SCHOOL BACKGROUND Merley First School is a Community First School and has no affiliation to any church or other sponsoring

authority. It caters for children between the ages of 4+ and 9 years. It is a modern school in spacious grounds. The school was opened in 1977 as a Combined 5 - 12 school, but was reorganised in 1982 into its present form. The school has a happy, business-like atmosphere and is well equipped. During their time in school the children have access to a broad and balanced curriculum, through which we aim to teach them a wide range of skills and to develop lively, enquiring minds. We welcome the interest and co-operation of parents, and consider the education of our children to be a genuine partnership between home and school. Mission Statement The Best for All The Best from All Merley First School is a friendly, caring and welcoming community where enthusiastic learning takes place. We are committed to excellent standards within a happy and creative environment. We aim to: Encourage a zest for learning so that children learn how to learn as a skill for life. Value and respect diversity and provide opportunities for individuals irrespective of race, gender, background or ability. Develop childrens academic and emotional intelligence, confidence and independence. Help each child to reach their potential, academically, socially, morally, spiritually and culturally. Teach a broad and rich curriculum which includes the skills and knowledge of the National Curriculum as well as creativity and the values of responsibility, respect and care for others and a sustainable environment. Provide a safe, stimulating and well-resourced learning environment. Celebrate success. Have a continual focus on improvement Foster the partnership of pupils, parents and carers, staff, governors, other schools and the wider community. Prepare children for a future as responsible, caring citizens, able to make considered choices. 1

SCHOOL ETHOS/PHILOSOPHY We believe that children should be supported in their educational development by providing a warm and welcoming environment in which our children feel secure. Children are challenged, stimulated to learn and encouraged through explanation and example. We encourage our children to respect each other and develop a caring considerate attitude towards others both in and outside the school community. We encourage an attitude of self-motivation, a search for the highest standards and a pride in a task well completed. Children are helped to feel a sense of identity in the school and to feel a collective responsibility for the community as a whole. We wish to offer a warm welcome to our parents and believe that by working in partnership we can share in the caring development of your child. We encourage children, staff and governors to feel a personal commitment to the school as a learning organisation. Every Child Matters We strive to ensure all of our children are able to achieve the following outcomes: Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing SCHOOL GOVERNORS The organisation of the School is under the supervision of a Board of Governors, which includes LA appointed Governors, Co-opted Governors and formally elected Parent and Staff Governors. Five Parent Governors are elected and serve for up to four years. All parents of children at the School are eligible to stand for election and can vote. Minutes of Governors' Meetings and copies of other official documents are available for parents to read within School on request. A list of governors and staff is enclosed within this brochure for your reference and also available on our website. SCHOOL ADMISSION AND ATTENDANCE By law, children must start school at the beginning of the school term following their fifth birthday. However, it is the local education authority policy to allow children to start before this time, at the beginning of the school year in which they are five. The School admits children from the age of four plus until the September following their ninth birthday, at which time they transfer to a local middle school. With the exception of Foundation Stage (Reception) Admission, children can be admitted to school at any time by mutual agreement with parents, through the Borough of Poole Admissions team. 2

CLASSES Children are allocated to classes, which are generally organised according to age, with two to each of the five year groups. Class sizes average about 30. Children spend the majority of their time with their class teacher. SCHOOL SESSIONS 8-55 a.m. - 12 noon

1:00 p.m. 3:15 p.m.

Please do not send children to school before 8:45 a.m. Supervision is provided in playgrounds by staff from 8:45 a.m. Children arriving late must be accompanied into school and their arrival reported to the office. Reception children come straight into school. Parents can bring them to their entrance between 8:45 and 8:55 where they are met by staff. HOLIDAYS There are three main holidays, at Christmas, Easter and in the summer, with shorter half-term breaks between these. We send out a list of holiday dates early in the Autumn Term, and at other times the dates are available on request and are available on the website. A copy of the current year's holiday list is enclosed. Such activities as family holidays, routine dental inspections, etc., should be arranged to coincide with these holidays, but if this is not possible, due to work schedules, etc., please apply in writing for your child to be withdrawn from school. It is not our practice to give children special homework if they have to take holidays in term time. LEAVING THE SCHOOL When children start their final year here, parents are given the opportunity to select a middle school for their child, and following approval, the transfer procedure is automatic. If you wish your child to leave at any other time, e.g. due to family removal, please inform us in writing, giving details of the school to which he or she will transfer. We operate as part of a pyramid of schools with our children usually transferring to one of two Middle Schools, Allenbourn or Broadstone and afterwards to Corfe Hills Upper School. Headteachers of all the pyramid schools meet regularly to confer on matters of curriculum and common approaches to wider educational matters.

