Brontë House Handbook
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Brontë House Handbook
The transition from Ashdown Lodge to Reception is an important time. Moving ‘up the hill’ to a slightly more formal setting, the children will find much that is familiar in what they do day to day, but there are exciting new experiences and lessons for them to enjoy. They will learn quickly to become more independent and to organise themselves and their possessions more effectively.
As the children progress through the school, more is expected of them in terms of independence and taking responsibility for their own learning and behaviour. There is a greater emphasis on subject teaching and the use of specialist teachers. Opportunities, both in the curriculum and outside, become wider as the children become older. Of course, this does not happen all at once; during the four years of Key Stage Two, we see a gradual maturing and broadening of outlook. By Years Five and Six, children are taking on more responsibility and preparing themselves for the challenges of secondary education.
This handbook is designed to help and guide parents through some of the policies and procedures that particularly affect children in these important years. It provides parents and children with a single point of reference in understanding how we do what we do to ensure that every child’s years at Brontë are both enjoyable and successful. Please do not hesitate to contact us with any queries arising.
Mrs S Chatterton
Head of Brontë House
School Life
The School Day
The School opens at 7.30 am to welcome children.
All children should arrive at school by 8.25 am and registration will be taken at this time in classrooms. Lessons will commence for all Year groups at 8.30am and are each an hour in length. Mid-morning there is a break time and lunch is served to all children during the hour long lunch break.
After school care is available up to 6pm and children may have tea at 4.30pm (Reception-Y2) or 5pm (Years 3-6).
All visitors and parents collecting children during the course of the school day must report to the school office. A security device is attached to the main door and the bell should be rung to gain admission.
In the event of bad weather parents may wish to collect their children earlier, although please note the school will remain open until 6pm.
Daily Routines and Timings
0745 Breakfast
0815 All pupils to classrooms
0825 All pupils to arrive in school
0830 Lesson One begins
Start Time Finish Time
Key Stage 1 (Reception, Y1 & Y2) 8.25 am 3.30 pm
Key Stage 2 (Y3 to Y6) 8.25 am 3.45 pm
Please see the Daily Schedule for the details of each year’s Group’s timetable.
All children should arrive at school by 8.25 am and registration will be taken at this time in classrooms. Lessons will commence for all Year groups at 8.30am and are each an hour in length. Mid-morning there is a break time and lunch is served to all children during the hour long lunch break.
After school care is available up to 6pm and children may have tea at 4.30pm (Reception-Y2) or 5pm (Years 3-6).
All visitors and parents collecting children during the course of the school day must report to the school office. A security device is attached to the main door and the bell should be rung to gain admission.
In the event of bad weather parents may wish to collect their children earlier, although please note the school will remain open until 6pm.
Daily Routines and Timings
0745 Breakfast
0815 All pupils to classrooms
0825 All pupils to arrive in school
0830 Lesson One begins
Start Time Finish Time
Key Stage 1 (Reception, Y1 & Y2) 8.25 am 3.30 pm
Key Stage 2 (Y3 to Y6) 8.25 am 3.45 pm
Please see the Daily Schedule for the details of each year’s Group’s timetable.
Meals and timings
Breakfast is served in the Dining Hall at 7.45am for all children. All children who are in school by this time may have breakfast, if desired. Breakfast consists of a choice of cereals, toast and fruit juice.
Lunch consists of a choice of hot meals, including a daily option of jacket potatoes or pasta. A vegetarian option is available each day. There is also a selection of desserts including fresh fruit and yoghurts. Water is freely available for the children within the Dining Hall and we ask that all children bring a water bottle with them each day. Packed lunches are not permitted; we are happy to discuss individual needs as required.
Tea is available every day for all children. Parents of children in Reception and Key Stage One should request tea on the weekly tea form. Children in Key Stage Two should request tea during morning registration on a daily basis. Tea is served in the Dining Hall at 4.30pm (Reception - Y2) and 5pm (Years 3-6) and usually consists of a range of snacks including toasted sandwiches, soup and pasta.
A snack of fruit or vegetables may be brought into school to have during morning break. Certain fruits may need cutting up to avoid a choking hazard.
N.B.
Provision is made for those children with specific dietary requirements, wherever possible. It is essential that these are detailed on your child’s medical information form and that a care plan is completed and held in school. For those children with more complex dietary needs, a meeting may be necessary to discuss this further with the relevant staff and catering manager.
Lunch consists of a choice of hot meals, including a daily option of jacket potatoes or pasta. A vegetarian option is available each day. There is also a selection of desserts including fresh fruit and yoghurts. Water is freely available for the children within the Dining Hall and we ask that all children bring a water bottle with them each day. Packed lunches are not permitted; we are happy to discuss individual needs as required.
Tea is available every day for all children. Parents of children in Reception and Key Stage One should request tea on the weekly tea form. Children in Key Stage Two should request tea during morning registration on a daily basis. Tea is served in the Dining Hall at 4.30pm (Reception - Y2) and 5pm (Years 3-6) and usually consists of a range of snacks including toasted sandwiches, soup and pasta.
A snack of fruit or vegetables may be brought into school to have during morning break. Certain fruits may need cutting up to avoid a choking hazard.
N.B.
Provision is made for those children with specific dietary requirements, wherever possible. It is essential that these are detailed on your child’s medical information form and that a care plan is completed and held in school. For those children with more complex dietary needs, a meeting may be necessary to discuss this further with the relevant staff and catering manager.
Before & After School Care
Children should enter school each morning using the following entrance points:
Reception - Year 3: Red front door (Children should be supervised from the car park to the door)
Year 5: Library Door
Year 4 & 6: Greenwood Doors
Before School (Reception to Year 2)
Before school, children are registered and supervised by members of staff in the Dining Hall and Library from 7.30am. During this time, children may opt to have breakfast if they wish. At 8.15am children are escorted to their classrooms by a member of staff.
Before School (Years 3-6)
Before school, children are registered and supervised by a member of staff in the Dining Hall from 7.30 am until 8.15 am. During this time, children may opt to have breakfast if they wish. At 8.15 am children are lined up and sent to cloakrooms to collect equipment for lesson 1. Form teachers greet the children in classrooms from 8.20 am.
After School
At 3.30pm, Reception and Key Stage One children go out onto the playground where members of staff will be on supervision duty and will dismiss children to parents.
At 3.45 pm, Key Stage Two children will be taken onto the playground by a member of the teaching staff and lined up in forms to be dismissed to parents. Only children going home ‘straight away’ will be brought onto the playground and all other children will join their Co-curricular club.
