Himbleton Church of England First School, Worcestershire

Read Our School Policies

Some of our policies our below. Click on the hyperlinks above to read them in full or click on the external files at the bottom of the page to download them and print them out in Word Back to top

Home-School Agreement

At Himbleton CE First School we aim to develop an effective Home-School Partnership for the benefit of our children so that they are all able to achieve their full potential in a secure and happy environment.

For children to succeed at school it is important that parents, children and school are able to work well together. In order that this partnership can work effectively each party must be supportive and committed to work in the best interests of all concerned.

The Child?s and Parent?s Entitlement

The school will try to ensure that:

* we offer you an effective means of communication for exchanging information, queries and views on all school matters;

* we provide a broad and balanced curriculum for your child;

* we provide regular information about your child?s work in school;

* we monitor your child?s progress and arrange regular opportunities to discuss this;

* we alert you to any difficulties as they appear;

* we maintain a code of behaviour which provides a safe and caring environment.

We understand and support the Home-School Agreement.

For the Parents: _____________________________________

The School?s Entitlement

You can support your child by:

* ensuring regular attendance and inform school if your child is to be absent;

* taking an interest in their school work and supporting reading and other homework activities;

* taking part in two-way communication with school in order to keep up to date with your child?s progress;

* sharing any concerns about your child?s health, education or behaviour;

* supporting our behaviour policy;

* taking an interest in the wider community activities of the school.

We understand and support the Home-School Agreement.

For the School: _____ Back to top

School Web Site Policy

On our School Web Site we would like to use photographs and examples of the children?s work.

As always our utmost concern is for the safety and privacy of our children and members of staff. Therefore certain rules have been put into place in order to protect the identity of individuals and how they are represented visually.

Our rules are:

?á No close up photographs of our children or staff are available on-line.

?á Images of children or staff are not labelled with their names.

?á Drawings of children may appear on the web site.

?á Drawings of staff may appear on the web site.

?á Children are referred to by first names only in written text on our web pages.

?á Staff are referred to by title and surname in written text on our web pages.

?á All content is checked by teaching staff and approved by Mrs Gent, Head Teacher before being put onto the School?s Web Site.

....................................................................................................................................................
HIMBLETON C E FIRST SCHOOL

Parent?s Consent for Web Publication of Work & Photographs

I have read the School?s Web Site Policy and I agree that my child?s work may be published on the School Web Site. I also agree that photographs that include my child may be published subject to the rules set out in the School Web Site Policy.

Signed .................................................................. Date.............................................

Name of child................................................................................................................

(Please cut off consent slip and return to school as soon as possible) Back to top

Behaviour Policy

At Himbleton Church of England First School we endeavour to create a safe and happy school where our children learn and flourish.

We encourage a caring and sharing ethos where everyone communicates courteously to maintain a warm and respectful atmosphere.

We recognise the vital role adults have to play in providing a model of behaviour for our children. We value the children in our school and give them the respect they deserve. We treat them fairly and consistently, always endeavouring to recognise positive behaviour.

We believe discipline is a key feature of school life and that all children need firm, clear limits with boundaries and expectations. A positive approach generates high self-esteem and a sense of purpose amongst children and adults.

We encourage self-discipline and good behaviour with our children taking responsibility for their own actions. We do not take good behaviour for granted recognising that our children are learning educationally and also in behaviour. In the same way they will get things wrong and need our help and support to improve.

If parents have any concerns they should approach their child?s teacher informally in the first instance. If more time is needed, then an appointment can be made to address these concerns at a mutually convenient time. Should parents or the class teacher feel that the actions agreed are not resolving the situation, a meeting may be arranged with Mrs Gent, Head Teacher.

School policy is to address any issues concerning behaviour immediately, and the approach will vary accordingly however a general pattern is as follows:

? All the children involved in an incident are gathered quickly together with an experienced teacher/Head Teacher and given the time to individually give a factual report.

? Inevitably there are different ?stories? therefore the adult gently teases these out until there is an agreed version amongst the children. This is achieved by asking questions such as: Why do you think that happened? Why do you think he did that? Etc etc., the intention being that everyone involved will realise the impact their behaviour has on others, recognise what went wrong, how it could have been avoided and how to manage situations in the future.

? This session only ends when all the children feel the situation has been fairly & satisfactorily dealt with and friendships have been renewed.

? If any sanctions are to be imposed then each child is asked either individually or as a group what they feel would be appropriate. In our experience ?guilty? children are often very hard on themselves and they need adult guidance to ensure ?the punishment fits the crime?.

? Resolving the incident is best done as soon as possible whilst all involved can still recall the event.
We believe that if our children are well motivated and interested, then negative behaviour is minimised. At Himbleton our children are encouraged to become independent learners. As teachers we facilitate this by creating a positive working environment.

