Ysgol Rhoscolyn

County Primary School
Prospectus

Rhoscolyn, Holyhead, Anglesey, N. Wales LL65 2DX

01407 860 264

Headteacher: Mrs Rwth Ll Davies

Chair of Governing Body: Mr Kevin Griffiths

Content

Practical details

including those with statements of special educational needs

School security

Foreword

This booklet aims to give you an impression of the life and education

offered by Ysgol Rhoscolyn,

with its unique ethos, outdoor lifestyle and aim for high academic standards.

However, the impression wouldn't be complete without a visit!

Parents are very welcome to telephone to make an appointment to look around the School

 together with their child, preferably during school hours.

Term dates 2010-11

Autumn 2010   

1 September, 2010   22 October 2010
1 November, 2010  20 December, 2010

Spring  2011   

4 January, 2011  18 February, 2011
28 February, 2011  15 April, 2011

Summer 2011   

3 May, 2011   27 May, 2011
6 June, 2011   20 July 2011

Term dates 2011-12

Autumn Term 2011  

1 September, 2011  21 October, 2011
31 October, 2011  16 December, 2011

Spring Term 2012  

3 January, 2012  10 February, 2012
20 February, 2012  30 March, 2012

Spring Term 2012  

16 April, 2012   25 May, 2012
4 June, 2012   20 July, 2012 

Session Times

SESSION 1   9.00am  10.10am
BREAK  
SESSION 2   10.30am  12.00pm
LUNCH
SESSION 3   1.00   2.00pm
BREAK (KS1)   2.00pm  2.10pm
SESSION 4   2.10pm  3.10pm

Staff Structure 2010-11

Acting Headteacher    Miss. Sara Wyn Roberts
 

Under 7s Class Teachers   Miss. Llinos Owen, Miss. Lowri Williams
 

Part time Teacher    Mr. Ben Richards (Sports,Technology, Science, Language)

Nursery Assistant   Mrs. Carole Tuck
 

Foundation Phase Assistants Miss. Natalie Jones, Miss. Sioned Wyn Roberts
 

Teaching Assistants    Mrs. Denise Lewis, Miss Claire Hilton
 

Secretary     Mrs. Anwen Davies  

Caretaker     Mr. David Lewis
 

Breakfast Club Supervisors   Mrs. Denise Lewis, Mrs. Carole Tuck
 

Cook     Mrs. Adrienne Williams Jones
 

Kitchen assistant    Mrs. Kathleen Williams
 

Lunchtime Supervisors   Mrs. Martha Roberts, Mrs. Trudy Lewis

The Governing Body

The Governing Body comprises of 12 members, made up from representatives of the community, and all working to achieve the very best for the school, pupils, staff and community.

Each Governor serves a four year term of office. They are extremely supportive, accessible and many are actively involved in school activities.

All parents are invited to attend The Annual Parents’ Meeting and discuss the Governor’s Report to Parents relating to the preceding year.

The Body is made up of:-
1 member selected by the Local Authority
3 members are Co opted Governors
3 members are representatives voted for by parents
2 members represent the Community Council
1 teacher representative
1 auxillary staff representative
the Headteacher.

The present Governing body members are as follows:

Mr. Kevin Griffiths (Chair) Co opted Governor
Mr. Trevor Lloyd (Vice Chair) Parent Governor
Mr. John Arwel Watkins Parent Governor
Mrs Natasha Lewis Parent Governor
Cllr. Eric Roberts Local Authority Governor
Mrs Susan Conrad Smith Community Council Governor Trearddur Bay Ward
Dr Wil Roberts Community Council Governor Rhoscolyn Ward
Mr. Myfyr Roberts Co opted Governor
Capt. Alexander Balfour Co opted Governor
Miss Llinos Owen Teacher Governor
Mrs. Denise Lewis Staff Governor
Miss Sara Wyn Roberts Acting Headteacher

Clerk to the Governors: Mrs Carole Tuck

The ethos and values of the school

Dear pupil,
We are a school that will challenge you.  We love developing creativity and giving you the freedom to be yourself.  We aim to understand:
what you like doing, what you're really interested in, what makes you, YOU!
We like to see self expression, where you're able to tell us what's on your mind.  We want to help you do your best, challenge yourself and, above all, succeed.  We want your parents to be proud of what you can do.  We aim to offer you all sorts of new experiences, from canoeing to camping out, from making 3D sculptures to hopping on the school minibus and taking photos of local beaches.  We want to make the time you spend at school worthwhile and fun. 
Above all, we want YOU!
Yours,
Ysgol Rhoscolyn

We have a Home-School Agreement that we ask all parents to sign.  It is a statement of our aims and values, outlining everyone’s responsibilities regarding your child’s education. 

Charging and remissions policy

All the education we provide during normal school hours is at no charge to pupils. We do not charge for any activity undertaken as part of the National Curriculum, with the exception of some individual or small-group music tuition.
When organising school trips or visits to enrich the curriculum and the educational experience of the children, the school invites parents and carers to contribute to the cost. All contributions are voluntary. The following is a list of additional activities, organised by the school, which may require voluntary contributions from parents and carers:

• visits to museums
• sporting activities which require transport expenses
• outdoor adventure activities
• visits to a theatre company
• school trips
• musical events

If the school organises a residential visit in school time, or mainly in school time, which is to provide education directly related to the National Curriculum, we do not make any charge for the education or travel expenses. However, we do suggest a charge to cover the costs of board and lodging, although parents and carers who receive state benefits are exempt from this charge. If we cannot raise sufficient funding through these voluntary contributions, the visit may have to be cancelled, and that aspect of the curriculum would have to be covered in other ways.

There is a charge for individual or small-group music tuition, since this is an additional curriculum activity, and not part of the National Curriculum. These individual or small-group lessons are taught by peripatetic music teachers. We make a charge for these lessons, but parents and carers in receipt of state benefits are exempt from payment. We give parents and carers information about additional music tuition at the end of each academic year in preparation for the next.
The school organises swimming lessons for all children in Y1-6. These take place in school time and we make no charge for this activity, but we do ask for a voluntary contribution from parents and carers to cover the cost of transport.
The school offers additional sports coaching after school. A teacher, who is a member of the school staff, runs and organises these sessions. We may make a small charge for these sessions when attempting to raise funds eg buying equipment for the club.
We may charge if children are transported in the minibus to an extra-curricular activity. However, we use these charges only to cover the expenses of the trip, and not to make a profit.

