New Prospectus Hawarden Village

Hawarden Village Church School Prospectus 2014
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Hawarden Village
Church in Wales Primary School
School Prospectus
2014

Cross Tree Lane
Hawarden
Flintshire
Head Teacher: Mrs Lynn Bartlett
Tel: 01244 532091

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Contents

Letter from the head teacher ............................................................................................................. 2
Letter from Chair of Governors ........................................................................................................... 4
Information about the school ............................................................................................................. 5
Mission Statement .............................................................................................................................. 6
Teaching and Learning ........................................................................................................................ 8
Home/ School Partnership in Learning ............................................................................................. 10
School policies and procedures ........................................................................................................ 12
School Organisation .......................................................................................................................... 15
Times and Dates ................................................................................................................................ 19
Home School Agreement .................................................................................................................. 20
Results of teacher assessments ........................................................................................................ 21
School Attendance ............................................................................................................................ 21
Members of staff .............................................................................................................................. 22
School Governors .............................................................................................................................. 24
POEM ................................................................................................................................................ 25
Main Findings of most recent Estyn Inspections .............................................................................. 26

Letter from the head teacher

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Dear Parents,

Welcome to our school. We are looking forward to
getting to know you and your family.

We are a happy, caring school and we want to make
everyone feel welcome. I take a personal interest in
every child and will always be available to talk to you
about any concerns which arise during the time your
child is with us.

We strive to be an outstanding school and are keen to
develop the skills of our staff and to share our good
practice with other schools. We welcome parent
helpers in school and have supported many volunteers
and students in starting their career in education.

If your child is starting school there will be a great deal that is new to them and to you. This
booklet contains much of the information you will need.

Parents are very welcome in our school. We appreciate the importance of working together
for the benefit of the children. This booklet is the first step in a partnership between home
and school.

Over the next few years there will be more booklets, meetings and there will be parents
evenings every term which will keep you informed about your childs progress and how you
can support their learning at home.

You will receive a newsletter each half term which will give you details about school events
and diary dates for the next half term. Our school websites are also full of information and
our twitter account is a useful way for us to send out information quickly. We often send
letters home with children and copies of these are always on the websites.

Your child will learn many skills and grow from an infant to a young person while they are
with us. We look forward to sharing that journey with you.

Kind regards,

Lynn Bartlett
Head teacher
B.ed Hons NPQH

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Letter from Chair of Governors

Dear Parent/Carers

On behalf of the Governing Body I am delighted to be
able to welcome you to our newly created school.
Hawarden Village is the largest Church in Wales school
in North East Wales.

There are currently 17 members of the Governing
Body representing the key stakeholder groups
including parents, teachers, staff, church, local
authority and the local community.

The main role of the Governing Body is:
1. Strategic: responsible for the mission, aims and
policies of the school.
2. Providing challenge and support: for the Head teacher in her day-to-day leadership
and management of the school
3. Accountability: to all stakeholders for the standards achieved and provision made for
the education of all pupils.

The first thing the Governing Body did in preparation for the new school was to agree on the
schools mission statement, which embodied what Hawarden Village Church School stands
for and is aiming to achieve. In this prospectus we aim to explain what our mission will
mean in practice for your child. We agreed as a Governing Body always to begin our
meetings with an input from pupils as we consider their experiences should be the main
focus of our role.

Our second crucial act was to appoint the Head teacher for the new school with the task to
implement the agreed mission. We were very fortunate to be able to appoint Mrs. Bartlett
who will be known to many of you already as head teacher of the very successful Hawarden
Infants School. All of the staff at the new school are committed to ensuring your child
benefits from a happy and successful start to their school life.

On a personal note, as a parent whose son attended Hawarden schools, a grandparent
whose granddaughter is due to join Hawarden Village Church School and a former
headteacher of Castell Alun High School, I recognise the value of a first class education and I
am committed to ensuring that Hawarden Village Church School provides your child with
that priceless experience.

As the first Chair of Governors of Hawarden Village Church School may I extend a very warm
welcome to you all and look forward to meeting you in the future when your child becomes
a member of our school community.

Don Platten.
M.Ed: M.C.M.I.
Chair of Governors
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Information about the school

Address
Hawarden Village Church in Wales (VA) Primary School
Cross Tree Lane
Hawarden
Deeside
Flintshire
CH5 3PY
Tel: 01244 532091
Email: admin.hawardenpri@flintshire.gov.uk
Follow us on twitter @hawardenvillage
Websites currently both are updated
http://moodle.flintshire.gov.uk/hawardeninfants/
http://rectordrew.net/

Name of the head teacher
Mrs Lynn Bartlett

Name of the current chair of governors
Mr Don Platten

The classification of the school
Voluntary Aided Co-educational Primary School

The language of the school
All learning is through the medium of English. Welsh is taught as a second language and
children and staff use welsh throughout the day.

Church affiliation
The school is a Church in Wales Voluntary Aided School within the Diocese of St Asaph and
has close links with St Deiniols Church Hawarden.

Admissions
Admissions to the school in September 2013 were under the criteria of the admissions
policies of the original two schools, Hawarden Infants and Rector Drew. Governors have
agreed an admissions policy for September 2014 which is in line with Flintshire local
authoritys admissions policy. This is available on school websites. Governors are consulting
with the local authority, the diocese and parents over the admissions policy for September
2015.

Arrangements for parents to visit the school
Parents are welcome to visit the school at any time. Please phone to make an appointment if you
would like a tour of the school. Once you have a place confirmed for your child you will be invited to
visit the school for an induction meeting. This will enable you and your child to become familiar with
the building, meet staff and receive all the information you will need about starting school.

