E dw ard Peake V .C.

M iddle School

Parents’
Parents ’ H andbook
and book 2008
200 8 /2009
/200 9

CONTENTS PAGE

Part 1: General Information

Absence and Attendance 2
Absence through term-time holidays 2
Arriving at and leaving school 2
Behaviour and how we deal with Bullying 2
Child Protection 4
Diaries / Planners 4
Dinners in school 4
Dropping and Collecting Children and Visiting School 5
Equipment for School 5
Extra-curricular activities 6
First Aid 7
Fruit at Break 7
How to keep informed about your child’s progress 7
Making Contact 8
Medicines in school 8
Money 9
Parent-Teacher Association 9
School Nurse 10
Special Educational Needs ‘Drop-In’ Sessions 10
Sports and Physical Education at Edward Peake 10
The School Council 10
Uniform 11

Part 2: The Curriculum

The Aims of the School 13
The School Improvement Plan 14
Curriculum Outlines 15

Part 3: Documents requiring a return from Parents

Our Home/School Agreement (Year 5 only) 19
Our Policy on Internet Use 20

Part 4: Useful Charts and Tables

The Teaching Staff, Non-Teaching Staff 21
Visting Music Teachers 22
Governors 22
Homework Timetable 23
Diary Dates 24
The School Timetable 25

Part 5: Return slip

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PART 1 – Useful Information

A to Z Section

Absence and Attendance (see also: your child’s planner)

In common with every school, we are keen to ensure that children attend school regularly and safely.
On the first day of an absence, therefore, we ask parents to telephone the school to let us know that a
child will be absent unexpectedly. Messages about absence can be left on the answer-phone. It is essential
that parents’ contact telephone numbers are up-to-date. Please make sure that when your child returns to
school they bring a letter of explanation for our records.

Absence through term-time holidays

The Department for Children, Schools and Families is very keen that absence rates for schools should be
as low as possible. Our target for attendance, therefore, has been set at 95%. This means that out of 190
days in the school year, children can only take an average of TEN days out in a year. This total includes
both sickness and any holidays taken in term-time.
Although we are aware of the fact that some families are simply unable to take their annual holiday during
school breaks because of work constraints, we do urge families not to take pupils out of school for holidays,
especially when there has been a pattern of illness during the year. To benefit fully from their education,
both academically and socially, children need their schooling to be as continuous as possible.
Permission for holidays must be applied for from the headteacher. Forms can be collected from the office.
Permission cannot be granted for more than one term in advance. Permission will not be granted when
absence is already a cause for concern.

Arriving at and Leaving school

School begins at 8.40 a.m. and children are asked to arrive between 8.30 a.m. and 8.40 a.m. and wait in the
playground. There is no supervision before 8.30 a.m. and children should not arrive before this time.
At the end of the school day children who go home on buses go to the school hall to wait. All other children
should leave school by walking alongside the playground and behind the bungalow so that they never cross
the path the buses take. They should stay off the grass. Parents are asked to wait for their children at
the far end of the car park for the same reason.

Behaviour and how we deal with bullying

Rationale:

We believe that for education to be effective there must be good order and discipline in all aspects of
school life. A policy on behaviour is important because it provides a framework and point of reference for
all pupils, teachers, parents and governors.

We set high standards in terms of behaviour and we aim to encourage mutual respect for pupils and
teachers. As a school ‘society’ we believe in tolerance towards others and a positive outlook based upon a
consistent code of practice which protects the rights of all individuals.

The Aims of Our Policy:

* To ensure that each pupil feels his/her efforts are valued: through appropriate marking; written
commentary; continuous assessment; the award of pupils’ credits; the display of work or verbal

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reinforcement. We aim to provide pupils with a positive self image, self-esteem and ultimately, self-
discipline;
* Through positive teacher-pupil relationships, based upon mutual respect, we aim to provide
consistency of approach and regular opportunities for dialogue and evaluation. Within this context we see
much discipline as a positive reinforcement of good behaviour;
* To set and agree standards which are firm but sensible at all times throughout the school day;
* To ensure that pupils find success and not failure - so setting realistic and achievable goals which
motivate pupils;
* To encourage positive social interaction - giving opportunities for co-operative work in groups, and
in so doing, encouraging mutual respect;
* To foster a spirit of enjoyment and achievement in the experience and activities the school
provides.

We believe that all these factors help to create the kind of atmosphere where high inter-personal
standards are the norm. However, children will need guidance and correction.

Strategies to deal with “day-to-day” behaviours

The school believes in a range of strategies by which we encourage and reward positive behaviour. These
include:
♦ The Credit System and Praise Postcards
♦ Attendance certificates
♦ The child’s relationships with the staff and each other
♦ The School Council
♦ The House System
♦ Lunchtime and after-school clubs and activities
♦ The annual Year 8 Awards Evening

We expect all pupils to work hard and behave well. We do, however, like to reward pupils for effort and
achievement over and above expectations. So, credits, in the form of stickers, are awarded in every
subject in the curriculum and citizenship credits are awarded for consideration and thoughtfulness to
others. Both are awarded for the “wow” factor i.e. over and above their usual effort.

Pupils stick these into their planners as a permanent record of achievement. For 10 credits and multiples
thereafter, a Certificate of Achievement is awarded and presented. All staff are asked to be pro-active in
looking for examples of good work and behaviour which can be rewarded by credits.

Tracking slips are completed by staff when a pupil’s behaviour is unacceptable, either in lessons or around
the school. These are recorded and kept in the class teacher’s file.

For pupils whose behaviour becomes a serious concern we have a “stages” behaviour system. Parents who
would like full details of the policy can contact the school for a copy.

After-school Detention - Behaviour

Detentions are supervised by the senior staff and are intended for the punishment of children who receive
tracking slips repeatedly. Typically a Key Stage Leader on the recommendation of the Class Teacher, will
place a child into detention following three serious incidents within a short period of time, but Key Stage
Leaders use their professional judgement on what is appropriate. A letter home is produced which the
Deputy Head will sign. In this way parents are informed during the week prior to the detention in order
that transport arrangements can be made. The detention will run from 3.30p.m to 4.30pm, typically on
Tuesdays and Thursdays.

After-school Detention – Failure to Produce Homework

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There is no long-term excuse for failure to produce homework. A child who does not produce homework on
time is given a reasonable second deadline for its production. If at the time of the second deadline, they
have not completed the work, the teacher (having satisfied themselves that the child is capable of doing
the work) sets a third deadline. Failure to produce work at the third deadline will trigger a detention.