Curriculum statement: teaching methods and organisation

The Foundation Phase at Key Stage 1   
4-7 years old
At Ysgol Rhoscolyn we recognise the fact that young children have already started learning well before entering early education. In the early years, children’s learning develops more rapidly than at any other time. Children need time to play, to reflect, to repeat, and to talk to peers and adults.
At Ysgol Rhoscolyn we attempt to plan experiences that will extend this learning and plan a curriculum which is appropriate to the child’s stage of learning. Children’s interests, ideas and experiences form the basis of the early years curriculum and learning through play is given a high profile. The Early Years class endorses the teachings of Reggio Emilia and pupils are taught in a light and spacious learning environment.

The children are provided with activities which will stimulate their learning and increase their knowledge and understanding of the world. They are encouraged to use their senses, explore natural materials and work together sharing ideas and resources.

Much is made of the surrounding countryside and the natural beauty of Rhoscolyn. Pupils frequently enjoy short walks and outdoor excursions. Early years staff place great emphasis on the individuality of each child. Each child’s interests, ideas and experiences are valued and celebrated. We hope very much that your son/daughter will feel a proud and valued member of our Early Years Class.

At 5-7 years, the main foundations of learning experiences are developed and extended. The emphasis will be on developing essential skills of bilingual communication, literacy and numeracy. By providing a broad rich curriculum using an integrated approach, we aim to develop the children’s interests whilst also developing their emerging their level of maturity.  These are important years where children learn how to observe, listen, respond and develop not only as individuals but also as caring members of our community.

The National Curriculum at Key Stage 2   
8-11 years old

The essential skills of communication, literacy and numeracy will still be the central focus of our curriculum. But, as their understanding of the different disciplines increases, more time will be given to science and the foundation subjects. The curriculum provided is meaningful and relevant to children's interests and needs. Children will be encouraged to develop self-confidence, independence in learning and higher order skills in a range of situations.  Pupils' skills will be further developed by outdoor activities, and great emphasis is placed on challenge and reaching personal targets, including environmental work as a Forest School.

The Key Stage 2 the key skills of Literacy, Numeracy and Information and Communication technology are integrated to all curricular subjects.

Core subjects
English, Welsh First Language, Mathematics, Science

Foundation subjects

Design & Technology, History, Geography, Music, Physical Education including Outdoor Education, Art, Religious Education and Information and Communication Technology (ICT).

Additionally, the common requirements are also expected to be taken into consideration when planning and delivering lessons in order to ensure that the children are developing a multitude of skills to prepare them for the future:

Skills across the curriculum Developing Thinking
Developing Communication
Developing ICT
Developing Number
Learning across the curriculum Cwricwlwm Cymreig
Personal and social education
Careers and the world of work

For each curricular subject there are descriptions of what children should be taught to help him or her to achieve the Attainment Targets (Levels). These are called “Programmes of Study” and are outlined in the National Curriculum.

There is a School Policy Document for each curriculum area available for you to read
in school and also:
a) Details of how parents may consult or obtain a copy of the LA’s statement setting out its policy on the curriculum.
b) Any statutory instruments and circulars sent to schools by the National Assembly about the powers and duties of Governing Bodies.
c) Any published O.H.M.C.I. Estyn reports on the school.
d) Any schemes of work and syllabuses in use.

Learner Entitlement

Rhoscolyn teaches all programmes of study and frameworks appropriate ways. Pupils experience a variety of teaching and learning styles to extend their learning. 

We ensure the teaching and learning is suitable for the children’s age, experience, understanding and prior achievement to engage them in the learning process.

Sufficient flexibility exists within our curriculum to meet the needs of all learners.  For More Able and Talented pupils, greater challenge is incorporated by extending the breadth and depth of study.  The level of demand may also be increased through the development and application of communication, number, information and communication technology (ICT) and thinking skills across the curriculum.

'More Able' refers to a child who has a broad range of achievement at a level well above average, typically in the more academic subjects.

'Talented' refers to a child who excels in one or more specific fields, typically those that call for performance skills, such as sport or music, but who does not necessarily perform at a high level across all areas of learning.

While we recognise and cater for these particular categories of children in our school, at the same time, we respect the right of all children, irrespective of differences in ability, to access various areas of learning, both for their self-fulfilment, and for their eventual development into active and responsible adults. We value the individuality of all our children, and provide a meaningful, relevant and motivating curriculum for our pupils.

Classroom Management

Classes are organised according to the activity being presented to the children. They will
undertake activities individually, in pairs, groups and sometimes as a whole class. This gives
them a wide range of experiences of working which will benefit their development and prepare them for their future life.

Homework

Children are given homework at the school which follows the programme of study taught in class. Older pupils keep Learning Logs to initiate research work and reinforce class work and also to discipline them in readiness for moving on to secondary school. It is appreciated that pupils do lead busy lives out of school and it is accepted there will be some occasions where there will be a need for flexibility.

School Council

The children are given the opportunity to directly influence the running of the school through the School Council. Representatives from each class are elected by the pupils and meet at least once every half term to discuss matters that are important to the children.
Before each meeting, the classes discuss issues which are of concern and then the class representatives take those issues to the next meeting. There are eight pupils on the council and they sit with a teacher; resolutions are put forward to the Governing Body.
 

Class Organisation

Children are grouped co-educationally according to key stage on a mixed ability basis.
The number of children in each class is usually between 28 and 30.
Children are organised into mixed ability groups, flexible groups, targeted support groups, More Able and Talented groups.  Groups are changed to suit tasks or needs of the children regularly.
Classes work with their own teacher together with co-operative and team teaching of mixed year groups.
Teachers work closely together planning and discussing work to ensure continuity and progression for all children throughout.
Between the ages of 4 and 7, pupils receive a minimum of 21 hours of teaching during a normal week.
For pupils aged 7 and above, this increases to a minimum of 23 and a half hours.
Breaks and assemblies account for the balance.

Additional Learning Needs

Special curricular and other arrangements made for particular categories of pupils, including those with Additional Learning Needs (ALN) both with and without statements

Children who require resources or support, additional to those which are usually provided within a school, will be catered for, adhering to the aims and objectives suggested in the Code of Practice on Additional Learning  Needs and also the guidelines issued by the L.A. These formulate the school’s Additional Learning Needs Policy. Copies of the policy may be inspected at school. The procedures for identification, assessment, monitoring and review are available and parental involvement is
encouraged at all stages of discussion. Individual work programmes (IEPs) for the pupils are compiled by class teachers and overseen by ALNCO Miss Llinos Owen.  These are regularly updated and amended to suit the needs of each individual. The children generally work alongside their peers
and join in all possible activities.
Members of the county’s Additional Learning Needs Team support the school in order to support the learning of those pupils with special
needs.
Classroom activities are differentiated according to ability to ensure that the challenges set match the ability of each individual child, generally overseen by ALN assistants, particularly in the case of children with a Statement of Additional Learning Needs.

