Parents Booklet

A Personal Message
Transferring to a new school can be a very exciting time but it can also be one of apprehension for both child and parent.I would like to assure you that all the staff here at Morley Place Junior School are committed to providing a caring and welcoming learning environment in which your child can feel happy and secure in order to take full advantage of the opportunities we provide.
You are welcome at any time to view our school and discuss with the Headteacher, class teacher or support assistants, the progress of your child.

A.Littlehales
Headteacher
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General Information.
Chair of Governors: Mr. D. Loy
Vice Chair: Mrs. L. Yates
Headteacher: Mr. A. Littlehales B.Ed.
Deputy Head: Mr. S. Wild B. Phil. Art Co-ordinator
Teaching Staff: Ms. A. Clayton Music Co-ordinator.
Mrs. K. Godfrey B.Sc with Q.T.S. Science Co-ordinator / Assessment Co-ordinator.
Mr. D. Hill B.Ed. with Geography. P.E. Co-ordinator
Mr. P. Hill B.A. with Q.T.S. I.C.T. Co-ordinator.
Ms. J. Hunt R.E. / Multicultural & INSET Co-ordinator
Mrs. P. McIntosh B.A. Special Educational Needs and Maths Co-ordinator.
Mrs J. Shaw B.Sc. Hons PGCE Literacy Co-ordinator
Miss S. Scott

Pianist: Mr. B. Copley
Peripatetic Music Staff: Mr. Stones - Guitar Mrs. Roberts - Violins Mrs. L. Belbin-Wood - Recorders
Secretary: Mrs. J.L. Thompson.
Assistant Secretary: Mrs. P.J. Day
Caretaker: Mr. B. Johnson.
Cook-in-charge: Mrs. D. Edwards.
Mid-day Supervisors: Mrs. P. Allen. Mrs. A. Spence.
Dining-room Assistants: Mrs. C. Smith. Mrs. C. Stevenson Mrs. A. Brown Mrs. D. Sheppard
Crossing Warden: Mrs. A.Bywater

Full name of school
Morley Place Junior School,
Old Road
Conisbrough,
Doncaster.
DN12 3LZ.01709 - 863400. Fax : 01709 - 863010
Headteacher: Mr. A. Littlehales B.Ed.
Chair of Governors: Mr. D. Loy
Classification of School
This is a county primary, co-educational community day school.
Time of School Sessions
School is in session from 8.45 a.m. to noon and from 1.10 p.m. to 3.30 p.m.
Hours spent on Teaching
Teaching time, excluding daily acts of worship and morning and afternoon break is 23 3/4 hours per week.
Holidays See attached sheet.
Particulars of any special arrangements for visits by parents considering sending their child to the school.
Parents may call at any time to visit and talk with the Headteacher and lookaround the school.
A meeting is held each Summer term, during school hours, for parents of children who will transfer from Rowena Infant School,
(or any other that we are aware of), in the following September.
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Governing body’s curriculum aims

Our Primary and overriding aim is to create in our school an environment in which all children realise their value and potential.
Their self- esteem and worth are very important to us. The school aims to enable the pupils to achieve their highest possible
standards and to make good progress in relation to prior attainment. We aim to provide the pupils with teaching of high quality and a curriculum to meet their needs. From this base we can then,through our broad and varied curriculum, including the National Literacy & the National Numeracy strategies, National Curriculum 2000 and Religious Studies pursue the following areas of learning and experience.
These are:-
Aesthetic and creative
Linguistic and literary
Mathematical
Physical
Scientific
Social and human
Spiritual
Moral
Technical

These areas can be used to:-·
Help children develop lively, enquiring minds, the ability to question and argue rationally and to apply themselves to tasks, and physical skills.
· To help pupils use language and number effectively.
· To instil respect for religious and moral values and tolerance of other races,religions and way of life.
· To help pupils to understand the world in which they live, how it has grown outof the past.
· To help pupils understand the need to control the development of their world, for future generations to inherit.
· To help pupils to appreciate human achievements and aspirations.
· To develop a sense of self-respect, as a self-motivated individual, and the abilityto function as a contributing member of co-operative groups.
· To provide equal opportunities to all to realise their potential. The curriculum should be balanced in time, resources and in the use of varied teaching approaches suited to a particular task. It should be relevant to pupils’ present and future needs and show progression and continuity. It should have breadth also. It should allocate adequate time and resources to the Core/Foundation subjects of the National Curriculum (English, Mathematics, Science, Design and Technology, History, Geography, Physical Education, Music, Art) and a range of other areas. They all may be organised across several subject disciplines, or taught separately, as needs arise.
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Particulars of the School Curriculum