All staff - teaching and non-teaching, parents, children and governors work together to create a sense of purpose within our school. We want our children to value themselves and each other. We want them to feel important, worthwhile and special. With positive self-esteem our children will realise their talents and capabilities and play a fulfilling and meaningful role in society.

We encourage our children to behave in a responsible manner. Our children wear Himbleton School uniform with pride. They realise that as individuals they represent the school as a whole. Our children make us proud.

A Life in Your Hands

If children live with criticism,
They learn to condemn,
If children live with hostility,
They learn to fight,
If children live with ridicule,
They learn to be shy,
If children live with shame,
They learn to feel guilty,
If children live with tolerance,
They learn to be patient,
If children live with encouragement,
They learn confidence,
If children live with praise,
They learn to appreciate,
If children live with fairness,
They learn justice,
If children live with security,
They learn to have faith,
If children live with approval,
They learn to like themselves,
If children live with acceptance and friendship,
They learn to find love in the world. Dorothy Law Holte

?Golden Rules?

Having rules is an important part of creating the boundaries for children to learn within. At Himbleton School we have a set of Golden Rules that are agreed by all the children and which best reflect what is special about our school.

Our Golden Rules are our moral values and are a way of bringing concepts of morality and responsibility into the forefront of children?s minds, enabling them to become more aware of their choices. The clear definitions of appropriate behaviour and procedures enable our children to take responsibility for their own actions.

They are displayed in the classrooms and each child is invited to have their own copy of the Golden Rules that they sign with the intention of adhering to.

The Golden Rules are referred to and discussed regularly to remind us of what we are trying to achieve.

Golden Rules

We are gentle
We are kind and helpful
We listen
We are honest
We work hard
We look after property

Signed .....................................................................................

Golden Time

We use Golden Time as a reward for keeping to the Golden Rules. This reinforces the children?s perception of where the boundaries are, and their understanding that they are using the boundaries in the right way.

Each school week, ends on a Friday afternoon with the whole school taking part in Golden Time. It is a time for everyone in the school to come together and celebrate everything achieved over the past week.

All the staff: teachers, including the Head teacher, teacher assistants and secretary run a range of activities. Governors and parents are also welcome to lead activities either on a regular or occasional basis.

At the beginning of the session each child chooses from a range or organised activities, usually 10-12. The choice varies from week to week and may include activities such as: ribbon weaving, football, hockey, dressing up, board games, puzzles, laptops, etc etc. Careful organisation ensures that each activity group is kept small and includes children of different ages.

Golden Time is based on the assumption that all children will keep the Golden Rules throughout the week and therefore enjoy this special time. Every child in our school starts each new week with an entitlement of thirty minutes Golden Time on a Friday afternoon. However, they can lose it in blocks of 5 minutes if they break out Golden Rules.

If children lose some of their Golden Time then they sit away from, but in close proximity to their chosen activity. This reminds then of what they are missing and of what they can return to if they sit calmly. They sit with a sand timer and watch their allotted time passing. Watching the timer not only provides a visual passing time but also, has a calming effect therefore ensuring the child is then well prepared to join in and enjoy their chosen activity.

Earning back lost Golden Time is at the discretion of the Class Teacher. When this is deemed appropriate the child makes an agreement with the teacher, fills out a simple contract that is then signed.

Earning Back Golden Time Contract

I agree to ?????????????????????????????
????????????????????????????????????.
?????????????????????.?????????..(target)
in order to earn back?????minutes of Golden Time.
Signed?????????????????????.Pupil
Signed??????????????????..Teacher
Playtimes

Outdoors -We encourage our children to use the outdoor facilities selectively eg quiet areas, adventure playground, playground games, garden, etc.

Indoors -The range of activities available for the children are negotiated between the Class Teachers and, when appropriate, Lunchtime Supervisors. Activities will depend on the specific needs of the children at the time.

Lunchtime

Indoors -Lunchtime Supervisors circulate and chat to the children. Children are gently encouraged to eat and drink all their lunch. Any uneaten food is returned to their lunchbox.

Outdoors -A range of games and toys are always available to the children. A Lunchtime Play Leader sets up a range of activities each day. She encourages children to play and also teaches new games.

Lunchtime Supervisors circulate and help to teach and participate in games.

Lunchtime Supervisors deal with minor behavioural incidents. On rare occasions when more serious problems arise, they are reported to the teaching staff immediately.

The Elton Committee

The Elton Committee summarises the effective use of punishment as being ?firm rather than aggressive, targeting the right pupil, using private rather than public reprimands, being fair and consistent, and avoiding sarcasm and idle threats.?

The Committee also notes that ?In some schools, a pupil can gain attention in one of two ways - by working well or behaving badly.?

At Himbleton Church of England First School we look for opportunities to reward all children, not only those who behave well. We reward children for improved work or effort, alongside those who consistently work well.

We also recognise that each child should have a fresh start every day and as teachers we should praise every child every day for something.

