Prospectus

01935 475426

DETAILS OF THE SCHOOL

Milford Infants' School was built in 1952 and is situated in attractive grounds containing a large variety of trees and shrubs.

The school consists of a large T shaped building and additional linked classroom units located in the school grounds, which include patio areas and seating.

There are currently 11 classrooms, one of which is a Language Resource Base. In addition, there is an IT Suite, a Library area and a large, well equipped carpeted hall. The classrooms are designed to provide facilities for a variety of practical activities. The school is well equipped for children between 4-7 years and designed to accommodate approximately 300 pupils.

Milford Infants' School received a School Achievement Award from the DfES for 1999/2000, in recognition of the staff teamwork and significant pupil progress.

ADMISSIONS

The LEA is the admission authority for the school and places are allocated in accordance with their published arrangements. A copy of these arrangements can be obtained by ringing Parentline on 0845 6045555. All calls are charged at local rates.

ORGANISATION OF TEACHING GROUPS

There are 11 classes in total, and each academic year brings different arrangements, since we are legally obliged to keep class numbers to 30 or below at Key Stage 1. Whilst your child attends Milford Infants' School, therefore, s/he may be in a mixed age class. Teachers work closely together to ensure an appropriate curriculum that meets each child's needs. All classes benefit enormously from the support of excellent Teaching Assistants, who work under the direct supervision of the teachers. On the whole, one teacher is responsible for each class, but the expertise of other members of staff is used to advantage.

There is a strong emphasis on teaching the core subjects of English, Maths and Science; in addition, Information Technology is taught both directly and through other subjects. English is taught for at least an hour, and Maths for 45 minutes a day in each class. These time allocations indicate the importance placed on these subjects.

The curriculum is based on National Frameworks at Key Stage 1 and guidance for the Foundation Stage for Reception Year children.

STARTING SCHOOL

Parents should register their children at the school as soon as possible and a full admission form can be completed at a later stage. During the term prior to children starting full-time education, children are invited into school to help them to become familiar with the teachers, the buildings and the activities they will meet when they officially start school, the ultimate aim being to enable children to settle into school happily and to build close relationships between home and school.

At the appropriate time, you will receive a letter giving the necessary details. Should you wish to visit the school prior to this invitation, please telephone to arrange a time to look around. You and your children will be very welcome to see around the school and ask questions, in order that you can reach the right decision in the important matter of selecting a school.

At the time of going to press, the LEA has led us to believe that all children will start school at the beginning of the academic year in which they will have their fifth birthday.

JUNIOR SCHOOL TRANSFERS

The children transfer to a local Junior School (usually Milford Junior School). We are very fortunate to share a site with the Junior School, as it helps our children's transfer to be smooth and comparatively free from anxiety. The staff of both schools work together organising visits and combining for activities so that the children are well prepared for the move they will make in the September following their seventh birthday.

LANGUAGE RESOURCE BASE

Attached to the school is a classroom for approximately 12 children who are statemented as having complex language and communication difficulties. These pupils, from within Yeovil or the surrounding area, receive specialist teaching in the class, but also integrate for some time during the day with mainstream classes. The age group of children in this class is between 4 and 7 years.

CURRICULUM

Certain aspects of the curriculum are statutory requirements.

Core Subjects	English Mathematics Science Information Technology
Religious Education	In accordance with the Education Reform Act, 1988, all children receive religious education which is broadly Christian, but non-denominational in character.
Foundation Subjects	History Geography Design Technology Art Music PE
Other Cross-Curricular Themes	We believe that Personal, Social and Health Education (PSHE) and Citizenship underpin most aspects of learning and school life. We aim to create a safe and stimulating environment in which children can learn to understand both themselves and other people, develop positive relationships, and learn to respect and appreciate the environment. Children learn to recognise the difference between right and wrong in a range of circumstances, and to accept responsibility for their own decisions.
Collective Worship	School assemblies provide the opportunity to reinforce our philosophy of care, respect and tolerance. There is a daily act of worship, either school or class based. Parents not wishing their child to attend should contact the Headteacher.

