Click here, or on the above image, for our prospectus, in PDF format. Please note that an updated version of our prospectus, for 2011-12, will be available here from mid-September 2011.

Contents

1. Welcome to Grangetown from the Headteacher.

2. Introduction to the school. Includes a map showing our location.

3. The Aims, Values and Vision of our School. (a) Aims (b) Values (c) Vision.

4. Who's Who? (a) Teaching staff and support staff  (b) Governors.

5. Practical information for Parents on a range of important issues.

6. Creating a happy, safe school. Our policies on (a) Behaviour and (b) Bullying.

7. The Grangetown Curriculum

8. Additional Information

9. Useful Forms
(a) Pupil Information Form and Contact Form (to register for a place at Bedewell)
(b) Uniform Order Form

10. Children Learn What They Live

1. Welcome to Grangetown from the Headteacher

Dear Parent/Carer

Grangetown is a vibrant and welcoming learning community, committed to creating the best possible educational experience for every child. We aim to enable all children to reach their full potential. We have a talented, dedicated, caring team of staff, each of whom works very hard to ensure that the abilities of the children in our care are nurtured and carefully developed. Our teachers and teaching assistants are experienced, and work as a team to make school a very special place, every day, for every child.

At Grangetown we aim to provide a broad, well balanced and relevant curriculum. We encourage positive social behaviour, emphasising respect for others. We believe that every child has the right to work in a calm, orderly, safe and secure environment. We value every child and have the highest possible expectations in the areas of achievement and behaviour. Grangetown provides a stimulating and enriched environment so that the children can enjoy all aspects of their learning. We value regular contact with parents/carers, and regard the home-school partnership as an essential part of the education process. We are always looking for new ways to involve parents in the life of the school and to keep them informed of the things we are doing. The children are listened to and have regular opportunities to express themselves, - for example through class discussions and through the School Council.  We act on children’s views to make our school a place that children value and that they want to come to. 

Our school is housed in a superb new building, offering world-class learning facilities for children and teachers. Classrooms are spacious, with modern furniture and state-of-the-art ICT equipment. We have a large sports hall, a well-stocked library, an amazing ICT Suite with 30 flat screen computers, and a very special 'added extra' - a huge community room complete with its own interactive whiteboard (and piano!). The grounds are extensive, and include an enclosed courtyard garden, a large playground (with surface marking and lots of play equipment) and a field and a partially wooded area. Our site is very safe, and overall it represents the very best that money can buy in terms of a modern, well-planned and well-resourced primary school.

We offer a range of exciting after school clubs and intend to develop this provision even further.  Current clubs include cookery, football, badminton, art, ICT, cross stitch, athletics, drama and Choir. We also have a Breakfast Club and a Homework Club.

If you have any queries or concerns regarding your child's progress or welfare, please remember that we are here to help. Our staff are all friendly, welcoming and approachable. If you are the parent of a prospective pupil then you may find a visit to the school useful. This is an opportunity for you to see the school at work, and find out more about how we provide a high quality education for all of our children. We can also answer any questions that you may have at this time. Please contact the school if you wish to arrange a visit - you will receive a warm and friendly welcome.

We look forward to working with you as partners in your child’s education.

Les McAnaney (Headteacher) and the Grangetown Staff Team

2. Introduction to Grangetown.
 

2. Introduction to Grangetown

Grangetown is a community primary school within Sunderland Local Education Authority. We take pupils aged between 3 and 11 years (Nursery to Year 6). We are situated about a mile south of Sunderland city centre, close to the coast. We have served the local community for over 100 years. The original building, on Commercial Road, was opened in 1905. The current building opened in September 2003 and, as a new school, is spacious, safe and very well equipped.

Our address is: Grangetown Primary School, Spelterworks Road, Grangetown, Sunderland, SR2 8PX, Tyne and Wear.

We can be contacted as follows:

Phone:             (0191) 553 7647

Fax:                 (0191) 553 7645

E-mail              grangetown@schools.sunderland.gov.uk 

3. Mission Statement, Aims, Values

Mission Statement

In Summer 2010, following consultation with staff, parents and pupils, we adopted an aspiratiopnal vision for the school, summed as follows:

‘Enjoy – Respect – Achieve’

This is reflected in our mission statement:

At Grangetown we provide enjoyable, challenging and interesting learning experiences within a stimulating and vibrant environment. We promote a strong sense of self worth combined with respect for others. Our exciting and well-structured curriculum, allied to high quality teaching, ensures that all children achieve their very best.

