Madley Brook

Community Primary School

achieving
byexcellence
challenging
boundaries

Prospectus
Madley Brook Community Primary School

Headteacher
Mrs Katherine Spencer
headteacher.2002@madley-brook.oxon.sch.uk
office.2002@madley-brook.oxon.sch.uk

www.madleybrook.org

Madley Brook CP School

@ The Bronze Barrow
Cedar Drive
Madley Park
Witney
OX28 1AR
01993 862976
 welcome
to our school
Madley Brook Community Primary school opened in
September 2003 to provide mainstream education for
pupils on the Madley Park estate.

The school accommodates 215 school age pupils.

Our nursery, with 48 part time places, runs for morning
and afternoon sessions for children aged 3+.

The school works alongside Springfield

the
Special School.

bronze
Both schools are based on the site known

barrow
as The Bronze Barrow - chosen to reflect the
historical nature of the area. The schools
are built around the site of a Bronze Age
burial ground, hence the horseshoe shape
of the building. The two schools co-exist yet
maintain their own individual identities, staff,
governing bodies and pupils.

The building has been designed to Children have access to the attractive
accommodate the needs of both schools, indoor pool, ball park and sensory room
with superb educational resources and which are part of the provision for Springfield
facilities. children.

These include light airy classrooms, an For other sporting pursuits we have two
ICT suite, a library, a double sized hall, hard surface playgrounds, a superbly
a food technology room, and a separate, maintained sports field, a trim trail and a wild
specially designed nursery, fully equipped sensory garden.

an
with its own outdoor play area.

We hope that our prospectus will give you all the information you need to help your child
settle in. invitation
For you to gain a first-hand impression of the school before your child starts, we would like
to invite you to look around and meet members of staff. If you would like to visit us, please
telephone the school to make an appointment.
vision
& aims Achieving excellence by challenging boundaries
We will value each pupil and seek to provide learning opportunities that
will develop the whole child.

Achievements
Children will be encouraged to develop:
A sense of success
An ability to recognise and celebrate their
own achievements
An ability to recognise and celebrate the

to have
achievements of others

limitless
A sense of awe and wonder

aspirations
Ambition
Enthusiasm
And to have limitless aspirations!

Qualities as a learner
Children will be encouraged to develop
their:
Academic potential
Creativity
Tenacity
Physical ability

to have a
Spiritual and moral conscience

passion for
Understanding of their social role and

learning
responsibilities
Independence as a learner
And to have a passion for learning!

Personal Attributes
Children will be encouraged to develop:
Empathy
Respect for everyone
Respect for the environment

to have a
Self-belief

sense of fun
Initiative
Pride in themselves
Courage
Self-reliance
To enjoy life and have a sense of fun!
The school is organised into three Key Stages
The Early Years
Foundation Stage
Nursery (F3 and F2) 3 to 4 year olds
Reception Class (F1) 4 to 5 year olds
organ
isation
In September 2009 the school’s admission number increased from 30 to 45 from Reception
onwards. This means that there are two Reception Classes working side by side.
When children enter Key Stage 1 they will be in mixed age classes. For example, Key
Stage 1 will consist of three parallel classes, each one accommodating 15 children from
Year 1 and 15 children from Year 2.

Key Stage 1
Year 1 5 to 6 year olds
Year 2 6 to 7 year olds

Key Stage 2
Year 3 7 to 8 year olds
Year 4 8 to 9 year olds
Year 5 9 to 10 year olds
Year 6 10 to 11 year olds

Entry to Nursery
The nursery class has 48 part-time places
(24 per session), and children can attend
from the term following their third birthday.
Application forms can be obtained from
the school office and parents may request
either an afternoon or a morning session.
A Nursery Admissions Panel meets three
times a year to allocate these places.
If your application is successful, a letter
will be sent to you a term before your child
is due to start, offering either a morning or
an afternoon place. If you accept the place,
you will be offered the opportunity to bring
your child for a visit, before he or she starts.
This will enable you to meet the staff, see
how the nursery session runs and ask
any questions. Your child will be able to
participate in a range of activities with our
current pupils.
Please note that attending the
nursery class does not guarantee
your child a place in the school.
admissions
Entry to School
Admission to Madley Brook Primary
School is via Oxfordshire County Council.
Children are entitled to full time education
from the September in the academic year
in which they will turn 5. At this time they
will enter a Reception Class (F1). The local
authority is responsible for the administration
of applications and will allocate places
under the county’s admissions policy and in
line with the school’s published admissions
number. If parents are refused a place for
their child at the school of their choice they
have a right to appeal to the local authority.
If the appeal is unsuccessful the child’s
name can be placed on a waiting list for the
F1 class.
For admission to the school at any other
time parents can apply for a place by
completing the relevant application form
which can be found on the county council’s
website. Copies are also available from the
school office.
Provided that the school has a place in
the appropriate year group, a place will
be offered. A visit to the school prior to
application is strongly recommended.