ATTENDANCE Children should attend school punctually for 8:55 a.m. start on all occasions when the school is in session unless they are ill. In the interests of child safety, children will not be allowed to leave School unsupervised during the course of the day. If it is necessary for a child to be taken out of school for some reason by their parents, it is important that the school is informed in advance. The child can then be collected at the School Office at the pre-arranged time. Requirements from the Department for Education demand that the school keep a careful record of absence identifying those which have not been approved. These absences are monitored by the Education Welfare Officer and assessed by OFSTED. THE CURRICULUM The Merley First School curriculum conforms to the National Curriculum and incorporates the principles of the Poole L.A. curriculum statement. Being a four to nine First School we would normally expect children to work within the National Curriculum range of levels 1 to 4. However, it should be stressed that wherever possible, within the constraints of staff resourcing, children are expected to work at their own best level and should not be limited by the progress of their peers. All aspects of the curriculum are studied within the framework of a topic. This means each subject is more relevant and skills can be transferred between subject disciplines. Children experience a variety of teaching approaches, from whole class lessons through small group work to individual teaching and discussion. The majority of the time will be spent working in small groups frequently with children of similar academic ability. A summary of the work children do is as follows and for the sake of simplicity it is divided into the same subject headings as the National Curriculum. We cover three Key Stages, the Foundation Stage, Key Stage 1 and Key Stage 2.

EARLY YEARS FOUNDATION STAGE 2 (4+ - 5): RECEPTION In Reception we believe that play is an intrinsic part of a childs learning and development. Play enables children to develop intellectually, creatively, physically, 4

socially and emotionally. Children will develop their skills through playing, sharing, taking turns and talking with others. We build on social and listening skills through role-play, talk partners, speaking and listening sessions and play partners. All our children are encouraged to take risks and become confident, independent learners. The Early Years Foundation Stage (EYFS) curriculum is based on learning through play. This covers seven areas of learning: Personal, Social and Emotional Development. Communication and Language. Physical development. Literacy Expressive Art and Design Mathematics. Knowledge and understanding of the world

Our EYFS curriculum is topic based where the seven areas of learning are developed through cross-curricular activities. Each topic has a Sparkly Starter to excite and motivate the children and a Fab Finish so that the children can celebrate and share their learning. Some recent topics include: All about me! Autumn Divali/Bonfire night Let it snow Chinese New Year Dinosaurs Three little pigs Under the sea Up, up and away

The children are assessed on entry in all areas of learning. This is known as baseline assessment and then continuous assessment takes place throughout the year leading to an EYFS profile. Through the use of continuous assessment the teachers can plan learning activities that suit each individual childs needs. ENGLISH This includes four main areas of study - Reading, Writing, Speaking and Listening.

READING The main approach for the teaching of reading is through phonics but a range of 5

other strategies are taught as well. From the beginning we try to develop the childs interest and enjoyment of reading along with the basic skills. Children are encouraged to discuss their reading with other children, their teacher, their parents and the other adults in school and at home. As their skills develop the children keep their own record of their reading in addition to that of the teacher. Parents are also encouraged to take a positive role in the development of their childrens reading skills. Children have access to a wide range of reading material. Reading and writing are both supported through the structured programme of literacy lessons and the children will use these skills across the curriculum. WRITING From their earliest experiences in school children are encouraged to build on their pre-school experiences with pencil, crayon or felt tip marker to record their thoughts and observations on paper. At first the childs attempts may appear as mark making but they are encouraged to explain what their emergent writing means and then further encouraged to develop their writing along conventional lines. Children are taught to use their phonic knowledge to aid their spelling skills by segmenting the phonemes (sounds) in a word and writing the corresponding grapheme (letters). Handwriting is formally taught as a skill with the children learning how to form individual letters correctly before beginning to develop a fluent, joined up handwriting style. Through out their time in school children experience a wide range of different text types or genres including narrative, non-fiction and poetry. They learn about the features of these texts by reading them and writing them for themselves. SPEAKING AND LISTENING Many opportunities for speaking and listening occur naturally within the normal conduct of the school day and these are used and developed by the teacher into a more structured programme of work. Children are given opportunities to speak to a range of audience sizes whether within a class discussion, an individual conversation with the teacher or other adult helper or in front of the whole school as part of a theatrical presentation. As mentioned above such opportunities occur across the curriculum, for example an experiment in science may be reported in either written or spoken form. MATHEMATICS Mathematics taught in school aims to enable children to meet the demands of life, work and participation within the community. It also teaches flexibility, initiative, accuracy and systematic logical thinking. Throughout the school children encounter mathematical experiences through a variety of learning activities. Play underpins all development and learning for young children. Through play children develop intellectually, creatively, physically, socially 6