Summary of school’s ALN policy

The aims and objectives of the school's ALN policy are:
• to create an environment that meets the special educational needs of each child;
• to ensure that the special educational needs of children are identified, assessed and provided for;
• to make clear the expectations of all partners in the process;
• to identify the roles and responsibilities of staff in providing for children's special educational needs;
• to enable all children to have full access to all elements of the school curriculum;
• to ensure that parents or carers are able to play their part in supporting their child's education;
• to ensure that our children have a voice in this process.

In our school, we aim to offer excellence and choice to all our children, whatever their ability or needs. We have high expectations of all our children. We aim to achieve this through the removal of barriers to learning and participation. We want all our children to feel that they are a valued part of our school community. Through appropriate curricular provision, we respect the fact that children:

• have different educational and behavioural needs and aspirations;
• require different strategies for learning;
• acquire, assimilate and communicate information at different rates;
• need a range of different teaching approaches and experiences.

Teachers and assistants respond to children's needs by:

• providing support for children who need help with communication, language and literacy;
• planning to develop children's understanding through the use of all their senses and of varied experiences;
• planning for children's full participation in learning, and in physical and practical activities;
• helping children to manage their behaviour and to take part in learning effectively and safely;
• helping individuals to manage their emotions, particularly trauma or stress, and to take part in learning.

Parents are encouraged to share any concerns they may have about their child’s learning with the class teacher or ALN Co ordinator, Miss Llinos Owen.

Arrangements for making complaints about the curriculum

Complaints Procedure

The Education Reform Act 1988 requires schools to establish a complaints procedure in relation to a broad and balanced curriculum, religious education and collective worship; implementation of the National Curriculum, exceptions or withdrawals from the National Curriculum, the operation of a charging policy and the provision of information.

The Headteacher would wish to deal with informal complaints as they occur, in order to avoid relatively minor matters getting out of proportion (stage1). If there are any queries and concerns the headteacher is happy to make an appointment to discuss any issues. Subsequent routes to follow would be via the Governors (stage2) and the Local Authority (stage3).

Copies of the school's full Complaints Procedure are available from the school office.

Content and organisation of sex and relationship education policy

In Key Stage 1, children learn all about themselves and why they are special.  They learn about life cycles of plants and animals and the differences between themselves and others.  Children learn about the importance of a healthy lifestyle, personal hygiene, diet, rest and personal safety.
As they get older, their sex education is linked to the work they do in Personal, Social, Health Education (PSHE). 
Children begin to ask questions about themselves and are allowed to do so in a supportive and sensitive environment.  When the children enter Year 6, they will begin to learn about the basic facts of human reproduction, using appropriate video films and support and advice from the school nurse.

Parents have the right to withdraw their child from specific elements of the Sex Education program but must do so in writing to the Headteacher.

Personal and Social Health Education

Personal and Social Education (PSHE) is the process of helping learners to develop the skills, knowledge and understanding they need to live confident, healthy, independent lives.  Learners are also helped to clarify their personal values and attitudes in relation to those held by other people and society in general.

Religious Education and collective worship at the school
RE in the Foundation Phase is practical and colourful, teaching children about people’s faith and ways of life.  Later on, Rhoscolyn engages pupils with fundamental questions, exploring religious beliefs, teachings and practice and encouraging personal responses.  We present the beliefs of the world’s great religions, always encouraging children to draw comparisons with the predominantly Christian locality in which they live. Pupils learn about artefacts and places of importance to believers and consider human experiences too.

Collective Worship

We believe assemblies play an important part of a child’s life in the school community.  An assembly takes place every day, either for the whole school or in class.  We aim to incorporate the moral and religious principles that are held in common by all religions, while maintaining the broadly Christian approach that is required by law.  Children are encouraged to take an active part in our assemblies and sometimes lead them as part of a class assembly. 

Parents may withdraw their child wholly or partly from attending any RE or collective worship.  A request must be made in writing to the Headteacher who will invite you to discuss the matter with her to avoid misunderstanding:
• the religious issues about which a parent would object the child being taught 
• the practical implications of withdrawal 
• the circumstances in which it would be reasonable to accommodate parents wishes 
 

Use of the Welsh language

The Local Education Authority operates a bilingual policy in all schools within the county.  The aim is to develop the ability of pupils and students within the county to be confidently bilingual in order that they may be full members of the bilingual society of which they are part.  Here at Rhoscolyn, we reflect and reinforce the language policy in our administration, social life and pastoral arrangements as well as our academic provision. 

Welsh in Nursery Education

To ensure, through sensitively structured provision and organisation, that each child receives a firm foundation in Welsh in order to enable him/ her in due course to attain full bilingualism. 

Welsh in the Foundation Phase for children aged 4-7

To build on the Welsh language foundations laid through nursery education, to consolidate and develop the mother tongue of children who are Welsh learners and extend the child from a Welsh speaking home’s competence in English. 

Welsh at KS2

To consolidate and develop each child’s Welsh and English capabilities in all aspects, both active and receptive, so as to ensure that he/ she can speak, read and write fluently and confidently in both languages on transferring to secondary school.

Welsh Unit / Uned Iaith

Latecomers to KS2 attend a short course at a Welsh Language Unit where they undergo intensive instruction in the Welsh language designed to equip them with the language skills needed to benefit from all that Rhoscolyn has to offer.

The medium of instruction

English, Science and Mathematics are mainly instructed through the medium of English.   The Arts, Humanities, Sport and Technology are taught bilingually.  At Rhoscolyn we ensure that each pupil uses both languages as a medium of learning in varying degrees according to the needs of each individual.

Welsh is the day-to-day language of communication at the school.  Staff will communicate sensitively, simplifying according to a child's grasp of Welsh.

Exemption from the Welsh curriculum

The curriculum can be modified for ALN children through their Statement of Educational Needs.

 Ysgol Rhoscolyn Policy on English and Welsh

1 Aims and objectives

1.1 The study of English and Welsh develops children’s ability to listen, speak, read and write for a wide range of purposes, including the communication of their ideas, views and feelings. Children are enabled to express themselves creatively and imaginatively as they become enthusiastic and critical readers of stories, poetry and drama, as well as of non-fiction and media texts. Children gain an understanding of how language works by looking at its patterns, structures and origins. Children use their knowledge, skills and understanding in speaking and writing across a range of different situations.
1.2 Our objectives in the teaching of English and Welsh are:
• to enable children to speak clearly and audibly, and to take account of their listeners;
• to encourage children to listen with concentration, in order to identify the main points of what they have heard;
• to show children how to adapt their speech to a wide range of circumstances and demands;
• to teach children effective communication, both verbal and non-verbal, through a variety of drama activities;
• to help them to become confident, independent readers, through an appropriate focus on word-, sentence- and text-level knowledge;
• to develop enthusiastic and reflective readers, through contact with challenging and substantial texts;
• to foster the enjoyment of writing, and a recognition of its value;
• to encourage accurate and meaningful writing, be it narrative or non-fiction;
• to improve the planning, drafting and editing of their written work.

