OLIVER GOLDSMITH

PRIMARY SCHOOL

Dear Parents/Carers We believe that all children are entitled to a quality education. Our aim is to create a happy, well-organised and stimulating atmosphere, where each child can be helped to reach his/her potential. We want each child’s time at this school to be enjoyable, fulfilling and successful. We believe it is only by working together with parents that children will gain the full benefit from their time here. This booklet contains information about the aims, organisation and curriculum of the school, which we hope you will find both interesting and useful. If your child joins us at Oliver Goldsmith, we welcome both you and your child and look forward to your future involvement with the school. Yours sincerely The Oliver Goldsmith Staff Team

Tel: 0208 205 6038/7693

020 8205 6800 (Nursery)

Fax: 0208 205 4987

Email:

admin@olivergoldsmith.brent.sch.uk

Coniston Gardens

Kingsbury

London

NW9 0BD

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GENERAL INFORMATION

Oliver Goldsmith School is a two form entry community primary school maintained by the London Borough of Brent. The school is on a pleasant site with good views over London. Our school takes its name from the famous writer Oliver Goldsmith who was born in 1728 and died in 1774. His famous works include a novel ‘The Vicar of Wakefield’, a poem ‘The Deserted Village’ and a play ‘She Stoops to Conquer’. He spent part of his life living in our school district on a hill just outside the village of Hyde, which is now the Springfield Estate.

Our school, which was built in 1937, took the name of Oliver Goldsmith School at its official opening in February 1938. The children transferred to this new building from an old school building called ‘The Kingsbury School’ situated on the Kingsbury Road near to the Edgware Road. The school admits children from 3 – 11. We have a new and beautifully designed purpose built nursery set in its own outdoor play space. Our large reception classrooms interlink and share an outdoor area. We have 12 well resourced classrooms for years 1 -6 and smaller group rooms for individual or group sessions. From Reception to year 6 there are two mixed ability classes in each year group with 30 children in each class. The school has two large halls, one with a stage and a lighting and sound system. We have a well stocked library, an ICT room, a music room and a large nature reserve. The school serves a community in the north of the London Borough of Brent which is ethnically, linguistically and socially diverse. Our school community fully reflects the local community and is enriched by its diversity. Children from a variety of backgrounds enjoy learning and playing together. The school helps children to develop the ability to think logically and creatively, observe, enquire and question, discuss rationally and work independently and co-operatively. It aims to ensure that all children develop respect, understanding, tolerance and affection towards their fellow human beings. In this way we hope to develop the attitudes and skills which they will need to make the best of their schooling and adult life.

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OLIVER GOLDSMITH SCHOOL

STATEMENT OF PRINCIPLES AND PURPOSE

Our aspiration at Oliver Goldsmith School is to create a teaching and learning environment that develops each child academically, socially, emotionally and physically within an inclusive, secure and happy setting. We know that all children have great potential for development and believe they are entitled to quality and excellence in the education they receive. At Oliver Goldsmith School we believe in the importance of

high standards in the basic skills of literacy and numeracy

opportunities in the arts, sciences, technology, languages, humanities, sport, health and fitness in a broad and balanced curriculum

developing social and emotional confidence and self esteem

making a positive contribution to the community

treating each other with courtesy and respect

responsibility, self discipline and hard work We will develop this in a setting which

is secure and happy

fosters an enthusiasm for learning

offers support and challenge

is inclusive and promotes equality of opportunity

values all children equally and values the diversity they bring to the school

celebrates cultural and religious diversity

seeks partnerships with parents and others We are a Rights Respecting School. Children are taught about the rights of every child and the responsibilities that come with these rights. Children and staff are asked to treat others as they would like to be treated themselves and to model the Oliver Goldsmith key values.

