A guide for parents choosing a first school

Layston Church of England First School

Loving to learn learning to love

For every child a chance to shine

Parents, teachers, the local education authority, the Church

and the community are represented on our board of

Governors.

Their role is:

• Strategic – helping the Headteacher decide how the

school is run, focussing on continually raising standards

of achievement for teaching and learning.

• Critical friend – supporting the Headteacher and staff

both by monitoring and evaluating the school’s

effectiveness, and by drawing on the experience and

knowledge of Governors to provide information

and advice.

• Accountability – ensuring that the school is run effectively

and continually improving.

About our governorsGovernors play an important part in the management of the school.

Welcome to our school page 1

Starting school, Reception Class and Year 1 page 2

Year 2 and Key Stage 1 assessments (SATS) page 3

Year 3 and Year 4 page 4

Frequently asked questions page 5

A guide to our curriculum pages 6 & 7

Other activities at the school page 8

Children with special needs or disabilities

and child protection page 9

Uniform and applying to Layston Back page

Contents

Layston First School takes children from the age of 5 until they are 9. We are part of a 3 tier system where

children move at 9 into middle school and then again at 13 into senior school. The majority of Layston

children move on to either Edwinstree School in Buntingford or Ralph Sadlier School in Puckeridge.

The purpose of this prospectus is to help us introduce our school to parents choosing a first school for

their child. We have tried to give an impression of life at the school and to answer some questions that

are often asked.

Welcome to our schoolI am extremely proud to be

headteacher of Layston School.

Children, parents, staff and

Governors create a happy, caring

community and a warm welcome is

offered to all. Valuing each other is

at the heart of all we do.

We believe that learning should be

fun and that children learn best in a

safe, stimulating and supported

environment. Our lively, innovative

curriculum encourages children to

put their learning into practice through collaborative,

creative and challenging activities. We help children to

reach their potential and we celebrate the achievements of

all because we believe that every child matters.

We are fortunate in both the idyllic rural location of the

school and in our links with the local community. We are

enriched by our connections with the church, local schools

and other community groups. We encourage children to be

concerned about the world they live in, to want to make a

difference and to make changes for the better.

I am always delighted to show parents around so that you

can “see us in action” and get a feel for the school. You will

find contact details on the back of this brochure – we are

looking forward to welcoming you.

Gillian Langley

Gillian Langley

Headteacher

As Governors it is our responsibility

to ensure that Layston provides

good quality education. It is a place

that lives up to its aims “Loving to

learn, learning to love – for every

child a chance to shine”.

Even more importantly Layston

equips children both educationally

and emotionally for their next

school. Our school offers children

a warm, friendly and caring place

to learn that gives them the

confidence to achieve at the highest level they can.

Our outstanding Ofsted result is testament to this.

I have been associated with Layston for a number of years

as a parent and a Governor. Both my children have

attended the school. I’d like to pay tribute to all of the staff

and Governors. I thank them for their dedication to the

school. I would not hesitate to recommend Layston as the

best possible start to school life.

Jo Bown

Jo Bown

Chairman of Governors

1

As a Church of England school our daily collective act of worship is an important way of

supporting and developing the Christian values that underpin the way children are encouraged

to behave – with each other and with staff and visitors. We also actively welcome children from

other faiths and believe that this diversity enriches the lives of all children and staff.

An outstanding school Ofsted June 2009

Starting schoolThe majority of Reception Class children have attended Layston Pre-school. The Pre-school is based in Layston First

School. Even though it is independent and privately run, our Pre-school has close links with the Reception Class and

the Pre-school curriculum feeds into the Reception Class curriculum.

Whether a child comes from Layston Pre-school, from another pre-school or straight from home we invite them to visit

Reception Class on several occasions and to stay for lunch during the term before they start school. All children having

a fifth birthday in the coming year start in September.

Reception ClassThe emphasis in the Foundation stage curriculum is on first hand experience –

learning through play. This gives great flexibility to respond to what the children

are most interested in and excited by. We get very messy but have lots of fun in

the process. The children are enthusiastic learners who make connections

through new experiences. Tremendous fun and non-stop activity sums up our

day and every day is different and new. Sue Smith Reception Class Teacher

In Year 1 we aim to make the curriculum as stimulating and

interesting as possible. We teach through a cross curricular

approach following the whole school topics such as “Time

Travellers” and “How Does It Work?”. We use role play, first

hand experience and play opportunities to engage the

children and encourage discussion and ideas.