FULFILLING OUR AIMS THROUGH THE CURRICULUM

We aim to provide a curriculum which is broad and balanced, where children can extend their experience of themselves and the world in which they live. Children encounter a wide variety of tasks and practice many skills through the 11 subject curriculum and RE. Teachers organise carefully structured activities which allow the children to develop the concepts they need, whatever their individual strengths and weaknesses. Each term the children are taught a full programme of work which has been planned by the teachers in that team. By working from joint plans which teachers have prepared collaboratively, all the children in one age group have the same access to the curriculum. Teachers use a range of different approaches which best suit the learning task. For example, children may be taught as a class, in small groups, in pairs or as individuals, whichever approach is most purposeful in the circumstances.

English

Great emphasis is placed on the English curriculum at Milford Infants' School. Children are encouraged to enjoy speaking with, and listening to, others. They are introduced to a wide variety of attractive books and shown how to behave as "readers". They also learn to appreciate the effectiveness of clear and purposeful writing. Much of the English curriculum occurs during the daily Literacy Hour, when teachers ensure that they have clear objectives and teach explicit literacy skills. However, English is naturally an important part of all curriculum areas and we therefore aim to encourage all the various aspects of each child's language experience and skills right across the curriculum.

Listening and Speaking Skills

Children need to develop their listening skills and to learn to listen to others. This is done through class discussion, through using taped sound, through games, drama and television. Children's speaking skills are developed in order that they will speak clearly, confidently, fluently and in a variety of situations. Self-expression is given a high priority.

Reading Skills

From their first day in school children are encouraged to enjoy books. They are introduced to a wealth of different types of books and appreciate that books are valued highly. A very confident attitude to reading exists and through our own positive approach we aim to engender a love of books which will stay with children throughout their lives. The children are encouraged to take books home in order that they can relax in their own surroundings with books they want to share with their family. In school, we have a wide range of 'Big Books', which provide a focus for many of the literacy lessons. The teaching of key reading skills is developed through guided reading sessions in school.

Writing Skills

Children come to school bringing their own strengths and weaknesses. The school recognizes this and aims to teach all children correct letter formation in order that a fluent style of writing can be developed. As well as spelling patterns and early rules of punctuation, children are taught to write for a variety of different purposes. Whilst we do pay attention to the need for accuracy, our main concern at this stage is to develop children who are keen and confident to write.

Mathematics

Mathematics has a high priority at Milford Infants' School and the curriculum is introduced in a highly structured way, in order that children can approach this subject with enjoyment and enthusiasm. All Reception children develop early mathematical understanding throughout the foundation stage. The Early Learning Goals, including mathematical development, are in line with the Numeracy Strategy framework. All Reception children have a daily Maths lesson, and those pupils in Years 1 and 2 have a lesson lasting about 45 minutes. The Maths lessons have a three part structure, consisting of a mental oral warm up to develop mental skills, a main teaching activity for children to develop new skills and practice previous work, and a conclusion where teachers assess what has been learned, correct any misunderstandings and revise the main points. Emphasis is also placed on the immediate environment, and children participate in practical activities which involve discussing their own ideas and describing how they think they can best solve problems. In this way, children develop strategies for working with numbers both mentally and practically. They develop an understanding of logical thinking and are encouraged to record their findings in a variety of ways. Whatever resources or tools may be appropriate are made available, for example counters and computers. The Maths curriculum gives children a wide range of experiences in addition to the practice of mathematical operations; for example, they learn about shape, capacity, linear measurement and data handling.

Science

The Science curriculum is rooted in the child's natural curiosity and is promoted by the questions that children want to ask. Why does it? ... When will it? ... Can I touch it? The acquisition of knowledge and facts is no more important than the understanding of scientific concepts and the main motivation for scientific learning is the child's own curiosity and enjoyment. Children are encouraged to work in a "scientific way", including setting up investigations, raising questions, recording findings and, most importantly, working collaboratively. Above all, Science is about talking and listening to others and being open minded.