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Mission Statement

Serving our local community by providing exceptional learning experiences
founded on Christian Values

Service
We aim to serve our local community by providing a welcoming and caring environment
supported by efficient and well organised systems. Our school is enhanced by its
partnerships with parents, the local community and the church.

Exceptional learning
We provide exceptional learning experiences by continuously reviewing our practice to
ensure that children are excited and challenged by learning. We provide a curriculum which
is creative and supports all children in developing the skills they need to be successful
learners. We are an inclusive school and aim to provide the very best care and education for
every child.

Christian Values
As a church school we are all committed to treating others with respect and compassion.
Love your neighbour as yourself is the message which influences all personal relationships
in our school. We aim to be a happy caring community where every adult and child is valued
and supported in being the best they can be. We welcome families of all faiths and no faith
to our happy and supportive school.

Our Values
These are our values. They are the principles that drive attitudes, relationships and
behaviours in our school.

KINDNESS: aware of others needs
POSITIVITY: celebrating our own and others success
CREATIVITY: imaginative, thinking outside the box, solving problems
CURIOSITY: developing a sense of wonder at the world
CONFIDENCE: not afraid to have a go, knowing your own strengths
INDEPENDENCE: able to make decisions and exercise self control
HONESTY: doing the right things, admitting mistakes, accepting the truth
RESPECT: understanding and appreciating differences
RESILIENCE: sticking at things, learning from mistakes and trying again
THOUGHTFULNESS: reflecting and improving on what we do

Learning Aims
Our aim for each child is that they should develop a wide range of skills in literacy,
numeracy, IT and thinking skills. They should be able to apply these skills in many different
subjects and contexts becoming increasingly independent learners.
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Positive Behaviour Management

The Golden Rules
The Golden Rules are the foundation of our behaviour policy.
Do be gentle. Dont hurt anyone.
Do be kind and helpful. Dont hurt anyones feelings.
Do be honest. Dont cover up the truth.
Do work hard. Dont waste time.
Do look after property. Dont waste or damage things.
Do listen. Dont interrupt.

Children are rewarded for good behaviour each week through praise, classroom rewards
and through the weekly Golden Time session when they choose activities. Very occasionally
a child may lose Golden Time if they do not keep the Golden Rules. If a child repeatedly
misses Golden Time we would inform parents to discuss how to help the child move
forward.

We are committed to keeping our children safe and to prevent bullying in our school.
Please keep us informed if your child expresses concern about another child or appears
unhappy at school. We prefer to know about the little things so that we can prevent any
situations escalating.

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Teaching and Learning

The school has 2 classes in each year group from
nursery to year 6. Each class has one teacher with
responsibility for the care and guidance of that class.
Teachers are well supported by classroom assistants
who support learning very effectively and make a
valuable contribution to the caring ethos of the
school. In nursery and reception there is one adult
to every 8 children and in years 1 and 2 one adult to
every 15 children. This enables us to provide
personalised learning, meeting the needs of every
child. Each year group in the juniors has two
teachers and one classroom assistant.

Teachers in all year groups work together to plan
learning activities in termly topics which will interest
children and stimulate learning opportunities.
Creative, practical and enjoyable learning
experiences feed into the development of key skills.
The school has sector leading practice in the foundation phase and in outdoor learning. It
shares this practice with other schools.

Children make excellent progress through the school and many of our year 6 pupils achieve
the highest standards, exceeding expectations for their age.
All teachers identify skills in Language, Maths, ICT and thinking skills and design activities
which will enable children to develop the skills appropriate to their age group and ability.
Children have opportunities to follow their interests through questioning and exploring in all
subject areas. Children are taught to evaluate their work and that of their friends as they
work towards improving their work and meeting their own personal targets.

The Foundation Phase Curriculum is for children from 3-7 years.
The curriculum for young children springs from practical play activities indoors and outside
which promote curiosity and an enthusiasm for learning. Threading through these high
quality experiences is the structured teaching of basic skills which ensures our children
make excellent progress in literacy and numeracy while loving their school experience
The seven Areas of Learning are:
Personal and Social Development, Well-Being and Cultural Diversity
Language, Literacy and Communication Skills
Mathematical Development
Welsh Language Development
Knowledge and Understanding of the World
Physical Development
Creative Development.
Personal and Social Development, Well-Being and Cultural Diversity is at the
heart of the Foundation Phase.
A Framework for Childrens learning for 3-7 year olds in Wales. WAG 2008
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Literacy and Numeracy framework for children aged 5-14 years
Central to the curriculum for children from reception to year 9 (high school) is the literacy
and numeracy framework. This gives teachers a framework of skills which are taught
through all areas of the curriculum.

Key Stage 2 Curriculum for children ages 7-11 years
At Key Stage 2 the curriculum is based on the skills framework (thinking skills, ICT) and
literacy and numeracy frameworks. These skills are taught through the following subjects:
Maths, Language, Science, History, Geography, Welsh Language, R.E. Music, Art, Design and
Technology, ICT and P.E. Pupils are also taught the skills and knowledge specific to these
subjects.

As a school in Wales our curriculum has a distinctive character and this is developed through
our Curriculum Cymreig which supports our welsh ethos.

Other cross curricular elements include personal and social and health education, food and
fitness, sustainable development and global citizenship and the world of work,
entrepreneurship and financial education.

Details of the topics children study are shared with parents each September and we do hold
meetings for parents to share information about the curriculum.

