pupils' sensitivity to, and their understanding and enjoyment of, music through an active involvement in listening, appraising, composing and performing. Pupils participate in a range of activities which include singing, playing instruments and exploring, experimenting and organising sounds. They learn how to share compositions by the use of signs, symbols, tape recorders and computers. As well as learning to evaluate their own compositions, children are encouraged to listen to music from different periods and cultures. Children wishing to learn a particular string, brass or woodwind instrument are taught by peripatetic teachers.
SEX EDUCATION
Sex education is part of our “Lifeskills” programme which gives personal, social and health education to children in a developmental way, which is appropriate to their age, and stage of maturity.
During Years 1 to 6 the class work includes an overall view of health and hygiene, outlining the various body systems, the senses, personal hygiene, smoking and drug abuse. Health professionals may visit the school to talk to the children and relevant visual aids may be used.
As part of this work the children may be asked to bring to school a photograph of themselves as babies, together with details of weight, length, hair and eye colour. Comparisons will be drawn with classmates on growth and development, from which some interesting graph work can develop
(e.g. birth weight).
Throughout the work, emphasis is made on caring relationships, with an assumption that family bonds are bonds of love. The children will be encouraged to develop their personal and interpersonal skills, their awareness and respect for themselves and others, and also responsible attitudes and caring relationships.
In Year 6 only, the children will follow the sex education part of the “Lifeskills” programme.
The sex education is based on the following television programmes recorded on video:
During Years 1 to 6 the class work includes an overall view of health and hygiene, outlining the various body systems, the senses, personal hygiene, smoking and drug abuse. Health professionals may visit the school to talk to the children and relevant visual aids may be used.
As part of this work the children may be asked to bring to school a photograph of themselves as babies, together with details of weight, length, hair and eye colour. Comparisons will be drawn with classmates on growth and development, from which some interesting graph work can develop
(e.g. birth weight).
Throughout the work, emphasis is made on caring relationships, with an assumption that family bonds are bonds of love. The children will be encouraged to develop their personal and interpersonal skills, their awareness and respect for themselves and others, and also responsible attitudes and caring relationships.
In Year 6 only, the children will follow the sex education part of the “Lifeskills” programme.
The sex education is based on the following television programmes recorded on video:
Some of Your Bits Ain't Nice: This covers aspects of health and hygiene.
Growing Up - A Guide to Puberty : This covers conception, puberty and adulthood.
Extracts from three other television programmes, covering conception and foetal growth.
Prior to the introduction of this topic in the classroom, parents are invited to a preview of the programmes and are given an opportunity to discuss with the teachers their feelings on the subject and any concerns they may have.
The video programmes cover the main points of conception, foetal growth, child development, puberty and adulthood. Following each programme, relevant classroom discussion takes place ensuring that the children have understood the programme and that any questions they have are answered.
A part of the “Lifeskills” programme in Year 6 is set as homework on a weekly basis, so as to prepare the children for the skills they require in fulfilling tasks and meeting deadlines. This is designed to smooth the transition to secondary school life.
The schemes of work to be covered in school and at home are also available for inspection.
The video programmes cover the main points of conception, foetal growth, child development, puberty and adulthood. Following each programme, relevant classroom discussion takes place ensuring that the children have understood the programme and that any questions they have are answered.
A part of the “Lifeskills” programme in Year 6 is set as homework on a weekly basis, so as to prepare the children for the skills they require in fulfilling tasks and meeting deadlines. This is designed to smooth the transition to secondary school life.
The schemes of work to be covered in school and at home are also available for inspection.
The governors of the school believe very strongly in supporting children with learning difficulties. When constructing the annual budget, funds are allocated for this purpose.
Berkshire has many services and specialist teachers who can be called upon to help children with physical and sensory impairments.
Bracknell has a Language and Literacy Centre where we send some pupils by taxi each week to receive extra help. We have a local Educational Psychologist, an Education Welfare Officer, a School Nurse and a School Doctor who are in regular touch with the Headteacher to help when specialised problems arise. There are also other sources of help available.