IT (Information Technology)

During Key Stage 1, the children explore IT and learn to use it confidently and with purpose to achieve specific outcomes. Children will start to develop their ideas and record their creative work. They will become familiar with hardware and software currently available within the school. Whole class IT lessons are taught in our purpose-built IT Suite.

Art

Children are given the opportunity to use a variety of materials and develop a range of skills as they extend their creativity. Art is an integral part of the curriculum and, again, emphasis is placed on giving the space and time for confident expression. Children gradually develop an understanding of the work of other artists and craftspeople and the contribution which art makes to our culture.

PE and Health Education

The School Physical Education Programme consists of gymnastics, games and dance, and children spend at least one hour each week on sporting activities. By using gymnastic and games equipment, children are encouraged to extend their physical skills, and in group work they begin to develop their ability to work co-operatively as a team. At this young age, children do not participate in traditional team sports since they are mostly acquiring and developing their individual body control skills. Through educational dance, children have the opportunity to respond to sound and express themselves creatively. Health Education is provided throughout the school and children are taught both how to keep themselves fit and active and why they need to do so.

History

For young children, History begins with learning about present time; they then look back in time, by collecting artefacts and evidence until they have an appreciation of the past. Gradually children begin to acquire an understanding of change, and they become aware of some major events of the past and the achievements of some important historic figures.

Geography

An awareness of the child's own place is the starting point for the Geography curriculum. We use our own school environment to study and discuss such issues as direction, position, climate and the care of the environment. Gradually this is extended beyond local knowledge, until children begin to appreciate the relationships which exist between one country and another.

Design Technology

This is a fast developing area of the curriculum. The children are encouraged to design and make in order to solve real problems which they identify in their work at school. Children may either work in groups or individually for tasks, but need to select appropriate materials, use tools safely, plan and evaluate their work and communicate effectively.

Music

All children participate in musical activities. We use a variety of strategies to incorporate music into the life of the school and enjoy making and performing music together. Children have the opportunity to play pitch and unpitched instruments and to learn such skills as keeping a steady rhythm, recognising pitch and singing in groups of various sizes.

Developing the Foundation Stage Curriculum

The Foundation Stage curriculum developed by Milford Infants' School staff helps our children to make progress in their development and learning. Their education requires a relevant curriculum that values children and builds on their early years experience. Learning for young children is a rewarding and enjoyable experience in which they explore, investigate, discover, create, practise, rehearse, repeat, revise and consolidate their developing knowledge, skills, understanding and attitudes. Staff use the six areas of learning contained within the curriculum guidance for the Foundation Stage. This ensures a breadth of teaching and learning throughout the Reception Year.

Promoting Skills Across the National Curriculum

Children learn, practice, combine, develop and refine a wide range of skills in their work across the National Curriculum. Some of these skills are subject specific (eg, painting in Art and Design), whilst some are common to several subjects (eg, enquiry skills in Science, History or Geography). Some skills are universal, for example the skills of communication, improving their own learning and performance, and creative thinking. These skills are also embedded in the subjects of the National Curriculum, and are essential to effective learning.

Opportunities for teaching and learning all of these skills at Milford Infants' School are identified by teachers in their planning. Our children are encouraged to reflect on what, and how, they learn, and how these skills can be applied across the curriculum and in real life situations.

SPECIAL EDUCATIONAL NEEDS

Whilst acknowledging that all children are of equal value, we recognise that a range of strategies may be necessary to meet individual need. We believe that these strategies should be deployed in a way that minimises any sense of being "different", so that all children feel able to make a positive contribution both to class and to school.

A team of specialist staff works alongside class teachers to identify a pupil's needs and offer effective support. Parents are involved from the earliest stages, in discussing concerns, monitoring progress and in support for joint programmes to build up necessary skills. Close links are maintained both with pre-school organisations and with receiving schools, to ensure a continuity of provision.