We also decided to replace our school badge/logo with one which will be centered on the idea of ‘Reaching for the Stars’, again encapsulating our aspirational ambitions for the school.

The next steps, set for Spring and Summer 2011, will include consultation with all stakeholders on creating a longer term vision for the school.

Aims

At Grangetown we aim to:

·          Create a happy, safe, caring and stimulating environment

·          Promote an ethos within which all are valued

·          Ensure that teaching and learning are of the highest possible quality

·          Help every child develop the skills and attitudes they will need to fulfill their potential as independent, motivated learners

·          Ensure that each child has equal access to a broad, balanced, meaningful curriculum, organised and taught in a manner which displays an understanding of how children learn most effectively

·          Make learning vivid, real, enjoyable and challenging

·          Promote an ethos that encourages respect for oneself, for others and for property

·          Ensure that staff are valued, well motivated & working effectively as a team

·          Create a partnership with home based upon respect and trust; encourage parents to become involved in their child’s education

·          Build strong links with the local community and establish links with partners beyond the school (national & international)

·          Ensure that staff, children, parents and governors work together to actively promote and further develop our shared vision

Values

·          Respect - we promote respect for self, for others and for property

·          Cooperation and Trust - we value teamwork and positive relationships

·          Consideration - we are caring, we help each other whenever possible

·          Acceptance - all members of our community are valued

·          Equality - we promote equal opportunities

·          Honesty - we promote open, honest, sensitive and constructive communication at all levels and at all times

·          Partnership - as well as building positive links within school, we look outwards to form relationships that will enhance learning (parents, community, national, international).

4. Who's Who?

(a) Teaching staff and support staff

 

(b) Governors (For details on the role of the Governing Body, see the ‘About Us’ section of our website).

5. Practical information for parents

(a) Admissions policy – starting school

Grangetown Primary School has an open admission policy - we welcome all who live within and beyond our immediate catchment area. We are always happy to meet prospective families, to tell you more about the school and show you around.

Children start in our Nursery in the September of the school year in which their 4^th birthday falls. This means that their 4^th birthday will fall during the period from 1^st September to 31^st August of the school year. Children enter Reception in the September of the school year in which their 5^th birthday falls. This means that their 5^th birthday will fall during the period from 1^st September to 31^st August of the school year.

The official deadline for applications is 15 January  –  this will give you the best chance of securing a place. However, families can apply for places at any point during the year before their child is due to start school. Application forms can be collected from the school or from the Local Authority Admissions Team (Civic Centre) - completed forms should be returned to the school or to Local Authority. Places will be confirmed as early as possible during the Spring term. You can also apply online at www.sunderland.gov.uk/admissionsonline .

In June/July, parents of children entering our Early Years classes are invited to an introductory meeting. At this meeting, our teachers will talk about routines in Early Years and about what the children will be learning. There will be an opportunity for parents to ask questions. After the meeting, parents will be shown around the school, and will receive a copy of the school brochure and a complimentary story book to share with your child. The aim is to ensure that parents are well informed, so that they can prepare their children for starting school in September.

Subject to places being available in the appropriate year group, parents wishing to transfer their children from other schools in mid-term are welcome to visit with their children to be shown around the building. A pupil information sheet will be completed at this visit and any questions answered.

(c) The importance of being on time for school. Lateness procedures.

It is very important that our pupils arrive on time for school. Lateness means that a child misses out on the start of a lesson, and also means that the rest of the class is disrupted. In other words, lateness can harm learning - we wish to avoid that at all costs.

Children arriving late should report to the main school entrance where their names will be taken in order that registers can be updated. All lateness is logged. Continuous lateness may result in a visit by the Attendance and Inclusion Officer.

(d) The importance of good attendance. Absence procedures.

Legislation requires that children attend school for 190 days in the school year, and that attendance and absences are recorded. Good attendance is vital for learning. We are keen to maintain a high level of attendance, so that we give our pupils every possible opportunity to learn. We reward good attendance with a weekly class trophy (Spike), and with termly and yearly certificates and prizes. We celebrate good attendance with a weekly assembly. If your child does need to be absent - due to illness or a medical/dental appointment for example - please inform the school on the first day of absence, by telephone. If possible, at that point, tell us how long you think the absence will last. Please keep us informed of progress.

It is of great importance that the school is notified by either a note or telephone message of the reason why your child is absent from school. Any unexplained absence will be considered as unauthorised and this will be included in your child’s records. From Spring 2011 we will be keeping you informed of your child’s attendance on a half-term basis, and if attendance drops becomes a concern you will be asked to have a meeting with the Headteacher. Periods of significant continuous unexplained absence will be brought to the attention of the Attendance and Inclusion Officer, who may visit your home.

