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MELBOURNE JUNIOR SCHOOL

BROCHURE 2018-2019

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WELCOME TO

MELBOURNE JUNIOR

SCHOOL

Packhorse Road Melbourne Derbyshire DE73 8JE

Telephone/Fax: Derby (01332) 862344

Chair of Governors: Dr I. Hussey

Headteacher: Mrs J.A. Whirledge

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WELCOME TO MELBOURNE JUNIOR SCHOOL

Dear Parents We welcome you and your child to Melbourne Junior School. Melbourne Junior School has a commitment to:

Learning and high standards

Developing children as “learners for life”

Developing care and respect for self and others

Developing children’s self esteem and sense of responsibility Our aim is to create an environment which is rich in learning opportunity and has an atmosphere in which each child feels secure and has a sense of being valued, as a person and a member of society. We emphasise the importance of the development of the child as a whole person within a community of caring relationships. In our last inspection (June 2015) we were judged to be a good school. These are some of the summary comments made by Ofsted:

Melbourne Junior School is a learning community where pupils feel safe and secure. This environment, along with consistently good teaching, enables them to achieve well.

Pupils are making good progress. The standards they reach at the end of Year 6 are consistently above those seen nationally.

Pupils behave well and are respectful of all adults. They say they enjoy learning and particularly enjoy their exciting topic work.

Pupils display positive attitudes to learning. Behaviour in lessons and around the school is good or better.

The school is well led and managed by the Headteacher. She has a clear vision and provides a strong role model to staff and pupils through her conduct and professionalism.

Senior leaders have high expectations of both staff and pupils. This is demonstrated by their approach to developing a highly engaging curriculum for all pupils, which promotes their spiritual, moral and cultural development extremely well.

Governors are well informed and challenge the school’s leaders about all aspects of the school’s performance.

Relationships at all levels are highly positive.

The school works effectively with parents as partners in their children’s leaning.

The contents of this prospectus are the result of discussion and consultation with staff, governors and parents, and summarise the way in which we have all agreed to work for the benefit of the pupils. I sincerely hope that you will find the information useful when familiarising yourself with the school. This will be the starting point for a strong working partnership between home and school, which we very much look forward to, and without which we cannot do the best for the children. May I take this opportunity to convey to you that all of the staff at the school are very happy to discuss with you any aspects of your child’s education, in order to ensure harmony and common purpose. We look forward to working with you to ensure that your child has a happy and successful time with us at Melbourne Junior School. Yours sincerely, Mrs J.A. Whirledge Headteacher

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MELBOURNE JUNIOR SCHOOL

“Only my best is good enough for me”

Melbourne Junior School Values

At MJS we take pride in our school. We are:

P ositive R espectful I ndependent D etermined E nthusiastic

Melbourne Junior School Aims

At Melbourne Junior School we aim to:

Provide a happy, safe and secure environment for all to enjoy.

Develop enthusiastic learners who are enriched, motivated and challenged through a stimulating curriculum.

Value each child as an individual, with a unique range of talents, interests, learning styles and needs.

Be a friendly welcoming school where everyone is valued and appreciated.

Strengthen the partnerships between pupils, parents, staff governors and the community, to have pride in ourselves and our school.

Develop lifelong learners who are equipped with skills for use in an ever changing world.

Enable each learner to reach their full potential and celebrate their success.

Develop thoughtful and caring people who are able to form their own responsible values and to make informed choices.

Respect and value our school and local community, the diversity and richness of other cultures and the natural world around us.

Be a staff who continue to reflect, learn and develop professionally. Our Curriculum Aims To enhance pupils’ individual capabilities, encouraging individuals to become independent, self-motivated and self-disciplined learners and members of school and the community. To encourage lively, enquiring minds and an enthusiasm towards school and education. To build confidence, self respect, self esteem and a sense of responsibility in each child; to help pupils to work co-operatively with consideration for others; to encourage pride in our school and community and to establish high standards in work and behaviour. To ensure that our pupils become literate and numerate. To develop enquiry, problem solving and creative skills and IT capability in line with the aims of the National Curriculum. To enable each pupil to develop physical awareness, stressing the values of healthy living and an understanding of the workings of the human body.

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To develop in pupils a respect for other people’s cultures and origins, and to reject any form of prejudice e.g. sexism , racism and against those with a disability attitudes towards sexism, racism and disability. To provide opportunities for spiritual growth. To help children to consider their own beliefs and those of others. To develop an understanding of an ever changing world, concerning work, leisure and the environment.

Year 6 in their brand new classroom

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STAFF GOVERNORS LA Headteacher Mr B Mayhew Mrs J.A Whirledge Co-opted Mr R Peat Teaching Dr I Hussey (Chair) Miss D Martin Deputy Headteacher Community Mrs R Graham Miss Price Mrs M Whitehead Mrs A Missin Mr D Mather (Vice-Chair) Mrs C Fowkes Mrs L Chilton Mrs F van Rooyen Rev M Hargis Miss C O’Connor Mrs P Bateman Parent Mrs McGibbon Mrs S Blyth Mrs K Stoker Mrs L Ballard Miss H Armstrong Mrs E Leedham Mr M Radburn Mrs L Rowe Mrs J Harnden Mrs S Bell School Business Officer/Clerk to Governors Mrs J K Abbott Staff Governor Administrative Assistant Miss D Martin Mrs R Dolman Teaching Assistants Headteacher Mrs H Hampson Mrs C Hopwood Mrs J A Whirledge Mrs L Thurston Mrs H Perry Mrs J Hexter Mrs S Farmer HLTA Mr J Wardle Cook in Charge Cook Assistant Mrs L Russell Mrs C Dolman Kitchen Assistants Mrs D Robinson Mrs J Eccles Mrs E Bailey Mid-day Supervisors Mrs A Twells( SNR) Mrs S Tomlin Mrs C Hadley ( SNR) Mrs S Roe Mrs T Lowe Miss J Jordan

