Whistleblowing Policy (Please refer to page 79) Click Here>>
Avanti Court Local SEND Offer Click Here >> Borough link for SEND Offer Click Here>>
Children Missing Education Policy LBR Click Here >>
Accessibility Action Plan Click Here >>
Admission Policy 2016-17 Click Here >>
Admission Policy 2018-19 Click Here>>
Uniform Policy Click Here >>
Freedom of Information Policy Click Here >>
Health & Safety Policy Click Here >>
Charges and Remissions Policy Click Here >>
Behaviour for Learning Policy Click Here >>
Sex and Relationship Policy Click Here >>
Unacceptable behaviour template letters Click Here>>
Unacceptable behaviour Policy Click Here >>
Science Policy Click Here >>
E-Safety Policy Click Here >>
Avanti Court Policy Statement for Maths Click Here>>
Avanti Court Policy for Calculation Strategies Click Here>>
Marking and Feedback Policy Click Here>>
Collective Worship and Festivals Policy Click Here>>
Policy for Supporting Pupils with Medical Conditions Click Here>>
Early Years Foundation Stage Policy Click Here>>
Nursery Admissions Policy 2016-2017 Click Here >>
Educational Visit Policy Click Here>>
Learning and Teaching Policy Click Here>>
Spiritual, Moral, Social and Cultural Policy Click Here>>
Homework Policy Click Here>>
English Policy Clich Here>>
Draft Assessment Policy Click Here >>
Avanti Court Welcome Pack 2017 Click Here>>
Child Protection and Safeguarding
We follow rigorous guidelines and procedures to ensure the safety of all children (Health & Safety, Child Protection and Risk Assessment). All staff have an up to date and enhanced CRB checks. All visitors are required to prove their identity and are accompanied during their visit. Junaida Bana (Deputy Head) is the designated teacher for Child Protection and maintains an up-to-date knowledge of legislation and child protection procedures. All staff are given training to raise awareness of safeguarding issues. The school is on a safe site, with restricted access via a buzzer system that is operated by the office staff.
Should anyone have concerns over a child’s safety, it is their responsibility to inform the designated teacher immediately. All concerns are taken seriously and confidentially on a need to know basis.
Medicine and sickness at school
We will administer medication that has been prescribed by a doctor to avoid children missing too much time from school. Our procedure must be followed:
- Complete a Medicine at School form (obtainable at the school office)
- Long term complaints (asthma/diabetes) will require meeting with the school nurse and risk assessment agreed.
- Medicine should be brought to the school by the parent (Not the child) and handed to the office staff.
- Medicines must be clearly labelled with your doctor’s label, contents, child’s name, and dosage. Medicines should be locked in the office.
- Children will go to the office where their medicine will be administered by one of the first aid trained office staff. Teachers and/or office staff cannot accept responsibility for timing of the administration of the medicine. Parents are able to come to school to administer the medicine themselves should they be concerned about this.
- Under no circumstances should medicines be kept in cloakrooms or classrooms. This will eliminate the risk of the wrong child taking the medicine.
- The school can only administer medication, which has been prescribed by a doctor (including Calpol and Piriton).
If your child is sick at school, a trained first aider will attend and in consultation with the Head Teacher or Deputy Head Teacher will decide how to proceed and may decide to send home.
Please note that in line with guidance, children who have been vomiting or suffered from diarrhoea must not return to school until 24 hours following the last episode.
Inclusion: Special Education Needs (SEN)
Following our vision and mission statement, we expect all children to be challenged in their learning. We encourage children to take risks, to be reflective learners who build the skills to be able to manage learning in all aspects of their lives.
All children will need support at different points of their learning journey. We know that a child’s ability to learn is not ‘determined at birth’ but is rather constantly evolving. We move away from describing children as ‘bright’ or high ability/low ability but look to find ways to help a child transform – their transformability.
Some children have specific and special education needs (behavioural need, learning need, social need etc). Some need extra support; some need more challenge. We are vigilant in identifying children’s needs, working in collaboration with parents/carers and other services to support their needs. Junaida Bana (Deputy Head) is the Inclusion Lead with considerable experience in this field. Should you have concerns please do not hesitate to contact her to arrange an appointment.