(e) Security

All entrance and exit doors are secured at all times, so that entry cannot be made from outside. These doors are regularly inspected and have passed all required fire-safety legislation. We have external CCTV cameras covering the whole of the building. All visitors must report to the office entrance where an electronic surveillance camera and door opening system operate.

(f) Car parking and pedestrian entry to & exit from school

Due to congestion, and for safety reasons, the school car park is not to be used by parents for bringing children to school or for collecting children. Exceptions can be made to this, in certain cases (eg if a child has mobility difficulties). At the start and end of the school day, cars may be parked in the open spaces at the bottom of Spelterworks Road (at both sides).

(g) Parental involvement. Communication with parents

The school is very keen to encourage as many parents as possible to become involved in the life of the school and in their child's education. At the start of every term, you will receive a pamphlet from your child's teacher, outlining what the children will be learning that term. Also, each term, a 'schedule of events' is sent to parents - this includes holiday dates. The schedule of events is updated frequently through the Weekly Update and the monthly newsletters. Newsletters, celebrating achievements as well as passing on information, are sent home towards the end of each month. Parents receive a Weekly Update every Friday, containing attendance figures plus a timetable for the week ahead. All of this information is on our website, and is regularly updated: www.grangetown.sunderland.sch.uk

At the end of every day, teachers escort their classes out on to the playground, and are available for a brief chat with parents. Please remember though that teachers sometimes have meetings to attend at the end of the day. If you require a longer discussion, please make an appointment with your child's teacher.

Every term, an Open Afternoon will be held, at which parents will be able to meet their child's teacher and view their child's work. In the Autumn term we hold a ‘Cheese and Wine’ evening, an informal opportunity for all parents and carers to tour the whole school and meet the staff. There are two Community Notice boards at the front of the school - we ensure that important information for parents, carers and children is displayed on these notice boards. In addition, various leaflets are available from our foyer and we also have a plasma screen in the foyer so that information can be relayed to parents.

We have suggestion boxes for children and parents in the foyer (and around school) - your comments, ideas and suggestions, on any aspect of school life, are welcome. Every year, we ask parents to complete a general survey about the school, and from time to time we may ask you to complete surveys that are specific to particular issues (e.g. homework, school dinners, uniform etc). We value your feedback, and we use it to improve and develop the school.

The Headteacher is available at various points every day to see parents - these times tend to vary depending upon other commitments. If you would like to see the Headteacher, please call into school – if the Headteacher is available an immediate appointment will be possible - if the Headteacher is not available an appointment can be made so that your query is dealt with swiftly. The Deputy Headteacher will also be available, on some days (depending upon teaching commitments) to see parents. We operate an 'open door' policy at Grangetown, whereby parents are welcomed into school - we promise that we will endeavour to deal with your query efficiently and quickly. We are committed to working with parents, we value your views, and we urge you to call into school if you wish to discuss any issue.

(h) School uniform

We do expect that all children at Grangetown will wear school uniform. This encourages ‘team spirit’, a sense of identity, and contributes to good behaviour.  During Summer 2010, following consultation with parents and children, we changed our main school colour from grey to royal blue.

Our uniform is:

Footwear should be ‘sensible’. For safety reasons, high-heeled shoes are not permitted.

Our uniform is available in local stores, including Asda. We felt that this offered the most economical approach (and in our consultation there was overwhelming support for this from parents). Update April 2011: We have linked-up with ICE Sportswear, Ryhope Road - this company can supply uniform items embroidered with our new badge - we will be issuing a price list to parents soon, with details of how to order. ICE are also willing to embroider the badge on any item of uniform purchased elsewhere, for a one-off fee of £2.50. Soon, we will also have book bags, back packs and, hopefully, fleece jackets. The uniform can be viewed on our school website.

We ask that all items of clothing worn in school be marked with your child’s name. Please remember to mark coats too!

(i) Clothing for physical education

The preferred kit for PE is a pair of shorts and a plain t-shirt. T-shirts are currently available in 4 colours, depending upon your child’s ‘house colour’. We are currently selling off t-shirts showing the old school badge, and from September 2011 we will have new t-shirts available for sale in the school office. You can of course purchase t-shirts in local shops, as well, if you prefer. Update April 2011 - during Summer 2011 we will be deciding whether to maintain the 'house' system, with the associated colours. Whatever the outcome of that, we are are likely to switch to white t-shirts for PE - these are easily available in local shops and we will aim to have a supply in school too.