During this important transition year between the

Foundation year and Key Stage 1 the children are provided

with opportunities to gain greater independence. Their

literacy and mathematical skills are developed through

focused small group activities and the children are positively

engaged in assessing their learning path.

Year 1

2

Adele McMurrough

Deputy Head Teacher

Year 1 Teacher

The excellent provision in the Reception Class helps

them to consistently achieve standards above those

expected by the time they enter Year 1 Ofsted June 2009

Laura Price

Year 1 Teacher

Year 2By the end of Year 1 children have gained the essential building blocks for learning – they

know their numbers, and phonemes (speech sounds) can write their letters and are well on

the way with reading. In Year 2 we begin the challenge of working in a more independent

way. We move away from structured formats and closed questions to open up the

possibilities. We encourage children to think how they will set about answering a question

and what resources might help them.

In numeracy and literacy we often group the class according to ability. In all other

subjects we work in mixed ability groups and encourage the children to make

effective teams.

I really enjoy working with this age group because they are starting to be able

to express their individuality and personality through their work.

Annie Watkins

Year 2 Teacher

SATSDuring Year 2 the teacher assessments of the children’s

attainments in English, Maths and Science are formally

recorded. To aid the teachers’ assessment of the children

we use Standardised Assessment Tests (SATS). At Layston

we find the children usually enjoy the challenge of SATS.

We put a lot of effort into making sure they are seen as

fun not stressful. The tests are used to inform our

teacher assessments. Data is collected nationally

and our school results are compared to

other schools.

3

Pupils’ achievement is excellent.

It results from outstanding teaching,

pupils’ desire to learn, the good

support and guidance for each pupil

and the determination of staff to

maintain high performance. Standards

of attainment are significantly above

average at the end of Year 2 Ofsted June 2009

Helen Gillingham

Year 2 Teacher

Our focus in Year 3 is

to challenge children

to use their own

initiative and apply

skills and knowledge

learnt in earlier years,

with less direction

from the teacher.

Over the course of

the year children are

expected to work

both independently

and in groups to investigate, sort, problem

solve and record information.

This type of learning allows children to develop a greater

understanding of each subject and feel confident using a

variety of resources and media. The Year 3 curriculum is full

of fun, exciting and interesting topics such as the Ancient

Greeks in History and investigating forces, rocks and soils

in Science. Year 3 children also have opportunities to

participate in a variety of field trips and excursions, which

further advance their knowledge, understanding and

enjoyment of the topic. I really enjoy teaching Year 3

because at this age the children are still full of the wonder

and excitement of discovery but are mature enough to

develop their own ideas. During the year there is a huge

growth in confidence as they take on responsibility for their

own work.

Year 3

In their last year the children are

asked to take leadership roles in

the school. For example they

help write the Christmas play,

come up with ideas for

dances and props and

act out the lead roles.

We challenge them to

make their behaviour

an example to the

younger children

and we ask

them to

take on

responsibility for small tasks such as

switching on the music in assembly.

During Year 4 the children grow in

confidence and maturity – qualities

that will stand them in good stead at

middle school. The residential trip

that we take in the summer term

builds on this as well as being

fantastic fun. We also make day trips

to galleries and museums, and to

West Stow to study the Anglo Saxons.

By Year 4 the children are

developing a great sense of humour! I find them

stimulating and interesting to talk to and am always very

proud to think of how much they have grown and matured

during the course of the year.

Year 4

Each child is viewed as being

special and encouraged to grow

in responsibility and respect,

surrounded by love Anglican School

Inspection

June 2009

Rae Anderton

Year 3 Teacher

4

Avril Cooper

Deputy Head Teacher

Year 4 Teacher

Gillian Langley answers some questions that visiting parents often ask.

Frequently asked questions

How many children will be in

my child’s class?

Classes will not go above 30.

Will my child be taught in mixed age classes?

We are in the fortunate position to be able to have single age

classes for our children. However, we do feel it is important

that we give all children in school the opportunities to work

together and learn together. We do this in a variety of ways,

for example: paired reading with a partner from another

class and whole school activity afternoons where children

work in ‘family groups’.