Starting School
Before a child starts school, parents are
invited to a meeting to view the school and
its procedures and to ask any questions
they may have. Subsequently there are
opportunities for parents to bring children
into school on specially arranged days to
help them to become familiar with their new
surroundings.
New children joining at other times are
made welcome through the co-operation of
parents, teachers, fellow pupils and the
headteacher.
Any parents who would like a place
for their child should contact the school
office to arrange a visit.
Transfer to
Secondary School
At the end of Year 6 all children transfer
to secondary school. The majority of
children move to Wood Green School,
some children go to The Henry Box
School and a small number to other
schools on the outskirts of Witney. The
admissions procedure for secondary
transfer is handled by the local authority.
Secondary schools arrange open
evenings for parents and pupils in the
Autumn Term of Year 6.
the school
day
Nursery
8.45am – 11.15am Morning Session
12.30pm – 3.00pm Afternoon Session
Key Stage 1
8.50am – 10.30am Lessons
10.30am – 10.45am Break
10.45am – 12.00pm Lessons
12.00pm – 1.00pm Lunch
1.00pm – 3.00pm Lessons
Lunch Times
Children can purchase a two-course
school lunch cooked on the premises or
bring in a packed lunch.
Payment for school meals must be made
in advance, preferably at the beginning of
the week, or at the latest on the day that the
lunch is booked.
lunch
&breaks
Refunds will be made or payment carried
forward for absent pupils where the meal
snacks
has been booked in advance.
Parents in receipt of income support,
income based job seekers allowance or
state pension credit are entitled to free
school meals. Parents in receipt of child
tax credit or working tax credit may have
an entitlement dependent upon income.
Please contact our Administration Team
who will be able to provide you with further
details.
If your child brings a packed lunch, please
do not include sweets, glass bottles or fizzy
drinks. A leaflet giving ideas for healthy
lunch boxes can be found in the Appendix.
School
8.30am Doors Open and activities begin
8.40am – 8.50am Registration
Key Stage 2
8.50am – 10.50am Lessons
10.50am – 11.05am Break
11.05am – 12.10pm Lessons
12.10pm – 1.00pm Lunch
1.00pm – 3.00pm Lessons
Mid-Morning Snack
Under the Healthy Schools agreement with
the Department for Children, Schools and
Families (DCSF), only fruit and vegetables
are permitted for a mid morning snack.
Children in Foundation Stage and Key Stage
1 receive free fruit and vegetables through
the national ‘Fruit for Schools’ initiative.
A healthy Tuck Shop runs on a Friday
morning. Individual items range in price from
20p to 40p; cards for £4 may be purchased
at the beginning of term. Money should be
placed in an envelope and handed to the
class teacher.
Each child is given a water bottle when
they first start at the school. Replacement
bottles can be purchased for £1 from the
nursery.
Children are encouraged to drink
throughout the day as water aids
concentration. Please ensure your child
takes his or her water bottle home and
returns it to school each day with fresh
water. No squashes please.
 kit &
Uniform and Equipment
We wish to encourage high standards of
presentation in our pupils and emphasise
the importance of pride in belonging to the
caboodle
school.

In order to support the ethos of the

integrated school, it is expected that all pupils
will wear school uniform to demonstrate
our commitment to inclusive practice. We
hope that, as prospective parents of Madley
Brook pupils, you will support us in this.

We wish to support parents as much as

possible and will therefore supply items of
uniform through the school shop. Orders
can be placed through the school office at
any time.