2 Teaching and learning style

2.1  At Ysgol Rhoscolyn, we use a variety of teaching and learning styles in our English and Welsh lessons. Welsh is taught as a first language, although the majority of our pupils come from second language backgrounds.  Our principal aim is to develop children’s knowledge, skills, and understanding. We do this through daily lessons in which children experience a whole-class reading or writing activity, a guided group or independent activity, and a whole-class session to review progress and learning. Whilst there is a high proportion of whole-class and group teaching, the independent activity gives an opportunity to talk and collaborate, and so embed and enhance their learning. They have the opportunity to experience a wide range of texts, and to support their work with a variety of resources, such as dictionaries and thesauruses. Children use ICT in English and Welsh lessons where it enhances their learning, as in drafting their work and in using multimedia to study how words and images are combined to convey meaning. Wherever possible, we encourage children to use and apply their learning in other areas of the curriculum.
2.2  In all classes, children have a wide range of abilities, and we seek to provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies. In some lessons, we do it through differentiated group work, while in others, we ask children to work from the same starting point before moving on to develop their own ideas. We use classroom assistants to support some children, and to enable work to be matched to the needs of individuals.

3 English and Welsh curriculum planning

3.1  English and Welsh are core subjects in the National Curriculum.
3.2  We carry out the curriculum planning in English in three phases (long-term, medium-term and short-term). Our yearly teaching programme identifies the key objectives in literacy that we teach to each year.
3.3  Our medium-term plans give details of the main teaching objectives for each term. These plans define what we teach, and ensure an appropriate balance and distribution of work across each term. The subject leader is responsible for keeping and reviewing these plans.
3.4  Class teachers complete a fortnightly (short-term) plan for the teaching of English and Welsh. This lists the specific learning objectives and expected outcomes for each lesson, and gives details of how the lessons are to be taught. It also includes details of what each group of children will be learning. The class teacher keeps these individual plans, and the class teacher and subject leader often discuss them on an informal basis.
3.5 We plan the activities in English and Welsh so that they build on the children’s prior learning. While we give children of all abilities the opportunity to develop their skills, knowledge and understanding, we also plan progression into the scheme of work, so that there is an increasing challenge for the children as they move up through the school.

4 The Foundation Phase

4.1  We teach Welsh in reception class, and both English and Welsh in Y1 and 2 as an integral part of the school’s work. The format for the daily lesson is similar to that used in the rest of the school. As the reception class is part of the Foundation Stage of the National Curriculum, we relate the English aspects of the children’s work to the objectives set out in the Foundation Phase outcomes, which underpin the curriculum planning for children aged three to seven. We give all children the opportunity to talk and communicate in a widening range of situations, to respond to adults and to each other, to listen carefully, and to practise and extend their vocabulary and communication skills. They have the opportunity to explore words and texts, to enjoy them, to learn about them, and to use them in various situations.

5 Contribution of English and Welsh to teaching in other curriculum areas

5.1  The skills that children develop in literacy are linked to, and applied in, every subject of our curriculum. The children’s skills in reading, writing, speaking and listening enable them to communicate and express themselves in all areas of their work at school.
5.2  Mathematics
 The teaching of English contributes significantly to children’s mathematical understanding, in a variety of ways. Children in the Foundation Stage develop their understanding of number, pattern, shape and space by talking about these matters with adults and other children with more emphasis on speaking Welsh. Children in Key Stage 1 meet stories and rhymes that involve counting and sequencing in both languages. Children in Key Stage 2 are encouraged to read and interpret problems, in order to identify the mathematics involved in English. They explain and present their work to others during plenary sessions, and they communicate mathematically through the developing use of precise mathematical language.
5.3  Personal, social and health education (PSHE) and citizenship
 English and Welsh contribute to the teaching of PSHE and citizenship by encouraging children to take part in class and group discussions on topical issues. Older children also research and debate topical problems and events. They discuss lifestyle choices, and meet and talk with visitors who work within the school community. Planned activities within the classroom also encourage children to work together and to respect each other’s views.
5.4  Spiritual, moral, social and cultural development
 The teaching of English and Welsh develop skills through which our children can offer critical responses to the moral questions they meet in their work. Their understanding and appreciation of a range of texts bring them into contact with their own literary heritage and with texts from a diverse range of cultures and the Cwricwlwm Cymreig. The organisation of our lessons allows children to work together, and gives them the chance to discuss their ideas and results.

6 English, Welsh and ICT

6.1 The use of ICT, with clear learning objectives, will promote, enhance and support the teaching of English and Welsh at word, sentence and text levels. It also offers ways of impacting on learning which are not possible with conventional methods, e.g. interactive stories.
6.2 ICT is used at whole-class, group and independent levels. The screen projection of text enables it to be read and shared. The projection of a word processor permits the writing process to be modelled effectively. A wide variety of text types are available through the Internet or CD-ROMs to encourage the framing of explicit questions. Groups can work at a computer and input text via a standard keyboard. Word banks or word grid software speed up recording. Software is used to support independent reading (text to speech) and writing (predictive word processors, word banks and spell checkers). A range of software is used to develop specific grammatical and spelling skills. Lessons can focus on what pupils have achieved using ICT, or ICT can provide the means of presenting their outcomes (via multimedia presentation or the school website).

