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GENERAL INFORMATION

This semi open plan school has all the modern facilities and equipment necessary to stimulate and develop an all round education.

The building can accommodate 217 children of both sexes aged between 4 and 11 years. It consists of seven class areas, two practical areas - one in the Infant Department, one in the Junior Department, a Junior Library, an Infant Library area, a music room and a very large hall which is used for P.E., assembly, music and as a dining area during lunch time.

We also have a Nursery Class for children who will be 3 years old by 31^st August, prior to entry. The children are either full-time or part-time depending upon the number on roll.

Intending pupils are always encouraged to visit the school and nursery class. A booklet about the school is given to all parents of intending pupils.

Attached to the school is our own playing field and beyond our boundary, a communal playing field which can be used by the children during school hours.

SCHOOL GOVERNORS

As a Catholic School, the Governors are responsible for the school not the Local Education Authority. Any decisions made regarding the running of the school are the responsibility of the Governors.

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ORGANISATION

All classes in the school are of mixed ability with grouping within each class.

We aim to meet the needs of all children whatever their ability.

All children are taught the full range of subjects, as required by the National Curriculum, by class teachers. There is some interchange of teaching staff for certain special activities such as music.

CURRICULUM

The school curriculum is wide and varied and under constant review. Our policy is to give each child the best foundations in preparation for adult life and to develop self-esteem.

The full range of subjects required by the National Curriculum is taught. These are divided into the Foundation Stage curriculum for children in nursery and reception and the core and foundation subjects for children in Years 1-6. The Core Subjects are : Mathematics, English and Science and the Foundation Subjects are : Design Technology, Information and Communication Technology, History, Geography, Music, Art and Design, Physical Education and R.E. Our policy documents for all areas of the curriculum describe the provision made in school and are under regular review.

EQUAL OPPORTUNITIES

At St Lawrence’s, we aim, as set down in our Mission Statement, to provide an environment where every child feels valued and where the uniqueness and individuality of each child is preserved and respected. We aim to enable every child to reach his or her full potential within a context of mutual respect, justice and fairness. The curriculum is organised, structured and resourced in such a manner that all children receive equal opportunities.

ASSESSMENT

The main purpose of assessment is to discover a child’s level of knowledge, skills and understanding so that the teacher can plan the next appropriate steps for a child’s development. Assessment supports children’s learning and as such, is part of every stage of planning and providing the school curriculum. Parents receive an annual written report on their child’s progress at the end of the Summer Term.

National Curriculum assessment arrangements help to demonstrate children’s progress at the ages of 7 to 11.

The Governors agreed the following challenging targets for 2002/2003 and 2003/2004.

Key Stage 2	2002/2003 % of children Level 4 and above	Targets for Level 5	2003/2004 % of children Level 4 and above	Children targeted for Level 5
English	73%	16%	82%	24%
Maths	73%	20%	795	26%
Science	80%	16%	97%	12%

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Summary results and targets for 2000/01 were as follows:

	Percentage of children targeted For Level 4 and above	Percentage of children achieving Level 4 or above
English	70%	69%
Mathematics	70%	60%
Science	70%	90%

The school was awarded a government School Achievement award for 2000/01 in recognition of its results.

Targets for 2001/02 were as follows:

	Percentage of children targeted to achieve Level 4 and above
English	76%
Maths	76%
Science	70%

Detailed results of the National Curriculum Assessments for 2001/02 can be found at the back of this booklet.

We provide all children with opportunities for self assessment and for reviewing their own work. Children’s profile books recognise positive achievements in all aspects of school life as well as identifying areas of concern. We encourage parents to contribute to these profile books at the end of each school year.

SPECIAL EDUCATIONAL NEEDS

At St Lawrence’s, we believe, as set down in our Mission Statement, that each child in our school should feel valued in a happy and caring atmosphere, where he or she can learn, grow and develop physically, mentally, morally, socially, emotionally and independently. We believe that it is of paramount importance that the uniqueness and individuality of each child are preserved and respected. These beliefs are particularly important for pupils whose need is greatest, being disadvantaged or disabled in some way.

We therefore, aim to provide a curriculum which is broad, balanced, relevant and differentiated, whereby each child is fully integrated into the school, with access to the National Curriculum at his or her own level.