OLIVER GOLDSMITH SCHOOL

VALUES STATEMENT

At Oliver Goldsmith School we value

OPENESS

LEARNING FROM EACH OTHER

INCLUSION

VALUING EACH OTHER

ENTHUSIASM & ENJOYMENT

RELIABILITY & RESPONSIBILITY

GIVING OUR COMMITMENT

OUR TEAMWORK

LOYALTY

DIVERSITY & EQUALITY

SELF ESTEEM/SELF DISCIPLINE

MUTUAL RESPECT

INTEGRITY

TOLERANCE & TRUST

HONESTY & HARD WORK

SHARING & PARTNERSHIPS

CARE, COURTESY & COMPASSION

HAPPINESS

OPPORTUNITY

OBLIGATION TO EACH OTHER

LOVE FOR LEARNING

OUR AIMS Our statements of principles, purpose and values are expressed in detail in the aims we have for all the children. We are committed to provide a high quality of teaching and learning and a broad and balanced curriculum in a secure and stimulating environment to support these aims: a) To help children to acquire and develop the skills, understanding,

knowledge and attitudes that are needed for their education across the curriculum and for adult life.

b) To attain high standards in literacy and numeracy which are age

appropriate or above for the majority of students. c) To encourage and support each child to work for improvement in order to

make progress from their starting point and achieve higher standards in all curriculum areas.

d) To support children with learning difficulties to improve literacy and

numeracy skills. e) To support children with English as an additional language to gain fluency

in speaking and to improve literacy skills. f) To encourage children to develop lively and enquiring minds and the ability

to think for themselves, to question, to seek information, to discuss rationally and to analyse and solve problems.

g) To help children understand the world in which they live and develop their

responsibility towards it as citizens of that world h) To develop the spiritual, moral, social and cultural dimensions of their lives

as well as the cognitive and intellectual dimensions. i) To explore and communicate ideas in a variety of aesthetic, creative,

technological and imaginative ways. j) To promote interest, enjoyment and satisfaction in learning. k) To encourage in children the development of self-esteem, confidence,

assertiveness, a sense of value and a positive self image. l) To encourage children to respect and be sensitive towards the feelings,

interests, beliefs and rights of others. m) To acquire a set of moral values which are based on tolerance, fairness,

honesty, equality, sensitivity and understanding; and opposed to injustice, discrimination and inequality.

n) To develop positive social relationships with peers and adults. To be able

to work co-operatively in order to play a productive part in the groups and communities to which they belong.

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o) To encourage children to develop as independent learners, able to apply

themselves to tasks, make decisions and take increased responsibility for their own learning.

p) To develop habits of self-discipline and appropriate standards of behaviour.

THE CURRICULUM FOUNDATION STAGE CURRICULUM All the activities that take place in the Nursery and Reception are designed to encourage the children’s early learning in six key areas. These are: Personal, Social and Emotional Development Communication, Language and Literacy Problem solving, Reasoning and Numeracy Knowledge and understanding of the world Physical Development Creative Development. Play, exploration, observation and physical activities are the foundation of learning in nursery and reception. Children learn both from their own self-directed play as well as adult directed activities. Children have access to a wide range of activities and experience both in the classroom and outdoors. These activities help children to develop early literacy and mathematical skills and their understanding of the world. We encourage the acquisition of physical skills such

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as using scissors, pencils and dealing with clothes. Children learn how to play together, to relate to each other and adults, to share, listen and co-operate. Our main aim for the foundation stage is that children should be confident learners.

YEARS 1 – 6 The curriculum includes all the subjects of the National Curriculum and more. The core subjects of English and mathematics and core ICT skills play a major part but the curriculum is broad and includes Science, History, Geography, Design Technology, Music, Art, Physical Education, Personal, Social, Health & Citizenship Education, French and Religious Education as well as cross-curricular features such as Environmental Education and Health and Safety Education. The curriculum is sometimes taught in separate subject areas and sometimes linked in creative themes or topics. The curriculum is planned so that children have a chance to develop skills, acquire knowledge and understand the processes involved in all the curriculum areas. We focus on achieving high standards in the basic core subjects as well as providing a broad and balanced learning experience. We have gained the highest Artsmark Gold award from the Arts Council three times in a row for our commitment to high quality provision in the creative arts (art, music, dance and drama). We have also achieved Healthy Schools Status for our provision for personal, social, health and citizenship education and are part of a School Sports coordinator scheme, linking with other local schools, to provide more sporting opportunities.