Mrs A Cox Mrs K Meredith

Miss R Turner Caretaker Assistant Cleaners Mr K Maguire Mrs S Smith, Mrs J Eccles

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Melbourne Junior School is a Community Junior School for girls and boys from the ages of seven to eleven years old and is situated in extensive grounds on Packhorse Road. The school benefits from sharing the campus with Melbourne Infant School. The school consists of ten classrooms, 2 additional teaching rooms, a library and a hall, which is used for dining, assemblies and PE lessons. We have a large playground, two trim trails, a forest garden and a large playing field with a quiet seating area. Currently, children are taught in adjoining classrooms in two parallel mixed ability classes for each year group, with the exception of Year 6 where there are three classes each morning. Meals are prepared on site in the school canteen. The school has a reputation for a very high standard of catering. Most children stay for a school lunch. The area served by the school (the catchment area) includes Melbourne, Kings Newton, Stanton by Bridge, Ingleby, Ticknall, Calke and Derby Hills.

Under current legislation every junior school has a standard number set by the Education Authority. The school is currently negotiating to increase the admission number to 70 for 2019/20. Applications for Admission Parents will complete a common application form distributed by Infant Schools. The form should be returned to the Infant School or straight to the LA. Alternatively, parents may apply online at www.derbyshire.gov.uk. Visits and Meetings Parents who wish to view the school are warmly invited to contact the School Business Officer or Headteacher to arrange a mutually convenient time.

ADMISSION ARRANGEMENTS

OUR SCHOOL

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We make good use of our outdoor facilities

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Behaviour and Expectations The behaviour of pupils who attend this school is an area of strength. For example, we regularly receive very positive comments about the behaviour of our pupils during visits. We are all keen to maintain these very high standards. The children are expected to work and play in a manner that is sensible, caring and thoughtful. To support this we have six golden rules which provide clear boundaries for children’s behaviour and which ensure consistency across the school.

We are polite, well-mannered and helpful - we don’t offend others with our actions, bad language or swearing

We are gentle – we don’t hurt others and we keep our hands and feet to ourselves

We work hard – we don’t waste our or others’ time

We listen – we don’t interrupt, answer back or ignore instructions

We are honest – we don’t cover up the truth

We look after property – we don’t waste or damage things Through application of these rules, we aim to develop children’s sense of responsibility and forethought and to instil in our children the need to consider consequences of words or actions. Our school is characterised by a very warm, caring, family atmosphere and every teacher closely identifies with the children in his/her class. Pastoral care has a high priority. We aim to encourage a pride in our class, school and village. To this end we regularly bring examples of good behaviour and worthwhile attitudes to the children’s notice. Good behaviour is rewarded through a system of dojos ( an online reward system) and certificates. Should behaviour occur which is undesirable, a warning from the teacher is usually a sufficient reminder. However, persistent ill conduct will result in the loss of break time and also other privileges. Children may be given a behaviour target sheet/log book which would be completed after each lesson and break/lunch time. Parents will be contacted at an early opportunity should this be the case as support from home is crucial in managing behaviour. Incidents of bullying are taken seriously by staff, and are dealt with immediately, in line with our policy, which is available in school and on our website. Children, particularly in Year 6, take on a wide range of responsibilities. These include register monitors, librarians and playground pals. The School Council enables pupil views, on a wide range of matters, to be taken into consideration. School Council supports fundraising for charities in many imaginative ways.

ETHOS AND VALUES

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School Dress Code Governors and staff believe that uniform contributes to the sense of belonging to our school. Our school uniform is blue and grey. Blue sweatshirts and white polo shirts bearing the MJS logo are available from Pupil Schoolwear in Swadlincote and Melbourne Print Shop, Melbourne. We ask that children have flat black shoes, not trainers, for everyday wear, and that jewellery is not worn in school. For competitive and team sports activities, children are divided between four “houses”. PE T-shirts in four colours are available from Pupil Schoolwear in Swadlincote and Melbourne Print Shop. In addition, all children will need PE shoes or trainers, shorts/PE skirt and for cold days, a long-sleeved games shirt/tracksuit top and bottoms. Extra-curricular Activities The school offers a wide range of additional activities. These include: football, cricket, gymnastics, singing, cheerleading, dodgeball and karate. Clubs may be seasonal and might be open to certain year groups. Melbourne Junior School uses other providers to support these activities. Where this is the case, a charge will be made to parents. All outside providers are DBS checked. A week long residential visit for Year 6 pupils, which provides opportunities to take part in a wide range of outdoor pursuits, takes place annually. Currently the school uses the Local Authority Centre at Lea Green, Matlock. Religious Education and Collective Worship Religious Education and Collective Worship contribute to the spiritual, personal and social development of our children and plays an important part in the development of the school as a caring community. Melbourne Junior School is a non-denominational school and our religious education does not seek to indoctrinate or reflect the teaching of any one group or sect. Our school syllabus is based largely on Christian history and beliefs but will also, from time to time, draw upon stories and figures from other cultures and religions. Collective worship is broadly Christian in character. Through our daily assemblies we also recognise, through our choices of themes and stories, a society which is made up of people who have different backgrounds and traditions. One assembly each week is a celebration of children’s achievements, and takes the form of a presentation of certificates acknowledging hard work and improvements in behaviour and attitudes. Withdrawal from religious worship or education may be arranged if requested; in these cases appropriate provision will be made. The school also seeks to prepare children for life in a multi- cultural society, to fulfil its duty to promote social cohesion and to understand modern British values.