Indoors, children work in bare feet, or can wear sandshoes or trainers. Outdoors, sandshoes or trainers should be worn. If we are doing any outdoor work in the colder months, we will inform parents by letter, so that you can supply your child with, for example, a warm top and jogging bottoms.

For swimming (years 3, 4 & 6) each child requires a swimming costume and a large towel. Long hair must be tied back or a cap worn. Children suffering from foot complaints such as verrucaes are encouraged to wear verrucae socks, obtainable from chemists or swimming pools. To ensure that children take full advantage of the PE curriculum, please ensure that kit is brought into school on the days your child’s class is timetabled to do PE.

(j) Jewellery, toys, valuables, healthy snacks, and sweets

We ask that you do not allow your children to bring mobile phones, toys or valuables into school and that you discourage them from wearing jewellery. We cannot accept responsibility for the loss of any toys, valuables or jewellery brought into school. Ear-rings should not be worn for school.

Although playtime snacks are allowed, we like to encourage healthy eating and request parents to send only snacks of fruit for their children to eat at these times. Sweets should not be brought into school. Please note that all Reception and Key Stage 1 children will receive a free piece of fruit every day. For Key Stage Two, we are planning to introduce a breaktime fruitshop where a piece of fruit can be purchased for 20p. Toast is available at breaktime on Tuesdays and Thursdays, for children in years 1-6, at 10p a slice! Update April 2011: a healthy tuck shop is now underway, every Friday 3.15-3.30.

(k) School meals

All school meals must be ordered and paid for on Monday mornings, for the week ahead. Payments should be sent to school in a sealed envelope. The present cost of a school meal is £1.70 per day (£8.50 per week). If you wish to pay by cheque please make it payable to ‘City of Sunderland’.

To aid the administration of school meals we ask that children stay for the same type of meal for the whole half term. In the case of an emergency changes can be made but the office should be informed of the reason for this.

Our school meals are healthy and nutritious. The menu is on our website, under the About Us section. Glasses of water are provided for the children at lunchtimes. We ask that they do not bring fizzy drinks into school as these have proved a problem in the past due to spillages.

If you believe that you may be entitled to claim free meals please bring proof of benefits documentation to school. We can then organise your application for free school meals.

The kitchen must be informed by 10.30 a.m. each day of the number of school meals required. If your child is late, or has a dentist or doctor’s appointment, and will be coming into school before lunchtime, please let the school know before 10.30 a.m. and a meal will be ordered for them.

You may prefer your child to have a packed lunch rather than a cooked meal. If this is the case we ask that they have a named lunch box, which does not contain any item of packaging that is breakable or is difficult for your child to open.  Lunch boxes are sent to the dining room for safe keeping each day.  Please do not include fizzy drinks with packed lunches – as part of our Healthy School policy we recommend juice or water. Also, note that sweets should not be included in packed lunches.

We do try to promote a healthy lifestyle with the children. Children in Nursery, Reception, Year 1 and Year 2 receive a piece of fresh fruit each day. The older children are able to bring in their own fruit for playtime.  We will soon start to sell toast at breaktime (10p a slice). We also encourage all children to bring a bottle of water into school to help make sure that they drink enough fluids throughout the day – bottles were provided for the children (and from Easter 2011 replacement bottles will be are available for 50p from the school office). There are several water dispensers throughout the school, providing chilled water.

(l) Milk

Milk is supplied free of charge to the children in Nursery and Reception.

(m) Change of address and/or telephone number

Please inform the school immediately, by telephone or written message (or by using the form in the back of this brochure), if you change your address or telephone/mobile number.  It is important that we are made aware of any changes so that we are able to contact you if your child is ill. During the Autumn term your child will receive a pupil information sheet which we ask you to complete and return to school. We are then able to up-date our school records for your child and ensure that the information that we keep is correct. Changes to the surname of a child must be accompanied by a letter from both birth parents to signify that it is acceptable to both parties that the change occurs.

(n) Medicine

Medicines can be administered in school, as long as these have been prescribed by a doctor.

(o) Health details and urgent information

We appreciate that you may have urgent matters regarding your child’s health which you would like to discuss with the class teacher. Please call into the school’s general office and an appointment can be arranged for after 3.20 p.m. More urgent matters can be dealt with by coming into the school office before the start of the morning session (between 8.45 to 9.00).

(p) Personal property

Unfortunately the school cannot be held responsible for the loss or damage to personal items of property or clothing brought onto the premises, though every care is taken to protect such items.