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Home/ School Partnership in Learning

You are your childs first teacher
and it is from you that they will
learn their values and attitudes to
learning. Many parents ask us how
they can help their child to learn
and the answer is always the same
- teach them to love books. Every
time you read a story to your child
you are demonstrating the power
of books to develop language and
to introduce new ideas and
experiences. Enjoying stories is the
first step in becoming a reader and
reading opens up all future
learning.

From nursery your child will bring a book bag to and from school each day. This will hold
letters from school and paintings and drawings coming home. From reception onwards your
child will have a reading record in the book bag and begin to bring books home for you to
read together. We will invite you to meetings about reading a number of times during your
childs time in school. But the key message is always this -enjoy reading with your child and
you will have the pleasure of watching them become fluent readers.
In the infants reading is the main homework although we sometimes send home other tasks
for the weekend. In the juniors children have spelling homework each week and sometimes
maths. They may be asked to complete a learning log which is a research task finding
information from books, computer or by asking adults at home. This work is always
connected to work in school.

In the infants we ask for a daily read at home when this is possible. In the juniors we ask you
to ensure your child reads at least three times each week. All the way through school your
child will need times of sustained reading in order to develop their higher order reading
skills. Older children may not need you to listen to them read but by showing an interest in
their books you can ensure they understand what they have read. Fluent readers will still
love you to read with them. Please help your child in their busy week to find a quiet space
for homework and reading.

Sex and Relationship Education
Sex Education is part of the curriculum programme for personal social and health education.
It is appropriate to the pupil's age and experience and will be presented within a moral,
family-orientated Christian context.

Year 5 pupils have a general growing up talk on body changes. Year 6 pupils receive a talk
and video presentation. There is a more detailed session on growing up and reproduction.
Parents may choose to withdraw their child from these presentations.

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Questions asked by younger children
relating to their growing body awareness
and relationships will be answered
sensitively by staff with due regard to the
age and level of understanding of the child.

Religious Education
Religious Education provides valuable
opportunities for the children to develop
their knowledge and understanding of
Christianity and the other principal religions
represented in Great Britain. They will
explore different traditions and beliefs
within faiths, by acting out stories, looking
at artefacts and considering the meaning of
images and symbols. These experiences
help them to consider spiritual dimensions
to life.

Children with Additional Learning Needs
At some time during their school life some
children will need extra help with their
learning. All teachers monitor childrens
progress carefully and are committed to identifying difficulties as early as possible and
providing extra support when it is required.

We have a positive, inclusive whole school approach to the education and development of
all children. We seek to enhance their self-esteem and increase their self-confidence
helping each child achieve their full potential. When staff have concerns about a childs
progress parents are consulted at every stage. Children may be given an Individual
Education Plan and take part in individual or small group work in order to make progress
towards their targets. We draw on advice from the Local Authority when this is appropriate.

Staff are trained to recognise the early signs of dyslexia. We follow Dyslexia Friendly
Practices and are committed to a multi-sensory approach which pervades all aspects of
teaching and learning and provides appropriate learning experiences for all children.

We also offer small group support for children who may need booster sessions for a short
period of time. These include the phonic groups and reading Catch up Programme.

All teachers are aware of recognising and encouraging children with specific talents.
Children are encouraged to share their achievements in our celebration assemblies. Through
our regular assessments we identify those children who have exceptional ability in particular
areas of the curriculum and ensure they are challenged to achieve their potential.

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School policies and procedures
All policies are available in school and many are on the website for parents to see.

Looked after children
The head teacher is responsible for the wellbeing and progress of Looked After Children. We
take very seriously our responsibility to these children and their progress is monitored
closely in order to ensure they have the support they need to meet their potential.

Child protection
The head teacher is the lead person in charge of all child protection procedures. There is
also a named governor with responsibility for child protections. All staff receive regular
training.

Charging Policy
The governing body has agreed to request voluntary contributions from parents for school
activities, which can only be provided if there is sufficient voluntary funding. We also sell
tickets for school performances to regulate the numbers in the building. We will ensure that
no pupil is excluded from any activity by reason of inability or unwillingness to make a
voluntary contribution. Parents may apply to the head or chair of governors for the
remission of charges. For residential trips help is available for children entitled to free school
meals and other benefits. Please contact the school office for further information.

Equalities Policy
We are committed to the principle and promotion of equal opportunity for all and strive to
eliminate discrimination of any kind. We have an equalities and diversity policy to ensure
that all members of our school community, irrespective of race, culture, religion, gender or
disability are valued and respected.
We believe that every child should have equal access to all educational opportunities within
school. We teach our children to value diversity and to appreciate the importance of
equality of opportunity for all.
The school is committed to making its buildings and services accessible to all. We have a
disability equality scheme in place and also a disability inclusion policy and accessibility plan.
We welcome feedback from any families about how we can improve access to the school
building for disabled visitors or parents with pushchairs etc.

Collective Worship
Children join in a collective act of worship every day, either as a junior or infant department
or with their class. We also have mixed junior and infant assemblies on occasions.
These times provide opportunities for worship, prayer and quiet reflection and seek to
develop the childrens understanding of Christian values, such as love and compassion, truth
and justice and service and giving. Assemblies follow weekly themes are led by staff, visitors
and clergy. The school has close links with St Deiniols Church Hawarden and clergy take
assemblies on a regular basis. We celebrate the church calendar and visit St Deiniols for
services at Christmas, Easter, Harvest and at the end of the school year. Parents are invited
to these services. Parents may make a request to withdraw their children from Collective
Acts of Worship or RE by writing to the head teacher.