Our home visits are an opportunity to discuss how your child learns at home, their development from birth and any issues that have arisen. Being open and honest will help us all achieve the best strategy to support your child to achieve.
We need written permission from parents/carers for a number of reasons – namely local trips, use of photos. Before children start school, parents are requested to sign a form giving permission for their child to go on local trips less than 1 mile in distance and on foot. A separate permission letter is sent for all other trips. Permission must be given before the day of the trip.
Children without written permission will not be able to go on the trip, but will still be expected in school.
Parents are also asked to sign giving permission for the school to take photos for displays, for use in children’s books and classrooms, the school website, school promotion; this is common practice in UK primary schools. Names are never associated with individuals. Without this permission children are restricted from taking full part in the life of the school. We follow our safeguarding principles at all times.
Positive Behaviour Management Aims
Our behaviour policy intends to instil and develop positive behaviour related to our values driven curriculum with humble, respectful, grateful members of our school community (pupils, staff, parents) who have courage to take risks, with well developed self-discipline and who act with integrity and empathy. We aim for everyone to be included so that everyone sees themselves as part of a happy learning community.
We have very high expectations of our school community’s behaviour and hope to develop children’s understanding of the impact of choices they make, whether positive or negative.
Good behaviour and achievement is not automatically learned. Instead, positive behaviour must be modelled, explained, taught, supported and recognised.
How do we manage allegations of bullying? Parent Information Memo-Bullying.pdf
Avanti Court Primary School uses the system of ‘Stay on Green’, which is underpinned by our ‘Six Golden Expectations’*. The expectations are designed to focus on positive action (e.g. be safe in school) rather than what children should not do (e.g. do not run). The rules are agreed actions so that there is consistency and fairness in all areas of school life.
However, as an inclusive school we recognise that all children are individuals with specific needs. Therefore, within this consistent approach is an element of flexibility to address the needs of specific children.
Everyone is responsible for behaviour of all children and adults should reinforce the Golden Expectations whenever appropriate.
||Be kind: think of others and help them
||Be safe: look after yourself and others
||Be respectful: listen carefully and act politely
||Be honest: think before you speak or act
||Be courageous: keep on trying your best
||Be grateful: say ‘thank you’
How it works:
- In the class there is a prominent ‘Stay on Green’ display.
- On this display, all children have a pocket with their name on it.
- Each day, children start with a green card in their pocket.
- If children make positive individual choices they are celebrated by placing a bronze, then silver, then gold card with rewards at each level.
- If children make negative individual choices they are warned by placing a blue, then amber, then red card with consequence appropriate to the level of behavior.
- The system allows children to reflect on their actions, attitudes and behaviour; if behaviour
- Change then they can move back towards green.
We enhance our curriculum by organizing educational visits in the locality and further afield, especially making use of our incredible city. To help fund these visits, which we believe are essential to provide diverse and memorable learning experience we ask for a voluntary contributions from parents. There is no obligation to contribute and no pupil will be restricted from going on a trip. However, in increasingly challenging financial circumstance, if there are insufficient contributions we may have to cancel visits. The school cannot supplement educational visits.
Children are encouraged to pursue their learning out of school; we have a number of expectations:
- Children should be read to every day (by parents, grandparents, cousins, siblings, friends). This could be a favourite story repeated, or a new story. Research shows that telling the same story to children helps builds their literacy.
- Children should read a book every day (EYFS: 10 minutes; Year 1-3 15 minutes). By the age of 10 children are expected to read at least 8 books each month.
- Children should learn Maths facts (timestable off by heart; Number bonds (e.g. 1+9=10, 2+8=10 etc; and number bonds to 20, 50, 100)
- Children should learn sight words.
- Children will be assigned home learning projects each term. These will require children to investigate, research, write, build models, design, think creatively, work with their family.
- Home work sheets are NOT given each week. There is no empirical evidence to suggest that homework sheets impact on children’s understanding.