Rewards and Sanctions

At Himbleton First School we encourage positive behaviour with the use of rewards. Sanctions are used to halt inappropriate behaviour. To be effective, rewards and sanctions are given immediately. We recognise each child as an individual and as such they are motivated and rewarded by different things.

Rewards
We remember to: -make sure the child sees it as a reward
-make sure the child understands why it has been given

We vary the rewards we use as we are aware that rewards lose their effect if over-used.

We may use the following rewards:

?á A smile

?á Words of praise, privately and publicly

?á Stickers

?á Inviting other children/adults to acknowledge the achievement, including an informal chat with parents

Sanctions
We remember to: - listen
- identify the right child
- be calm and fair
- focus on the misdeed, not the child
- make sure the child understands why
- include a positive message about what choice could be made in future
- ensure appropriate action is taken

When a child has completed a sanction we talk to them about consequences and what they
could have done. The choice and its consequence, eg - what could you have done, what choice could you have made? An early opportunity is then sought to give praise.

We may use the following sanctions:

?á A quiet and private reprimand

?á ?Time out?. Our children are encouraged to recognise their own need for ?time out?. We try to negotiate a period of time and place to be on their own.

?á Loss of Golden Time (see previous section)

?á Loss of playtimes or privileges. If appropriate this is followed up with an informal chat with parents - is there a reason for this behaviour? Seek their support.

Sanctions do not change behaviour, they halt it!
However, we can influence behaviour and help our children make good choices.

Anti - Bullying Policy

The Nature of Bullying

At Himbleton we have adopted the guidance offered by the DfEE in their anti-bullying pack for schools: ?Bullying-don?t suffer in silence?, 2000.

There are many definitions of bullying, but most consider it to be:

?á deliberately hurtful (including aggression)

?á repeated often over a period of time

?á difficult for victims to defend themselves against

Bullying can take many forms, but three main types are:

?á physical - hitting, taking belongings

?á verbal - name calling, insulting, making offensive remarks

?á indirect - spreading nasty stories about someone, exclusion from social groups, being made the subject of malicious rumours

Name calling is the most common direct form. This may be because of individual characteristics, but children can be called nasty names because of their ethnic origin, nationality or colour; sexual orientation; or some form of disability.

?Bullying - don?t suffer in silence?, DfEE, 2000

Aims

We aim to create an ethos that ensures that bullying is seen as unacceptable. We endeavour to provide our children with the skills and attitudes that will help them recognise bullying in themselves and others and thus help prevent it. We provide support for all those involved when instances of bullying occur.

Procedure

At Himbleton Church of England First School we believe that every child has the right to be safe and happy.

Our children are encouraged to report any bullying and to feel confident that adults at school and home will deal with incidents. Parents are also encouraged to discuss any concerns they may have about bullying. However, we acknowledge that a ?culture of silence? can surround bullying and that teachers and parents often need to take steps to uncover it.

Our approach is to remove this secrecy that so often surrounds bullying. This area is approached through ?Circle Time?, assemblies, stories, discussion and role-play. We believe that recognition and understanding of what bullying entails helps children and adults recognise early signs and prevent these from developing further.

As teachers we:
?á never ignore suspected bullying

?á do not make premature assumptions

?á listen carefully to all accounts

?á adopt a problem-solving approach which moves children on from justifying themselves

?á follow-up repeatedly, checking bullying has not resumed

All reported incidents of bullying are dealt with sensitively by Class Teachers, always keeping the Head Teacher fully informed. We ensure that all children involved in any incident of bullying are given support and advice to resolve the situation. The situation is then closely monitored.

Parents are fully involved throughout with specific targets agreed.

We do recognise that at some time in the most serious and persistent cases, where other strategies do not resolve the problem, there may be a need for tougher measures and in extreme cases this may lead to exclusion. Back to top

Brain Gym Policy

At Himbleton we are committed to maximising children?s learning in our school and are open to suggestions to help us achieve this. Following initial ?Brain Gym? training and a trial period we believe that ?Brain Gym? when coupled with drinking water can help our children be relaxed and focussed and therefore more likely to make the most of any learning opportunities.

?Brain Gym? is a series of simple movements devised by Paul Dennison, PhD, an American educationalist. The exercises are quick and fun, and easy to slot in at any time during the day and children can do the exercises independently if they want to.

The exercises can help children get ready to learn and can be both calming and energizing. They are particularly helpful in focusing children at the start of a lesson, and refocusing children who are beginning to stray off task.

The movements are designed to integrate the two sides of the brain for whole brain learning. This is important for increased learning ability, retaining knowledge and speedy retrieval. The exercises also reduce stress. This is very important as the fear of failure or lack of self-confidence may cause one half of the brain to overwork and the other side to switch off.

All the exercises are beneficial but particular movements can be used to develop specific learning skills such as reading, spelling, number etc

?Brain Gym? exercises are practised along with making drinking water readily available throughout the school. Children in Years 1, 2, 3 and 4 have individual drinking bottles. Reception Year children have named drinking cups. They are encouraged to drink a specific measure of water (up to the line!) at given times.