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Welsh Language
Welsh is taught as a second language and the children are made aware that Wales has its
own distinct language, culture and traditions. We seek to promote Welsh as a language,
which is naturally heard within the school by using it in everyday situations throughout the
day - in greetings, in thanking, in commands and encouragement. In these situations the
pupils are encouraged to respond in Welsh. Bilingualism enriches knowledge and
understanding and is a means of providing a firm basis for learning other languages. The
pupils participate in a St David's Day Service and also learn songs, prayers and poems in
Welsh for other special events and assemblies.

Sport and Fitness
We are a healthy school and encourage children to take part in healthy exercise at break
and lunchtimes. All children have 2 hours of P.E. lessons each week. During the year these
lesson will include gymnastics, games and athletics. Junior children have the opportunity to
take swimming lessons. A variety of sporting clubs are run by staff each week. These include
football, netball and cricket. Staff take children to many sports competitions and the school
has an excellent record of winning county events. Staff often organise friendly games with
other schools to give children other than the first team a chance to have a game.

By permission of Shinpad

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Security
All school doors are kept locked
during the school day. Visitors are
admitted through the reception
areas by a member of staff and
sign in the visitors book on arrival.
If parents need to collect children
during the school day they should
sign them out in reception and
sign them back in on their return.
Infant children should be
accompanied to the door each
morning and collected from the
door in the afternoon. Junior
children should not be waiting on the premises before 8.40 unless they are in breakfast club.
Staff are on duty on the playground from 8.40 a.m. and the bell rings at 8.50 for the start of
the day.

If you are waiting after school with infant children please keep them in your line of sight. Be
aware the site is terraced and there are some steep slopes. There is a pond by the junior
staff car park although it is in a locked fenced off area. Please keep school children away
from the bark park. We keep it for toddlers and nursery children only.

We have a huge problem with parking. Please try to park away from the school in the village
and walk to school whenever you can. Please observe the parking regulations and do not
double park. Do be aware that children notice when adults park and drive badly. Please do
not bring your car on to the school premises at any time. Only disabled drivers should come
onto the site.

The school ensures that the Health and Safety Management System is implemented and
monitored throughout the school. This aims to ensure the assessment of risk and the
effective organisation, planning, monitoring and review of the preventative and protective
measures necessary to control risk.

Complaints Policy
If you have concerns about your child please speak to your childs teacher. Staff will react
quickly to resolve situations in school which may be causing your child anxiety. We want to
know, so please share your concerns with us. If you have concerns about any aspect of your
childs education please arrange to see the deputy head or head teacher. Most queries can
be resolved easily at this point. After a first discussion, we will always ask you to come back
to us if you feel the matter is not resolved.

If you still have concerns please contact the Chair of Governors who will investigate your
complaint. If you still feel dissatisfied you may take your complaint to the Director of
Education at Flintshire Local Education Authority.

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School Organisation

Phone System
When you phone school your call may be answered by a secretary in the infant or junior
building, the head or business manager. We will deal with your call or put you through to
the right person to deal with your enquiry.

Attendance
If your child is absent please phone us on the first day and send a letter in when they return.
If you need to take a family holiday in term time please ask for a holiday form from the
school office. The head teacher is required to approve this request because some childrens
progress can be adversely affected if they miss time from school. It is especially difficult for
children to cope with holidays in September when they are settling into a new class.

Punctuality
Please ensure your child gets to school on time, the bell goes at 8.50. This establishes good
habits for life. Children feel uncomfortable arriving in school late and may miss crucial
information at the start of the day.

Uniform
Our school uniform is navy and white.
White polo shirts and navy sweatshirts are the key pieces
White shirt and tie for juniors in the winter.
Trousers or skirts in grey and white or navy socks and tights.
Black shoes no trainers please.
P.E. kit is a white T-shirt or polo and navy or black shorts
All children from nursery to year 3 will need a book bag.

Sweatshirts, polos and book bags with the school logo on are available from the school,
Queensferry Sports and the Brodwaith website. Ties are only available from the school in
the junior office.

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Healthy Schools
We are part of the healthy school scheme. We are
committed to providing a healthy environment for
children. All children have 2 hours of PE each week.
We provide a fruit snack for children from Nursery to
year 4 and years 5 and 6 have access to a fruit tuck
shop which is run by children. We encourage children
to have sports bottles of water with them so that they
can drink during lessons. There are water coolers in
school for refills. Milk is also available daily for all
infant children. We encourage children to bring a
healthy lunch in their lunch boxes.

School Meals
School meals are provided by the school meals service
and cooked in the school. Menus are reviewed
regularly to ensure healthy choices. The menus are
sent home at the beginning of each year for Infants and every two weeks for Juniors they
are on the school website also. Please send dinner money in a sealed and labelled envelope
along with your childs choices for the week. Dinners are 2 per day. Children may also bring
a packed lunch to school and may have mixture of packed lunch and school meals during the
week. Please do not send fizzy drinks in your childs lunch box.

Babies Welcome
As part of commitment to be a healthy school, we have joined the Breastfeeding Welcome
Scheme. Mothers with young babies are welcome to feed their babies in school at the
beginning and end of the day or during school public events. We hope this will make the
walk to school easier for those with very young babies. We also have a toilet in the infants
with changing facilities.
Childrens health
If your child is ill in school we will phone you. We have trained first aiders to deal with
minor injuries. If we are worried about a child who has fallen we will phone you to inform
you or to ask you to collect your child. With minor falls the teacher will inform you at the
end of the day.

Please keep us informed about any medical information about your child, e.g. allergies,
disabilities and also any illnesses, which may affect your child's work or behaviour in school.

