Parent/Carer Forum

Monday 2nd December 

6pm-7:30pm

Upper School Hall

Parents of pupils in:

Bumblebees, Otters, Nightingales, Nursery, Oaks Hedgehogs and Owls.

Agenda

1. Typical school day
2. Staffing and SEND support
3. Uniform

1) Typical School Day

• School opens at 5am to be cleaned
• Greswold Greyhounds starts at 7.45am.
• Walking Bus starts at 8.05am
• Some children may have a soft start through the Nest.
• Morning work during registration allows children to access a range of activities or interventions prior to starting their main lessons. Calming music often played to create a positive and settling atmosphere for children to enter.
• Clarification about lunch choices in KS2 – children can bring packed lunches from home but they can also choose to have a school dinner or a combination of both.
• Nursery and Reception Rhythm of the Day
• KS1 and KS2 Monday assemblies led by Mr Hornsey and Mrs Woodcock including Picture News – a current affairs resource
• Reception Celebration Assembly
• Lunchtimes: Every day a member of SLT is on duty and we have Lunchtime Supervisors (a lot of whom are parents) as well as Play Leaders (often our TAs).
• Reception use the playground outside the Lower School Hall, KS1 have their own playground and field, as do KS2. KS2 have access to a range of activities (quadrants) on different days including: football, ball games, gym equipment and free play. Children in KS2 can also access the Library. Year 6 monitors also escort Y2 children down to the playground. Year 6 Play Leaders offer activities in both the KS2 and 1 play grounds. At the end of lunchtime, children in Y6 listen to Y2 readers and support children in Y1 with phonics.
• TAs leave after lunchtime with teachers and LSAs remaining.
• In KS1/2 children learn foundation subjects (any subjects that are not English, Maths and Science).
• There are no breaks in the afternoon but staff are attuned to their class and may offer brain breaks as needed.
• At the end of the day, any attending Greswold Greyhounds will be escorted down to the Lower School Hall/Rainbow Room (Greyhounds finishes at 6pm). The Walking Bus departs school at 3.20.  

2) Staffing and SEND support

• Over 100 staff in total.
• SLT: include Mrs Scott (Headteacher), Mr Hornsey and Mrs Woodcock (Deputy Headteachers), Mrs Glover (Designated Safeguarding Lead, DSL), Miss Carpenter (Finance and Business Manager)
• Over 30 class teachers in school, some full time, some job shares and some who cover PPA (planning preparation and assessment time) and management time.
• Teaching Assistants (TAs) support whole classes. In KS1/2 they work part-time in the mornings but in Early Years they work full time.
• Learning Support Assistants (LSAs) work with specific children or groups of children.
• SENDCo
• Office Team
• Greyhounds
• Lunchtime Supervisors
• Site Managers
• Walking Bus Leaders

Children’s needs may not present the moment they start school and it can appear as they progress through school.  Once a need has been identified, with parents’ permission, they are added to the SEND register and adaptations/support will be put in place. However, children will still be supported in class without a diagnosis. Some children will require additional support above SEND support and assessments will be carried out to determine if they require an EHCP (Education, Health and Care Plan). Children may access either the Hive, the Den or the Nest but they will still be in class, attend assemblies etc.

Inclusion covers SEND, PP (Pupil Premium), EAL (English as an additional language), Young Carers and children with medical needs (particularly life-threatening conditions e.g. asthma, allergies that could trigger anaphylaxis, diabetes, epilepsy).

Staff receive annual training on asthma, anaphylaxis and epilepsy. We have a number of staff who are first aid trained.  When pupils go on visits, we ensure that sufficient first aiders attend to support pupils’ needs.

Children who have significant medical needs will have a care plan which is kept in 3 key locations across school.  Medication is kept in each classroom and spares are kept in the main office.

A pupil in Y5 informed their parent that a child had brought in Nutella in their sandwiches.

Smaller charities have been set up by parents who have lost children due to anaphylaxis, (Benedict Blythe Foundation charity set up after a child died in school), advocate staff training on anaphylaxis, allergy policy, spare epipens in school. Question around how clear the procedures and rules/responsibilities around allergies are within the Medical Conditions in School Policy.

Inclusion – Allergy policy

Concerns around junk modelling and play dough (containing wheat)

AOB

• Infant gate much better and children actually telling their parents not to cross the line and to stand back.
• What is the role of governors in the school?
• It’s a voluntary role but governors are very pro-active in our school, weekly meetings with different boards: inclusion, curriculum, personnel, finance. Governors support SLT but SLT are accountable to governors.
• Governors have that strategic view and oversight of the overall aims and vision of the school. They provide challenge and support with the ultimate aim of improving the school.
• Parent volunteers: is that something we’re still interested in? Yes, and we do have a steady stream of volunteers, with a particular focus on reading but we don’t have a limit and support is always welcomed.
• Discrepancy in cost of uniform for boys/girls. The skirts and pinafores are only available from specialist suppliers which cost a lot more.
• Question around Lego therapy, Forest School and if there was a section on the website which explains what they involve. MH to check. AW suggested that information could be included on the invite letter e.g. what it involves and what the aims are.