Clothing
• French navy, V-necked sweatshirt
or cardigan (with the school logo in
bronze)
• School fleece with logo, for outdoor
wear only (this should not be used to
replace the sweatshirt or cardigan)
• White polo shirt
• Grey skirt, trousers or shorts
• In summer, there is the option for girls
of blue and white checked dresses
• Shoes appropriate for running and
outdoor play (no trainers, sandals or
fashion boots, please)
PE
• White T shirt
• Blue or black shorts
• Blue jogging bottoms and sweatshirt
for outdoor games in case of cold
weather
• Black plimsolls for indoor PE
• Trainers for outdoor games
• A named bag for PE kit
PE kit should remain in school throughout
the week and be taken home at regular,
appropriate intervals to be washed.

Jewellery
In the interests of safety it is important that children do not wear jewellery to school. During colder months all children
should have a coat in school every
If ears have been pierced, only studs should be worn and these must be removed for all day as we encourage outdoor
PE lessons, including swimming. If children are unable to remove their earrings they must play all year round.
have their own tape in school to secure them during lessons. During the summer, children should
have a hat to protect them from the
Parents who wish to have their children’s ears pierced may wish to consider having this sun and may also bring sun cream,
done during a summer holiday so that the studs do not have to be removed for PE during although this has to be self applied.
the healing process.
 the
curriculum Our curriculum aims to provide children with a broad,
balanced and wide range of experience and opportunities.

The curriculum and the overall effectiveness of teaching and learning

at Madley Brook are constantly being monitored and evaluated by the
headteacher, teaching staff and governors.

the early years Both the Nursery and the Reception The Early Years Foundation Stage

foundationstage
Class follow a planned curriculum which is guidelines are based around six broad
based on the guidance recommended by areas of Learning and Development
the Department for Children, Schools and • Communication, Language
Families. and Literacy
It promotes activities that lay secure • Problem Solving, Reasoning
foundations for future learning, and is and Numeracy
delivered through a combination of whole • Knowledge and Understanding
class activities, adult-led focused activities,
of the World
and child-initiated activities. This is referred
• Physical Development
to as the Early Years Foundation Stage
• Creative Development
and provides the framework for children’s
• Personal, Social and
learning from birth until the end of their
Reception Class year. Emotional Development

Once children reach Key Stage 1, they follow the National

Curriculum, which continues through into secondary school
(Key Stages 3 and 4)

key
stages
Teaching Methods
Children are taught in various ways -
for example, as a whole class, in groups,
or individually.
Where group work is planned, children
are taught either in ability groups or
mixed ability groups depending on
the teaching and learning planned for
that lesson. Occasionally a class will
be taught by a different teacher - for
example, for a subject specialism such
as music or PE.
Literacy
Literacy lessons are aimed at developing
children’s reading, writing and speaking
and listening skills. In all areas of writing
children are encouraged to be involved in the
evaluation of their work so they understand
what they have done well and what the next
steps will be in their learning.
Every child has a reading diary to record
their daily reading at home and at school.
The school runs a Reading Challenge to
encourage children to read at home and
certificates are awarded for their efforts.
Mathematics
All children are taught daily according to
the National Framework for Mathematics.
Children have the opportunity to practise
mental arithmetic, solve problems and carry
out mathematical investigations. Sometimes
children will have a mathematical homework
task.
Science
In an increasingly scientific world we
believe it is important that our children
develop an understanding and interest in
the science that they encounter in everyday
life.
They will explore such topics as electricity,
space, light, materials, the human body and
minibeasts and their habitats and are given
the opportunity to ask questions and raise
issues along their path of discovery. The
children are expected to carry out practical
experiments and investigations, record
their results and draw logical conclusions
from them, as well as using computer
programmes to display and analyse their
results. They will be encouraged to respect
the natural environment both in our locality
and further afield.
We believe that a questioning nature will
allow all children to appreciate the wonders
of the modern world throughout their lives.
Science may be taught as a discrete subject
or as part of a topic or theme.
ICT
The ICT curriculum is constantly changing
as technology develops. We currently have
an ICT suite equipped with 15 networked
computers where children have access
to the Internet and email facilities. Each
classroom is equipped with an interactive
white board which is used to help them learn
in all subject areas.
Music
All children have the opportunity to listen
to, respond to, compose and perform a
wide range of music. Class assemblies,
productions and concerts allow children
to share their music making. There are
additional opportunities for children to learn
a musical instrument through the peripatetic
music service.
home
work
At Madley Brook, regular home learning
is expected of all pupils at every stage
of school life. Parents are encouraged
to take an interest in their children’s
education and to play an active part in
the home-school partnership.

Homework includes daily reading for

all children and the Reading Challenge
encourages all children to participate
and earn certificates for their efforts.