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TEACHING AND LEARNING IN OUR SCHOOL

National Curriculum

We aim for our children to be thoughtful learners. This is achieved through –

providing opportunities for children to learn skills and practise them in new situations at different times working independently or collaboratively, interacting with teachers and peers

talking about learning

encouraging children to reflect on learning and to persevere in meeting challenges. Progress in Learning As a Junior School we strive to build on excellent foundations from Key Stage 1 and to prepare our children for transfer to secondary education. Our liaison with other local schools, especially Melbourne Infant School and Chellaston Academy, is very strong. In order for children to make progress in their learning, teachers regularly assess children’s work and set targets for improvement. Progress reports at the end of the Autumn and Spring terms, provide ongoing information about children’s learning, behaviour and attitudes. Parents will receive a written report in the Summer term, this will detail children’s progress and development in school. The report will contain information about achievements in each subject and comments relating to overall performance. Termly parents’ evenings provide the opportunity for teachers and parents to discuss progress. Children will be tested in May each year in Reading, Writing, Grammar, Punctuation and Spelling and Maths in Years 3,4 and 5. In Year 6 children take end of Key Stage 2 tests which are set nationally and externally marked. Details about the school results can be found at the end of the report. English We aim for every pupil to read and write with confidence, fluency and understanding and to develop speaking and listening skills, which ensure good communication and learning across the curriculum. English links closely with our creative curriculum, which provides context, purpose and audience for many writing and reading opportunities. The important skills of reading and writing are closely related and, indeed, the two activities reinforce each other. Consequently, texts used to develop pupils’ reading also give structures, themes and purposes for much of their writing. Word and sentence level work, aimed at developing phonic awareness (the link between sounds and spelling), word recognition and grammatical knowledge, provide pupils with a range of reading strategies and also contribute to the organisation and accuracy of their writing. Oral work is an important part of our teaching. It enhances pupils’ understanding of language and of the way language can be used to communicate. Pupils’ contributions to discussions are encouraged in group, class and school situations. During the daily English lesson, reading and writing skills are taught in various contexts. The teaching of grammar and punctuation are within discrete lessons which have close links to their written work.

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Pupils are taught to develop a clear and fluent cursive handwriting style building on skills leaned at Key Stage One. Initially, we are concerned with correct letter formation and correct joining of letters. By the end of the junior stage, we expect most children to be able to write in a flowing hand. Spelling is taught through the Read, Write Inc. scheme. Children continue to have weekly spellings to learn which are linked to the spelling patterns within the scheme. While literacy skills are taught during the English lessons, opportunities are provided in other areas of the curriculum for applying and practising skills in meaningful contexts; for example, researching a history topic. The Computing curriculum also supports the teaching of English. Opportunities are provided for the development of word processing skills, including the checking and editing of work, and research skills using the Internet. The school has an extensive library from which pupils may borrow two books. In Year 3 and 4, weekly library sessions support children to change books regularly and to make good choices with their reading material. The library is also open every lunch time.

We are fortunate to have a well-resourced library Mathematics The school teaches Mathematics using the Mastery approach. Pupils’ mathematical skills are developed in four key areas of Mathematics, as outlined in the National Curriculum:

Number and place value

Number addition and subtraction, multiplication and division, fractions

Measurement

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Geometry

Statistics We aim to give children the opportunity to acquire a broad base of relevant mathematical concepts within a structured environment that places learning in a practical and meaningful context. Mathematics lessons take place for at least 5 hours each week. This may be as a daily lesson or could be blocked over a morning to allow longer investigative work to take place. Understanding of concepts is developed in several ways

Developing fluency

Reason mathematically

Solve problems

We aim to increase each child’s confidence in Mathematics through our varied and integrated approach, whilst ensuring the process is both enjoyable and relevant. Mathematical knowledge, skills and understanding are therefore taught through a variety of activities including:

written calculations (sums) practice

games

investigations/problem-solving tasks

practical work Opportunities are taken to extend concepts and apply knowledge wherever possible across the curriculum. For example:-

construction and interpretation of graphs in Science

measurement in Design Technology

collecting and analysing data in History and Geography

databases in Science, Geography and History Wherever possible children have opportunities to use information technology to support and facilitate their learning. Science The Science Curriculum aims to ensure all pupils develop a scientific knowledge and

conceptual understanding through the disciplines of biology, chemistry and physics.

Science may be taught through subject specific lessons or a topic based approach

depending on the theme. Working scientifically is at the heart of all science lessons and

includes; observing changes over time, fair testing, looking for patterns and relationships, identifying and

classifying things and researching secondary sources.

We strive to maintain natural children’s curiosity about the world around them, enabling them to understand

how science can be used to explain what is occurring, predict how things will behave and analyse causes.

Computing At Melbourne Junior School, we aim to make computing an integral part of the curriculum so that our pupils obtain a set of skills that can be built on in other subjects, at secondary school and in later life. This is achieved by presenting children with opportunity to:

meet the requirements of the National Curriculum to enable all children to reach the highest possible standards of achievement.

enable all children to use ICT with purpose and enjoyment to become confident, independent users through individual and team learning.

further extend their experience of using ICT by delivery across the curriculum.