What are the school dinners like and how do you make sure

they are healthy?

We use a pupil choice system which allows children to

pre-order their meal. There is always a vegetarian option, a

hot meal, pasta or jacket potato, and a school packed lunch.

What additional resources and support do you offer children

who are struggling academically or who are high fliers?

The majority of lessons are planned with three levels of

ability in mind. While the core of the lesson remains

unchanged, easier tasks are set for the less able and

extensions are given to challenge the most able. In this way

every child can make progress and be praised for achieving

at their own ability level. Children who need more focused

support will regularly work in small groups supported by the

teacher or teaching assistant.

How will my child’s progress be monitored and how often

will there be parent’s evenings or school reports?

Each lesson is an opportunity for the teacher to assess each

child’s spoken and written work. If a child has found

difficulty with the lesson or needs to be stretched further

the teacher will note this down in the lesson plan for next

time. Teachers record and track the children’s progress and

this information is used in planning and to ensure an

effective handover to the next teacher. In the Autumn and

Spring terms parent evenings give you the opportunity to

discuss your child’s progress and in the Summer term you

will receive a written report. However, we encourage parents

to feel able to come at any time to discuss any matter with

their child’s class teacher or me.

How many teaching assistants does Layston have and how

are they used?

Each of our classes has a TA attached to their class for the

morning sessions and selected afternoons. The TAs follow

the teachers’ planning, and work under the teachers’

direction, either supporting individuals or small groups.

We are very fortunate to have two teaching assistants who

have qualified at higher level.

What is the school’s policy on behaviour and how is poor

behaviour handled?

We have very high expectations of the behaviour of children

at Layston because we believe good behaviour promotes

happiness and enables children to learn effectively. At the

start of each year the class and teacher discuss and agree

the “Golden Rules” which are then displayed in the class.

We place great emphasis on praising and rewarding good

behaviour. To reprimand poor behaviour the teacher will

use a number of tactics matched to how serious the lapse

in behaviour was, and whether it is a one-off incident.

Threatening or bullying behaviour will always be recorded

by the teacher, and sanctions applied to the child. If a child

repeatedly behaves in this way, the school will contact

parents to discuss the matter.

How much homework will my child be set?

The amount of time to be spent on homework increases

as your child gets older. In reception your child will bring

a reading book home to share and games to play and by

Year 4 your child will be expected to complete one and half

hours of homework a week, including reading, learning

spellings and times tables. All children bring home a

“Learning Log” with an open ended activity or question

for the children to complete in their own way.

What extended provision is available?

‘Buntings’ run a breakfast and after school club, on our site,

for the children who attend our school. In most school

holidays Buntings run a holiday play scheme. Contact the

school office for more details.

5

EnglishEnglish involves 3 vital skills – speaking &

listening, reading and writing. Many of

the learning objectives are taught

throughout the school day across all

areas of the curriculum. We also

teach English skills in specific

sessions. For example on most

days we have a half an hour

reading and phonics time.

Our creative curriculum gives

children opportunities to

develop literacy skills and

to write creatively

through drama, and

story telling.

MathsMaths sessions start with a “warm-up” which gets the brain

into gear and reinforces work already covered. The teacher

then introduces and demonstrates a new concept or new

method which the class practice. They might be using the

ICT equipment, playing a game, conducting an

investigation, or using their workbooks. At the end of the

lesson we will come together again to discuss and share

what has been done, and for the teacher to check

understanding.

Science Through the exploration of science topics the children learn

important disciplines – how to observe carefully, set up a

fair test, formulate good questions and how to record data.

Work is usually conducted in groups and the emphasis is on

scientific investigation using an enquiring approach. We

make good use of our Wild Wood and pond area to provide

our children with first hand experience.

ICTTechnology has an important part to play in supporting

learning in all areas of the curriculum. Every class has an

interactive white board, a digital camera, and a timetabled

lesson in the computer suite. All classrooms have at least

3 computers. We also have a set of netbooks available for

use by all children in KS1 and 2.

Physical educationChildren learn a wide range of skills through

PE and get enormous enjoyment from it.

Progressing from simple mat work,

learning how to use equipment

safely they develop their

co-ordination and

confidence. Team games

teach ball skills,

co-operation,

Our Deputy Heads describe our school curriculum.