With some illnesses it is recommend that children are kept away from school for a minimum
number of days even if they feel better.
Chicken Pox : 4 days from appearance of rash
German Measles : 5 days from appearance of rash
Measles : 5 days from appearance of rash
Mumps : 5 days from appearance of swelling
Diarrhoea and vomiting 48 hours after last episode

It is very important to keep children at home for the required time.
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Medicines
The school has agreed a policy to administer medicines in chronic conditions when a health
plan should be agreed with the head teacher and kept up-to-date by parents.

When medicines are required for a temporary condition this should be discussed with the
head teacher and a permission form completed.

Parents are welcome to come into school to administer medicines and this is the preferred
option. When this is not possible the head or nominated staff member will administer the
medicine and will record the doses administered in a log.

In the case of antibiotics parents are responsible for making sure the antibiotics are
collected and returned to school (we keep them in the fridge in the staff room). We would
also encourage parents to check the medicine log just in case a dose has been missed. When
a child appears well it is easy for us to forget that they need medicine.
Medical appointments
Please let us know if you need to collect your child from school for a medical appointment.
Pupils may be collected directly from the school foyer. All children collected during the
school day should be signed out at the office and a note sent to school to explain the
absence.
School Health Service
The school nurse visits school on a regular basis. He is available to discuss any medical
concerns with parents and will conduct hearing and eye tests if requested. Sometimes
teachers will recommend an eye or hearing test, but parents permission has to be sought
and the results will go to parents and not to the school.

Medicals
Children in reception may be offered a medical examination and parents may request one if
they wish. Parents are always asked to be present at a medical examination. All medicals
are strictly confidential and your consent will be sought before discussing any issues with
the school teaching staff. We do ask parents to keep us informed of any medical conditions,
which may affect a childs progress in the classroom.

Screening
All reception children are screened for weight, height and hearing at some time during their
first year at school. The results of these tests are sent to parents.

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After School Clubs
The school provides wrap around care for children in our before and after school clubs.

Little Rascals
In the Infant building Little Rascals Club provides for children from reception to year 2 from
7.50 a.m. to school time and from 3p.m. to 5.30 p.m.

7-2-11 Club
In the Junior building the 7-2-11 club provides for junior children from 7.40 8.40 in the
morning and after school until 5.30. Year 2 children who have had their 7
th
birthday may
chose to move to 7-2-11 if parents wish it. We have found this to be a lovely way to mix
infant and junior children and to bring infants into the junior building.

Details of both clubs are available from the school. Parents are advised to register and to
book in advance.

The 7-2-11 staff run holiday clubs at Easter and for 4 weeks during the summer holiday.

Extra Curricular Clubs
Teaching staff run a range of after school and lunchtime clubs which usually includes
football, netball, hockey, chess, singing and recorders. Children in the juniors have access to
music lessons from instrumental teachers who visit the school. There is a charge for this. We
also have a Spanish teacher who visits the school.

We join other Hawarden Schools in providing extra activities for children within and after
school. These have included a Hawarden Choir, extra IT classes and forest schools.

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Times and Dates

Times of sessions

Nursery:
Morning group: 8:45am 11:15am
Afternoon group: 12:15pm 2:45pm

Infants 8:50am 3:00pm
Juniors 8:50am 3:15pm
Lunch 12:00pm 12:55pm
School Term Dates 2013 / 2014
Autumn Term 2013

Monday 2
nd
September 2013 Staff Training Day
Tuesday 3
rd
September 2013 School Opens
Friday 25
th
October 2013 School Closes
Monday 4
th
November 2013 Staff Training Day
Tuesday 5
th
November 2013 School Opens
Friday 20
th
December 2013 School Closes

Spring Term 2014

Monday 6
th
January 2014 Staff Training Day
Tuesday 7
th
January 2014 School Opens
Friday 21
st
February 2014 School Closes
Monday 3
rd
March 2014 School Opens
Friday 11
th
April 2014 School Closes

Summer Term 2014

Monday 28
th
April 2014 Staff Training Day
Tuesday 29
th
April 2014 School Opens
Monday 5
th
May 2014 May Day School Closed
Friday 23
rd
May 2014 School Closes
Monday 2
nd
June 2014 School Opens
Friday 18
th
July 2014 School Closes
Monday 21
st
July 2014 Staff Training Day

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Home School Agreement

Hawarden Village Church in Wales Primary School

Serving our local community by providing exceptional learning experiences,
founded on Christian Values

The School
We will do our best to:

Care for each child
Do our best for each child
Encourage children to do their best at all times
Provide equal access for all pupils to outstanding learning experiences
Encourage children to respect other children and adults and their environment
Inform parents of the progress of their child each term
Keep parents informed about school through regular communication
Respond quickly to any anxieties about school from the child or parents

Parents
To help my child at school I will do my best to:

Encourage my child to do their best at school
Work with the school to ensure my child behaves well
Read with my child and support them to complete their homework
Tell the school if my child is upset or worried at home or at school
Ensure my child attends school regularly
Make sure my child arrives at school on time
Attend parents evenings and discussions about my childs welfare
Provide school uniform and PE kit

Pupils
To help me do well at school I will do my best to:

Always do my best
Always work hard
Keep the Golden Rules
Be punctual and attend school regularly
Be dressed correctly in school uniform

21

Results of teacher assessments

End of Year 2 and Year 6 in July 2013
Foundation Phase Results of pupil attainment July 2013 (Infants)
The following table shows the percentage of pupils attaining each outcome.
93% of children achieved the expected outcome for their age in all subjects.
There were 46 pupils in the group

N D W 1 2 3 4 5 6 A
Language, Literacy, and
Communication Skills in
English
0 0 0 0 0 2 4 59 35 0

Mathematical Development 0 0 0 0 0 2 4 63 30 0
Personal and Social
Development, Well-being
and Cultural Diversity
0 0 0 0 0 0 2 52 46 0

At KS2 (Juniors) The core Subject Indicator (CSI) is the percentage of children achieving the expected
level or higher. They achieved either level 4,5 or 6.