Through our assessment procedures, we try to identify those children who have Special Educational Needs as early as possible. It has been estimated that, throughout the country, one in every five school children is expected to have special educational needs at some time during his or her school life.

The term “Special Educational Needs” is defined in the Government document (Special Educational Needs Code of Practice 2001). In this document, a child who has special educational needs is described as having “a learning difficulty which calls for special educational provision to be made for him or her”.

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The document goes on to state that children have a learning difficulty if they:

a) have a significant greater in difficulty in learning that the majority of children of the same age, or

b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority.

By providing the appropriate help in the earliest stages, we try to maximise the child’s chances of developing his or her full potential.

RELIGIOUS EDUCATION

The teaching of Religious Education is compulsory in all schools and there is specific time allocated to this subject. As a Catholic School, our aim in all our religious teaching is to prepare, children for life, helping them to build up standards of Christian behaviour, honesty, kindness, truthfulness, respect and concern for other people.

We follow the syllabus ‘Here I am’ as agreed by Diocese of Hexham and Newcastle.

Any parent has the right to withdraw a child from religious instruction.

ENGLISH

Language is essential in all areas of the curriculum. It is therefore, vitally important that we create an atmosphere which stimulates its growth. Throughout the school, each teacher is responsible for promoting language and reading skills for the varying age and stage in a child’s development. Experiences are given to develop powers of visual and auditory discrimination. Opportunities are given to encourage children to express themselves orally, thus developing in the children awareness of language as a means of communication.

All activities and experiences provided aim at encouraging children to enjoy language and to instill the desire to love and read books. After pre-reading skills have been mastered and reading readiness is apparent, children are introduced to a variety of graded readers. These are used in conjunction with library books, all forms of literature and poetry. The individual progress of reading and extended reading skills is recorded.

Our aim is to help children appreciate good books. Class libraries and the general library are furnished with a variety of good books (fiction and non-fiction) which children are encouraged to read for pleasure, to fantasise, sharpen critical intelligence and develop powers of judgement. All these qualities help the personal progress of each individual child.

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Children are provided with opportunities to bring home books from a structured reading scheme as well as from the school library. Parental support of children’s reading is encouraged.

Through the implementation of the National Literacy Strategy, spelling grammar, comprehension and writing skills are all taught. The ability to express thoughts, opinions and feelings in words is considered important and encouraged through creative writing, poetry and drama.

The ability to communicate in an appropriate way will benefit the children in all aspects of life and therefore, we see speaking and listening as an important part of the education process. Opportunities are provided for the children to work together in a variety of groupings and for a variety of purposes.

MATHEMATICS

In mathematics we aim to show the children the importance and use of mathematics in their everyday lives. We aim to allow the children to experience and have fun in the different areas of mathematics.

We aim to develop the children’s thinking skills in order to develop their ability to solve mathematical problems.

Building on pre-school experiences, the infant staff, by providing much concrete apparatus, both manufactured and self devised, encourage children to experiment, discover and grasp mathematical concepts of counting, relationship and patterns in numbers, sets, shape, length, weight, etc.

Emphasis is put upon discussion, the use of mathematical language and symbols and recording are seen as a very necessary part of the children’s work, if they are to achieve confident understanding.

Through the implementation of the National Numeracy Strategy the children experience many focused activities in order to develop their mathematical skills. The work is varied and challenging.

SCIENCE

An important aspect of this subject is experience. As children are involved in Science, we aim to give them the opportunity to develop an awareness of the role and importance of Science in everyday life. In order to achieve this, the teachers provide a stimulating environment and encourage children’s individual interest. We develop a structured approach to problems which the children can apply in any situation. They observe and look for patterns; ask questions and make hypotheses; design and carry out experiments; measure and record results; communicate and apply their findings.

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The work is usually related to other subjects in the curriculum. The school environment, the school grounds and local areas are used for exploration and practical experience.

DESIGN TECHNOLOGY

Design technology is a process which includes making something that works. Design technology involves a creative activity which brings about desired changes by making things, controlling things or making things work better. This is achieved through careful designing and making, using relevant knowledge and resources.

Opportunities are provided for all children to study the results of Design technology and the solutions which other people have found to problems. They should have the opportunity to see how human ingenuity and innovation have resulted in some surprising solutions to problems.