Mathematics
Geography
History
Science
Technology
P.E. - movement, apparatus work, games
Art and Craft - paint, clay, pencil, fabrics, woodwork
Music - instrumental, singing
Religious Education
Language - oral work, writing, reading.
Information Technology
Literacy & Numeracy are taught in school following the guidelines laid out in the National Literacy Strategy & National Numeracy Project.
Personal, Social and Health Education (PSHE) & Citizenship
All age groups are taught the above subjects.
National Curriculum Summary
All National Curriculum Subjects are taught to every year group, in an integrated curriculum, (or subjects may be taught separately sometimes),through the Environmental Topic work approach. Learning is based on first-hand experiences whenever possible. Non-denominational Religious Education is taught by class teachers and in school assemblies. Each year group is taught the National Curriculum in single age-groups of mixed ability, as a general rule. Within that situation children may be taught as a class, in a small group, in pairs, or individually, as needs arise. Teaching styles are also adapted to different learning situations. Since junior schools operate at Key Stage 2 of the National Curriculum, levels 2-5 of each subject will be taught to children here, using attainment targets and programmes of study specified in the National Curriculum documents. However, because of the wide variation in ability, there may be a few children who are able to operate only at the equivalent of level 1.
Their needs will be catered for. There may also be children working at level 6 and their needs will be catered for appropriately by the staff in school and with the co-operation of staff at Northcliffe. The progress of each child is closely monitored and records kept of her/his progress. This applies to every year group.
Instrument choices - with parental agreement children may have:-
Recorder lessons (from first year onwards)
Violin lessons (from second year onwards)
Guitar lesson (from second year onwards)
Occasionally we are able to offer additional musical tuition. If you have any queries please refer to the Headteacher.
Sex education
Sex education is not taught formally.Year 6 girls are given a talk on menstruation, by the School Nurse, and to this talk parents are also invited. Year 6 boys and girls are given a talk on puberty by the school nurse, this touches on the changes that take place in each others bodies and features a video, and question and answer session. Parents are invited to come to this and also to see the video beforehand.
Year 4 children also do a project on the Body, involved in this topic is a video which covers childbirth. Parents are informed of the video and invited to a screening prior to the children seeing the video.
Complaints procedure Details of the complaints procedure relating to the curriculum and related matters is available either from the school or from the Education Department, The Council House, College Road, Doncaster, DN1 3AD.
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Documents available at school to parents:-

1. DES orders and circulars.
2        Curriculum documents in use in school, (syllabuses, schemes of work, National Literacy & National Numeracy Strategies and National Curriculum 2000.
3        An OFSTED report and follow up Action Plan is now available in school (1999 Inspection)
4        The schools Special Educational Needs policy is available.
5        All other policy documents are available for parents to see. These documents may be seen by parents on application to the Headteacher.Copies of the OFSTED Report and Special Needs Policy can also be purchased from the school.
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Religious affiliations

· This school has no religious affiliations.
· Religious Education - is given to his/her class by each teacher every week.
· Acts of Collective worship are taken by the Headteacher, Deputy, other teachers and each class in turn each week.
· Work Assembly is an assembly that celebrates the achievements and hard work of the children and is held every Thursday afternoon at 3 p.m.
· We also have a weekly assembly presented by the vicar and support workers from St. Peters C.E. church in Conisbrough, this takes place on Wednesday afternoons.
· Each class takes it in turn to present an assembly to the school on a weekly basis. This showcases work done in each class’ religious studies lessons. Parents are invited to these assemblies.All religious education lessons and acts of worship are non-denominational.

Collective worship is mainly of a broadly Christian character but,it is not distinctive of any particular Christian denomination. Major festivals of other Faiths are also talked about in Assemblies as part of our Multi-Cultural Policy. Places of worship for the religions that we study as part of our R.E. are also visited. Parents seeking exemption for their children from religious education or worship may do so, after discussion with the Headteacher. Any child withdrawn from worship may remain in a classroom, under supervision subject to the parents consent being given. A child may join another classwhen his/her own group is being given religious education, should
his/her parents so wish, again a written request for permission will be required for this. This request letter will be kept with the child’s records and passed from teacher to teacher to ensure that parents wishes are respected.
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Special curricular and other arrangements.