(q) Transfer to Year 7

Children in Year 6 transfer at the end of their time in our school to secondary schools in the area. Liaison between schools ensures that information/documentation for the children are sent to the appropriate school. We also have a planned programme of teacher meetings and pupil visits, with our local secondary school (Southmoor Comprehensive), to ensure that the transfer from year 6 to year 7 is as smooth and as successful as possible.

6. Creating a happy, safe school - our policies on Behaviour and Bullying

(i) Behaviour

Positive behaviour and attitudes are essential if we are to achieve our aim of creating a safe and secure environment in which children can take best advantage of the learning opportunities available to them. As a school we also have a responsibility to society and to the children in our care to establish and develop appropriate behaviour and positive attitudes.

We place great store on respect, courtesy and consideration for others and aim to develop self-discipline in children.

Our approach to behaviour management is based upon the Assertive Discipline programme, whereby positive and appropriate behaviour is highlighted, praised and rewarded. Children are encouraged to make sensible and appropriate choices about their behaviour.

We have developed a few simple classroom rules, as follows:         

1. Follow directions

2. Keep hands, feet, objects and unkind words to yourself

3. Stay on task

4. Use the appropriate noise level

5. Listen attentively

Children who choose to behave appropriately will be recognised and rewarded:

•Verbal recognition

•A smile!

•Thumbs up

•Positive note home  (‘apple letter’) or phone call to parents or speak to parents in person

•Achievers’ Certificate (awarded in assembly)

•Whole class awards, preferred activity time etc

•Classroom privileges e.g.  ‘first in line’, jobs around class etc

•Praise from another teacher, Deputy Head, Headteacher.

Inappropriate behaviour prevents other children from learning. We respond in a calm and consistent manner, as follows:

1st time. Reminder       

2nd time. 5 minutes working away from the group

3rd time. 10 minutes working away from the group (Key Stage 2: ‘Think Sheet’ to complete)

4th time. Parents will be contacted by telephone or letter

5th time. Involvement of Headteacher or Deputy Headteacher

Serious misbehaviour will result in the immediate involvement of a senior member of staff.

Our approach to behaviour is communicated to parents via newsletters and workshops, and by meetings with individual parents where needed. We aim to give information about the good behaviour of your child, as well as informing you directly if there is an ongoing concern about inappropriate behaviour. In cases of poor behaviour we seek the active support of parents to work with us to find a solution to the problem.

The implementation of this policy ensures that the school is a caring and well-ordered community where effective teaching and learning can take place, and where children demonstrate positive attitudes to themselves and others.

(ii) Bullying

We pursue an active policy against bullying type behaviour, which ensures that incidents are kept to a minimum, and that any which do occur are quickly identified and effectively dealt with.

We define bullying as behaviour that:

- is deliberately hurtful and intimidatory;

- is usually repeated over a period of time

- involves an imbalance of power between the perpetrator and the victim which makes it difficult for the victims to defend themselves against it.

The main types of bullying are:

- physical, including hitting, kicking, taking belongings;

- verbal, including name calling, offensive remarks and innuendo;

- Indirect, including malicious stories and deliberately excludinga child.

Our approach to behaviour and attitudes means that children quickly develop a clear understanding of what is right and wrong. They are taught the importance of telling an adult if they are upset or worried about something.

Adults in school develop close relationships with the children in their care which enables them to identify problems quickly; they also ensure that any complaint made by a child is taken seriously and acted upon where investigation indicates it is justified. In this manner the rare incidents of bullying that do occur can be resolved quickly.

The sanctions used in such a case are aimed at ensuring that the culprit understands the impact of their behaviour, and are designed to get them to take responsibility for rectifying the situation. Close monitoring by the teacher, Deputy or Headteacher is then used to ensure that the situation has been resolved.

Our ‘Playground Buddies’ and ‘Peer Mediators’ initiatives help to identify and deal with behaviour which, if not addressed, could lead to bullying. Buddies are always on the look out for any children in need of a friend. For more information on the Buddies scheme, see our website. Peer Mediators are trained to work with children in solving minor conflicts, with the aim being to help children come up with solutions to their own problems.

We encourage any parent who has a concern about behaviour generally or a possible bullying situation to speak to their child's class teacher. This is usually best done at the end of the school day, although it is usually possible to see the teacher briefly at the start of the day (8.50), or to speak to them at other times by phone. The Headteacher is also happy to discuss specific concerns that parents may have.