Problems which arise whilst using school transport

When incidents are reported by the bus company the school will follow them up and will aim to be
supportive. If upper school pupils are implicated then Stratton Upper School will be informed. At regular
intervals pupils will be reminded of the need for sensible behaviour, but if a problem persists then the bus
company concerned will be asked to write to parents explaining the problem. We will in turn then pass this
information on to the family with a covering letter emphasising the seriousness of the situation and asking
for their support. This may preclude the need for the bus company refusing to transport a child for a given
period of time. Repeated incidents will cause the school to consider whether and for how long a child
should be banned from riding on the bus. Where parents have concerns about any aspects of the transport
services, they should inform the headteacher, but are also encouraged to express concerns to the Local
Authority, education transport section, (01234 363222) as they are the commissioners of the bus
companies.

Bullying

Bullying is always a sensitive area to deal with. It can sometimes be difficult to define, but we work on the
principle that any action which comes from a wilful, conscious desire to hurt, threaten, frighten or
humiliate an individual is a form of bullying. When bullying occurs, it is an opportunity to help both the child
who is bullied (we avoid using the word victim) and the one who is bullying. Therefore while punishment has
to follow bullying, we also see it as a chance to restore relationships and build self-confidence.

The school will never turn a ‘blind-eye’, and parents must trust that we are working hard for the good of all
our children.

Child Protection

The Authority requires Headteachers to report any suspected case of child abuse, from whatever source.
This is intended to protect children and we are encouraged to take the attitude that, where there are
grounds for suspicion, the welfare of the child must have first priority. Should you wish to discuss any
issues relating to child protection please contact Mrs Whiffin, the school’s Child Protection Officer.

Diaries/ Pupil Planners

Planners are much more than just places where children record their homework. They are our ‘lifeline’ with
you. Each week the class teacher checks and signs them and we ask that you and your child do the
same. In this way we know that we share the same knowledge of credits, arrangements and homework. It is
also a useful place for a parent to draw something to a teacher’s attention, and vice versa.

Dinners in school / Lunchtime arrangements

The service is delivered by Eden Foods under our contract with the County Council. Our cafeteria dinners
cost £1.70. Most families find it convenient for children to bring money each day, but parents can pay by
cheque for a number of meals if they wish. Cheques for school meals should be sent in a sealed envelope
addressed to the Kitchen Manager.

Eden Foods have asked me to point out that cheques should be made payable to EDEN FOODSERVICE and
will only be accepted if the following information is written on the back of the cheque:

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 • Child’s Name
• Parents’ Address
• Cheque Guarantee Number
• Valid from date
• Expiry date

If your child has special dietary needs the kitchen manager must be informed using an Eden Foods referral
form. (Available from the office.)

Extra drinks are also available for between 25p and 50p and can be purchased in the dining room. Pupils
should bring their lunch money to school in a named purse or wallet. Forms to apply to the Local Authority
for free school meals are available from the School Office.

Packed lunches should be brought in a sealed, labelled container inside a labelled plastic bag. They should
include healthy food options with water or a still drink. Water is always available for all pupils to drink at
the table.
N.B. We do not allow sweets or chewing gum in school at any time, this includes in packed lunches.

If you wish your child to go home for lunch they will need to bring a note addressed to their Class Teacher.
Pupils are not allowed off the school premises unless they have brought in a note.

Dropping and Collecting Children and Visiting School

Our car park has very limited space and has to accommodate manoeuvring buses as well as cars for nearly
fifty staff. For that reason we have always insisted on children walking around the rear of the site agent’s
bungalow when arriving or leaving, as to walk anywhere else is to cross the bus lanes.

It is helpful, therefore, if parents park towards the entrance of the drive rather than coming into the main
car park, which only encourages children to walk between parked cars and to cross in front of buses. Please
help us by reminding your child to use the route behind the bungalow. Parking on the grass is preferable to
causing injury to children.

Equipment for School

Children should come to school fully equipped to learn. A small rucksack is best for bringing items to
school. Large bags are unsuitable because they are difficult for the children to both carry and store.

We expect each child to possess his or her own ‘Berol’ handwriting pen or similar, a pencil, a 30 cm ruler,
colouring pencils, an eraser, a pencil sharpener, glue stick, a calculator and a protractor. We do not allow
biros, fountain or cartridge pens. It is always best to carry one or two spare pens or pencils just in case!

A dictionary, the Collins School Dictionary for example, is also strongly recommended.

Children should have their PE uniforms with them on PE days and in Art lessons we also recommend an art
shirt or apron.

There is considerable evidence to suggest that children learn best when their brains are hydrated. We
therefore strongly advise that all children bring a water bottle with a ‘sports’ lid to school. These
should be taken home daily and thoroughly cleaned as even water goes off! For health and safety reasons,
bottles which are left at school will be disposed of.

All expensive items should be named and regularly replaced when they wear out or are lost.

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Mobile Phones (see also – ‘Making Contact’) are only brought to school by agreement and must be handed in
at the office for safe-keeping. They must be inside a labelled envelope. No other expensive electrical items
should be brought into school.

Our School Shop

The shop opens on Mondays in the entrance hall. These items are always on sale:

Berol handwriting pen (blue or black) 45p

Berol triangular grip handwriting pens (blue or black) 70p

Erasers 20p Glue sticks (large) 80p (small) 50p Pencils 15p

Rulers (large) 40p (small) 20p Sharpeners 20p

Clear book covers (small - G.N.B.) 50p (large) 75p Label key rings 30p

Set of pencil crayons £1.00 Pencil cases (clear) £1.00 (coloured) (£1.50)

Highlighter pens 60p

Extra-Curricular Activities

When children stay to extra-curricular activities after school:

We adhere to a few simple rules:

• Children must obtain signed permission from parents to stay to after-school clubs.
• We expect children to be collected, unless parents have given permission in writing for them to
walk home.
• We will make every effort not to cancel clubs. But if a club must be cancelled, this procedure
operates:
* children are told to ring home from the school office to inform parents that they will be
going home at the usual time.
* if a child’s parent cannot be contacted by the end of lunchtime, office staff will try to
make contact during the afternoon if this is possible.
* at the end of the day these children report to the office to check if contact has been
made, and if they have not then they must remain in school under
supervision, until the expected collection time.
• Clubs happening in school usually finish at 4.30 or 4.45 p.m.
• Times of sports fixtures will be given by the P.E. department.

We expect children to:

• Attend the club regularly. Parents should inform the teacher in charge if a child will be unable to
attend.
• Remind parents that are staying to a club!

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Clubs Timetable

In the Autumn term clubs will run until Friday 30th November to allow children and staff time to focus on
the Christmas events in school during the last few weeks of term.

Please remember that the pattern of clubs will change throughout the year.