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Learning in the key areas of Mathematics and English is emphasised throughout the school. We hold the Basic Skills Quality Mark for our commitment to progress and standards in teaching literacy and numeracy. ENGLISH We recognise the importance of children’s spoken language and encourage the children to tell stories, say rhymes, ask questions, share opinions and take part in discussions. We use drama sessions to encourage children to build their confidence in speaking and listening. We value literature and the children learn to read using many books and a combination of teaching strategies. Children are taught to write in a variety of styles, to use the conventions of spelling and punctuation accurately and to develop a fluent ‘joined up’ handwriting style. By the end of primary school we hope all children will speak, read and write with confidence, fluency and understanding.

MATHEMATICS In Mathematics children learn about numbers, calculation, measurement, shape and space, handling data and solving problems. Mental mathematics is an important part of the curriculum and we encourage children to develop mental maths skills and to employ a “mental first” approach to problems and calculation. We also teach children how to use and apply the mathematics they have learnt and become confident in a range of problem solving strategies.

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SCIENCE We teach science not only to develop knowledge but also to develop the skills of scientific enquiry. Children learn to understand scientific vocabulary and to develop their understanding of planning investigations, presenting evidence, seeking explanations and drawing conclusions. They develop knowledge and understanding of life processes and living things, materials and their properties and physical processes. DESIGN TECHNOLOGY Children are involved in designing, making and evaluating technology. Much of this work is practical and is linked to other curriculum areas. Children develop skills through a variety of activities. They learn to generate ideas, develop designs and work with tools, equipment and materials safely. INFORMATION TECHNOLOGY Children have access to ICT via our ICT suite, interactive whiteboards in each classroom, minibooks linked to the school wireless network and our Fronter managed learning environment. Using these resources children gain proficiency in developing ICT skills. They also use a range of interactive resources to enhance learning across the curriculum. ART Children learn to work with a variety of media, try out tools and techniques and practice a range of skills. They are taught about colour, pattern and texture, line and tone, shape, form and space. They also learn about artists and begin to develop appreciation of their art.

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MUSIC Children are taught music by specialist music teachers. They have opportunities to listen to and appraise a range of music. They learn to sing, play and compose. There are opportunities for children to learn to play various musical instruments. All children are taught to play the recorder during key stage 2. It is also possible to learn to play cello, violin, brass, fife, tabla or harmonium. Children who show commitment and practise regularly are given the opportunity to play in school concerts.

HISTORY AND GEOGRAPHY These subjects are sometimes taught separately and sometimes linked as part of a class topic. In History children learn about life in the past and begin to develop a sense of time/chronology and an appreciation of historical evidence. In Geography children learn about their local environment and contrasting environments and begin to develop associated skills such as mapping. RELIGIOUS EDUCATION Religious Education at this school follows the Brent agreed syllabus. It is not specific to any faith and we do not attempt to influence a child’s own beliefs. Our teaching in this area is concerned with the moral, spiritual and cultural development of all children. Religious Education is developed through topic work and religious and moral stories. As children progress throughout the school, they will learn about the main festivals of the major faith groups represented in the school.

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PHYSICAL EDUCATION Children develop their levels of physical co-ordination and fitness throughout their primary years through dance and movement, gymnastics, athletics and games. In addition, children in year 4 and 5 have swimming lessons at Vale Farm Sports Centre. We promote a range of sport and physical activity not only through PE lessons but also by promoting extra-curricular sports. In addition to regular PE lessons, specialist coaches provide football and aerobics sessions on a regular basis. We also have several opportunities during the year to have visiting coaches running a series of sessions on different sports e.g. cricket, hockey, rugby, tennis. We run clubs for dance and many sports. We take part in competitive football, netball and cricket against other schools. As well as team sports, we have an annual sports day in which all children take part.

FRENCH Children in year 3 begin primary French and are taught for one lesson a week through to year 6. Our aim is to encourage children to feel positive about French, to develop confidence and willingness to use the language and to learn basic conversational vocabulary. We hope that this will give them a positive attitude towards the further learning of languages.