Format

Exercises are used in various ways. They may:

?Use songs from ?The Children?s Song Book ? Movement and Learning? ? Brendan O?Hara
The movements and exercises are made more appealing to very young children by being part of a song.

?Follow The Brain Gym CD ? Music for encouraging young children to complete Brain Gym movement. (Each teacher has a copy of the CD)

There are 6 versions of the song in different musical styles. There is also music to give an opportunity to add in some of the other ?Brain Gym? movements.

?Follow the PACE format.
Pace is a series of four exercises or activities to help children get ready to learn.

1.Drinking water.
2.Brain Button exercises to aid concentration.
3.Cross Crawl to help use the whole brain.
4.Hook-ups to relax.
(See additional sheet ? THE PACE STEPS)

?Use specific exercises to address a specific need.
The following books are available in school with details of a range of exercises:
Brain Gym, Simple Activities for Whole Brain Learning ? Paul Dennison
Brain Gym in the Classroom
The Learning Gym ? Erich Ballinger
Movement & Learning, The Children?s Song Book ? Brendan O?Hara

Ultimately our children will learn to do the movements independently, recognising when they can benefit from them.

Water

It is recognised that children who regularly drink the recommended intake of water are found to be calmer, more alert and concentrate better. It has also been found to be more beneficial if children sip small amounts throughout the day. Sports cap bottles are particularly good and our children have these supplied by Severn Trent Water Authority.

It is our intention to get our children into the habit of drinking water regularly throughout the school day. In the early years this begins with organised breaks when children are expected to drink small amounts of water. These times quickly become routine. Using a cup makes it clear to the children how much they need to drink.

From Year 1 onwards children have their own named water bottle and are expected to drink at least one a day. Initially children have organised water breaks, usually as part of ?Brain Gym?. Ultimately they are expected to be responsible for their own water intake, sipping water when needed.

Organised water breaks
The children stop for organised water breaks:
- Before or after a break, or after PE.
- Part of or independent to ?Brain Gym?

Water bottles on desk
- Significantly more is drunk when water bottles are available at an arms length.
- Sipping water is in addition to drinking water as part of ?Brain Gym?.

On demand
All of our children are encouraged to drink plenty of water especially

Adults
All adults working in the classrooms with the children also have their own water bottle and are encouraged to drink plenty of water too. In doing so, they act as a role model for the children reinforcing the importance of drinking water. Back to top

Drugs Education Policy

At Himbleton CE First School we believe that we have a responsibility to prepare the children in our care for the varied experience of adult life. We recognise that drug misuse is a major threat to everyone: as individuals, their families and the wider community.

For the purposes of this document a ?drug? includes both legal and illegal substances with the capability of being misused eg, medicines, medicines on prescription, tobacco, alcohol, controlled and illegal drugs.

This policy is divided into two strands:

*Drug Prevention Education

*Dealing with incidents

Drugs education is taught by the class teachers specifically as part of our Science Programmes and more generally in activities like Circle Time and through the ethos of our School.

Aim

At Himbleton CE First School we aim to enable our children to make healthy, informed choices by increasing their knowledge, challenging attitudes and developing and practising skills.

Objectives

* To develop self-esteem
* To develop personal and social skills relevant to a healthy lifestyle
* To ensure our children are well informed about choice and options
* To ensure our children have access to balanced information
* To develop decision making skills
* To develop an understanding of the consequences of drug use

Drugs and the National Curriculum

The National Curriculum Order for Science requires that children are taught:

At Key Stage 1 ? about the role of drugs as medicines

At Key Stage 2 ? that tobacco, alcohol and other drugs can have harmful effects

Guidance recommends:

Substance use and misuse KS1:

* know that all medicines are drugs but not all drugs are medicines

* know that all substances can be harmful if not used properly

* know about different types of medicine and that some people need them to live a normal life

* know and understand simple safety rules about medicines, tablets, solvents, household substances

Substance use and misuse KS2:

* know that all medicines are drugs but not all drugs are medicines

* know that there are over the counter, prescribed, legal and illegal substances and have some understanding of their effects

* know how to make simple choices and exercise some basic techniques for resisting pressure from friends and others

* know the important and beneficial part which drugs have played in society

Also see ?Practical Guidelines for Drug Prevention Policies in Schools? ? H&WCC

Drugs Education Curriculum

The following outline teaching programme illustrates the topics that might be covered in a drugs education programme at each key stage in our school.