and emotionally. Mathematical activities include appropriate practical investigations and problem solving activities, in which children can use and apply their mathematical knowledge. Wherever possible children are given real life experiences to increase motivation and provide a clear purpose for learning. Provision for regular practice and consolidation of skills is given, as well as time for teaching new knowledge and skills. All pupils needs are met through a range of planned differentiated activities and children have the opportunity to work individually, in pairs and as a group. There are seven strands of learning in mathematics, they are as follows: Using and applying mathematics Children have the opportunity to apply existing skills in a range of contexts. Counting and understanding numbers Where children are taught to count, read and write numbers, and develop knowledge and understanding of place value. Knowing and using number facts Where children learn number facts and are able to recall them. They also use know facts to work out other facts. Calculating Children develop understanding of all four operations. They use informal and then efficient written methods to support addition, subtraction, multiplication and division calculations. Understanding Shape Children learn the names of 2D and 3D shapes. They also describe properties of shapes and are able to visualise them. Measuring Children learn to estimate, measure, weigh and compare objects. Children begin by using non-standard units and then standard units of measure. Children also learn to tell the time. Handling data Children have the opportunity to collect and record and interpret data using lists, table, diagrams and graphs. SCIENCE As far as possible, science is approached practically, involving the children in handson exploration and investigation. The children are involved in real investigations helping them develop the skills of planning, obtaining evidence and considering and evaluating. Areas of study include; Life processes and living things looking at animals and plants, variation and classification and habitats; Materials and their properties include grouping and classifying materials, changing 7

materials and separating mixtures of materials; Physical processes exploring electricity and magnetism, forces and motion, light and sound and the earth and beyond. INFORMATION & COMMUNICATION TECHNOLOGY In recent years ICT has acquired a central role in teaching and learning in our school. Without doubt, the introduction of interactive whiteboards in every classroom has significantly improved the delivery of most areas of the curriculum. Now, a wide range of programs and multimedia resources can be used to explain and engage. Every child has access to banks of computers, which they can use to enhance their learning through practising skills, creating their own texts, images and documents, or researching for information. The children have controlled access to the internet and are made aware of its benefits and dangers. Other equipment such as, digital cameras, control robots and visualisers are used to extend the use of ICT. DESIGN & TECHNOLOGY This is closely allied to art and design and introduces and develops the skills of identifying a problem or need, designing, constructing and evaluating a product to decide how well it meets the identified need. The children learn to use a variety of tools and techniques appropriate to a variety of materials including paper, card, wood, fabric and food. PSHCE - PERSONAL, SOCIAL, HEALTH AND CITIZENSHIP EDUCATION At Merley First School we recognise that successful personal, social and emotional development gives every child the best opportunity for success in all other areas of learning. Our children are encouraged to develop personal moral values, respect, tolerance, responsibility and an understanding of other needs. Issues are discussed and explored through PSHCE lessons, circle time, assemblies and where opportunities arise across the curriculum. SEX AND RELATIONSHIPS EDUCATION When they are in their final year, children have a simple introductory course in sex education, which deals with the factual side of human reproduction. We include within many aspects of our work an encouragement of the caring values of human and family relationships. Part of our work in Science also includes a study of growth and the needs of young creatures including human babies. In addition, as part of our general safety education we also run a programme of awareness of the dangers to children from strangers, which can include physical and sexual abuse. Parents are offered the opportunity to pre-view the DVD we use as the basis of the 8

sex education programme. Should there be any reservations about your child's participation in this part of the curriculum they should be discussed with the Headteacher. Our Sex and Relationships policy is available for reference in the office and on our website. HISTORY Children begin by developing an appreciation of the passing of time and of life in other times. Initially this would be in the most recent past of their own, their parents and their grandparent's lives. The child's appreciation of other periods in history is extended in various ways such as stories, television, DVD, pictures, poetry, visits and the study of historical artefacts and locations. Older children explore in more detail individual aspects of life in other times, learning of the way our society has developed and how social change is not always in an upward, steadily improving way. GEOGRAPHY This is approached through topic work in a 'concentric way' that is, by studying first the immediate environment of the children and looking at aspects of physical social and economic geography as they immediately affect them. Map work is developed from the earliest stages first starting by making plans of their immediate environment. In later years using Ordnance Survey maps and atlases to learn about more distant places within the county, the country and the wider world; along with orienteering develop mapping skills. Systematically, extending from the immediate environment, children study other patterns of life and compare them with their own, looking at factors which affect the way people establish communities and the factors which cause patterns of life to change. When possible children consolidate their work in school by making visits to appropriate locations in the neighbourhood to experience aspects of geography at first hand. Links are made with other subject areas in, for example, data handling, weather recording and model making. There is an increasing emphasis on environmental issues across both key stages. ART In Art children are encouraged to explore a wide range of media and techniques in both two and three-dimensional work. This is often linked with their topic work and forms an additional means of recording. Children are taught the skills of observation, drawing, colour-mixing, collage, printing, fabric work, pottery etc. and are encouraged to choose an appropriate medium for the work that they plan. MUSIC Children follow a structured scheme of Music throughout the school, which includes experience of singing, playing percussion instruments, learning rhythms, and exploring the elements of simple composition and the use of electronic instruments. Children from years 2 to4 have the opportunity to learn the recorder. As a supplementary 9