Children with a statement of special educational needs are supported by staff in school, teachers from the Integrated Learning Support Service and teaching assistants employed by the school. Statements are reviewed every twelve months, or earlier if needs arise, and the schools Special Educational Needs Co-ordinator (S.E.N.C.O) Mrs. P. McIntosh, maintains a register of all children with Special Needs. Each class teacher works closely with the S.E.N.C-O. to ensure that each child’s needs are met. Work is carefully matched to the children’s abilities and close records are kept. Pupils who may need extra help with reading or mathematics can be withdrawn from class to be taught in small groups or supported in the classroom. This will depend on the needs of the individual and the suitability of the tasks. Parents Evenings for pupils with additional needs are held twice yearly in addition to the general Parents Evenings.
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The organisation of education at this school.

The school is organised into ten classes. Being arranged this way it keeps all children in their correct National Curriculum year and makes grouping arrangements in the classes a little easier. It does mean that occasionally some classes do go over 30. The classes are arranged so that Years 3 & 5 share a block of five classrooms and years 4 & 6 share a block of five classrooms. The classes are currently arranged as follows:
Class 9 Yr3 Miss S. Scott 31 children
Class 8 Yr4 Mrs. P. McIntosh 34 children
Class 7 Yr4 Mr. D. Hill 36 children
Class 6 Yr4 Mr. S. Wild/ Miss A. Clayton 35 children
Class 5 Yr5 Mrs. K. Godfrey 32 children
Class 4 Yr5 Mr. R. Butler 31 children
Class 3 Yr6 Mrs J. Shaw 22 children
Class 2 Yr6 Ms J Hunt 21 children
Class 1 Yr6 Mr P Hill 21 children
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Pastoral Care.

Pastoral Care is undertaken by all members of staff, in that they immediately consult with the Head, or Deputy should any child show signs of anxiety or distress. Home visits are undertaken by the Head, or by the Education Welfare Officer who, (like Social Services, and the School Psychological Service), is consulted regularly on problems which affect some of the children.Parents are actively encouraged to come to school and discuss any problem concerning their child’s education or welfare at Morley Place.The Education Welfare Officer visits school regularly and appointments can be made for anyone who wishes to see her. She is here to discuss problems, offer advice or generally chat to people. If you need to see her urgently please contact the school and we can put you in touch.
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School Discipline.

i) Corporal punishment is not practised in the school.
ii) Children are told clearly the rules of the school and this information is reinforced by means of a letter to parents. Children are expected to keep the rules of the school and any serious breach is dealt with by means of discussion between the parents and the Head. On occasions children may also telephone their parents to inform them themselves of a particular misdemeanour. For certain children it will be necessary to instigate a report book that travels between home and school and remains active until an improvement in behaviour is seen. Ultimately if no improvement is seen then further action, in the form of exclusions, has to be considered. A Behaviour Policy, outlining acceptable behaviour, sanctions and rewards, has been developed by the school, and all parents will be issued with a copy.
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Societies, Clubs.

Various clubs and societies are encouraged during the school year, and letters will be sent home giving information about these.
These letters also contain a form for parental consent which we ask parents to return to school, before their child stays to a club. Without returning this slip a child cannot remain after school.
Current clubs include :
Football
Netball / Matball
Clay
Printing
Rounders
Dance
Glockenspiels
Sewing
French
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School Dress and Uniform.