Spellings, mental arithmetic including

History
The study of history is conducted through
a series of topics ranging from ancient
civilisations to the present day, taking into
account the effect of explorers, invaders and
settlers and major historical events.
Children are encouraged to discover for
themselves through the use of artefacts,
photographs, visits and analysis of evidence
from appropriate stimuli to understand what
life was like in the past and how it has
influenced our society today.
Geography
Children will learn geographical enquiry
techniques and skills by studying their
local area and by contrasting localities in
their own country and in the wider world.
They learn to ask questions about people,
places and environments, and to find out
how people affect, and are affected by, their
environment. Children are taught to use
appropriate geographical vocabulary, collect
and record evidence, analyse data and use
geographical resources such as maps and
photographs.
Art and Design
Our artwork gives children the opportunity
to develop their creativity and imagination
through visual, tactile and sensory
experiences. The work of other artists,
craftspeople and designers helps them
to learn about the functions of art in past
times, other cultures and their own lives.
Children will learn that art is a means of
communicating ideas or feelings and that it
has a vital role in human society.
times tables, and other assignments
such as further research or individual
exercises to reinforce and extend
classroom learning may also be included.
Physical Education (PE)
Each class has two lessons per week
which include gymnastics, dance or outdoor
games depending on the season. The
curriculum for PE offers a variety of activities
aimed at developing each child’s physical
fitness and social skills through team work,
co-operation and good sportsmanship.
Children represent the school in a number
of tournaments and inter-school matches in
a wide range of sports.
Swimming sessions are organised at the
Windrush Leisure Centre for Years 4 to 6
for 10 weeks on a Monday morning at the
following times of the year:
Autumn Year 6
Spring Year 4
Summer Year 5
Year 3 swim in small groups on Friday
mornings in the swimming pool on site
during the autumn and spring terms. Year
2 have swimming lessons in this pool during
the summer.
Parents are asked to make a
contribution towards the cost of the
coach travel (Windrush) and the pool
hire (on site).

Design and Technology Assessment

(D&T)
We encourage children to investigate and
understand the technology around them and
to use their knowledge, resourcefulness and
imagination to design and evaluate.
Specific skills such as construction,
cutting, sticking, sewing and cooking are
taught as a means towards making the final
product.
Ongoing teacher assessments
and statutory assessments of pupils’
achievements are used to inform future
planning and to check pupils’ progress.
As a result of daily assessment
techniques, work is differentiated so that
the needs of the most able, as well as the
less able and those pupils with special
educational needs are adequately met.
 Modern Foreign Languages
Children in Key Stage 2 have regular
opportunities to learn French. These are
practical and oral sessions provided by

a partnership
teachers in our school as well as from The

between parents
Henry Box School.

and school is
for theessential
Personal, Social, Health and
success Citizen Education (PSHCE)

& happiness These lessons underpin the school’s aims

of all children
and ethos. It is a time for children to think
about themselves and their responsibilities
as a member of the Bronze Barrow
Community. Issues such as behaviour,
drugs education and the feelings of others
are discussed. Sometimes PSHCE
lessons will take the form of Circle Time
and occasionally visitors from the local
community, such as the local police or the
school nurse, will speak to the children.

Collective Worship and Curriculum Enrichment

Religious Education Throughout their time at Madley Brook
children go on a variety of educational
Religious Education follows the Oxford-
visits, all of which give them valuable first-
shire Agreed Syllabus. Daily assemblies
hand experience and help broaden their
are held which are in line with the 1988
understanding.
Education Reform Act and are
predominantly Christian in nature. Parents
Most of the local visits are made on foot
who wish their child to be withdrawn from RE
during lesson time, in small or larger groups,
or assemblies should make arrangements
to places such as the local church, Witney
to discuss this matter with the headteacher.
town centre and areas around Madley Park.
Day visits are usually arranged by the class
The school has a thematic approach to
teacher in connection with the term’s topic.
the content of assemblies based around
As these visits are usually to places further
Values Education. These values are rotated
away, they require the use of transport for
regularly and are: Hope, Responsibility,
which financial contributions are requested
Respect, Tolerance, Unity, Courage, Trust,
from parents. All visits follow guidelines
Love, Freedom, Peace, Appreciation,
set by the local authority and are fully
Happiness, Caring, Honesty, Friend-
supervised.
ship, Co-operation, Understanding
and Thoughtfulness.
Every year pupils in Year 6 go on a
residential trip, where they undertake more
Sex Education adventurous activities than can normally be
offered at school.
Aspects of sex education are taught in the
context of PSHCE throughout the school.
Occasionally, themed weeks are organised
Formal teaching about puberty takes place
- e.g. book week, science week, creative
in Year 5 and about human reproduction in
arts week - when normal timetabling is
Year 6 as part of the science curriculum and
suspended and activities are focused
within a moral context. School governors
around the theme.
have a legal responsibility for the school’s
Sex and Relationships Policy which is
From time to time visitors to school - theatre
available on request. Parents wishing
groups, travelling planetarium, artists in
to withdraw their children from Sex and
residence, musicians - help children learn
Relationships Education should first make
from first hand experience.
arrangements to discuss the matter with the
headteacher.
Reporting to Parents
Parent-teacher consultations are held
during the autumn and spring terms. A
school report is sent home at the end of
the summer term and parents are given
the opportunity to discuss its contents.

