The individual class teachers will care for children in their classes. Through developing close links with the children, they are able to cater for all the usual aspects of pastoral care. Parents are encouraged to discuss problems with the teachers and the Headteacher.
In addition, Mrs C. Jones is the Inclusion Officer within the school.
Support Agencies such as the school doctor, nurse, dentist, speech therapist, educational psychologist and educational welfare officer are fully utilised as appropriate. Our school nurse is Beckie Banks; she is not based at our school but is in frequent contact with us so that any concerns are dealt with promptly and effectively. She can be contacted via Mrs C. Jones. Our Education Social Welfare Officer is Damian Stormont; he supports schools and families with attendance and punctuality issues. Again, he can be contacted via Mrs C. Jones.
The very culture of the school is based upon all children knowing that they are cared for at all times and that the Every Child Matters agenda is at the forefront of all elements of school life.
As the Inclusion Manager at Church Drive, I work with children and their families to reduce barriers to learning and to help raise self-esteem, thus enabling the children to reach their full potential and to receive a full all-round education.
My work is to complement and support everyone involved in the teaching of the children, and to promote a safe, secure and happy environment in which the children can learn.
I work with the children on a one-to-one basis or in groups and provide a daily drop in club if children need someone to talk to.
Parents can find me at the main office daily between 8.45-9.30am and 3-3.30pm. Other times can be arranged if more convenient.
Making a Difference
To the children:
Improved self-image, confidence and motivation
Raised expectations of their own potential
Improved social skills, forming improved relationships with staff, peers and family
Improved attendance and punctuality
Improved attitude and behaviour both inside and out of school
To the families:
More positive attitude towards school
Improved support and communication between school and home
Access to support and someone to talk to
Liaison between home, school and other agencies
Mrs C. Jones, Inclusion Manager
Playground Buddies and Friendship Ambassadors
Playground Buddies are Year 5 and 6 pupils who help the playtime supervisors to make playtimes a happy time for children in the playground. Children interested in becoming Playground Buddies complete a job application at the beginning of each year, explaining why they would like to be a Playground Buddy and why they think they would be good at the job. Those pupils selected are given training before working alongside the adults who supervise the playground. A rota is drawn up so all buddies are on duty for at least one lunchtime per week.
The role of Playground Buddies involves:
helping to set up and supervise organised games
being fair and not taking sides
helping children if they fall over, comforting them and take them to first aid
helping children to find something if they've lost it in the playground
playing and introducing new games to the other children
asking the lunchtime supervisors if they are unsure of what to do in a situation
helping to put away playtime equipment
modelling good behaviour
Why did we introduce the Buddy System?
We introduced a Buddy System to give the oldest children in the school a sense of responsibility towards other children in the school. We wanted to minimise any chance of bullying in the playground as all children have the right to be healthy, stay safe, enjoy and achieve and make a positive contribution, all without fear or intimidation.
Our buddies help and support others in the playground and monitor the 'Buddy Bus Stop', where children go to if they have no one to play with.
The role of our Friendship Ambassadors complements that of our Playground Buddies. The Friendship Ambassadors:
help children to make new friends
make all children feel comfortable and welcome
include children who feel lonely and help them to play games
give support to children to find solutions to any problems
Attendance and Punctuality
Mrs C. Jones and Mrs C. Stading, our attendance officers, have been working very hard to improve attendance in our school and this is proving to be very successful. It is really important that children are in school and are on time. Late arrival can set your child up for a difficult start to the day. Take a look at the information below to see what an impact being late or absent actually adds up to - it's quite alarming:
Lateness = Lost Learning
5 minutes late each day = over 3 days lost (over a year)
10 minutes late each day = about 6.5 days lost
15 minutes late each day = about 10 days lost
20 minutes late each day = about 13 days lost
30 minutes late each day = about 19 days lost!
As few as 19 days lost over a year can significantly reduce your child's chances of success at school.
Every School Day Counts
100% attendance = 190 school days = 0 weeks absence
95% attendance = 180 school days = 2 weeks absence
90% attendance = 171 school days = 4 weeks absence
85% attendance = 161 school days = 6 weeks absence
80% attendance = 152 school days = more than a half-term lost
75% attendance = 143 school days = more than 9 weeks lost!
Please ensure that your child attends school every day!