The school follows the Code of Practice, and provision is carefully monitored by the Headteacher and the Special Needs Governor. The Special Needs Co-ordinator initiates contact with external agencies when necessary, following the consent of parents and the Headteacher.

Children at the higher end of the ability range are also identified and, where appropriate, work is planned that will extend their potential.

No child will be refused admission to school because of special educational needs; however, children who have a "Statement of Special Educational Need" can only be admitted, either to mainstream or to the Language Resource Base, with the consent of the LEA.

SEX EDUCATION POLICY

Naturally we recognise that the overall responsibility for the children's healthy growth rests largely with you, the parents. We also recognise the value, once again, of working together, both home and school. The Sex Education Programme will be delivered largely through the statutory Science Programme of Study, from which no pupils may be withdrawn. Thereby children will be supported in relation to the increasing demands being placed upon them. The inclusion of Sex Education occurs in the wider context of Personal and Social Education and is not treated in an isolated way. Teachers aim to answer children's questions as they arise, both tactfully and appropriately. The Governors have written policy statements on both Personal, Social and Health Education, and Sex Education.

HOMEWORK

The most usual and regular form of homework for our pupils is for them to take home a reading book and read this for just a short period. It is appreciated if you can make time to support your child by sharing books in this way, not only because it is likely to improve their reading skills, but also because it teaches children that books are valued in the home. Teachers will gladly talk to you about ways in which you can help your child to read successfully. Sometimes children are given other simple activities to do at home, for example a simple comprehension task for older children, or a language or maths game which makes learning fun and reinforces the learning which has taken place in school. Regular Maths homework in Year 2 focuses on Maths investigations which are fun and can be shared with the family.

HOME/SCHOOL AGREEMENT

Every school is required to have a Home/School Agreement, and Milford Infants' School asks each parent and child to consider carefully their responsibilities within our school setting. All parents will be given a Home/School Agreement in the Autumn Term of each academic year.

CHARGING POLICY

The school Governors have agreed the following policy on charging: that where activities take place in school time, parents should be invited to make a voluntary contribution to cover the cost of the activity. However, no child should be debarred from that activity because his/her parents cannot contribute.

That where activities take place outside school hours, charges may be levied.

That appropriate charges be made for ingredients and materials where parents have indicated that they wish to own their child's finished work.

That parents be required to meet the cost of damage or loss where this is the result of their child's unacceptable behaviour.

ACCESS TO INFORMATION

Parents have access to a number of documents through the Headteacher. For example:

National Curriculum Statutory Orders
The LEA's Curriculum Policy
The LEA's Complaints Procedure
The Governors' Minute Book
Any published HMI reports which refer explicitly to the school
Schemes of work currently used by teachers
The LEA's agreed syllabus for Religious Education
School Improvement Plan

We also hold copies of our prospectus and the governing body's annual report to parents, which are available free to parents, on request, at the school.

Whilst we are always pleased to pass on any of the above information to parents, there is probably no substitute for talking face to face, should you wish to learn more about the school. In particular, we hope that any questions or complaints that you may have can be resolved by the school, in the first instance by talking to the Headteacher. In this way, it is hoped that any difficulties will be dealt with amicably at this informal level, to the satisfaction of everyone.

PUPIL RECORDS

Parents have access to their child's educational records which show the progress that is being made as the child develops. Even more important is the opportunity to discuss with the teacher any matters which need to be shared. At the end of the academic year all children are given a written report. We are happy to provide a copy of this for a parent with whom the child no longer lives, by prior arrangement.

PASTORAL CARE AND DISCIPLINE

There are very few school rules and the few we have are designed in order to protect the welfare of the children. It is our intention to create a caring environment where every child can work happily. Children are expected to behave in a courteous and considerate manner and to appreciate the needs of others as well as themselves. Our behaviour code is described in the Home/School Agreement and shared with parents. If punishment is felt to be necessary it will take the form of missed privilege, such as playtime. Should a child's behaviour give cause for concern, parents will be informed and invited to discuss the problem. Corporal punishment is not used.