Day Staff Lunch time (12.40) Staff After School

Monday DD Year 6 – Year 8 Choir AB String Group (3.45 – 4.15)
JW All years Speedstacks
Tuesday TP Y6, 7 & 8 Girls Football SB Guitar Group (3.45 – 4.15)
LDP All years Dance LDP Football: Years 5 & 6
TP Netball: Year 7 & 8
Wednesday DD Year 5 Choir DD Classroom Support (Music) (3.45 –
LDP Rugby: Years 7 & 8 LDP 4.15)
TP Y6, 7 & 8 Girls Basketball Football: Year 7 boys
DB Maths Puzzle Club
JL KS2 Reading Club
Thursday LDP Y 7 & 8 Basketball TP Badminton: Years 6, 7 & 8
JD/LK XTREME Golf: Years 7 & 8
LDP Rowing: All years
LW KS3 Homework Club
Friday LDP Football: Y8 boys DD Woodwind Group (3.45 – 4.15)
TP INTERFORM TP G & T Athletics (invitation only)
JL KS3 Reading Club
JL Boys Reading Club (Break)

First Aid

There are several qualified “First Aiders” in school (both teaching and non-teaching staff) who are
regularly trained through St Johns Ambulance First Aid courses.

Should a pupil require first aid, the incident will be recorded and a copy of the incident form sent home.
Please send the reply tear-off slip back to school.

If an injury or illness needs further treatment a phone call will be made home. If a child requires
emergency treatment an ambulance will be called straight away followed by a phone call home.

Fruit sold at morning break

Our kitchen sells various kinds of fresh and dried fruit and fruit drinks at morning break. These generally
cost 30p to 50p and give children a chance to snack during the morning. Children are also allowed to bring
fruit from home to eat at morning break, but not sweets or biscuits.

How to keep informed about your child’s progress

On Tuesday 21st October there will be a ‘Meet the Teacher’ evening when you will have the opportunity of
meeting your child’s class teacher. This is an opportunity to discuss general issues and progress.

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Subject teacher consultation evenings when your child’s current assessments will be available to you, will
take place on Thursday 29th January, Tuesday 3rd February and Wednesday 11th February. We strongly
encourage all parents to book time on one of those evenings.

Full written reports will be issued at the end of the school year.

If you are concerned that there may be problems with your child’s progress, please contact the school.
There is no requirement to wait for these consultations.

Making Contact
You with us………………………………..

For most matters, we ask that the first point of contact with school should be through your child’s class
teacher. The Planner has space each week for this purpose, so that matters which are not confidential or
urgent can be written directly into the planner for the class teacher to see. Otherwise, I would urge
parents to ring the school and arrange with the office for the class teacher to contact them, which
teachers will try to do on the same day. When it is difficult to deal with a matter over the phone, it will
then be possible to arrange a mutually convenient time to meet.

Delicate or personal matters may be discussed with your child’s Key Stage Leader (Mrs Mortimer, or her
Assistant Leader Miss Hull, for Years 5 and 6, or Miss Pocock, or her Assistant Leader Mrs Whiffin, for
Years 7 and 8). Again, please telephone to arrange a time to meet. Because so much of our time is
timetabled to classes or other meetings, we are seldom able to give quality time to a problem when parents
just ‘drop in’ and ask to see us.

Us with you……………………………

It is absolutely essential that our database of telephone numbers is kept up to date so we can contact you
in the event of an emergency. Please keep us informed when you change mobile numbers and do try to let us
know at least two other people (family or friends) through whom we can reach you.

Your children with you…………………………..

Children are not allowed to carry mobile phones with them while in school. They are not simply a distraction,
but a huge potential source of problems. If children really do need to contact home during the day, for
example, to change after-school arrangements, they seek permission and call from the school office.

If parents wish for children who have complicated journeys home to have a mobile phone in case they are
stranded for any reason, they may bring it to school but children must leave their mobile at the school
office for safe-keeping during the day - although we cannot accept responsibility for reminding children to
collect them! (see also – Equipment for School section)

Medicines in school

Procedures for children who are unwell before coming to school

In general, children who are unwell should not come to school. They are unlikely to be able to concentrate
on their work and may make their illness worse through over-exertion.

Similarly, children who have been sick overnight should not return to school for 24 hours in order to reduce
the chance of transmitting infections.

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Children with injuries or non-infectious conditions may return to school as soon as they are fit enough to
cope. However, the school cannot administer medicines in such situations (see below).

The Administration of Medication

Staff can only administer tablets prescribed for children with behavioural difficulties. A register of
administration will be kept and signed by the administering staff.

The ‘ritalin’ type of tablet are controlled drugs, therefore the school must be supplied with one week’s
dosage at a time. It is recommended that parents deliver the tablets on a Friday for use during the
following week. Due to the nature of the condition for which Ritalin is prescribed, under no circumstances
should children bring their own tablets into school.

Staff can also oversee children taking or using:

* prescribed creams
* prescribed eye-drops

All other medicines must be administered in person by the parent/carer.

i) General principles
The School accepts no legal responsibility for the administering of these medications or the oversight of
children taking prescribed medications during the school day. They will only be administered or supervised
when a parent or carer has signed a School Medicine Record (see below) indemnifying the school from
responsibility.

Antibiotics cannot be accepted for taking during school hours. Children taking antibiotics three times a
day should take them before school, after school and last thing at night. Children taking four doses a day
should not be sent to school.

Children should keep inhalers and epipens with them. [n.b. Epipens should only brought to school in hard
plastic containers to ensure safe handling after use. Parents may wish to leave a spare epipen with the
school office for emergencies.]

MONEY – Sending money into school

When money is sent into school for any purchase except dinners, children must bring it in a sealed envelope
with their name, the amount of money enclosed and the purpose for which it is intended written clearly on
the envelope. These envelopes are kept as an audit check. Children hand envelopes in personally at
reception as soon as the morning register is completed. Parents bringing money into school can call at
reception and ask for the Finance Manager.

Parent/Teacher Association

All parents are automatically members of the Edward Peake Parent Teacher Association and are very
welcome to join in any or all events.

The first meeting of the PTA this year is our Annual General Meeting and Committee Get-Together on
Monday 13th October at 7.30 p.m. Our Chair is currently Mrs Rosie Devine, who can be contacted through
the school.

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Before this our PTA organised Family Fun Day takes place on Saturday 4th October between 12.00 noon
and 3.00 p.m.

School Nurse

Mrs Heather Merritt, our school nurse, has also asked me to tell parents that she is available to
help with any health problems your children have. She can be contacted on Biggleswade 224902.

Special Educational Needs ‘Drop-In’ Sessions

Mrs Chrusciak, who, as well as Deputy Head, is our Special Educational Needs Co-ordinator, will be
holding her ‘drop-in’ sessions on Tuesdays (3.00 – 4.30) this year.
Any parent with a special needs concern about their child is welcome to call in to talk things
through with her.

Sports and Physical Education at Edward Peake

Kit: Pupils have two hours of PE a week, usually one hour indoor and one outdoor. There are separate
kits for both, and children will always be informed whether lessons are indoors or out, and which kit will be
needed. Please help them by ensuring they have the correct kit.

Lost Kit: To minimize the risk of your child’s kit or uniform being lost, please ensure that all
individual items are clearly and permanently labelled with their name. Lost kit cannot be returned unless we
know to whom it belongs.

