VISIT OUR SCHOOL WEBSITE:

www.birchfld.bham.sch.uk

Schools Litter Charter

If you have a problem reading this Prospectus please contact one of the school office staff. They will be pleased to arrange translation and any additional help.

Hadii aad dhib ku qabtid akhriska buugan fadlan la xiriir xafiiska iskuulka. Waxaad halkaas la kulmi doonta soo dhoweyn wanaagsan iyo in laguu fadudee yo turjumaad iyo wixii kale oo saacidaad ah.
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Welcome to Birchfield Community School. We are an exceptionally large school with culturally diverse families whose passion for excellence in school is shared by the staff. We work together to provide the best possible education for our children.

Together our mission, vision, values and school delivery/improvement plan, strengthen the leadership ethos of respect for every individual in the school. These are at the heart of the schools strategy and govern the way it operates. Staff strongly believe in and share the vision and values of the school.
Social responsibility is a significant part of the schools ethos and culture. Parent and community partnerships are intrinsically linked to school improvement. We have across the school. We are an inclusive school that welcomes all children and we thrive on challenging inequality and disadvantage. Our curriculum is a powerful tool that takes children on exciting and enjoyable learning journeys, during and outside of, the school day. received many awards in recognition of our achievements

Table of Contents
LOCATION & LAYOUT Where to find us School Map REPORTS & AWARDS Investors in People Gold OFSTED 2012 Quality Mark 2012 RESULTS SCHOOL STRUCTURE Staffing Structure Governing Body Dates for the School Year Our School Rules School Vision Summary School Delivery Plan School Aims ADMISSIONS Primary Early Years 26 26
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GENERAL INFORMATION 5 6 Information for Parents School Uniform School Dinners Charging & Remission 7 8 13 OUR CURRICULUM 14 Early Years Primary 16 20 21 22 23 24 25 POLICY SUMMARIES Internet Usage Freedom of Information Child Protection Privacy Notice Special Education Needs Complaints Procedure SENDGreen Paper 63 63 64 64 65 67 68 TEN TO NINE, BE ON Attendance & Punctuality Pastoral Care & Discipline 57 62 36 37 PARENT PARTNERSHIP 34 28 30 31 33

Birchfield Community School

CONTACT NUMBERS
Main School Nursery Unit School Kitchen TRINITY HOUSE Pre-school Academy 0121 464 5304 Handsworth Association of Schools (A Harding & T Sneary) 0121 464 7770 0121 464 5661 0121 464 5300 0121 464 5308 Website: www.birchfld.bham.sch.uk Email: [email protected]

Public Transportation
Bus routes to Birchfield Community School from Birmingham City Centre:

7, 33, 46, 51, 52, 91, 107, 113

We are here

Our School

Quad/School Garden

KS2 Playground / Sports Area

Main Building

Assembly/Dinner Halls

Library

Nursery

New Block Trinity House:

Pre-School Academy/ Handsworth Association 6

Eco-Hub

KS1 Playground/Sports Area

Investors in People: Gold Award Assessment Report

In February 2012, we were awarded the prestigious Investors in People Gold Award. Below you can read an excerpt of the assessment report: THE ORGANISATION: Birchfield Community School is a primary school based in Aston in Birmingham. The Schools 3 year School Delivery Plan sets out four strategic aims: To provide social and educational benefits to the local community and other schools, whilst creating the necessary conditions for development. Promote community cohesion/inclusion/empowerment for pupils and parents through teaching and learning. Develop a business and community long term strategy which reflects the needs of the school and the potential to create further change in the future. To acquire strategic funding local, national and international. 158 people are supporting Birchfield Community School in achieving these aims in teaching and support roles. Of these: 79 are full-time staff; 36 part-time staff; 17 agency workers; and 26 are volunteers. This is the first time the School has been assessed against the Investors in People Framework. During our planning meeting, the Head teacher presented a simple model to us:

If people are striving to achieve the best standards and quality, and see that they are able to make a valued contribution to change within the School; this should result in job satisfaction for all, leading to sustainable improvements and positive attitudes at both a School and individual level. This assessment was designed to test whether this model is working at Birchfield Community School. OUTCOME: Having concluded that the Standard is met, the Assessor recommends that the Investors in People Quality Board formally recognises Birchfield Community School as an Investor in People. Following the in-depth assessment against the Extended Framework, G4S Assessment Services is delighted to tion is recognised as INVESTORS IN PEOPLE GOLD STATUS. confirm that organisa-

Birchfield Community School has provided evidence that it satisfies at least 165 Evidence Requirements of the Framework. Provisional date for next visit: In line with the UK Commission for Employment and Skills requirements Birchfield Community School will be due to have their progress reviewed in September 2013. The exact timing of this activity will be confirmed when the Continuous Improvement Plan is agreed. STRENGTHS AND GOOD PRACTICE: The drive and determination within the School to bring about change and improvement is almost tangible. Innovation in practice, activities and events is encouraged and celebrated; this is a School that is constantly striving to find new approaches to bring out the best in its pupils and staff. Diversity is seen as a strength. The School has a forward thinking strategy, incorporating a range of developments. The ability of the Head teacher to recognise peoples potential and talent and encourage them to pursue their dreams is quite remarkable; this was often prior to individuals recognising their own strengths. People speak with genuine passion about their work with the School. We would like to take this opportunity to thank everyone who contributed both their time and views to this assessment: arrangements worked like clockwork; people were open and honest in our conversations; and, everyone we met made us feel truly welcomed within the School. Meeting the Investors in People National Standard is an achievement; exceeding it and being recognised at Gold Status is a significant accomplishment and something to which everyone at the School should feel justifiably proud . Estelle Warwick & Vicci Allen Investors in People Assessors 24th February 2012

OFSTED Inspection Report 2012

Inspection number: 376875 Inspection dates: 1415 March 2012 Lead inspector: Kathy Hooper This inspection of the school was carried out under section 5 of the Education Act 2005. The registered childcare provision, managed by the governing body, was inspected under sections 49 and 50 of the Childcare Act 2006. Type of school: Primary Gender of pupils: Mixed Chair: Joe Cahill Date of previous school inspection: Telephone number: 0121 464 5661 School category: Community Number of pupils on the school roll : 708 Headteacher: Moira Foster-Brown 13 January 2009 Fax number: 0121 464 5294 Age range of pupils: 311 Appropriate authority: The governing body

School address : Trinity Road, Aston, Birmingham, B6 6AJ Email address: [email protected] Birchfield Pre-School Academy

Registered childcare provision: EY332142 Number of children on roll in the registered childcare provision: 48 Date of last inspection of registered childcare provision: 14 January 2009 Introduction Inspection team: Kathy Hooper Jenny Edginton Additional inspector Additional inspector

Anthony Green Edgar Hastings

Additional inspector Additional inspector

This inspection was carried out with two days' notice. Nineteen teachers were observed teaching 21 lessons over a period of nearly 10 hours. The inspectors carried out surveys of lessons, spoke to groups of pupils, staff, governors and senior managers. They looked at pupils work, heard them read, and analysed the schools data on their progress. Inspectors took account of the responses to the on -line questionnaire (Parent View) in planning the inspection, observed the schools work, and looked at the schools monitoring records, policies and other documents, incl uding the minutes of meetings of the governing body. Inspectors analysed 237 questionnaires from parents and carers, 47 from staff and 150 from pupils. Information about the school This is a very large school with a very high proportion of pupils who are known to be eligible for free school meals. All pupils have minority ethnic heritage, from 26 different minority groups, mainly Indian, Pakistani and Bangladeshi. The number of pupils whose first language is not English is much higher than average, and 28 different languages/dialects are spoken. The proportion of disabled pupils and those who have special educational needs is similar to that of other schools nationally. The school meets the current government floor standards for attainment and progress in both English and mathematics. The school has separate provision for children from 2-4 years old in the Pre-School Academy in addition to the Nursery and Reception classes. It has gained a number of awards: Healthy Schools; Quality Mark; Early Effective Learning; Leading Parent Partnership; Arts Mark Silver; Investors in People Leadership Gold; and International Schools Award, Intermediate. Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

INSPECTION JUDGEMENTS
Overall effectiveness Achievement of pupils Quality of teaching Behaviour and safety of pupils Leadership and management
Key findings

2 2 2 2 2

This is a good school because pupils make good progress, within an environment that makes excellent provision for their spiritual, moral, social and
cultural development. It is not outstanding because pupils achievement is not as strong in mathematics as it is in Engli sh.

The majority of children achieve their Early Learning Goals in Early Years Foundation Stage giving them a firm basis for their future education.
Pupils from all ethnic groups, including disabled pupils and those who have special educational needs, make particularly good progress in English. The progress of pupils known to be eligible for free school meals is close to that of other pupils. amount of time in lessons for pupils to engage with activities for themselves is limited by whole-class discussion and too much focus on those with their hands up. In those lessons, while the majority make satisfactory progress, the individual needs of all pupils are not always fully addressed.

Pupils persevere well and enjoy school. Teaching is good; teachers have good subject knowledge and manage behaviour well. Occasionally, the The school operates within an orderly environment because pupils understand the schools routines and conventions well. There is an exceptionally

warm community ethos. Pupils have a strong moral ethic and respect differences. Attendance has improved. Rare incidents of bullying are sensitively handled. Pupils generally feel safe and understand risks. However, there are limited opportunities in lessons for pupils to question, take the initiative, and take responsibility for events.

 Good leadership provides a clear sense of purpose. Performance management is well used to improve the quality of teaching. However,

occasional inconsistencies in practice are not always fully addressed by senior and middle leaders. The curriculum has been developed and enriched through extensive local and international links. The outside play area for the Early Years Foundation Stage is limited.

What does the school need to do to improve further?

Raise the achievement of pupils in mathematics by: promptly identifying and addressing gaps in pupils understanding before moving on to new learning; developing the confidence of girls in numeracy. Raise all teaching to that of the best by: ensuring that whole-class teaching is accompanied by appropriate support for individual pupils. ensuring teachers plan questions appropriate for all abilities to extend and check pupils understanding. Develop the monitoring role of middle and senior managers to ensure all teachers follow agreed practice with respect to classroom management.

Enhance the outdoor play area for the Early Years Foundation Stage in the Pre-school Academy.
MAIN REPORT Achievement of pupils From extremely low starting points when they enter school, pupils make good progress to achieve standards comparable with the national average. The vast majority of parents and carers report that their children make good progress. One commented that: Staff ar e always very supportive and we also have a lot of support from the head. I have two older children who left with excellent results and are still doing well. Pupils achieve particularly well in English and there is little difference in the achievement of those known to be eli gible for free school meals compared with others. Teachers and support staff use a good range of interventions and resources to target individuals and groups. As a result, pupils from different ethnic groups, disabled pupils and those who have special educational needs, and recently arrived pupils, achieve as well as others. Nevertheless, progress in mathematics is not as good as that in English, and girls are less confident in this area. By the end of the Early Years Foundation Stage, the majority of children have achieved their Early Learning Goals. Children in the Nursery often make outstanding progress. More-able children write simple sentences, add numbers up to 10, and order numbers to 35. By the end of Key Stage 1, achievement is good and improving. Pupils attainment in mathematics is well above that achieved nationally and in writing it is above. By the end of Key Stage 2, pupils are achieving at levels similar to other pupils nationally due to strong teaching and a rich curriculum. Year 6 high-ability pupils used a range of information and communication technology equipment, such as robot cars, to solve problems related to area and perimeter. All were totally engrossed in their work, knew their levels and what they had to do to improve. Pupils read at levels similar to others of the same age by the end of Key Stages 1 and 2 because they have good opportunities to read a range of books at home and at school. Quality of teaching The best lessons are lively and pupils are very well engaged, particularly in practical problem-solving activities. In English, the use of targets and well-focused feedback through marking helps pupils to understand how to improve. However, in mathematics there are occasions when learning moves on even when pupils have gaps in their understanding. Teaching assistants are well deployed and provide valuable feedback to pupils on their learning. Tasks are generally well tailored to individual needs. The range of ethnicity within the staff enables adults to communicate with pupils in their first language when necessary. The majority of parents, carers and pupils believe that the teaching is good. Teachers are knowledgeable and often provide exciting activities. The recent introduction of the use of film to promote pupils literacy is effective and very popular. Pupils attenti on was totally gripped while watching a film made by Year 6 girls. Integrated opportunities to learn outside the classroom make the learning relevant and stimulating while powerfully promoting pupils spiritual, moral, social and cultural development. Pupils understanding of th e focus of lessons is encapsulated in the use of class greeters who explain to visitors what is happening in the lesson; this also develops th eir confidence in addressing strangers. Staffing difficulties lead to some inconsistent practice between classes. Occasionally, teachers limit the progress of individuals by overdirecting, rather than providing the resources pupils need to complete tasks for themselves. In some whole-class discussions, not all pupils are equally well engaged because teachers do not check their understanding rigorously enough. On such occasions, some pupils attention wanders. Behaviour and safety of pupils The schools diverse population operates as a strong and enabling community. Pupils are well -motivated by school. Although a small minority of parents and carers do not believe that behaviour in the school is good, the overwhelming majority believe that their children enjoy school and make good progress. Several parents and carers said: Teachers want the best for all children and make the environment a friendly one, where children feel secure. They enjoy school so much they want to go to school even when they are ill. There is a well -understood system of rewards to encourage good behaviour and to ensure that all pupils know the rules and expectations. Learning mentors support those pupils who have the greatest difficulties in controlling their behaviour. Pupils have high levels of understanding of different kinds of bullying and report that bullying is rare and promptly addressed. Any cyber bullying is picked up through a sophisticated school system for monitoring. Parents and pupils believe the safety of pupils is given the highest priority. Pupils have high levels of understanding of how to keep themselves and others safe and know how to avoid unsafe situations. Younger pupils say that they sometimes do not feel comfortable in the playground before and after school when there are large numbers of older pupils and adults around.