When tea is finished all children in Reception and Key Stage One are taken in to their classrooms where they are supervised until they are collected. All children in Key Stage Two are taken to the Library to complete homework.
Children may be collected any time between the end of the school day and 6pm, though we request that, as far as possible, children are not collected during Co-curricular clubs. Please see the Daily Schedule for specific timings.
Parents should approach the school from the right hand path leading from the car park. At all times until 5pm each day, a member of staff will be present on the tennis court and will radio for your child.
From 5pm, all parents should approach the member of staff outside the red front door.
Children must remember to “sign out” with the duty staff before going home.
Children must be collected by 6pm.
On the last day of the Summer Term, school closes at 12 noon when there are no Co-curricular clubs or meals provided.
Reception - Year 3: Red front door (Children should be supervised from the car park to the door)
Year 5: Library Door
Year 4 & 6: Greenwood Doors
Before School (Reception to Year 2)
Before school, children are registered and supervised by members of staff in the Dining Hall and Library from 7.30am. During this time, children may opt to have breakfast if they wish. At 8.15am children are escorted to their classrooms by a member of staff.
Before School (Years 3-6)
Before school, children are registered and supervised by a member of staff in the Dining Hall from 7.30 am until 8.15 am. During this time, children may opt to have breakfast if they wish. At 8.15 am children are lined up and sent to cloakrooms to collect equipment for lesson 1. Form teachers greet the children in classrooms from 8.20 am.
After School
At 3.30pm, Reception and Key Stage One children go out onto the playground where members of staff will be on supervision duty and will dismiss children to parents.
At 3.45 pm, Key Stage Two children will be taken onto the playground by a member of the teaching staff and lined up in forms to be dismissed to parents. Only children going home ‘straight away’ will be brought onto the playground and all other children will join their Co-curricular club.
When tea is finished all children in Reception and Key Stage One are taken in to their classrooms where they are supervised until they are collected. All children in Key Stage Two are taken to the Library to complete homework.
Children may be collected any time between the end of the school day and 6pm, though we request that, as far as possible, children are not collected during Co-curricular clubs. Please see the Daily Schedule for specific timings.
Parents should approach the school from the right hand path leading from the car park. At all times until 5pm each day, a member of staff will be present on the tennis court and will radio for your child.
From 5pm, all parents should approach the member of staff outside the red front door.
Children must remember to “sign out” with the duty staff before going home.
Children must be collected by 6pm.
On the last day of the Summer Term, school closes at 12 noon when there are no Co-curricular clubs or meals provided.
Ashdown Brontë Association
The Ashdown Brontë Association is the parent teacher association for Brontë House school.
All parents and/or Guardians of pupils attending the School and all staff shall be eligible for membership of the Association together with any other person with an interest in the School.
The objective of the Association is to support the school in the enrichment of the school life and support the well-being of the of the pupils who attend it.
The ABA :
· works to develop the relationships between staff, parents, pupils and others associated with the school,
· works to support and promote the school community,
· undertakes fundraising activities such as organising discos, fairs and raffles to provide extra facilities for school and for education and welfare projects.
For further details please email chairaba@gmail.com
All parents and/or Guardians of pupils attending the School and all staff shall be eligible for membership of the Association together with any other person with an interest in the School.
The objective of the Association is to support the school in the enrichment of the school life and support the well-being of the of the pupils who attend it.
The ABA :
· works to develop the relationships between staff, parents, pupils and others associated with the school,
· works to support and promote the school community,
· undertakes fundraising activities such as organising discos, fairs and raffles to provide extra facilities for school and for education and welfare projects.
For further details please email chairaba@gmail.com
In The Classroom
Homework & Reading
We consider homework to be a valuable part of your child’s education. It is intended to reinforce or extend work covered at school and provides you with an opportunity to become more involved in your child’s learning. If your child is unable to complete homework for any reason, please write a note to the teacher in your child’s homework diary. Homework is not always intended to be an independent activity and certain tasks may need to be completed with support.
Reading
If a child reads in school, we record this in their diary. We encourage this to continue at home. Please record the name of the book, pages read and then sign to indicate that you have heard your child read. We ask parents to listen to their child read for 10-15 minutes 5 times per week. Five ‘reading signatures’ in a week is rewarded with two housepoints and three or four ‘reading signatures’ are rewarded with one housepoint.
Times Tables Rock Stars (Key Stage Two)
Your child will be given a TTRS log in in September. We expect children in Key Stage Two to spend 10 minutes on TTRS at least three times per week. Two housepoints will be awarded if your child completes three 10 minute sessions.
Homework
In Key Stage One, children are expected to read at least five times per week. They will also be given a maths and English task to complete each week.
In Key Stage Two, a homework timetable will be placed into the back of your child’s diary. There is an expectation that children read at least five times each week and complete three 10-minute sessions on Times Tables Rock Stars, in addition to completing any written tasks set.
Communication
The diary is an excellent way of communicating with your child’s teachers. Please ask your child to show any message to their teacher so that they can be dealt with that day. On occasions staff may write messages to parents so please check the diary every day.
Please sign the homework diary each week to indicate that homework has been completed and that you have read any messages.
Reading
If a child reads in school, we record this in their diary. We encourage this to continue at home. Please record the name of the book, pages read and then sign to indicate that you have heard your child read. We ask parents to listen to their child read for 10-15 minutes 5 times per week. Five ‘reading signatures’ in a week is rewarded with two housepoints and three or four ‘reading signatures’ are rewarded with one housepoint.
Times Tables Rock Stars (Key Stage Two)
Your child will be given a TTRS log in in September. We expect children in Key Stage Two to spend 10 minutes on TTRS at least three times per week. Two housepoints will be awarded if your child completes three 10 minute sessions.
Homework
In Key Stage One, children are expected to read at least five times per week. They will also be given a maths and English task to complete each week.
In Key Stage Two, a homework timetable will be placed into the back of your child’s diary. There is an expectation that children read at least five times each week and complete three 10-minute sessions on Times Tables Rock Stars, in addition to completing any written tasks set.
Communication
The diary is an excellent way of communicating with your child’s teachers. Please ask your child to show any message to their teacher so that they can be dealt with that day. On occasions staff may write messages to parents so please check the diary every day.
Please sign the homework diary each week to indicate that homework has been completed and that you have read any messages.
Learning Support
At Brontë House School we aim to help every child achieve their full potential and our Learning Support is designed to help children gain in confidence and acquire skills to access all areas of the curriculum. We aim to create an environment where all our pupils feel valued and our Learning Support programme is fully accepted by all as a necessary and welcome part of school life.