Key Stage 1

Knowledge and understanding

* School rules relating to medicines

* Basic information about how the body works and ways of looking after the body

* The role of medicines (both prescribed and over the counter) in promoting health and the reasons people use them

* Understanding that all drugs can be harmful if not used properly

* Simple safety rules about medicines and other substances used in the home, including solvents

* Consideration of alcohol and tobacco, their general effects on the body and on behaviour

* People who are involved with medicines (such as health professionals, pharmacists, shopkeepers)

* People who can help children when they have questions or concerns

Skills

* Communicating feelings such as concerns about illness and taking medicines

* Following simple safety instructions

* When and how to get help from adults

Attitudes

* Valuing one?s own body and recognising its uniqueness

* Attitudes towards medicines, health professionals and hospitals

* Attitudes towards the use of alcohol and cigarettes

* Responses to media and advertising presentations of medicines, alcohol and smoking

Key Stage 2

Knowledge and understanding

* School rules relating to medicines, alcohol, tobacco, solvents and illegal drugs

* More detailed information about the body, how it works and how to take care of it

* Different types of medicines (both prescribed and over the counter), legal and illegal drugs including their form, their effects and their associated risks

* Introduction to the law relating to the use of legal and illegal drugs

* People who can help children when they have questions or concerns

* Dangers from handling discarded syringes and needles

Skills

* Identifying risks

* Coping with peer influences

* Communicating with adults

* Decision making and assertiveness in situations relating to drug use

* Giving and getting help

* Safety procedures when using medicines

Attitudes

* Valuing oneself and other people

* Attitudes and beliefs about different drugs and people who may use or misuse them

* Responses to media and advertising presentations of alcohol, tobacco and other legal drugs

* Taking responsibility for one?s own safety and behaviour

Personal and Social Skills

At Himbleton CE First School we believe that the development of personal and social skills is critical to the future of our children. Therefore we endeavour to develop these skills in our children so that they can make personal choices.

A range of issues are considered, including:

Self Esteem:
How do I feel about myself?
Do I value me as I am?
What am I good at?
What do others value about me?

Personal and Social Skills:
How well can I communicate with others?
Can I make and keep the relationship I want?
Can I resist the relationships I don?t want?
Can I be assertive?
Can I identify ways of keeping safe and can I use them?
Can I manage pressure?

The Body and How it Works:
How do I keep healthy?
What do drugs do to my body?
How could drugs harm by body?

Moral Issues:
When is it ?OK? to take drugs?
When is it ?not OK? to take drugs?

Feelings:
How do I communicate my feelings?
How does how I feel affect my health?

A range of strategies are used to deliver our Drugs Education and includes activities such as Circle Time, role play, discussion, listening and speaking, and drawing and writing.

Visiting speakers are used in a supporting role. We also make biennial use of ?The Life Education Caravan? which visits the school and engages the children in a series of workshops dealing with issues related to Health Education including the use and misuse of drugs. Programmes are tailored to meet the needs of groups of children and parents are encouraged to participate.

Issues Arising

Confidentiality

We want our drugs policy to reflect the ethos of our school. We therefore aim to create and maintain a caring environment where children feel able to discuss drug related issues, either in a class or in a one to one situation.

Confidentiality may not always be guaranteed for the following reasons:

* Staff (teaching and non-teaching) will need to be aware if a child is asthmatic/diabetic etc in order to provide the best possible care for that child.

* If there is a Child Protection issue, Social Services may need to be informed

* Legally, if illegal substances are involved

Dealing with incidents

In the event of any incidents involving either legal or illegal drugs, we follow the advice in ?Managing Drug Incidents? (WCC) and ?Practical Guidelines for Drug Prevention Policies in Schools? (WCC).

Our Health and Safety Policy and School Prospectus sets down our procedure for dealing with drugs/medicines in school. All adults in school are aware of these procedures and are aware of the need to be vigilant.

Emergency First Aid Procedures

In the event of any emergency arising, which may be due to drugs/medicines, normal First Aid Procedures apply and th Back to top

Formal Complaints Procedure

In the case of a formal complaint being made by the parent/carer of a child in School, the following procedure will be adopted:

Action

* The parent/carer should write to the Chair of Governors.
* Investigation by the Chair of Governors.
* Meeting with Head Teacher, parent/carer and Chair of Governors.
* A panel of Governors may be convened to hear the complaint.
* Outcome communicated in writing by Chair of Governors to parent/carer.
* Anonymous letters will not be acted upon.

At all times the school will try to resolve the concern/complaint amicably.
All conversations and meetings will be recorded as accurately as possible. Back to top

'Forest School' Policy

?Forest School? is a Scandinavian concept where the outdoors is used as an area for learning. Many of the activities evolve from the children?s interests and ideas, and the natural materials found in the outdoors rather than paper, pencils and worksheets.

?Forest School? offers an outdoor classroom where the rules are minimal and easy to understand, there is no right or wrong, learning is life-long and there is risk-taking within a controlled environment. Children are encouraged to move away from adult interaction and to become more responsible for each other and themselves.

?Forest School? is about using the outdoors to promote confidence, self-esteem and independence. At Himbleton we are passionate about developing the whole child, not just their academic ability. The benefits of ?Forest School? to the children are many. Confidence, behaviour, concentration, independence, social, emotional and physical skills are all developed with positive effects on all areas of the child?s life and learning.