Leadership and management Leadership and management, supported by a well-informed governing body, are good and ensure continuous improvement in pupils ac hievement, teaching and the curriculum. As a result, standards show an upward trend. Governors have a good range of experience, a high profile within the school, and an accurate view of the schools achievements and successes. Professional development has been effective in promoting good pr actice throughout the governing body and the staff. Staff confirm the good leadership and management. Systems for monitoring are strong and evaluations of performance are accurate. There is a coherent approach to monitoring different aspects of the Early Years Foundation Stage, ensuring collaborative planning and evaluation of outcomes. There is high morale among the staff and a tangible drive to improve pupils achievement. However, the pursuit of excellence is compromised by inconsistencies in practice that are not addressed quickly enough through monitoring by senior and middle leaders. The curriculum provides memorable experiences for pupils, putting their learning into context and promoting their spiritual, moral, social and cultural development. This is acknowledged by parents and carers, one saying: Both of my daughters never want to stay home and enjoy every aspect of the school day from assembly, play, lessons, dinner, physical education, swimming etc. The system for monitoring pupils progress enables staff to identify and promptly address any underperformance. As a result, gaps between different groups of pupils, those known to be eligible for free school meals, boys and girls, disabled pupils and those who have special educational needs, are diminishing. Safeguarding arrangements meet the governments current requirements. The high quality of safeguarding procedure s is founded on detailed oversight of each pupils particular circumstances and is acknowledged by parents and carers and their children. Th e school is well supported by pupils families. The website is excellent and parents have frequent opportunities to engage in family workshops and commu nicate with staff. The school has been instrumental in enabling families to have access to information and communication technology in all the pupil s homes. The school has a good capacity to improve. The Early Years Foundation Stage delivered in the registered childcare provision The Pre-school Academy operates as a separate provision, managed by the governors, for children aged two to four years old. Chil drens attainment on entry is very low and many speak little English. Childrens starting points are rigorously assessed and they make good pro gress by the time they transfer either to Reception or to another school. Disabled children and those who have special educational needs make good progress because they are well supported by outside agencies. Parents and carers are generally pleased with their childrens progress. Children est ablish good relationships with all adults and respond well to them, sharing with them in their play. Children learn to cooperate well with each other and with adults, and to work independently. Three children interacted well while playing in a shop, writing out bills, using the till, and stocking the cupboards. Childrens literacy, numeracy and social skills develop well because adults consistently reinforce their skills throughout all activities. Adults working with children are knowledgeable and have skilfully created a stimulating learning environment despite the constraints imposed by the building. They provide a well-considered range of activities that effectively engage children in both group and individual activities. Nevertheless, the outdoor area lacks stimulation. Childrens progress is well monitored through observations, and used to plan appropriate acti vities. Leadership and management ensure close cooperation with the Nursery and Reception staff to provide consistently good provision. Heritage language is effectively used to guide and support children. Self-evaluation is well used to ensure continuous improvement in provision. Safety and security are given high priority. There are good relationships with parents and carers. These are the grades for the Early Years Foundation Stage of the registered childcare provision, inspected under sections 49 and 50 of the Childcare Act 2006

Overall effectiveness of the Early Years Foundation Stage 2 Taking into account: 2 2 2

Outcomes for children in the Early Years Foundation Stage The quality of provision in the Early Years Foundation Stage The effectiveness of leadership and management of the Early Years Foundation Stage for the registered provision

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Glossary: What inspection judgements mean

Grade Grade 1 Grade 2 Grade 3 Grade 4 Judgement Outstanding Good Satisfactory Inadequate Description These features are highly effective. An outstanding school provides exceptionally well for all its pupils needs. These are very positive features of a school. A school that is good is serving its pupils well. These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

Grade descriptors : achievement of pupils at the school Good Pupils are making better progress than all pupils nationally given their starting points. Groups of pupils, including disabled pupils and those with special educational needs, are also making better progress than similar groups of pupils nationally. Performance will exceed floor standards. Pupils acquire knowledge quickly and are secure in their understanding in different subjects. They develop and apply a range of skills well, including reading, writing, communication and mathematical skills, across the curriculum that will ensure they are well prepared for the next stage in their education, training or employment. The standards of attainment of the large majority of groups of pupils are likely to be at least in line with national averages for all pupils. Where standards of any group of pupils are below those of all pupils nationally, the gaps are closing. In exceptional circumstances, where attainment, including attainment in reading in primary schools, is low overall, it is improving at a faster rate than nationally over a sustained period.

Grade descriptors : quality of teaching in the school Good As a result of teaching that is mainly good, with examples of outstanding teaching, most pupils and groups of pupils, including disabled pupils and those who have special educational needs, are achieving well over time. Teachers have high expectations of all pupils. Teachers in most subjects and key stages use their well developed subject knowledge and their accurate assessment of pupils prior skills, kno wledge and understanding to plan effectively and set challenging tasks. They use effective teaching strategies that, together with appropriately targeted support and intervention, match most pupils individual needs so that pupils learn well across the curriculum. The teaching of r eading, writing, communication and mathematics is very efficient. Teachers and other adults enthuse and motivate most pupils to participate. Teaching generally promotes pupils resilience, confidence and independence when tackling challenging activities. Teachers regularly listen astu tely to, carefully observe and skilfully question groups of pupils and individuals during lessons in order to reshape tasks and explanations to improve learning. Teaching consistently deepens pupils knowledge and understanding and allows them to develop a range of skills, including com munication, reading and writing and mathematics, across the curriculum. Appropriate and regular homework contributes well to pupils learning . Teachers assess pupils progress regularly and accurately and discuss assessments with them so that pupils know how well they have done and w hat they need to do to improve.

Grade descriptors: behaviour and safety of pupils at the school Good There are few well founded concerns expressed by parents, carers, staff and pupils about behaviour and safety. Pupils are typically considerate, respectful and courteous to staff and each other and consistently meet the schools expectations. This makes a very posi tive contribution to a well ordered, safe school. The very large majority of pupils are consistently punctual to school and to lessons. In lessons, pupils demonstrate positive attitudes towards the teacher, their learning and each other. Their good levels of engagement allow lessons to flow smoothly throughout so that disruption is unusual. Pupils, including those with identified behavioural difficulties, respond very well to the schools strategies for managing and improving behaviour, which are applied consistently. Disruptive incidents seldom occur. There are marked improvements in behaviour over time for individuals or groups with particular needs. Instances of bullying, including for example, cyber-bullying and prejudice -based bullying related to special educational need, sexual orientation, sex, race, religion and belief, gender reassignment or disability, are rare. Pupils have a good awareness of different forms of bullying and take active steps to prevent it from occurring. The school swiftly and successfully addresses any incidents of bullying that do occur, thus gaining the full confidence of pupils, parents and carers. Pupils feel safe at school. They understand clearly what constitutes unsafe situations and how to keep themselves safe. Where pupils are able to influence their own attendance, it is likely that attendance will be above average for all sizeable groups of pupils, or showing sustained and convincing improvement over time.

Grade descriptors: quality of leadership in and management of the school Good Key leaders and managers, including the governing body, consistently communicate high expectations and ambition. They model good practice and demonstrably work to monitor, improve and support teaching, encouraging the enthusiasm of staff and channelling their efforts and skills to good effect. As a result, teaching is improving and is at least satisfactory, with much that is good. Planned actions based on accurate selfevaluation to overcome weaknesses have been concerted and effective. As a result, achievement has improved or consolidated previous good performance. The schools curriculum provides well organised, imaginative and effective opportunities for learning for all gr oups of pupils including disabled pupils and those with special educational needs, promotes positive behaviour and safety and provides a broad range of experiences that contribute well to the pupils achievement and to their spiritual, moral, social and cultural development. The sch ool usually works well with parents and carers, including those who might traditionally find working with the school difficult, to achieve positive benefits for pupils. The schools arrangements for safeguarding pupils meet statutory requirements and give no cause for concern.

Grade descriptors: overall effectiveness Good

The school takes effective action to enable most pupils to reach their potential. Pupils benefit from teaching that is at least good. This promotes very positive attitudes to learning and ensures that achievement is at least good. Leadership and management play a significant role in thi s and are good overall. Behaviour and safety are strong features. Deliberate and effective action is taken to create a cohesive learning community by promoting the pupils spiritual, moral, social and cultural development. A positive climate for learning exists and pupils and groups of pupils have highly positive experiences at school so that they are well prepared for the next stage in their education, training or employment.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools) Type of school Nursery schools Primary schools Secondary schools Special schools Pupil referral units All schools Outstanding 46 8 14 28 15 11 Good 46 47 38 48 50 46 Satisfactory 8 40 40 20 29 38 Inadequate 0 5 8 4 5 6

New school inspection arrangements have been introduced from 1 January 2012. This means that inspectors make judgements that were not made previously. The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent judgements that were made under the school inspection arrangements that were introduced on 1 September 2009. These data are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk). The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Primary schools include primary academy converters. Secondary schools include secondary academy converters, sponsor-led academies and city technology colleges. Special schools include special academy converters and non-maintained special schools. Percentages are rounded and do not always add exactly to 100. For a full glossary of terms, please read the online version of this report on the school website: www.birchfld.bham.sch.uk This letter was provided for the school, parents and carers to share with their children. It describes Ofsteds main findings from the inspection of their school. 16 March 2012 Dear Pupils Inspection of Birchfield Community School, Birmingham, B6 6AJ Thank you so much for a very enjoyable visit to your school last week. We were very interested to talk to you about your school, to see your lessons, to listen to you reading, and to look at your work. Yours is a good school because progress in the school is good, especially in reading and writing. We were delighted to see some of you are helping younger children by listening to them read. We agree with you that you learn a lot in lessons. We were so pleased to see your respectful attention during the film that had been made by the Year 6 pupils. We really enjoyed hearing about the work you do out of school that puts learning in mathematics, science, personal, social and health education into a real life context. You are becoming mature and sociable young people through better understanding of yourselves and others. You are polite, well-behaved, and learning to keep yourselves and others safe. Your school is a strong multi-cultural community that helps you to value differences and respect the needs of others. All the good things about your school are because of the energy and imagination of the headteacher and the great care and commitment of all the staff in the school. In order to make your school even better, I have asked your teachers to do the following.

Help you achieve as well in mathematics as you do in English. Give you as much time as possible in lessons to work on activities that you can do yourselves, and to check your understanding more frequently. Ensure that all staff have the same high expectations of your learning and your behaviour. Make the outdoor space for the Early Years Foundation Stage children more exciting.

You can help your teachers by asking questions in lessons and telling your teacher when you do not understand, particularly in mathematics. Yours sincerely Kathy Hooper Lead inspector

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Basic Skills Quality Mark ProgrammeVisit Feedback Report

In May 2012, we achieved the Quality Mark standard for the 4th time in a row! Below you can read the feedback report from the Basic Skills Agency: Good practice identified in relation to the 10 Elements of the Quality Mark:

The school has a 3 year development plan which focuses on raising standards. The self-evaluation processes and analyses of all aspects of the school are rigorous, robust and accurate. Pupil tracking and assessment procedures are well-structured to gain maximum information to further develop pupils learning; The tracking data is analysed across all groups within the school to ensure that all groups of pupils are achieving and attaining Assessment sheets and examples of work are moderated by the Leadership Team to ensure consistency across the school. Setting takes place in some year groups but the membership of each set is flexible to enable movement in and out of sets after Parents are kept well-informed of pupil targets and children have ready access to their targets through displays and personal Assessment procedures in Early Years are very strong with a comprehensive range of planned opportunities undertaken by all Holistic books; Portfolios; Learning Journals are used across the phases to record assessed progress. APP strategies are used across the school; these are most secure in Writing and Maths. Pupil progress meetings are held each half-term; these provide opportunities for class teachers and members of the Leadership The children show high levels of involvement and engagement in their lessons and in the extensive range of extra-curricular op Children with SEN receive their full entitlement and all reviews and meetings are conducted appropriately and documented well. Staff are highly motivated, working well together alongside the outstanding drive of the Headteacher and the Leadership Team. Staff development is a high focus in the school with all staff involved in high quality CPD. The Headteacher includes the school Training days are used for a range of opportunities including moderating, marking and self-evaluation. Additional weekly meetings A wealth of rich and fulfilling extra-curricular activities and events are available for the pupils to enjoy. School staff give their Many learning opportunities are offered during the pupils lunch break. Parents are closely involved with their childs progress at school and are given strategies to support their childs learning at School staff provide many levels of communication to support parents in the development of their own skills through workshops, The school is involved in extensive global links with other learning environments. Pupils and staff have made numerous visits The school is a vibrant learning community where the acquisition of basic skills is a priority.
Suggested areas for development in preparation for the next Quality Mark visit: abroad and have entertained many children and teachers from other countries. classroom-based activities and other varied learning opportunities. home. time freely and there is an excellent level of pupil participation in these opportunities. include Faculty meetings and Professional Development meetings. in as many new and appropriate initiatives as possible as long as they are of benefit to the development of stakeholders. Pupils are involved in the setting and reviewing of their targets. portunities. team to discuss the progress of each individual pupil and plan any necessary interventions to support and develop their learning. relevant staff. bookmarks. close monitoring of pupil progress. success. the trackers show predictions for pupils from Y3 to Y6 outcomes.

To ensure that the pupil outcomes for Maths and English are consistently above the national averages. To further develop and sustain the local, national and international partnerships in which the school is currently involved. To sustain the positive and inclusive learning ethos and environment of the school.

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Year 1 Phonic Results 2013 (unverified)

Pupils total All Boys Girls
89 47 42

A
0 0 0

D
0 0 0

0-10
5 2 3

11-20
5 4 1

21-30
6 3 3

31-40
73 39 34

Wt
16 9 7

Wa
73 38 35

%Wt
18% 10% 8%

%Wa
82% 90% 92%

Wa Grade Wt Grade

Met expected phonic decoding standard for pupil at end of Y1 Did not meet expected phonic decoding standard for pupil at end of Y1

Year 6 SATs Results 2013 (unverified)

* The English level is a combined level of speaking and listening, writing and reading.