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respond to new developments in ICT, facilitating effective use.

understand the capabilities, limitations, implications and consequences of the use of ICT.

provide tasks which are interesting and give scope for individual responsibility and further development in ICT capability.

understand how to be safe using e technologies. This includes an annual workshop for parents on how to keep children safe in cyber space.

The National Curriculum for computing aims to ensure that all pupils:

Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation

Can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems

Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems

Are responsible,competent and creative users of information and communication technology All classes and the Teaching Room are equipped with Smartboards. Currently we have 48 hybrid laptops and 16 laptops for use across the school. Technology Design and technology is usually taught through the topics so that children use their creativity and imagination to solve real and relevant problems within a context.

The aims of the curriculum are to ensure that all pupils:

Develop the creative , technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world

Build and apply a repertoire of knowledge, understanding and skills in order to design and make high quality prototypes and products for a wide range of users

Critique, evaluate and test their ideas and products and the work of others

Understand and apply the principles of nutrition and learn how to cook Art Design Used as a means of enhancing pupils’ observations, understanding and enjoyment of the world around them, Art and Design provides a variety of opportunities and forms for pupils to explore ideas, feelings and meanings. We provide a well planned curriculum that enables children to develop their skills in drawing, the use of paint, printmaking, textiles and three-dimensional work from direct observation of a subject, as well as from experiences, memory and imagination. Either as individuals or in groups, the children experience working with various media so that they can experiment with colour, textile, tone, line and pattern using a variety of tools, materials and techniques. Children learn to appreciate that there are connections between their own and others’ work and the work of artists past and present, as well as those from other cultures. Art is also important as an educational tool, which, used as a vehicle for expressing ideas and solving problems across the curriculum, poses intellectual demands on children. The aims of the curriculum are to ensure that all pupils:

Produce creative work, exploring their ideas and recording their experiences

Become proficient in drawing, painting, sculpture and other art, craft and design

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Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms

Art work inspired by Jackson Pollack during the Y6 Stars and Stripes topic

History

At Melbourne Junior School, we aim to provide a high quality education in both History and Geography that meets the requirements of the 2014 National Curriculum. Both subjects form the core of the children’s education in the humanities, and as such, we have ensured that we provide a broad and balanced curriculum that gives equal weight to both subjects. In line with the expectations of the National Curriculum, our history syllabus aims to ensure that all pupils gain an understanding of the history of our nation, through learning the chronology of British history, as well as learning about how Britain has shaped the wider world, and, in turn, has been influenced by the wider world. In addition to this, pupils will study key aspects of History outside the story of the British Isles, learning about significant periods in history throughout the world. In Lower Key Stage 2, children will start to develop a chronological awareness of British and World History, beginning their studies by learning about the Stone and Iron Ages and their impact on the development of Britain, before moving on to study the theme of invasion and settlement from the arrival of the Romans, to 1066. Alongside this developing narrative of British History, children will start to study ancient civilisations and their impact on World History. By Upper Key Stage 2, pupils will have the opportunity to study an ancient civilisation, as well as learning about a non-European society that provides contrast with British society at the same time. Pupils will also study aspects of local history, and important events that have shaped our nation post 1066. As well as building up a secure knowledge of significant historical events and periods, our teaching of History also seeks to develop progression in the key historical skills. Children will be taught to understand methods of historical enquiry, grasp important historical concepts such as continuity and change, cause and consequence, and to use their historical enquiry skills to review evidence and ask historically relevant questions. Wherever

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possible we will use a combination of off site visits, expert visitors and the study of artefacts to bring this history to life.

The Changing Face of Britain- the Windrush story

Geography In Geography, we aim to inspire in pupils a curiosity about the world around them, from our local area, to Europe and beyond. In line with the 2014 National Curriculum, our teaching will equip children with a knowledge of people and places, and a deeper understanding of the Earth’s physical and human geography. Our syllabus will enable children to undertake studies of our local area, focusing on both the rich physical and human geography of our surroundings. They will also be encouraged to build up a knowledge of the United Kingdom, Europe and North and South America, through the study of geographical regions and the key physical and human characteristics of areas. In Lower Key Stage 2 children will study a European region, contrasting this to a region in the UK. By Upper Key Stage 2, children will study regions in the UK and in America, as well as continuing to use local studies to build up their knowledge of geographical enquiry skills. We aim to develop in the children a range of geographical study and enquiry skills. Children will be taught to use a variety of materials from maps and atlases, to digital resources, to help them name and locate key geographical features and regions in Britain, Europe and the Americas. We aim where ever possible to use field work to observe, measure and record human and physical geography in the local area, as well as in depth studies and project work to present our findings about the world beyond our own shores. Music Charanga Music scheme is used to support teaching across the school. Pupils are taught to sing and play musically with increasing confidence and control. They should develop and understanding of musical composition, organising and manipulating ideas with musical structures and reproducing sounds for aural memory . Often musical plays and items are presented in concerts and open evenings. Children gain tremendously through such performances.

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Individual musical tuition is currently provided at school by the “Derbyshire & Derby City Music Partnership”. Subsidies are available for this tuition. Parents wishing to obtain further information should contact the Headteacher in the first instance. Tuition currently takes place in: piano, brass, cello, guitar and flute. Currently our Year 4 pupils benefit from the Wider Opportunities programme where all children learn to play an instrument. Currently this is for brass instruments. Children have the opportunity for subsidised music lessons following on from this programme.

