Breakspear Junior School
Welcome to the On-Line version of our School Prospectus
We are committed to the provision of an ambitious, stimulating and broad education for our pupils.
We encourage a happy, friendly atmosphere in which the children thrive. With an emphasis on every child developing their abilities to the full, we seek to instil a love of learning, a sense of enquiry and the ability to think for oneself. It is an important aim of ours to support each child in their development of self-esteem, self-confidence and respect for the needs of others.
Our staff are professional, enthusiastic and dedicated to supporting each child’s needs. They, together with the governing body and in partnership with parents, seek to provide the best possible school environment for all our pupils.
We hope you will read our prospectus and visit us. We are sure you will quickly see why we feel proud of our pupils, past and present.
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Philip Rutter |
Barbara Glen |
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 Heath &
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Health |
Dress |
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Jewellery |
Insurance
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Communications |
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I. Starting Points
Breakspear Junior School is a primary school for children aged 7 to 11 years. The school is the responsibility of the London Borough of Hillingdon, from whom it receives an annual budget which is controlled by the school's governing body. Children, both boys and girls, are accepted onto the roll of the school irrespective of their academic ability up to a limit of 90 children in any one year group. The school is a 'day' school, there being no boarding facilities.
II. Breakspear Junior School
Statement of Aims
We believe that our aims can usefully be divided into two sections:
1. our aims for the school that are necessary to fulfil our aims for the children;
2. our aims for the children
1. We aim for the school:
2. We aim to develop in each child:
Following the First World War Ickenham, in common with many areas around London, especially those served by the Underground railway system, was subject to housing development. With this increase in housing Middlesex County Council began to plan for a new school to replace the small school room near the Fox and Geese. As a result 'The Breakspear School' was built on 4 acres of land which had formerly been a hay field called Big Reddyngs. The final design, a two storey building planned round a quadrangle with classrooms to the south and west, was opened on Thursday 14 October 1937.
In 1970, the school roll having grown considerably and the building extended several times, the decision was made to establish separate Infant and Junior Schools, though both continuing to occupy the same building. The Junior School, with 90 children in each of its four year groups, currently occupies the first floor of the main building and four classrooms in a teaching block to the south of the Infant playground.
Our school is named after the only English pope, Nicholas Breakspear, who lived in the 12th century. Both the area between Ickenham and Harefield, and the Hertfordshire village of Abbotts Langley lay claim to having been the place of Nicholas' birth in the early eleven hundreds. Wherever he may have been born, Nicholas was probably born into a farming family who were tenants of the abbey of St Albans.
On first reflection Nicholas might not appear to be the ideal 'patron' for a school. After spending several years studying at the abbey Nicholas was refused permission to become a monk there. It would appear that he had not progressed sufficiently well in his studies, possibly he had been lazy, or perhaps he just did not learn too quickly! But consideration of Nicholas' later career suggests that this early schooling had laid a firm foundation for future success. On leaving St Albans he travelled to France where he spent time furthering his studies in Paris, Montpellier, Arles and Avignon.
After several other events, Nicholas arrived in Rome. Here he quickly received favour, for he was ordained cardinal-bishop, an important position in the church. He was sent by the Pope to Scandinavia between 1152 and 1154. There had been much political trouble there, and the Pope believed Nicholas could help sort it out, which he did! On his travels to Scandinavia he also included a visit to England to see his parents. In 1154 he returned to Rome and at the end of that year was elected Pope, taking the name Adrian, being the fourth of that name.
During most of Adrian's five years as pope (he died in 1159) he was involved in disputes with the Holy Roman Emperor, Frederick Barbarossa, about who should have control of Italy.
Until 1965 the School used the Middlesex county badge, in common with most primary schools run by that authority. In 1965, with the establishment of the London Borough of Hillingdon, some emblem more closely linked to the school's historical associations was sought. Since Nicholas Breakspear served at the Abbey of St Albans, the City of St. Albans was asked for permission to adopt its badge and flag, and this was subsequently granted.
Breakspear Junior School is sited in a residential area. There is easy access to both West Ruislip (Central Line) and Ickenham (Metropolitan and Piccadilly Lines) Underground stations, shops and open country. The School is well respected in the Community.
In addition to the classrooms and offices, the school has a television room, a music room, a special needs base; also a library and cooking facilities which it shares with the Infant School. The hall is used for the daily assembly, lunch and two hall periods weekly for each class (a longer period for gymnastic activities and a shorter period for a range of activities including drama, dance and music).
Outdoor facilities include a large playground and two field areas. Also, we have provided for environmental studies with an extensive selection of trees, a pond, and a 'wilderness' area. We also have a long term Playground Development Project.
There are 39 weeks in the school year. Each year we publish the dates for the following two school years.
Each school day follows a regular pattern of work and of recreation:
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08.50 - 10.00 |
Registration |
| 10.00 - 11.00 | Second Teaching Session |
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11.00 - 11.20 |
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11.20 - 12.20 |
Third Teaching Session |
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12.20 - 13.20 |
Lunch and Play |
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13.20 - 15.25 |
Registration |
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Fourth and Fifth Teaching Sessions |
We expect children to arrive at school no more than ten minutes before the start of the morning session, and provide supervision of the playground for that period of time. In the interests of safety, however, if your child does reach the gate earlier he or she should come into the playground and not wait outside. There is a one way system for car drivers delivering and collecting pupils. Motorists are asked to refrain from parking on the zig zag yellow line areas and from reversing or doing three-point turns near the school.