Also, ?Forest School? is about exploring and experiencing the natural world through practical activities. The children go out in all weathers, all year round, exploring and learning from the seasons and environment changes. The children?s interests along with the varied natural resources in our woodland are used to stimulate creative thinking, problem solving and skill development, all in the guise of play.

We recognise that in order to learn you have to engage and participate. For many children that engagement comes easily. However, some children find this really difficult and these children often lack confidence and have low self-esteem. Evidence shows that ?the main outcome of ?Forest School? is the nurturing, support and development of self-esteem of participants, so that they have a sense of self-worth and value themselves.?

Many of our children live safe, comfortable and organised lives. Whilst this can be considered commendable it provides little opportunity for our children to test themselves, to explore the unknown and to find out what they are truly capable of. We believe ?Forest School? activities have a major part to play in addressing this:

??Forest School? builds on a child?s innate motivation and positive attitude to learning, offering them the opportunities to take risks, make choices and initiate learning for themselves.?

Our outdoor environment is very important to us as a school. It is an invaluable resource that we use on a daily basis for play and learning and over the years we have had extensive practical support from Bob Green, Deputy Head of Bishops Wood Environmental Education Centre.

Our latest project was in Autumn 2003, when we started to create a woodland environment within our school grounds where we can offer outdoor activities that meet the philosophy of the ?Forest School? to our children in Reception and Year 1. Once this is established we intend to explore access to an established woodland, within walking distance, where we can set up our own ?Forest School? site and fully exploit the opportunities this will offer.

Principles of ?Forest School?

Through ?Forest School? our children have opportunities to:

? Build independence and self-esteem
? Take managed risks in a different environment
? Combine freedom with responsibility
? Experience the changing seasons and all weathers
? Discover their abilities without fear of failure and criticism

School ?Forest School? site

Our ?Forest School? site is located on our main school field. There are two main areas being developed as woodland areas. Additional native woodland trees have recently been planted. The site also includes:

? A base camp (semi-permanent shelter)
? A log circle
? A fire pit
? An orchard
? A hedge with climbing holes
? A compost heap
? Willow structure
? Mud hut
? Tools and equipment are locked in the School sheds.

Health and Safety

The health and safety of the adults and children is paramount at all times throughout any activity and session. Safe practice is reinforced through regular reminders.

Whistles ? worn by all adults. Long sustained loud whistle indicates emergency, everyone to gather immediately at source of sound.

Fire ? always supervised by adult when lit. Entering and leaving the fire circle is over the logs. Walking inside the fire circle is not allowed.

Tools and equipment are locked in the School sheds.

Risk Assessments are completed.

?Police Checks? (CRB) are carried out on all volunteers prior to them participating in ?Forest School?. This is in line with School Policy.

Clothing

Children wear old and comfortable clothes to school that are suitable for working outdoors and possibly getting muddy. They also have waterproof coat/cagoule and trousers, and their Wellingtons in a named carrier bag ready to change into.

Adults wear their school P.E. kit. They also have waterproof coat/cagoule and trousers, and walking boots to change into.

In hot weather everyone wears sun cream/screen and a sun hat.

Guidelines for Working with Children

? Set clear and safe boundaries

? Plan for a variety of learning styles, intelligences and schemas

? Encourage the children to take responsibility for their own learning

? Support the children in their activities ? rather than doing them for the children

? Encourage children to think things through, even if they come to the wrong conclusions

? Trust children to take supported risks

? Encourage the children to walk without holding hands

? Promote equal opportunities

Enjoy ?Forest School?

Planning for ?Forest School? Activity Sessions

Children in Reception and Year 1 take part in ?Forest School? activities on Thursday mornings on the days the rest of the school go swimming. They come to school dressed for the outdoors as previously described. Each session is a combination of teacher led and child-initiated activities.

Teacher led activities provide a focus for learning and are usually skill based. These activities are planned but can be readily adapted or changed and usually start each session. They are related to the Foundation Stage Curriculum and the National Curriculum for Key Stage 1.

It is important that this part of the session meets the needs of the group and reflects the climatic and seasonal conditions of the day ? flexibility and alternative plans are the key to success!

Child-initiated activities arise out of the interests and ideas of the children. They may be a response to the conditions of the day, an ongoing idea they wish to explore etc etc etc.

Activities

Activities may include:
? Picture making ? use sticks, leaves, berries etc

? Angels - in the snow / frost / leaves

? Leaves - collect on a stick

? Shelters ? for toys / selves

? Using senses ? eg. listening at different points in ?Forest School?.