Juniors 2012-13
level 4+
CSI School Language Oracy Reading Writing Maths Science
School 92.6 92.59 92.59 92.59 94.44 96.3 98.1

Wales 82.6 87.13 87.52 86.6 80.95 86.8 88.5
LA 85

School Attendance
Attendance Authorised Unauthorised
Absence Absence
Compulsory school age 94.02% 5.98% 0.0%
Nursery 91.06% 8.94% 0.0%
22

Members of staff

Mrs Lynn Bartlett Head
Jackie Jones Deputy & Year 2 Teacher
Susannah Ruddle Year 2 teacher
Jackie Haden Year 2 teacher Part Time
Lara Hilton Year 2 CA (Classroom Assistant)
Cath Jones Year 2 CA
Stephen Williams Year 1 teacher
Helen Durham Year 1 teacher
Louise Brookes Year 1 CA
Laura Evans Year 1 CA
Janette Connolly Nursery Nurse
Bethan Parry ASW (Ancillary Support Worker-1:1)
Ceri Cottrell ASW
Kathy Webster ASW
Kirsty Jones ASW
Alison Cooper ASW
Jane Taubman Reception teacher
Sarah Pitt Reception teacher
Catherine Harrison Reception CA
Nicola Whitehead Reception CA
Angela Morgan Reception CA
Kerry Oliver Reception CA
Jan Roberts Reception CA
Jo Williams Reception Nursery Nurse
Jane Williams Nursery teacher
Miriam Morgans Nursery teacher
Lisa Mushrow Nursery nurse PT
Dy Hallows Nursery nurse PT
Carol Ley Nursery CA
Hazel Morris Nursery CA PT
Julie Thomas Additional Learning Needs Coordinator
Liz Davies Deputy (maternity Leave)
Ruth Williams Year 3 (Acting Deputy)
Kelly-Marie Williams Year 3
Anita McLachlan Year 3 CA
Pam Wallace Year 4
Tamzin Watterson Year 4 PT (Acting TLR)
Wendy Anderton Year 4 CA
Debra Jones Year 5
Kelly Price Year 5
Lucy Humphreys Year 5 CA
Grenville Clubley Year 6
Jonathan Prytherch Year 6

23

Michele Pritchard Year 5 & 6 HLTA (Higher Level Teaching Assistant)
and PPA cover for Years 4, 5 & 6
Christine Hopkins Junior Librarian

Suzanne Leonard Business Manager and PA to SMT
Ceri Davies School Secretary Infants Ceri Davies
Nancy Jones School Secretary Juniors
Janet Taylor Dinner Cashier (Juniors)

Steve Hunt Site Supervisor
Sara Toye Cleaner Infants
Chris Hopkins Cleaner Juniors

Janette Connolly Jo Williams Senior MDSA Infants
All CAs Mid day supervisory assistants (MDSA)

Janet Taylor Christine Hopkins Senior MDSA Juniors
All CAs plus Mandy Elmer and Carol
Harpin
MDSAs

Before and After School Clubs

Libby Hewitt Little Rascals (infants) Manager
Carol Ley Little Rascals staff
Ceri Cottrell
Bethan Parry
Lucy Humphreys 7 -2-11 (juniors) Manager
Anita McLachlan 7-2-11 staff
Janet Taylor
Andrew Pritchard
Carol Harpin
Michele Pritchard Treasurer

Julie Elson Cook (Infants)
Sue Pleavin
Christine Lawson

Tracey Allen Cook (juniors )
Christine Buckley Assistants
Debbie Moore Christine Buckley

External support
Chris Maddocks School nurse
Claire Collins Screening nurse
Jan Taylor Ed psych
Anne Griffin Inclusion Welfare officer
24

School Governors

Name Type of governor Lead
Don Platten Foundation chair Leadership/Pupil Voice/Wider Skills
Sue Jones Foundation Vice chair Literacy
Libby Hewitt Foundation Numeracy
Helen Moon Foundation Science/MAT
Jan Cahill Foundation Marketing/PR
Gareth Jones Foundation Health and safety/Welsh
Alison Jones Foundation Pre School Nursery Liaison
Chris Durham Foundation Primary/Secondary Liaison
Rector David Lewis Ex officio RE
Stephen Williams Teacher Child Protection
Hazel Morris Staff Wellbeing
Jules Littleton Parent IT Curriculum
Tara Dempsey Parent IT Management
Cllr.Glenys Diskin Local authority Community Liaison
Samantha Price Local authority Additional Needs
Veronica Amos Community council Community Liaison
Lynn Bartlett Headteacher LAC/History/Geography
Sue Leonard Clerk
Mae Lewis and Tyler Johnson Pupil associate governors
Chair of Governors with Mae
and Tyler, our Year 6 pupils
who are linked to the
governing body. They are part
of a group working on Pupil
Voice
25

POEM

If I had my child to raise again:
Id finger paint more, and point the finger less.
Id do less correcting, and more connecting.
Id take my eyes off the watch and watch with my eyes.
I would care to know less, and know to care more.
Id take more hikes and fly more kites.
Id stop playing serious and seriously play.
I would run through more fields and gaze at more stars.
Id do more hugging and less tugging.
I would be firm less often and affirm much more.
Id build self-esteem first and the house later.
Id teach less about the love of power, and more about
the power of love

Diane Loomans

26

Main Findings of most recent Estyn Inspections

Hawarden Infants
Report by Merfyn Lloyd Jones Hawarden C.P. Infants, 09/11/09

Summary

9. Hawarden C.P. Infants is a very good and caring school with many outstanding
features where standards have been maintained or improved since the last inspection. It
provides a good quality education in a lively learning environment where enjoyment is evident. All
pupils make good progress and attain their agreed learning goals. The school succeeds very well
in promoting its objectives practically. The school has a warm and friendly atmosphere which
provides a happy and safe environment where pupils are keen to learn. The head teacher and all
members of staff are committed and hard working.