During the short play period (11.00-11.20) there are two, sometimes three teachers on duty in the playground to ensure the children play sensibly and to attend to any problems that may occur. The children are welcome to bring in balls for playtime, though these should not be too hard. In addition we provide some equipment for children to play games. There is a clearly marked area where children are able to play ball games, the other parts of the playground then being available for other activities.
At lunch times we have twelve supervisors who look after the children's welfare. Six supervise the children eating lunch, one is in the medical room, and five are on the playground. In addition there is always a senior member of the teaching staff on duty.
We provide no playground supervision after the end of the school day, since we expect all children to go home promptly once dismissed.
At Breakspear Junior School we expect politeness, courtesy and consideration of others from all - children, staff, parents, visitors. We also believe that children cannot be expected to develop good behaviour without both clear examples and teaching. Much of the teaching, of course, is done at home, but we too have an important role to play. As a school, we aim to help children develop:
While we try to encourage development in these areas all the time, teachers will focus on particular aspects at various times, seeking to increase each child's understanding and level of maturity.
We believe that rewarding children for what they do, especially when they put extra effort into a task, is important. We have a 'house' system (based on the characters from the court of King Arthur: Kay, Galahad, Tristram, Bedivere) and the children can earn points for their house. While the giving of points may sometimes be for excellence, we continually remind the children that 'giving of their best' or 'putting in effort' gives every child an opportunity to gain points. In assemblies we celebrate group and individual successes, gained both at school and at home (games teams, swimming and athletics awards, hobbies, etc.). Above all we recognize the value of praise for effort and achievement, however small, and see it as a major incentive for continued effort.
Punishments are necessary from time to time. Usually this is a 'telling off' by a teacher, but more serious incidents can include keeping a child back in the classroom during playtimes, under supervision and with a task, or asking the Headteacher to see the child. In the most extreme cases, parents will be contacted and the action to be taken discussed with them.
When there are problems concerning the behaviour of children at school, wherever possible these are dealt with by the child's class teacher. Children should always speak to a teacher if they are worried or upset by anything. Likewise, if parents have concerns they should take them up with the class teacher in the first instance. The Headteacher is involved with serious incidents of poor behaviour; occasions when a child's behaviour is causing concern over a period of time; when a large amount of time is required; and in all cases of Racial Abuse. The Headteacher will also be involved if incidences of bullying are found to have occurred. Written records are kept of all investigations concerning Racial Abuse and Bullying. With the children's involvement, we aim to record accurately, what has taken place and reach agreement about future actions. The emphasis is on apologising for mistakes and trying to improve behaviour, not on punishing.
The school has a health and safety policy which requires regular inspection of the school premises for potential dangers. We also carry out a programme of Fire Drills to ensure that the children know how to react in a variety of situations, should a fire occur.
Children may be absent from school due to ill health or other unavoidable causes, to fulfil a religious observance or for a reason related to education (to sit an examination, for example).
In addition, the law recognises the right of a child to be granted legal absence for up to ten days 'to partake of an annual family holiday'. Requests for holiday absence should be made in advance and in writing to the Headteacher. Any holiday absence over this amount is considered an unauthorised absence or, as the Government is more frequently referring to it, truancy. However, we do not give authorised absence during the first week of the school year or during the SATs week in May. We report to parents the statistics relating to absence at Breakspear Junior School during the last year.
When children are absent from school due to illness, a telephone call helps us know why your child is away. However, we do require a letter explaining all absence in order to comply with the Government's requirement to record all 'unauthorized' absences.
Parents collecting children during school hours or visiting the school for any reason are asked to call at the Secretary's Office. Boys and girls are never sent home during a session or allowed to await collection outside the premises.
If your child becomes unwell during the day we always have a qualified first-aider on the site. Children may simply require a period of rest in the medical room (to recover from a fall in the playground, for example). It may be necessary to contact a parent or another responsible adult, however, so that the child can be taken home. When a child first joins Breakspear Junior School a check is made to see if he or she needs to take a medicine regularly, for example, an asthma sufferer. Parents of such children are seen individually, so that we can check on the level and frequency of the medication and agree how it should be administered.
Medicine or pills may only be brought to school by an adult for administration, only if they have been prescribed for the child by a doctor and are accompanied by a letter from the parent giving permission and detailed instructions for administration.
We like to see our pupils well dressed. We have a uniform in which we take pride. This means that it should be clean and worn correctly. The uniform, worn in this way, reflects our ethos: a school that has a positive attitude to learning, personal and corporate commitment to disciplined, work orientated behaviour, and a respect for the individual and for others.
The children are encouraged to wear school uniform.
Brightly coloured or white anoraks are acceptable because they are a most effective aid to road safety. Boys in Year 6 may wear long trousers if parents wish. Boys in Years 3, 4 and 5 may wear long trousers between the autumn half term and Easter. Trainers may be used for outdoor physical activities including the long lunch play.
Please ensure that all clothing and equipment is labelled.