At Layston we know that the first years at school arecritical – at this time children not only learn vital skills butwe also hope to help them develop a love of learningwhich will excite them throughout life.

We cover all of the subjects identified in the NationalCurriculum through a creative topic-based approach. Staff work hard to motivate and inspire children to learnthrough first-hand experiences and in topics which often combine several subject areas.

Curriculum

6

Adele McMurrough

Deputy Head Teacher

Avril Cooper

Deputy Head Teacher

taking turns and fairness. We teach swimming from Year 1.

Children in KS2 receive professional coaching in tag rugby,

tennis and cricket. Sports Day is always popular.

HistoryStudying History helps teach key skills: enquiry, research,

empathy, recording and finding clues from artefacts.

A number of different periods are covered, from the ancient

history of the Celts, Romans and Vikings, through historic

events such as the Great Fire of London to more recent

times e.g. World War II. In each period, study focuses on the

people of that time and helping children imagine what it

must have been like.

Music Our aim in music is to help children build on their natural

responses to sound and rhythm. We encourage them to

express their ideas and emotions by creating music and we

aim to help them develop a vocabulary to discuss their

responses to it. We teach recorder from Year 2 and run an

after school choir. Children in Year 3 learn to play the fife

and can continue this into Year 4.

Design & TechnologyD&T covers a broad area from construction to cooking! We

learn skills such as how to use tools – from scissors to saws.

We look at the properties of materials, we look at colour,

pattern, 2 dimensional and 3 dimensional shapes, and we

produce work in a variety of media.

Personal Social & Health Education (PSHE)At Layston Primary School we aim to promote healthy,

independent and responsible members of society.

We encourage all our pupils to play a positive role in

contributing to school life and the wider community through

whole school talking circles, fundraising events, supporting

charities and involvement in community activities. Our pupils

are given opportunities in PSHE, SEAL (Social and Emotional

Aspects of Learning) lessons and assemblies to develop

confidence, self-motivation and an understanding of their

rights and responsibilities within our diverse society.

We teach PSHE in a variety of ways: as a discrete subject,

through SEAL lessons, via assemblies and through our

creative curriculum making links with other subjects

such as RE, History, Geography, Literacy, Maths

and Science. Each year group has the

opportunity to develop PSHE through

outdoor educational visits and a

residential visit in Year 4. We are

proud to have achieved both

Healthy School status and

Anti-Bullying

Accreditation.

Religious EducationAs a Church of England school we aim to give the

children a strong moral foundation, by talking about

and understanding the values shared by all the

major religions. There is an emphasis on teaching

about Christianity, and we study the Bible and

learn about our Church. Children are also taught

about other faiths which are represented in the

United Kingdom, such as Islam, Sikhism and

Hinduism. We teach the importance of faith and

to respect the beliefs and practices of others.

The children enjoy celebrating festivals – not

only Easter and Christmas but those of other

faiths such as Chinese New Year and Diwali.

Visits include our local church, St. Albans

Abbey, a mosque and a Sikh gurdwara.

Geography In Geography we study the environment

and the physical and human forces

that shape it. The younger children

focus on our local area – our school,

our town and our countryside. They

use aerial photographs to begin to

understand how maps work, they

look at how the land is farmed

and learn about our weather.

They particularly enjoy

their visit to the seaside.

The older children

compare our

environment

with that of

other countries

e.g. Australia,

the Arctic

and Kenya.

7

Exciting extras!During the year the children enjoy taking part in extra activities. Recently we have been...

• Taking part in the “Let’s Get Cooking” project

• Developing scientific skills in our Wild Wood and pond dipping in our new pond

• Participating in the Olympic Games at Wodson Park

• Experimenting in the SetPoint science workshop

• Watching visiting theatre productions

• Enjoying a Greek music and dance workshop

• Raising money for an orphanage in Nepal

• Creating sculptures with artist Darcy Turner.

Terrific trips!This year

• Year 3 went to Celtic Harmony a Celtic Camp, to a Mosque and to St Albans Abbey

• Year 4 went to a Sikh gurdwara, Hudnall Park Residential trip and to Duxford as

part of their World War II topic

• Year 1 went to the Toy Museum and to Wimpole Farm

• Reception went to Shepreth Wildlife Park

• Year 2 dressed up as Victorian children for a day, learning about

Victorian times at Hitchin Museum. They also visited the Botanical

Gardens in Cambridge and the Roald Dahl Museum in Gt Missenden.