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PERSONAL, SOCIAL AND HEALTH EDUCATION AND CITIZENSHIP PHSE and Citizenship is taught throughout the school both as specific lessons and incorporated into other work across the curriculum. Class discussions, circle times, assemblies and visiting speakers also focus on developing confidence and responsibility, playing an active role as citizens and developing a healthy, safe life style. We have an Infant and a Junior School Council that consist of elected class representatives who meet regularly to discuss issues of concern to children. We have a team of Junior Road Safety officers to encourage parents to drive and park safely outside the school and a team of Peer Mentors to support children in the playground.

SPECIAL EDUCATIONAL NEEDS We believe that all children are entitled to an education that meets their individual needs. Each year we carry out an audit to identify children who have special needs. We use various strategies to support these children including support sessions in small teaching groups for literacy and numeracy, and specialist Numbers Count and Reading Recovery interventions for individual children. Learning support assistants work with some children following speech and language programmes and giving class based support. We also receive support from various agencies such as education psychology, speech and language service, occupational health. Children on the SEN register are regularly reviewed to check on their progress. Parents have opportunities to discuss their child’s progress with the support teacher as well as the class teacher. We take measures to ensure that children with special educational needs can take part as fully as possible in all aspects of school life.

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EDUCATIONAL VISITS AND EXTENDED CURRICULUM ACTIVITIES

Educational visits are a way of giving children direct experience of some of the ideas they are developing in their schoolwork and providing a different perspective on their learning. We believe that the learning experience provided by these visits is of major benefit to the children and consequently teachers seek to include educational visits in their curriculum planning when appropriate. We also provide many curriculum enrichment activities in school including workshops, theatre groups, concerts and exhibitions. Every year we have a special curriculum week during which many special activities take place. All classes in the school are involved in this. These curriculum weeks follow a four year cycle, each one focusing on a different aspect of the curriculum i.e. “creative arts”, “health and fitness”, “science, maths and technology” and “literacy and humanities” Two residential school journeys are organised during your child’s primary school years. In year 5, children can stay at an outdoor education centre following a programme of environmental education. In year 6 children can stay at an adventure holiday centre where they follow a varied programme of physical activities. After school and lunchtime activities are also provided for children. These include football, cricket, gymnastics, dance, Bollywood, drama, art, music, choir, ensemble and boys’ book club.

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ASSEMBLIES AND COLLECTIVE WORSHIP

Our school has a “determination” from the Brent Standing Advisory Council on Religious Education which allows us to provide acts of collective worship following the Brent recommended approach. This means that our assemblies are suitable for all children. They are not distinctive of any faith background but explore universal values such as fairness, friendship, justice and forgiveness. Sometimes stories from different religions are told. We also use assemblies to celebrate the achievements of children in the school. There is usually a special assembly to celebrate the major religious festivals from various faiths. Different year groups take these assemblies and parents are invited. Because our assemblies are multi-faith, we hope that all children will attend them. However, you do have the right to withdraw your child from collective worship and religious education and should apply to the Headteacher if you wish to do this.

CHILDREN’S BEHAVIOUR All adults at this school expect a good standard of behaviour from children at all times. Parents have a responsibility to help children in these expected behaviours. Children should: Come to class on time. Respect the teacher and each other. Work sensibly and try their best Take care of schoolbooks and equipment. Be considerate and polite towards each other and adults. Be caring, friendly and helpful to each other. Play happily and sensibly at playtime. Take care that they do not hurt anybody.

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All children have the right to feel safe and happy and with this comes the responsibility to make others feel safe and happy. Bullying and incidents of name calling, particularly racist or sexist remarks will be dealt with firmly. We believe that all human beings owe it to each other to be considerate, polite, tolerant and fair and hope that by our example and your own example, we may encourage this.

