Introduction
This policy was written in close consultation with all staff involved in the process at Waterfield Primary School. As such it represents the views of those who administer it and should be seen to underpin all other policies. It should be read in conjunction with the Assessment, E.A.L., and Equal opportunities policies.

This policy should be read in conjunction with the Teaching and Learning, E.A.L., Equal Opportunities, Special Needs and Gifted and Talented Policies.

At Waterfield Primary School we believe that positive behaviour is crucial to a child’s social, emotional and educational development. Desirable behaviour is more likely to be achieved when all persons concerned with a child’s development have an agreed, consistent and positive approach.

The school follows the guidelines of the Family Links Nurture Programme, SEALs and Working With Others (WWO), which encourages children to make appropriate choices about their behaviour. We also encourage parents to take an active part in this programme.

Waterfield School recognises the clear links between the environment created in school, the teaching and learning of pupils, and the behaviour of the children in our care. Because of this we actively seek to work in conjunction with the LEA and other professional partners, as well as parents and the community, to develop appropriate behaviour in school.

Introductory text needed here

At Waterfield Primary School children are given the opportunity to acquire skills, which enable them to read and write.

“ English is a vital way of communicating in school, public life and internationally. Literature in English is rich and influential, reflecting the experience of people from many countries and times.
In studying English pupils develop skills in speaking, listening, reading and writing. It enables them to express themselves creatively and imaginatively and to communicate with others effectively. Pupils learn to become enthusiastic and critical readers of stories, poetry and drama as well as non-fiction and media texts.
The study of English helps pupils understand how language works by looking at patterns, structures and origins. Using this knowledge pupils can choose and adapt what they say and write in different situations”
                                                                 (National Curriculum 2000).
 


This policy should be read in conjunction with the Teaching and Learning, EAL, Equal Opportunities, Special Needs, More Able Pupils policies and the Every Child Matters agenda.

This policy was updated by the Maths Co-ordinator during the Spring Term 2005.

At Waterfield, we believe a clear progression in calculation will support the learning and teaching of maths throughout the school, allow clarity and provide a secure foundation upon which to build and develop mathematical skills.

This policy contains the key pencil and paper procedures that will be taught within Waterfield. Although the focus of the policy is on pencil and paper procedures it is important to recognise that the ability to calculate mentally lies at the heart of the numeracy framework. In every written method there is an element of mental processing. Sharing written methods with the teacher encourages children to think about the mental strategies that underpin them and develop new ideas. Therefore, written recording both helps children to extend and clarify their thinking.

This document should be read in conjunction with our Teaching and Learning Policy, Equal Opportunities Policy, Special Educational Needs Policy and More Able Pupils Policy.

Science stimulates and excites pupil’s curiosity about phenomena and events in the world around them.  It also satisfies this curiosity with knowledge.  Because Science links direct practical experience with ideas, it can engage learners at many levels.  Scientific method is about developing and evaluating explanations through experimental evidence and modelling.  This is a spur to critical and creative thought.  Through Science, pupils understand how major scientific ideas contribute to technological change – impacting on industry, business and medicine and improving quality of life.  Pupils recognise the cultural significance of Science and trace its worldwide development.  They learn to question and discuss Science based issues that may affect their own lives, the direction of society and the future of the world.