activity in Years 2, 3 and 4, children have the opportunity to begin to play the violin or guitar if they show the necessary musical aptitude. Violin or guitar tuition is subject to an additional charge. P.E. In physical education children begin by first exploring their own abilities using a variety of activities and apparatus and then build on this early experience to develop and practise specific skills of balance, co-ordination, control and agility through gymnastics and dance. These sessions are taught in the school hall. Outdoor games are taught in the playground or on the school playing fields. Games skills using a range of equipment are practised and developed. These enhance the basic abilities, helping the children to progress towards small-sided team games and athletic skills. Swimming is taught to all children in year 3 and year 4 by professional coaches at the local sports centre. RELIGIOUS EDUCATION As we are a Community First School we do not follow the doctrine of any particular religious denomination but we follow a programme of work based on the locally agreed syllabus which is largely Christian in origin but which includes teachings from the other major religions. Children learn the basis of belief through stories from the Bible and other religious books and learn of the lives of great religious leaders through history. Older children are encouraged to understand the different expressions of religious belief in different faiths and to appreciate the multicultural aspects of the world community. SCHOOL ASSEMBLY/COLLECTIVE WORSHIP We hold an assembly each day, which takes the form of a collective act of worship combined with an exposition of other aspects of school life. From time to time we invite people from outside to contribute to our assemblies and also hold special assemblies to mark some of the major Christian festivals. Parents who have a wish for their children to be excluded from RE lessons and/or assembly on religious grounds are invited to discuss this with the Headteacher.

ASSESSMENT AND REPORTING TO PARENTS Regular assessment is ongoing and forms part of the normal teaching routine. Baseline assessment takes place in the Foundation Year and children in Year One are assessed for their phonics knowledge. When children are in year two they take part in a formal national assessment which marks the end of Key Stage One of the National Curriculum. The results of these assessments are available to parents usually at the next convenient parent interview session, or at the end of term whichever is sooner. 10

In Autumn and Spring terms there are parents/teacher consultation meetings to discuss the progress of children and in the Summer Term all parents are sent a report summarising their child's progress during the year. SPECIAL NEEDS Many children during their school career may experience difficulty with their learning. Under the supervision of our Inclusion Leader we have a process of regular monitoring through which we can detect these needs and give additional help where necessary. In the case of significant and continuous inability to maintain progress there is a wider range of LA resourced help to which we have access. ABLE, GIFTED AND TALENTED CHILDREN An able pupil is one with ability significantly higher than the majority of his/her peers. The pupil may be a good all rounder or outstanding in a single area e.g. physical talent, artistic talent, musical talent, academic ability. Provision for the needs of the more able is the responsibility of every member of the teaching staff in their planning and assessment. All children have the right to an education appropriate to their abilities and needs. Very able and talented children will experience a broad and balanced curriculum with the addition of extension and enrichment work where high levels of skills are necessary. This may be achieved through separate tasks being set out or by different expectations of the result of work given to the whole class. The pupils well being and emotional security will always be high priority when making decisions about their work. The school monitors the progress of able children and records their specific abilities. EQUAL OPPORTUNITIES All children regardless of gender, ethnic, religious or social background have equal access to all aspects of curriculum and social life in school. We provide an environment that allows disabled children full access to all areas of learning and modify teaching and learning as appropriate for children with disabilities. There is good access to all parts of the school building. Our Equalities Statement and objectives are available for reference or can be viewed on our website (policies section).

LIAISON WITH OTHER SCHOOLS Members of staff take care to liaise with the neighbouring schools in the Corfe Hills and Wimborne pyramids of schools to ensure a smooth transition to Middle School and to maintain compatible standards with neighbouring First schools. SCHOOL HEALTH If your child is off sick, please telephone the school on the day of absence and send a 11

note explaining the absence when your child returns to school. ILLNESS AND INFECTIOUS DISEASES In the interests of community health, and in keeping the spread of infection to a minimum, please do not send your child back to School until fully recovered. In the case of sickness and diarrhoea this should be 48 hours after the last episode. If you are in doubt, please contact your Doctor to check on the advisability of returning to school. MEDICINES Most children will at some time have short-term medical needs, perhaps entailing finishing a course of medicine such as antibiotics. We ask parents to make sure their child is well enough to attend school. Some children however have longer term medical needs and may require medicines on a long-term basis to keep them well. The school ensures that there are sufficient members of support staff who are appropriately trained to manage medicines as part of their duties. Parents and carers should provide school with information about their childs medical condition and must tell the school about the medicines that their child needs to take and provide details of any changes to the prescription or the support required. It is helpful, where clinically appropriate, if medicines are prescribed in dose frequencies which enable it to be taken outside school hours. Parents are encouraged to ask the prescriber about this. It is to be noted that medicines that need to be taken three times a day could be taken in the morning, after school hours and at bedtime. Medicines should only be taken to school when essential; that is where it would be detrimental to a childs health if the medicine were not administered during the school day. We can only accept medicines that have been prescribed by a doctor, dentist, nurse prescriber or pharmacist prescriber. Detailed information about medicines in school can be found in our Managing Medicines Policy, available from the school and on our website. PASTORAL CARE Children spend the majority of their time with their class teacher, who also supervises their general welfare and social integration. At intervals parents are invited to visit their child's teacher to discuss academic progress and social development. However, parents are welcome at any time, if they have a more immediate concern, to discuss the problem with the Class Teacher or Head Teacher. We ask that whenever possible an appointment should be made, so that teachers are 12