7 English, Welsh and inclusion

7.1 At our school, we teach English and Welsh to all children, whatever their ability and individual needs. English and Welsh form part of the school curriculum policy to provide a broad and balanced education to all children. Through our English and Welsh teaching, we provide learning opportunities that enable all pupils to make good progress. We strive hard to meet the needs of those pupils with special educational needs, those with disabilities, those with special gifts and talents, and those learning English as an additional language, and we take all reasonable steps to achieve this. For further details, see separate policies: Special Educational Needs; Disability Discrimination; Gifted and Talented Children; English as an Additional Language (EAL).
7.2 When progress falls significantly outside the expected range, the child may have special educational needs. Our assessment process looks at a range of factors – classroom organisation, teaching materials, teaching style, differentiation – so that we can take some additional or different action to enable the child to learn more effectively. Assessment against the National Curriculum allows us to consider each child’s attainment and progress against expected levels. This ensures that our teaching is matched to the child’s needs.
7.3 Intervention through School Action and School Action Plus will lead to the creation of an Individual Education Plan (IEP) for children with special educational needs. The IEP may include, as appropriate, specific targets relating to English or Welsh.
7.4 We enable all pupils to have access to the full range of activities involved in learning English and Welsh. Where children are to participate in activities outside the classroom (a theatre trip, for example) we carry out a risk assessment prior to the activity, to ensure that the activity is safe and appropriate for all pupils.
7.5 Teaching assistants provide help by using:
• texts that children can more easily read and understand;
• visual and written materials in different formats;
• ICT, other technological aids and taped materials;
• alternative communication, such as signs and symbols;
• translators and amanuenses.

8 Latecomers in Years 3, 4, 5 and 6

All latecomers in Years 3, 4, 5 and 6 will automatically be enrolled in the Welsh Unit, currently based at Ysgol Llanfawr, for one term.  This will enable latecomers to access all areas of our curriculum by becoming proficient in their use of the Welsh language.

9 Assessment for learning

9.1  Teachers assess children’s work in English and Welsh in three phases. The short-term assessments that teachers make as part of every lesson help them to adjust their daily plans. They match these short-term assessments closely to the teaching objectives. Written or verbal feedback is given to help guide children’s progress. Older children are encouraged to make judgements about how they can improve their own work.
9.2 Teachers use medium-term assessments to measure progress against the key objectives, and to help them plan for the next unit of work. They use a writing progress record of the key objectives as the recording format for this in pupils' books.
9.3 Teachers make long-term assessments towards the end of the school year, and they use these to assess progress against school and national targets. With the help of these long-term assessments, they are able to set targets for the next school year, and to summarise the progress of each child before discussing it with the child’s parents or carers. The next teacher then uses these long-term assessments as the planning basis for the new school year.
9.4 These long-term assessments are based on teacher assessments. Teachers make annual assessments of children’s progress based on the level descriptions of the National Curriculum.
9.5 The subject leader keeps samples of children’s work in a portfolio. This demonstrates what the expected level of achievement is in English and Welsh in each year of the school. Teachers meet regularly to review individual examples of work.
9.6 Staff are keen to improve their subject knowledge and the subject leader takes an active role in disseminating best practice and making recommendations for staff development.

10 Resources

10.1  There is a range of resources to support the teaching of English and Welsh across the school. All classrooms have dictionaries and a variety of age-appropriate small apparatus. Early years classrooms have a speaking and listening area, with a tape recorder and a number of audio texts, including laptops for ICT. All classrooms have a selection of fiction and non-fiction texts. Children have access to the Internet through their classroom computers. The library contains a range of books to support children’s individual research.

11 Monitoring and review

11.1 The coordination and planning of the English and Welsh curriculum are the responsibility of the subject leader, who also:
• supports colleagues in their teaching, by keeping informed about current developments in English and Welsh and by providing a strategic lead and direction for this subject;
• gives the headteacher an annual summary report in which s/he evaluates the strengths and weaknesses in English and Welsh and indicates areas for further improvement;
• uses specially allocated regular management time to review evidence of the children’s work, and to observe English and Welsh lessons across the school.

11.2 A named member of the school’s governing body is briefed to oversee the teaching of literacy. The literacy governor meets regularly with the subject leader to review progress.
11.3 This policy will be reviewed at least every two years.

Curriculum Cymreig (7–14) and Wales, Europe and the World (14–19)

Learners aged 7–14 should be given opportunities to develop and apply knowledge and understanding of the cultural, economic, environmental,
historical and linguistic characteristics of Wales. Learners aged 14–19 should have opportunities for active engagement in understanding the political,
social, economic and cultural aspects of Wales as part of the world as a whole. For 14–19 learners, this is a part of their Learning Core entitlement
and is a requirement at Key Stage 4.

English contributes to the Curriculum Cymreig by developing learners’ understanding of the cultural identity unique to Wales. They develop
awareness of the literary and linguistic heritage through the study of literary, non-literary, media and other texts, and through activities which
explore issues pertinent to life in Wales, past and present.

Welsh contributes to the Curriculum Cymreig by giving learners an awareness of the literary and cultural heritage through the study of all kinds
of texts, and it gives them the opportunity to use Welsh as a natural means of communication. It gives those learning Welsh as a second language an
unique opportunity to learn the language of Wales and to become bilingual.

The school’s sporting aims and provision for sport

Physical Education encourages learners to explore and develop the physical skills essential to taking part in a variety of different activities.  Building on these are opportunities to be creative and imaginative in gymnastic and dance activities. 
Through adventurous activities, they learn how to swim and feel safe in water and how to read a map or follow trails, so that it becomes safer to go further afield and explore the seashore and countryside.  Outdoor education sessions take place for pupils in Year 5 and 6, enabling skills development to take place in: canoeing, climbing, orienteering, and camping.  During the school year we also provide opportunities for children to attend residential courses in outdoor education.

When the school budget allows, sessions to develop the following are offered to pupils: skiing, sailing, kayaking. The Governing Body subsidise outdoor activities each year by designating a specific amount of expenditure for the development of outdoor activities.  The school has a range of outdoor equipment, including buoyancy aids and helmets, Canadian canoes, tents and camping equipment and outerwear for older pupils (fleeces, waterproofs).  Parents are asked to provide wet shoes/ old trainers and Wellingtons for their children.

Competitive activities offer the chance to learn games skills and play in a team, as well as how to run faster, jump higher, and throw further.  Pupils begin to understand that physical education is about learning how to feel healthy and stay fit while having fun, and knowing how these different types of activities help them to stay healthy. 

Every school year our Physical Education calendar includes: hockey, football, rugby, dance, fitness, gymnastics, swimming, cricket, netball, athletics and outdoor education.  We host the county’s annual long distance running event in our extensive grounds. 

During the course of the year, we hold after school clubs in football, rugby, cricket and basketball.  The Urdd after-school club takes children skiing, rock climbing and canoeing amongst many more activities.

Competitive sports are encouraged.  We regularly enter teams into rugby, football and cricket tournaments, along with the annual swimming gala.

All aspects of Physical Education are compulsory, and an appropriate kit is required for lessons.  Trainers are required for outdoor lessons sports hall sessions. Children take part in gymnastics and dance lessons in bare feet, afflicted children should be provided with verucca socks from home. A request by parents must be made for pupils who wish to be excused from a PE session for medical reasons.