YOUR CHILD’S PROGRESS

For your child to make the best possible progress at school, he/she needs to be secure, confident and happy. Parents and school must work together to achieve this. We believe it is important for you to be given information about what your child will be learning, how you can help and what progress your child is making. In September a booklet is sent home to give an overview of what your child will be learning that year. At the beginning of each term a more detailed programme of study for the term is sent out. Class teachers have discussions with each child to discuss progress and to agree learning targets which are shared with parents. Once each term parents are invited to talk to the teacher and see their child’s work at parents’ evenings. A written report is also sent out near the end of the school year. Should you wish to speak to a teacher or the Headteacher at any other time, we will always arrange this. It is also important that you keep us informed of any circumstances at home that may affect your child’s progress or behaviour at school. If we know that a child is upset or unsettled in any way, we will all try to help.

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PARENTAL INVOLVEMENT There are many activities in school that are easier for us with your help. These activities include: Accompanying classes on educational visits. Providing transport for sports teams to visit other schools. Helping with team practices or other extra-curricular activities. Helping with activities in the classroom such as educational games, sewing,

cooking, ICT. Talking to the class about something you have some expertise in. Supporting school events such as assemblies, sports days. Becoming an active member of the Parent/Staff Association (PSA) If you think you can help in any other way, please talk to the class teacher. PARENT/STAFF ASSOCIATION The school has a flourishing Parent/Staff Association that organises many fund raising events, such as disco/barbecues, summer fetes, raffles, bake days etc. All parents are members of the Parent/Staff Association and help is always needed at all the association’s events. Coffee mornings are organised so that you can meet other parents. The PSA is always looking for more parents to take a lead in running events. If you would like to be on the committee of the PSA please contact the secretary.

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SCHOOL ORGANISATION

GOVERNING BODY Oliver Goldsmith Primary School, in common with all community schools, has a Governing Body, which has responsibility for exercising oversight of the conduct and curriculum of the school. In consultation with the headteacher, governors help in interviewing and selecting staff, setting the budget and deciding on aspects of the curriculum and organisation. The full Governing Body meets three times a year and there are additional committee meetings. Parents elect their own representatives to the Governing Body who serve a term of four years. All parents are eligible to stand for election when a vacancy occurs SCHOOL UNIFORM The school has a uniform and its colours are Royal Blue, Grey and White. The uniform is for all children and we ask for your help in enforcing this. The uniform consists of the following: Royal Blue Jogging Bottoms, Royal Blue Sweatshirts with the school crest, Blue or White Polo Shirts with the school crest. These are available from our two uniform suppliers, Ace clothing who deliver to the school and Mayfair in the Kingsbury Road. Children can also wear grey trousers, skirts or pinafore dresses with the school sweatshirt. In summer, dresses with small gingham check in royal blue and white can be worn. Short trousers and school polo shirts can also be worn. For PE and Games, your child will need Royal Blue Shorts and a yellow PE t-shirt, also available from our suppliers. Plimsolls or trainers will be needed for outside games sessions. All items of school uniform should be clearly labelled with your child’s name. We do not allow jewellery unless it needs to be worn for reasons of faith.

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SCHOOL TIMES There are fourteen classes in the school. Classes are arranged in year groups and there are two mixed ability classes in each year. For all classes, school begins at 8.50am. All children should wait in the playground until this time when their teacher will collect them. For their own safety, children should not arrive at school too early in the morning. Registers are closed at 9.00am and children not in class by that time are marked as late. School finishes at 3.30p.m. Parents should wait in the school playground for their children. NURSERY TIMES We also have a nursery that caters for 3-4 year olds. This has two separate half-day sessions.

Morning Session 8.45am - 11.45am Afternoon Session 12.45pm - 3.45pm

ATTENDANCE AND PUNCTUALITY It is important that your child attends school regularly to have the best chance of making good educational progress. If your child is absent from school you must inform the school of the reason either by letter, telephone or in person. If you know in advance that your child is going to be absent from school, please communicate with the class teacher. It is not a good idea to take holidays in school time. Children miss out on important work and often find difficulty ‘catching up’. If you do need to take your child out of school for a period, you must seek permission from the headteacher who will consider your request and decide whether to grant leave of absence. It is important that children arrive at school on time. If you allow your child to be persistently late, you are encouraging him/her into bad time keeping habits, which may prove difficult in adult life. You are also putting him/her into an embarrassing situation of having to explain lateness. In the event of poor attendance or persistent lateness, the Education Welfare Office may visit you to investigate the problem. For the sake of your child, please ensure that attendance is regular and punctual.