i) There is a school uniform at Morley Place, it consists of a burgundy/maroon top, either sweatshirt, pullover or cardigan, over a burgundy or white polo shirt, shirt, blouse or T-shirt for the summer. Grey trousers, skirts, culottes, pinafore, leggings or shorts are preferable and black shoes. We also ask parents to provide a pair of indoor shoes, so that we can protect our fully carpeted classrooms.
ii Parents are asked to provide clothing for P.E. and Games. Indoor PE: shorts for boys, should be provided. Girls should wear leotards or blouse/T-shirt and shorts for PE. Plimsolls should be worn for P.E. indoors, however apparatus work is done barefoot for safety. Plimsolls are available quite reasonably from outlets like Asda and Woolworths.
Outdoor games :
children bring their own shorts, blouse/T-shirt, football boots or pumps or trainers.(i.e. a complete change of clothes for hygiene purposes) We do ask that you try to send in a pair of pumps or trainers so that the children can change their footwear and are safer doing outdoor games.
Parents are also asked to send either an overall or old shirt to cover up clothes when children are doing painting or claywork. The school preferred policy is that ear-rings should not be worn at school. However if a parent wishes their child to wear them they should:
1 only be of the stud type (not rings or hoops or dangly ear-rings)
2 be worn at the responsibility of the parent
3 be able to remove the ear-rings for any physical activity and all playtimes
4 be covered with tape if they cannot be removed. This is for the protection of the wearer and other children. The tape to be provided by the parent not the school. School staff will not be able to remove them or take any responsibility for them.
5 be removed for swimming lessons, and if they cannot be then the child will not be allowed to take part in the lesson.Parents must be aware that if any injury arises to your child or to another person because of their child’s ear-rings, the liability lies with the parent and not the school.
Ear-rings whilst at school are the child’s responsibility.
No other jewellery i.e.; rings, necklaces will be allowed in school.
We do ask that jewellery is left at home so as to avoid loss.
Watches are worn at Parents discretion and risk.
A copy of the authorities ruling on ear-rings is available in school.
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Charges for school activities.

Since first-hand experiences are vital to a child’s understanding of his/her world, day visits to places of interest are organised, on a regular basis. They are an essential starting point for Environmental work which will be followed up in the classroom.
No parent need pay for educational visits which take place in school time. However, parents are asked for voluntary contributions towards the expenses of such visits, in order to ensure that these valuable aspects of their child’s education may continue. There is insurance cover for day visits. This means that coach fare charged to parents will include insurance, (currently 10p) which covers the cost of any lost possessions, money and cancellation of a child’s participation in the visit because of illness. Personal accident insurance and medical expenses are also included.A breakdown of how the charges are made up for visits is always sent to the parents when the trip is planned.
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Cookery
Parents are asked to provide the ingredients for each cooking activity and the child then takes home the item he/she has prepared in school.
Active learning plays an important part in the school’s curriculum. During Activity times Art and Craft, Technology, Maths, Science, Environmental Studies may be learned in practical ways. History, Geography, Maths, Science, DT, Art, Language work, are integrated, forming Environmental Studies. However, all subjects may be learned separately as the needs of children arise.
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Language

Children are given the opportunity to read extensively and much time and money has been spent by teachers in choosing books of good quality to encourage children to take great pleasure in reading. Children are encouraged to take books home to read overnight, on a regular basis. A bookbag can be purchased from school (current cost £3.50) which will protect the books and also encourage the children to take them home. Each of the classes have library lessons in our library, this is helping the development of library & research skills. Children are also encouraged to take library books home.Parental involvement is important in helping a child to enjoy reading, so paired reading, in which a child and his/her parent read together at home, is encouraged at Morley Place School, because it helps children so much. We do ask that parents try and find ten minutes a day to hear their child read. Our Monday morning reading sessions (8.45 a.m. - 9.30 a.m.) are also very popular and encourage good reading practises.
Our reading scheme is a colour graded system using “real books”. The scheme is designed so that books of a similar level are colour graded together. There are 12 levels and the children move through these levels as their reading, (understanding & ability) increases. The staff pay close attention to listening to children read and helping them acquire the skills to progress. Older children may also take part and teachers will be pleased to discuss paired reading with individual parents. Literacy Hour takes place daily in all the classrooms following the guidelines in the NLS.Reading sessions take place regularly for every child, when his/her progress is closely monitored. Children with reading difficulties may be given extra help by the class teacher. Other children with reading difficulties can be taught in small groups, by teachers from Doncaster’s Teaching Support Service. Speaking and listening are important language activities. Children learn to develop their abilities and confidence through working as individuals, or with other children and adults, in small or large groups. They are helped to understand the spoken word to speak effectively themselves. Our Work Assembly also encourages them to speak in front of groups of peers and Adults. We also produce plays and take part in pyramid events to encourage these attributes. At Morley Place children are given wide opportunities to write. They write reports, instructions, as well as imaginative stories and about personal experiences. They also write poetry. Children are helped to plan their work carefully, make notes and correct their own spellings.The whole school undertake a writing task on Monday morning. This is designed to develop their extended written work and to use the skills they have learned in the literacy hour in their own work.
Grammar and spelling are taught according to the individual needs and abilities of the children and with relevance to their own written work. Spelling lists relating to topics are also given which the children are expected to learn. The Nelson handwriting scheme is used throughout the school and all children learn correct letter formation in their handwriting lessons and through Literacy Hour.
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Maths / Numeracy