Key Question Inspection grade

1 How well do learners achieve?

Grade 1
2 How effective are teaching, training and assessment? Grade 1

3 How well do the learning experiences meet the needs and
interests of learners and the wider community?
Grade 1

4 How well are learners cared for, guided and supported? Grade 1

5 How effective are leadership and strategic management? Grade 1

6 How well do leaders and managers evaluate and improve
quality and standards?
Grade 1

7 How efficient are leaders and managers in using resources?

Grade 1

The inspection team agrees with the judgement of the school in six out of the seven key
questions.

The inspection team awarded the higher grade 1 for key question four.

11 Children under-five achieve good standards in all areas of learning. The quality of provision
for the under-fives is appropriate to their needs and all pupils make good progress towards the
Foundation Phase outcomes. Analysis of the schools performance data over a number of years
indicates a very positive measure of added value in relation to baseline assessments.

12 All pupils make excellent progress at key stage 1 with some pupils regularly producing some
outstanding work.

13 In end of key stage 1 teacher assessment in 2009, the percentage of pupils achieving level 2
or better in the core subjects of English, mathematics and science is well above the Local
Authority (LA) and national average for Wales. When compared with similar schools across
Wales based on the number of pupils receiving free school meals (FSM), the school is in the
bottom 50 percent of schools for each core subject. When using the school family indicators, the
school was only slightly below the average for English, mathematics and science. This was a
predicted dip based on the pupil cohort for this year.

14 Standards for the past three years in all core subjects have been consistently above the LA
and national averages and with the exception of 2009 results better than the school family
average. Records clearly show that the number of pupils achieving level 2 or above for the past
27

ten years have been significantly higher than the LA and national average. This shows
outstanding consistency.

15 The school sets realistic targets for all pupils. They are based on a sound recognition of the
ability of individual pupils. They are always challenging and consistently achieved. Some of the
more able pupils produce some outstanding work.

16 All pupils with Additional Learning Needs (ALN) make good and consistent progress and cope
successfully with work matched to their individual needs.

17 Standards of achievement in the key skill of communication are outstanding across the
school. Pupils speaking skills develop very well so that older pupils' confidence in expressing
their views is exemplary. All pupils make outstanding progress in developing their reading skills
and achieve very high standards in writing. When using their information and communications
technology (ICT) and numeracy skills in a range of curriculum areas pupils achieve good
standards. Pupils' knowledge of Welsh culture and heritage, Y Cwricwlwm Cymreig, is also good.

18 Most pupils achieve well in collaborating on creative and problem solving activities. They use
an appropriate range of strategies, make hypotheses and deductions, and explore ideas
creatively in a number of media.

19 Many pupils are beginning to make good progress in their bilingual competence. They speak
well and are acquiring good vocabulary. However, they have yet to acquire the necessary
confidence to move with ease between the two languages.

20 All pupils make outstanding progress in developing their personal, social, moral and cultural
skills and many make good progress in developing spiritual understanding. The behaviour of all
pupils in lessons, around the school, and outside at play is exemplary. They are very polite and
friendly and courteous towards visitors.

21 Most pupils ability to concentrate is an outstanding feature throughout the school. They work
diligently with a high degree of independence. They take responsibility for their own learning and
understand what they have to do to improve their work.

22 Average attendance over the three terms prior to inspection was nursery 93%, reception 94%
and 96% for the rest of the school. These statistics are outstanding for pupils in these age
groups.

23 The school is very successful in preparing pupils to take an active role in the life and work of
the local community. This begins to prepare them well in understanding the world of work and
what it means to be a responsible citizen and complements and parallels the high standards
achieved in other areas of the schools work.

The quality of education and training
24 Teaching throughout the school is always good or outstanding. All teachers show good
subject knowledge and familiarity with recent developments in their field. All staff are fully
committed to equal opportunities, regardless of gender, ability or race. Consequently, all pupils
are treated fairly and with respect. They have high expectations of behaviour.

25 In the lessons observed, the quality of teaching was judged as follows:

Grade 1 60% Grade 2 40% Grade 3 0% Grade 4 0% Grade5 0%

26 These percentages are significantly higher than the average percentages for the whole of
Wales, as reported by His Majestys Chief Inspectors (HMCI) in his Annual Report for 2007-08,
with the quality of teaching being good or better

28

27 The rigour of the school's assessment procedures, and the use made of assessment in
planning and improving learning, are good with outstanding features. The school's assessment
procedures play a strong role in enabling pupils to achieve high standards. Teachers accurately
assess pupils' work against levels of the National Curriculum. The school meets its statutory
requirements for assessing and reporting on National Curriculum subjects.

28 The level of pupil's involvement in planning and setting their own targets is an outstanding
feature.

29 Parents are provided with an end-of-year report which meets statutory requirements. Reports
are informative and provide a good level of detail on pupils achievements in all areas of the
curriculum, and in their personal and social education.