not interrupted during class time. BEHAVIOUR At Merley we believe everyone has rights, rules and responsibilities. We have only a few rules and they are understood by all. They include the school Golden Responsibilites and the classroom agreements. We expect good manners and teach routines and organisation. We develop classroom agreements with the class at the start of each year. We develop good relationships between children and between children and adults and give children responsibilities. We are consistent and fair, so everyone knows just what to expect. We Use Praise and Reward Golden Time is a weekly reward for good behaviour for all children. Oak leaves are awarded for good learning or being noticed keeping the Golden Rules. Most children will usually remember to choose the right thing to do, but there are consequences for those who do not respect others rights and break the rules, such as missing part of Golden Time or some playtime. They may need to put things right with someone they have hurt or upset. If we are worried about a childs behaviour then teachers or Headteacher will want to let parents know so we can work together to improve the situation. The full behaviour policy may be viewed at the school office or on our website. Also of interest: Anti bullying Policy. GOLDEN RESPONSIBILITIES Do be gentle Do be kind and helpful Do be honest Do work hard Do work after things Do listen to people Do walk indoors

Dont hurt anyone Dont hurt feelings Dont tell lies Dont waste time Dont waste or spoilt Dont interrupt Dont run

HOME LEARNING We value the partnership between home and school and believe that childrens progress is greatly enhanced by the support they receive at home with their learning. This support will include help with reading books, learning phonics, spellings, and number facts and so on; research about topics discussed at school and a weekly home learning task for children in years one to four. Parents are asked to ensure their 13

child has adequate facilities and encouragement for such work to be completed efficiently. EXTRA - CURRICULAR ACTIVITIES Currently we offer gardening, netball and recorders as extra-curricular activities. The following are also available, taught by private tutors and are, therefore chargeable; Violins, Guitars, Dance, Badminton, Brazilian Football, Tennis, Football, Rugby, Karate, and French Club. Other community activities available on site include; Brownies, Rainbows, and the Merley Cobham Football Club. From time to time members of staff and parents organise activities which children can join after school, at lunchtime or in the holidays as facilities permit. We welcome the assistance of parents in these activities EARLY BIRD CLUB We have an early starters club each morning. Children can be dropped-off at any time from 8am. They take part in a range of play activities and have a fruit juice drink and healthy snack bar. There is a charge for this. Please contact 07824 473 232 or the school office, if you would like to use this facility. (Club numbers are limited). SCHOOL MEALS We provide a two course cooked meal at lunchtime which conforms to strict healthy eating guidelines and is also tasty and appealing. Orders should be handed in by 10am Monday morning for the following week. Meals for any or everyday can be taken. Order forms and details of cost are available from the school office. Alternatively, children can either go home for a meal at lunch-time or bring a packed meal. Supervisors are employed to look after the children during their meal and afterwards when playing. We ask that packed meals are brought in a lunch box, and that hot drinks are brought only in an unbreakable flask. We encourage healthy eating and children may bring a fruit or vegetable snack for morning breaktime. We ask that children do not bring any other food to school. A piece of fruit or vegetable is provided free to all children in Reception, Year 1 and Year 2. We also encourage children to drink adequate amounts of water. We request that you provide your child with a labelled plastic bottle for water. MILK We can provide cold milk for your child to drink at mid-morning break. This is free of charge to children under five and is available at moderate cost to all older children. Ordering information is available from the school office. JEWELLERY AND OTHER VALUABLES 14

In the interests of safety and security, we ask that children do not wear any jewellery in School, but if they have pierced ears we are willing to accept the wearing of simple studs but not earrings. Studs are not worn on PE days, for Health and Safety reasons. We ask that children do not bring to school any possessions, including toys, which have a high material or sentimental value. Any money, which is brought to School for visits, etc., should be in a sealed envelope bearing the name of the child, the class, amount of money enclosed and the purpose. MERLEY SCHOOL ASSOCIATION (MSA) All parents are automatically members of the School Association, which exists to further the aims of the School and extend its resources. The Association organises social and fund-raising activities, which give significant material support to the School, and also further develops the links between home and school. All parents are welcome to take part in Association activities and to stand for election to the Committee, which likes to encourage a wide representation of opinion. Some parents prefer a less formal environment by coming along to help with specific fund- raising activities. The Committee includes parents and representatives of the governors and staff. PARENT VOLUNTARY HELP We welcome the help generously given to us by parents in many areas of activity around the school, including hearing children read, helping with school visits, assisting in cookery, sewing, class projects, etc. If you feel you would like to help us, please enrol on our helpers' register. You will be required to fill in a police check form. CALLING AT SCHOOL When visiting School, for whatever reason, please call in at the School Office and make your presence known, so that we can keep a check on all those who are on the premises in the interests of safety and security. NO SMOKING Merley is a non-smoking school, indoors and in the grounds at all times.