Our newest trim trail, planned by School Council and paid for by the PTA

PE/Games Physical Education lessons involve gymnastics, creative dance/movement and the teaching of skills which are

applicable to team games and playground games activities. The National Curriculum ensures that pupils:

develop competence to excel in a broad range of physical activities

are physically active for sustained periods of time

engage in competitive sports and activities

lead healthy and active lives The school participates in a range of competitive activities against other local schools. In 2017-2018 our successes have included: Area Sport Champions, Cross Country- South Derbyshire Champions, Girls’ Football South Derbyshire and County winners, Kwik Cricket-Girls South Derbyshire Champions, Netball and High Five South Derbyshire Champions, Orienteering- South Derbyshire Champions, Table Tennis Boys- County Champions and Zonal semi-finalists, Girls County Champions and Zonal runners. Please read our sports impact report on our website for more information. Children in Year 5 take part in the swimming programme at Greenbank Leisure Centre in Swadlincote. All pupils take part in at least two hours of physical activity per week in addition to Daily Physical Activity (DPA).

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Silverware from our 2017-2018 season

Modern Foreign Languages French is taught across the school by teachers some of whom are subject specialists. Children are taught to:

understand and respond to spoken and written language from a variety of authentic sources

speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussing and asking questions, and continually improving their accuracy and intonation

write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learn

discover and develop an appreciation of a range of writing in French Personal, Social & Health Education (PSHE) & Citizenship Whilst not part of the National Curriculum, at Melbourne Junior School, we recognise the importance of PSHE. The PSHE curriculum is delivered both as a subject in its own right and through the curriculum and is intended to enable children to make informed choices about lifestyles they adopt. It includes activities to develop: children’s self esteem, their ability to relate to and collaborate with others, keeping themselves safe, their awareness of bullying and its consequences and their ability to resolve differences. Health Education provides the context for teaching ways in which children can take greater responsibility for their own health and well-being, and includes elements of Sex & Relationships Education and Drug Education. The Sex and Relationships Education programme is covered by each year group: Years 3 and 4 look at changes that take place in life and to our bodies in preparation for puberty. In years 5 and 6, there is a more detailed study of the physical and emotional changes that take place during puberty, this includes peer pressure and looking at how relationships are presented in the media. Children may be withdrawn from Sex Education if parents wish, although the aspects taught as part of the Science curriculum are compulsory.

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Homework Homework is largely intended to enable children to consolidate or practise skills. Most year groups have a menu of tasks to choose from in addition to reading and learning multiplication tables. The amount increases as children move through the school and may include writing activities or revision pre-SATs in Year 6. Home/School diaries provide a record of homework activities. We ask that parents sign the diaries on a weekly basis. Special Educational Needs (SEN) At Melbourne Junior School, we are committed to providing a rich and inclusive education for all our children.

We recognise the entitlement of all children to have access to a broad and balanced curriculum, and a range

of learning experiences.

All Derbyshire Local Authority schools have a similar approach to meeting the needs of children who have a

Special Educational Need, or disability, and are supported by the LA to ensure that all pupils, regardless of

their specific needs, make as much progress as possible.

At Melbourne Junior School, we understand the importance of early identification of a possible barrier to

learning, and are committed to providing an education for our SEND pupils that is best suited to their

individual need. For more information about the Local Offer and the school’s SEND policy, please refer to the

school’s website.

The Special Needs Co-ordinator is Miss Martin.

Access for children with disabilities Melbourne Junior School is committed to ensuring access for children with disabilities to all aspects of school life – curriculum, organisation, sports clubs, trips, transition arrangements. The school building is accessible for wheelchairs and we have three accessible toilets. The school has an Accessibility Plan (please see p25) and a Disability Equality Scheme. The school’s Inclusion Policy details how children are supported through a differentiated approach according to their individual needs. Looked After Children Through the Inclusion Policy, the school recognises the need to support Looked After Children. Mrs Whirledge is the teacher responsible for any Looked After child. Provision will be made to address individual needs and to work with external agencies. Pupil Premium Families who are eligible for certain benefits are entitled to Free School Meals. In addition to this, the school receives funding to support these children as follows:

Additional teaching support in year 6 to provide 3 smaller groups - £25000

Additional support Year 3,4, 5 -£3415

School trips and Y6 residential £5000

Nurture provision- £2400

Wider opportunities

If you think you might be eligible for this, please contact Mrs Abbott, School Business Officer.

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Exceptionally Able Children (Gifted and Talented) At Melbourne Junior School, all children are valued for their individual strengths, talents and special abilities, whether this is in a core curriculum subject or in any other area. We endeavour to meet the needs of higher ability children through careful identification and monitoring strategies, and by providing the kind of education which will not only support the development of the whole child intellectually, socially and emotionally, but will enable them to show aptitudes and quality of thinking. Enrichment Days and Activities A broad programme of enrichment activities provides a broad range of opportunities for pupils. Over the last two years, these have included: Poole’s Cavern, River Derwent at Matlock, Eyam, the Mosque and Gurdwara in Derby and the Holocaust Memorial Centre. Theme days and weeks include World Book Day, Poetry Day, Science Week and French Day. Through House Competitions, children compete against each other in sports, chess and many other activities.

Cycling Proficiency Training

ATTENDANCE STATISTICS 2017-2018

TOTAL NUMBER OF PUPILS IN SCHOOL FOR AT LEAST ONE SESSION 261 % authorised absence: 4.30% % unauthorised absence: 0.07%

THE SCHOOL YEAR 2018/2019

INSET DAYS (SCHOOL CLOSURE 2018-2019) Monday 3 September, Friday 26 October, Friday 12 April, Monday 3 June, Monday 22 July.