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BIRMINGHAM LA

Statutory National Curriculum AssessmentEnd of Key Stage One 2013 Comparative Information Sheet(UNVERIFIED) School: Birchfield Community School 2297 Number of Year 2 Pupils: 90
Your child has recently been involved in National Curriculum assessments for year 2 children. The school is required to report the outcomes. Below you will see the teacher assessment results for your childs school. The teacher assessments for reading, writing and mathematics have been informed by some use of the national tasks and tests. Information is also provided for the national results from 2012.

SCHOOL RESULTS (2013) ENGLISH En1 Speaking & Listening En2 Reading En3 Writing D 0% 0% 0% A 0% 0% 0% W 1% 1% 3% 1 12% 12% 10% 2 53% 54% 61% 3 33% 31% 24% 4+ 0% 0% 0%

MATHEMATICS

D 0%

A 0%

W 0% W

1 10% 1 0% 16%

2 60% 2 47%

3 29% 3 37%

4+ 0% 4+ 0%

SCIENCE

U 0%

Figures may not total 100% due to rounding

NATIONAL RESULTS (2012) ENGLISH En1 Speaking & Listening En2 Reading En3 Writing MATHEMATICS D 0% 0% 0% D 0% SCIENCE D A 0% 0% 0% A 0% A W 2% 3% 3% W 2% W 2%
D A W 1 2 3 4+ U

1 10% 11% 14% 1 8% 1 9%

2 66% 60% 69% 2 69% 2 68%

3 22% 27% 14% 3 22% 3 22%

4+ 0% 0% 0% 4+ 0% 4+ 0%

APS N/A 16 14.7 APS 15.9 APS 15.5

Key - Children who have been exempted or not assessed for various reasons - Children who were absent for the assessments - Working within Level 1 - Level 1 - Level 2 Levels of attainment within the National Curriculum - Level 3 - Level 4 or above - Unable to reach an assessment due to absence or disapplication

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Staffing Structure
Ms M K Foster-Brown
Curriculum Management Leader Health & Safety School Standards Community/Parental Engagement Strategic Planning/School Budget Personnel/Employment Law Social Investment/Regeneration Handsworth Association Race Equality/Community Cohesion Governing Body

Mrs M Mason
Deputy Head Teacher
Lead School Day to Day Management Lead Behaviour Professional Teaching & Learning/Assessment Curriculum Leader/Maths Staff Professional Development School Standards/Attendance School Self-Evaluation

Head Teacher

Mr J Aldred
Upper Key Stage 2 Faculty School Delivery Planning Curriculum Leader/Science Assessment/Pupil Targeting Newly Qualified Teachers/Mentor
Teacher Training Student Placements

Mrs Y Malik
Transition Faculty Lead Curriculum Development Curriculum Leader/English Bilingual Development Modern Foreign Languages School Delivery Planning Teaching & Learning Standards Newly Qualified Teachers/Mentor
(Deputy Head Teacher Responsibilities)

Assistant Head Teacher

Assistant Head Teacher

Teaching & learning Standards

(Deputy Head Teacher Responsibilities)

Mrs G Priest
Special Needs/Pupil Welfare Looked After Children Senior LeaderChild Protection Educational Visits Newly Qualified Teachers/Mentor Gifted & Talented Teaching & learning Standards
(Deputy Head Teacher Responsibilities)

Vacancy
Foundation Stage Faculty Safeguarding School Delivery Planning Assessment/Pupil Targeting
Teacher Training Student Placements

Assistant Head Teacher

Assistant Head Teacher

Teaching & learning Standards

(Deputy Head Teacher Responsibilities)

Ms N Foster-Brown
Financial Management Facilities Management Governing Body Health & Safety Risk Management Attendance/MIS Administration Information/ICT Management Human Resources

Mrs J Kaur
Business Manager Human Resources
Human Resources Head Teachers PA Employment Law Staff Professional Development Safeguarding Recruitment Performance Management Clerk to the Governors

Strategic Business Manager

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Teaching & Learning Responsibilities (TLR)

Teachers with Teaching and Learning Responsibility (TLR) undertake additional responsibilities. They lead, manage and develop a subject or curriculum area, or lead and manage pupil development across the curriculum. A TLR impacts on the educational progress of pupils beyond their assigned classes/groups.

Mrs A Saghir
Faculty Leader
Foundation Stage
(Pre-School Academy, Nursery & Reception) Curriculum/Project Leader

Mr P Burford
Faculty Leader
(Year 1, 2 & 3) Curriculum/Project Leader

Mrs G Begum
Faculty Leader
Upper Key Stage 2
(Years 4, 5 & 6) Curriculum/Project Leader

Mr S Khan
Project Manager
ICT / Technology
(Whole School) Curriculum/Project Leader

Transition

Ms D Littley
Project Manager
Humanities
History, Geography & RE

Mr P Wallace
Project Manager
P.E./Sports/Health Extended Activities

Mr S Brown Project Manager

Creative Curriculum Cross-Curricular Planning

Vacancy
* Project Manager
Citizenship/Equalities Library

Worship)

* Role and responsibility - internal vacancy review

Mr M Abbott Mr G Bal Mrs S Beckford Miss J Brierley Mrs J Grewal Miss H Commander Ms S James

Ms M Dhadley Ms A Fowler Miss N Fox Ms M Grannell Mr D Tooze Mrs S Hussain Mr G Winfield

Ms N Lagah Mrs C McCrossan Ms C Rhodes Ms L Spittle Mrs J Cohen-Dunkley Ms J Wilkes

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Support Staff
Mrs T Aftab Mrs S Begum Mrs S Sethi Ms L Brown Mrs B Cheema Miss A Kauser Ms A Kumari Mrs M Mattu Mrs F Patel Mrs J Paul Mrs S Ravat Mrs H Saiyed Mrs R Sayed*
*School Advisor for Worship

Mrs A ShamariAgency

Mrs S West Ms J Wilson Mrs V Williams

Agency

Vacancy
Higher Level Teaching Assistant

Mrs R Solanki Mr T Sheikh

Ms C Mendez Office Manager

Pupil Data Admissions/Attendance

Miss Z Andrews School Administrator

Marketing Manager International Coordinator Eco Coordinator Educational Visits

Parent Support Advisor Learning Mentor/Educational Visits/ First Aid/Sports Mr H Ali Learning Mentor/Sports Ms V Evans Learning Mentor Mr A Ayaanle Learning Mentor Mr J Rose Evolve Mentor Mrs T Sneary HAS* Coordinator Mrs M Teladia Collective Worship/Support Worker Mr L Chardin Cover Supervisor/French Tuition *Handsworth Association of Schools

Mrs R Ali Clerical Assistant

School Meals Reception

Mrs S Ali (Manager pm) Mrs B Parmer (Deputy) Mrs A Shaikh Mrs S Shaikh

Mrs R Malik (Manager am) Mrs K Zafar (Deputy) Mrs R Sheikh Mrs M Vorajee

MUSIC SERVICE
INSTRUMENTAL TEACHING
Mr A Jennings Mr C Loane Ms L Mattison Mr J Saini Mr G S Dharni Miss L Howy Mr D Leeper Mr J Silk Mr B Hollingworth Brass Woodwind Violin Tabla Sitar Keyboards Keyboards Drums Guitar

Mrs J Townsend Clerical Assistant

Reception Clubs - Netball

Miss N Martin Clerical Assistant

Reception/Stock Management/ First Aid Mrs J Marlow School Nurse Mr N Kennard Ms N Chowdhury Mr R Gilbert Ms S Hassett Ms M Hudson Ms I Mason

Mr P Whearty ICT Technician Mr D Keelay ICT Technician Mr L Schofield Finance Consultant Mrs S Rose Finance Officer

HR Advisor KingsnorthKingstanding Behaviour Support Speech Therapist External Advisor Pupil Support Service Hearing Impairment Educational Psychologist

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Mr A Townsend Mr D Forysth Mr D Sidwell

Site Manager Building Services Supervisor Assistant Building Services Supervisor

Mr I Noor Ms S Bhayat Mz Z Bhayat Mrs N Jabbal Mr I Noor

Cleaning Supervisor Ms T Bhayat Mrs Z Dhudha Agency

Mrs P Flynn Mrs M Idrissi Mrs A Kauser Mrs Z Khalfe Mrs N Rahman Ms R Begum

Chef Deputy Chef Ms F Parveen Mrs G Kaur Ms L Davis + agency staff

Mrs F Saiyed Senior Supervisor Mrs S Khan Senior Supervisor Mrs R Adam Mrs R Akhmat Mrs B Akhtar Mrs Z Akooji Mrs F Arif Ms H Bhamji Mrs N Chauhan Ms S Delair Mrs C Finn Mrs F Ghumra Mrs Y Johnson Ms F Khalfey Mrs N P Khalfey Mrs S Parmar Mrs A Ravat Mrs R Rehman Mrs S Shaikh Mrs M Thakor Mrs R Zaman + agency staff

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Our Governing Body

LIST OF GOVERNORS + TERMS OF OFFICE
COMMUNITY GOVERNORS

LOCAL AUTHORITY REPS

Mrs A Harding From 23/06/2011 to 22/06/2015 Mr A Hussain (VICE CHAIR) From 22/09/2010 to 21/09/2014 Mr R Russell From 16/05/2013 to 15/05/2017 Mr J Whelton From 16/05/2013 to 15/05/2017

Mr G Rees From 9/5/12 to 8/5/16 Chair of Governors Mr W Holmes From 11/08/2013 to 10/08/2017 ** Child Protection/SEN/Looked After Children/Attendance Mr D Guest From 03/05/2010 to 03/05/2014
PARENT GOVERNORS Mrs A Ali From 06/05/2011 to 05/05/2015 Mr A Hannan From 25/01/2010 to 24/01/2014 Mr S Uddin From 25/01/2010 to 24/01/2014 Three vacancies

STAFF GOVERNORS Miss M K Foster-Brown (Head Teacher) ** Race Equality/Community Cohesion Mr P Burford From 18/10/2009 to 17/10/2013 Mr A Townsend From 13/09/2010 to 14/09/2014 Ms Y MalikEarly Years From 28/06/2012 to 27/06/2016 CLERK to the GOVERNING BODY Mrs J Kaur

THE WORK OF THE GOVERNING BODY

Our Governing Body is made up of parents, staff, community members and Birmingham City Council representatives. The Head Teacher is a member by choice and is counted as a Staff Governor. Parent representatives are elected by parents or in certain circumstances appointed by the Governing Body. The Governing Body is legally responsible for the general oversight of the conduct and curriculum of the school, that is, for managing policy. Each governor other than the Head Teacher holds office for a term of four years. There a number of Governing Body committees. Each committee has a different function and oversees specific areas of school policy.

The head teacher has responsibility for the internal organization, management and control of the school and for implementation of the strategic framework established by the governing body. Governors are not expected to be involved in the detail of the day-to-day management of the school... Acting as a critical friend, governing bodies should offer support and constructive advice to the headteacher.
Guide to the Law Governors

Leadership and management, supported by a well-informed governing body, are good and ensure continuous improvement in pupils achievement, teaching and the curriculum
OFSTED Inspection Report, March 2012

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Dates for the School Year

TERMS
Autumn term 2013 Spring term 2014 Summer term 2014

OPEN (8.50 a.m.)

Monday 2 September Monday 4 November Monday 6 January Monday 24 February Monday 28 April Monday 2 June

CLOSE (3.30 p.m.)

Friday 25 October Friday 20 December Friday 14 February Friday 11 April Friday 23 May Tuesday 21 July

PLANNED SCHOOL CLOSURES

Monday 2nd September 2013 Tuesday 3rd September 2013 Friday 18th October 2013

Training Days

(SCHOOL WILL REOPEN ON WEDNESDAY 4TH SEPTEMBER 2013)

TERMS
Autumn term 2014 Spring term 2015 Summer term 2015

OPEN (8.50 a.m.)

Monday 1 September Monday 3 November Monday 5 January Monday 23 February Monday 13 April Monday 1 June

CLOSE (3.30 p.m.)

Friday 24 October Friday 19 December Friday 13 February Friday 23 March Friday 22 May Monday 20 July

MondayThursday Infants: 8.50 a.m. 12.15 p.m. 1.25 p.m. 3.30 p.m. Juniors: 8.50 a.m. 12.15 p.m. 1.15 p.m. 3.30 p.m. Friday School closes for all children at 1.15 p.m. except children attending clubs. Registration and assembly/collective worship take place each day. Nursery/Pre-school Academy: 8.50 a.m. 11.50 a.m.12.25p.m. 3.25 p.m.
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CLASSROOM RULES
In addition to the School rules teachers may agree some classroom rules with their children at the start of school year. These rules are: CLEAR AND ACHIEVABLE and are PHRASED IN INCLUSIVE LANGUAGE

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Summary of Our School Vision

To help you understand Birchfield School and to show you what a truly special place it is - we would liken our school to the globe itself. There are three key factors that make up our school that can be likened to the three layers of the Earth. Imagine the globe in cross section and look at its layers the core, the mantle and the crust. Firstly, theres the molten iron core, this foundation represents the quality of learning and teaching in a school and it is the schools greatest strength. The schools constant focus upon delivering high quality personalised learning to all our pupils depending upon their levels of ability and achievement is our primary purpose. We have a talented and committed staff team who are supported through a generous training budget, non-contact time for marking and preparation that all adds strength to the schools academic life. A good lesson is one in which ideas are expressed and challenged; children learn to use language with accuracy and purpose. Our teachers encourage our children to use higher-order thinking skills by asking open-ended questions utilising the global dimension to extend their learning. The Earths mantle feeds from the molten core and this layer represents the cross -curricular programmes we offer in school time and as an extended curriculum after school: music, art, sport, drama, visual literacy, family learning, growing gains, emotional intelligence, Comenius, technology and healthy eating. This broad curriculum allows our children to have a wide range of experiences and to find where their passions in life lie. All our children have the opportunity to be exposed to these activities and are encouraged to develop talents they may never have thought they had. The crust of the Earth holds the whole together- this represents pastoral care, a sense of community and the involvement of parents. Above all, children should be happy and safe at school. It is our aim at Birchfield to ensure we take the time to show and prove to our children and their families, that they are valued and understood as individuals, socially, emotionally and as a spiritual being. They are integral parts of our school and are seen as partners in a great education. Birchfield Community School encourages our whole community to look outside of Aston, beyond Birmingham, outside our region or even nationally to study the major issues affect our global community. We have a commitment to providing our children with a world-class education and the opportunity to find out about the diversity of the world and the ways in which people differ but are intrinsically the same. The families we serve come from a wide range of ethnic backgrounds and speak many different home languages so the school draws upon our own community to support our curriculum. We also supplement this by carrying out visits and exchanges with many schools from around the world this year alone, we have linked up with schools from as far away as Uganda, Martinique, Belgium, Poland, Hungary, Romania, Turkey and the Czech Republic. Everyone who visits our school comments that our school is a magical place and that we have something special that other schools struggle to attain. Birchfield Community School is a wonderful place and it is the launch pad for us all to explore the world together.