With experience, children should begin to understand that there are a number of approaches to solving problems. Whichever approach is used, it is expected that the process will show evidence of:

· observation, investigation and enquiry;

· recording;

· designing;

· making;

· evaluating.

The approach to Primary Design Technology is cross-curricular to involve Mathematical, Scientific and Language skills.

The major aim is to give children the confidence and competence to identify, examine and solve practical problems using a variety of approaches, materials and methods. To give children a sense of enjoyment and pride in their ability to design and make is of paramount importance.

INFORMATION COMMUNICATION TECHNOLOGY

Information and Communication Technology is not a subject taught in isolation, it reaches into every area of the curriculum. It enhances the teaching of most subject areas. Information Communication Technology skills are acquired through a whole range of curriculum activities.

In our technological society, it is essential that pupils become familiar with, and skilled in, the use of I.C.T.

We aim to offer activities which are appropriate to the needs, abilities and interests of each child, enabling him/her to realise his/her full potential.

We provide opportunities for children to become familiar with the computer keyboard and gain confidence in the use of computers as a learning tool to:

· present their work in a different way;

· handle information more effectively;

· control computer aided models and models which they have made.

Equal opportunities are offered to all children in the area of Information Technology.

All computers in the school are connected to the school’s network system.

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HISTORY

Our aim is to give pupils an interest and enthusiasm for the past, to develop their understanding of differing values and attitudes and to give them an increasing sense of chronology through an active involvement in historical investigation.

History is taught throughout the school beginning in the infant department with looking closely at the childrens’ own experience of the past through first hand experience of historical artefacts, pictures, photographs and music, by visiting old buildings and sites, and also through myths, legends, stories and eyewitness accounts.

At Key Stage one, History involves learning about the past through investigation of events and people in History.

A practical approach to History is continued throughout the school into the junior department, where pupils are involved in the study of major developments in British history, local history, historical themes and the history of other civilisations.

To enhance understanding of the past, pupils have opportunities to use a variety of historical resources and also to visit museums and places of historical interest in the area relevant to a particular theme or topic.

GEOGRAPHY

The aim of Geography is to develop the children’s understanding of their own surroundings and of the wider world.

Geography is concerned with the study of people and the places in which they live.

Geography is taught throughout the school, enabling pupils to develop skills of mapping, fieldwork, enquiry, observation, questioning and recording at their own level of understanding and development.

Pupils have the opportunity, not only to learn about Geography in the classroom, but also to move into the locality and gain first hand experience. Where first hand experience is not possible, pupils will be encouraged to use secondary resources, eg, television, video and photographs in an active way.

The geography activities provided lead the children to investigate their own area and from this, extend their knowledge and understanding to the wider locality, drawing links between these and recognising how people and physical geography can affect these environments.

MUSIC

Music plays a vital part in the school curriculum and all children experience musical activities. All the children are encouraged to approach singing in an enthusiastic way from starting school.

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Music specialists attend the school to teach violin, cello, flute and clarinet. Children who learn these instruments are expected to practise regularly and to take part in Local Authority activities as advised by the teacher. Lessons on these instruments are available at a cost to parents, payable in advance on a termly basis.

Performance is a necessary part of Music Education and opportunities are given for the children to perform in concerts at school and, on occasions, at other establishments, where parents are always welcome.

ART AND DESIGN

Art, in the school curriculum, is prominent at all stages of the children’s development. The children are given the opportunity to develop the skills of imagination, creativity, observation and the recording of visual images. They are encouraged to work independently, use a wide range of materials and talk about, and appreciate, their own work and that of others. Through the wide range of experiences, the children will gain confidence, self esteem and pleasure.

PHYSICAL EDUCATION

Physical Education is one of the foundation subjects to be implemented as part of the National Curriculum.

We aim to offer every child a broad and balanced physical education curriculum offering children a variety of structured and purposeful physical activities.

Pupils will be involved in a variety of physical activities which aim to develop their knowledge, skills and understanding. These activities will include:

- Athletics

In this area, children’s ability to run, jump and throw will be developed through a variety of athletics activities.

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- Dance

Dance takes on a variety of forms, including music, movement and drama using taped music, poetry and instruments as a stimulus. Pupils will also be given the opportunity to participate in folk-dancing classes in school and in an after school club.