Fundraisingfun!

• The PTA raised over £7,000 – cake

bakes, fairs, quiz nights, discos...

• The children raised money

for charities including

Children in Need

and Japanese

Earthquake

Appeal.

• Parents are an important part of our school – helping

with individual reading, walking to swimming lessons,

accompanying school trips, organising walking bus

routes, volunteering as Governors...

• We run some great after-school clubs like choir, country

dancing, drama, football club...

• Our Year 4 children lead regular ‘talking circle sessions’.

These groups are made up of children from each class,

they work together – contributing ideas to improve our

school, raise money for charity, delivering gifts to the

elderly in our community.

• Every 2 years the school participates in the

Buntingford Carnival. We usually have a float, a stall

and country dancing displays.

Getting involved is great!

8

Children with special needs or disabilities

Children with special needs are welcomed into our school in

the same way as every child. We are committed to providing

an environment that will allow children full access to all

areas of learning. Our school SEN Policy reinforces our

commitment to supporting children with special educational

needs and helping them to achieve their full potential. Our

special needs provision mapping allows us to ensure that we

match the appropriate support to meet the needs of the

children on our special needs register. We monitor the

progress of these children very carefully to ensure that they

are making progress.

Due to the nature of our site, some areas of the school may

be difficult for someone with mobility difficulties to access.

However, our main entrance is now accessible to

wheelchairs and we have a disabled toilet. We also have

surround sound systems in all classrooms to enable children

with hearing difficulties to hear more clearly.

We are continually monitoring our curriculum to ensure that

all children can access the learning activities and looking for

ways to improve access to school buildings so that no child

is disadvantaged.

Child protection

We take the safety of our children very seriously. Staff and

volunteers working in school have police checks. Staff are

trained in child protection and we work with other agencies

to safeguard and promote the welfare of children.

Accuracy of information

We have tried hard to make sure that all of the information

in this prospectus is correct at the time of printing –

March 2010.

Thanks

Many thanks to:

Qd – Quarto design who have designed this brochure and

Qd – Quarto colour who have printed it.

9

Applying to LaystonChildren are admitted to Layston during the year of their

5th birthday, Those born in September, October, November,

December, January and February are admitted in

September and those born in March, April, May, June, July

and August at the start of the Spring term in January.

Our admissions are controlled through the Hertfordshire

County Council admissions system. To apply for a place for

your child to start in reception you need to fill in the county

admissions form either on paper or on-line. These are

available in the starting school booklet provided by

Hertfordshire County Council and on-line (see further

information below). In the event that a year is

oversubscribed the County Admissions Criteria will apply.

Further information• Visit the school

• Have a look at our website www.layston.herts.sch.uk

• Contact the Hertfordshire County Council “Children,

Schools and Families” information line on 01438 737500

• http://schoolprofile.parentscentre.gov.uk/ to read the

report from our governors and see other information

included in the school profile. This is a site provided by

the DfES in support of parents.

• www.hertsdirect.org/scholearn/admissions for information

about the admissions process or to apply on-line

• www.ofsted.gov.uk/reports to view OFSTED reports

Sara Gray

School Secretary

Mary Powell

Admin Assistant

Layston First School

The Causeway, Buntingford, Herts SG9 9EU

Telephone 01763 271235 Email admin@layston.herts.sch.uk

UniformGirls – Winter

Grey pinafore dress

Grey skirt or trousers

White shirt withcollar/polo shirt

Green or grey school jumperor cardigan

Green school fleece

Grey or green tights or grey,white or black socks

Black or brown shoes

Girls – Summer

Green and white check dress

Green or grey cardigan

White socks

Black or brown shoes

Boys

Grey trousers or shorts

White shirt with a collar orwhite polo shirt

Grey or green school jumper

Green school fleece

Grey or black socks

Black or brown shoes

PE kit

Green shorts

Green Layston T-shirt

Black plimsolls

Green or dark colouredjogging bottoms

Green or dark colouredsweat shirt

Black or white trainers