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Birchfield Community School

3 Year School Delivery Plan Summary
The following diagrams summarise key aspects of our school delivery plan. The plan sets out planned development and improvement over the course of three years, from 2013 until 2016.

Improve school infrastructure/ buildings, signage, Trinity House, and disabled facilities.

Site Audit

Raise standards of Key Stage 1 and 2 English, Maths & Science

Connecting Classrooms

International Links Comenius

Strategic actions
Extend Lifelong Learning Opportunities

Further develop leadership and management across the school

Develop creative, international curriculum/personalised learning/extended provision/parental engagement/family access to services and build on existing community programmes and facilities, integrated family teams, increasing Out-of-Hours opportunities for adults and pupils.

Key Strengths at Birchfield We have the capacity to extend our neighbourhood centre status. Ofsted inspection of the school in March 2012 determined the school to be Good with outstanding features. Our family learning programmes and Handsworth Association membership enhance lifelong learning and community partnership Partnership work with Local Authority Integrated Services We have the potential to create and run new activities and attract investment. Initiatives enhance pupil and adult learning and well-being.

DEVELOP A MARKETING STRATEGY

Survey parent/pupil/staff opinion Market and appraisal

Identify the schools Set out key strategic

and specific initiatives that will unlock the schools potential Highlight LA funding options and other funding available at a strategic level, to help to deliver key actions identified. marketing strategy

Strategic & Specific objectives

Explore local and other business services/support and potential for wider exposure

Work with focus groups to improve practice

Vision & Strategy To provide social and educational benefits to the local community and other schools, whilst creating the necessary conditions for development Promote community cohesion/inclusion/ empowerment for pupils and parents through teaching and learning. Develop a business and community long term strategy which reflects the needs of the school and the potential to create further change in the future. To acquire strategic funding - local, national and international.

Self review/evaluation: using data and audit documentation

Priorities for Improvement and Development Using effective strategies and lifelong learning programmes/schemes e.g. family learning and other parent partnership projects.
Achieve economic wellbeing for families Raise achievement in English, Science, Maths, PE and ICT Enable pupils to reach their targets Encourage professional development for staff and parents Raise attendance levels Develop and maintain community projects Maintain high level of early years provision Improve assessment procedures and pupil tracking
ACTION PLANNING

Evaluation of outcomes and impact. Celebrate successes.

Improve writing across the whole school

TARGET SETTING

IMPLEMENTATION 24

At Birchfield we aim to:

Create a positive learning environment that recognises the effects of racism, sexism, poverty and social deprivation. In doing so we hope to combat the effects of prejudice, responding positively to childrens perceptions and understanding of stereotypes relating to gender, race, religion, class and disability. Promote social inclusion and demonstrate enjoyable, enriching and effective strategies for social investment. Promote community cohesion through teaching and learning so that all stakeholders are empowered to achieve their aspirations. Develop imaginative and sustainable multi-agency activities that widen participation and embrace other community members of all ages and heritages. Be aware that children are richly different through circumstances of birth, language, heritage and environment and to make full provision responding to those differences through personalised learning. Develop, as fully as possible, basic learning competency so that each child can maximise his/her potential contribution in our fast-changing society. Provide a learning environment that recognises the full potential of each child and allows them to achieve. Provide a broad, deep and relevant curriculum which progresses across the years and is responsive to the needs of the individual. Allow each child to develop self-awareness, understanding of others and the skills necessary to enable individuals to take part in building a more just and equal society. Promote childrens awareness of local, national and global issues which have an impact on all of us. Continually monitor childrens development and progress throughout the school experience in order to identify and meet individual needs. Respond to and deal with the needs of both teaching and non-teaching staff in terms of their professional development and the development of the school. Provide a curriculum which promotes childrens spiritual, moral, social and cultural development and prepares all children for the opportunities, responsibilities and experiences of life. Ensure that the head teacher, staff, governors and parents work together in a dynamic process - re-examining issues, determining more effective processes, recognising priorities and developing new strategies to determine relevant school policies and curriculum.

25

Admissions
Due to Government legislation admissions for children age 4 and over are handled by the Local Authority. Please apply online or send applications to:

SCHOOL ADMISSIONS SERVICE

Tel no: 0121 675 0555 Website: Email: [email protected] www.birmingham.gov.uk/schooladmissions

Office opening hours: Monday - Thursday: 8.45am - 5.15pm Friday: 8.45pm4.15pm CLOSED: Saturday, Sunday & Bank Holidays Address: School Admissions & Pupil Placement Service Birmingham City Council P.O. Box 16513, B2 2FF

TAKE A TOUR
Parents and children are invited to visit the school on an informal basis to look around and meet staff.

NURSERY & PRE-SCHOOL ACADEMY ADMISSIONS

In Birmingham, admissions to a nursery or pre-school is not managed by the Local Authority. You will need to contact us directly and complete an application form. You will be required to produce your childs birth certificate and a copy of a recent utility bill (i.e. gas, electric or poll tax). As a Local Authority school we must offer places to all children on a part-time basis first. If capacity exists after all children have been offered a place, the children identified as meeting the Councils criteria for a full time place will be offered a place on a full-time basis in either Pre-School or Nursery. The Councils criteria is on the next page. There is limited funding available for two year-olds that have severe needs. Referrals are made by the school on an individual basis.

26

(Children need to meet one of the following criteria to be offered a full-time place)

PRIORITY ONE

Children with a Child Protection Plan or are subject to a section 47 Child Protection investigation, or a section 17 Children in Need plan. Children in Local Authority Care. Children subject to Common Assessment Framework Engaged in family support plans or Integrated support plans or the Yearly Support process. Children with diagnosed Disabilities who have a statement of Educational Need or engaged in that process and/or are in receipt of Disability benefit, or children who have been referred to or by a Child Development Centre.

OR
(Children need to meet two of the following criteria to be offered a full-time place)

PRIORITY TWO

Children whose behaviour/development/health gives serious cause for concern referral from any appropriate agency e.g. Health Visitor. Children from families who are homeless, living in poor housing or temporary accommodation referral from any appropriate agency. Children referred by the Family Nurse Partnership or Health Visitor, from isolated first time parents or parents who are teenagers. Families who have 3 or more children under five years of age. Children who speak no English or are in the very first stages of language development. Children whose parents/carers need support as a result of their physical disability, learning disability, mental health problem or illness. Parent/carer in prison. Children from asylum seeking, refugee families and travellers community. Children from families experiencing domestic violence, drug/alcohol abuse. Children whose home postcode is in the top 10% most deprived SOA according to IMD or are entitled to a free school meal.

All other conditions remain the same for allocation of free entitlement places. Where we have more applications for free entitlement places than there are places available, the following criteria shall apply: Children meeting the criteria for the allocation of a full-time place Children (siblings) with an older brother or sister already at the school (or at a linked school on the same or nearby site) who will be in attendance at the time the sibling enters the school. Siblings are considered to be those children who live at the same address and either: Have one or both natural parents in common Are related by a parents marriage Are adopted or fostered by a common parent Children who live nearest to the school. Within each of these categories, priority is given to those who live nearest to the school, by straight-line measurement to one fixed point in the school.

27

Information for Parents

We hold termly Parents Evenings to enable parents to discuss their childrens progress. All parents and carers are invited to attend.

Parents Evenings

All parents are expected to complete emergency information forms so that we may contact them at home or at work if their child falls ill at school or has an accident. Please notify the school immediately if you change your address, telephone number or if any other circumstances change. If you have an email address, please include this on the emergency form.

Emergency Information

As far as possible, all children should contribute to the weekly collection of school fund. This money is used to purchase items that the Local Authority are unable to provide. Parents are asked to contribute 30p per week per child attending the school. Various fund-raising activities take place throughout the year to raise additional monies for this fund.

School Fund and Fund-raising

Parents are asked to complete a form of consent if they wish their children to take part in local outings, e.g. educational visits. Letters will be sent to parents when classes are invited to take part in such outings. On these occasions children and adults are insured by the school. If forms of consent are not signed and returned to the school then children will not be allowed to go on the trips.

Forms of Consent

Under the Data Protection Act. Strict rules govern the filming or photographing or recording of children and we never take or use images without parental permission. From time to time, in order to publicise what we do in school we may wish to release pictures or to invite reporters to film or to interview pupils. Only children whose parents have signed a permission form will be included.

Media/Photograph Permission Form

Our school site has a CCTV system that maintains a high level of security for children, staff and parents. We have direct links to the local police station. All parents and other visitors must report to the main reception on arrival.

School Security and Site Development

Parents are usually informed of all school matters by letter or through our Press Club newsletter. Dates can also be found on our website.

Day to Day School Diary

Smoking is not permitted on school premises. Parents and visitors are expected to support our policy. This policy applies to EVERYONE using the school at any time of the day or evening.

No Smoking Policy

The school has cricket and football teams that play in local and national leagues / competitions. Parents are welcome to come along and support their child(ren).

Sports

28

Every child becomes a member of our school library when they start school. School library books must be returned regularly so other children can use them. Your child will access our school library computerised system by placing his or her thumb on a scanner, which will convert the thumb print into a unique bar code number (the image itself is not stored). The bar code number cannot be used to recreate/ reconstruct the thumbprint. School data protection and registration ensures any data on our computer is for educational use only. The benefits are: fast and easy access by pupils to the library system and a more complete record of all books a child has borrows throughout the school year. If you decide not to give your child permission to use the computerised system, your child will still be able to use the library.

Library/Electronic Scanner Consent Form

Please inform us about the medication(s) your child is taking and complete the relevant forms at the office. Some medicines may be given in school. Please see the Head Teacher if you have any queries. We have special registration cards for children who suffer from asthma. Please complete one if this affects your child. Provision can be made to store inhalers safely inside school. All staff have received epipen training and class teachers have been given relevant information about children in their class who suffer from allergies.

Medicines

The school nurse medically examines children at regular intervals. Examinations take place in school or at Aston Health Centre, Trinity Rd. Parents should attend these examinations. It is hoped that every child will have had a medical examination before they leave the school. Hearing, sight, weight, height and dental checks are carried out in these examinations.

Medical Inspection

Everyone is expected to follow the schools anti-litter/graffiti policy which is monitored by the Prefects Green & Clean committee. Litter DOES include chewing gum!

Litter Free Zone

We recycle all paper & cardboard, also some ICT products in partnership with the City Council as part of our commitment to becoming an eco-friendly school.

Recycling

The National Curriculum includes swimming lessons for children in schools. Reception, Years 1, 2, 3, 4, 5 and 6 will attend Great Barr or Newtown Swimming Baths. Classes will travel to the baths by coach with a teacher and assistants during the week. Separate changing rooms are available for girls and boys. Birchfield pool times coincide with those of boys and girls from other local schools.

Swimming

Children should not bringing valuables items or mobile phones into school as they will not be insured if lost or broken. Studs for pierced ears are acceptable at school as other types of ear rings may cause damage to ears. Children are not allowed to wear jewellery or watches during physical education or swimming sessions. We are sensitive to the fact that certain items have religious significance.

Jewellery and Valuables

We carry out a survey each year to help us to learn more about the community and the children in our school. Questions include information about languages, religions and traditions. Parents are requested to help by providing information which will enable us to provide a more relevant curriculum.

School Family Survey

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Home School Agreement

What do you expect from the school? What do we expect from you as parents/ carers? What do we all expect from our children?
In accordance with government guidelines, the school has written a Home School Agreement for parents/carers to sign confirming their support for the school.

ALL CHILDREN ARE EXPECTED TO WEAR SCHOOL UNIFORM / SCHOOL COLOURS The following embroidered school uniform is available from the school office. School uniform can also be obtained from our recommended stockist Gogna, 67/69 Rookery Road, Birmingham, B21 9QU. Red or Black Sweatshirt Embroidered logo Red or Black Knitted V-neck Sweater Embroidered logo only Red or Black Cardigan (sweatshirt material) Embroidered logo Red or Black Knitted Cardigan Embroidered logo only Red Tie Elasticised tie back + other Black Trousers Black Skirt or Pinafore Black or White Head Scarf Sensible Shoesnot trainers Wellington Boots P.E. KIT Shorts, T-shirt Appropriate footwear

30

School Dinners
We provide a full range of managed catering across the school day including HMC certified Halal and Vegetarian options. Our diverse menus provide the recommended nutritional standards for all our children and we provide fresh and exciting foods to ensure their health and well-being. We provide a selection of 4 weekly menus offering a variety of dishes each day for your child to choose from. The menus include many favourites for example, fish, curry, pasta, pizza, fresh fruit, burgers and traditional puddings. Children may also select salad from our salad carts. Drinking water is always available and fresh bread is free to accompany your childs meal. There are also theme days and weeks where the lunch is linked to our schools curriculum and events. These special dinners give our pupils new taste experiences. Over the last few years we have had meals inspired by Japanese, Chinese, Indian, American, Russian, French, Spanish, East African, Polish and Italian cuisine.