Children’s academic progress is continuously monitored throughout their time at Brontë House School to ensure their individual needs are being met within the classroom setting. If a child is not meeting their targets, even with additional help in class, they will then be referred for additional support.
Children attending Learning Support are withdrawn from class lessons each week and are given the opportunity to work in small groups on core maths and English skills. They are taught strategies to help them with literacy and numeracy in a variety of ways.
A child who attends Learning Support will be given an I-GAP (Individual Graduated Approach Plan) with specific targets for the child to work on. These targets are discussed with both your child’s class teacher and parents at parents’ evening. These targets are reviewed at the beginning of each term and a new I-GAP created.
If your child is showing improvement by receiving this extra support, the support will then be withdrawn to see if your child can maintain this improvement independently in class; however, if they again begin to fall behind support will resume.
Sometimes lack of progress in class can be due to a SEN issue such as dyslexia. If the class teacher and Special Educational Needs Coordinator feel there is some other underlying problem that may be affecting the child’s progress, this will be discussed with parents with the view that a formal assessment can be undertaken by an outside agency such as Educational Guidance Services. This sort of assessment would be of benefit to your child and teachers in that it would identify the problem and would recommend ways in which your child could be helped in school.
Children at Brontë House School enjoy attending Learning Support as it helps to build their confidence in a relaxed environment working with children of a similar level and undertaking tasks which they can comfortably do. It also helps them develop strategies to improve their performance in the whole class setting.
Children’s academic progress is continuously monitored throughout their time at Brontë House School to ensure their individual needs are being met within the classroom setting. If a child is not meeting their targets, even with additional help in class, they will then be referred for additional support.
Children attending Learning Support are withdrawn from class lessons each week and are given the opportunity to work in small groups on core maths and English skills. They are taught strategies to help them with literacy and numeracy in a variety of ways.
A child who attends Learning Support will be given an I-GAP (Individual Graduated Approach Plan) with specific targets for the child to work on. These targets are discussed with both your child’s class teacher and parents at parents’ evening. These targets are reviewed at the beginning of each term and a new I-GAP created.
If your child is showing improvement by receiving this extra support, the support will then be withdrawn to see if your child can maintain this improvement independently in class; however, if they again begin to fall behind support will resume.
Sometimes lack of progress in class can be due to a SEN issue such as dyslexia. If the class teacher and Special Educational Needs Coordinator feel there is some other underlying problem that may be affecting the child’s progress, this will be discussed with parents with the view that a formal assessment can be undertaken by an outside agency such as Educational Guidance Services. This sort of assessment would be of benefit to your child and teachers in that it would identify the problem and would recommend ways in which your child could be helped in school.
Children at Brontë House School enjoy attending Learning Support as it helps to build their confidence in a relaxed environment working with children of a similar level and undertaking tasks which they can comfortably do. It also helps them develop strategies to improve their performance in the whole class setting.
Relationship & Sex Education
At Brontë House, we use Jigsaw, the mindful approach to PSHE, as our scheme of work to teach PSHE (Personal, Social, Health Education) across the school. The programme consists of 6 half-term units, each with 6 lessons: Being Me in My World, Celebrating Difference, Dreams and Goals, Healthy Me, Relationships and Changing Me.
In the second half of the Summer Term, we will be teaching ‘Changing Me’. This helps children learn to cope positively with all sorts of change. In Key Stage 2, they will learn about safe/unsafe touch and puberty in; Key Stage 1, we introduce scientific terminology for body parts, including genitalia. This is partly for safeguarding reasons and also to lay the foundations for learning about puberty later.
The government statutory guidance gives parents the right to request to withdraw their child from Sex Education in Year 6, and this letter explains more about what Sex Education is and how you can find out more about this if you wish to. Health, Relationship and Sex Education Health and Relationship Education is statutory in all primary schools, and it is recommended that all primary schools have a Sex Education programme that is tailored to the age of the pupils.
The Health and Relationship curriculum content is woven throughout the entire programme of Jigsaw, with a specific focus within the ‘Healthy Me’ and ‘Relationships’ topics. In the Early Years and Key Stage 1, the focus is on life cycles, valuing our own bodies and learning some vocabulary for the external body parts, that we might use if we needed to talk to an adult such as a nurse or a doctor. In Key Stage 2, there is a particular focus on the Health Education element of puberty in (including menstruation) and the changes that happen inside and outside the body. This is taught in a way that helps pupils feel prepared for the main changes that happen before puberty starts, and to encourage them to talk to an adult at home or at school if they have any questions.
At Brontë House we define ‘Sex Education’ as human reproduction; teaching does not promote sexual activity. Sex Education is part of our PSHE/RSE curriculum in Year 6, and we teach it through the Jigsaw ‘Changing Me’ topic. It is worth noting that many schools have introduced ‘Sex Education’ lessons into younger year groups; however, being mindful of our School’s context, we feel this is best included in our Year 6 curriculum.
The right to withdraw.
As parents, you have the right to withdraw your child from the non-statutory elements of our teaching. These will be the lessons on human reproduction in Year 6. You are unable to withdraw your child from any lessons within Relationship or Health Education (this includes puberty and menstruation). If your child is in Year 6 and you wish to withdraw them from the human reproduction lessons, please contact your child’s form teacher.
In the second half of the Summer Term, we will be teaching ‘Changing Me’. This helps children learn to cope positively with all sorts of change. In Key Stage 2, they will learn about safe/unsafe touch and puberty in; Key Stage 1, we introduce scientific terminology for body parts, including genitalia. This is partly for safeguarding reasons and also to lay the foundations for learning about puberty later.
The government statutory guidance gives parents the right to request to withdraw their child from Sex Education in Year 6, and this letter explains more about what Sex Education is and how you can find out more about this if you wish to. Health, Relationship and Sex Education Health and Relationship Education is statutory in all primary schools, and it is recommended that all primary schools have a Sex Education programme that is tailored to the age of the pupils.
The Health and Relationship curriculum content is woven throughout the entire programme of Jigsaw, with a specific focus within the ‘Healthy Me’ and ‘Relationships’ topics. In the Early Years and Key Stage 1, the focus is on life cycles, valuing our own bodies and learning some vocabulary for the external body parts, that we might use if we needed to talk to an adult such as a nurse or a doctor. In Key Stage 2, there is a particular focus on the Health Education element of puberty in (including menstruation) and the changes that happen inside and outside the body. This is taught in a way that helps pupils feel prepared for the main changes that happen before puberty starts, and to encourage them to talk to an adult at home or at school if they have any questions.