All Maths teaching is built upon practical work, using Maths apparatus and games. The School follows the National Numeracy Strategy and this is supported by the Abacus Maths Scheme, and examples from other schemes such as Cambridge and Ginn. Teachers own materials and investigations are important also in helping children to acquire Maths concepts, as they work, individually, in pairs, or in small groups.Children with learning difficulties are taught in small groups by a teacher from the Teaching Support Service.
Calculator work is also of vital importance, and children are encouraged in the correct use of calculators.
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Science

In Science and Design Technology, work is based on problem solving activities and is linked to work in Environmental Studies, or taught separately as activities. Children work co-operatively in pairs, or in small groups.
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Physical Education

All children have movement lessons. Basic movement skills are also developed when using apparatus, one day each week. In Games lessons children are taught the correct use of equipment and ball skills which can later be used in team games. Year 5 children learn water safety and swimming at Dearne Valley Leisure Centre. Year 6 children who are non-swimmers are also given the opportunity to continue learning, for their first term in Year 6, alongside children in year 5.

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Religious Education: Multi-cultural Education

Non-denominational religious education, following the guidelines of the New Doncaster Agreed Syllabus is taught by class teachers and in school Assemblies. Bible stories are told, as are stories of heroes and heroines of Christianity and other faiths. Festivals of other faiths are remembered. Religions, including Christianity, are investigated as part of Multi-cultural education.Moral education plays an important part in school life and children are encouraged to consider and understand the needs of others, children and adults alike. Each year the school participates in Fund Raising for an external charity past recipients have been N.S.P.C.C, Help the Aged, LEPRA etc.Visits are arranged to local churches of all denominations and to a Synagogue in Leeds for Year 6.
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Music

This is an important creative contribution to the school’s curriculum. Music-making, using a variety of instruments, is taught by the class teachers and singing is taught to all years by class teachers. Alongside this peripatetic music staff come into school to teach violins, guitars, and recorders.

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History, Geography

As foundation subjects in the National Curriculum these subjects are taught to all classes. They can be taught through Topic work, or when needed as specific subjects, at the relevant level, as specified in the National Curriculum guidelines.

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Information & Communication Technology (I.C.T.)

The school has a computer suite where ICT lessons are taught. They are taught the correct usage of computers, how to handle programmes and safe and correct Internet usage. We do have an Internet usage policy which we ask parents to sign to enable children to use the Internet. Without this document being signed children will not be allowed to access the Internet at school. A copy of this document is included t the back of this booklet.
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Parents

Parents are actively encouraged to come into school. Every Monday morning we have a reading session from 8.45 - 9.15 and parents are welcome to come in and read with their children, (or with any other children as well!). Open evenings are held twice a year, one in the Autumn term one in the Summer term, after reports have been sent. Teachers always welcome these opportunities to talk to parents about their child’s progress. We also hold 2 further parents evenings for parents of children who have additional educational needs. Parents may come into school at anytime to talk with Mr. Littlehales, the Headteacher, to discuss problems or queries about their children. We do operate an Open Door Policy, but if possible, to make sure someone is available, it is best to telephone before hand. We encourage parents and other relatives to come into school to work with the children and offer their help to them and the class teacher. Such support is extremely valuable to children and teachers alike. If you feel you can offer any help please let your child’s teacher know. We will make you feel very welcome.

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Homework

We do operate a system for homework. It is started in Y3 with work usually linked to topic or class work, alongside this of course is the constant practising of reading and the learning of mathematical tables. The children have a homework folder (provided by school) and we do ask for parents co-operation in ensuring the work is returned. The work gradually builds up so that in Y6 the children will be expected to produce 3 pieces of homework a week. Usually linked to the core subjects (English, Maths & Science). Through homework and with your support we hope to continue to raise standards in our school. A copy of the homework policy is available in the back of this booklet.