As both a safety measure and a matter of security, jewellery of any description should not be worn to school. There are only three exceptions:
Parents should note that the school can take no responsibility for any items of jewellery. Also, letters from parents accepting liability should their child have an accident while wearing any form of jewellery in school would not be accepted by a court of law: the responsibility for health and safety rests with the school.
The London Borough of Hillingdon in common with most other local authorities in the country carries a standard insurance cover - i.e. a Third Party Insurance Policy. This means that if an accident were to befall a pupil then a successful claim could be made if negligence were to be proved on the part of the Council or any of its employees.
The Authority does not have a personal accident insurance policy which relates to children in its school. Parents, if they wish, may, of course, make their own arrangements: by taking out a separate policy, by modifying any existing insurance policy; or by taking advantage of the scheme run by the Parents' Association. Details of this are available through the School Office.
Amongst our aims for the school is the development of children within a community. One way we try to foster that community feeling is by regular communication. Children in classes and belonging to extra-curricular groups have letters from time to time, usually details of events children are joining in and that require parental permission. Each Friday, however, we also circulate a Newsletter This gives 'news', celebrates successes, provides gentle reminders and is also an opportunity to include some of our pupils' work.
We encourage informal meetings between parents and a child's class teacher to discuss any matters of concern, however small. These meetings are best arranged in writing or by telephone (lunch time is best, between 12.20 and 1.20 p.m.) directly with the class teacher. Three formal occasions for parents and teachers to meet are held each year. The first is in September or early October. It is an occasion to meet, identify work expectation and to raise particular issues of which the class teacher may be unaware. The second occasion takes place around the spring half-term holiday. The intended focus is a half-year review of each child's progress. Finally, towards the end of the summer term, each parent receives a comprehensive written report on their child's progress over that school year. This is followed by an informal open evening. Children and parents together can review work, talk with the class teacher and look at the achievements of children on display throughout the school. The emphasis is on celebrating the past year's progress. Teachers will also make time available for those parents who may require a more formal, private interview.
In addition to these, a number of other meetings are held from time to time. These include: before the start of the new school year for parents of children who will be joining us in September; early in the new school year and on an individual basis, for parents whose children will be transferring to secondary education at the end of the year; and, prior to residential journeys.
Assembly and the 'Daily Act of Collective Worship'
During each school day there is an act of Collective Worship. We seek to provide an experience that is meaningful to children from a variety of family backgrounds, Christian, other faiths, agnostics or atheists. As required by law, however, the prevailing emphasis is one that is broadly Christian. Though this is not considered part of the official curriculum, it forms a valuable part both of the school day and of the child's learning experiences:
Under the 1944 Education Act parents have the right to withdraw their child from Religious Worship. Those considering doing so are invited to discuss the matter with the Head Teacher.
The children's work in school covers a wide range of learning experiences. The three core subjects of the National Curriculum - English, mathematics and science - are taught as specific lessons, but work in these areas is continued in project-based work. Other subjects studied by the children are history, geography, information & communication technology, design technology, art, music, physical education and religious education. Where suitable, content within these areas is brought together in projects. A programme of personal, social and health education is followed through school.
In the section that follows we seek to explain how we organise our teaching.
We provide an average of four hours and fifty minutes of teaching for each child each day. This accords with the level recommended by the Department for Education and Employment. Most teaching takes place in the class room with the child's class teacher.
There are usually 30 pupils of mixed academic ability in each class. We are fortunate in that our classes have children of only one age group. From time to time the classes are taught by other teachers so that they can benefit from a teacher's individual interests and strengths. Though not a general practice, we group by ability across a year group for occasional fixed periods of time. Parents are informed both when and why ability grouping is being used. Some teaching takes place in larger groupings for example when year groups will come together to listen to visiting speakers or musicians. At other times the children may be in smaller groups: to receive support from the special needs support staff, or to visit the school library with a parent, for example.
A variety of teaching methods are used by each teacher:
It is the professional judgement of the teacher that leads to the decision as to the approach used. That is based on what is being taught and the needs of the children at that particular moment.
Each class in a year group follows the same content. There is an overall year plan a copy of which is sent to all parents of children in the year group. This plan contains information about the main areas of English, maths and science to be taught. It shows what will be taught in the other areas of the curriculum and whether these will be taught as part of a project. The year plan also tells parents about the homework expectations for the year group. All children are expected to read, learn spellings and tables, and do several ‘home tasks’ each week, though the difficulty and quantity of the work obviously differs over the four years. At the start of each year each child receives a homework book. This homework book is a link between home and school and should be in school each day.
A detailed plan for each area of the curriculum is made jointly by the teachers in each year group. They list the learning targets for the children and give the activities they will carry out with them to enable successful learning. Finally, each teacher keeps his or her weekly plan and record of work.
In all this planning, teachers take account of the school's own policies for each curriculum area: policies that include the statutory requirements of the National Curriculum.
Basic English skills are essential to a child's learning, in all curriculum areas. A substantial amount of school time is therefore spent in developing a broad knowledge of language. This development is best achieved if an appreciation and love of literature is fostered.
Thus, the school's ue of the National Literacy Strategy framework has proved very successfull.