Some children may need a Multi-Professional Assessment (MPA) in order to receive extra professional help. this requires reports from the educational psychologist, the school doctor and the Headteacher. Parental consent is sought before an MPA is carried out and parents are kept informed at all stages.
When constructing the annual budget, funds have been allocated to provide children with special needs the opportunity for working in small groups, or on a one-to-one basis as part of the daily timetable.
Berkshire has many services and specialist teachers who can be called upon to help children with physical and sensory impairments.
Bracknell has a Language and Literacy Centre where we send some pupils by taxi each week to receive extra help. We have a local Educational Psychologist, an Education Welfare Officer, a School Nurse and a School Doctor who are in regular touch with the Headteacher to help when specialised problems arise. There are also other sources of help available.
Some children may need a Multi-
Throughout the year, teachers are requested to identify those children who show high ability in artistic, mechanical, creative, leadership, numerical or intelligence areas. Regular assessment, should confirm this high ability in particular children. A register of the more able children is maintained so that they can be easily tracked through the school and individual progress plans are used. Where particular talents (e.g. musical ability or gymnastic agility) need assistance from outside agencies to develop fully, then parents will be involved to ensure such assistance can be sought.
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BEHAVIOUR MATTERS
The school aims to:
BACK TO THE TOP
BEHAVIOUR MATTERS
The school aims to:
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encourage increasing independence and self discipline so that each child learns to accept responsibility for his/her own behaviour;
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foster positive, caring attitudes towards everyone, where achievements at all levels are acknowledged and valued;
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have a consistent approach to behaviour throughout the school;
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make boundaries of acceptable behaviour clear and ensure safety;
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raise awareness about appropriate behaviour and promote it through positive reinforcement.
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The school believes that the responsibility for good behaviour is shared between the staff, children and parents.
We use techniques of positive encouragement and a merit system to reward those who behave and work well.
The school's behaviour policy, Positive Attitudes, is available from the school.
We use techniques of positive encouragement and a merit system to reward those who behave and work well.
The school's behaviour policy, Positive Attitudes, is available from the school.
Bullying is unacceptable to this school and will not be tolerated. We aim to promote anti-bullying values, co-operative behaviour and problem solving in collaboration with others.
Children who feel that they are being bullied by anyone should tell their class teacher or the Headteacher immediately. A report of this nature will be investigated carefully and, if substantiated, taken seriously and acted upon.
Bullying is one of those secrets which needs to be told.
Bullying is one of those secrets which needs to be told.
Birch Hill is committed to working in close partnership with parents. We believe that the children will derive the greatest benefit from their school years if the home and school work closely together. We have a partnership agreement which we ask all parents to read and discuss with their children and to sign and return to the school as a sign of their commitment to support the school.
The school policy is that all pupils come to school dressed in the school uniform.
The school uniform consists of a royal blue jumper or cardigan, white shirt or blouse, royal blue or white Birch Hill T-shirt, grey trousers or skirt and blue and white dress.
A games and PE kit is also required, consisting of a T-shirt and shorts in white or royal blue and plimsolls or soft soled trainers. For safety, indoor PE is always undertaken in bare feet. PE is an important part of the curriculum and children must bring the correct kit for PE. Please ensure that you know when your child’s class do PE and that they have the correct kit in school.
An apron or old shirt is required for art and craft work.
The games kit and apron should be kept in a small named shoe bag.
All items of uniform should be clearly marked with the child's name.
Some items of uniform can be purchased from or ordered through the school secretary.
The school uniform consists of a royal blue jumper or cardigan, white shirt or blouse, royal blue or white Birch Hill T-
The games kit and apron should be kept in a small named shoe bag.
All items of uniform should be clearly marked with the child's name.
Some items of uniform can be purchased from or ordered through the school secretary.