Forgotten Kit: When children do not bring kit it causes disruption. The department will keep a small
quantity of spare kit for children to wear when they have forgotten their own. This will mean that parents
will not be contacted to bring kit into school. Helping your child develop the routine of preparing kit the
night before could help to solve this problem.

Participation: We aim to provide high quality PE lessons to all and strive for 100% participation. Although
we fully appreciate that from time to time children are unable to participate in PE lessons, if your child has
a genuine reason, we would still like him/her to bring kit and change. There are many areas of modern PE
lessons where children can participate in light activities, discussion and analysis.

Clubs: There will be clubs provided during lunchtime and after school. For these, kit is also required. For
lunchtime clubs an early lunch pass can be obtained from the member of staff leading the club. After-
school clubs will all finish by 4.45pm. Please ensure that either your child is able to walk home or
arrangements are made for him/her to be collected at this time. (See also: the section on Extra-curricular
activities.)

Fixtures: If your child is privileged enough to be selected to represent the school in a match then they will
receive a letter including a reply slip clearly stating where the match is being played and what time we are
expected to finish. We expect children who are selected to play to do so unless there is good reason, in
which case they should bring a note into school.

The School Council

The school council is made up of one representative from every class and four “honorary” members. These
are the Year 8 pupils who received training in the previous 12 months. The council meets at least once every
half term under the direction of Mrs Whiffin and Miss Hull. The pupils are responsible for feeding back
issues under discussion to their classes during form time, in order to gain the views of all pupils.

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 Uniform

Visitors to Edward Peake often comment on how smart our children are, as well as how well-behaved they
are. We believe our uniform plays a vital part in producing both of these impressions of our school. We are
grateful that parents are so supportive of our efforts to maintain high standards.

In common with most other Middle Schools we believe that having a uniform for our students has many
advantages:
• It gives our students a sense of identity and belonging.
• It helps them to be smart and purposeful in school.
• It identifies them in the local community, giving them a feeling of citizenship.
• It enables parents to provide good quality, practical clothing at reasonable prices.
• It removes the pressure on children to follow the latest "fashion" trends, to be seen in the "right"
designer labels, the trendy styles and the newest fads.
• It allows children to look beneath the surface differences which are highlighted by expensive
clothes and see their fellow students as being on an equal (uniform) footing. It helps us to deliver
our Social Education programme.

We try to keep our requests for uniform to a minimum. We do not insist that everything be purchased from
a designated supplier, nor demand expensive blazers, as some schools do, nor do we ask for lots of
specialist P.E. kit to be purchased, but we do feel it reasonable to make certain demands about the styles
and colouring of the clothes we allow.

To assist parents, we have looked into the matter of where suitable clothing can be purchased and can
recommend the school uniform section of the following shops: Woolworths, BHS, M&S, Tesco (Baldock),
Kick Off (Flitwick), School Uniform Shop (Letchworth), Matalan and John Lewis.

We ask parents to ensure when purchasing items of uniform that they stay within these guidelines and are
not pressured by their children into buying “non-uniform” styles, even when these are offered in the school
uniform section of a store, as this will only cause further expense when children are not allowed to wear
them.
School Uniform

Trousers: These can be either grey, navy blue or black and must be full length. We do not
allow denim, cords or "fashion" styles. Trousers should be neither tight nor
baggy, nor of "jeans-style", hipster or flared.
Skirts: These should be loose-fitting and of medium length. They should not be shorter
or longer than 5cm (2”) above or below the knee and not have excessively
lengthy slits.
Plain White Shirt: Shirts should be capable of being kept tucked into waistbands, buttoned to the
collar and ties worn in the traditional manner. Girls should not wear “fashion
blouses”. In the summer children may wear our polo shirt with the school crest.
(*) Edward Peake Tie: This is not optional. It can be purchased from school.
(*) Summer Casual In the summer term children may wear the white open-necked shirt with the
Shirt: school crest as an alternative to shirt and tie.
(*) Blue V-Necked V-necked Sweatshirt with the school crest. This is also not an "optional" item,
Sweatshirt: and cannot be substituted for another brand of top.
Socks/Tights: Plain white, black, grey or navy only. Not ‘trainer’ socks.
Shoes: Shoes should be plain black, medium cut and robust enough to protect growing
feet in an active environment. We do not allow trainers, boots, slip-ons or shoes
with high or pointed heels. When children come to school in trainers they are
given black plimsolls to wear while in the building.

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Jewellery: We do not allow the wearing of jewellery, although children with pierced ears
may wear one flat stud in each ear.
Other "Body" These, too, come under the heading of things which draw unfortunate attention
adornments: to a child. Often they are used by older children to "show off" or to establish
their social dominance over others who dare not follow suit. We therefore allow
no make-up, no nail varnish and no unusual piercings.
Hairstyles Hair colour and style must be appropriate for school. No bright colours and no
shaved patterns, please.
Items marked with an *asterisk can only be purchased from school.

All students should be in correct school uniform at all times, including when journeying to and from school.
Pupils arriving in boots must leave them in the cloakroom and wear suitable black shoes in school at all
times.
Please remember also that uniform should always be named. The school cannot accept responsibility for
finding lost garments if the owner’s name is not clearly marked.

PE Uniform

Girls Indoor and summer Black shorts (*) (We are phasing out the navy-blue shorts)
athletics: Sky blue T-shirt (*) or sky blue polo shirt (*)

Girls Outdoor: Navy blue pleated wrap-around skirt (*) (optional)

Black shorts (*) (not cycle shorts)
Socks: Summer - white ankle. Winter - sky blue sports (*)
Navy-blue Tracksuit (*) (optional) or a school sweatshirt (*)
Trainers (Not to be worn except during PE lessons)
Football boots (not metal studs) (Essential for hockey, outdoor PE on the field)

Boys Indoor: Black shorts (*)

Sky blue T-shirt (*) or sky blue polo shirt (*)

Boys Outdoor: Sky blue football socks (*)

Sky blue football shirt (*) and sky blue rugby top (optional) (*)
Black football shorts (*) (not cycle shorts)
Football boots without metal studs (essential)
Navy-blue tracksuit (*) (optional) or a school sweatshirt (*)
Trainers (Not to be worn except during PE lessons)

(*) These items are sold in school.

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Part 2 - The Curriculum

The Purpose and Aims of the School

Tomorrow
“Tomor row Today” (E.P. School Council Mission Statement 2007)
The Purpose of Edward Peake C of E (V.C.) Middle School:

To ensure through the promotion of Christian values and the Every Child Matters Agenda that all children
experience a quality of care and consideration within a safe community that enables them to develop their
sense of personal worth and identity as a citizen.