- Games

This area involves children working individually, with a partner or in groups developing a variety of games skills and working towards an understanding of recognised games. Through their involvement in these games, children will be introduced to an element of friendly competition.

- Gymnastics

Gymnastics involves children working on the floor and on apparatus comprising sequences of movement.

Outdoor and Indoor Activities

This area of activity involves children in a variety of activities in and around the school grounds and, on some occasions, further afield, eg, the seaside or the countryside.

- Swimming

In this area, children are taught how to develop confidence in the water, to develop an efficient swimming stroke and to practise and understand the principles and skills of water safety and survival.

Year 5 go swimming in the Spring Term and Year 3 in the Summer Term.

Through their involvement in these activities, it is hoped that children will become more physically fit. They will develop an awareness of essential safety procedures when involved in physical education activities and they will become more confident when handling large and small apparatus.

Equal opportunities will be given to boys and girls in all physical education activities.

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MULTI-CULTURAL VALUES

Since society is multi-cultural and multi-racial, our curriculum reflects an understanding of the different cultures and races which now make up our society. As a Catholic school our primary objective and ideal must be to educate children to love God and our neighbour, developing and preparing all our pupils whatever their colour or culture for life in the multi-cultural, multi-racial society which is contemporary Britain. We aim, through our curriculum, to promote these values.

Resources reflect our multi-ethnic society, including play material, dolls, jigsaws and reading books. The classroom ethos aims to promote a positive self-image in the children and illustrate the importance of justice and respect.

PERSONAL, SOCIAL AND HEALTH EDUCATION AND CITIZENSHIP

Personal, social and health education (PSHE) and citizenship help to give children the knowledge skills and understanding they need to lead confident, healthy, independent lives and to become informed active and responsible citizens.

PSHE education in St Lawrence’s school seeks to:

· Improve the health status of individuals.

· Promote responsible, non judgmental and caring attitude in relationships with others.

· Prepare for, recognise and understand the physical and emotional changes from infant to adult.

· Foster positive attitudes to mental, physical and social well-being;

Children are encouraged to take part in a wide range of activities and experiences.

STATEMENT FOR SEX EDUCATION

Sex education is integrated in to the curriculum. Education on sexual matters is given when appropriate in a suitable context and within the general religious and moral attitudes of the school.

DISCIPLINE

The rules in St Lawrence’s are kept to a minimum but we expect them to be obeyed by the children.

Good behaviour, consideration for other people, care of equipment, honesty and courtesy are expected and with the help of the parents can be achieved at a very early age.

Children are trained to care for and look after the property as their own. Older children have tasks which give them a sense of responsibility with the staff in upholding the tone of the school.

HOMEWORK

Parental support and involvement are of paramount importance to a child’s development. Homework provides opportunities for parents to become involved in their children’s learning. Homework is used to reinforce and extend children’s learning. A variety of homework activities are given and parental support is encouraged and welcomed.

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OPEN NIGHTS

Open nights are held in the Autumn and Summer terms when parents/guardians are given the opportunity to see their children’s work and speak to their teacher.

Parents of children with Special Educational Needs are invited to regular reviews of their child’s progress. Parents of all children are always informed immediately by the class teacher if there is any cause for concern. If a parent has any concerns, class teachers can be approached at the end of the day or an appointment can be made with the Head Teacher.

LIBRARY

An infant library organised by the parents, operates each week.

All junior children are encouraged to use the lending library.

OUT OF SCHOOL ACTIVITIES

Football, Gymnastics and recorder clubs are organised for boys and girls by a member of staff after school on the school premises.

Opportunities for further out of hours activities will take place from time to time through New Opportunities Funding.

RAINBOWS FOR ALL GOD’S CHILDREN

All staff have been trained to help children who have suffered separation, eg, by the death of a parent or the loss of a parent through the break up of a marriage.

We run a support programme called Rainbows For All God’s Children. Its purpose is to help children, when appropriate, to come to accept what has happened in their lives.

ATTENDANCE

Regular attendance at school is very necessary, but obviously a child who is ill should be kept at home. It would be helpful if you would let us know the reason for absence as soon as possible. On returning to school the child must bring a note explaining the reason for absence unless the Head Teacher has been informed by telephone of the reason for absence.

Holiday dates for the year can be found at the end of this brochure.