R/Y1/Y2
Children should take their reading books home at least once a week
Children should take a library book home at least once a week
Children should take their spellings and sight vocabulary home at least once a week
Children should take a library book home at least once a week
Children should take their spellings and sight vocabulary home at least once a week
Lower Junior Team: Years 3 and 4
Children
are encouraged to take their Reading book home daily, or at least 2 or 3 times per week
have a weekly list of between 10 and 20 Spellings, given & tested every Monday.
will have some form of English homework to do at least once every 2 weeks.
will have some form of Maths homework to do at least once every 2 weeks.
may also be asked to take work home to finish or improve.
will occasionally be asked to do some research or investigations at home in connection with one of their topics.
are encouraged to take their Reading book home daily, or at least 2 or 3 times per week
have a weekly list of between 10 and 20 Spellings, given & tested every Monday.
will have some form of English homework to do at least once every 2 weeks.
will have some form of Maths homework to do at least once every 2 weeks.
may also be asked to take work home to finish or improve.
will occasionally be asked to do some research or investigations at home in connection with one of their topics.
Upper Junior Team: Years 5 and 6
In general three pieces of homework will be set per week. These will be-
Monday for Tuesday/Wednesday-Mathematics
Tuesday for Thursday or Wednesday for Friday-Language
Thursday for Monday/Tuesday-Science
In addition reading and the learning of tables is expected.
Children will also be given a weekly spelling list of between 10 and 20 Spellings, given & tested every week, (various days).
All year 5/6 have Diary/Homework notebooks in which they can record the title and description of homework set and the date on which it should be given in. They can record when they have PE Most classes have a timetable fixed into the diary. Parents are encouraged to sign these books to show they are aware of information. It is the child’s responsibility replace lost diaries.
Teachers will say how long the homework should take. In general 30-40 minutes, but on occasions this may increase to one hour.
Children may have additional tasks such as collect newspaper articles or find certain items.
If a child would benefit from some work at home because of an unavoidable absence for a period of time through illness, then arrangements can be made with his or her Class teacher. If however the absence is due to holidays being taken during term time, then these arrangements are not available.
Children will also be given a weekly spelling list of between 10 and 20 Spellings, given & tested every week, (various days).
All year 5/6 have Diary/Homework notebooks in which they can record the title and description of homework set and the date on which it should be given in. They can record when they have PE Most classes have a timetable fixed into the diary. Parents are encouraged to sign these books to show they are aware of information. It is the child’s responsibility replace lost diaries.
Teachers will say how long the homework should take. In general 30-
If a child would benefit from some work at home because of an unavoidable absence for a period of time through illness, then arrangements can be made with his or her Class teacher. If however the absence is due to holidays being taken during term time, then these arrangements are not available.
Children may have a cooked meal, packed lunch or go home.
A choice of three, well-balanced meals is offered each day. These are of a very high standard and at £1.85 represent excellent value. The menus are on a three-week rota which may be obtained from the secretary's office.
Packed lunches should be brought in a container which is stored in class areas until children are called for lunch. Please do not include cans of fizzy drink or glass bottles. Lunches may be supplemented by purchases from the food counter. These items include fruit drinks, home made cakes and biscuits. You may vary you eating pattern during the week if you wish as meals are paid for daily. However, some consistency would be appreciated to make the ordering and catering a little easier.
If you are receiving income support,, income based job seeker's allowance or child tax credit your family qualifies for assistance with school meals. The Headteacher will authorise receipt of free school meals. Application forms are available from the school office.
A choice of three, well-
If you are receiving income support,, income based job seeker's allowance or child tax credit your family qualifies for assistance with school meals. The Headteacher will authorise receipt of free school meals. Application forms are available from the school office.
Breaktime Snack
Children may bring in a snack of fresh fruit or raw vegetables to eat during morning break. In order to continue to support healthy eating, no other form of snack will be allowed. Infant children will be able to eat theirs seated in the amphitheatre in the lower playground, Junior children will sit under the pergola in the main playground. Bins will be provided and all litter must be placed in them.