FREE SCHOOL MEALS

We are hoping that more parents take up their rights and apply for free meals. If you are on an income below 16,190 or are in receipt of benefits, such as, Income Support, Job Seekers Allowance or Child Tax Credit, you are eligible for free school meals. (as of June 2013) Children whose parents receive the following support payments are entitled to receive free school meals: Income Support (IS); Income Based Jobseekers Allowance (IBJSA); An income-related Employment and Support Allowance (ESA ir) (this benefit was introduced on 27 October 2008) See below; Support under part VI of the immigration and Asylum Act 1999; or Child Tax Credit, provided they are not entitled to Working Tax Credit and have an annual income (as assessed by Her Majestys Revenue and Customs0 that, as of 6 April 2013 does not exceed 16,190. Children who receive IS or IBJSA in their own right are also entitled to receive free school meals.

PAID DINNERS: How to Pay

Parents who pay for school meals will be allocated swipe cards to enable them to pay at convenient times during the school day using the IMPACT machines on the exterior of the school building. Our computerised dinner system allows us to recognise each individual pupil using their fingerprint, holds individual cash balances and records what children choose to eat each day. This enables us to monitor childrens diets. It is particularly important to know what children choose because we try to ensure that children have a well-balanced diet in school and that our dinners appeal to children. For the price of 1.70 per meal for nursery children and 2.00 per meal for primary children, our school dinners provide pupils with a well balanced nutritional meal.

31

Healthy Eating
Pupils learn about the importance of a balanced diet as part of the curriculum. They are encouraged throughout their time at our school to eat healthily. This area of the curriculum and school policy is currently under development. We encourage children who bring packed lunches not to bring crisps, chocolate, biscuits, sweets, sugary drinks or other unhealthy foods to school if it means that they will not maintain a balanced diet. Our school dinners include a second course, such as, fruit and yoghurt as part of a well-balanced nutritional meal. At the end of the year, health awareness trophies and certificates are presented to individual children. There is a school health bar for the junior children at playtime in the morning a maximum of 1 is suitable to buy a range of healthy snacks please ensure your child keeps their money safe in a named purse, wallet or envelope. Nursery, Pre-school Academy and Reception children receive free milk and fruit daily. Years 1 and 2 receive free fruit daily.

32

CHARGING & REMISSION

The Education Reform Act, 1988 introduced new provisions dealing with school activities which came into force in 1989. 1. The governing body make a charge for all activities for which charging is permissible. 2. Voluntary contributions may be sought from time to time to support the school or school activities. Parents are asked to pay voluntary contributions towards the cost of educational activities during the year. Requested contributions may vary and will depend on the full costs of such visits. Such contributions are purely voluntary and requests will make it clear that:

There is no obligation to contribute No child is treated differently according to whether or not their parents have
contributed in response to the request.

3. In exceptional circumstances we hire rooms for educational purposes only at the following rates and usually during the school term and opening times. These rates are reviewed annually. CHARGES ARE SUBJECT TO CHANGE.
Eco-Hub Conference RoomTBA

Classroom and Trinity House Hire - 14.50 per hour per room Halls mid week - 15.05 per hall per hour Halls weekend - 46.30 per hall per hour

NB: Our facilities for lettings are limited because our pupils are involved in many out of hours activities in rooms and halls.

HEALTH AND SAFETY

We aim to provide a safe and healthy working environment for everyone in the school. The governing body, the Head Teacher and Birmingham City Council have worked together to ensure that the school premises meet the requirements of the Health and Safety at Work Act as well as other relevant health and safety legislation codes of practice. These include the Management of Health and Safety at Work Regulations, 1992, and any relevant policies adopted by the European Commission. The Head Teacher and the Site Manager monitor the implementation of the schools Health & Safety policy, to assess whether it is being pursued effectively and safety standards are satisfactory. Risk assessments and reports are undertaken appropriately.
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Parents at Birchfield
In 2010 we were awarded the Leading Parent Partnership Award (LPPA). The awarding body identified the following strengths of the school and parent partnership:

The commitment, leadership and drive of the Head Teacher and all the staff to work with parents is exceptional. The school demonstrates a real partnership with parents, which is exemplary. This is achieved through the enrichment programme, family learning and open door policy, all of which significantly benefit both pupils and parents development. Parents feel valued and recognise that they have a role in developing the learning process: they find the school to be a listening and responsive community. The school is at the heart of the community and has positively impacted on community relationships. Systems of communication are excellent: there is an effective flow of information between school and home with the school being individually responsive and supportive of parents and carers circumstances. There is an outstanding provision of courses for parents enabling them to develop their own skills, abilities and greater opportunities to apply for paid work. The significant support and development of parents own learning skills and subsequently their ability to apply it to their childrens learning is impressive. The high quality environment and facilities for parents, which are a clear indication that parents are valued by the school. Pupils were very enthusiastic about their parents involvement and understood the important role they played in supporting their learning.

Ms Foster Brown, the Head Teacher, said, The LPPA comments above capture the essence of Birchfield. We are extremely proud of the fact that they clearly demonstrate genuine commitment to every single family in our school community. We passionately believe in our school aims that drive forward our vision, and have been recognised as translating our vision together as a family.

We began running a successful netball club for female parents. We will continue holding the club every week if parents are interested. All are welcome to attend, regardless of experience or ability.

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Friends Of Birchfield PTA

In September 2011, our new PTA, Friends of Birchfield, was formed. ALL parents of pupils at Birchfield are automatically members of Friends of Birchfield. The Friends of Birchfield Committee is made up of caring parents, staff and community members who give their time to help raise money for the school in order to improve resources and opportunities for our pupils. In 2012/13, the committee have held numerous fundraising events for the school, with the support of Mrs Flynn and the brilliant catering team, including themed cake sales, the Family Learning team and Cinema Clubs. Our committee have also been working hard to raise money for charity. Events have included MacMillan Coffee Morning for Cancer Relief, BBC Children in Need, Day for Change Cake Sales for UNICEF, Comic Relief and a cake sale in aid of the Syrian Appeal. The committee have had a very successful year and have raised funds for the school and numerous charities. The committee will be holding numerous events this academic year. We will inform pupils and parents of events throughout the year. We are always looking for new members to join the committee. If you are interested in joining please contact Mrs Solanki in the main office or send an email to: [email protected].

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Early Years at Birchfield

Nursery - full time and part time children - situated on the main drive into school Pre-School Academy - full and part-time nursery-aged children - based in Trinity House Reception Classes - 3 classes (R1, R2, R3) each with 30 children - within new block main school Our Nursery and Pre-School Academy form one part of the Foundation Stage (Foundation Stage 1). Children in Nursery and Pre-School share a curriculum and facilities. Reception classes form the second part of the Foundation Stage (Foundation Stage 2). These three settings constitute the Early Years. At Birchfield Community School we are committed to providing a dynamic and creative Learning Journey through fun and exciting learning opportunities.

AREAS OF LEARNING
There are seven areas of learning in the Early Years Foundation Stage (EYFS):

PRIME AREAS Personal, Social & Emotional Development Physical Development Communication & Language SPECIFIC AREAS Literacy Mathematics Understanding the World Expressive Art and Design
These areas are rigorously planned for and are delivered both indoors and outdoors on a daily basis. Children learn and explore through focused as well as child-initiated activities.

We differentiate the learning according to the individual needs of the child and adopt a holistic approach where each child is valued and respected. The childs attitude to learning - the choosing to be a part of our Great Learning Journey is fostered and nurtured in each of our settings. Developing the childs attitude to learning is a crucial part of the Early Years Learning Journey, and is one that will affect them throughout their Lifelong Learning. Familiar and established routines and procedures support the learning environment as we aim for our children to develop as confident, enthusiastic and effective learners. The practitioners (teachers and assistants) recognise the individual childs learning strengths and areas for development - assessment of the individual child is part of daily planning. Having embedded flexibility in our learning experiences, the curriculum programme aims to challenge our childrens thinking and range of experience. Our nursery gained an award for the quality of our provision and we have completed the third year of the Effective Early Learning (EEL) programmemaintining our green ratingwhich is the highest rating possible. 36

Our Curriculum (for KS1 and KS2)

The Government has launched a new National Curriculum for England. While it is being introduced to schools and the staff are being trained, the existing National Curriculum requirements for primary schools remain until September 2014. The National Curriculum includes the following statutory subjects in key stages 1 and 2 which all pupils must study:

Art and Design Design and Technology English Geography History Information, Communication and Technology Mathematics Music Physical Education Science Modern Foreign Languages

The curriculum provides memorable experiences for pupils, putting their learning into context and promoting their spiritual, moral, social and cultural development.
OFSTED Inspection Report, March 2012

Religious education must also be provided at key stages 1 and 2. In addition to the National Curriculum, our school curriculum incorporates key focuses, issues and themes which are detailed on the next few pages.

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Information & Communication Technology (ICT)

Our two ICT suites enable us to continually develop and extend the use of ICT in our curriculum. Classes use the upstairs suite for ICT lessons, family learning and community based projects. The downstairs suite is used for group work and adult/family learning. Additional technology in the suites, halls and classrooms enable us to enhance school events and assemblies.

Peer to Peer Links

Our ICT facilities are utilised in making and maintaining links with schools and school children in the UK and abroad. Pupils connect to peers in other schools via video conferences. We began using video conferencing to communicate with children in Russia and our class teacher, Ms Littley, during her visit to the school. Class 17 began a video conferencing project with a school in Marseille, France, using a French educational platform. In 2012, our video conferencing links with Russia have expanded to years 2 and 3. In 2013, we began to regularly Skype our children visiting our partner schools in Hungary and Belgium. We have also written and received Christmas and New Year cards from our partner schools in Uganda and Martinique. We have also begun creating blogs and using shared platforms to support our international projects.

Moodle
Our Moodle or VLE (Virtual Learning Environment) has been launched in selected year groups and will expand to the rest of the school and parents this academic year. It provides a central platform where pupils can access class work and homework online.

Mathletics and Education City

All children in years 3 to 6 have access through individual usernames and passwords to both Education City and Mathletics. Both are websites that offer our children a range of engaging and challenging activities linked to their class lessons. Their class teachers have access to the websites and can allocate appropriate work to each child. If a child doesnt have internet access then booklets of appropriate work can be printed off and given to the child to complete by the class teacher.

Pupil Progress & Tracking

At Birchfield we constantly strive to improve the way in which we record our pupils achievements, progress and academic targets, as well as other important information. CMIS enables teachers to record and track pupil progress. Targets are set using the teachers knowledge of their pupils. To ensure that our pupils receive the highest standards of education, these targets are reviewed throughout the year. The E-Portal system enables teachers to record attendance automatically on a computer at the click of a button! Using this facility, we are also able to produce individual pupil progress reports for parents. Soon, parents will be able to view their childs attendance record and report online using E-Portal. Parents will be given individual usernames and passwords which will allow them to access their childs details.
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Sustainable Development
We are committed to making our school more environmentally friendly and educating our pupils about sustainable development and their impact on the environment. We have registered with the Eco Schools programme and have joined the Co-operatives Green Schools Revolution. We will be introducing more and more green issues, such as, climate change, globalisation, sustainable energy, biodiversity and conservation, into our curriculum. In 2013, pupils have planted trees in local nature reserves, launched school campaigns about protecting the environment and more. Our Eco Action Force and Green & Clean Committee meet regularly to ensure that the school environment remains clean and that appropriate school waste is recycled. As a school we are continually look for ways to reduce the schools environmental impact through initiatives concerning recycling greater amounts of school waste, LED lighting, biomass and solar panels. We will keep parents and pupils updated on our efforts in school newsletters and on the school website. If you would like help improve our school by joining a committee or if you have any suggestions for how we can make the school greener you can let us know by sending an email to: [email protected]. Alternatively, you can speak to a member of staff at the main reception.

Growing Gains
Growing Gains is a practical school gardens project, exploring healthy food and the environment
The Growing Gains project promotes healthy eating to our pupils through food growing activities. This project gives pupils a chance to learn about where food comes from and teaches them about eating a healthy balanced diet, both at home and at school. Through their involvement in this project pupils gain: experience of growing their own food the opportunity to design and develop a school allotment an understanding of where food comes from and how it is grown information about healthier lifestyles Throughout the school year, pupils receive eighteen lessons over three terms which cover the planning, development and care of a vegetable garden: Autumn term: pupils are given a variety of fruits and vegetables to taste in order to help them decide which foods they want to grow. Spring term: pupils learn about the life cycles of plants, the effects of other plants and animals on the school garden, the importance of soil and how to look after the garden. Summer term: pupils take part in activities based around growing and harvesting crops and the project ends in the creation of a delicious meal prepared from school-grown crops.
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The International DimensionComenius

In September 2011, we began our first two-year Comenius School Partnerships with schools in Poland, Turkey, Belgium, Romania, Czech Republic, France and Hungary. So far we have focused these partnerships in years 4 and 5. These initial projects have now finished and we have to produce a final report for submission to the British Council. As the children and staff have benefited so much from these projects we have applied for two further projects. We have recently found out that we have been successful and we have funding to run both Comenius projects. One is called Forgotten Valuesopen your arms to change, but dont let go of your values and is based upon families working together to remember the way in communities were in the past. The other is called War and Peace and focuses upon the Making of Europe as an inter-related, democratically accountable continent. From September 2013, we will ensure curriculum delivery of these projects in all age groups but we will only be taking older children on residential visits. Comenius school partnerships enable pupils and staff from across Europe to work together on joint curriculum projects. As part of these projects a small number of pupils and staff have the opportunity to take part in exciting visits to our partner schools around Europe. In 2012/2013 we have undertaken seven visits to other As a school that acts and works European countries, three of which included childrenRomania, globally, we have embraced the Hungary and Belgium. opportunity to work with our
European partner schools on the Comenius projects. The projects give our children real understanding of peoples lives and show how we are all the same and yet different. Our children have truly benefited from learning in this interactive, challenging and exciting way.
Mr. J Aldred Assistant Head Teacher

