Availability of School Policies

Parents should be aware that all policies regarding the good running of the school are available to them on request from the school office.

Special Educational Needs
(with reference to the Special Educational Needs and Disability Act 2001, Code of Practice 2002)

The Pointer School endeavours to provide support for pupils with mild Specific Learning Difficulties. Such pupils will follow a programme of specific skills in small groups within the classroom. Should one-to-one tuition be deemed appropriate parents will be informed of this.

An assessment of these needs is made prior to the pupils’ entry, and every pupil identified as having special Educational Needs is provided with an Individual Education Plan which is reviewed and updated regularly. Should it become apparent that after entry a pupil has additional needs, the class teacher will in the first instance refer to the Special Educational Needs Coordinator for observation and support. However in certain circumstances we may feel it necessary to recommend additional intervention from other professionals which will incur an additional cost to the parents/guardians of the child involved.

We operate many different types of teaching strategies which allow for class, group and individuals to be the main focus of each lesson. The needs of the individual remain at the forefront of our minds at all times. In accordance with the above Act, we will endeavour to accommodate all children irrespective of their individual needs and will aim for access for all. However should we feel the child would benefit from an alternative educational establishment, which can better support their needs, we will discuss this with parents at the earliest opportunity.

English as an Additional Language

The Pointer School recognises English as an Additional Language (EAL) as referring to pupils whose main language at home is a language other than English. We appreciate that a broad and varied population of pupils learn EAL and that while some may not need extra provision, others may not have reached a level of literacy or oral proficiency expected for their age and therefore need to have material adapted for them. We recognise the importance for teachers to have information about the pupils’ educational history and their literacy skills in another language, as this may be a significant factor in their success in learning English. This will be used in planning how best to teach these pupils and in assessing their progress.

The effective support for pupils learning EAL is part of a coordinated whole school approach to meeting the needs of individual pupils.

National Curriculum Test Results

All parents should note that the results of the National Curriculum Key Stage 1 and Key Stage 2 tests at 7 and 11 years are available on request from the school office. The results have been standardised to reflect the performance of pupils at this school against a national sample. Other academic data relating to the performance of pupils in entrance tests to other schools (private and state) are also available in the school office.

HMI and OFSTED Inspection Reports

The School was inspected by HMI (the whole school) in October 2008 and OFSTED (for the Early Years Foundation stage, i.e. Nursery and Reception) in June 2008. Copies of these reports are available here and from the school office.

Complaints Procedure

Parents should also be aware that there is a Complaints Procedure and this is available from the school office.

Safer Recruitment Policy

As a school that promotes itself as Christian in both belief and practice it takes very seriously its commitment to safeguarding and promoting the welfare of children and expects all staff and volunteers to share this commitment.

Read our Safer Recruitment Policy in full