At Brontë House we define ‘Sex Education’ as human reproduction; teaching does not promote sexual activity. Sex Education is part of our PSHE/RSE curriculum in Year 6, and we teach it through the Jigsaw ‘Changing Me’ topic. It is worth noting that many schools have introduced ‘Sex Education’ lessons into younger year groups; however, being mindful of our School’s context, we feel this is best included in our Year 6 curriculum.
The right to withdraw.
As parents, you have the right to withdraw your child from the non-statutory elements of our teaching. These will be the lessons on human reproduction in Year 6. You are unable to withdraw your child from any lessons within Relationship or Health Education (this includes puberty and menstruation). If your child is in Year 6 and you wish to withdraw them from the human reproduction lessons, please contact your child’s form teacher.
Assessment
At Brontë House we regularly assess your child’s progress and carefully track their results to inform our teaching and to help us identify any issues such as specific learning difficulties. In addition to many informal tests, we use formal standardised tests to assess progress in maths, reading and writing.
On-going Classroom Assessment
Assessment is an essential part of teaching and this will take place informally in every lesson to help staff determine whether the learning objectives have been achieved. This may frequently take the form of oral questions, work on whiteboards, quizzes, pupil presentations or written tasks. Feedback from such activities informs the next step in your child’s learning.
In all subjects, classwork and subject tests are used to measure progress against the teaching objectives. We plan and assess all foundation subjects and science against published objectives from the Chris Quigley “Essentials” curriculum. This meets and extends the objectives of the National Curriculum.
PIRA, PUMA and GAPS Standardised Tests (maths and English) will be carried out towards the end of each term. They produce a standardised score in reading, grammar punctuation, spelling and maths which will be reported to you at the end of the each term. A standardised score of 100 represents the average national performance of a pupil of your child’s age. Scores above 100 show above average performance and scores below 100 show below average performance.
Reception will complete assessments in the Spring & Summer Terms only.
Spelling and Reading
In Years 1 to 6 we measure your child’s spelling age twice a year (in September and May). This helps us to identify any possible learning difficulties your child may have. We can then develop a suitable programme of support either in the classroom or in the Learning Support Unit. We also use our tests in reading comprehension and spelling, punctuation and grammar to check ongoing progress. Whilst children are completing our reading scheme, they are regularly bench-marked to determine when it is appropriate for them to progress up to the next reading level.
Maths
Our main teaching scheme used in maths is the Active Learn Abacus scheme which has been adapted to cater for the increased challenge and content of the 2014 National Curriculum. The end-of-topic tests are used to assess progress.
Writing
Children complete a piece of independent writing at the end of each half term which is assessed against the mastery keys from the ‘Pathways to Write’ publish scheme.
Science
End-of-topic tests are used to assess whether your child has met, exceeded or is working towards the expected level in that topic. Scientific skills are assessed through on-going classwork and teacher observation.
On-going Classroom Assessment
Assessment is an essential part of teaching and this will take place informally in every lesson to help staff determine whether the learning objectives have been achieved. This may frequently take the form of oral questions, work on whiteboards, quizzes, pupil presentations or written tasks. Feedback from such activities informs the next step in your child’s learning.
In all subjects, classwork and subject tests are used to measure progress against the teaching objectives. We plan and assess all foundation subjects and science against published objectives from the Chris Quigley “Essentials” curriculum. This meets and extends the objectives of the National Curriculum.
PIRA, PUMA and GAPS Standardised Tests (maths and English) will be carried out towards the end of each term. They produce a standardised score in reading, grammar punctuation, spelling and maths which will be reported to you at the end of the each term. A standardised score of 100 represents the average national performance of a pupil of your child’s age. Scores above 100 show above average performance and scores below 100 show below average performance.
Reception will complete assessments in the Spring & Summer Terms only.
Spelling and Reading
In Years 1 to 6 we measure your child’s spelling age twice a year (in September and May). This helps us to identify any possible learning difficulties your child may have. We can then develop a suitable programme of support either in the classroom or in the Learning Support Unit. We also use our tests in reading comprehension and spelling, punctuation and grammar to check ongoing progress. Whilst children are completing our reading scheme, they are regularly bench-marked to determine when it is appropriate for them to progress up to the next reading level.
Maths
Our main teaching scheme used in maths is the Active Learn Abacus scheme which has been adapted to cater for the increased challenge and content of the 2014 National Curriculum. The end-of-topic tests are used to assess progress.
Writing
Children complete a piece of independent writing at the end of each half term which is assessed against the mastery keys from the ‘Pathways to Write’ publish scheme.
Science
End-of-topic tests are used to assess whether your child has met, exceeded or is working towards the expected level in that topic. Scientific skills are assessed through on-going classwork and teacher observation.
Parents’ Evenings, Reports and Merit Badges
Parents are kept informed of their child’s progress in the following ways:
Reports:
1. Termly reports including Form Teacher comments and Effort and Attainment Grades for all subjects.
2. A full written report on every subject is issued at the end of the Summer Term, including assessments of Effort, Attainment and Progress.
Reception children will receive a report at the end of the Summer Term.
Parents’ Evenings:
1. These are held twice a year normally after school hours. You will have an opportunity at these evenings to meet and discuss progress with your child’s Form. A member of the SEN department will also be available to report on progress of children who receive additional support.
2. Appointments are timed to last ten minutes but should you require extra time, another appointment can be made at another mutually convenient time.
Policy for Issue of Merit Badges in Key Stage 2:
The children are given assessment levels for effort and attainment for each subject at the end of every term. Children who have made a particularly good effort may be awarded with a special Merit Badge at the start of the Spring, Summer and Autumn Terms.
The criteria for receiving a Merit Badges is 7 purple effort grades.
Please note that attainment levels do not form any part of the Merit badge award so that all children have an equal opportunity to achieve them.
Staff are always available to discuss your child’s progress at any other time. Do not hesitate to contact the office to arrange an appointment.
Reports:
1. Termly reports including Form Teacher comments and Effort and Attainment Grades for all subjects.
2. A full written report on every subject is issued at the end of the Summer Term, including assessments of Effort, Attainment and Progress.
Reception children will receive a report at the end of the Summer Term.
Parents’ Evenings:
1. These are held twice a year normally after school hours. You will have an opportunity at these evenings to meet and discuss progress with your child’s Form. A member of the SEN department will also be available to report on progress of children who receive additional support.
2. Appointments are timed to last ten minutes but should you require extra time, another appointment can be made at another mutually convenient time.