COMENIUS ASSISTANT
In 2012/13, we hosted our second Comenius Assistant Mr Chardin and he was from the South of France. He taught French in years 3 to 6, assisted in Reception and organised cultural events including Mardi Gras and French breakfasts. We are delighted to announce that this academic year Mr Chardin will return to teach from September 2013 until July 2014. We will announce French cultural events very soon.
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Comenius Visits
In order to encourage our pupils to gain a greater understanding of the world and its many cultures, we have made links with schools in countries around the world. Communication with children overseas gives our pupils real access to other cultures and compliments their learning. BELGIUM: In June Mrs Mason, Mr Burford and Mrs Khan went to Belgium as part of our Comenius cultural project. They were joined by four childrenIkhlas, Sarha, Maaz and Alisha went by train to Belgium. They visited Bruges, Rosalares and visited Rollegem Kappelle School. They learnt a great deal about life in Belgium and they were really surprised that the school was so different from our school. All the children and staff in Belgium welcomed them so kindly that they felt like star guests for the whole week. HUNGARY: Mrs Begum, Mrs Solanki and Mr Chardin took a group of children to Hungary to visit a school in a city called Debrecen. The children were from year 6 and they were Zoiya, Sana, Arbarb, Harfiza and Aneesa. The group spent time at the school and were warmly welcomed in the traditional way with bread and salt. The children really enjoyed the talent show and were amazed at the quality of the acts and their costumes. Hungary proved to be a friendly, clean and welcoming place and everyone had a marvellous time. ROMANIA: In October Mr Aldred, Mrs Grewal, Miss Andrews, Iqra, Sadhika and Misbah from year 5 all flew to Bucharest in Romania. The purpose of the visit was to meet up with children and teachers involved in the European Cultural and Historical Heritage Comenius project. The children gave a wonderful presentation at the Romanian National Library on Traditional and Contemporary British Dances. They also visited the host school and spent time working on art and dance related projects. They spent time in Transylvania visiting King Carloss castle and Draculas Castle. The visit was a wonderful opportunity for them all to spend time in a beautiful country with fantastic teachers and children from all over Europe. UGANDA: In 2011 we established a Global School Partnership with Namagunga Primary Boarding School in Kampala, Uganda. Reciprocal visits were carried out in 2011/2012, with two of our staff visiting Uganda in November 2011 and the head teacher and deputy from Uganda visiting our school in March 2012. During these visits, joint curriculum work was planned for the next two academic years. Funding for this partnership temporarily ceased in March 2012, however the British Council, UK Aid and the Department for International Development have launched a new programme of funding, Connecting Classrooms, which may help us continue to further this partnership link. On the next page, you can see our joint sustainability charter. FRANCE: In January 2011, we began a video conferencing project with Lapin Blanc Primary School in Marseille, France. This project continued in 2012 and has gone from strength to strength. Pupils exchange cultural information in both English and French through videoconferencing sessions. These sessions greatly enhance our modern foreign language teaching in the participating class. We hope to expand this partnership this academic year. MARTINIQUE: In March 2012 and again in June 2013, teachers from Birchfield School visited Martinique as part of the Comenius project. The objective was to plan future projects and share ideas on sustainability and community cohesion.

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43

Our New Library

Literacy & Our Jacqui Westlake Library

Literacy is central to our curriculum in every year group, from pre-school academy to year 6. Reading and writing skills are promoted across the curriculum though all subjects. In order to nurture a love of reading and writing in our children, we have had a brand new library specially built next to reception which houses over 20,000 books. The new library was opened last year and has wonderful facitilites including: new interactive computerised 60 inch screen, new furniture and self contained toilets. The library provides a stimulating environment and an exciting collection of fiction and non-fiction titles to suit all ages and abilities, including numerous classics by celebrated authors. Books are chosen to be relevant to the curriculum and to reflect positive images in terms of race, gender and disability whenever possible. We also try to provide a wide range of dual language books including books written in Gujerati, Bengali, Hindi, Spanish, Punjabi, French, Chinese, Polish, and Somali. Every class visits the Library on a weekly basis and children may take up to two books from the Library. Our Library is computerised so that children may borrow independently, as well as during their class visits. In May 2007, our wonderful teacher, librarian and Citizenship Coordinator, Mrs Jacqui Westlake (1949 2007) sadly passed away. She had dedicated her life to our library for seven years and helped to shape it into the plentiful resource that it is today. As well as spending much of her time in the library, she was also responsible for holding many of the special events that have taken place in the school such as, Red Nose Day, the Lord Mayors visit, the Young Peoples Parliament, non-uniform day and meetings of School Councillors and Prefects. She also maintained our School House system. In light of this great loss, we at Birchfield renamed our school library The Jacqui Westlake Library and we feel it is appropriate to retain her name for our new library. There will be an after-school library club one night a week (date TBC). This is not intended to be a formal teaching club but one where children can freely avail themselves of the facilities. They may pop in for a quick visit to change books or they may stay for an hour to participate in various activities, such as, internet research, help with homework or simply play suitable games. All family members will be welcome and may also borrow books if they wish. You are the blossom in my tree, You were always sweet as honey to me. You were always kind and gentle, You were an inspiration to everyone, Although she has gone she still lives in our hearts and in our lives, She still is a big part of all of us. Mrs Westlake - I mean our Super Westlake, You were one of a kind.

By Ansar
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The Creative Arts

Creative Arts Policy Summary
Visionary Aims To develop childrens imagination and intellect in the creative pursuit of social justice, artistic freedom and the promotion of community cohesion. Through the learning, teaching and practice of art, to promote inspiration and creative self-expression of the individual and school community. To enable children to experience the arts from vision to action, from artist to audience, from generation to generation across time, barriers and cultures. Our core beliefs and practice The creative and expressive arts curriculum at Birchfield aims to provide learners (both children and adults) with rich opportunities to engage, explore, participate and experience a wide range of artistic forms, including all forms of visual performing arts such as dance, drama and music. Our curriculum draws upon a wealth of stimulating resources, from a variety of artistic, historical and cultural contexts. This is intended to expose our learners to a range of media in the endeavour to ignite their creative flair. We see the arts as integral to the growth of the whole individual and indeed as a fundamental entitlement. Given the multicultural environment and demography of the school and the community it serves, there is a strong emphasis on learning about the richness and diversity of different cultural traditions that exist in and beyond our community. For a full copy of our Creative Arts Policy please visit our school website at www.birchfld.bham.sch.uk

Creative Arts Developments

The school thrives on creative arts initiatives which all help raise standards across the curriculum. Peripatetic tuition is provided by specialists from Birmingham Music Services. We have expanded the use of instruments in school and from September 2013, all pupils in year 3, and their teachers, will have class tuition in guitar, African drums or keyboards. Tuition in clarinet, flute, violin, cornet, euphonium, tuba, tenor horn, sitar and tabla will continue as usual. We were awarded the ArtsMark Gold for our creative arts curriculum work in 2012.

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Physical Education (P.E.)

All pupils have access to a balanced programme of physical education. They are taught to work together safely to develop coordination, communication and body management. Pupils gain understanding by participating in a variety of enjoyable activities. We play rugby, hockey, netball, cricket, rounders, basketball, and football. Children also take part in gymnastics, dance, athletic activities, exercise classes, swimming, archery and adventurous outdoor activities. We encourage children to:

be physically active and appreciate the value of a healthy lifestyle demonstrate knowledge and understanding develop positive attitudes towards physical education exercise good sporting behaviour

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Educational Visits
Educational visits are part of our curriculum and enhance class work. Outings and residential visits are a chance to give children valuable first-hand experiences which can bring a class topic to life. These visits stimulate pupils interests and help them to develop their understanding of different environments and acquire the ability to be independent in a variety of surroundings. The school ensures that all children and adults, including parents, take part in school outings, as appropriate. We are aware that parent contributions for some trips can be particularly large and our educational outings policy is continually under review. Pupils currently visit a variety of places in England, these include:

The ThinkTank Science Museum & Giant Screen Weston Park Sutton Park Cannock Chase Nature Reserve Coventry Transport Museum Drayton Manor Theme Park The Habitat Survival Trust West Midlands Safari Park Twycross Zoo Sandwell Valley Nature Centre & Farm Middleton Lakes Nature Reserve The National Space Centre KingswoodResidential Visit The Black Country Living Museum Conkers TOAD and many more!
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he utdoors gainst rugs

We believe that it is important for pupils to take part in adventurous educational visits. TOAD gives year 6 pupils the opportunity to take part in an exciting programme of high quality outdoor Education, linked to their curriculum planning, throughout the academic year.

Pupils take part in various activities including:

o o o o o o

High and low rope courses Rock climbing Canoeing & kayaking Problem solving & team building games Dry skiing Long distance walking

These activities are suitable for a range of ages and abilities. They provide a broad range of challenges and are designed to be fun as well as educational!
Pupils: o enjoy participating in outdoor activities and adopt positive attitudes to challenges and adventures. o gain personal confidence and self-esteem through taking on challenges and achieving success. o become alive to the natural environment and understand the importance of conservation and sustainable development. o acquire and develop a range of skills in outdoor activities, exploration, problem solving, leadership and teamwork. o demonstrate increased initiative, self-reliance and commitment. o learn to appreciate the benefits of physical fitness and the lifelong value of participation in healthy leisure activities.

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Clubs and Activities

We believe that our of hours activities enrich the curriculum and aid learning through improved concentration skills, team spirit and self-discipline. Our dedicated support staff and teaching staff run a number of school clubs during and after school. CRICKET Our most popular club is Cricket Club. We run daily cricket clubs for different year groups due to the amount of interest from pupils and parents. Cricket at Birchfield is led by Mr Sheikh, who is our Cricket Coach, has led our Year 4/5 team to become County Kwik Cricket Champions! Match results can be found on the school website. NETBALL We have two netball clubs for pupils after school and one club for adults. This club is led by Ms Rhodes. PRESS CLUB Our Press Club is led by our pupils and budding reporters produce the school newsletter. There are a number of other popular clubs which are led by Mr Sheikh, Mr Ali, Mr Rose, Ms Dillon, Mrs Cheema, Mrs Wilkes, Mr Bal, Miss Andrews, Miss James, Mr Wallace, Mrs Sethi, Mrs Ravat, Mr Burford and many more of our staff. These include football, art, heath and fitness, emotional intelligence, computer club, archery, badminton, library, homework, booster classes and more! This academic year, we are also hoping to introduce new clubs including archery, French and Arabic, depending on interest from pupils and parents.
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Citizenship/Community Cohesion

Our school and the surrounding community is a melting pot of cultures and we feel that cultural understanding on all levels - local, national and global - is essential for all young people today. Our Citizenship/Community Cohesion agenda is multifaceted. There are a number of positions and leadership roles that have been created for pupils as part of this agenda: School Councillors - influence decision-making about aspects of school life Prefects (led by our head boy & head girl) - lead in the organisation of the school day Peer mediators & Young Play Leaders - prevent playground conflict Zoneparc leaders - support social play and sports in the playgrounds Librarians - maintain the school library and encourage children to write book reviews ICT Technicians - use computers, cameras and other audio equipment to support school events Young Peoples Parliament delegates and Handsworth Parliament delegates - promote global and local citizenship work in school Houses/House Captains - staff and pupils belong to houses named after people who have changed the world, thus promoting global citizenship Eco Action Force, Eco Champions & Green and Clean Committee - manage and develop the schools commitment to sustainable development Classroom Greeters - are responsible for welcoming visitors to their classrooms Singing in the Playground - children have been trained to lea d singing in the playground. They work in teams to encourage other children to sing at playtimes and lunchtimes.

School House System

In our School House System every child is allocated to one of six School Houses, named after outstanding citizens of the world, who each made significant contributions to society by fighting for freedom and liberty against injustice. The six heroes and heroines we have chosen to represent our school houses are Nelson Mandela, Razia Sultana, Harriet Tubman, Martin Luther King, Mahatma Gandhi and Emmeline Pankhurst. House points may be awarded for academic achievement, good behaviour, sporting prowess, good attendance and punctuality, healthy eating at dinner time and any other positive aspect of a pupils school life. House point results are announced at our weekly Merit Assemblies and the winning House Captains collect a silver cup with their House name engraved on the cup. Inter-house football tournaments are held as well as inter -house general knowledge quizzes. Prizes are large quantities of house points! Additionally, the children in each Key Stage with the most house points in each house are awarded a trophy at the end of the year.
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The School Council

We are committed to directly involving children in the ethos of the school. To do this effectively we lieve that children must be given responsibility and, to an extent, be involved in decision making. be-

Our School Council is a constituted body of elected and co-opted children from Years 2, 5 and 6. The staff members are chosen by the School Councillors. The councillors represent year groups from pre-school academy to Year 6. All prospective councillors have to present an election address to their peers and then there is a vote and 30 councillors were elected. Classes elect representatives, who liaise with council members, who they can pass on their ideas for school improvement too. Council committees usually include finance, newspaper, school meals/health bar and Green & Clean. The council is a forum for children to voice and discuss their opinions and interests regarding matters that affect the school. It meets on a regular basis. Minutes of meetings are taken by the Council Secretary and are displayed in the main entrance and on the Council Notice Board on the first floor of the main building along with other records of school meetings. The School Council vote on what projects they want to put forward for consideration to the governors. Four councillors are nominated to be delegates to our Handsworth Young Peoples Parliament (see page 55) .

Pupils as Leaders Day

This is an annual event which involves year 6 pupils taking over a staff role for one morning. Each child has to apply for a particular staff role and write a letter of application to Ms Foster- Brown. The children are then informed of their roles and they receive training from that member of staff. They then deliver that role for the entire morning. It is a very exciting, enjoyable and tiring day and it gives each child a window in to the world of work. 51

Citizenship in Action
We have created opportunities for the study of citizenship throughout the curriculum. Every year group creates stunning visual displays across the school which illustrate the rich cultural diversity of the school population and promote a respect for the values incorporated in the Human Rights Act. Each year, themes are chosen which reflect these values and our citizenship philosophy. Our corridors often reflect global issues and concerns which are covered throughout the curriculum in order to encourage our pupils to become responsible world citizens. Issues which have been covered over the years include, the environment, religious tolerance, demographic world changes, fair trade, children's definition of terrorism, the global effects of recycling, child poverty and childrens homes around the world. Every class is involved in researching and making our displays appropriate to their age group. Parents, staff and pupils created a magnificent patchwork mural that now hangs in pride of place in our schools main entrance. Another mural was created depicting the legacy of Nelson Mandela. This was taken to Nelson Mandelas family in South Africa by the Head Teacher of one of our partner schools, Newlands Primary. Above is a picture of Mandelas family in South Africa holding the mural made by our staff and pupils. In 2012, we also made themed murals to share with our partner schools in Uganda, Poland and Russia. In spring 2012, the whole school learnt about the Queen and held a street party to commemorate her Diamond Jubilee. In 2013 we also celebrated Mardi Gras as part of the Comenius project as well as raising money for Children in Need and children in Syria.