7. The Grangetown Curriculum

(a) Overall aims of the Curriculum
The curriculum covers everything that is taught in school. Our aim is to provide a broad, balanced and enriching curriculum for the pupils in our care. We promote the spiritual, moral, cultural, mental and physical development of pupils to prepare them for the opportunities, responsibilities and experiences of adult life. The Curriculum we operate is a ‘Grangetown Curriculum’ in the sense that we aim as far as possible to tailor our curriculum to the needs and interests of our pupils, whilst at the same time fulfilling statutory requirements. Assessment informs the planning and teaching of our curriculum at all times, so that what is taught matches the child’s stage of learning.

(b) Reception – the Foundation Stage curriculum

In Early Years the children are assessed on entry into school and a curriculum is planned to take their learning forward, building on their existing knowledge, and based around the Early Learning Goals of the ‘Foundation Stage’ of the National Curriculum.  The Early Learning Goals are:

·  Personal, social and emotional development. This includes developing self-confidence, learning to respond to expectations of behaviour, and knowing the difference between right and wrong.
·  Communication, language and literacy. We focus on developing the ability to talk confidently and clearly and to listen carefully. We encourage the children to enjoy stories, songs and poems, to recognise letters and the sounds that correspond to them, and to read and write an increasing range of familiar words.
·  Mathematical development. We use rhymes, songs and games to develop an understanding of maths. The children learn to count in various ways, to recognise numbers and order them. They experience activities involving weighing and other types of measurement, and are made aware of shapes and space.
·  Knowledge and understanding of the world. This area is concerned with exploring and finding out about the world, and learning to ask questions about it. The children find out about past events in their lives and their families' lives. They will start to find out about different cultures and beliefs.
·  Physical development. We teach the children to move confidently, control their bodies, and use simple equipment like bean-bags and balls.
·  Creative development. The children have the opportunity to make a wide variety of things, to explore colours and shapes, and to listen to and make their own music.

A separate brochure is available for the Foundation Stage. This will be provided in July for parents of children entering our Reception classes, and will be available on request to any other Grangetown parent or prospective parent.

(c) Key Stage 1 and Key Stage 2

The central components are the Core subjects, the Foundation subjects and Religious Education. These are taught both separately and combined (in the form of topics or ‘contexts for learning’).

- Core Subjects: English, Mathematics, Science, Information and Communication Technology (ICT)

- Foundation Subjects: History, Geography, Art & Design, Design Technology, Physical Education, Music.

- We also teach Religious Education.

English

The English curriculum develops four skills that are essential for learning in school and for life outside of school. These are: speaking, listening, reading, and writing.

- Speaking and listening includes teaching children how to express themselves verbally, how to listen carefully and respond to what they hear, and how to adapt what they say for different purposes.

- Children learn to read and understand a wide range of types of text, including stories, plays, poems and information texts.

- Children learn to produce a range of different types of writing, paying attention to handwriting, spelling, punctuation and grammar to an increasingly more complex level as they move through the school.

The large majority of English teaching happens during the literacy hour, which takes place on a daily basis for children in every class in the school.

Mathematics

Mathematics is an important life skill, and we aim to make all children confident and competent with maths. The three main areas that are covered are number, shape, space and measures, and handling data.

- Number includes numbers and the number system, calculations and ways of solving problems.

- In shape, space and measures children learn about 2D and 3D shapes, about position and movement, and about the measurement of length, weight, capacity, area and time.

- Handling data involves collecting information, organising it and presenting it in graphs and charts, and interpreting graphs and charts to answer questions.

Throughout all of this work the children are taught how to approach problems in a mathematical way, using their skills and knowledge to work out answers.

Mathematics is taught in the daily numeracy lesson, and there is a strong emphasis on developing good oral and mental skills, including the quick recall of known number facts.

Science

Science is about developing an understanding of ourselves and the world around us. The science curriculum draws upon children's natural curiosity and enables them to investigate the answers to scientific questions in a logical way. They do a great deal of practical work as well as using sources like information books and information technology.

The main areas of investigation are:

- Life and living processes e.g. what plants and animals need to live and grow.

- Materials and how they change e.g. the effects of freezing and boiling.

- Simple physics e.g. electricity and magnetism.

Information and Communications Technology (ICT)

Modern technology plays a big part in the way we live and work, and this will be even truer of the world in which our children will be adults. Children need to be confident in their use of technology, and to have an understanding of its benefits and drawbacks. This is the focus of the ICT curriculum. The children learn to:

- Obtain information and store it e.g. through the use of audio and video recording and the internet.