Assessment

Class teachers will assess your child each year and pupils in Year 2 and 6 are given statutory end of key stage assessments in May. Details of all end of key stage results are shared with parents in the School Prospectus and Governing Body's Annual Report to Parents.  The report includes how well the school is doing compared with county and national results.

 In addition, pupils complete assignments in the core subjects to assess progress in on a termly basis.  Pupils' work is scrutinised by teachers for quality attainment levels and work is moderated to ensure consistency in teacher assessment. 

Pupils are tested in Mathematics and English and Welsh reading at the beginning and end of each year, results are shared with parents in parents' open evenings.

Annual Reports to Parents

Parents receive an annual report every July, detailing the progress your child has made during the year.  The report covers each of the National Curriculum subjects and identifies targets for improvement for the following year.  At the end of Year 2 and Year 6, the report also contains details of your child’s statutory assessment level.

Parental Open Evenings

You will be invited to a termly meeting to discuss your child’s progress with the class teacher and view your child's work.  These meetings are held after school and are a very important part of your child’s education, both to the class teacher and family.  In the summer term, you will be given the opportunity to discuss your child’s Annual Report. 

Parents are welcome to discuss matters with their class teacher
throughout the year.

Parents are requested to approach teachers to outline the matter for discussion. On most occasions the matter will be resolved during the initial contact, however arrangements will be made for a meeting at a mutually agreed time should the matter need further clarification or resolution.

All parents and carers are equally valued as part of our school community. Children's learning is improved when we work in partnership with their parents or carers, and their wider family. We therefore believe in close cooperation with all families, and in regular consultation between the home and the school.

Our aims through parental involvement are:

• to enhance the learning experiences of all pupils;
• to encourage parents and carers to be involved in the children's learning;
• to provide a partnership between home and school, seeking to ensure that families feel welcome and valued;
• to ensure that maximum use is made of all these adults' skills to enrich learning opportunities.

School security: the security and health and safety arrangements for pupils, staff and school premises

Behaviour

We aim for all our children to be well-behaved at all times, with good self-discipline.  To do this we need to work in partnership with parents.  To support this, we have a positive behaviour management policy, which highlights the school rules, along with systems of rewards to encourage good behaviour.  If a child breaks a school rule, a detailed list of sanctions clearly outlines the appropriate action to follow.

Standards of good behaviour are expected at all times.  All children are reminded that bullying and racism are not tolerated at school.

The school has the following policies and Risk Assessments in place which are available to view:
• Anti Bullying Policy
• Policy on Safeguarding Children
• Child Protection Policy
• Health and Safety Risk Assessment
• Fire Risk Assessment

The Headteacher is the co-ordinator for Child Protection.
Parent Governor, Mrs Natasha Lewis is the named Governor for Child Protection.

Security measures in force include:

A regular fire drill and evacuation of the premises
A fire alarm system has been installed throughout the school
All fire doors have one push exits
All classrooms are fitted with fire extinguishers

Pupils arriving before 8.50am must report to Reception
Responsibility for pupils after 3.10pm passes to parents unless a previous arrangement has been agreed e.g. to attend an After School Club

The school, including the mobile classroom are protected by an intruder alarm.
All external doors in the main school building have security locks

Electrical tests carried out on all electronic equipment by external provider on an annual basis (PAT testing)
All computers have security labels and installed with internet filters to eliminate unacceptable content

All surrounding fences are in good order and the gates well maintained.  The main gate is locked out of school hours

Welfare and Safety

Medicines

If your child is well enough to attend school but still needs to take medicine, please contact the Headteacher.  You will be required to provide information regarding dosage and your written consent.

If your child uses an inhaler pump/ EpiPen, then please inform the school in writing.  The inhaler must remain with your child at all times, with his/ her name and Year clearly displayed. All staff have access to EpiPens, which are kept secure near the child's classroom.

Illness at school

Illness at home

Parking

Pastoral

It is very important to us that your child is always happy whilst at Rhoscolyn.  If for any reason, you wish to discuss any concerns you may have about your child with a teacher, please do so.  If a problem arises at home which may affect your child’s education, again, please come and talk to us in confidence.
 
School Nurse
We have a team of school nurses who regularly visit the school to carry out a range of hearing, vision and dental tests.  Parents are always informed in advance and may withdraw their child from the medical if they wish.

Children’s Property

We expect the children to learn to take responsibility for their property and respect one another’s.  To help us with this, please make sure:

* All clothing and equipment is clearly marked with your child’s name.

* Your child does not bring to school any item that is not necessary (such as toys, mobile phones etc.).

* Your child reports any item that is missing to his/her teacher.  We can only return to your child any lost item that has a name on it.

* Your child asks to look for lost items in the Lost Property collection.  At the end of each term, any uncollected items are recycled.

ARRIVAL AND DEPARTURE FROM SCHOOL

The school cannot be held responsible for any child that arrives before 8.50am and who does not attend Breakfast Club.  Responsibility for pupils after 3.10pm passes to parents, although the school will accommodate in an unforseen situation.
The school will deliver children safely onto the buses after school, but responibility thereafter does not remain with the school.

It is expected that all infant children will be accompanied to and from school by a responsible adult with whom staff are familiar.

Late pupils disrupt the work of the school and consequently they begin the day with an inappropriate attitude to work. Persistent latecomers will receive notices from the school.
Should your child be absent from school a note should be sent to the teacher as soon as possible or a telephone call to the school secretary indicating the reason for the absence.

Travelling to school

Rhoscolyn has transport provision from the Valley district and Holyhead area daily.
The LA provides free school transport for full time pupils aged 4-11 years as follows.

1. For primary school pupils residing 1.5 miles or more from the school in whose catchment area they reside
2. For pupils with special educational needs or on medical grounds or other individual circumstances, which the LEA considers, make free transport necessary.
3. For pupils who do not qualify for transport under 1or 2 above but who travel to school along a route that is considered to be exceptionally hazardous or under other exceptional circumstances.
4. For pupils who attend a school which is not their catchment area school if that is the nearest school to the home, and if the distance from home to the school is 2 miles or more for pupils under 8 years old or 3 miles or more for pupils aged 8 years or older.
Except for those children in 2. above it is expected for a child to walk a reasonable distance to meet any transport provided.
Primary school pupils living within 1.5 miles of school
In some areas transport is provided at a reduced cost of 10 pence per journey for pupils who live within 1.5 miles of school.
Attending a school other than the school serving the catchment area in which they reside

Pupils who are granted permission to attend a school other than the school serving the catchment area in which they reside are normally required to make their own transport arrangements and to meet the cost involved.  The LEA will consider applications in respect of such pupils for permission to take up vacant seats on school contract vehicles at a cost, which corresponds, to the cost of public transport.  (This arrangement is not available to pupils who have the use of public service transport).  The cost of public transport is currently 80p return per pupil, per day.