Policy for Issue of Merit Badges in Key Stage 2:
The children are given assessment levels for effort and attainment for each subject at the end of every term. Children who have made a particularly good effort may be awarded with a special Merit Badge at the start of the Spring, Summer and Autumn Terms.
The criteria for receiving a Merit Badges is 7 purple effort grades.
Please note that attainment levels do not form any part of the Merit badge award so that all children have an equal opportunity to achieve them.
Staff are always available to discuss your child’s progress at any other time. Do not hesitate to contact the office to arrange an appointment.
Behaviour and Expectations
Our Behaviour Policy outlines the standards of behaviour that we expect in Brontë House School and includes a system of rewards and sanctions to promote good behaviour. We aim to promote a policy of mutual respect and trust for everyone. We believe that good manners, good relations and a secure learning environment play a crucial part in the development of pupils who are motivated to become lifelong learners.
Our Behaviour Policy aims to support pupils in abiding by the School Rules and Code of Conduct outlined on the following pages.
Please find below the list of appropriate sanctions and rewards that may be used in managing behaviour.
Rewards:
• Merit badges, Head’s Award and Reception Superstars
• House points and house point certificates/stickers/badges and reward card certificates
• Fast Pass Friday award
• Merit badges
• Certificates at weekly assemblies
• Prizes on Prize Day
Sanctions:
• Verbal warning
• Yellow sticker
• Red sticker
• Loss of privileges e.g. representing the school
• Detention at break times
• Daily/weekly report cards
Our Behaviour Policy aims to support pupils in abiding by the School Rules and Code of Conduct outlined on the following pages.
Please find below the list of appropriate sanctions and rewards that may be used in managing behaviour.
Rewards:
• Merit badges, Head’s Award and Reception Superstars
• House points and house point certificates/stickers/badges and reward card certificates
• Fast Pass Friday award
• Merit badges
• Certificates at weekly assemblies
• Prizes on Prize Day
Sanctions:
• Verbal warning
• Yellow sticker
• Red sticker
• Loss of privileges e.g. representing the school
• Detention at break times
• Daily/weekly report cards
Tapestry - RECEPTION ONLY
Tapestry is on online application (app) showing your child’s achievements and progress during his/her time with us. It is updated regularly by your child’s teacher and is available to you electronically. You are able to look at your child’s profile and to add comments, photos, quotes of your own. The profile includes observations and photos of your child engaged in play and activities from when they arrive at school until they leave at the end of the Reception. As part of the joining information you will also receive a consent form which will need to be completed prior to the email link from Tapestry being sent.
An important part of the EYFS Profile is your knowledge about your child’s learning and development, so do let us know about what your child does with you: such as how confident your child is in writing their name, reading and talking about a favourite book, speaking to people your child is not so familiar with or their understanding of numbers. Also, what interests your child has, do they seem sporty or creative, do they enjoy climbing, swimming, playing with other children etc.
An important part of the EYFS Profile is your knowledge about your child’s learning and development, so do let us know about what your child does with you: such as how confident your child is in writing their name, reading and talking about a favourite book, speaking to people your child is not so familiar with or their understanding of numbers. Also, what interests your child has, do they seem sporty or creative, do they enjoy climbing, swimming, playing with other children etc.
Key information
Home - School Links
The school operates as a partnership with parents and it is important that there is a good flow of information to and from home.
Information from school will come via the fortnightly Bulletin, letters and messages in the homework diary and SchoolPost, our daily email messaging system.
Parents are also encouraged to follow Brontë House and Woodhouse Grove Facebook and Twitter accounts for additional information.
The Woodhouse Grove Flickr site is also used to display photographs of school events and residentials.
Parents of children in Years 1-6 are also invited to the Head’s Award assembly each Friday morning to celebrate the achievements of the children. This is on an alternating basis for Lower School (Years 1-3) and Upper School (Years 4-6). Reception will start to attend these assemblies after Christmas.
Parents may contact the school using the homework diary, by telephone, email, letter or in person. If you are concerned about any aspect of your child’s education or well-being, then staff are always on hand to listen and advise.
Information from school will come via the fortnightly Bulletin, letters and messages in the homework diary and SchoolPost, our daily email messaging system.
Parents are also encouraged to follow Brontë House and Woodhouse Grove Facebook and Twitter accounts for additional information.
The Woodhouse Grove Flickr site is also used to display photographs of school events and residentials.
Parents of children in Years 1-6 are also invited to the Head’s Award assembly each Friday morning to celebrate the achievements of the children. This is on an alternating basis for Lower School (Years 1-3) and Upper School (Years 4-6). Reception will start to attend these assemblies after Christmas.
Parents may contact the school using the homework diary, by telephone, email, letter or in person. If you are concerned about any aspect of your child’s education or well-being, then staff are always on hand to listen and advise.
Home-School Links & Parents as Partners - RECEPTION ONLY
Many parents ask us how they can help with their child’s learning. All the fun activities that you do with your child at home are important in supporting their learning and development, and have a long lasting effect on your child’s learning as they progress through school. The development of your child’s language plays an incredibly important part in their development, explaining things to your children, sharing books, singing rhymes all lay down strong foundations for good communication skills. During your time with us we will help your child to learn things such as putting their own coat and shoes on. It really helps us and your child if you practice these life skills at home too.
We believe that contact between home and school is crucial. Tapestry is the most effective way to share information so please check this daily. Parents can also maintain contact with staff via the child’s diary which should be brought to school daily.
If you feel that your child needs help in any area, please let us know. Formal parent consultations are held regularly in Reception but if you have any concerns you can email child’s teacher directly.
There is a fortnightly bulletin sent out to your e-mail address. You may also occasionally be contacted via a text message.
Please notify us immediately of any changes to your address, emergency or mobile telephone numbers or legal changes to parental responsibility.
It is necessary for us to build up a clear picture of your child and his/her individual needs, as soon as your child starts their time with us. To allow us to do this quickly, please bring in any information that you might have from any previous child care providers (if your child has attended another setting). If you have any worries or concerns of your own, or from your child's Two year check with the Health Visitor, please let us know about these too. You should also let us know if your child is working with any other services, such as speech and language. Your child’s Two Year Educational Check may have been carried out at their previous setting, if so please provide us with this.
We believe that contact between home and school is crucial. Tapestry is the most effective way to share information so please check this daily. Parents can also maintain contact with staff via the child’s diary which should be brought to school daily.
If you feel that your child needs help in any area, please let us know. Formal parent consultations are held regularly in Reception but if you have any concerns you can email child’s teacher directly.