Individual reading progress is constantly monitored in a variety of ways throughout the school. Close liaison between home and school is considered to be of paramount importance. A basic reading scheme is supplemented by the children's own choice of books with detailed records kept of achievement. Due to close monitoring, any child experiencing difficulty will be identified quickly, and appropriate action can be taken by staff to provide the extra help which is necessary.
Individual class libraries and our school library are great assets. The libraries are well-stocked and are regularly supplemented with up-to-date literature. The children are taught library skills and information retrieval is practised frequently using books and computer programs. Book Fairs are held, usually on a termly basis. Children are invited to participate in sponsored ‘Readathons’ and various national competitions.
Children are encouraged to produce writing which has genuine audience appeal. Writing tasks are varied, with narrative writing ranging from traditional myths and legends to futuristic mysteries. Fluency and careful construction are developed in factual writing. Both traditional and modern poetry is used to stimulate the children’s own poetry writing. Basic rules of spelling and punctuation are taught together with the cursive style of handwriting.
Mathematics is needed for life and Breakspear Junior School aims to prepare children for this and the world in which they live.
We follow the National Numeracy Strategy framework. In this all pupils have equal access to mathematics and take part in a range and balance of activities covering mental and written computation, investigation and problem solving. The varying abilities of the children are taken into account. We aim to increased the children’s confidence and enthusiasm for the subject, and provide them with opportunities to work individually and co-operatively. Breakspear Junior School becomes involved in Borough activities and initiative wherever possible, and all Year 5 and 6 children are invited to take part in the annual Maths Challenge.
Our aim throughout the four junior years is to develop in our pupils enquiring, creative and inventive minds, ready to investigate and make sense of the world around them using scientific ideas and methods. From making careful observations and raising questions children are encouraged to develop their own scientific ideas and seek ways of being able to test them. In developing their scientific expertise children will be able to use safely and with increasing competence and accuracy a range of simple scientific instruments and learn methods of recording, illustrating and considering their results.
During their four years the children study a curriculum with a varied scientific content. This includes an understanding of life processes - in both animals and plants - and the organisation of living things, developing through an early study about 'ourselves' to an appreciation of different habitats and the life forms that live there. There will be opportunities to investigate various types of everyday materials, methods of separation, and how to measure and record changes in them. Children undertake work relating to basic physics that includes practical experiences of electricity and its uses, and investigations of the common forces. We also aim to develop a wider understanding of the physical world ranging from the transmission of light and sound to how the Earth takes its place in the Solar System.
Information and Communication Technology
Breakspear Junior School is committed to providing all pupils with the appropriate ICT skills, knowledge and understanding that will enable them to extend their learning across the whole curriculum and to recognise it’s potential and influence on society.
At Breakspear
each class has access to the ICT room once a week when practical skills are
taught. The school has an ISDN line with access to the Internet and pupils' use of this facility is currently being developed. We have six portable computers and these are used in classrooms to support work in the different curriculum areas.
We have two ‘Valiant Turtles’ - small dome shaped computers that can be programmed by the children to move around the room. This encourages the children to develop the writing of ‘programs’ in a computer language called LOGO. We also provide opportunities for ‘data logging’ (the collection of data - such as light and temperature - electronically).
We are well equipped to deliver the ICT requirements of the National Curriculum. During the four years at our school the children will experience the five strands of ICT: text, control and modelling, information handling, graphics and sound. The skills and knowledge acquired will help them use ICT to 'Find things out', 'Develop ideas and make things happen', 'Exchange and share information', and 'Review, modify and evaluate their work'. Within each strand we have a variety of software to support the children's development. We also provide access to the Internet and the school has its own website.
We aim to provide opportunity for children to develop an understanding of technological processes, products, their manufacture and application and the contribution of technology to our society. To achieve this we provide children with three distinct types of activities:
Design Technology seeks to stimulate both intellectual and creative abilities and to develop personal qualities.
In our history teaching we aim to develop in our pupils both an interest in and a knowledge of the past. Our historical work will involve enabling pupils to explain the past through studying the causes of events, looking at change over a period of time and key features of periods and events. Children will develop the skills required to extract and use information from historical sources. They will also be helped to understand how interpretations of history are created and identify the factors that influence interpretation.
Each year group studies two or three major historical topics using a variety of teaching and learning methods. We add to classroom teaching by making relevant use of outside visits, visitors into school, fieldwork and by themed history days. When applicable, links are made between history and other subjects.
These are the historical topics currently studied:
In geography we aim to provide a curriculum that helps each child understand the world in which he or she lives; uses a variety of sources such as maps and atlases; gives an understanding of the lives of people in other parts of the world; helps develop an understanding of the effects of population movement; and encourages a caring and responsible attitude towards the environment.
We include a number of topics that contain a large element of geography - a local study in Year 3, an economically developing country in Year 4, the weather in Year 5, and a contrasting area of England in Year 6. In addition, each year group has a number of other topics where there is a proportion of work relating to one of the four strands of the National Curriculum-Geography: skills, physical, human, and environmental geography. Visits are a strong supporting element of our geography curriculum.
In our art curriculum we aim to provide the children with enjoyable interesting and challenging experiences and help them to gain the confidence to express their ideas by the development of particular skills and techniques.
All pupils work in drawing and painting, both from observation and imagination. As they progress through the school they also have the opportunity to develop their skills in printmaking, collage and papercraft, work with textiles, 3 dimensional model making and computer graphics.