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Attendance figures for 2000/2001 and 2001/2002 are as follows:

2000/2001

Total number of registered pupils of compulsory school age on roll for at least one session	Percentage of authorised absence	Unauthorised absence	Attendance
193	4.9%	0%	95.1%

2001/2002

Total number of registered pupils of compulsory school age on roll for at least one session	Percentage of authorised absence	Unauthorised absence	Attendance
180	5.6%	0%	94.4%

Attendance remains above the national average.

HEALTH AND SAFETY

Minor cuts and knocks can be dealt with at school, but on occasions there are some serious cases requiring hospital treatment. In such a case you will be contacted at home or at work (an emergency telephone number for contact must be left at school).

To ensure safety and facilitate movement, it is important that all children have the necessary P.E. clothing. Earrings, of any sort, are not allowed to be worn in school as they present a potential danger, not only to the wearer, but also to other children in the event of an accident.

Teachers are not allowed to administer medication to any child throughout the school day. This responsibility always lies with the parent.

SCHOOL MEALS

The children who stay to school meals are supervised at all times. No-one is allowed out of the playground. Any request for a child to be out of school at lunch time or any other time must be in writing. Verbal messages cannot be entertained for obvious reasons.

Any child may bring a packed lunch.

All dinner money MUST be brought to the Secretary’s Office by 9.10am every Monday morning. The money must be in an envelope marked with the child’s name, year and the correct amount enclosed.

Free school meals forms can be obtained from the Secretary.

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SCHOOL UNIFORMS

The wearing of school uniform is encouraged. For many years now, at the request of parents, and with their co-operation, it has become a distinctive part of St Lawrence’s School.

Winter - Boys : Royal Blue pullover/sweatshirt, blue shirt/polo shirt,

long grey trousers

Girls : Royal Blue jumper/sweatshirt or cardigan, blue

blouse/polo shirt, grey skirt or pinafore

Summer - Boys : Royal Blue pullover, short-sleeved blue shirt/polo

shirt, short grey trousers

Girls : Blue and white checked dress.

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In addition, all children require for P.E. royal blue shorts, plain white T-Shirt and black sandshoes. Royal blue jogging pants can be worn for P.E. in cold weather. Royal blue fleeces can also be worn in the cold weather.

Sweatshirts/Cardigans/Polo Shirts/Jogging Pants/fleeces are available from the school office.

Footwear

Indoor shoes should be Black Slip on or laced Sandshoes. These are needed for Games and P.E. out of doors.

All clothing and shoes should be clearly marked with the child’s name. This prevents losses and mistakes being made where the children are all wearing the same uniform.

Second Hand Clothes

Quite often parents hand to me good quality second-hand clothing which I hold in reserve for any parents who may require assistance in providing their child with the necessary uniform.

APPOINTMENTS

The Head Teacher is always available to listen and discuss any concerns a parent has relating to any child.

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SOCIAL

Parents are welcome at all times, but especially:

· To help in the school

· Open Nights

· At our School Concerts

· Coffee Mornings

· Parents Meetings, eg, First Holy Communion, Pre-School Talks by Reception Class Teacher/ Nursery Teacher National Curriculum Assessment – Homework meetings.

· Christmas Fayre

· Book Fairs

EDUCATION ACTION ZONE

St Lawrence’s has joined together with a partnership of schools in the East End of Newcastle to form a small Education Action Zone. This is a government funded initiative. The overall aim of the EAZ is to help raise standards of achievement in literacy.

The governors of the school wish to point out that the information contained in this brochure was correct at the time of printing, but that changes could arise from variation in Government legislation or LEA policy.

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ST LAWRENCE’S R.C. PRIMARY SCHOOL

ANTI-BULLYING

POLICY STATEMENT

At St Lawrence’s we see the school as a learning community where the children know they are valued, where they feel happy and secure and have a positive self image. As a Catholic school based on the Gospel and teaching of the Church, we hope to foster commitment to the equality and dignity of all.

In line with this statement, bullying is not tolerated.

Children are encouraged to discuss their concerns with an adult, to share their anxieties, which will be listened to, and expect fair treatment.

Each situation is fully investigated and we always work towards justice and reconciliation.