If you are in any way concerned about

your child’s work, progress or well-being,
you are most welcome to come into
school and share those concerns with
the class teacher. It would be helpful if
you could phone the school or speak to
the class teacher to ascertain the most
convenient time for such a discussion. In
the same way, if a teacher has a concern
about your child they will contact you and
make an appointment to discuss this with
you.

Special Educational Needs
(SEN)
We aim to provide a differentiated
curriculum that meets the needs of all our
pupils. Occasionally, children may require
additional support with certain aspects of
their work and teaching assistants work
alongside teachers to provide this support
on a daily basis.
Our special needs Code of Practice works
on a step-by-step basis, matching the level
of help to the needs of the child. If the
school identifies that a child has special
needs, we will discuss this with parents and
together we will decide what stage is best
for the child.
An Individual Education Plan (IEP) will
then be drawn up detailing the steps to be
taken. These will be reviewed each term
with parents and the child. In most cases,
special help at an early stage will allow a
child to make progress and he or she will
not need to move on to the next stage. If
it is considered that a particular kind of
special help is needed, perhaps from an
outside specialist, the school will consult
with parents before making the referral.
Occasionally, a child requires a statement
for SEN, agreed with outside professionals,
the school and the local authority. Extra
support is then arranged in accordance with
the identified need.
Clubs
There are a number of after school
activities, including karate, football and
the recorder. They are run by specialist
instructors and there is a charge.
A specialist teacher provides woodwind
lessons on a weekly basis through the Ox-
fordshire Music Service. Lessons are also
available for piano and guitar.
Funtime Friday
All children are entitled to up to 30 minutes
of extra curricular activities at the end of the
morning on a Friday as a reward for hard
work and good behaviour.
Children sign up for a new activity each
term and have the choice of six activities
over the year, including sport, sewing,
gardening, games, dance, ICT skills and
many more.
SEN&
behaviour
If you think your child may have special
educational needs you should make an
appointment to talk to your child’s teacher,
the special educational needs coordinator
(SENCo) or the headteacher. Many
problems can be dealt with easily, especially
if they are dealt with quickly. Our SENCo will
assess your child and advise teachers on
appropriate targets and teaching strategies.
We recognise that more able children
have special needs too and extra challenge
is provided for them. Children who show
a particular flare and aptitude for a subject
may be placed on our Gifted and Talented
Register and further differentiation will be
provided where appropriate.
Behaviour Management
The school operates a positive behaviour
management policy that is based on
choices. We believe that children have
a responsibility for their own behaviour,
and good and bad choices are frequently
discussed. Children are rewarded for
positive behaviour through praise, stickers,
merit points, the Celebration Bench and the
sense of responsibility that good behaviour
warrants. Occasionally, when a child makes
a bad choice, this behaviour is discussed
with them and sanctions may be applied,
Partnership with Parents
such as missed playtimes, time out, or Parents are encouraged to play an
reflection time. If unacceptable behaviour active part in the life of the school as the
becomes more persistent parents will be broad education of a child is a partnership
notified, with the aim of working together to between the school and home. There
help the child make better choices. are a number of ways in which parents
can get involved in their child’s school:
• Home-School Agreement
• Voluntary work in school
• Helping with school trips
• Supporting your child with their
homework
• Reading at home with your child and
completing their reading diary
• Supporting PTA events
The school aims to communicate
with parents on a regular basis. A
weekly newsletter is sent out with
news about school and forthcoming
events. Teachers send out curriculum
information, informing parents of the
topics that are being taught that term.
The school website, which is currently
being updated, will provide a useful
tool for policies and booklets about the
curriculum and other information.
School Council
Two representatives from each class
extra
meet every three weeks with the assistant
curricular
headteacher with responsibility for pastoral
care. Children are able to express their
views about the school through this forum.
“Madley Brook School has a
School Council that teaches children
responsibility and gives them a chance
to give their opinion about the school.
Each class has two representatives
who go to the meetings and tell other
children and adults about any problems
or suggestions to improve the school.
These ideas are taken to the teachers’
meetings and carefully thought about.
Representatives are chosen by class
members.” Amber and Edward Year 6.
 attendance
& absence Madley Brook School has a very good attendance record