OLIVER GOLDSMITH BREAKFAST AND AFTER SCHOOL CLUB Schoolfriend Club runs a breakfast and after school club on the school premises. The breakfast club opens at 8.00am and the after school club closes at 5.45pm. The club provides various activities while looking after children when their parents are at work. Children must register at the club to attend and a charge is payable. Although the club operates on the school premises the school is not responsible for its management.

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HEALTH AND WELFARE The school welfare staff are qualified first aiders and will administer first aid for minor accidents in school. They will look after children who become ill at school until parents are contacted. Please make sure that we always have an up to date contact number so that we can reach you if your child is ill or has an accident. Medicines are not normally administered in school. In most cases a child requiring medicine is not well enough to be at school. If your child requires medication for conditions such as asthma, our welfare officer can administer this providing you sign a form giving authorisation. Occasionally, a child may be prescribed a long course of antibiotics and be fit to return to school before the course is finished. The welfare officer can also administer this if an authorisation form is signed. Medicines must be clearly labelled with your child’s name, class and dosage and be kept with the welfare officer. We do not give non-prescribed medicines to children.

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PERSONAL PROPERTY The school does not accept responsibility for personal property or money lost on the school premises. When children need to bring money to school, this should be given to an adult straight away and not left in the cloakroom or children’s trays. We do not encourage children to bring toys to school as these often cause problems especially with younger children. Electronic games, music players and mobile phones are not allowed in school. Outdoor clothing and school bags (except book bags) must be kept in the cloakrooms, which are unsupervised for most of the day. Younger children do not need to bring a school bag at all. Do not send children to school with expensive coats or school bags and please make sure that all personal property is labelled. SCHOOL DINNERS/PACKED LUNCH The school has a canteen where children eat their mid-day meal. School meals are cooked on site and a choice is provided which caters for both vegetarian and non-vegetarian meals. School dinners must be paid for in advance. Children may also bring packed lunches. These are eaten in the school dining hall. Packed lunches should be brought in containers clearly labelled with your child’s name. Please try to provide a balanced meal for your child. Sweets are not allowed and drinks should not be brought in glass bottles. If your child wishes to change from packed lunch to school dinner or vice versa, you must inform the secretary. These change-overs will only be allowed at the start of each half term.

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ADMISSIONS RECEPTION TO YEAR 6 If you would like your child to be admitted to Oliver Goldsmith School you need to make an application to the London Borough of Brent Schools Admissions Service. Applications for admission for all Brent community schools are coordinated centrally and places are allocated strictly according to Brent admissions criteria. Children are admitted into the Reception Class on the September after their fourth birthday. All applications for admission are considered each year in April/May. Parents have the right to appeal to the Local Education Authority if their child is not offered a place. Once offered a place from the London Borough of Brent you will be sent an Oliver Goldsmith Admission form. This should be completed and returned to us promptly. Children can be admitted to the school throughout the year if there are places available. The maximum number of children that we will take into any class is 30, unless a successful appeal increases this number. NURSERY ADMISSIONS If you would like your child to be admitted to the Nursery, you need to fill in an Oliver Goldsmith Nursery Admission form and show your child’s birth certificate and proof of address. Children are offered places according to the following criteria: 1. Children in public care, ‘looked after’ by the local authority

2. Children for whom it is essential to be admitted to a specific school because of

special circumstances to do with significant medical needs, social needs or special educational needs.

3. Brothers or sisters of a child who attends the school and who will continue to

do so on the date of admission. 4. Children living within the school’s catchment area. 5. Children living outside the school’s catchment area. Priority is determined by

proximity to the school. The Nursery class is organised in separate morning and afternoon sessions. Children are admitted into Nursery in the September after their third birthday. Applications for admission are considered in April/May. Priority is given to Brent residents. Please note that attendance in the Nursery does not guarantee admission into a reception class. If you wish to visit the school, please contact the school secretary.