COMPLAINTS PROCEDURE

Every school is required to have in place a complaints procedure. At Milford Infants' School this would entail the following process. Firstly, we would ask parents to talk to their child's class teacher, or another member of our school staff. If the problem could not be resolved in this manner, it would be investigated by the Headteacher. Should the complainant still feel that their concerns had not been addressed satisfactorily, the matter would be passed to the school's Governing Body. If these internal procedures should fail to resolve the problem in a satisfactory manner, it would be passed to the Local Education Authority.

DATA PROTECTION ACT 1998

Information provided by parents and held by the school is used solely for administrative/educational purposes. Some information will be shared with the Local Authority, who will use it for statistical analysis. Some information will be passed to the pupil's next school to facilitate easy transfer. Parents have the right to view data held about them or their child, and are encouraged to assist the school to uphold its responsibilities to maintain up to date data by notifying any changes, for example of address, telephone number, religious belief, parental responsibility, etc. As a matter of course, parents will be provided on an annual basis with a copy of their child's administrative computer record, in order that they can check for inaccuracies. Personal data held is treated in absolute confidence.

LIAISON WITH PARENTS

A close relationship between school and parents is actively encouraged. In the Autumn and Spring terms you will be invited in for Open Evenings, but as well as this you are welcome into school at the end of the afternoon sessions to see your child's work, share displays and talk with the teacher. Any aspects concerning your child's welfare which you wish to discuss may be more formally approached by arranging a mutually convenient appointment with the class teacher or Headteacher.

A number of parents already offer help in school in a variety of ways. We are very grateful for their support which allows the children to engage in a wider variety of activities than would be possible without these extra adults.

SCHOOL ATTENDANCE

Regular attendance is crucial to children's educational development, and at Milford Infants' School we recognise our part in assisting parents to meet their legal obligations. If your child is unable to attend school because of ill health, or for any other reason, please send a letter of explanation to the class teacher. All schools are required to publish information relating to rates of authorised absence. The following table relates to the previous academic year.

AUTHORISED AND UNAUTHORISED ABSENCE FROM SCHOOL ACADEMIC YEAR 2003/2004
Total number of pupils on roll of compulsory school age (ie all those who were on the school roll at any time during the academic year 2003/2004, in Years 1 and 2): 207

Total number of pupil sessions: 63157

PERCENTAGE OF PUPIL SESSIONS (HALF DAYS) MISSED THROUGH ABSENCE
Authorised Absence: 4.8%
Unauthorised Absence: 0.3%

GENERAL INFORMATION

SCHOOL PROCEDURES

SCHOOL HOURS

Morning Session: 8.55 am - 12.00 noon
Mid-day Break: 12.00 noon - 1.15 pm
Afternoon Session: 1.15 pm - 3.10 pm

In line with the Secretary of State's recommended teaching hours, excluding lunch breaks, mid-day breaks, daily acts of worship and registration, the hours spent on teaching during the week are 21.

During both morning and afternoon sessions the children have a short playtime. We do not allow snacks to be brought into school for playtime, but we do run a mid-morning milk scheme. Please enquire at the school office if you require more details, or if you are willing to serve on the milk rota. This involves about two hours a week in order to serve the milk to each class.

STATUTORY PROVISION OF MEALS

Somerset County Council provides free school meals for any children whose parents are in receipt of Income Support or Job Seekers Allowance (Income Based). This is a cold, packed meal such as a sandwich, piece of fruit, yogurt, etc, and a drink. Application forms and further details are available from the school office.

PACKED LUNCHES

Provision is made for children to bring a packed lunch. Please ensure your child's lunchbox is clearly named - the box may include a soft drink in a plastic flask or carton. For obvious reasons, no bottles are allowed and no fizzy drinks. Water is available; please include a beaker for this purpose if you wish. Please do not allow your child to bring sweets or chocolate to school.

Please be aware, in the Summer months, that the school has no facilities for storing the children's sandwich boxes in refrigerated conditions.