Transport is not provided for part time nursery pupils.
Enquiries regarding any matter relating to the provision of school transport should be made to the Transport Officer at the Education Office.

Details of equal opportunities policies

The School Policy fully supports the Local Education Authorities Policy on Equal opportunity and is intended to overcome discrimination, raise awareness and provide guidelines for staff, pupils and Governors. All pupils and staff have the right to equal opportunities.
The inclusive nature of Ysgol Rhoscolyn promotes equality for all regardless of race, gender or religion.
Copies of the following are available at the school in:
• Initial Questionnaire of Needs
• Behaviour and Discipline Policy
• Inclusion Policy
• Racial Equality Policy
• Target Setting Policy
• Equal Opportunities Policy
• Disability Policy

Pupils with disabilities; arrangements for admission and access plus steps taken to prevent disabled pupils being treated less favourably than other pupils

Pupils with Disabilities

Pupils with disabilities will not be treated less favourably than other pupils. The school has an awareness and understanding of disability discrimination, access issues and the promotion of disability equality.

The school is aware of the access needs of disabled children, staff and parents/carers.

Accessibility Plan

We have developed an Accessibility Plan to help us organise the premises and our practice to address the needs of our pupils. We try to give consideration to all aspects of accessibility, including those with learning difficulties, physical disabilities and emotional or behavioural difficulties. A copy of the Accessibility Plan is available upon request.

Including All Learners

Under the requirements of equal opportunities legislation covering race, gender and disability at Rhoscolyn we aim to:

• Eliminate discrimination and harassment and promote positive attitudes
• Promote equal opportunities and encourage participation in all areas of school life.

We believe that every learner should develop a sense of personal and cultural identity that is receptive and respectful towards others.  Subjects are planned to develop the knowledge and understanding, skills, values and attitudes which enable our pupils to participate in our multi-ethnic society.

In preparing our pupils for life as global citizens, we work to reduce environmental and social barriers and provide an inclusive curriculum which offers opportunities for all learners to achieve in school. 

We work with specialist services to ensure relevant and accessible learning experiences for all.  For pupils with disabilities, we strive to:
• Improve access to the curriculum
• Increase access to education and associated services
• Provide information in a range of formats

Homework

At Rhoscolyn we believe that homework can enhance the quality of a child’s education.  Children are required to complete a task at home to complement what they have been learning in class.

Educational Visits and extra curricular instruction
Rhoscolyn provides the best possible educational opportunities. We are eager to make the most of our rich local environment, our heritage and the excellent facilities on offer in large cities by educating our pupils outside the classroom and school parameters. We ensure that visits are accessed by all pupils.

ADMISSIONS & ATTENDANCE

Nursery

At Rhoscolyn Nursery children attend part time morning sessions in the September following their third birthday. 

Reception

The school admits first time pupils during September following their fourth birthday.

In accordance with the LA's Admissions Policy, all applications must be submitted by March 1st and by the end of March a notice will be sent confirming whether the child has been admitted.

Admissions other than nursery or reception

If you are considering applying for a place for your child at our school, then you are most welcome to look around during or after the school day.  It is advisable to make an appointment to ensure that time will be available to answer any questions you may have.
If you wish to apply for free school meals for your child, please contact the secretary.

All school age children are required by law to attend school at all times.  Parents who do not send their children to school will be referred to the Educational Welfare Officer who may decide to visit the home to interview the parent/carer.  Attendance registers are checked very carefully by the LA and details forwarded to the Educational Welfare Officer.

If your child is absent, the school will decide whether it is ‘authorised’ or ‘unauthorised’.  Any absence that is not valid is marked as ‘unauthorised’.
Valid reasons for ‘authorised’ absences include: illness, medical or dental appointments, family bereavements, or any leave granted by the Headteacher.

Absence in Term Time

In the unlikely event that you need to take your child out of school during term time, you must write to the Headteacher asking for permission.  Taking your child out of school for a family holiday during term time is strongly discouraged as it will disrupt your child’s education. 

Punctuality

Parents have a legal responsibility to ensure their child attends school on time.  It is essential that children are punctual and attend regularly.  Persistent lateness or absence will adversely affect your child’s learning as well as their classmates’.  Any child that misses the beginning of the day is at an immediate disadvantage.  Please ensure that you child arrives in school before 9.00am.

It is very important that children are collected from school at 3:10pm.  If you know you are going to be unavoidably late, please let us know so that a special arrangement can be made.

Breakfast Club

Children register for Breakfast Club at the beginning of each term and are requested to attend the club daily, arriving after 8am.  They enjoy a wholesome breakfast in the school hall, and are supervised at play by the breakfast club staff until 8.50am.

School meals

The school provides a midday meal for pupils which is attractive, nutritional and reasonably priced. The lunch break is also a social occasion and has its educational significance.
The menus in use by the School Meals Service are based on the nutritional guidelines laid down in the National Advisory Committee Report on Nutrition Education (NACNE) but at the same time offer popular items of food. The menus provide variety and there is control over the use of popular items of food and a choice of a “healthy” meal is available at all times.
A simple two-course menu is available in the school at a fixed price. A school meal is available to all pupils other than part-time nursery pupils.
Pupils bringing sandwiches
Provision is made at school for pupils who choose to bring their own food. They are provided with beakers of drinking water.

Milk
A third of a pint of milk is provided daily, free of charge to pupils under the age of 7.

Attendance data

2008/09 2009/10
Unauthorised absences 0.0%  1%
All absences 4.8%  4%
Attendance 95.2%  95%

Anglesey Local Authority Information about admissions to Ysgol Rhoscolyn

Applying for a school place is a big step for you and your child, and you will no doubt have many questions about how this process works. These pages are designed to help you with any queries you might have.

The School Standards and Framework Act 1998 and related Regulations establish a legal framework for school admissions. It is the intention of the framework to establish arrangements that :

• Are clear, objective and give every child a fair chance of a satisfactory school place;
• Give full information for an informed choice;
• Ensure local admission procedures which are well co-ordinated and easy to follow with minimum bureaucracy and which give parents the opportunity of having their school preference met;
• Give an effective statutory right of appeal if parents are dissatisfied.

In accordance with Section 84 of the 1998 Act (as amended by Section 40 of the Education & Inspections Act 2006), the Welsh Assembly Government has published a School Admissions Code which gives guidelines to admission authorities in respect of undertaking their admissions functions in respect of admissions from September 2010. The Anglesey Schools Admissions Policy is based on this Code. Copies of the Code are available on request from Schools Management and Effectiveness Division, DCELLS, Welsh Assembly Government, Cathays Park, Cardiff CF10 3NQ.