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School Meals

School meals are provided in the school hall, supervised by two senior school meals supervisors and four dining room assistants. The school operates a Cafeteria System with multiple choices for Main Course and Desserts. Each class takes it in turn to enter the dining room first and this changes on a daily basis. A menu and class order list are displayed in each class to enable the children to make informed choices. The children are guided to a place by a supervisor.Mr. Littlehales, the Headteacher, or Mr. Wild, the Deputy Head are usually on duty at lunchtime.
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Accident/Illnesses

In the case of accidents/illnesses, if the problem is not serious then it is treated in school, according to guidelines. However, in the case of a more serious accident or illness the parents will be contacted and the child taken home. In an emergency or where contact with parents cannot initially be established, a child may be taken to a doctor or hospital and the parents contacted as soon as they are available. This only happens if parents are unavailable and cannot be contacted. The child’s well being is always of paramount importance. Parents are, therefore, strongly urged that the emergency address form, which is kept at school, is up to date and shows any change of address, telephone number or contact person, for when the parents are not at home.
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Conduct and Discipline

The aim of all good conduct is to instil in each child an awareness of his/her need for self-discipline, together with a respect for the feelings of all persons with whom he/she may come into contact, both adults and other children. Self-discipline in children also includes a responsible attitude, on their part, towards their work, its content and its presentation. Thoughtfulness extends to the children’s surroundings; each child is expected to treat equipment with care and to respect the appearance of classrooms, the school buildings, equipment and grounds.The school rules are:-

1. Enter classrooms and move around school quietly.
2. Keep still, look and listen carefully when your teacher is speaking.
3. Follow your teacher’s instructions carefully.
4. Put up your hand before speaking - no calling out and remember to speak politely at all times.
5. Get on with your own work without disturbing other children.
6. Keep the school clean and tidy, so that it is a welcoming place to everybody.
7. In the playground, and outside school, try to treat other people, as you would like them to treat you.
Unfortunately it may be found necessary to impose sanctions, from time to time, if children do not act in accordance with the school’s expectations of sensible behaviour. It is proposed to deal with serious breaches of discipline by using a system which involves class teacher, senior management teachers and ultimately, parents, working together to help a child to conform to an acceptable standard of conduct:-
1 If a class teacher considers a child’s misbehaviour is very serious, then that child will have the misdemeanour recorded on a white card and be sent to the headteacher.
2 Once 3 separate entries have been made in the Disruptive Behaviour Book a letter is sent to the parents informing them of their child’s conduct.
3 The procedure then continues until either a parental meeting is called or the behaviour problems are modified.
4 Any further, or more serious, breaches of discipline will be referred to Mr. Littlehales, who may take the decision to contact the child’s parents, immediately. This will be done so that school and parents may work together to help any child in his/her difficulties.
5 If all the above measures do not result in improvement, then a rare sanction will be the temporary exclusion of the child.
6 Should serious breaches of discipline still persist thereafter, application may be made to the school’s board of governors for the child to be excluded permanently.
7 Any exclusion over 6 days will be reported to the Governing Body and the Local Authority..

I hope sincerely that your child will not need to go through the above discipline process. I say this because it is the aim of everyone connected with Morley Place School that your child will be able to settle down here and be content. Please contact me at any time if you are at all worried about your child in school.
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Statutory Attendance Information

The following are the attendance figures(%) that we are now required to publish.
The figures relate to the academic year 2003/2004. The information relates to the absence rates of pupils of compulsory school age in the immediately preceding school year. The information consists of the following three items:
a) the total number of registered pupils of compulsory school age on roll for at least one session during the reporting period to May 2004 and the total percentage attendance.
b) the percentage of half-days (sessions) missed through authorised absence;
c) the percentage of half-days (sessions) missed through unauthorised absence. There are a number of circumstances for which authorised absence can be granted i.e.; general illness, annual family holiday (for which leave has been granted) etc. We always ask parents to inform us either by letter or telephone as to why a child is absent from school, as soon as possible.The attendance data relating to the school are as follows:

a) 278 total number of registered pupils as identified in (a) above.
Percentage Attendance = 94.3 %
b) 5.6 % half- day (sessions) missed through authorised absence.
c) 0.1 % half-day (sessions) missed through unauthorised absence.
Statutory National Curriculum Assessment Information
In Summer 2004 all year 6 children took part in the tests in National Curriculum Core Subjects (Maths, English, Science) These are the S.A.T. scores. The first table shows the school’s SAT results percentages totals for children achieving each level;
ENGLISH
MATHS
SCIENCE
ABSENT
1 %
1 %
1 %
BELOW LEVEL 3*
4 %
6%
0 %
LEVEL 3
27 %
24 %
11 %
LEVEL 4
55 %
46 %
44 %
LEVEL 5
13%
22 %
44 %
  * This represents pupils who did not achieve a level in the tests because they were working below level 3. Totals may not add to 100 % due to rounding. The second table shows the Teachers Assessment results again percentages for children achieving each level;

ENGLISH
MATHS
SCIENCE
LEVEL 1
4%
2 %
0 %
LEVEL 2
1 %
5 %
0 %
LEVEL 3
34 %
34 %
11%
LEVEL 4
50 %
39 %
56 %
LEVEL 5
11 %
19 %
33 %
The total number of pupils in Yr6 was 82 . The percentages relate to that figure.
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Admission of Pupils to Morley Place School

The following is statutory information.
1. The total number of children who can be admitted each year to a school depends upon the `Standard Number` or Admission Limit.
2. The Standard Number for this school for the year 2005/2006 is 75.
3.        The following is the general admissions statement for the 2005/2006 school year in respect of admissions in the year of entry to primary schools for which Doncaster LEA is the Admission Authority.
4      Only the LEA is able to offer places in school. Neither the Headteacher or their representative are able to offer a school place.
5. In Doncaster, each school serves a local community, usually referred to as the “catchment area”. This policy reflects the philosophy that “efficient education” is particularly fostered by closely associating a secondary school and a group of linked primary schools, in a pyramid. In this way, each school becomes part of the provision for a community and the education of the community’s children benefits greatly from the association of its schools.
6. A school must have an admission number for each “relevant age group”, defined in law as “an age group in which pupils are or will normally be admitted to the school in question”. The admission number for each year group is set with regard to the capacity assessment for the school taking into account the nature and type of the school buildings and provides for an acceptable amount of space for each pupil. Therefore, the admission number is set to benefit the children who are taught in the school and those who teach and support them. Each school year, the LEA consults with the Governing Body of the school before the admission number is set.
7. Before making a final decision, the LEA consults schools on the number, and size, of classes or registration groups planned. These are determined within resources available. Where this results in places in excess of the admission number being available, places are offered strictly in criteria order.
8. A child may not be refused admission to a school on the grounds of prejudice to efficient education or the efficient use of resources unless the number of applications for admission exceeds the admission number or a child is offered a school which is ranked higher on a Common Application Form (i) (CAF) under a Coordinated Admission Scheme (ii) (CAS)Expressing A Preference
9. In the case of application for admission to primary, infant and junior schools within the Doncaster area, all applications should be made on Doncaster’s CAF .
10. Preferences made on Doncaster’s CAF, will allow parents to express a preference for up to three schools. the criteria listed below shown in order of priority. If there are more applications under any one criteria than there are places available, the remaining criteria are applied in order of priority as tie breakers, with criteria (e) being the final tie breaker.
Applicants whose children do not fall within the criteria (a) to (d), will automatically be considered under criteria (e).
a children who are “ordinarily resident” * in the catchment area of the preferred school. If the application is for a year 3 class in a junior school, a child will only be guaranteed a place at their catchment area school only if;
i the child’s parent(s) have expressed their preference for the school;
andii that preference is received by the published closing date and time;
andiii the child is “ordinarily resident”* in the catchment area on the published closing date. “Ordinarily resident” means that a child normally lives at the address, other than for occasional absences (holidays etc.) for a settled purpose not just to receive education. If you are moving address you will only be considered as being ordinarily resident and, therefore, considered under this criterion, when you are living at your new address. Where a family may be moving into the catchment area of a school after the closing date, a preference for the catchment area school can still be made but it will not be considered under this criterion. If the school is oversubscribed and we are unable to offer you a place, your place on the waiting list will be reviewed once you have confirmed that you are resident at your new address.
b) Children who, on the closing date for receipt of parental preferences have or, on the date of admission will have;
i an elder brother or sister on the roll of the school requested,
orii) where the requested school is an infant school, has an elder brother or sister on the roll of the feeder junior school.