Aut 1 Mon 3 September 2018 Fri 26 October 2018

Aut 2 Mon 5 November 2018 Friday 21 December 2018

Spr 3 Monday 7 January 2019 Fri 15 February 2019

Spr 4 Mon 25 February 2019 Friday 12 April 2019

Sum 5 Mon 29 April 2019 Fri 24 May 2019

Sum 6 Mon 3 June 2019 Fri 19 July 2019

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THE SCHOOL ROUTINE

The School Day Morning Session 9.00 am – 12.00 noon Afternoon Session 1.10 pm – 3.25 pm Break time 10.45 am – 11.00 am During the week the children receive 23 hours 30 minutes teaching across the curriculum. The remaining time is devoted to registration and the daily act of worship. Children assemble in the playground in the morning and come into school from 8.50 am onward ready for the register at 9.00. Parents are asked not to bring cars onto the drive and campus, as parking/turning space is very limited. Indeed, we recommend that junior children walk to school, this being encouraged in our health and environment education. We hope parents who drive to school show consideration when parking near school at the start and end of the school day. Police are particularly keen that normal parking regulations are adhered to. Parents are requested to wait for children at the end of the school day on the tarmac area, inside the pedestrian gate near the school playground. We request that younger children are supervised by parents so that they do not interfere with lessons or get injured when the Junior children leave the building. Mealtimes Lunches are cooked in a well equipped kitchen on the school premises. The meals are of a high standard and are popular with children and staff. The choice includes a meat dish, a vegetarian meal or sandwiches. A small number of children bring sandwiches for lunch. We request that parents provide healthy lunch boxes for children and do not send sweets or chocolate bars. We do ask that children take meals or sandwiches on a full-time basis, and that advance notice is given for any change in this routine. The cost of school lunch is presently £2.10 per day per child. All lunch money should be paid for in advance, in accordance with the school’s Dinner Money policy, using the Parentpay system. Parents who feel that they may be eligible for free meals are actively encouraged to contact the school office or Headteacher for information. Applications for free meals are available from the office. All enquiries are dealt with in the strictest confidence. Special diets on medical/religious grounds are available, so do not hesitate to request these if you require one. Snacks/Drinks Children are encouraged to bring water into school on a daily basis in a sports type bottle, labelled with the child’s name. Water bottles are available from the school shop, which is run by the PTA.

KS2 children may bring a healthy snack for break time. This can include fruit, a bread roll or cereal bar. Crisps, sweets, chocolates and nuts should not be brought.

If children wish to celebrate a birthday or other event with their class mates, we request that sweets/cakes are not brought into school. We would request that an alternative- e.g. fruit, stickers etc be sent in.

Owing to children who have very serious allergies, we request that nuts are not brought into school at all.

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Absence from School General If your child is absent from school, please telephone before 9.30 am to explain the absence. The school is legally obliged to make enquiries in cases where no reasons for absence are supplied. The following is a guide to the normal periods that children should stay away from school after contracting infections or diseases. However, these periods may be varied in individual cases at the direction of the medical practitioner. Minimum period of exclusion from school: CHICKENPOX Five days from onset of rash DIARRHOEA/VOMITING Until 48 hours from the last episode GERMAN MEASELS (rubella) Six days from onset of rash MEASLES Four days from onset of rash providing child appears well MUMPS Five days after onset of rash MENINGITIS Until declared fit to return to school by a Medical Practitioner IMPETIGO Exclusion until skin is healed or 48 hours after starting anti-biotic HEADLICE Please notify school if you see eggs or lice in your child’s hair Illness during school hours As we are able to provide only limited care, we will ask parents to collect pupils who become ill during school hours. Accidents and Emergencies You are asked to complete a form giving us details of telephone numbers and addresses where we can contact you in an emergency. We hope these will be few and far between, but it is important that this information is kept up to date. Please inform us of any changes immediately. Medicines Pupils who are unwell should not be sent to school. However many pupils need to attend school while taking prescribed medicine for the following reasons:

they suffer from a chronic illness or allergy

they are recovering from a short-term illness and are undergoing or completing a course of treatment using prescribed medicines.

To help avoid unnecessary taking /storage of medicines in school parents /guardians should:

be aware that three-times-daily dosage may be spaced evenly throughout the day and does not necessarily have to be taken at lunchtime

GPs will usually adjust medication to avoid school time doses

where possible parents should come to school to administer medicine at lunchtime Please note that the school does not keep any medication for distribution to pupils e.g. paracetamol. In exceptional cases where medicine is administered voluntarily by a member of staff by prior agreement with the Headteacher, we will follow the agreed LA procedures outlined below.

All medicines that are to be administered in school must be accompanied by written instructions from the parent and/or the GP.

Only one day’s dose should be sent into school.

Medicine should be clearly labelled. If necessary, the dispensing chemist should be asked for a duplicate container, appropriately labelled, for taking a daily dose of medicine to school.

If antibiotics are needed, only those that need taking 4 times a day should to be brought into school.

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Arrangements for the administration of medicines

Agreement for the administration of medicine must be made with the Headteacher or Deputy Headteacher.

All medicines must be brought to the school office, together with the clear information from parents regarding their use.

The School Business Officer, Mrs Abbott or, in her absence one of the designated First- Aiders will administer the dose.

Medicines which have passed the expiry date will be returned to parents for disposal at the pharmacy. Medicines will not be sent home with pupils.

All staff who participate in administering medicine will receive appropriate information and training for specified treatments in accordance with the code of practice. In most instances, this will not involve more than would be expected of a parent or adult who gives medicine to a child.