There is a fortnightly bulletin sent out to your e-mail address. You may also occasionally be contacted via a text message.
Please notify us immediately of any changes to your address, emergency or mobile telephone numbers or legal changes to parental responsibility.
It is necessary for us to build up a clear picture of your child and his/her individual needs, as soon as your child starts their time with us. To allow us to do this quickly, please bring in any information that you might have from any previous child care providers (if your child has attended another setting). If you have any worries or concerns of your own, or from your child's Two year check with the Health Visitor, please let us know about these too. You should also let us know if your child is working with any other services, such as speech and language. Your child’s Two Year Educational Check may have been carried out at their previous setting, if so please provide us with this.
Child Protection & Safeguarding & Intimate Care - RECEPTION ONLY
Your child’s welfare is our primary concern. We have child protection (safeguarding) procedures in place that require us to report any physical intervention by any adult on any child. We may, on occasion, have to ask you about a ‘mark’ on your child, or about something he/she has said that is unusual. The designated EYFS Safeguarding Lead is Miss Hargreaves. Please talk to them or any member of staff about any matters concerned with this. The safety of your child is paramount to us and we have various security and safety procedures and arrangements in place. These procedures will become apparent from the very beginning of your time with us, from the forms you fill in to the everyday routines that we have in place. Please talk to us if you have any worries or concerns about this matter. Other safeguarding leads in the school are Miss Pearson, Mrs Chatterton, Mrs Simpson, Miss Broscombe and Mrs Riley.
Intimate care can be defined as care tasks of an intimate nature, associated with bodily functions, bodily products and personal hygiene, which demand direct or indirect contact with, or exposure of, the parts of the body. Intimate care will be carried out by your child's key worker where possible, or a member of staff who knows your child well. Your consent will be required on this matter prior to your child starting school. It is a good idea to keep a few spare clothes in your child’s bag. If you require any further information, please see our appendix (page 30) on intimate care procedures in the EYFS.
Intimate care can be defined as care tasks of an intimate nature, associated with bodily functions, bodily products and personal hygiene, which demand direct or indirect contact with, or exposure of, the parts of the body. Intimate care will be carried out by your child's key worker where possible, or a member of staff who knows your child well. Your consent will be required on this matter prior to your child starting school. It is a good idea to keep a few spare clothes in your child’s bag. If you require any further information, please see our appendix (page 30) on intimate care procedures in the EYFS.
Head Injury Advice
Any child who has been unconscious must attend a Hospital Accident and Emergency Department.
DO Expect your child to feel generally miserable and ‘off colour’. Do not force them to eat, but make sure that they have enough to drink.
DO Expect your child to be more tired than usual. Allow them to sleep if they want to. Just pop in and see them every couple of hours. Do not be confused between normal sleep and unconsciousness – someone who is unconscious cannot be woken up - you need to be satisfied that they are reacting normally to you.
DO Expect your child to have a headache – ‘Calpol’ or paracetamol may be given for this.
DO Keep your child quiet and resting as much as possible. Keep them away from school, discourage activities; games, watching television and reading until the symptoms subside.
These symptoms should improve steadily, and the child should be back to normal within a few days. Even after a minor head injury complications may occur but these are rare.
If you are at all concerned then please contact your medical practitioner or local accident and emergency department. You can find more information and guidance regarding head injuries and concussion on the NHS website (www.nhs.uk).
DO Expect your child to feel generally miserable and ‘off colour’. Do not force them to eat, but make sure that they have enough to drink.
DO Expect your child to be more tired than usual. Allow them to sleep if they want to. Just pop in and see them every couple of hours. Do not be confused between normal sleep and unconsciousness – someone who is unconscious cannot be woken up - you need to be satisfied that they are reacting normally to you.
DO Expect your child to have a headache – ‘Calpol’ or paracetamol may be given for this.
DO Keep your child quiet and resting as much as possible. Keep them away from school, discourage activities; games, watching television and reading until the symptoms subside.
These symptoms should improve steadily, and the child should be back to normal within a few days. Even after a minor head injury complications may occur but these are rare.
If you are at all concerned then please contact your medical practitioner or local accident and emergency department. You can find more information and guidance regarding head injuries and concussion on the NHS website (www.nhs.uk).
Traffic & Parking on School Site
Before 8.25 am and after school up to 5.15 pm
Please drop off your child in the main car park at the bottom of the hill (on the left). After school, please park in this car park and collect your child from the playground. Please remind your child to sign out. Please supervise your child in and around the car park area.
After 5.15 pm
Parents may choose to park in the staff car park when collecting children. Take care escorting them across the road and in the car park.
FOR REASONS OF CHILDREN’S SAFETY, NO PARKING, DROPPING OFF OR TURNING OUTSIDE THE FRONT OF BRONTË HOUSE IS ALLOWED AT ANY TIME
Also, when leaving the grounds please resist turning right uphill especially when you cause a tail-back of traffic down the drive and frustration to other drivers.
If, for reasons of disability, any parent is unable to use the bottom car park, please contact the school office so that authorisation may be given to allow access to the disabled spaces at the front of school.
Please drop off your child in the main car park at the bottom of the hill (on the left). After school, please park in this car park and collect your child from the playground. Please remind your child to sign out. Please supervise your child in and around the car park area.
After 5.15 pm
Parents may choose to park in the staff car park when collecting children. Take care escorting them across the road and in the car park.
FOR REASONS OF CHILDREN’S SAFETY, NO PARKING, DROPPING OFF OR TURNING OUTSIDE THE FRONT OF BRONTË HOUSE IS ALLOWED AT ANY TIME
Also, when leaving the grounds please resist turning right uphill especially when you cause a tail-back of traffic down the drive and frustration to other drivers.
If, for reasons of disability, any parent is unable to use the bottom car park, please contact the school office so that authorisation may be given to allow access to the disabled spaces at the front of school.
Important Downloads
Daily Schedule
DownloadWhere to go for Further Information
DownloadFoundation Stage Framework - Reception ONLY
DownloadBrontë House Pupil IT User Guide
DownloadManaging Your Behaviour
DownloadSchool Rules
DownloadOut of the Classroom
Sport Policies and Procedures
Lessons
Pupils are expected to take part in all PE lessons unless a reason is provided by parents, explaining injury or illness which prevents their participation; this can be written in the pupil’s homework diary or it may be emailed to child’s from teacher. In these circumstances arrangements will be made for the pupil to either watch the lesson or be cared for elsewhere.
Kit
Autumn and Spring Term Games Kit should include cold weather clothes, wearing hats and gloves where appropriate (please refer to kit list).