To ensure that all children experience a quality curriculum, at both Key Stages, which is relative to their
needs and of sufficient breadth and depth to enable them to make the best use of their talents and
abilities in whatever field of expertise to which they may aspire.
(Adopted by the Governing Body: May 2008)

In order to better achieve our purpose the school has identified these Aims:

To create a caring and stimulating environment in which all individuals are valued and where success is
celebrated
To offer a broad, balanced and challenging curriculum for all pupils
To foster a sense of responsibility through mutual respect and effective discipline
To set high personal standards and pursue the fulfilment of individual potential
To achieve measurable improvement in all aspects of school life
To work in partnership with families, the church and the local community

The Development of the Aims

In order to create a caring and stimulating environment in which all individuals are valued
and where success is celebrated the school will work to:
* listen to needs of children
* ensure quality of care
* take positive action against bullying
* foster a sense of community and belonging
* celebrate success

In order to offer a broad, balanced and challenging curriculum for all pupils the school will:
* review the curriculum to ensure relevancy
* ensure access to all areas of the curriculum for all pupils

In order to foster a sense of responsibility through mutual respect and effective discipline the school
will:
* promote high quality classroom management
* plan independent work and opportunities for pupils to take responsibilities for their work and
for others into their experience

To set high personal standards and pursue the fulfilment of individual potential the school pursue
programmes for:
* differentiation and personalisation
* quality provision for special needs
* provision for ‘booster’ intervention
* the development of the gifted and talented

13
To achieve measurable improvement in all aspects of school life the school will enhance its work
through:
* sharing of goals and learning outcomes
* use of Assessment for Learning
* curriculum analysis
* target setting where appropriate

To work in partnership with families and the local community the school will seek to
* promote and value citizenship
* learn from its stakeholders their needs and, where appropriate, seek to meet them

The School Improvement Plan

To achieve these aims, the school and the governors write and maintain a School Improvement Plan to
assist the school to focus on the raising achievement agenda. Following our successful inspection by
OfSTED in June 2007 we were pleased to realise that all three of the action points suggested by the
inspectors as ways to move the school forward were already contained in the draft for this year’s plan.
These, therefore, are the whole school issues from the new development plan:

The six main objectives for the school have been agreed by staff and governors to be the following.

A] To improve standards across the curriculum at both Key Stages.

* Improving primary practice
* Improving secondary practice
Including recommendations from OfSTED report
* Build on recent improvements to improve standards in English, mathematics and science, particularly
at Key Stage 2.
* Share best practice in teaching and assessment for learning so that pupils consistently know their
levels across all subjects and how to improve further.
* Develop academic monitoring further by maximising the role of tutors in this respect.

B] To develop the ‘distinctive Christian character’ of our school.

Including recommendations from inspection by the Diocese of St Albans

C] To proceed with the further development of ‘assessment for learning’.

A continuing whole-school focus

D] To move rapidly towards becoming an ‘e-confident’ school.

i.e.: develop the school’s capacity to work with and through ICT and work to the introduction of the
learning platform for staff, pupils and parents.

E] To further develop community and parental links.

F] To achieve ‘Healthy School’ status.

14
 What we teach
To help parents in giving guidance to their children as well as in planning family outings, these brief outlines
of our curriculum have been prepared.

Year 5 Curriculum Outline

Subject Autumn Spring Summer

Art Basic drawing and painting skills
Paul Klee – different mediums
Repeating patterns using stencils
Design Safety, hygiene, basic equipment.
Food groups, hot and cold snacks,
Technology
Jigsaw masks.
English Narrative, instructions, persuasion,
myths and legends, stories and
Literacy
fables.
Clay work
Painting Skills – a sense of depth
Illustration and natural pattern
Analysing an Art Work
Textiles- making money containers,
Report writing, poetry, recount,
stories from other countries.
Still Life
Printing
Mixed Media
Australian Aboriginal Abstraction
Smoothies, kebabs, pizza.
Narrative poetry, choral and
performance poetry, older
literature, persuasion, film study.

French Introduction to France, numbers 1 Subjects, using general phrases in Places in the town, what you do at
to 10, greetings, myself, animals, the classroom, hobbies. the weekend, connectives, the family
equipment for school.

Geography Map skills Settlements Water

History Ancient Greece Ancient Greece/ Victorians Victorians

ICT Graphical modelling Computer control Introduction to spreadsheets.

Touch typing Touch Typing Touch typing
Word processing

Music Song accompaniments.
Improvising and composing to word
rhythms/”Clock” pieces.
Beat, Time, Rhythm (including
notation) and Percussion
Instruments.
Pitched Percussion pieces and pitch Chinese Music. Chords.
notation.
Soundscapes and Graphic Notation.
Steve Reich – extended listening
and performing.

Numeracy Mental strategies, place value (including decimals) problem solving, multiplication tables, addition and subtraction,
multiplication and division, use of the calculator, factors, rounding, fractions and decimals, measurement including
length, mass and capacity, graphs, reading of scales, co-ordinates, and….
In the Autumn Term: Doubling and In the Spring Term: Percentages, In the Summer Term: Sequences in
halving, rectangles and triangles, patterns in numbers, 2D and 3D number, 2D and 3D shapes, drawing
reading of scales, time, shapes. shapes, symmetry, collecting and nets, probability, converting
organising data, probability, drawing measures, reading timetables, 24
and measuring angles, perimeter and hour time, perimeter and area,
area, sequences. symmetry, ratio and proportion,
percentages.
PE Netball, football, gym and dance. Hockey, rugby, gym and dance. Rounders, cricket, athletics, tennis.
Outdoor adventure
PSHCE New Beginnings, Friendships Refugees, respecting others Keeping ourselves safe,
Health and hygiene.

RE The Earth Leaders – why do some people Worship - what does it mean?
inspire others?

Science Safety in the Lab Changing state Life cycles

Keeping Healthy Gases Circuits
The Earth, sun and moon Changing sounds Thinking skills
Graphs

15
 Year 6 Curriculum Outline

Subject Autumn Spring Summer

Art Basic drawing and painting skills Clay work Still Life
Paul Klee – different mediums Painting Skills – a sense of depth Printing
Repeating patterns using stencils Illustration and natural pattern Mixed Media
Analysing an Art Work Australian Aboriginal Abstraction
Design Healthy eating, food groups, low Textiles – design and make a Healthy eating,
fat, sugar, salt. Increasing fibre. puppet.
Technology
Salads, dairy foods.
3D Silhouettes in paper and wood

English Poetry, narrative writing, Narrative writing, poetry, media, Revision, authors and texts, class
journalistic writing, reports, plays, revision programme, ‘mock’ novel, extended narrative,
Literacy
argument, formal writing. S.A.T. s (January). performance.

French Family names, ages, descriptions, Appearances, hair colour and types, Items of furniture, adjectives and
personality and appearance, using types of house, rooms in a house. colour, ask and say where things are,
connectives to create longer drinks, food.
sentences.