Emergency Aid Where children have medical conditions which may require rapid intervention parents must notify the Headteacher and Bursar about the condition, symptoms and appropriate action following onset. The Headteacher will then make all staff aware of this information. A Care Plan must be completed detailing this information. Training will be accessed, where appropriate, from the school health service. Referrals to either the School Nurse or the School Doctor are available. These are confidential. The School Nurse can be contacted on 01283 818093 Inhalers for children with asthma Parents/guardians have the responsibility to ensure that inhalers are clearly labelled with the child’s name and marked as a ‘reliever’ or ‘preventer’. Children with asthma will usually carry their own inhalers as they must have immediate access to them at all times. They should be taken to swimming lessons, sports events and educational visits. Under guidance for the Department for Health, schools are now able to keep emergency salbutamol inhalers for children who are diagnosed with asthma. If this is relevant for your child, you will be asked to sign a form giving permission for its use in an emergency. Parent Helpers Parent Helpers are very welcome to help in school with reading, ICT, swimming duty etc after consultation with the class teacher. All parents interested in helping in school should contact the office. Guidance around safeguarding checks have changed, depending upon the role carried out. You will be advised if a full DBS check is required.

Appointments Please tell the office about any dental, hospital or other appointments beforehand, bringing in a letter to confirm your appointment, in order that we may place an appropriate mark in our registers. Children must be collected if they have to leave during the day for an appointment. Holidays The DfE expects schools and local authorities to promote good attendance and reduce absences, including persistent absence. This is because we know that missing out on lessons leaves children vulnerable to falling behind. Children with poor attendance tend to achieve less in both primary and secondary schools. As a school we work incredibly hard to support all children and their families so as to ensure that all children have good attendance.

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The Government has recently made amendments to the Education (Pupil Registration) (England) Regulations. These state that Headteachers may not grant any leave of absence for holidays during the term time unless there are exceptional circumstances; in these cases it is the Headteacher who determines the number of days a child can be away from school if the leave is granted. As a consequence of these changes approval will not be given to requests for leave of absence for reasons that are not considered to be special or exceptional such as:

Availability of cheap holidays and cheap travel arrangements

Days overlapping with beginning or end of term

Parents needing leave of absence for exceptional circumstances* should complete a form at least two weeks before the anticipated start date. The reason for the request should be given in detail. Applications should be made before the leave is arranged as absences will not be granted retrospectively. This is Government policy and parents who take their children on holiday without permission will incur unauthorised absences for their child. These remain on the child’s record and will be monitored for further action by the Education Welfare Service. Parents could be issued with a fixed penalty notice and/or court action. *Examples of exceptional circumstances as agreed by Melbourne Infant and Junior School’s governors.

Accredited Exam – ballet/music (extra curricular)

Gifted & Talented opportunity (part in the pantomime, Wimbledon ball person etc)

Bereavement

Serious family crisis

Holiday due to factory shut down (Proof shown to the school to verify from employer)

Wedding – close family relative (parent, grandparent, sibling, 1st aunty/uncle)

Religious Day

Other exceptional circumstances to be considered on an individual basis

AFTER SCHOOL CARE

Scallywags is a before and after-school facility, situated in Melbourne, which aims to provide a safe, caring and stimulating environment for the children of the Junior and Infant Schools. Melbourne Infant School offers a breakfast club and a number of child minders operate Melbourne

PARENT TEACHER ASSOCIATION

There is an active Parent Teacher Association which organises a variety of social, educational and fund-raising events throughout the year. Please support these events. As a parent, you are automatically a member of this association, and your thoughts and suggestions regarding activities will be more than welcome. Meetings are presently held regularly – you will be informed of dates through School or PTA Newsletters. The PTA shop provides a wide range of school orientated products such as rulers, pens, bookmarks, swimming hats, at attractive prices and is held in the school hall on Tuesday and Thursday mornings between 8.40 am – 9.00 am.

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CHARGES FOR SCHOOL-RELATED ACTIVITIES

Your child’s general education is provided by the Derbyshire Education Authority through the school. This includes provision of materials such as exercise books, paper, paints and equipment. There are, however some circumstances where the Governing Body reserve the right to make a charge for school related activities. These are as follows:- Activities outside School hours not within the National Curriculum These could include, for example, an evening/holiday visit to the theatre for a pantomime. The full cost would be met by parents. Individual Music Tuition Individual music tuition is presently provided by the Derbyshire & Derby City Music Partnership during lunchtimes and after school. Details of charges are available from the Headteacher. Materials/Ingredients A charge may be made for materials or ingredients, or they may be required from home if you indicated in advance that you would like to own the finished article or product made by your child. This could include costs for cookery, pottery and certain craft items. You will receive details of any planned charges before relevant activities. Lost School Equipment Parents will be expected to replace or purchase lost items of school property, for example, a library book. Lost Property We request that all items that are brought into are school are clearly labelled. Lost property will be kept in the Resources Room. It is circulated to all classes weekly and at the end of each term it will be displayed in the hall. Items not claimed at the end of the school year will be disposed of, usually to a charity. Breakages and Damages Parents will be charged for any wilful damage by their children to school buildings or property. School Journeys/Educational Visits Where these include a board and lodging element of residential activities during school hours, there will be a charge. An exception is made for children whose parents receive income support/family tax credit. Where these activities are part of a holiday, rather than a residential course of study, parents would be asked to contribute to the cost of the package. Where this is likely to present problems to any parent they should contact the Headteacher. Any discussion of this nature will be treated in the strictest confidence. Activities outside school hours, not within the National Curriculum, may incur charges. In accordance with the Charging and Remissions Policy, parents of children entitled to Free School Meals are exempt from the majority of charges for visits. Please see trip letters for information. Educational visits during the school day are valuable learning experiences and often provide social and emotional benefits as well. We, like many schools, would wish these to continue and even to be extended. Parents are invited to make voluntary contributions towards the cost of these visits, activities and extra curricular pursuits. Parents should also be aware that if there are not sufficient voluntary contributions, trips or events will not go ahead.