For cricket in the Summer Term pupils can wear either PE Kit or cricket whites. The school will provide all cricket equipment for lessons and clubs. However, children may bring their own box with suitable briefs. Those children in Key Stage Two who already have their own cricket bat, pads and gloves may bring them into school for games lessons. All kit including shoes, boots and towels should be clearly named. Children attending Co-curricular sport after school may go home in kit, if a parent is collecting them at 4.30pm. Those remaining in school for tea must change back into uniform.
Fixtures in Key Stage Two
Brontë House is proud of our commitment to sport and our traditions and it is considered an honour to be selected to represent the school. We hope all parents and pupils will support us in maintaining our high standards. We have a full and extensive fixture list for Rugby, Football, Netball, Cross Country, Athletics, Swimming and Cricket. All pupils will have the opportunity to represent the school. Teams are selected according to the standard of opposition by the member of staff in charge using their professional judgement. As with all Prep and Junior schools, some pupils may be selected out of their year group.
As an HMC school, there are a number of regional events that we enter, which require pupils to represent the school in large events such as Cross Country, Athletics and Swimming. Pupils will be notified of selection via the school sports website, woodhousegrovesport.co.uk and the team sheet which is posted on the sports notice board. The team sheets will have details of venues, kit requirements, start, departure and return times.
Approximate return times from away fixtures will be as accurate as possible; if we return early pupils will be looked after by normal after school care. If return is delayed, staff will notify the school office. A text will then be sent to all parents concerned.
Refreshments will be provided after every fixture and all pupils are expected to attend. Pupils are encouraged to bring a bottle of water to matches – sport drinks are not allowed.
All children with identifies food allergies will take a packed tea on fixtures prepared by the Brontë House kitchen. This is to ensure that our children remain safe when off site.
Pupils are expected to take part in all PE lessons unless a reason is provided by parents, explaining injury or illness which prevents their participation; this can be written in the pupil’s homework diary or it may be emailed to child’s from teacher. In these circumstances arrangements will be made for the pupil to either watch the lesson or be cared for elsewhere.
Kit
Autumn and Spring Term Games Kit should include cold weather clothes, wearing hats and gloves where appropriate (please refer to kit list).
For cricket in the Summer Term pupils can wear either PE Kit or cricket whites. The school will provide all cricket equipment for lessons and clubs. However, children may bring their own box with suitable briefs. Those children in Key Stage Two who already have their own cricket bat, pads and gloves may bring them into school for games lessons. All kit including shoes, boots and towels should be clearly named. Children attending Co-curricular sport after school may go home in kit, if a parent is collecting them at 4.30pm. Those remaining in school for tea must change back into uniform.
Fixtures in Key Stage Two
Brontë House is proud of our commitment to sport and our traditions and it is considered an honour to be selected to represent the school. We hope all parents and pupils will support us in maintaining our high standards. We have a full and extensive fixture list for Rugby, Football, Netball, Cross Country, Athletics, Swimming and Cricket. All pupils will have the opportunity to represent the school. Teams are selected according to the standard of opposition by the member of staff in charge using their professional judgement. As with all Prep and Junior schools, some pupils may be selected out of their year group.
As an HMC school, there are a number of regional events that we enter, which require pupils to represent the school in large events such as Cross Country, Athletics and Swimming. Pupils will be notified of selection via the school sports website, woodhousegrovesport.co.uk and the team sheet which is posted on the sports notice board. The team sheets will have details of venues, kit requirements, start, departure and return times.
Approximate return times from away fixtures will be as accurate as possible; if we return early pupils will be looked after by normal after school care. If return is delayed, staff will notify the school office. A text will then be sent to all parents concerned.
Refreshments will be provided after every fixture and all pupils are expected to attend. Pupils are encouraged to bring a bottle of water to matches – sport drinks are not allowed.
All children with identifies food allergies will take a packed tea on fixtures prepared by the Brontë House kitchen. This is to ensure that our children remain safe when off site.
Sport Code of Conduct
Everyone involved in Sport at Brontë House, whether player, coach, referee, parent or spectator is expected to uphold the core values:
Teamwork-Respect-Enjoyment-Discipline-Sportsmanship.
We welcome parental support at fixtures and ask that you positively encourage all players from both teams and respect all decisions made by match officials.
Photographs are not allowed to be taken of other children without the permission of each child’s parents. We ask that you do not put images of our children on social media.
Medical
Please inform the school if your child has any special medical requirements for sport.
You should provide your child with any travel sickness medication for travel to and from away fixtures if necessary.
Games Staff are First Aid qualified. Staff will ensure relevant medication is transported to school fixtures and that relevant medical procedures are followed to safeguard pupil needs.
Teamwork-Respect-Enjoyment-Discipline-Sportsmanship.
We welcome parental support at fixtures and ask that you positively encourage all players from both teams and respect all decisions made by match officials.
Photographs are not allowed to be taken of other children without the permission of each child’s parents. We ask that you do not put images of our children on social media.
Medical
Please inform the school if your child has any special medical requirements for sport.
You should provide your child with any travel sickness medication for travel to and from away fixtures if necessary.
Games Staff are First Aid qualified. Staff will ensure relevant medication is transported to school fixtures and that relevant medical procedures are followed to safeguard pupil needs.
Performing Arts
Musical activities are planned in such a way as to encourage full and active participation from all pupils as well as providing many opportunities for pupils to excel in the performing arts.
All music lessons in Reception to Year 6 are taught by the Director of Performing Arts as well as qualified and enthusiastic peripatetic staff. These lessons take place in our Music Suite. Reception and Year 1 have half an hour of music and Year 2 have an hour per week. In Years 3 and 4, pupils receive 2 hours of timetabled music each week. This includes 1 hour of ‘classroom music’, and an hour of choreographed music and movement. Years 5 & 6 receive an hour of ‘classroom music’ which builds on the skills established in Years 3 & 4. In addition, they enjoy an hour of drama each week with Mr Phenny.
All pupils are involved in concerts and productions at various points throughout the year. These performances are enjoyed by pupils and parents alike. A typical year’s programme of events includes:
• Music for the Harvest Festival
• Years 1 & 2 Christmas Nativity
• Years 3 & 4 Spring Production in WGS Theatre
• Years 5 & 6 Carol Service
• Year Group Assemblies
• Music for the school’s Christmas Fayre
• HMC Schools Orchestral/Choral Day
• Performing Arts Concerts which focus on different year groups
• Music for Founders’ Day
• Year 6 Production
• Informal concerts arranged by peripatetic staff
• Pupils have the opportunity to be entered for ABRSM Music Exams and Rock School Exams each term.