30 The quality and range of the learning experiences that all pupils receive is outstanding.
Exceptionally detailed planning ensures that all pupils have access to a rich, broad and balanced
curriculum. Outstanding use is made of the facilities available within the school grounds and in
the local community.

31 The schools planning for key and basic skills is good with outstanding features. Sustainable
development and global citizenship are both outstanding features of school life. The range of
extra-curricular activities is good.

32 The schools partnership with parents, the community and other institutions is good with
outstanding features. The school has excellent and positive links with parents which support
pupils' learning well.

33 The school meets all legal requirements, including those for providing religious education,
daily acts of Collective Worship and personal and social education. All statutory policies are in
place.

34 Pupils are exceptionally well cared for, guided and supported throughout their time in the
school. They experience this in a very secure, happy and motivational environment where every
pupil is valued and included.

35 The school council comprises democratically elected members from each class. Council
members are fully involved in developments within the school.

36 The monitoring of attendance and punctuality is rigorous. The school sets high targets for
attendance and parents are very supportive in ensuring their children attend school regularly.

37 The schools provision for the healthy development, safety and well-being of all pupils is
outstanding. The school has been involved in the Healthy Schools initiative for five years and
many of the principles are now firmly embedded in school life.

38 The provision for pupils with ALN is good with outstanding features. The schools policy is
comprehensive and complies with the revised code of practice and the framework for inclusive
education

Leadership and Management

39 The quality of leadership provided by the head teacher is outstanding. Her management is
purposeful and knowledgeable. Her vision, shared by all members of staff and governors is clear.

40 The school has a clear mission statement and strong values which ensures that the school
operates in an environment of equal opportunity, mutual trust and understanding. The general
organisation of the school is excellent and it functions daily as an orderly and well-organised
community.
29

41 There is good team work amongst all staff with effective management structures in place.
Subject leaders have a very clear view of strengths and shortcomings in their areas of
responsibility.

42 The governing body is very supportive and is regularly provided with good quality information
about the schools performance and activities. They understand their roles very well. Governors
discharge their legal responsibilities fully.

43 The schools self-evaluation procedures are highly effective. The self-evaluation report
produced for the inspection is outstanding. It is very detailed and accurate in its assessment of
the schools strengths and areas for development.

44 Priorities in the school development plan (SDP) clearly focus on maintaining high standards.
This is outstanding practice.

45 The school has maintained the excellent standards achieved at the time of the last inspection
and has continually built upon the very sound foundations that were identified. All the key issues
have been very well addressed.

46 The level and quality of staffing is an outstanding feature. Teachers are well qualified,
experienced, enthusiastic and committed. Classroom support assistants complement the
schools provision and work in close and effective partnership with teachers. They are an
essential, integral part of the school.

47 The quality of learning resources is at least good for all curriculum areas. In a number of
areas, for example music, outdoor activities and English, resources are outstanding.

48 Overall, the accommodation is good with outstanding features. Vibrant displays in all areas of
the school help to create an environment which is conducive to learning.

49 The governing body and senior managers are exceptionally efficient at using resources. The
budget is managed very effectively by the head teacher and governing body with support from
the LA.

50 The school gives outstanding value for money.

Recommendations
51 In order to improve the school in the areas inspected, the staff and governing body need to:
R1 maintain the high standards and continue to strive for excellence;
R2 continue to improve pupils bilingual competence.
30

RE-INSPECTION OF
RECTOR DREW V.A. JUNIOR SCHOOL
CROSS TREE LANE
HAWARDEN
FLINTSHIRE
CH5 3PY
SCHOOL NUMBER: 664 3317
DATE OF INSPECTION: 4 5 FEBRUARY 2009

Rector Drew Voluntary Aided Junior School was inspected in November 2007 and judged as
requiring significant improvement. As part of the Welsh Assembly Governments requirements for
schools requiring significant improvement, Estyn undertook a follow-up inspection in February
2009 focusing on the key issues identified in the section 28 inspection.

Outcome of the re-inspection
Rector Drew Voluntary Aided Junior School is judged to have made good progress in relation to
the recommendations for improvement identified in the Section 28 inspection in November 2007.
As a result of this progress Her Majestys Chief Inspector of Education and Training in Wales is
removing the school from the list of schools requiring significant improvement.
Progress since the last inspection
The school has made progress in:
raising pupils standards of achievement in Welsh second language, English, mathematics,
design technology and art. Since the last inspection there has been significant progress
in all these subjects. Overall, standards are now good;

improving pupils bilingual skills. The use of Welsh is now a more prominent feature in the
life and work of the school. It enriches pupils learning experiences and the schools
bilingual ethos. Overall, good features outweigh some shortcomings in pupils bilingual
skills;

improving the quality of teaching. The school has worked hard to share good practice and
to implement whole-school planning and formative assessment strategies. This has
helped to raise standards and the quality of education provided for pupils throughout the
school;

developing effective behaviour strategies. Pupils are very well behaved and are motivated
to learn. They work hard to achieve high standards and take pride in their achievements;
and

focusing its strategic planning on raising standards and in setting and monitoring
challenging targets for improvement. The good quality post-inspection action plan has
provided an effective focus and timescale for prioritising the developmental needs of the
school.

The school now complies with statutory requirements in respect of the information provided in the
governing bodys Annual Report and in the schools prospectus.

Recommendations:
In order to improve on this progress, the school should:

continue to build upon the recent good progress in raising standards and in improving the
quality of teaching in Welsh second language and bilingualism, English, mathematics,
design technology and art; and

further develop the role of leaders and managers in self-evaluation and monitoring
procedures and continue to use the information to target areas for improvement.

New Prospectus Hawarden Village

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