Absence Late Arrivals

Regular attendance is vital to a child’s
educational progress.
If your child is unable to attend school we
ask that you inform the school as soon as
possible, ideally by 8.30am on the first day
of absence and on subsequent days.
Without this information your child’s
absence will be recorded as unauthorised.
Pupils who arrive at school late
(after 8.50am) should report with their parent
to the school office, where their attendance
can be registered and the reason noted in
our Late Book.
If a child is persistently absent or late it may
become necessary to contact the Education
Social Worker for the school who will help
to resolve any difficulties the family may be
experiencing in promoting good attendance.

Holidays
There is no automatic right to holiday
leave during term time. Permission to
take holidays during term time is at the
discretion of the headteacher. If you have
a valid reason for requesting leave for your
child, please complete an application form
available from the school office.

inholidays
No more than 10 days in any one year
is permitted. Each application will be
assessed on its merits and the headteacher

termtime
will consider absence rates of the child,
the effect of the requested absence on the
progress of the child and the nature of the
holiday.

Application forms should be completed

at least three weeks prior to the requested
leave and parents are advised not to book
the holiday until the leave has been granted.
Absence for holidays cannot be authorised
during periods when the national Standard
Attainment Tests (SATs) are taken or being
prepared for. This is usually between
February and May for Years 2 and 6.
Emergency Closure
If the school is forced to close for any
reason (e.g., severe weather, lack of
heating) announcements will be made on
the school website, Heart FM and Radio
Oxford.

medical
Medicines

matters
Headlice
Headlice are an on-going problem
for all schools and despite all the best
advice and practice they are proving
impossible to eradicate. The school
nurse recommends the daily use of a
headlice comb with hair conditioner.
Parents are responsible for administering
medicines. If your child needs to take
medicines three times a day then these
can be administered before school, after
school and in the evening. If your child has
been prescribed medicines for four daily
doses, you may arrange to come yourself
or nominate someone (but not a member
of staff) to come to school at midday to
administer the medicine.
No prescribed medicines may be
stored in school, nor should a child ever
be given medicines to keep in a bag or
drawer.
Individual arrangements may be made
with the headteacher for children requiring
epipens or similar devices. In these cases
several members of staff are trained
in these procedures. It is the parents’
responsibility to keep the medication in
school up-to-date.
Inhalers for asthma should be clearly
labelled and in date. Parents should make
an arrangement with the class teacher for
storage of the inhaler that is safe but also
allows easy access in case of need. It is
advisable to keep an inhaler in school at all
times.
Parents of children with long-term medical
needs should speak to the headteacher to
make special arrangements.
 &
children
Child Protection PTA
Procedures
The safeguarding and physical well-being
Parents are very supportive and there is
an active Parent Teacher Association which
raises significant amounts of money for the
parents
of every child is of paramount importance.
school and provides additional resources to
All staff have a professional duty to refer any
enhance the educational opportunities for
concerns relating to child protection directly
the children.
to the headteacher.
The PTA is open to all parents and carers.
The school complies with Oxfordshire New parents are always welcome to join
County Council’s safeguarding procedures the committee and many find that becoming
for the recruitment of staff and all adults involved is a good way of making friends
working in school on a regular basis are and having fun in a good cause. The
required to undergo an enhanced Criminal PTA organises various fund raising events
Records Bureau (CRB) check. throughout the year for children and families
such as: Summer Fete, Christmas Fair,
Healthy Schools Family Disco, Bingo, Easter Mad Hatter
and Summer Ball. Some of these events
Healthy Schools is a joint initiative of the
are organised jointly with Springfield School
Department of Health and Department
PTA.
for Children, Schools and Families which
promotes the link between good health, Each year the PTA raises thousands of
behaviour and achievement. It is concerned pounds for the school. In recent years it has
with creating healthier, happier children who purchased the trim trail in Key Stage 2, the
do better in learning and in life. fort in Key Stage 1 and the sun canopies,
and often helps to fund transport for school
In order to gain National Healthy School
trips, visiting speakers and theatre groups.
Status, schools are asked to meet a
An AGM is held every November and all
minimum of 41 outlined criteria in four core
parents are encouraged to attend and
themes:
consider ways of getting involved in some
• Personal, Social and Health Education
way.
• Healthy Eating
• Physical Activity
• Emotional Health and Well-being
The criteria relate not only to the taught
curriculum but also to the emotional,
physical and learning environment that the
school provides.
The school was awarded National Healthy
School Status in July 2009 after we had
gathered evidence from pupils, parents,
governors and staff.
This process has helped us to review and
improve our current practice, which will in
turn affect pupils’ health and learning.