As well as timetabled music there are many opportunities for pupils to involve themselves in the performing arts through extracurricular activities. These include:
• Dance
• Choir
• Drama Club
• Various instrumental ensembles such as Recorder Group and Brass Group.
Pupils are also encouraged to have individual music tuition on an instrument of their choice. We offer a wide range of instruments including:
• Piano/Keyboard
• Violin
• Cello
• Percussion
• Guitar
• Recorder
• Clarinet
• Flute
• Voice
• Saxophone
• Brass
• Speech & Drama
These lessons take place during the school day and are on a rota basis so that pupils do not miss the same academic lesson each week.
Although lessons take place in school time, all payments and your contract will be with the specialist peripatetic staff. Lessons are usually half an hour in length and paid for a term in advance. Pupils will be informed of their lesson time a week in advance and this will give you time to check that it does not clash with any other school events or appointments.
If the teacher is unable to make it into school for any reason then they will reschedule the lesson.
If the pupil is unable to attend their lesson and the teacher has not been informed in good time then you will be invoiced for the lesson.
If your child no longer wishes to receive individual tuition you will be required to give a half term’s notice.
All music lessons in Reception to Year 6 are taught by the Director of Performing Arts as well as qualified and enthusiastic peripatetic staff. These lessons take place in our Music Suite. Reception and Year 1 have half an hour of music and Year 2 have an hour per week. In Years 3 and 4, pupils receive 2 hours of timetabled music each week. This includes 1 hour of ‘classroom music’, and an hour of choreographed music and movement. Years 5 & 6 receive an hour of ‘classroom music’ which builds on the skills established in Years 3 & 4. In addition, they enjoy an hour of drama each week with Mr Phenny.
All pupils are involved in concerts and productions at various points throughout the year. These performances are enjoyed by pupils and parents alike. A typical year’s programme of events includes:
• Music for the Harvest Festival
• Years 1 & 2 Christmas Nativity
• Years 3 & 4 Spring Production in WGS Theatre
• Years 5 & 6 Carol Service
• Year Group Assemblies
• Music for the school’s Christmas Fayre
• HMC Schools Orchestral/Choral Day
• Performing Arts Concerts which focus on different year groups
• Music for Founders’ Day
• Year 6 Production
• Informal concerts arranged by peripatetic staff
• Pupils have the opportunity to be entered for ABRSM Music Exams and Rock School Exams each term.
As well as timetabled music there are many opportunities for pupils to involve themselves in the performing arts through extracurricular activities. These include:
• Dance
• Choir
• Drama Club
• Various instrumental ensembles such as Recorder Group and Brass Group.
Pupils are also encouraged to have individual music tuition on an instrument of their choice. We offer a wide range of instruments including:
• Piano/Keyboard
• Violin
• Cello
• Percussion
• Guitar
• Recorder
• Clarinet
• Flute
• Voice
• Saxophone
• Brass
• Speech & Drama
These lessons take place during the school day and are on a rota basis so that pupils do not miss the same academic lesson each week.
Although lessons take place in school time, all payments and your contract will be with the specialist peripatetic staff. Lessons are usually half an hour in length and paid for a term in advance. Pupils will be informed of their lesson time a week in advance and this will give you time to check that it does not clash with any other school events or appointments.
If the teacher is unable to make it into school for any reason then they will reschedule the lesson.
If the pupil is unable to attend their lesson and the teacher has not been informed in good time then you will be invoiced for the lesson.
If your child no longer wishes to receive individual tuition you will be required to give a half term’s notice.
Co-curricular Clubs
At Brontë House, we offer a wide range of co-curricular clubs for pupils in Reception to Year 6.
There is a good selection of clubs offered by school staff and there are also clubs run by external providers which are at an additional cost. The types of clubs on offer changes over the course of the year and so a new club list is issued to pupils towards the end of each half term. This gives children the opportunity to join different clubs each half term. We aim to ensure that children have a chance to experience as many clubs as possible throughout the academic year. Examples of current clubs include: art, ballet, football, railway, science, swimming and STEM to name but a few.
There is a good selection of clubs offered by school staff and there are also clubs run by external providers which are at an additional cost. The types of clubs on offer changes over the course of the year and so a new club list is issued to pupils towards the end of each half term. This gives children the opportunity to join different clubs each half term. We aim to ensure that children have a chance to experience as many clubs as possible throughout the academic year. Examples of current clubs include: art, ballet, football, railway, science, swimming and STEM to name but a few.
Educational Visits and Residentials
At Brontë House School we believe that education outside the classroom gives our pupils unique opportunities to extend and enhance their learning in different environments. All our trips make an essential contribution to the pupil’s development and education in the broadest sense. Whilst no trip is compulsory, we do encourage all children to participate.
For all school visits, parents will be sent an invitation to book on the trip via ‘EVOLVE’ an online system for the planning, approval and management of educational visits. All the details of the trip will be listed and parents will then be able to book on the trip, pay and give consent.
Parents should ensure that they fully complete all medical/dietary and allergy information about their child so that we have the most up to date information.
All children from Year 3 upwards will have the opportunity to experience a residential trip*:
Year 3 & 4 – A three day residential.
Year 5 – Outdoor Activities Residential for four days
Year 6 – Residential trip for five days.
At Brontë House, the safety of our pupils is our priority and we follow all current Government Safety guidelines. A full risk assessment is carried out prior to each visit and the school has a thorough and detailed Educational Visits Policy. If you have any queries regarding any of our trips please contact Educational Visits Co-ordinator, Mr J Galucci.
*Please note the school reserve the right to change the timing or location trips.
For all school visits, parents will be sent an invitation to book on the trip via ‘EVOLVE’ an online system for the planning, approval and management of educational visits. All the details of the trip will be listed and parents will then be able to book on the trip, pay and give consent.
Parents should ensure that they fully complete all medical/dietary and allergy information about their child so that we have the most up to date information.
All children from Year 3 upwards will have the opportunity to experience a residential trip*:
Year 3 & 4 – A three day residential.
Year 5 – Outdoor Activities Residential for four days
Year 6 – Residential trip for five days.
At Brontë House, the safety of our pupils is our priority and we follow all current Government Safety guidelines. A full risk assessment is carried out prior to each visit and the school has a thorough and detailed Educational Visits Policy. If you have any queries regarding any of our trips please contact Educational Visits Co-ordinator, Mr J Galucci.
*Please note the school reserve the right to change the timing or location trips.
Important links:
