Guidance on Illness
Absence
If your child is away from school for any reason, please telephone the school as soon as possible. Any absence not explained is recorded as ‘unauthorised’. Registers are completed as soon as the children come into school and any child not present when the register is returned to the school office will be marked absent. If children arrive late they need to go to the school office to let the office staff know they have arrived. Their absent mark will then be changed to a late mark.
The attached PDF “School Absence” also provides guidance for parents concerning medical appointments and illness.
Management of Headlice
Headlice are extremely common in close-knit environments such as schools. Please click HERE to access information on the management of head lice.
First Aid in School
We have a number of staff qualified to undertake first aid. Where your child has been treated by a first aider, he or she will bring home a note giving details of the incident and the treatment to ensure you are informed should further treatment become necessary.
Where a child requires emergency treatment this will be sought by the staff ‘in loco parentis’ and the parents will be contacted.
Additional Documents :
‘Effective Phonics Teaching: The phonics leader ensures consistent teaching of phonics across the school.’
‘Governance and Safeguarding: Governors have a strong understanding of the school’s strengths and areas for improvement, effectively supporting and challenging the school leadership.’
‘Student Responsibility and Community Engagement: Pupils also engage in community activities, like making Christmas food hampers and starting a road safety campaign.’
‘Governance and Safeguarding: Safeguarding arrangements are effective, with consistent training and comprehensive incident logging.’
‘Well-Planned Curriculum: Curriculum leaders have developed knowledge organisers to identify key knowledge, skills, and vocabulary, which are shared with families and pupils.’
‘Effective Phonics Teaching: Reading books match the taught sounds, and additional support is provided for pupils needing extra help.’
‘Support for Early Career Teachers: An emotional literacy support assistant has been employed to enhance the special educational needs and disabilities team, providing valuable support to parents and pupils.’
‘Happy and Safe Environment: Pupils feel happy and safe at school, working cooperatively and responding well to teachers’ instructions. They perceive the behavior policy as fair and report that bullying is rare.’
‘Enthusiastic Curriculum Leaders: Pupils, including those with special needs, benefit from scaffolded tasks and appropriately pitched work.’
‘Enthusiastic Curriculum Leaders: Curriculum leaders have clear visions for their subjects, with PE and mathematics leaders investing in schemes to support teachers.’
‘Student Responsibility and Community Engagement: The school offers numerous lunchtime and after-school clubs, fostering interests in sports and creative arts.’
‘Effective Phonics Teaching: The school is considering a new phonics program to maintain high-quality teaching.’
‘Wider Development Opportunities: The school promotes pupils’ wider development through opportunities beyond the curriculum, such as links with a school in Uganda, debates, sustainability awareness, and diverse role models.’
‘Well-Planned Curriculum: The school has redesigned its curriculum to build on existing knowledge, with all teachers responsible for specific areas.’
‘Support for Early Career Teachers: The school supports early career teachers with training from subject leaders.’
‘Student Responsibility and Community Engagement: Year 6 pupils are given responsibilities, such as being ‘dinner buddies’ and leading celebration assemblies.’