Geography Mountains Rivers St Lucia

History The Tudors Exploration The Aztecs

ICT Multimedia presentation (family E-mail Greetings card

tree) Travel Poster Databases
Stop-motion animation
Music Keyboard Skills combined with ICT Fanfares Machines Music
“Drill” software for music notation Rondo Form
(Music Ace) including a composition
task.

Numeracy Mental strategies, place value (including decimals) problem solving, multiplication tables, addition and subtraction,
multiplication and division, use of the calculator, factors, rounding, fractions, decimals and percentages,
measurement including length, mass and capacity, graphs and charts (reading, drawing and interpreting) and….
In the Autumn Term: Ratio and In the Spring Term: Rotation and In the Summer Term: Co-ordinates,
proportion, averages, co-ordinates, reflection, angles, 2D and 3D nets of cubes, reflection and
scales, translation of shapes, shapes, perimeter and area. translation.
number sequences, perimeter, time.
PE Netball, football, gym and dance. Hockey, rugby, gym and dance. Cricket, rounders, athletics, tennis.
Outdoor adventure.

PSHCE Being an active citizen, friendship, Drug education, alcohol, smoking, Anxieties, stresses, charity work,
bullying. personal safety. puberty.

RE Symbols What is it like to be Hindu? Journeys

Science Safety in the Lab, Dissolving, Micro-organisms Colour, acids and alkalis.
Forces, Reactions, Light. Inter-dependence and adaptations Introduction to the Bunsen burner
Practical and investigation skills

16
 Year 7 Curriculum Outline
In addition to the units below, pupils in Y7 will have a series of non-timetables days for the delivery of
personal learning and thinking skills (PLTS). This is our response to the new KS3 strategy. PLTS sessions
have been planned for subjects such as Homelessness, Murder most horrid, Global Issues and Designing an
Entertainment Complex.
Subject Autumn
Art Basic drawing and painting skills
Andy Warhol Portraits
Illustration – Field Guides
Design Product design. Fruit and vegetable
cookery, rubbed in mixtures.
Technology
Structures and mechanisms.
English Fiction genre, Skellig, Blake’s
poetry, discussion texts.
French Drinks, food items, quantities and
packaging, asking how much
something costs.
Geography Map skills
History Medieval Realms, Norman conquest,
daily life, the Church, Becket.
ICT Modelling (using Excel)
Mathematics Algebra, fractions and decimals,
positive and negative numbers,
problem solving, length, area and
perimeter, 2D and 3D shapes,
volumes of cuboids, mode, median,
mean and range, probability.
Music Caribbean Music/Chords. Harmony.
Rhythm patterns. Singing
Working with Melodic Phrases.
Performing and composing melodies
[aaba]. Introducing technical terms
through listening to structured
melodies (New World)
PE Football, netball, gym, dance
PSHCE “Learning to Learn”
Young People and the Law
RE What is it like to be a Sikh?
A comparison of Sikhism and
Christianity.
Science Tissues and transplants
The solar system and beyond
Reproduction
Chemical reactions
Spring
Painting Skills – a sense of depth
Clay work – African masks
Printing
Textiles – use of sewing machine,
making placemats. Research,
sketching and drawing – designing
and making siege engines.
What’s in the news? Ballads and
narrative poetry.
The body, what’s good and bad
about your health, sports and
activities.
Flooding, rivers
Crusades, castles, Wales/Scotland
Editing audio and video clips
Lines and angles, co-ordinates,
addition, subtraction, multiplication
and division, problem solving,
measurements, collecting data, tally
charts and grouped frequencies,
types of number, graphs,
construction of shapes,
percentages, ratio and proportion.
Major and Minor
-Carmen
-Waters of Zion
Harmony.
Vocal Music. Structuring through
rounds, canons, sequence, large-
scale forms like verse and chorus.
Basketball, volleyball, rugby, cross
country, hockey.
Drug education- illegal drugs
SRE
Who made my jeans?
Animals – how should they be
treated?
Particle theory
Variation and classification
Forces and their effects
Gravity
Circuits
Summer
Still Life
Pop Art – mixed media
Analysing an Art Work
Multi cultural cooking.
Land yachts
Playscript and film, non-fiction
writing, drama, Macbeth study.
Plans for the weekend, times, the
town, activities in the town.
Settlements, shopping patterns
Football / Fashion
Black death, peasants revolt and
King John, Magna Carta.
Text and graphics, producing a
leaflet.
Line and rotational symmetry,
reflections, rotations and
translations, decimals and fractions,
using calculators, percentages,
solving algebraic equations,
tessellation, construction of 3D
shapes, polygons, pie charts,
statistical survey, probability.
Advertising. TV Tunes (in Swing
style).
Matching mood
Musical arrangements
Cricket, rounders, athletics, tennis
Local Government
Careers
What is it like to be Muslim?
Energy and sustainable living
Materials from the Earth
Ecological matters
17
 Year 8 Curriculum Outline
Subject Autumn
Art Basic drawing and painting skills
Andy Warhol Portraits
Illustration – Field Guides
Design High fibre/low fat recipes, pasta
dishes, potatoes. Biscuits and
Technology
cake making. Smart materials
and their properties.
English Non-fiction text types, gothic
horror.
French The weather, describe how
people live, the time, countries,
clothing.
Geography Weather patterns over Europe
History The Tudors
Religious Changes
The Stuarts, Catholic plots
ICT Public information systems.
Mathematics Negative numbers, powers and
roots, sequences, factors,
problem solving, angle, triangles
and quadrilaterals, geometric
proof, construction, probability,
fractions and decimals,
percentages, algebra, area of
shape, volume.
Music Variations
Black Music: Spirituals
Jazz in the classroom
Jazz Improvising
PE Football, netball, gym, dance
PSHCE Learning to be together
Watch over me - personal safety
RE Is war just?
What happens when I die?
Science Food and digestion, atoms and
elements, light, compounds and
mixtures. Thinking skills
Spring
Painting Skills – a sense of depth
Clay work – African masks
Printing
Textiles tie and dye and batik. Make cushions using embellishment
techniques. Mass production process, injection moulding and vacuum
forming. Boat topic.
War poetry, Novels: ‘The Boy in the
Striped Pyjamas’ or ‘Holes’.
Clothes, TV programmes, time, going
out
Tropical Rainforests
Industry and farming
The Civil War
Superstition and Scientific Changes
Web design
Drawing graphs from functions,
gradients, powers of 10, decimals,
transformation, enlargements, ratio,
solving equations, creating algebraic
expressions, stem and leaf
diagrams, pie charts, scatter
graphs.
Ragtime
Gamelan
Rugby, hockey, cross country,
health-related exercise, basketball.
Drug education, alcohol
SRE
Who made my jeans?
Animals – how should they be
treated?
Respiration, sound and hearing,
microbes and disease, graphs.
Summer
Still Life
Pop Art – mixed media
Analysing an Art Work
Stratton Bridging Project
Revision and transfer tests, the
Titanic, media unit, ‘Romeo and
Juliet’.
Organise a meeting, past perfect
tense, contrast past and present,
costs, useful phrases.
Weathering and erosion
Environmental issues – global
warming
Black people of the Americas
The Slave Trade
Civil Rights
Game authoring
Fractions and decimals, problem
solving using algebra, logic and
problems, proportion, ratio,
construction equations, solving
equations, frequency tables and
diagrams, comparing data, averages,
probability.
MICROLOGIC / ”Gigajam”
Song-writing
Hooks and Riffs
“Walking on the Moon”
Rounders, cricket, athletics, tennis
Britain a diverse society
British government.
Jesus – who is he?
Martin Luther King
Rocks and the rock cycle, ecological
relationships, heating and cooling.
18
Part 3a - The Edward Peake Home-School Agreement
(Year 5 children and other new arrivals only)

We ask you to help us care for your child by joining us in this mutual agreement in which teachers, parents
and pupil undertake to work together to ensure that the education we provide can be of the highest quality.