Within the classroom and on outside visits to museums, galleries and other places of interest, the children are given the opportunity to gain a wider understanding of the place of art in our society, to appreciate and discuss the work of other artists, past and present, from a variety of cultures. They are encouraged to apply their knowledge in the development of their own ideas.
Music
We seek to encourage all our children to develop their musical talents and to appreciate different types of music. All children in Years 3 and 4 learn the recorder.
Our upper school choir meets weekly and performs in the annual concert. We also visit a local organisations that involve us taking part in musical events outside the school.
From Year 4 upwards we provide an opportunity for children to start learning an orchestral instrument in lessons given by Hillingdon Music Services. Children are selected on the basis of interest and aptitude (as shown by a variety of aural tests and by the progress made with the recorder during Year 3). Parents are charged a lesson fee by Hillingdon Music Service and in some cases they may also need to hire an instrument. Lessons take place in school and class teachers take account of this when planning work for their classes. All children learning an orchestral instrument in school are expected to join the orchestra or brass ensemble as soon as they are sufficiently proficient (Currently, the orchestra numbers over 50 pupils drawn from Year 5 & 6). We provide for these pupils to enter for public music examinations.
We aim to provide an exciting and varied and balanced programme of activities in physical education that will contribute to each child's physical and emotional development. We strive to create a positive attitude towards P.E., making it enjoyable and whilst doing so, increase each child's self confidence. With correct coaching and responsibility given to the children, we seek to create a growing awareness of the safety factors in P.E. We also aim to make apparent the importance of exercise as part of a healthy lifestyle.
During each year the children experience athletics, gymnastics, dance, games, outdoor and adventurous activities and swimming (swimming in Years 5 only). Activities are planned to enhance progressively all round physical development. Through a part of our P.E. programme, we handle the notion of competition with care, making it healthy so that it does not exclude or make any child feel a failure.
We also have a number of 'extra-curricular' games sessions as we feel physical potential can be enhanced by including children in teams for internal and external competitive events. We have netball, football and rounders teams and children are also able to take part in the District Sports Athletic meeting, Swimming Galas and cricket tournaments. In many of these areas we are fortunate to have the support of a number of parents who help with coaching: the children benefit considerably from their expertise.
Religious Education
Our main aim in teaching Religious Education at Breakspear is to bring our children to an understanding of the nature of religious beliefs and practices. We do this by following the curriculum guidlines suggested by the Hillingdon Standing Advisory Council on Religious Education (HSACRE). The main focus of study is on Christianity as we feel that this is the religious faith that has most influenced culture in Britain. We also study aspects of the other main world religions, Islam, Hinduism, Judaism, Sikhism and Buddhism. In the teaching of these religions and of Christianity we do not seek to promote any particular religious or denominational viewpoint. We encourage our children to approach all religions with equal tolerance and respect.
Finally we want our children to become confident adults with enquiring minds. We promote this by the discussion of human relationships and by helping them to respond to the spiritual and aesthetic dimensions of life.
Under the 1944 Education Act, parents have the right to withdraw their child from Religious Education. Those considering doing so are invited to discuss the matter with the Head Teacher.
Personal, Social Health Education
The area of Personal, Social Health Education is dealt with in two ways: it forms an integral part of our everyday life and can be found in the basic tenets of the School's Behaviour Policy; it is also dealt with during specific teaching sessions. These two approaches combine to reflect and enhance the ethos of the school.
Our aims encompass: the development of confidence, tolerance and respect for self and for others; an awareness of the physical and emotional changes involved in growing up; giving an understanding of what is a healthy life style; the teaching of basic safety facts; awareness of the society in which we currently live and how individuals within it can both benefit from and contribute to it; that children recognise their particular skills and talents. Our teaching includes the following key points:
As required by government, we have addressed the question of drugs education. Our policy deals with procedures for dealing with drugs related incidents and also defines how we seek to integrate drugs education into our curriculum.
During the school year 1999-2000 we reviewed our PSHE policy. One direct outcome of this has been to introduce a 'Circle Time' session for each class most weeks.
Governors' Statement on the Teaching of Sex Education
In formulating a policy on Sex Education, the governing body has entered into discussion with the staff of both the Infant and the Junior School; taken account of the recommendations of the Junior School following a significant course of In Service Development; referred to the current syllabus as taught at the secondary school to which the majority of the Junior School's pupils transfer; and consulted with parents.
The governors believe that each child is entitled to information about human development and reproduction. They further believe that it is appropriate for such information to be made available to children before the onset of puberty so that it does not become involved with emotional issues that may occur at that stage of development. The governors therefore require that a course of sex education be taught at Breakspear Junior School.
The governors consider that sex education should form an integral part of the normal teaching programme and that it should be considered an extension of the personal, social, and health education programme and an enrichment of the science component of the National Curriculum. The governors expect a programme of teaching to be carried out that takes account of the requirements of the National Curriculum and is appropriate to the age and understanding of the children.
The governors expect that the school will fully involve parents. Parents will need to be made aware in advance of the period during which any part of the programme is being taught, the content of that programme and their rights in relation to the 1993 Education Act.