? Cooking - toast marshmallows
- toast bread finger rolls (halved)
- toast crumpets
- toast pancakes
- toast muffins
- toast bread
- vegetable soup
- pancakes

? Earth pizza ? stones, soil, sprinkle/spray water over soil, add leaves, berries, grass etc

? Seed socks ? old pair of big white socks over shoes, walk through grass etc, collect seeds

? Leaf lines ? symmetry in leaves

? Nesting materials ? make vegetable net bags, fill with old string, laces, dried grass, feathers etc cut into 10cm lengths, leave bits to dangle outside

? Bird food ? make food, stuff in trunks or into fir cones, hang in trees

? Charcoal ? make from willow sticks, cook in fire in Golden Syrup tin with hole in top

? Nature bracelet ? make bracelet with masking tape sticky side out, collect bits of natural materials to stick to it

? Treasure box ? collect a small treasure for personal treasure box

? Circle pattern ? stand in circle, all slide feet to left to clear ground, repeat, repeat, children search for given materials eg yellow leaf and red leaf, bring back and arrange in circle line

Conservation

In ?Forest School? the children are taught about respect and responsibility for the earth. Both the children and adults are encouraged to respect their environment and to be aware of conservation issues of the woodland around them. The children also learn about the impact of conservation and environmental issues. Also, their empathy and care for wildlife is developed. Back to top

On-line 'Acceptable Use' Policy

The staff and Governors of Himbleton School have agreed and adopted this policy. This policy has been explained to the children of the School so that they use the Internet responsibly. The policy was reviewed in July 2003 and is reviewed annually.

The policy must be read and agreed upon by all visitors and guests wishing to use the School Internet facility.

Everyone needs to be aware that access to the Internet can be monitored. This includes use by both children and adults. This is to ensure compliance with the Data Protection Act 1999 that covers issues relating to protection of privacy at work.

Purpose
This policy relates to the School?s Internet facility. The purpose of the policy is to protect children from undesirable materials on the Internet, to protect them from undesirable contacts over the Internet, and to prevent unacceptable use of the Internet by children or adults.

The policy also addresses issues of copyright for materials published on the Internet and the use of digital camera.

Definitions
Adults: school teaching staff; non-teaching school staff; parents; visitors.

Unacceptable Use:
adding additional addresses to the E-mail address book without prior permission from the teacher

Deliberate searching for, and accessing of, undesirable materials

Creating and transmitting e-mail messages that contain unacceptable language or content

Creating and publishing on the Internet materials that contain unacceptable language or content

Undesirable Contacts:
e-mail messages from unknown or unverified parties

Undesirable Materials:
Indecent images or texts on the Internet Web Sites

Language that is offensive on Web Sites or e-mail messages

Racist, exploitative or illegal materials or messages on Web Sites or e-mail messages

Avoiding Undesirable Materials

It is the School?s policy that every reasonable step is taken to prevent exposure of children to undesirable materials on the Internet. It is recognised that this can happen not only through deliberate searching for such materials, but also unintentionally when a justifiable Internet search yields unexpected results.

To prevent such occurrences, the School uses:

An Internet Service Provider who offers protection by:

? a ?walled garden? of approved sites

? the imposition of a ?banned list? of undesirable sites

? the filtering of sites by a site grading process

? the filtering of sites by language content with prohibition of sites with unacceptable vocabulary

To avoid receipt of offensive materials we endeavour to:

? supervise children?s internet activities, with no searching of the internet allowed without a suitable adult present

? select Internet sites in advance by creating a ?favourites? file for the children to access

? avoid receipt of offensive materials by subscribing to a reputable filtered Internet Service

? be aware that no external filtering is foolproof or hacker-proof, so implement a sensible degree of supervision and monitoring

Access of Undesirable Materials by Children

Children must never intentionally seek offensive material on the Internet. Any transgression will be reported and treated as a disciplinary matter, and the child?s parents will be informed.

Deliberate Access to Undesirable Materials by Adults

Deliberate access to undesirable materials by adults is unacceptable, and will be treated as a disciplinary issue. If abuse is found to be repeated, flagrant or habitual, the matter will be treated as a very serious disciplinary issue. The Governors will be advised and the LEA will be consulted.

Receipt and Transmission of E-mails by Children

It is recognised that e-mail messages received or transmitted by children could contain language or content that is unacceptable. It is also recognised that some people may try to use e-mail to identify and contact children for unacceptable reasons.

To avoid these problems the School has adopted the following practice:

? the use of an Internet children?s e-mail service that guarantees the bona-fide nature of school e-mail communicants, and which vets children?s e-mail for undesirable content

? whenever possible children read e-mail messages with an adult present or after the messages have been previewed by a teacher

? the receiving and sending of e-mails can only be done via the ?address book? file, entries to which are controlled by a teacher

? to avoid children revealing their identification within e-mail messages only the child?s forename is revealed or nicknames are used. The child?s address is never revealed

If staff believe that parties with criminal intent have targeted children with e-mail messages, the messages will be retained, and the Governors and the child?s parents informed. Advice will also be taken regarding further steps.