Trips, Journeys and Activities
During the school year various visits and activities may be arranged as part of your child's education. We also occasionally have productions from visiting theatre groups and talks and presentations from appropriate experts. In addition, day trips and visits may be organised in relation to school work
We will give you advance notification of such events and will usually request a voluntary contribution to cover our costs.
Year 6 children have traditionally had the opportunity to go on an extended school journey. This has been in the form of a visit to an activities centre in Great Britain, where the children work with fully qualified staff at such exciting activities as abseiling, horse riding and canoeing.
Peripatetic music teachers for brass, violin and woodwind visit the school. A charge is made for these activities.
The school undertakes many extra activities, both at lunchtime and after school, when pupils can enjoy sport, dance, choir, artwork, technology and musical opportunities. There is also cycling proficiency for upper junior children.
Relevant information and a consent form for signing will be sent to parents whose children are interested in taking part in out-of-school activities.
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We will give you advance notification of such events and will usually request a voluntary contribution to cover our costs.
Year 6 children have traditionally had the opportunity to go on an extended school journey. This has been in the form of a visit to an activities centre in Great Britain, where the children work with fully qualified staff at such exciting activities as abseiling, horse riding and canoeing.
Peripatetic music teachers for brass, violin and woodwind visit the school. A charge is made for these activities.
The school undertakes many extra activities, both at lunchtime and after school, when pupils can enjoy sport, dance, choir, artwork, technology and musical opportunities. There is also cycling proficiency for upper junior children.
Relevant information and a consent form for signing will be sent to parents whose children are interested in taking part in out-
The school has an active PTA which arranges fund raising events to help the school financially. All parents are welcome.
Our main fund raising activity is the Summer Fair, but we also hold a Christmas Bazaar, family discos, children’s discos and regular car boot sales. Other events occur throughout the year and we are always ready to try new ideas.
Come and join us - just ask the Headteacher or the school secretary for the date of the next PTA meeting.
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Our main fund raising activity is the Summer Fair, but we also hold a Christmas Bazaar, family discos, children’s discos and regular car boot sales. Other events occur throughout the year and we are always ready to try new ideas.
Come and join us -
The welfare of children who attend the school is very important to all staff. The Headteacher is the designated member of staff for Child Protection. Any child protection concerns should be directed to the headteacher.
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About Birch Hill Primary School
Birch Hill is a Community primary school with a nursery for girls and boys of the Birch Hill estate. However, children from other parts of Bracknell may come to our school. Our planned accommodation is for 60 children per Standard number group in the primary school and 52 children (part-time) per year in the nursery.
The Nursery; Starting School; The Aims of the School; How the school is organised; Parents' Evenings and Contacting Teachers; The Curriculum; Children with Special Needs; More Able Children; Behaviour Matters; Uniform; Homework Policy; School Lunches; Extra Activities and Excursions; The PTA; Child Protection
Click on a link to go to the section
Click on a link to go to the section
The Nursery
The nursery opened in 1995. Our aim is to provide a happy, secure and stimulating environment for children and to enable them to develop the skills they need for starting school.
The nursery is based in a modern, purpose-
SESSION TIMES
We have a morning and an afternoon session each day, with 26 places in each, which are run between the following times:
Morning session: 9.00am to 11.30am
Afternoon session: 12.45pm to 3.15pm
STAFFING
The nursery has two fully qualified full-
CLOTHING
Like the primary school, the colour of jumpers and cardigans is royal blue. A Nursery tracksuit is available from the school uniform supplier for parents who wish to buy one. Clothes should be both practical and suitable for messy and vigorous activities. Shoes need to be safe and comfortable. Fastenings which your child can manage themselves will encourage independence. The school provides waterproof aprons and other protective clothing for water play and painting.
PARENTAL INVOLVEMENT & PARENTS' EVENING
We welcome parental involvement in a range of projects and activities.
We have regular parent-
NURSERY ADMISSIONS
Parents of prospective nursery children are welcome to complete an application form, which is available from the main school office. Visits are welcomed (by appointment with the Headteacher). Please