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ST LAWRENCE’S R.C. PRIMARY SCHOOL

POLICY STATEMENT FOR BEHAVIOUR

Rationale

In St Lawrence’s positive attitudes and self discipline are encouraged and praised. Children work best in a happy and secure atmosphere with realistic well defined guidelines. We endeavour to make each day purposeful, positive and happy for both children and staff.

Aims

· To create a pleasant, welcoming and purposeful atmosphere to enable children to benefit from a happy but organised learning environment which reflects the Christian ethos.

· To create a safe, secure environment for children staff and visitors.

· To help increase confidence in relationships, in tackling new learning situations and in social situations.

· To create a positive learning environment.

· To promote acceptable standards of behaviour.

· To achieve a consistant approach to positive behaviour across the school.

Guidelines

· Children will be praised and rewarded for positive behaviour.

· A set of simple rules will be agreed which are acceptable to both staff and children.

· An agreed set of sanctions will be carried out. In all disciplinary action, it is essential that the child fully understands that it is the behaviour that is unacceptable and not the child.

· The attitude of all staff is of great importance. Staff should demonstrate mutual respect as an example to children. They should set the right example to children in matters such as dress, punctuality and commitment.

· Children should be encouraged to take responsibility for their own actions.

· Children should be offered a challenging curriculum, a stimulating environment and an orderly routine.

· A variety of means will be used to promote self-esteem.

· Children should be offered time and support to reflect on their actions.

· Parental support and co-operation will be encouraged. If there are persistent behaviour problems, parents should be contacted and efforts made to identify causes in order to set up an effective programme.

Conclusion

This policy should be seen in relation to all areas of the curriculum and the ethos of the school.

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ST LAWRENCE’S R.C. PRIMARY SCHOOL

DISCIPLINE

POLICY STATEMENT

It is difficult to separate discipline from the general behaviour of a child and the ethos of the school.

In St Lawrence’s, positive attitudes and self-discipline are encouraged and praised. Qualities such as caring, sharing and respect are viewed as laudable goals. Throughout the day good behaviour is applauded. Issues such as “prejudice and aggression” are investigated whenever the need occurs.

It is our aim that the children display independence and a sense of responsibility. School rules are kept to a minimum compatible with the care of the children and organisation of the school.

Generally, in class, children perform well when work is purposeful and well matched to abilities and interests. Poor behaviour occurs only in isolated incidents. If there are persistent behaviour problems, parents are contacted and efforts are made to identify causes in order to set up an effective programme.

The use of corporal punishment is not permitted. Withdrawal of privileges may be used as a punishment. Exclusions will only be used in extreme circumstances. In all disciplinary action, it is essential that the child fully understands that it is the behaviour that is unacceptable, and not the child.

The attitude of all staff is of great importance. It is they who in the end determine the environment in which good staff/pupil relationships can develop. They set the right example to pupils in matters such as dress, punctuality and commitment.

Ultimately, the children work in a happy, secure atmosphere with realistic, well-defined guidelines. The discipline is firm but not repressive. We endeavour to make each day purposeful, positive and happy for both pupils and all teaching and non-teaching staff.

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INSURANCE COVER (PUPILS)

POLICY STATEMENT

In keeping with the Statement of Aims of the school, it is important that each pupil takes full responsibility for his/her own property and respects the property of others.

Pupils are therefore advised to bring to school only such items of clothing and property which are essential and appropriate for use in school.

Guidelines for Parents

· The school does not provide cover in respect of pupils personal property. It is the responsibility of parents to ensure that they have appropriate insurance cover for their childrens personal effects.

· Under the budgetary arrangements of local financial management, the school is not able to budget for ex-gratia payments in respect of loss or damage to pupils personal property.

· The school does not provide personal accident insurance for pupils. It is the responsibility of parents to arrange this cover if they so wish.

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ADMISSIONS POLICY

The governing body of St Lawrence’s R.C. Primary School is the admissions authority for this school. The governing body will admit pupils up to the school’s standard number of 30. This number will apply to the Reception year and to every other year in the school. Where there are insufficient places available to meet parental preferences, priority will be given to applications in the following order.

1. Baptised Catholic children whose home address is within the parish boundary of St Lawrence Parish who have brothers or sisters in the school at the time of admission and whose parents/guardians present a letter from a priest before the closing date confirming that they (the parents/guardians) are weekly Mass attenders.