The governors expect the programme to be taught within a moral framework that takes account of caring, responsible, stable relationships and with due consideration of the cultural conventions of a variety of backgrounds.
Our programme is taught within the following framework:
We do not consider aspects such as contraception, AIDS or homosexuality. If questions are raised by individual children that are outside the scope identified above, we answer as honestly as possible, but seek to redirect questions towards parents.
Parents will be given the opportunity to view all material and discuss the content of the Sex Education programme before it is taught. Usually this is done at a parents’ meeting early in the Autumn Term.
The material taught in Years 3 and 5 relates to the requirements of National Curriculum - Science. Parents have the right to request the exclusion of their child from the sessions taught in Year 6. If parents consider exercising that right, they are invited to discuss the matter with the Head Teacher.
Recording Achievement
Both teachers and children are involved in recognising progress and recording achievement.
Teachers maintain careful records of each child's progress. In part, these records relate to understanding, knowledge and skills required by the National curriculum or our own subject policies. They also note aspects of a child's social, emotional and physical development, where necessary.
Children in each year group are tested in the Summer term. Year 6 undertake the Standard Assessment Tests (SATS) which are set nationally. Results of both the tests and the teacher assessments are communicated to parents and an opportunity provided for discussion if this is required. In Years 3, 4 and 5 we use assessment tests which have been specifically compiled to check on progress being made through the National Curriculum in the core subjects of English, Mathematics and Science. We report the results of the Year 4 tests, at which time it is expected that the average pupil will have progressed one 'Level' in their attainment since the Key Stage 1 SATs in Year 2.
Children are given regular opportunities over the school year to assess their own achievements and to identify future targets. These self-assessments are available for reference so the children can monitor their own progress.
We continually seek ways to reward children for the effort they give to work in school. Rewards range from the informal verbal praise, written comments, identification of an individual's work to the whole class - to the more formal marked by certificates, badges and cups presented in assembly and noted on the newsletter. Among the latter are a range of progressive swimming awards, athletics awards, and certificates for the graded examinations of the Royal Schools of Music.
As groups, children compete for the house shield, based on the house points gained over each academic year for good work, effort, etc. There are two sports afternoons in the summer, one for the lower and one for the upper school, and both with a shield to be awarded. These events take an 'activities' approach where twelve activities are provided, the children tackling each in turn and obtaining points by achieving targets. Everyone is involved for the whole time and each child will earn points for his or her team. In the spring term Year 6 compete in teams for the football and the netball house cups. The emphasis is on participation, group work and friendly competition.
If at any time you feel you have a complaint about the school curriculum, you should first contact the Headteacher (by telephone or letter) to discuss the matter. If the problem cannot be satisfactorily resolved at this stage, the Headteacher will write to you explaining the position and giving you the name and contact point of the Chair of Governors.
Members of the Governing Body will meet with you to hear your complaint and will write to you stating the outcome of the meeting and any action taken. If you are still not satisfied you will be referred to an Officer in the Education Department at the Civic Centre and again you will receive a letter informing you of the outcome. In the event of the complaint not being settled, you can make a written request to the Officer for a hearing by the Education Committee of finally to the Secretary of State, again with letters informing you of the outcome.
Support for Children with Special Educational Needs
Many children experience some difficulties in their learning from time to time. We seek to identify these difficulties at an early stage. In most cases the child's class teacher will be able to overcome these difficulties by setting aside time to spend with that child and by providing additional material. Where difficulties seem more significant, we need to find out why the child is having problems and work out the best way in which they can be overcome.
There is close liaison between all class teachers and the Special Needs Co-ordinator so that some form of assessment may be carried out and programmes of work to help the pupil can be devised. Progress is monitored and written records are kept. If a child still does not make satisfactory progress, one of the special needs staff, either teachers or classroom assistants, may provide support for the child in the classroom or in the Special Needs Room, individually or as part of a small group.
In a few situations, the Educational Psychologist attached to the school or another outside agency may be asked for specialist help. They are able to carry out more detailed assessments, and suggest further strategies for helping a child. In a very few cases this may lead on to a 'Statement of Educational Need' and additional support of a specialist nature.
Much of the work we tackle at present is related to English skills, especially those of reading and writing. Specialist work is usually directed towards the reinforcement and development of phonics to help with word-building. Other areas of work include the development of language, reading and comprehension skills. We also run a Maths programme in some year groups to ensure that basic skills are understood. Parents are encouraged to take an active part in helping their child and are kept regularly informed of progress.
Although the area around the two Breakspear Schools is too congested at the start and end of the school day to make cycling to school safe for young children, this is encouraged by many secondary schools. The Cycling Proficiency Certificate, however, is required by most Secondary Schools if a child wishes to ride his or her cycle to school. The London Borough of Hillingdon provides a Cycle Training Scheme during the school holidays targeted at pupils in Year 6. For a number of years Breakspear Junior School has been the base for three of these courses during the summer holiday. We are well sited for this training, since the roads around the school are relatively 'quiet' during the day and therefore provide a safe environment for teaching in a 'real life' situation. We seek to make parents aware of the courses as soon as dates are known.
Homework has already been mentioned in the context of the Year Plan sent to parents in September of each year. A copy of the Homework Policy is available to parents on request.