Home-School Agreements are designed by the government to help to formalise the relationships that exist between
parents and teachers as the people most directly concerned in a child’s education. At Edward Peake we work hard to
establish and maintain positive links between home and school, but we are always conscious that there are ways to
improve the service we provide.

What do we undertake to do?

As Parent(s) or Guardian(s) I/we shall:-

• Read and sign my/our child’s diary every week.
• See that my/our child attends school regularly, on time, in uniform and properly equipped for lessons.
• Let the school know about concerns or problems that might affect my/our child’s work or behaviour.
• Support the school’s policies and guidelines for behaviour.
• Support my/our child with homework and monitor their individual school diary.
• Attend Consultation Meetings and other meetings called to discuss my/our child’s progress.
• Seek to learn more about my/our child’s life at school.

As Teachers we will endeavour to:-

• Contact you if there is a problem due to attendance, punctuality or equipment.
• Let you know about any concerns or problems that we feel are affecting your child’s work or behaviour.
• Send home annual school reports.
• Arrange Consultation Meetings so that progress can be discussed and matters resolved.
• Keep you informed about school activities through regular newsletters and information in pupils’ diaries.

As a pupil at Edward Peake:-

• I will set high standards for myself in all my schoolwork.
• I will always try to follow the Code of Conduct.

The Edward Peake School Code of Conduct.

1. I will be courteous at all times to other pupils, to staff and to visitors.

2. I will speak to members of staff politely and by name whenever possible.
3. I will move about the school in a quiet and orderly manner, keeping to the left in corridors and on
staircases.
4. I will attend all lessons and registration periods punctually.
5. Unless I am told to do otherwise, I will wait outside the classroom in a quiet and orderly manner
until the teacher arrives.
6. I will listen to instructions during lessons and I will not disturb other pupils at work.
7. I will go to all lessons properly equipped with the right books and materials, and with a pen, a pencil,
a ruler and an eraser.
8. I will always be dressed in appropriate school uniform.
9. I will behave sensibly and safely in the playground. I will keep to areas which are dry and suitable
for games.
10. I will take a personal pride in my own property and I will respect the property of other people.

To Parents of all newly arrived children:

Would you and your child please sign and return the Home-School Agreement sheet which is on the back
page of this handbook. Thank you.

19
Part 3b – Agreement on the use of Internet and e-mail in school
(All pupils are asked to sign each year)

As part of the school’s information and communications technology (ICT) programme, we offer pupils
access to the Internet and e-mail. Although Internet use is supervised and filtered within our school,
families should be aware that some pupils may find ways to access material that is inaccurate, defamatory,
illegal, or potentially offensive to some people. As with any other area, parents and guardians of minors are
responsible for setting and conveying the standards that their children should follow when using media and
information sources at home.

The school encourages use by pupils of the rich information resources available on the internet, together
with the development of appropriate skills to analyse and evaluate such resources. These skills will be
fundamental in the society our pupils will be entering. However, the school also recognises that it has a
responsibility to do as much as it can to protect children using its facilities from undesirable websites. To
this end, the school has developed a set of guidelines for internet use by pupils.

These rules will be made clear to all pupils, and kept under constant review. All members of staff are
responsible for explaining the rules and their implications, and are aware of possible misuses of on-line
access and their responsibilities towards pupils. I have no doubt that as parents, you would wish to support
the school in its promotion of responsible, safe internet use. I must therefore ask that you and your child
sign and return the enclosed form as evidence of your approval and their acceptance of the school’s rules
on this matter.

Pupil guidelines for internet use

* Pupils are responsible for good behaviour on the internet just as they are in a classroom or in the school
corridor. General school rules apply.
* The internet is provided for pupils to conduct research and communicate with others. Remember that
access is a privilege, not a right and that access requires responsibility.
* Individual users of the internet are responsible for their behaviour and communications over the
network. It is presumed that users will comply with school standards and will honour the agreements they
have signed.
* Computer storage areas will be treated like school lockers. Staff may review files and communications to
ensure that users are using the system responsibly. Children should not expect that files stored on servers
or hard disks will always be private.
* In school, staff will guide pupils toward appropriate materials. Outside of school, families bear
responsibility for such guidance as they also exercise with information sources such as television,
telephones, movies, radio and other potentially offensive media.

The following are not permitted:

* Sending or displaying offensive messages or pictures;

* Using obscene language, harassing, insulting or attacking others;
* Damaging computers, computer systems or computer networks;
* Violating copyright laws;
* Using others' passwords, trespassing in others' folders, work or files;
* Intentionally wasting limited resources.

* Violations of these rules will result in a temporary or permanent ban on internet use. Additional
disciplinary action may be taken on inappropriate language or behaviour. When applicable, police or other
authorities may be involved.

We would be grateful if you could complete the permission form which is enclosed
with this guide. Further information on the internet can be provided on request.

20
Part 4 – Useful Lists, Dates and Tables

Teaching Staff 2008/2009

Mr. C Garraway (CG) Headteacher

Mrs. C Chrusciak (CC) Deputy Headteacher, Special
Educational needs Co-ordinator
Mrs. T Atkins (TA) Cover Supervisor
Mrs. D Baker (DB) Subject Leader – Maths, Year 6 tutor
Mrs. J Brown (JB) Cover Supervisor
Ms. K Bryant (KB) Subject Leader – RE & Collective Worship
Mrs. V Crowther (VC) Science and Maths
Mrs. J Dare (JD) Maths, Year 6 tutor
Mr. D Della-Valle (DD) Subject Leader – Music
Mrs. L Fox (LF) Subject Leader – PSHCE, Year 7 tutor
Mr. A Green (AG) Subject Leader – ICT, Year 7 tutor
Mrs J Holliday (JH) Design Technology
Miss Z Hull (ZH) Assistant Key Stage 2 leader, Year 5 class teacher
Mrs. L Klopper (LK) Year 5 class teacher
Mrs. J Lawrence (JL) Subject Leader – English, Year 6 tutor
Mrs. K Mortimer (KM) Key Stage 2 Leader, Year 5 class teacher
Mr H Odulojo (HO) Maths, Y6 tutor
Miss L Pates (LP) Year 5 class teacher
Miss T Pocock (TP) Acting Key Stage 3 leader, Subject Leader – PE
Mr. L Pointon (LDP) PE, Year 7 tutor
Mrs. C Rider (CR) English, Year 8 tutor
Mrs. B Tyler (BT) Subject Leader- Science, Year 8 tutor
Mrs. L Unwin (LU) Subject Leader – Design Technology, Year 7 tutor
Mr. D Vinten (DV) Subject Leader – Art, Year 7 tutor
Mrs. L Whiffin (LW) Subject Leader – French, Assistant Key Stage 3 leader, Year 8 tutor
Mrs. M Wilson (MW) Subject Leader – History & Geography Year 8 tutor