CAR PARKING There is a car park in the school grounds for the use only of staff and visitors. For the health and safety of our children we do encourage walking to school. If you need to use a car when you are bringing children to school or collecting them at the end of the day, please park away from the school and walk the last few metres. We have a School Travel Plan and you are welcome to ask to see it. 15

COMPLIMENTS, CONCERNS, COMPLAINTS We hope you and your child will be happy with Merley First School. However, if you do have a concern or complaint we will aim to deal with it quickly, fairly and efficiently. What to do: The preferred path for concerns and complaints is: The class teacher in the first instance if appropriate. The class teacher will deal with your concern and inform the headteacher if necessary. If the class teacher is not the appropriate person, or you are not satisfied with the response, please see the headteacher. If you prefer, you can email s.birley@poole.gov.uk or put a letter in our post box in the school entrance. If you are still not satisfied, please contact the chair of governors (the telephone number is in this prospectus) or a parent governor. If you are unhappy with the response from an individual governor, please ask at the school office how to make your complaint to a panel of governors. A leaflet on Pooles Complaints Procedure is available in the school lobby.

STARTING SCHOOL FOR THE FIRST TIME We have a carefully planned induction programme, which involves individual interviews with parents and children and a structured, but informally administered, initial assessment. We also have regular liaison with all three pre-school groups which serve the Merley area to share ideas on making the transition to school as smooth as possible. The following notes may be helpful to parents when preparing their children for the exciting moment of starting school for the first time. Encouraging Independence Children can be encouraged to become as independent as is appropriate for their age in basic social habits, such as dressing, washing their own hands and use of the toilet. Thoughtful selection of clothing will help children in this respect, by the avoidance of difficult fasteners etc

Preparation for school work On the more individual level, your child can be given a good start in their language work by the simple practice of just talking and encouraging thoughtful answers. The traditional practice of learning nursery rhymes is also invaluable to a child's appreciation of language patterns. Reading 16

Initially reading the traditional bedtime story can be made more effective by allowing your child to follow the text as you read. Later on this can develop into recognition of particular names or significant words; especially the child's own name. Please teach children the sounds of letters. Visiting the local public library in Wimborne or Broadstone can become part of the regular family routine and develop a lasting habit in the child. Writing Please note that our children will learn to write in a joined style. Please teach your child to write in lower case letters, not block capitals. A leaflet explaining this style is available. Number Work Counting rhymes or games are very helpful; so too is the practice of letting your child help with the shopping and generally discussing numbers and the language of mathematics, e.g. above, below, greater or less than, etc. Please note that if you are talking to your child about mathematical units that we use metric units in School. SCHOOL UNIFORM Parents are asked that children wear the school uniform, which has been chosen in consultation with parents' representatives to be easily purchased at moderate cost. It is regularly reviewed to ensure that all items are readily obtainable and keep in touch with modern clothing practice and fashion for children. All items, with the exception of printed tee shirt and sweatshirt, can be obtained from chain stores, supermarkets, etc. The printed tee shirts and sweatshirts are available from the School Office. Second hand uniform can be obtained from the Merley School Association. GIRLS Grey skirt, pinafore dress or trousers, grey cardigan or pullover, or school sweatshirt in yellow or grey. Plain white blouse, or polo shirt or yellow or white roll-neck or crew neck sweater. In summer girls may wear a yellow gingham dress.

BOYS Long or short grey trousers. Grey pullover, cardigan or yellow or grey school sweatshirt. Grey or white shirt, white polo shirt or yellow or white roll-neck or crew neck sweater. P.E. KIT - BOYS AND GIRLS Yellow school (or plain) tee-shirt, black or navy blue shorts. Leotards may be worn 17

for inside work. Children will also require a tracksuit or warm sweatshirt and trainers for outdoor games in cold weather. Children work in bare feet for indoor PE. SUN PROTECTION - During the summer months all children should bring sun hats to school. FOOTWEAR - In the interests of good foot development and Health and Safety we ask children to wear sensible shoes. High heels and other fashion extremes should be avoided. PROTECTIVE CLOTHING - A simple overall, or old shirt trimmed to size with elasticated arms, will be useful to protect clothes when paint, glue and clay are in use. IT IS MOST IMPORTANT THAT ALL ITEMS OF CLOTHING, INCLUDING P.E. KIT ARE CLEARLY MARKED WITH THE CHILD'S NAME. LOST PROPERTY Items bearing a child's name are usually returned at the earliest opportunity. Other items that are not so easily identifiable are kept in the Lost Property Box located in Y3 corridor. Children and parents can check on request for missing items. Periodically unclaimed items are disposed of. ANCILLARY SERVICES The Local Authority provides a number of additional services, which exist to give further help to parents.