We believe regular homework should form an important part of school work:
To these ends, we expect children to complete over each week:
There may be additional items from time to time.
Each year groups give guidance on the homework at the start of each year.
It is expected that parents:
Charging and Remissions Policy
No charge may be made for most activities that take place during school time but in order that our children may continue to enjoy such educational outings, visiting theatre groups, etc., we may require voluntary contributions from parents to cover the cost of certain activities. Inability to make a donation does not exclude any child from taking part, but if we are unable to cover the cost, such activities may not be able to go ahead.
The following activities provide exceptions to the above statement:
For those children who wish to learn an orchestral instrument, and are offered the opportunity, a charge will be levied by Hillingdon Music Services, to whom the payment should be made. Parents will be informed of the amount when the occasion arises.
Most materials are provided free by the school. In some cases, however, we will tell you in advance that we intend to make a charge for the materials used and how much this is likely to be. All children will be able to participate in the activity but only those whose parents are willing to make the necessary payment will be able to keep their finished product. The most likely area of work that will be affected will be cooking.
Activities Beyond the School Day
In addition to the normal lessons we run a number of clubs. Currently these are almost all for Years 5 & 6 and include Choir, Orchestra, Brass Ensemble, football, netball, with athletics in the summer term.
In addition, there are a number of activities available locally for the 7 to 11 years age group.
V. Joining Us - Leaving Us
Prospective parents and their children are welcomed and encouraged to visit the school during the school day while lessons are in progress in order to take in the general atmosphere and character of the school. It is advisable to telephone (01895 637890) for an appointment to see the Headteacher before a visit.
In order to secure a place, an application form should be completed at or soon after an appointment, giving a preferred commencement date. All application forms and start dates will be acknowledged.
If you have been offered a place for your child and are moving house but have not yet exchanged contracts, the place can be held for one month only if the year admission level is oversubscribed, resulting in a waiting list. It is important, therefore, for you to advise the School as soon as you have exchanged contracts and arranged a moving date.
There is no predetermined catchment area, however each year group is bound by an admission number level. If it is not possible to offer your child a place at first, a waiting list is maintained and places allocated as they become available by the Pupil Support Service at the Civic Centre in Uxbridge (01895 250111).
If there are an insufficient number of places in any one year group for all the children wanting a place, the following criteria, in the order given, will be used by the Local Authority to determine who is offered a place:
These criteria will also apply to those placed on a waiting list for a place.
An appeals procedure is available if you feel you have a strong reason for your child to attend an oversubscribed school. Should this be the case, details of medical, psychological or special educational needs must be given on the initial application form as these will not be considered at a later date.
Links with Breakspear Infant School
The majority of children who join Breakspear Junior School do so in Year 3 and come directly from Breakspear Infant School with whom we share the site. While the two schools are separate institutions we seek to ensure continuity of education in all areas of the curriculum. This is supported by the schools sharing many of the same governors. The Parents' Association, also, works for the benefit of both schools and its social events draw together pupils, staff and families. Where appropriate the two schools run joint 'Staff Development Events' to ensure important 'cross school issues' can be considered effectively. Groups of staff from the two schools also join together in discussing the effective development of pupils' knowledge, skills and understanding. In recent years there have been a number of joint ventures: the pond and the library projects are just two examples. We also take advantage of enjoying the various productions mounted by each of the schools.
Continuity is particularly important during the summer term when both schools prepare the Year 2 children for transfer to the Junior School. We consider it desirable that the children begin to establish a relationship with their class teacher for Year 3 before they transfer. To help this happen all the teachers in Years 2 (Breakspear Infant School) and Year 3 (Breakspear Junior School) and the Special Needs Co-ordinators meet for one day to discuss general curriculum issues and each specific child in some detail. Later, we try to arrange for each Junior School class teacher spends time in the three Infant School classes talking individually with children who will be in his or her class from the following September. Then, towards the very end of the term, the children spend a morning working with their Year 3 'Junior' teacher in the Year 3 classroom and also play on the Junior School playground. (This is usually the day when the majority of Year 6 children are at their new schools, so there is plenty of room available!) On that morning the Year 3 teachers stay with the children throughout the playtime.
To support the parents as their child transfers school we hold a morning meeting for 'new' parents in the summer term. This begins with a welcome and an opportunity to share some general comments. Parents are then usually able to then spend time with the Year 3 teacher who will take their child the following year.
Of course during the first few weeks of the autumn term (as indeed is also true thereafter) it is important that parents share any concerns they or their child may have with the class teacher at the earliest possible moment.
When children are transferring from schools other than Breakspear Infant School we welcome visits from the children and, if it is appropriate, are happy for them to join a class of their age group for a half or full day before the actual date of transfer.
Secondary School Transfer
The majority of our pupils transfer to Vyners Secondary School in Warren Road, Ickenham. Though an over subscribed school, most pupils from Breakspear Junior School are accepted, since they have brothers or sisters at the school or live close to it. A few children, however, experience difficulties. Links between the two schools include a regular exchange of information and newsletters; the acceptance of pupils for work experience or community service; visits by Vyners' choir, orchestra and drama groups; and regular contact between the headteachers.
We send a small number of pupils to other state schools in the London Borough of Hillingdon, usually on account of parental preference (for example the single sex schools - Swakeleys Girls, Abbotsfield Boys; the denominational schools - Bishop Ramsey C of E, Douay Martyrs RC; or closeness of the school to the home).