c       Children who now attend a school where the pupil’s normally transfer to the preferred school and who have, on the closing date for the receipt of parental preferences, attended that school for more than one calendar year.
d) Children whose parent(s) is / are, or will be in September 2003, permanently employed to work at the preferred school.
e        Children who live nearest to the requested school, measured in a straight line from the point of the front entrance of the pupil’s home, to the entrance nearest to the reception point of the school.
If 2 or more pupils live equidistant from the school, the distance each pupil lives by road from the preferred school will be measured and the place offered to the pupil who lives nearest by this means.
11 In the event of an unsuccessful parental preference, a place for the pupil will be allocated at another school as follows;
a) a place will first be offered at the catchment area school if one is available. Should there be more pupil’s than places available, then the offer of a place will be based on the remaining criteria of the admission policy, i.e. siblings, then feeder school etc.
b        If no places are available at the catchment area school, a place will be offered at the next nearest school at which places are available having had regard to the Authority’s policy for the provision of home to school transport. 12. At the same time the child’s name will be placed on a waiting list for the preferred school which will operate until the last day of the Autumn Term. Places on the waiting list will be strictly prioritised in the order in which places at schools are allocated (see section 10 above). No priority will be given to the date of receipt of application. 13. Places will only be allocated from the waiting list when the number of pupils on the school roll falls below the Admission Limit of the school. Whilst the waiting list is operating any place that becomes available will be allocated to the child at the top of the list on the day that the LEA receive written confirmation.

General
It is for parents to satisfy the LEA of their circumstances as they apply to the admission criteria at the time of application.

14. Further more detailed information about the admission process can be found in the Admission to School Booklets, available from the school or the LEA as follows:-
Telephone 01302 737204 or 01302 737205
Address Pupil Management Team
Directorate of Education and Culture,
P.O. Box 266,
College Road,
Doncaster
DN1 3AD
e-mail address pupil.management@doncaster.gov.uk


Disclaimer.The information given in this booklet relates to the school year 2002/2003 and was valid at the time of printing. It should not be assumed that there will be no changes affecting either the arrangements generally described in this booklet or in any particular part of them before the start of the school year 2003/2004 or in subsequent years.

A. Littlehales. D. LoyHeadteacher. Chair of Governors.

(TOP)

Morley Place Junior School Responsible Internet Use Please complete, sign and return to the school secretaryPupil:
Form:
Pupil’s Agreement I have read and understand the school Rules for Responsible Internet Use. I will use the computer system and Internet in a responsible way and obey these rules at all times. Signed: Date: Parent’s Consent for Internet Access I have read and understood the school rules for responsible Internet use and give permission for my son / daughter to access the Internet. I understand that the school will take all reasonable precautions to ensure pupils cannot access inappropriate materials. I understand that the school cannot be held responsible for the nature or content of materials accessed through the Internet. I agree that the school is not liable for any damages arising from use of the Internet facilities.Signed:
Date: Please print name: Parent’s Consent for Web Publication of Work and Photographs I agree that, if selected, my son/daughter’s work may be published on the school Web site, but that no identification other than a first name will be used.
Signed:
Date:


Dear ParentsResponsible Internet Use
As part of your child’s curriculum and the development of ICT skills, Morley Place Junior School is providing supervised access to the Internet. We believe that the use of the World Wide Web and e-mail is worthwhile and is an essential skill for children as they grow up in the modern world. Please would you read the attached Rules for Responsible Internet Use, and sign and return the consent form so that your child may use Internet at school.Although there are concerns about pupils having access to undesirable materials, we take positive steps to deal with this risk in school. Our school Internet provider operates a filtering system that restricts access to inappropriate materials. The filtering system we use is RM’s Safety Net, which screens out material found to be inappropriate for school use. However no one can guarantee 100% blockage due to the enormity and ever changing nature of the Internet. Whilst every endeavour is made to ensure that suitable restrictions are placed on the ability of children to access inappropriate materials, the School cannot be held responsible for the nature or content of materials accessed through the Internet. The School will not be liable for any damages arising from your child’s use of the Internet facilities. Should you wish to discuss any aspect of Internet use please telephone me to arrange an appointment.
Yours sincerely

A. LittlehalesHeadteacher