SCHOOL HEALTH SERVICE You and your child will be offered a variety of health reviews, screening tests, immunisations, support and information throughout their life at school, delivered by local health services (NHS) working with the school. At first school these include: a general health assessment, a hearing check and vision screening check in 18

Reception; your childs height and weight measured as part of the National Child Measurement Programme in Reception and Year 6. You will be sent the results in a confidential letter with details of how to access further information and support;

Your child may also be referred by the school nurse to specialist services such as Speech and Language and the Emotional Health and Well Being Service. Your child will not be having regular dental checks at school; however they should visit the dentist twice a year for check ups. Useful websites to support healthy lifestyle choices: There is a large amount of health information available online for you to access confidentially 24 hours a day. Key websites with approved health messages include: NHS Choices:. The Live Well section contains information to keep you and your family healthy- with health checks, information about healthy eating, physical activity, immunisations, videos, and lifestyle calculators and tools at www.nhs.uk Change4Life: top tips on how to make small changes that will have a big impact at www.nhs.uk/change4life National Weighing and Measuring Programme Information: Information about the programme and links to advice can be viewed at the NHS Choices website www.nhs.uk/Livewell/childhealth or you can contact the local NHS Health Information Team on 01202 318954 (Bournemouth) or 01202 675377 (Poole). NHS Bournemouth and Poole: Information about your local health services at www.bournemouthandpoole.nhs.uk. or contact the local NHS Health Information Team on 01202 318954 (Bournemouth) or 01202 675377 (Poole). EDUCATIONAL PSYCHOLOGIST If children demonstrate continuing and serious educational or behavioural problems, we have the services of an Educational Psychologist who will offer help, advice and access to additional resources. EDUCATION WELFARE OFFICER If there are school attendance concerns or domestic problems that affect the 19

child's life in school, the E.W.O. can help and offer advice. He/she can also advise on the availability of additional resources, such as clothing assistance. FAMILY OUTREACH ADVICE We have a Family Support Worker assigned to the school who can advise confidentially on a very wide range of issues that affect families. INFORMATION ABOUT CHILDCARE AND OTHER FACILITIES FOR FAMILIES We keep a file of local childcare contact details (including childminders and afterschool clubs), and information on other services for children in the school office. Parents are welcome to make use of this resource. EMERGENCY CLOSURE If for some reason it is necessary to close the school (i.e. weather conditions, lack of heating etc. Parents will be notified of an emergency closure. Parents will be notified via our text message service, updates on the school website and via Heart 105FM (local radio) broadcast bulletins at breakfast time. In the event of school being closed earlier than usual no child would be sent home unaccompanied. SOME USEFUL TELEPHONE NUMBERS School 01202 - 888455 Chair of Governors Mr Nigel Paton - 849443 Borough of Poole Civic Centre - 633633 Borough of Poole Pupil and Parent Services - 261900 Education Welfare Officer - 221420 Broadstone Clinic - 690001

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Appendix 1 Child Protection School staff are governed by very clear rules about child protection. Where school staff see signs that cause them concern they should seek information from the child with tact and sympathy. School staff have a professional responsibility to share relevant information about the protection of children with other professionals, particularly the investigation agencies. School staff should act within procedures established by the local Safeguarding Board (Child Protection Committee). The Headteacher is designated as having responsibility for liaising with the local Social Services Department and other agencies over cases of abuse. The designated teacher for the school is Mrs. Birley. School staff should report all cases of suspected abuse to the designated teacher. The designated teacher must refer to the local Social Services Department. Admission Policy The Governors Admission Policy conforms to the Admission policy of the Borough of Poole Local Education Authority (LA). The traditional intake area for the school (catchment area) covers all of Merley, Oakley and Canford Magna. The area can be defined by a line following the River Stour east from Canford Bridge to Little Canford and then follows a line to the West of Hampreston to Moortown Farm on Magna Road and then follows a direct line to the Crematorium on Gravel Hill. It then follows a line across Broadstone Golf Course taking in Rushcombe Bottom and Ashington to Lambs Green, then to the River and back to Canford Bridge. Children living in other areas are also welcome to come to our school subject to our capacity to accommodate them. Please refer to the Borough of Pooles Parents Guide to Schools in Poole for specific guidance on procedures and the Borough of Pooles Admission Policy, which can be found at www.boroughofpoole.com