2. Baptised Catholic children without sibling links, whose home address is within the parish boundary of St Lawrence Parish and whose parents/guardians present a letter from a priest before the closing date confirming that they (the parents/guardians) are weekly Mass attenders.

3. Baptised Catholic children whose home address is outside the parish boundary of St Lawrence Parish who have brothers or sisters in the school at the time of admission and whose parents/guardians present a letter from a priest before the closing date confirming that they (the parents/guardians) are weekly Mass attenders.

4. Baptised Catholic children without sibling links, whose home address is outside the parish boundary of St Lawrence Parish and whose parents/guardians present a letter from a priest before the closing date confirming that they (the parents/guardians) are weekly Mass attenders.

5. Baptised Catholic children whose home address is within the parish boundary of St Lawrence Parish who have brothers or sisters in the school at the time of admission.

6. Baptised Catholic children whose home address is outside of the parish boundary of St Lawrence Parish who have brothers or sisters in the school at the time of admission.

7. Baptised Catholic children without sibling links whose home address is within the Parish boundary of St Lawrence Parish.

8. Baptised Catholic children without sibling links whose home address is outside of the Parish boundary of St Lawrence Parish.

9. Non Catholic children who have brothers or sisters who are already attending the school at the time of admission.

10. Non Catholic or Non-Christian children whose parents are committed to Catholic Education. If parents feel that they fulfill the requirements of this criteria they will be asked to provide the governing body with a letter of support from a Minister of religion.

11. Other children.

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Where there are places available for some, but not all, applicants within a particular criteria, distance from home address to school will be the deciding factor with preference being given to those children whose home address is nearest to the school, when measured by the shortest safe walking route.

A child with special circumstances will be welcomed into the school community, providing that the child’s application meets the appropriate criteria and that the child’s individual needs can be met by the school.

Where parents have been notified that a place is not available for a child they will be informed of alternative schools. Parents who are refused a place have a statutory right of appeal. Further details of the appeals process are available by writing to the Chairman of Governors at the school address.

It is very helpful to have an early indication of the number of children to be admitted to the Reception class in the following September. However, it must be stressed that formal written applications for admission must be sent to the Head Teacher at the school address four weeks before the end of the Spring Term. Places will be allocated by strict application of the above criteria, with no reference to the date of application. Parents will be notified as to whether or not their child has been allocated a place two weeks after the beginning of the Summer term.

Chairman of Governors

16^th March 2000

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End of Key Stage 1 Assessment Results

Key Stage 1: 2001/2002- School Results

The following tables show results for Year 2 pupils achieving each level at the end of Key Stage 1 in 2002. Figures may not total 100% because of rounding.

Teacher Assessment
Number of Eligible Pupils 28	Percentage at each level
	W	1	2	3	4+	Pupils Disapplied	Pupils Absent
English	4	11	82	4	0	0	0
Speaking and Listening	4	11	82	4	0	0	0
Reading	4	14	71	11	0	0	0
Writing	7	7	82	4	0	0	0
Mathematics	0	4	86	11	0	0	0
Science	0	7	93	0	0	0	0

W represents the pupils who are working towards level 1 but have not yet achieved the standards needed for level 1.

Task/Test Results
Number of Eligible Pupils 28	Percentage at each level
	W	1	2	3	4+	Pupils Disapplied	Pupils Absent
Reading Task*	4	14	68			0	0
Reading Test*			68	14	0	0	0
Writing Task	7	7	82	4	0	0	0
Spelling*			68	18		0	0
Mathematics	0	4	67	29	0	0	0

W represents the pupils who are working towards a level 1 but have not yet achieved the standards needed for level 1.

*These assessments do not apply at every level and therefore figures may not total 100%.

Key Stage 1: 2001/2002- National Results

The following tables show national results for 2001/2002 at Key Stage 1.