The admissions criteria and transfer arrangements are very similar for all the Hillingdon Secondary Schools, the majority of which are now Foundation Schools:
Parents will receive fuller written information concerning the transfer procedure soon after their child enters Year 6.
Transfer to Private Education
A number of children transfer to fee paying secondary education, either day or boarding. Parents who are considering the private sector are advised to make an appointment to see the Headteacher to discuss this option further. We will support both parents and children wherever possible.
Transfer of H.M. Forces Personnel
Being so close to RAF Uxbridge, we have a number of pupils who are with us for only a limited period of time. We are familiar with the particular needs such children can display, needs resulting from frequent change of home; of friendship groups; of school size and social background; of the lack of continuity in their education. We believe that Forces children who come to us settle rapidly and where problems are encountered, they are quickly solved by a caring, sympathetic dialogue between home and school. We believe we are able to support the child's need for continuity of learning and ensure real progress.
For parents who are considering boarding education, we understand from those parents whose children have transferred in the past that their children have been well prepared for the academic standard required.
VI. Support
Breakspear Junior School is owned and funded by the London Borough Of Hillingdon. Recent legislation, however, has placed the Governing Body of each school as the main agent responsible for its effective management. Since January 2000 we have been required to have a separate Governing Body for each school. However, the Governors have taken steps to ensure a high degree of joint representation on the two Governing Bodies. This has the advantage of promoting a common approach to education provision across the primary years.
The Governing Body
The Governing Body of Breakspear Junior School works alongside staff to help provide the best possible education for pupils. It is involved with establishing the aims, policies and general conduct of the school, as well as having specific statutory duties, for example, ensuring that the National Curriculum is taught, controlling the premises and various staffing responsibilities. It also has an important role in ensuring that the school is accountable to parents and the local community. It works in close association with the Governing Body of Breakspear Infant and Nursery School.
The Governing Body is composed of thirteen individuals drawn from different areas of the community and reflecting different areas of expertise and interest - the Head Teacher, four elected parents, two elected members of staff, three local education authority representatives and three co-opted governors. Any parent is eligible to stand for election as a parent governor when a vacancy occurs.
The full Governing Body meets twice a term. Much of the detailed work is done by committees and working parties, which cover Curriculum, Personnel, Finance, and Premises.
Governors provide an annual report to parents explaining how they have undertaken their duties and providing other information about the school. There is an opportunity for parents to discuss this report and ask general questions at the annual parents’ meeting, which usually takes place in October.
All governors can be approached with general views about the school or to raise general issues. Any specific matters involving individual pupils, however, should always be addressed to the school staff in the first instance.
Information about becoming a governor can be obtained from the Head Teacher or the Chair of Governors.
The Parents' Association
Complementing the statutory work of the Governing Body is the Parents' Association. This is, as its name implies, an association of the parents who have children at the Nursery, Infant and/or the Junior School. Every parent or guardian with a child at the school is automatically a member of the Parents' Association.
The main purpose of the Parents' Association is to improve the quality of the school life of the children by providing equipment that is not supplied by either the Government or the Local Authority. This is achieved by organising social activities for parents and children and, when necessary, providing liaison between parents and the school.
The Parents' Association is run by seven officers democratically elected at the Annual General Meeting. These officers form an executive committee who together with other co-opted members and teaching staff meet regularly throughout the year. Whilst these meetings are open to all parents the executive committee for practical reasons appreciate prior notice of any parents who wishes to attend.
The main topic of discussion at Parents' Association meetings is the organisation of fund raising events and the distribution of funds to the two schools. All of the Parents' Association's income is used to purchase items for the schools. In recent years the Parents' Association has purchased a large number of computers, display units, portable staging, television and video recorders, playground equipment. Through substantial contributions, it has enabled the conversion of the old kitchen into the schools' joint library.
Another aspect of the Parents' Association is giving parents access to a group insurance policy to insure children against serious accident at advantageous premiums.
For a number of years now the Parents' Association has run a number of out of school sporting activities. Since these tend to take place on Saturday mornings they have been popularly known as Saturday Sports. They also organise a traditional competitive 'Sports Day', usually on a Saturday afternoon in June. These activities are greatly enjoyed and appreciated by the children with over a quarter of all pupils taking part in the weekly sessions.
The Parents' Association benefits all pupils at the schools but it can only continue to be effective and successful with the support and assistance of the parents of those children!
While the Governors and Parents' Association exist purely for the school, the school has a long association with the community within which it is situated.
VII. General Information
Below we have links to information you may require:
VIII. If You Wish to Know More
We hope this prospectus has achieved what it set out to do: to present the various aspects of Breakspear Junior School and provide basic information to allow parents to make an informed choice when they set about selecting a primary school for their child.
For those parents who wish to know more, both about the curriculum requirements in general, and how Breakspear Junior School interprets these in detail, we have various publications and our own policy documents available in school. You are free to consult these in school, by appointment.
If you have any further queries, please do contact the Headteacher. The school is here for your child and to help support you as your child grows and develops through the primary years!
e-mail: bprjun@hillingdongrid.org
Last updated 26 April 2000