The Anglesey primary and secondary schools admissions policy complies with the requirements of the 1975 Sex Discrimination Act and the 1976 Race Relations Act and does not discriminate against applicants on the grounds of sex, race, colour, nationality or national or ethnic origin.

Applications for admission in respect of children with special educational needs but without statements will be considered on the same basis as other applicants.

When do children start at primary school?

PRIMARY – the September following the 4th birthday. (The September following the 4th birthday is the relevant age even for the primary schools which provide part time nursery education from the September following the 3rd birthday).

NOTE: The law does not require a child to start school full time until the beginning of the term following the child’s fifth birthday.

Admission regulations in accordance with of the School Standards and Framework Act 1998 refer to full time admission in the September following the 4th birthday and legally do not apply to part time admission in the September following the 3rd birthday.

In practice this means that parents have to apply for part time admission in September following the 3rd birthday in accordance with these guidelines and are also required to follow exactly the same guidelines to apply for full time admission in the September following the 4th birthday. The only difference is that the appeals procedures do not apply to part time admission in the September following the 3rd birthday.

When do children start at secondary school?

SECONDARY – the September following the 11th birthday.

Does my child have the right to nursery education?

Since September 2004 all children have the statutory right to nursery education, funded by the local authority, from the beginning of term following their 3rd birthday. The Isle of Anglesey Early Years Development Plan provides part time nursery education from the beginning of term following the 3rd birthday. This nursery education is free, for at least 2 hours a day. Provision from the beginning of term following the 3rd birthday to the September following the 3rd birthday is in the Voluntary Sector whilst the provision from the September following the 3rd birthday is in a maintained school in some areas and in the Voluntary sector in other areas. Appendix 3 lists the maintained schools and the voluntary nursery groups recognised by the Early Years Partnership which provide part time nursery education.

Admissions Forum

The Isle of Anglesey County Council has established an Admissions Forum to facilitate consultation and discussions regarding matters relating to admission arrangements. Headteachers, governing bodies, the LA, agencies that support pupils with special educational needs and diocesan education authorities are represented on the Forum. It is hoped that the Forum will be a means of developing a real local consensus and will also ensure that admission arrangements mesh in with other related issues such as planning school places, making provision for children with special needs, changes in planned admission numbers, catchment areas etc.

Who is the admissions authority?

The Local Authority is the admissions authority in respect of Ysgol Rhoscolyn.

How do I contact them?

For more information and advice on admissions arrangements :
Main reception: (01248) 752900
Education Personnel Section: (01248) 752927
Education Service
Department of Education and Leisure
Park Mount
Glanhwfa Road
Llangefni
Anglesey
LL77 7EY

Admissions and oversubscriptions criteria

What is the standard admissions number?

The 1998 Act confirms the requirement to have a Standard Number for each school. Every school also has an Admission Number (Published Admission Number or PAN) in respect of the age at which pupils are normally admitted.

Ysgol Rhoscolyn's admission number is 14.

(note: the Nursery Class admission number is 12)

If the number of applications for admissions to any school is less than the admission number of that school the authority will admit all pupils who have applied for admission.
If the number of applications for admissions to any school is more than the admission number of that school pupils will be admitted up to the admission number in accordance with the following criteria. The Authority being satisfied that the reasons given by the parents in expressing their preference to educate their child at the school satisfies one of the following criteria which are listed in order of priority.

Primary school admission criteria

Community and voluntary schools

• Looked After Children
• Pupils recommended for placement at the school with regard to their medical or psychological needs. Such placements must be confirmed by the LA's professional advisers e.g. Chief Educational Psychologist or Senior Medical Officer of Health.
• Pupils who live within the defined catchment area of the school.
• Pupils who have a brother or sister already attending the school.
In a tie-break situation within any of the criteria the Authority will give priority to pupils whose home is nearest the school via the shortest appropriate walking route.

Schools admissions - waiting list

How do waiting lists work?

The LA will maintain a waiting list of applicants who have been refused admission to the preferred school but if a place does subsequently become available at the school, children will be admitted from the waiting list to take up any places in line with the oversubscription criteria. Priority will not be based on the date the application was added to the list.
In instances where admission is refused parents are asked to inform the appropriate Admission Authority in writing whether they wish their child’s name to be placed on the School’s Waiting List for Places.

School admission appeal procedure

Can I appeal?

If you want to appeal against the Admission Authority’s decision to refuse admission to the preferred school you need to submit the appeal to the appropriate authority within 15 working days of being informed of the decision to refuse admission.
All appeals will be heard by independent appeals panels. If the Panel finds for the parents such a decision is binding on the authority. The panel will meet within 5 weeks of lodging the appeal and you will be informed of the decision of the panel within 5 working days after the Panel has met to consider the appeal.

If you, as a parent, believe that the Panel acted improperly or unreasonably in handling your case, then you may make a complaint for investigation to the Commissioner for Local Administration (The Local Government Ombudsman) or seek judicial review. The National Assembly has no power to consider complaints against the decision of independent appeal panels.

Transition to Secondary Education

Most children transfer from Ysgol Rhoscolyn to Ysgol Uwchradd Bodedern and Ysgol Uwchradd Caergybi, with whom we maintain an effective and positive relationship. Transition arrangements are made
in Year 6 when children have the chance to meet their Head of Year and Headteacher and then visits take place during the Summer Term. Other joint ventures such as concerts, performances and Technology projects aid a smooth passage from junior to secondary school for our Year 6 pupils. Details of attendance, behaviour, attainment and Learning Needs, More Able and Talented provision, medical needs and sibling information is shared with the receiving school as seen appropriate by the Headteacher.

School policies - available to view by request

Admissions, Anti Bullying Policy, Adult Volunteers, Art and Design, Assessment, Attendance, Behaviour Policy, Bullying, Charging, Collective Worship, Communications, Community Cohesion, Complaints, Continuous Professional Development, Curriculum, Emergency Planning, English and Welsh, More Able and Talented, Governors in School, Health and Safety, Homework, Key Skills, Marking and Feedback, Off-site Visits, Parental Involvement, Photos and Videos. Racial Equality, Safeguarding, School Complaints Procedure, School Environment, School Improvement, School Uniform, Teaching Assistants, Teaching and Learning

Thank you for taking the time to read our prospectus -

please remember that the impression wouldn't be complete without a visit!

Parents are very welcome to telephone to make an appointment

to look around the School together with their child.