Teacher Assessment
	Percentage at each level
	W	1	2	3	4+	Pupils Disapplied	Pupils Absent
Speaking and Listening	2	11	63	24	0	0	0
Reading	3	12	55	29	0	0	0
Writing	4	12	71	12	0	0	0
Mathematics	2	9	62	27	0	0	0
Science	1	9	64	26	0	0	0

Task/Test Results
	Percentage at each level
	W	1	2	3	4+	Pupils Disapplied	Pupils Absent
Reading Task*	3	12	53			0	0
Reading Test*			53	30	0	0	0
Writing Task	4	9	77	9	0	0	0
Spelling*			52	26		0	0
Mathematics	2	7	59	31	0	0	0

Analysis of the school’s results compared with national results show that performance at Key Stage 1 in Reading and Writing was below the national average. Performance in Mathematics was close to the national average. Analysis of the school’s results when compared to schools in a similar context show that performance at KeyStage1 in Reading and Writing was below the national average. Performance in Mathematics was above the national average.

A108

End of Key Stage 2 Assessment Results

Summary Results for 2000/2001

	The % of pupils who achieved level 4 or above	School Target	National Average
English	69	70	74
Mathematics	60	70	71

Key Stage 2 Results for 2001/2002 - School Results

These tables show results for Year 6 pupils achieving each level at the end of Key Stage 2 2002. Figures may not total 100% because of rounding.

TEACHER ASSESSMENT
Numbers of Eligible Pupils 34	Percentage at each level
	W	1	2	3	4	5	6	Pupils Disapplied	Pupils Absent
English	0	0	9	24	47	21	0	0	0
Reading	0	0	9	6	56	29	0	0	0
Writing	0	3	6	32	41	18	0	0	0
Speaking & Listening	0	0	0	29	47	24	0	0	0
Mathematics	0	0	3	26	53	18	0	0	0
Science	0	0	0	3	65	32	0	0	0

W represents pupils who are working towards level 1 but have not yet achieved the standards needed for level 1.

TEST RESULTS
Numbers of Eligible Pupils 34	Percentage at each level
	Below level 3*	3	4	5	6	Pupils Disapplied	Pupils Absent
English	9	21	56	12	0	0	3
Reading	9	6	59	24	0	0	3
Writing	9	35	47	6	0	0	3
Mathematics	3	32	44	18	0	0	3
Science	0	3	71	24	0	0	3

Key Stage 2 Results for 2001/2002 – National Results

TEACHER ASSESSMENT
	Percentage at each level
	W	1	2	3	4	5	6	Pupils Disapplied	Pupils Absent
English	1	1	5	21	49	24	0	0	0
Mathematics	1	1	4	20	47	26	1	0	0
Science	0	0	2	14	52	30	0	0	0

TEST RESULTS
	Percentage at each level
	Below level 3*	3	4	5	6	Pupils Disapplied	Pupils Absent
English	6	17	46	29	0	0	1
Reading	3	12	42	38	0	1	1
Writing	3	31	43	17	0	1	1
Mathematics	5	20	46	27	0	0	1
Science	2	9	49	38	0	0	2

W represents pupils who are working towards level 1, but have not yet achieved the standards needed for level 1.

*Represents pupils who were not entered for the tests because they were working below level 3 in English, mathematics or science; pupils awarded a compensatory level from the tests; and pupils not achieving a level from the tests.

A109

Analysis of the school’s results compared with national results show that performance at Key Stage 2 in English and Mathematics were broadly in line with previous years and are in line with local schools in a similar context. Science results were above the national average for schools in a similar context.

Results at both key stages in 2002 do not reflect the high levels of commitment and expectations of the head teacher, staff and governors.

ST LAWRENCE’S R.C. PRIMARY SCHOOL

SCHOOL HOLIDAYS 2003/2004

School Re-Opens Wednesday 3rd September 2003

October Week Break Up Friday 24^th October 2003

Return to School Monday 3^rd November 2003

Christmas Holidays Break Up Friday 19^th December 2003

Return to School Tuesday 6^th January 2004

February Half Term Break Up Friday 13^th February 2004

Return to School Monday 23^rd February 2004

Easter Holidays Break Up Thursday 8^th April 2004

Return to School Monday 26^th April 2004

May Day Monday 3^rd May 2004

Whit Week Break Up Friday 28^th May 2004

Return to School Monday 7^th June 2004

Summer Holidays Break Up Friday 16^th July 2004

Return to School (to be advised)

TRAINING DAYS

THE SCHOOL WILL BE CLOSED TO PUPILS ON THESE DAYS

Monday 1^st September 2003

Tuesday 2^nd September 2003

Monday 5^th January 2004

Please note that St Lawrence’s Primary School Holidays are not necessarily the same as those of other schools in the area.