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General The Governing Body may, from time to time, amend the categories of activities for which a charge is made. If support is not forthcoming, they reserve the right to cancel.

SCHOOL PROCEDURES

Data Protection Basic information about pupils is held on computer to assist with the efficient organisation of the school and the individual’s educational needs. Security measures are taken to ensure that the information is kept confidential and is only available to authorised staff. It may be used for statistical purposes but this will not enable any individual to be identified. The school and the County Council have registered with the Data Protection Register details of persons to whom they may wish to disclose information. By law, under the provision of the Data Protection Act 1984, information may only be disclosed to other persons in accordance with this registration. Your school is registered to disclose personal information to: Family, Relatives, Guardians, Trustees Legal Representatives, Doctors, Dentists, other Health Advisors, DfE, DHSS, Local Authority Education and Social Services. It is the policy of the Governors and Derbyshire County Council, that such information is confidential and that, even when a need to disclose information has been registered it will only be divulged in exceptional circumstances and will be kept to the minimum necessary to achieve the purpose. This policy is, of course, subject to any law which imposes a duty of disclosure on the Governors or Derbyshire County Council. Pupils may also use computers in the classroom as part of their education, but they do not have access to the personal information records. If you are concerned about any aspect of personal information held on computers, please contact the Headteacher in the first instance, or write to the Data Protection Liaison Officer, Education Department, Derbyshire County Council, County Offices, Matlock, Derbyshire DE4 3AG. Child Protection Our first priority is your child’s welfare. There may be occasions when our concern about your child means that we have to consult other agencies even before we contact you. The procedures we follow have been laid down by the Derbyshire Children Board. If you want to know more about this procedure, please speak to the Headteacher. The Child Protection Co-ordinator is Mrs Whirledge. Complaints Procedure Under the Education Act all schools must outline the procedure for parents to make a complaint. The procedure is a follows:- The complaint should be addressed initially to the Headteacher in order that the issue may be resolved informally at the earliest opportunity. Any person making such a complaint may receive, upon request from the Headteacher, a copy of a statement from Derbyshire County Council Education Service, explaining principles and arrangements for the consideration of complaints, if local attempts to resolve the difficulties prove unsuccessful.

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ACCESSIBILITY PLAN 2017-2020 As an inclusive school, we are required to have an accessibility plan to indicate how we continue to aim to improve facilities for all school users.

TARGET STRATEGIES OUTCOME TIME FRAME

GOALS ACHIEVED

Short Term

To ensure that new classroom complies with all DDA requirements and further enhance provision within school.

Planning with architects for the needs of all children.

Children have needs met.

Sept 2018 completion

Children make good progress in all aspects of their development.

Medium Term/ Ongoing

Preparation for admission of children with known needs from Melbourne Infant School.

Dialogue with school and LA in readiness for transition.

Children have needs met.

Ongoing All individual needs met.

Long Term/ Ongoing

Staff training to support children with particular needs, and thereby to ensure needs are met and that children make good progress through school.

Use of support services for SEN/Health professionals etc.

The quality of the teaching and learning environment ensures positive outcomes for all children.

2017-2020 Improved outcomes for all children.

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Teacher assessment results

BLW

Below the standard of the pre-key stage - to be reported with P-scales or NOTSEN as appropriate

PKF

Pre-key stage foundation

PKE

Pre-key stage early development

PKG

Pre-key stage growing development

HNM

Has not met the required standard for most 11-year-olds

WTS

Working towards the expected standard

EXS

Working at the expected standard

GDS

Working at greater depth at the expected standard

A

Absent

W

Disapplied

Report is based on provisional data published on 31st August 2017 (SFR43/2017)

Melbourne Junior School 2017 KEY STAGE 2 NATIONAL RESULTS

These tables shows the percentage of eligible students and their attainment at the end of key stage 2 in 2017 at National Level and for 2018 at a School level.

The number of eligible students is : 72

Figures may not total 100 percent because of rounding.

The shaded sections of the table represent 2017 national teacher assessment data and test result data.

TEACHER ASSESSMENT

Percentage with each outcome

BLW PKF PKE PKG HNM WTS EXS GDS A D

Reading 0 0 0 0 11 89 0 0

Reading 1 1 1 2 16 79 0 0

Writing 0 0 0 0 17 50 33 0 0

Writing 1 1 1 3 18 59 18 0 0

Mathematics 0 0 0 0 7 93 0 0

Mathematics 1 1 1 2 18 77 0 0

Science 7 93 0 0

Science 18 82 0 0

TEST RESULTS

Percentage reaching the expected standard (a scaled score of 100

or more)

Percentage achieving a

high score (a scaled score of

110 or more)

Average scaled score

Reading 86 49 108

Reading 71 25 104

Grammar, punctuation and spelling 89 57 110

Grammar, punctuation and spelling 77 31 106

Mathematics 96 38 108

Mathematics 75 23 104

Reading, Writing (TA) & Mathematics 76 23 0

Reading, Writing (TA) & Mathematics 61 9 0