- How to share information with others e.g. through the use of email, or by building a web-site.

- How to tailor information to their own needs e.g. through using a wide range of computer software.

Some of this work takes place in the classroom, where children have access to a range of ICT equipment including 2-3 modern multimedia PC in each room with internet access. In addition we have a new computer suite with twenty high specification machines, all of which are networked and have internet access. The suite also has a fully interactive whiteboard which enhances the quality of teaching and learning.

Recently we have networked the entire school. This provides ‘wired’ and ‘wireless’ internet access everywhere in school, and enables the sharing of information and of programs. Our website has been up and running since 2010, and is very much a source of information for parents as well as a showcase of the positive work we do. Check out our website at www.grangetown.sunderland.sch.uk

Design Technology

This area of the curriculum is concerned with developing designing and making skills, as well as an understanding of what is good design and how products can be improved. Children are taught to:

- Look at products to see how they work and how they are used.

- Develop their practical skills such as cutting, joining and fixing

- Design and make their own products such as model wheeled vehicles, biscuits and simple torches.

History

History is about finding out about the past using a range of sources, and learning how the past is different from the present. The children develop skills like the ability to weigh up evidence and reach conclusions. As a result they begin to understand and remember events and people from the past, and the historical order in which events happened. They learn about:

- Significant events, such as the Great Fire of London and the Blitz.

- Differences between past and present, such as Victorian seaside holidays compared to modern seaside holidays.

- The Romans, Anglo-Saxons and Vikings in Britain.

- Victorian Britain.

- The Ancient Egyptians and Greeks.

Geography

The Geography curriculum focuses on the links between our lives and the environment around us. The children develop geographical skills and use resources such as photographs, maps, and plans, as well as going on local visits. They find out about human and physical features in the environment and how environments change. This takes place through the study of places and themes such as:

- The immediate area around the school

- A different area in the U.K.

- A similar sized area in India.

- Water and how it affects landscapes and people.

- Settlements like towns and villages, including how they change and similarities and differences.

All children have the option of going on a residential field-trip in years 4, 5 & 6.

Art and Design

We aim to develop children's imagination and creativity through the art curriculum. Children are taught to:

Explore and develop their ideas by recording what they see and imagine.

Try out different materials, tools and techniques, including painting, printing and modeling using clay.

Say what they think and feel about works of art, and about their own work.

Work with colour, pattern and texture, line and tone, shape, form and space.

We enrich the art and design curriculum through visits to local galleries and by bringing artists into school to work with the children.

Music

Music is a source of pleasure and enjoyment for all of us. Making music helps children to explore and express their thoughts and feelings. Learning songs from the past, or from other parts of the world, ­helps children to develop an understanding of history and of other cultures. These are some of the reasons why the music curriculum is an important part of what we do. Children experience teaching which develops their ability to:

- Sing and play simple musical instruments.

- Express ideas and feelings through music.

- Listen to different types of music, picking out details and learning how it was created.

The music curriculum is enriched by regularly bringing professional musicians into school, and also by providing opportunities for interested children to extend their experiences through taking part in a choir or learning to play an instrument at a more demanding level. We have weekly clubs in guitar, samba, recorders and choir.

Physical Education

PE aims to develop children's physical skills in an enjoyable way, as well as encouraging them to maintain a healthy lifestyle through exercise. Teaching focuses upon:

- Dance, where children learn to move rhythmically and expressively, and gain experience of dance from other cultures.

- Gymnastics, where they develop their ability to perform and link together movements, shapes and balances, both on the floor and using apparatus.

- Games, where they play and invent games to score points or goals, either on their own or in small teams.

- Athletics, which includes running, jumping and throwing,

- Swimming. Children attend swimming lessons in years 3, 4 and 6.

Religious Education

RE teaching aims to help children respect the beliefs and practices of others as well as to discover more about their own. The broad content of the RE curriculum is based upon the Local Education Authority's agreed syllabus. Teaching reflects the fact that the religious traditions of Great Britain are mainly Christian, whilst acknowledging the important role of other religions in modern British society. Parents have the right to withdraw their child from RE lessons if they feel this is appropriate. This can be arranged through the Headteacher.

Personal, Social and Health Education (PSHE), and Citizenship

This area of the curriculum is concerned with developing skills such as independence and confidence, sharing personal views and discussing fair and unfair, right and wrong. It is also about developing self­ confidence and the ability to make good choices in relation to areas that affect personal health and well-being.

We have developed a comprehensive Scheme of Work in PSHCE. However, some of the work in this area is covered through other areas of the curriculum, such as Science, RE and Assemblies. Other aspects are developed in Circle Time, which is an approach aimed at encouraging communication skills, and the ability to listen to others and take their views on board. Circle Time is also used as a means of discussing and resolving problems relating to behaviour and general class and school issues. The children in each class have the opportunity to contribute to whole school issues by electing two of their peers to sit on our School Council. Our international links make an important contribution to the ‘citizenship’ aspect of this curriculum area.

During 2010-11 we are running a PSHE initiative, in collaboration with the LA. This involves weekly PSHE sessions, and will include: anti-bullying, self-esteem, setting up a group of Peer Mediators and establishing a group of Playground Buddies.

(d) Sex and relationships education

Sex and relationships education is largely taught through PSHCE, Health Education and the Science curriculum. The three main elements to the programme are:

- Attitudes and values e.g. learning the value of respect, love and care

- Personal and social skills e.g. developing self-respect and empathy for others, managing conflict.

- Knowledge and understanding e.g. understanding human sexuality, reproduction, emotions and relationships.

A talk given by the school nurse, covering issues related to puberty. Parents are informed by letter before this takes placeand can opt out if they do not wish their child to be involved.

(e) Homework

Homework is given on a regular basis to all children. For Reception children the main focus is on reading. From year 1, children receive spellings and short maths activities. All children have a reading diary in which comments from children, parents and teachers can be made.

In Key Stage Two the amount of homework increases, to a maximum of two hours per week in year five and six, in addition to reading. The main focus will once again be literacy (e.g. learning spellings or completing short written tasks), and numeracy (e.g. learning multiplication tables, or practising a technique learned in class). At other times the homework may relate to particular topics being covered in other curriculum areas e.g. researching information on a history topic. Additional work may be set for children who require specific input to make progress. In such a situation we will discuss the issue with parents, but please raise any concerns with us if you feel the need.

(f) Assessment

Children are assessed at all stages of learning to ensure that they are making appropriate progress, and to identify what they need to learn next. The majority of these assessments are informal, and many are part of the routine curriculum based activities that children undertake in the classroom.

More formal assessment takes place three times a year. These focus on literacy and numeracy skills, and for the younger children particularly they are presented in a similar format to their normal classroom activities, and take place under normal classroom conditions. Once again these assessments help us to check that appropriate progress is being made, and to identify strengths and any areas of difficulty.

Individual results of SATs assessments (years 2 & 6) are reported to parents, and the overall percentages of children at each level are published (these can be found later in this prospectus).

(g) More-Able Children

Some children within the school population will have special needs resulting from an exceptionally advanced level of ability in a particular area. These children are provided with a high level of challenge in the identified area, so that they are able to work to their potential. We welcome the enrichment which more able children bring to the life of the school, and we provide a stimulating and appropriately demanding curriculum for them.

More able children are identified through ongoing teacher assessment and through performance in formal tests. Their names are placed on a register which includes details of the particular provision that will be made for them. Usually this will take the form of classroom activities or homework that is modified according to their particular needs, or by ensuring that they have access to appropriate extra-curricular activities. We keep the parents of these children fully informed of the provision made.

(h) Special Educational Needs (SEN)

(i) Extra-curricular activities

(j) Educational visits

(k) Assemblies

(l) Pastoral care

(m) Swimming


(n) Health and safety

(o) Road safety

(p) Supervision of children at mid-day break

(q) Water!

8. Additional information

(a) Complaints

(b) Child protection

(c) Teaching time


(d) SATs Results

(e) Term dates and Holidays for 2010-11

Term dates

Teacher training days

The school will be closed on the following days, for teacher training:

Holidays

9. Useful forms.Please note: these are in the hard copy of our brochure, but not in the online version. We are planning to make PDF versions of these forms available online. Meanwhile, you can obtain the forms from school.

Over the next four pages you will find:

(a) Pupil Information Form and Contact Form (to register for a place at Grangetown)

(b) Uniform Order Form
 

Children learn what they live

If a child lives with criticism, he learns to condemn.
If a child lives with hostility, she learns to fight.
If a child lives with ridicule, he learns to be shy.
If a child lives with shame, she learns to feel guilty.
If a child lives with tolerance, he learns to be patient.
If a child lives with encouragement, she learns confidence.
If a child lives with praise, he learns to appreciate.
If a child lives with fairness, she learns justice.
If a child lives with security, he learns to have faith.
If a child lives with approval, she learns to like herself.
If a child lives with acceptance and friendship, he learns to find love in the world.