Publishing Materials on the Internet

It is recognised that staff and children may at some time produce and publish materials on an Internet Web Site associated with the School or the County.

No materials will be published on the Internet which contain any unacceptable images, language or content. Infringement of this rule will be taken as a serious disciplinary issue.

No materials will be published on the Internet which reveal the identity of any child.

Materials produced by children will not be published on the Internet without parental approval.

Use of the School Internet by Visitors and Guests

NO ONE may use the School Internet without prior permission from a member of the teaching staff.

Unacceptable use will lead to the immediate with withdrawal of permission to use the School Internet facility.

The Use of Digital Cameras

To protect the identity of the children in our school, the following policy was adopted at the meeting of the Governing Body on May 14th, 2001:

? Selective use of digital cameras will be made in school, and only under close supervision of the Head Teacher

? No child will be identifiable on photographs sent by e-mail or on the Web-site

? All photographs will be monitored by the Head Teacher

? Use of digital cameras will be actively discouraged by non-staff members (parents, visitors etc).

Copyright Issues

It is recognised that all materials on the Internet are copyright, unless copyright is specifically waived. It is the School?s policy that the copyright of Internet materials will be respected.

Where materials are published on the Internet as part of the teacher?s professional duties, copyright will remain with the County Council. Internet published materials will contain due copyright acknowledgements for any third-party materials contained within them.

Review of this Policy

Issues related to this policy will be reviewed regularly throughout the year. The Child Welfare Committee of the Governing Body will undertake this task. This policy will also be reviewed at a meeting of the School staff during each academic year, the outcome of which will be reported to the School Governing Body. Back to top

School Safety & Security Policy

Start of the day
Children should be in School by 9.00 am when the School bells goes. For the safety of the children it is vital that, as parents, you ensure the children are in the playground before you leave them in the mornings.

Children should not arrive in School before 8.50am. If your child needs to arrive earlier then prior arrangements must be made with Mrs Gent and the child must be ?delivered? into the care of a member of staff. Under no circumstances must the child be ?dropped off? at the gate or left unsupervised in the playground.

End of the day
Children should be collected from the playground at 3.00pm by an adult. The class teacher should be made aware of arrangements which are different from normal routine eg. being collected by someone else. Parents are encouraged to record these in the diary in the office.

If, at anytime, you have difficulty getting to school on time then please telephone school as soon as possible. This avoids anxiety at the end of the day.

Parking
The School entrance must be kept clear of cars at all times. Please leave at least one parking space either side of the front gate to give the taxis ample room when bringing children to, and collecting them from, School.

Please be extremely vigilant when drawing up and pulling away from your parking space.

Main Entrance ? Red Door
A door bell is fitted to the main front door. This door remains unlocked during the day and allows access to a secure waiting area / School office.

Children?s Front Entrance ? White Door
The door is set to open from the inside only and so restrict entry.

Children do not open the door to adults. They only open the door to a member of staff if asked to do so by another member of staff.

Children can open the door to another Himbleton child, and let them in.

Voluntary Helpers
Voluntary helpers are very welcome in our School. However, they must complete and return a ?Disclosure Form? (Policy check) prior to helping in School. Forms are available on request from the School Office.

Visitors
All visitors, including reading/voluntary helpers must wear a visitors? badge whilst on the premises. Visitors must also sign the Visitors Book on arrival and departure. Both are available in the School Office.

Medication
The arrangements are:

? Only prescribed medications will be accepted in school
? Medication must be named
? Dosage, with times, must be clearly written on the bottle/container
? A covering letter must accompany the medication giving permission for a responsible adult to administer it
? Medication must be delivered to and collected from, the office at the beginning and end of the day by an adult (not a child)

Inhalers for asthma are kept readily available in School. They must be clearly marked with name and instructions.

All administration of medication is recorded.

Adventure Playground
Please use the Adventure Playground in out of School hours, especially during weekends and holidays. It is a wonderful facility which belongs to everyone in our School.

The children are well aware of the health and safety issues when on the playground and you are asked to be equally vigilant with your own children.

Children must be supervised at all times ? remember they are your responsibility!

School Pond
There is a pond in the School garden. Again, the children are well aware of the health and safety issues and must be supervised closely at all times.

Pre-school children must not go near the pond area!

Severe Weather Conditions
In very severe weather conditions messages are broadcast on local radio stations about school closures. Both Radio Wyvern and BBC Hereford and Worcester give out these details at regular intervals during their early morning broadcasts. Pleas tune in if weather conditions are poor and listen for instructions. We will endeavour to keep the School open. However, this does depend on safe conditions, particularly on Neight Hill. Back to top

Brain Gym Policy.doc
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Behaviour Policy.doc
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Drug Education Policy.doc
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School Website Policy.doc
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Home School Agreement.doc
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School Security Safety Policy.doc
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Formal Complaint Procedure.doc
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On Line Acceptable Use Policy.doc
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Forest School Policy for Parents.doc
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