Aquaid
Following debates about human rights, the School Council made the decision to rent water cooling machines for the classrooms from AquAid. Following their wheeling and dealing with the company, AquAid built four water wells in Africa. Villagers work in partnership with Christian Aid to provide year round clean water supplies within their rural communities. Pupils, parents governors and staff can see how the Councils decision positively affects the quality of life of communities who have been traumatised by war, poverty, famine and political discord. The water pumps/wells are inscribed with our school name in villages in Zimbabwe and Mozambique.

UNICEF Day for Change

In February 2013 we began celebrating UNICEFs Day for Change. This is now an annual event which we will continue supporting for years to come! Due to the support and immense generosity of parents, pupils and staff, we are also able to support Comic Reliefs work in the UK and Africa, emergency disaster appeals around the world and other UK charities including BBC Children in Need and the Syrian Appeal.
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Grestone Primary School Hamstead Hall Academy Cherry Orchard Primary St. Clares Catholic Primary School Handsworth Wood Girls Academy

St Teresa's Catholic Primary School

Handsworth Association of Schools

Wilkes Green Infant School

St. John Wall Catholic Secondary School

St. Augustines Catholic Primary School

Westminster Primary School

Rookery Academy Broadway Academy

St. James C.E. Primary School Canterbury Cross Primary Birchfield Community School Heathfield Primary School Prince Albert JI (NC) School

Hamilton School

Wattville Primary School

Holyhead Academy

Grove School

Handsworth Grammar School

Oasis Academy Boulton Brookfield Primary School St. Michaels C.E Academy King Edwards VI Handsworth St Matthews C.E Primary School St Marys C.E. Academy Welford Primary School

Foundry Primary School

James Watt Primary School Benson Community School

Handsworth Association of Schools/Consortium Trading Company and Charity

Registered Charity No. 1141805 Trading Company No. 07381665

Our school leads, with trustees and a management group, the Handsworth Association of Schools/Consortium/Trading Company and Charity. The Association aims to promote and develop community activities that meet the educational, religious, social health, recreational, linguistic and cultural needs of people who live and work in Lozells, Ladywood, East Handsworth, Aston and Soho Wards. HAS staff have an office in our community house, Trinity House and Handsworth Conference Centre at Welford Primary School. The Local Authority are working in partnership with groups of schools (16 consortia) on a new service, Integrated Family Support Teams are a key development within the new operating model with the bringing together of 16 multi-disciplinary teams at local level to support children and families. The Association runs numerous initiatives that enhance our curriculum work including Handsworth Young Peoples Parliament:

Handsworth Young Peoples Parliament

Members of our School Council have played a leading role in developing the Handsworth Young Peoples Parliament, which is affiliated with the Birmingham Young Peoples Parliament. The Parliament was established in partnership with Handsworth Association of Schools. Twenty nine schools are involved in the Parliament. Parliament delegates meet government ministers, other members of Parliament and Councillors, and aim to influence decision making that affects their lives. Since its beginning Handsworth YPP has gone from strength to strength. The parliament meets each half-term. There are usually more than 100 pupil delegates in attendance. The aims of the Handsworth Young Peoples Parliament: 1. To encourage young people to become active citizens in their schools and local community through the promotion and development of school councils. 2. To support the citizenship curriculum in schools through the teaching of government at national and local level as well as rights, roles and responsibilities. 3. To develop a mechanism for the participation and involvement of young people within their community, enabling their issues, concerns and opinions to be heard.

Schools in the Association/Consortium Benson Community School Birchfield Community School Broadway Academy Brookfields Primary School Canterbury Cross Primary School Cherry Orchard Primary School Grestone Primary School Grove Primary School Hamilton Special School Handsworth Grammar School (Boys) Handsworth Wood Girls School Heathfield Primary School Holyhead Academy James Watt Primary School King Edward VI Handsworth School (Grammar) Mansfield Green Primary School Prince Albert School Rookery Academy St. Augustines R.C. Primary School St. Clares R.C. Primary School St. James C.E. Primary School St. John Wall R.C. Secondary School St. Marys C.E. Primary School St. Matthews C.E. Primary School St. Michaels C.E. Junior & Infant School St. Theresas R.C. Primary School Wattville Primary School Welford Primary School Westminster Primary School Wilkes Green Infant School Wilkes Green Junior School 54

Religious Education
Our programme of religious education follows the Birmingham Agreed Syllabus, which encourages a multi-faith approach and respect for all religions. Our assemblies promote religious education. They make a valuable contribution to childrens spiritual, moral and cultural development. Major festivals - Diwali, Christmas, Easter, Vaisakhi, Chinese New Year, Eid - are covered throughout the year, drawing especially on the heritage, countries of origin, values and beliefs of our children and others.

No one is ever asked to worship a different religion from his or her own and it must always be remembered that Collective Worship in school cannot and should not be the same as the worship offered by the Mosque, the Gurdwara, Synagogue, Temple or Church. The school has Islamic collective worship assemblies two times a week. These assemblies have different themes every week, which relate to issues that may be found in our childrens lives. Values are taught to the children in these assemblies, such as humanitarianism, being kind to your neighbours etc. On occasions, such as Mothers Day and Fathers Day, the children are enlightened with and taught how to value and respect these relationships. They are taught to be cohesive within their respective communities and always be true to themselves and their faiths. Parents who wish to withdraw their children from these assemblies are free to do so, and instead, their children will participate in secular activities.

COLLECTIVE WORSHIP ASSEMBLIES

A compassionate and sympathetic environment exists in the school to accommodate the children that choose to fast. A high percentage of our school population is Muslim and as such we are aware of their needs and requirements during this highly spiritual month. We know that Fasting is one of the five fundamental principles on which Islam is based and the importance of it to Muslims worldwide is enormous. For these reasons we are aware that during Ramadan certain adaptations may need to be made to how the childrens day is spent, and may affect subjects such as Swimming, Physical Education and Music. We always make sure that the school ethos is maintained while still keeping in mind the wellbeing of the children while they are fasting, and we make sure to fully respect the needs of both the pupils and the staff. Ramadan is a time for brotherhood, unity and spirituality to unite Muslims around the world, and we make sure that these themes are recurring throughout our school as well.
Mrs R Sayed School Advisor for Collective Worship
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Ramadan

Ms B Sayed Advisor

Assessment
The school has adopted APP (Assessing Pupils Progress). It is used by our teachers to diagnose the strengths and areas of development for individual children in mathematics, reading and writing. Each half term we track childrens progress. This information is used to shape planning and targeted intervention, especially for those who are having difficulty/are falling behind in their work. APP has an impact on the teaching and learning of all children at Birchfield. This system provides evidence that our pupils are achieving consistent levels of attainment which compare favourably with national expectations. The process encourages pupils to be actively involved in their learning through peer and self assessment. Pupils can understand how they are progressing and how they can improve the quality of their work. We carefully monitor the performance of different year groups - boys, girls, ethnic groups, age groups and those with pre-school experience. We also monitor staff performance. Our record keeping procedures are tools that enable staff to detect any problems quickly which enables them to focus on skills that individuals need to acquire as well as children's abilities. Our methods allow us to evaluate our resources and continuity of progress. Class teachers share information with parents at termly parents evenings and at other times during the year to support and foster greater parent-school partnership. Copies of all school policies, schemes of work, assessment procedures and records of achievements are available in school and on the school website.

Homework
The main focus for homework is to provide children with the opportunity to practice their skills in an informal setting - at home. In particular, we ask parents to concentrate on reading. Reading books are sent home every night and children are expected to read for a short time every day. Children may be given work to complete at home, such as, practising their spelling, multiplication tables or finding information about class topics. Older children are expected to undertake more research/project work at home with the support of parents. They are also expected to maintain comprehensive homework diaries. We are developing online homework and interactive learning activities for children and families. Our virtual learning environment will be active within the next academic year!

HOMEWORK PER YEAR GROUP Pre-schoolPhonics, letter and number recognition Reception Reading, Phonics and Number activities Year 1 Reading, Phonics, Spellings and Number activities Year 2Reading, Spellings, Number activities and topic pieces Year 3 Reading, Spellings, Number activities, Mathletics and topic pieces Year 4Reading, Spellings, Number activities, Mathletics and topic pieces Year 5Reading, Spellings, Number activities, Mathletics, Education City and topic pieces Year 6Reading, Spellings, Number activities, Mathletics, Education City, SATs revision and topic pieces 56

Attendance and Punctuality

The school has continued to give high priority to maintaining and improving pupil attendance. In the academic year 2012-13 attendance was 93.49%, we all still need to work Every hard as a community to achieve a 95% attendance rate. During the last year there has been regular consultations with our Education Social Worker. There has been sustained, long-term work with families where attendance has given cause for concern as well as a series of individual visits where pupils attendance has temporarily fallen below the target of 95%.

School Day Counts!!

Attendance trophies are given out at the end of the year and certificates are given out throughout the year. Parents should not request holidays in term time as this has a severe affect on your child/ rens progress. They miss out on essential learning, experiences and their friends at school. Any holidays taken without first agreeing dates with the school are Unauthorised.

Please dont let your child miss out on the education they deserve.

EVERY SCHOOL DAY COUNTS

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Term Time Holidays and Extended Leave

The target percent of attendance is 95%. The school and Education Welfare Service (EWS) will continue to make every attempt to work closely with parents and families to ensure that unauthorised absence is avoided. However, in the case of any parent who fails to respond to personal contact and advice and where there are no medical reasons or other extenuating circumstances for poor attendance the Education Social Worker (ESW) is keen that legal action be instigated in line with the Government's drive to improve school attendance figures.
Initiative 1: Attendance Ted

We continue to announce the weekly attendance percentage for each class at merit assemblies. The children enjoy the opportunity to win Attendance Ted for the week and this serves as a regular reminder of the importance of good attendance.
Initiative 2: 100% Attendance Trophies
These are awarded at the end of the summer term to children who have achieved 100% attendance percentages throughout the school year. In addition to having their name displayed on the large trophy itself, each child receives an individual trophy, engraved with their name, to take home and keep. The classes in two faculties with the best attendance record also receive a trophy.

Initiative 3: Cool Cats / Punctuality Winners

These are awarded to the classes with the best punctuality record each week.

Attendance Weeks
Attendance at Birchfield is extremely important to everyone that works within the school. As part of our ethos, we actively encourage children to come to school on time, every day. One regular feature of our efforts to strive to improve attendance and punctuality is to hold fun Attendance Weeks once every term. We hold special assemblies where we discuss the importance of attendance and how we benefit from coming to school EVERY day on time. During Attendance Weeks children produce work about attendance and take part in exciting competitions. Workshops are held for parents to discuss the importance of attendance. Working alongside attendance officers from the Local Authority and Mrs. Solanki, our Parent Support Advisor, the parents are quizzed about various information with regards to attendance facts and figures. Take a look at the posters on the next page. They outline the amount of learning lost by lateness and absence from school. Youll be surprised at how missing a few minutes of school each day can add up!!!!

WE CANNOT SUCCEED WITHOUT THE SUPPORT OF PARENTS, CARERS AND CHILDREN!

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46

Term Time Holidays and Extended Leave

DID YOU KNOW ? Children spend only 190 out of 365 days in school. Children who lose time from school do not do as well as they should. There is never a good time to take children away from their lessons, especially: When children have important tests and coursework to complete e.g. in years 2 and 6. When children move from Key Stage 1 to Key Stage 2. When children move from Primary school to Secondary school. IT IS NOT That That That That TRUE: they can automatically catch up. by missing lessons, pupils do not fall behind. lessons they miss are repeated at a later date. for younger children, lost schooling does not matter.

EVERY SCHOOL DAY COUNTS!