Equal Opportunities
Every member of the school is valued Charging Policy
equally irrespective of their race, gender,
background, learning abilities or disabilities. To enable the school to provide for trips,
Every child has an entitlement to equal visitors to school and visits to places of
access to and participation in all aspects interest, it may be necessary to ask parents
of school life. At Madley Brook School we for a voluntary contribution towards the cost
recognise and value diversity in society of of these events. Without this support we
culture, language, religion, opinion and would find it difficult to maintain the quality
belief. and variety of the school’s enrichment
programme. Whilst no children will be
penalised individually if their parents are
unwilling or unable to make a contribution,
the school may have to cancel the activity if
insufficient funds have been collected.
Occasionally, teachers will ask for a
voluntary contribution towards the cost of
cooking ingredients or technology projects
if the child wishes to own the end product.
The Governing Body Complaints
Governors have responsibility for the strategic management of the school within the In the event of a problem or complaint,
framework set out by national legislation and by the policies of the Local Authority. The it is usually only necessary for parents
governing body has representatives from the Local Authority, the community, parents, to discuss their concerns with the class
teaching staff and support staff. The governors oversee the management of the school teacher or the headteacher for matters
building, the curriculum, the staff and their wellbeing and, primarily, the education of the to be resolved. However, in the event
children within it. Meetings are held termly with committees meeting in between. These are of parents wishing to pursue a complaint
Pastoral and Community, Teaching and Learning and Strategy and Finance. further there is a County Policy adopted
by the Governing Body that gives clear
Because of the unique relationship and shared usage of the school with Springfield Special
guidance on procedure. A copy of this
School, representatives of both governing bodies meet regularly as a Joint Executive to
policy is available from the school office.
discuss issues that affect both schools.
health
Car park

atsafety
&
Parents may not use the school car park

the
at the beginning and end of the day to drop

bronze
barrow
off or pick up their children. Space is limited
due to the number of people who work
on the site of the two schools. The only
exception is when parents are picking up
Nursery children or dropping them off over
the lunchtime period. This is because the
back gates of the school are locked at the
start of the day and are not opened again
until it is time for school to end.

Trim Trail and Fort

The fixed playground equipment may not
be used before or after school by pupils
or their siblings. These activities must be
supervised by a member of staff at all times.

Cycling
The decision as to whether a child cycles
to school is at the discretion of parents.
Bicycle sheds are available for bikes and
scooters. No ‘vehicle’ is to be left in the
playground or outside classroom doors
and all children cycling to school must wear
cycle helmets. The school reserves the right
to stop children parking their bikes on the
school premises if they persistently refuse
to wear a helmet to school. There must be
no cycling on the school playgrounds or
paths.

Appendices
• Staff List
• Governors List
• School Data
• Healthy Lunchbox Ideas
Smoking • Recent OFSTED Report
• Term Dates
The Bronze Barrow is a no smoking site.
Designed by Ric Mellis Productions, Witney
07860 169959
www.rmprods.co.uk
 vision
& aims

to have
limitless
aspirations

to have a
passion for
learning

to have a
sense of
fun

a partnersh ip
parents
between
and school is l
essentia
for the success
Madley Brook CP School

& happiness
@ The Bronze Barrow
Cedar Drive

of all children
Madley Park
Witney
OX28 1AR
01993 862976