Non- Teaching Staff 2008/2009

Mrs. J Mayhew School Secretary

Ms K Chatwin Secretarial Assistant
Mrs. R Dilley Administrative Support Assistant
Mrs. M Dixon Display Assistant
Mrs. C Huxtable ` Art & Technology Assistant
Mrs. A Jakes Reprographics and Library Assistant
Mr. G Jakes Site Agent
Mrs. J Parker Science Technician
Mr. B Smith ICT Manager

Teaching Assistants Midday Supervisors

Mr. N Allen Mrs. S Payne Mrs. J Swain
Mrs. K Bilcock Mrs. R Rapley Mrs. S Beard
Mrs. S Brady Mrs. S Smith Mrs. K Bilcock
Mrs. D Clemmet Mrs. J Steer Mrs. M Chambers
Mrs. E Duxbury Mrs. J Swain Mrs. M Pressland
Mrs. B Lattimer Mrs. J West Mrs. D Tebbenham
Mrs. M Mileham Miss S Whitby

21
 Peripatetic Music Teachers

Mrs Brown Violin Monday 10.00 to 12.40

Mr Howard Percussion Monday 12.40 to 2.30
Mr Knight Cello Tuesday 9.00 to 9.20
Mr Barltrop Guitar Tuesday 1.00 to 4.15
Mrs Schofield Brass Thursday 1.00 to 2.20
Mrs Turner Woodwind Friday 11.10 to 12.30
Mr Hunt Piano Friday 1.50 to 3.30

Governors

The Chair of the Governing Body is Mrs Janet Law and the Vice-Chair is Mrs Paula Saunders both of whom
can be contacted through the school.

The Governing Body is made up of 19 governors from various other bodies:

Seven Parent Governors: Mr R Brain

Mr S Devine
Mrs P Saunders
Mr P Teuma
Mr D Woods
Vacancy
Vacancy

Two Local Authority Governors: Mr R Charter

vacancy

Four Staff Governors: Mr C Garraway (Headteacher)

Mr L Pointon
Mrs S Payne
Mrs R Rapley

Two Community Governors Rev T Homfray-Cooper

Mrs J Law (Chair of Governors)

Four Foundation (C of E) Governors: Mrs M McLoughlin

Mr C Parker
Rev W Thackray
Mr V Johnson

The Clerk to the Governing Body is Mrs J Febrey-Watts who can be contacted through the school.

22
Homework Timetable

Key Stage 2 homework is expected to take about 30 minutes.

Key Stage 3 homework is expected to take between 45 minutes to 1 hour.

Year Monday Tuesday Wednesday Thursday Friday

5 Numeracy Science Literacy

6 Science Literacy Numeracy French History or

Geography
7 English History or Maths French Science
Geography
8 Maths English Science History or French
Geography

During the Autumn term Year 5 are given Literacy, Numeracy and Science homework only.
French and History OR Geography are added in the Spring term.

Additionally children are expected to read regularly at home and learn their spellings.

23
Important Dates for Parents 2008/2009
Autumn Term 2008
Thurs 2nd / Friday 3rd October
Saturday 4th October
Monday 20th October
Tuesday 21st October
Half Term Week
Monday 3rd November
Thursday 6th November
Tuesday 9th December
Tuesday 16th December
Wednesday 17th December
Friday 19th December
Spring Term 2009
Monday 5th January
Monday 19th to Friday 23rd January
Thursday 29th January
Tuesday 3rd February
Wednesday 11th February
Half Term Week
Friday 3rd April
Summer Term 2009
Monday 20th April
Tuesday 21st April
Monday 4th May
Monday 11th / Friday 15th May
Half Term Week
Monday 8th / Friday 12th June
Wednesday 24th June
Friday 3rd July
Tuesday 7th July
Thursday 9th July
Tuesday 14th July
Thursday 16th July
Friday 17th July
Harvest Festival Assemblies
P.T.A. Family Fun Day - 12.00 to 3.00
School Photographer taking individual / family pictures
‘Meet the Teacher’ Class teacher consultation evening
Monday 27th to Friday 31st October
Training Day – school closed
Open Evening for pupils due to transfer in September 2009
Year 5 Carols
Christmas Dinner followed by Y5 Pantomime (in school)
Christmas Service at St Andrews Church (2.00 p.m.)
Last day of term
First day of term. There is no ‘training’ day.
Year 7 residential visit to Kingswood, Norfolk.
1st. Subject Teacher consultation evening.
2nd. Subject Teacher consultation evening.
3rd. Subject Teacher consultation evening.
Monday 16th to Friday 20th February
Last day of term
Training Day – school closed
First day of term
May Day holiday – school closed
Key Stage 2 SATs week for Year 6 pupils
Monday 25th to Friday 29th May
Year 8 residential visit to Normandy
Sports Day
‘Rollover Day’ New intakes visit new schools
Year 8 Awards Evening
Year 6 end-of year performance to parents
Summer Music Concert
Year 8 Leavers Prom
Last day of term
24
 Please remove this page, sign it and return it to school.

Home / School Agreement (Y5 only)

This agreement is between the Parents/Guardians of:

Name of Pupil: ______________________________________

and the Staff and Governors of Edward Peake Middle School.

Signed: ______________________________________ Parents/Guardians

Signed: __________________________ Pupil

Signed: __________________________ Head Teacher

…………………………………………………………………………………………………………………………….

Internet Access - Agreement Form

Pupil: As a school user of the Internet, I agree to comply with the school rules on its
use. I will use the network in a responsible way and observe all the restrictions explained
to me by the school.

Signed: __________________________ Pupil

Parent/Guardian: As the parent or legal guardian of the pupil signing above, I agree to
the school’s rules on the use of electronic mail and the Internet. I understand that pupils
will be held accountable for their own actions. I also understand that some materials on
the Internet may be objectionable and I accept responsibility for setting standards for
my daughter or son to follow when selecting, sharing and exploring information and media.

Signed: ______________________________________ Parents/Guardians

25