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Appendix 2
Charging Policy Government regulations prevent schools from imposing mandatory charges for any activity, which forms part of the National Curriculum. We regard all activities carried on within school to come within this limitation. It is permitted to ask for voluntary contributions. Charges can be imposed for individual instrumental music tuition which is extra to the National Curriculum. The cost of materials used in craft lessons for models taken home can be recovered. The subsistence costs for residential visits can also be recovered. The following is our practice. Visits out of school, visiting theatres, puppeteers etc. These are conducted in school time and are linked to the childs work and so we cannot impose a charge. However we do ask for voluntary contributions for a sum which is carefully calculated to cover all the costs of the visit without any allowance to cover non-contributors. No child would be excluded from the visit if it is able to go ahead. However in the event of a large shortfall on contributions say 25% then the visit may have to be cancelled for all the children and contributions returned. Instrumental Tuition As this is extra to the National Curriculum a fee is requested from parents of children taking part. The fee is related directly to the sum charged to the school by the private tutor or music service. Inability to pay In the case of a parent being on supplementary benefit or similar straitened circumstances charges such as they are will not be requested but the child may still take part in the activity.

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MERLEY FIRST SCHOOL List of Governors 2012

Name - Role

Governor Type

End of Term
8 Mar 2012 8 Nov 2014 7 June 2014 7 Oct 2012

Nigel Paton (Chairman) Tel. No. Community 849443 Liz Long (Vice Chair) Sally Birley Headteacher Nikki Pook - Teacher Vacancy Anita Clulow Staff Carolyn Waldron (Deputy Head) Annette Corner (Deputy Head) Tracy Fail Richard Mitton David Cox Darryl Rees Andrew Petty Christopher Spence Mark Salkeld Nikki Daunt Penny Rogers Teresa Brown Vacancy Vacancy LEA Head Teacher Staff Associate Staff Staff Staff Staff Community Community Parent Parent Parent Parent Parent Parent LEA LEA LEA Community

12 Oct 2015 19 Oct 2015 19 Oct 2015 18 Nov 2014 18 Nov 2014 19 Oct 2015 7 Jan 2014 19 Oct 2015 9 May 2015 4 Apr 2015

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HOLIDAYS 2012/13 School re-opens at 8.55am on: th Summer 2012 Friday 20 July 2011 (1pm) Wednesday 5th September 2012 th Autumn half Friday 27 October 2011 Tuesday 6th November 2012 term (3.15pm) Christmas 2012 Spring Term Easter 2013 Thursday 20th December 2012 Tuesday 8th January 2013 (1pm) Half Friday 15th February 2013 Monday 25th February 2013 (3.15pm) Wednesday 27th March 2013 Monday 15th April 2013 24 Last school day is:

May Day Spring Holiday

(3.15pm) Friday 3rd May 2013 (3.15pm) Bank Friday 24th May 2013 (3.15pm)

Tuesday 7th May 2013 Monday 3rd June 2013

Summer 2013

Wednesday 24th July 2013 Tuesday 3rd September 2013 (1pm) There are five staff training days throughout this academic year, these are included within these dates and are on 4th September 2012, 5th November 2012, 21st December 2012, 7th January 2013 and 28th March 2013.

Day MONDAY

CLUB Violin Kate Carpenter 882858 QWERTY keyboard Karen Cuddy 691418 Rainbows Sharon Watts 01202 566367 Brownies Paddy Cleveland 881557

TIME Monday 3.15 - 4.15

Open to children All who learn violin Year 4 (dates advised by Qwerty - max no. Allowed)

Monday 3.20 - 4.10

4.30 - 6.00 6.00 - 7.40

Rainbow age Brownie age

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TUESDAY

WEDNESDAY THURSDAY

Recorders Kate Carpenter 882858 Recorders Kate Carpenter 882858 Recorders Kate Carpenter 882858 French Mrs Phillippo 699075 Dance Party Tina Marsh Karate Penny Hughes 382875 Total Sports (Football) Kevin Smith 01202 696794 Recorders (advanced) Kate Carpenter 882858 Tennis Steve Thomas Footlights Dance Academy Nina Thompson 848052 Total Sports (Rugby) Kevin Smith 01202 696794 Merley Cobham Football Jacqui Groves 01202 386367

12.00 - 12.30 12.30 - 1.00 3.15 - 4.00 3.25 - 4.00 3.15 - 4.00 3.30 - 430 12.05 - 12.35 3.15 - 4.00 3.15 4.00 6.30 - 9.30 12.00 - 1.00 Call in Saturday morning during training

Trebles Beginners Intermediate Years 1,2,3 and 4 Years 3 and 4 specific dates Years 1,2,3 and 4 Years 1,2,3 and 4 Advanced Years 1,2, 3 and 4

FRIDAY

Years 1,2,3 and 4

SATURDAY

There are a variety of other short term sports clubs run throughout the school year including, football, netball, cricket and athletics.

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