ALWAYS check school holiday dates and discuss any holiday plans or visits abroad which do not coincide with these times with the school. PARENTS who take their children out of school during school term-time without the Head Teacher's authorisation or beyond an agreed date: Risk losing their childs place at Birchfield Risk being taken to court and fined or being given a Fixed Penalty Notice. Risk their childs future through lost learning and lowerachievement Risk their child feeling left behind and left out

STOP AND THINK WHAT IT WILL COST YOUR CHILD PLEASE PUT
YOUR CHILDS EDUCATION

FIRST
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Extended Leave & Absence Policy

INTRODUCTION Children of school age, by law, must attend school regularly. Regular attendance is crucial for children to make the most of the educational opportunities available to them. A child absent from school misses not only what has been taught that day, which can lead to gaps in their learning, but also is less prepared for their lessons after their return. Parents should avoid taking their children out of school during term time in order to go on holiday. Children are in school 190 days a year leaving 175 days for taking holidays. For this reason, our Governing Body discourages parents from arranging family holidays during term time. Leave for such holidays will not be granted unless their are exceptional circumstances. EVERY SCHOOL DAY COUNTS! What are exceptional circumstances? The Head Teacher makes the decision as to what might be considered exceptional circumstances. Each request is considered on an individual basis. Examples of exceptionable circumstances: A parent, grandparent or other close relative is seriously ill When a family needs to spend time together to support each other during or

after a crisis

When permission is likely to be refused If the child has already been granted leave of absence previously The childs current attendance record is below 95% The year group the child is in and proximity to exams/tests The sole reason for requesting is that flights are less expensive during term time We believe it will have a harmful effect on the childs education What the law says The regulations make it clear that parents DO NOT have a right or entitlement to take their child out of school for the purpose of a term-time holiday. Issues parents need to be aware of If the school does not grant requested leave and parents take their child on holiday regardless, this will be counted as unauthorised absence/truancy. The school and the Education Welfare Service may consider issuing a Fixed Penalty fine of 50 for the period of unauthorised absence. Should the leave be granted, in exceptional circumstances, but the child does not return on the agreed date, extra time will be recorded as unauthorised absence. Should a child fail to return within the agreed return date and their is no contact from the parents, the school may take action to remove the childs name from the school roll. We will also inform the Education Welfare Officer. In these circumstances the parents of the child would be responsible for ensuring that their child was registered to attend another school. Extended visits overseas In extreme and rare circumstances we recognise the importance and significance of a visit and we will discuss the circumstances with the parent beforehand. We will stress to parents the likely impact on their child if extended leave is taken during term time. The school will also seek to explain what work the child will miss at school, how this may be addressed on return and how parents can help their child. Birmingham City Councils full policy can be seen on request
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Pastoral Care and Discipline

We operate a Positive Behaviour/Discipline Policy and emphasise to our pupils that:
They have a right to learn without disruption Teachers have a right to teach Everybody has a right to safety (physical and psychological) Everybody has a right to dignity and respect

We regularly praise our pupils and catch them being good, we use the language of choice, we attempt to build every childs self esteem and we build a rapport with children in our care. In conjunction with childrens rights we discuss responsibilities, which lead to positive or negative choices and consequences. We incorporate our five school rules into our daily teaching and set basic routines, all of which are designed to teach our children good citizenship skills. Anti-social forms of behaviour are not acceptable in school, e.g. gang membership, racist abuse, bullying and verbal and physical abuse. We encourage children to learn to demonstrate self discipline, independence and self-confidence. We promote good, consistent standards of behaviour. We are aware that the social and emotional needs of individual children can have a bearing upon their behaviour. In order to implement our behaviour policy, which is integral to our school delivery plan, a shared understanding of the values and expectations of pupils, staff, parents, governors and the wider community must be achieved. We build positive relationships between adults and our pupils and encourage them in the skills which will enable them to relate well to each other is a key component of our positive Discipline/Learning policy. Indeed, we believe that everything that happens in a classroom is by invitation, we cannot make pupils do things in a power struggle or purely be coercive. Our staff take primary responsibility for being proactive in ensuring the relationships we achieve in class/school are as positive and empowering as possible. We use SEAL (Social and Emotional Aspects of Learning) which offers a whole-curriculum framework for teaching social, emotional and behavioural skills to all children and is organised into seven themes which can be covered within a school year: 1) 2) 3) 4) 5) 6) 7) New beginnings Getting on and falling out Bullying Going for goals! Good to be me Relationships Changes

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Policy Summaries
1. Internet Usage Policy Summary

We are pleased that, as part of the ongoing development programme for Information and Communications Technology (ICT), we are now able to offer all pupils access to the internet, providing a wealth of information to assist with their studies. With internet access comes the responsibility of the user to only access materials that are considered educational in value in the context of the school setting. Birchfield Community School we make every effort to guide pupils in the correct use of the internet. As part of our internet provision our access is filtered to exclude inappropriate material. As a further measure the school has Policy Central monitoring software. Even with these measures it is impossible to prevent all misuse. It is imperative therefore, that users be held accountable for their use of technology. We expect all who use the internet to: BE POLITE Use appropriate language. Do not send or encourage others to send rude or abusive messages. BE SMART Do not reveal your password to anyone. Do not give out personal details. Remember emails may be not be private. BE CONSIDERATE Do not do anything that could cause disruption to other users. Do not send junk or bulk emails.

BE RESPONSIBLE
For a full copy of our internet access policy please contact the school or visit our website at www.birchfld.bham.sch.uk
2. Freedom of Information Policy Summary

Birchfield Community School is committed to full compliance with terms of the Freedom of Information Act 2000 to ensure that all information held by the school is treated in a manner that is fair and lawful. For a full copy of our Freedom of Information Policy please contact the school or visit our website at www.birchfld.bham.sch.uk Further information is also available from: Birmingham Grid for Learning at www.bgfl.org The Information Commissioner at http://www.ico.gov.uk/

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3. Child Protection Policy Statement At Birchfield Community School we foster an atmosphere where our children can feel secure valued and listened to. We recognise that the safety, welfare and care of children are paramount. We are committed to the highest standards in protecting and safeguarding the children entrusted to our care at all times. We ensure that all reasonable measures are taken to minimise the risks of harm to children and that all appropriate actions are taken to address concerns about the welfare of children in our care, working to agreed local policies and procedures in full partnership with local agencies. Miss Priest, Assistant Headteacher, has been working with children for over thirty years and is our Designated Senior Person (DSP) for Child Protection as well as the Head of Special Educational Needs at Birchfield. For a full copy of our Child Protection Policy contact the school or visit our website at www.birchfld.bham.sch.uk 4. Privacy NoticeData Protection Act 1998 We at Birchfield Community School are the Data Controller for the purposes of the Data Protection Act. We collect information from you and may receive information about you from your previous school and the Learning Records Service. We hold this personal data and use it to: Support your teaching and learning; Monitor and report on your progress; Provide appropriate pastoral care, and Assess how well your school is doing. This information includes your contact details, national curriculum assessment results, attendance information and personal characteristics such as your ethnic group, special educational needs and any relevant medical information. If you are enrolling for post 14 qualifications we will be provided with your unique learner number by the Learning Records Service and may also obtain from them details of any learning or qualifications you have undertaken.

We will not give information about you to anyone outside the school without your consent unless the law and our rules allow us to.We are required by law to pass some of your information to the Local Authority and the Department for Education (DfE)
If you want to see a copy of the information we hold and share about you then please contact the reception desk. If you require more information about how the Local Authority (LA) and/or DfE store and use your information, then please go to the following websites: http://www.birmingham.gov.uk/cs/Satellite/privacy http://www.education.gov.uk/schools/adminandfinance/schooladmin/ims/datamanagement If you are unable to access these websites, Birmingham City Council Council House Victoria Square Birmingham, England, B1 1BB Telephone: 0121 303 1111 Email: [email protected] please contact the LA or DfE as follows: Public Communications Unit Department for Education Sanctuary Buildings Great Smith Street, London, SW1P 3B Telephone: 0870 000 2288 Email: [email protected]
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5. Summary of Special Educational Needs / Inclusion Code of Practice The government is currently reviewing Special Educational Needs provision, policy and requirements. We will update our website with all upcoming changes once they have been finalised by the central government. Inclusion is far more than just about the location of a childs school placement. Inclusion is about generating a sense of community and belonging and encouraging mainstream and special schools and others to come together to support each other and pupils with special educational needs. Birchfield is an inclusive school with: a. An inclusive ethos b. A broad and balanced curriculum for all pupils
We are committed to offering an inclusive curriculum to ensure the best possible progress for all of our pupils whatever their needs or abilities. Every child is equally valued and we strive to develop an environment where all children can flourish and feel safe. The SEN Code of Practice outlines that children have special educational needs if: they have a learning difficulty which calls for special educational provision to be made for them. (DfE Special Needs Code of Practice, November 2001) This includes children who: have a significantly greater difficulty in learning than the majority of the children of the same age;

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

have significant problems (physical, emotional, psychological, medical, etc) that hinder/prevent him/her
from learning or benefiting from the normal education or educational facilities provided for the majority of his/her peers. We firmly believe that in order to ensure that all children receive the best possible care and education the school must work in collaboration with parents. The views of parents and children are actively sought so that the school can make the best provision possible. We believe that it is vital for children, parents and the school to work in partnership together in the development, planning and support of each childs education. Some of the aims and objectives from our SEN Policy & SEN: Parents Policy

To identify pupils with special educational needs and disabilities as early as possible and ensure that their
needs are met. To ensure the SEN and Disability Act and relevant Codes of Practice and guidance are implemented effectively across the school. To ensure equality of opportunity for, and to eliminate prejudice and discrimination against, children with Special Education Needs, ensuring that children with SEN are perceived positively by all members of the school community, and that SEN and inclusive provision is positively valued and accessed by all staff and parent/carers. To continually monitor the progress of all learners, to identify needs as they arise and to provide support as early as possible, including referring to outside agencies as appropriate. To ensure that children with special educational needs and disabilities take a full and active part in school life. To provide full access for pupils with Special Educational Needs to high quality education within a broad and balanced curriculum including extra-curricular activities where appropriate and full access to the National Curriculum and Foundation Stage Curriculum. Through differentiated planning by class teachers, the SENCO, the Head of SEN and support staff as appropriate, enable all pupils to reach their full potential, make effective progress and experience success leading to the enhancement of their self-esteem. To ensure that the school curriculum is balanced and allows for differentiation according to individual needs. To enable children to move on from Birchfield well equipped in the basic skills of literacy, numeracy and social independence to meet the demands of secondary school life and learning. 65

 To ensure that there is effective communication between parents and school in order to work together in partnership for the well-being of all pupils. To provide parents with information on the Local Authoritys SEN Parent Partnership Services and other useful organisations. To have a Head of SEN and SENCO who will coordinate all SEN provision for the school in collaboration with class teachers, the Head Teacher, pupils, parents/carers and relevant agencies; undergo relevant training; maintain good relationships with children with SEN and their parents/ carers; and provide parents/carers with all relevant information.

Early Identification, Assessment and Provision

Provision for children with special educational needs is a matter for the whole school. All teachers are teachers of children with special educational needs and teaching such children is, therefore, a whole school responsibility. At the heart of each class is a continuous cycle of assessment and planning which takes account of the wide range of abilities, aptitudes and interests of the children. The majority of children will learn and progress within these arrangements, but those children whose attainment falls significantly outside the expected range may have special educational needs. Early identification is vital and the school uses a graduated response to childrens special educational needs as outlined in the Code of Practice. The performance of all pupils is observed, assessed and monitored by the class teacher, and detailed records are kept for all children. The information and evidence gathered from the class teacher's records form the basis of an assessment of any pupil who is exhibiting difficulties. The class teacher makes an initial identification and informs the Head of SEN and parents at the earliest opportunity to share concerns and enlist their active support and participation. The class teacher collates evidence (work samples, reports, test results etc) and if lack of progress is evident, they share their concerns with the Head of SEN. The Head of SEN, together with the class teacher decides whether it is appropriate to place the child on the SEN register.

For more information please read the relevant school policies.

Our SEN policy & SEN: Parents policy can be found in full on our school website: Relevant information and contact details for parents & carers
The Head of SEN at Birchfield is: Miss G Priest The Head Teacher is: Ms M Foster-Brown

In order to contact/arrange an appointment with Miss Priest or the Head Teacher please ring the administrative team on 0121 464 5661.

http://www.education.gov.uk/schools/pupilsupport/sen
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DfE website about SEN

Complaints Procedures
Our school has well defined stages: Stage One: Stage Two: Stage Three: The complaint is heard by member of staff The complaint is heard by the Headteacher or Deputy Headteacher The complaint is heard by the Governing Body Complaints Appeal panel.

Stage One It is in everyones interest that complaints are resolved at the earliest possible stage. The experience of the first contact between the complainant and the school can be crucial in determining whether the complaint will escalate. To that end, staff at Birchfield are familiar with the complaints procedure and know what to do when they receive a complaint. At Birchfield we always respect the views of the complainant and accommodate those parents who indicate that they would have difficulty discussing a complaint with a particular member of staff. In these cases, the Head Teacher or Deputy Head Teacher can refer the complaint to another member of staff. Where the complaints concern the Head Teacher, the complainant can be referred to the Chair of Governors. Similarly, if the member of staff directly involved feels too compromised to deal with a complaint, the complaint can be directed to another member of staff. The ability to consider the complaint objectively and impartially is crucial. Where the first approach is made to a governor, the next step would be to refer the complainant to the appropriate person and advise them about the procedure. It is encouraged that Governors do not act unilaterally on an individual complaint outside the formal procedure or be involved at the early stages in case they are needed to sit on a panel at a later stage of the procedure. Stage Two If the complainant is dissatisfied with the way that the complaint is handled at the first stage, then they may refer the complaint to the Head Teacher. The Head may delegate the task of collating the information to another staff member but will not delegate the decision on the action to be taken. Stage Three The complainant needs to write to the Chair of the Governing Body giving details of the complaint. The Chair, will convene a Governing Body Complaints Appeal Panel. The panel would be able to: Dismiss the complaint in whole or in part Uphold the complaint in whole or in part Decide on the appropriate action to be taken to resolve the complaint Recommend changes to the schools systems or procedures to ensure that problems of a similar do not recur.

nature

The Governors Complaints Appeal hearing is the last school-based stage of the complaints process. If complainants remain dissatisfied with the outcome of the complaints appeal panel then it may be appropriate to explain any non-school based further rights to appeal procedures. For a full copy of our Complaints Procedures please contact the school office or visit our website at www.birchfld.bham.sch.uk 67

SENDGreen Paper Update

Department for Education Green Paper

Summary of progress and next steps
A new system
1. In the Green Paper the DfE have set out a vision for our system in which:

Childrens special educational needs are picked up early and support is routinely put in place quickly;

Staff have the knowledge, understanding and skills to provide the right support for children and young people who have SEN or are disabled wherever they are;

Parents know what they can reasonably expect their local school, local college, local authority and local services to provide, without them having to fight for it and are more closely involved in decisions about services;

Children who would currently have a statement of SEN and young people over 16 who would have a learning difficulty assessment have an integrated assessment and a single Education, Health and Care Plan which is completed in a shorter time and without families having the stress of going from pillar to post to get the support they need; and,

Parents have greater control over the services they and their family use with: every family with an Education, Health and Care plan having the right to a personal budget for their support and

parents whose children have an Education, Health and Care Plan having the right to seek a place at any state-funded school, whether that is a special or mainstream school, a maintained school, Academy or Free School.

For more information please go the DfE website: http://www.education.gov.uk/childrenandyoungpeople/send/b0075291/green-paper

As the process continues we will keep you informed about any future changes to the schools policy.

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Contact Us
Address: Birchfield Community School Trinity Road Aston Birmingham B6 6AJ Tel. No. Fax. No. Email: 0121 464 5661 0121 464 5294 [email protected]

Website: www.birchfld.bham.sch.uk

Making a lifetime impression