HEALTH AND SAFETY, INCLUDING SCHOOL SECURITY

Children are admitted to their classrooms by their individual doorways at 8.55 am. In wet or snowy weather, the teachers open these doors at 8.45 am but we ask that children are not sent to school before this time as there is no supervision available. In the interests of safety we encourage you to come into the playground to meet your children at the end of the day. Please notify the class teacher or the school office if your child is to be collected by someone other than yourself. This must be done on a daily basis, or by letter covering a set period, for example notification of a Childminder.

Whilst on the school premises or grounds, the school Governors request that you do not smoke, drink or bring any illegal substance with you. Thank you.

Children must be closely supervised at all times by parents/carers before and after school, and should not climb on fences, walls or gates surrounding the playgrounds and classrooms. Bikes, trikes and scooters are not allowed on school grounds.

Pedestrian access to the school must be through the main gateways in Glenthorne Avenue, and not across the bus and taxi parking area on Chelston Avenue.

Parking restrictions operate in Glenthorne Avenue at the beginning and end of the school day.

FOR SAFETY REASONS, THERE IS NO PARKING FOR PARENTS WITHIN THE SCHOOL GROUNDS.

No child will be allowed to leave the school alone during school hours. Please send a written request if you need to collect your child, for example for a visit to the dentist.

No dogs, other than guide dogs, are allowed on the school premises.

ABSENCE FROM SCHOOL

Parents are asked to follow the following procedure when a child is absent from school.

Please telephone the school to inform us of your child's illness.
On their return to school please send a brief note.
Give written or verbal notice of dental or medical appointments during school time to the teacher.
Ensure that you complete a holiday form if it is necessary to take your family holiday in school time.
Try to be prompt each morning and arrive in good time - late arrivals have to be recorded clearly in the attendance register each day.

EMERGENCY CONTACT

Occasionally children become ill or have an accident at school. We like to be able to contact you or a friend or relative as soon as possible by telephone. PLEASE ENSURE THAT WE HAVE SUCH CONTACT NUMBERS AND THAT THEY ARE KEPT UP TO DATE.

MEDICINES IN SCHOOL

Only under exceptional circumstances will medicines or tablets be administered in school. Drugs must NEVER be sent with a child, but must be handed in by an adult to the class teacher. You will be asked to sign a consent form.

HEAD LICE

The number of children affected with headlice has increased greatly throughout the country over recent years. Please check your child's head regularly and if infestation is discovered treat with a suitable preparation recommended by your doctor or the chemist.

PERSONAL ACCIDENT INSURANCE FOR PUPILS

Twenty Four Hour Worldwide Personal Accident Insurance is available via Somerset Education Services from CIGNA (telephone 0800 181031) or through many high street insurance companies. If you wish to avail yourself of this cover, you should make enquiries accordingly.

CLOTHING

School uniform is encouraged. The school colours are grey and maroon.

Grey trousers (approx £11)
Grey skirts or pinafore dresses (approx £11)
White or grey shirts (approx £5)
School sweatshirts or pullovers are available from the school uniform shop which are embroidered with the school emblem (approx £12)
Maroon and gold school tie (available from the school uniform shop, approx £2)
White or grey socks
Dark Shoes

Children are encouraged to try to dress themselves, so clothing that is easily managed is recommended.

PE Kit: a T-shirt, shorts or leotard should be provided, and plimsolls will be necessary for outside PE. PE kit should be kept in a drawstring bag.

All clothing should be clearly marked with the child's name please.

Jewellery - In the interests of safety, jewellery is not allowed to be worn, with the exception of stud earrings.

SCHOOL UNIFORM SHOP

This is organised by the Friends of the School and aims to offer a good service to parents in school sweatshirts and jerseys, and also sells good quality second hand clothing. The shop is open on the first Wednesday of each month from 3.00 pm.

FRIENDS OF MILFORD INFANTS' SCHOOL

There is automatic membership to this group for all parents of children attending the school and all staff. The Association engages in activities which support the school, including fund-raising events, and aims to foster relationships between staff, parents and others associated with the school. If you are able to help, please contact the school.