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April 2018
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This page contains much useful information on life at Harlands School, and should be read in conjunction with the information under the "Reports" and "Governors" links.  Together, these pages form the school's on-line prospectus.



Harlands County Primary School was opened in 1964. It is situated in Penland Road, on the north-western edge of Haywards Heath. On 1 April 2014 it converted to an Academy.  The main school entrance is signposted and is in the centre of the building. For security reasons would all visitors please report to the Office.
Our classrooms are spacious and all overlook the school grounds. Each is equipped for ICT, have interactive whiteboards and are linked to our computer network. In addition we have a large multi-purpose hall, a studio, infant library, Friends library (for the juniors) and computer suite.
There are fourteen classes - groups of around thirty children together with their teacher and teaching assistants. There are two classes in each age group from age 4 to age 11.   All are housed in one building, with the infant and junior classrooms separated by the hall and office suite.
The school grounds are very beautiful and are bordered by mature woodland. There are three playgrounds. Children in the Early Years Department have their own outside play area complete with a lawn and shady trees. We also have a large playing field suitable for a range of sporting activities, and benefit from the adjacent spacious playing field of Sussex Central College.
The whole site is secluded and away from traffic, surrounded by trees and private gardens. The school’s attractive natural environment is home to many species of wildlife (particularly birds, rabbits and squirrels) and the Friends of Harlands have provided the children with a safely fenced pond and garden area.
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Harlands provides children with a secure environment, far from crowded streets and traffic fumes. Nevertheless, the Governors are conscious of the need to review our security precautions constantly. Members of staff and visitors wear badges.
We ask

*   that parents always enter the school through the main entrance, even after normal 
     school hours;
*   parents should not hold doors open for other visitors;
*   all visitors, including parents, must report to the office at the start of each visit to sign the 
     visitors' book and collect a badge;
*   all visitors/parents should familiarise themselves with the evacuation procedures which are
     displayed in the signing-in book, and the classrooms;
*    that visitors/parents do not use the doors in the infant corridor - they are alarmed to protect the 
*    that visitors/parents remember to sign out when they leave the school.

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Striving for excellence, valuing everyone and our world

At Harlands we welcome children of all abilities and backgrounds, and value the contribution to the school made by each one.

Ethos, Culture and Values

We aim to:

* encourage independence and a love of learning to enable children to strive for excellence and reach their full potential;
* encourage children to feel valued and to make a positive contribution to school life;
* value and celebrate the diversity of our society and to promote respect and tolerance;
* provide a happy, safe and caring environment;
* encourage the partnership between home and to encourage parents to take an active part in their child's education;
* prepare children for the challenges and opportunities awaiting them.

On our journey together we will endeavour to:

* meet the needs of all children, academically, intellectually, physically, spiritually, emotionally and socially;
* motive all to learn through relevant personalised and enjoyable activities in a safe and caring environment;
* provide a rich, broad and balanced curriculum -
   - develop the skills of communication, language, literacy and numeracy
   - to develop the ability to observe, question, hypothesis and solve problems
   - to develop the skills of communication and confidence;
* to work with parents, carers and al our partners to achieve the best outcomes for each child;
* keep parents informed on their child's well-being and progress.

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The Curriculum at Harlands

At Harlands we follow the National Curriculum, which is enhanced by our many extra curricular opportunities. Children in Early Years follow the Early Years Foundation Stage Curriculum.

The core subjects, English and maths, are covered every day. Science and Information and Communications Technology are taught regularly. The curriculum offered by the school ensures that the children experience broad and balanced opportunities to ensure they are equipped with the basic skills for adult life and further academic study. Many of our foundation subjects are taught through a thematic approach, for example, in a study of World War 2, children may be covering aspects of history, literature, science, art and music.
Teachers design their lessons to appeal to and cater for the needs of the whole class, with support and challenge as appropriate to children of different abilities.

Some of the additional studies are offered to children through activities at lunchtimes and after school. (In some cases a small charge is made.)
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This is the single most important area of the curriculum for every child. The ability to communicate well with others, in speech and through literacy, is a basic life skill and the foundation for learning all other subjects. Teachers regularly assess English attainment, and it is tested externally at the end of each key stage in SATS.

Speaking and Listening

The importance of oral skills
Some children have developed the ability to speak confidently, express ideas clearly and listen carefully to a high level before they even come to school.  As well as being essential for communication, these oral skills are the cornerstone for all development in written communication.

Opportunities for development
Children are encouraged to speak in front of members of their own class and to develop confidence to address both families and the whole school in assemblies and performances.  They are also encouraged to listen carefully to both their teachers and to other members of their class.  Group work enables the children to listen and respond to the ideas of others.

We give reading high priority at Harlands.  All children in the school read every day, either to themselves or to an adult, with younger ones reading aloud regularly and listening to stories on a daily basis.  As their reading skills progress we encourage children to choose from a wide range of literature.
Each child’s reading is assessed regularly so that we can monitor progress. We know from experience that different children respond to different methods and so we use a variety of teaching approaches. Some are given additional literacy support in small group lessons. However, all children respond to praise, encouragement and the enjoyment that comes with a good story.

Playing your part as a parent
Parents have an important part to play in helping their children become competent and confident readers. There are lots of things you can do:
 *       listen to your child regularly
 *       read stories to them and talk about the books
 *       encourage and support your child while they are learning difficult new skills
 *       talk to your child about what they have just read
*        ask them questions about it so they really need to think, but make sure it's fun!
Advanced reading skills are all about deducing meaning and understanding implications.
We encourage parents to help their child by reading to them and sharing books with them. The school lends books to children to take home every evening. We use a homework diary as a link between parents and teachers until the child becomes a fully independent reader.

Getting started: reading for infants
The emphasis for the youngest children is on learning to recognise the words on the page. Up to the age of seven we use a structured reading programme that includes several popular published schemes and a wide variety of individual story and picture books. Your child can choose from a group of books to match the stage they have reached in their development.
To help you find out more, we have prepared a special booklet that provides detailed information about reading for infants.  This is sent to parents when their children join the Reception classes.

Progressing further
As children become more independent readers, the emphasis changes. At this stage they need to develop more advanced skills such as understanding of plot and character and the author’s intentions. Links between reading and writing are vital as children explore different types of texts.
For this reason, from the age of about seven onwards children need access and encouragement to choose from a wide range of literature: different authors, different types of books, fiction and information, different styles and different eras.
Children can select books from the well-stocked classroom libraries. Many, however, require even greater variety and we hope that you will encourage your child to join the local library.
We also hope that you will continue to play your part by taking an interest in your child’s reading and talking to him or her about it regularly. Even as they get older, children still benefit from parents reading with and to them. 

Book fairs
We regularly organise these and other events to highlight the importance - and fun - of reading. We hope that you will support them as much as possible. (The profit from the fairs is taken in books that we use to re-stock the class libraries.) 

Right from day one, we will encourage your child to write independently. They will record information and create stories and poems for others to read. As they progress they use written English in a wide variety of ways:
 *        to communicate and explore ideas across the whole curriculum
 *        to write letters, book reviews, instructions and dialogues
 *        to express their thoughts and imagination in creative work.

Presenting work
We employ an equally diverse range of methods to teach children to spell, and they will often have spellings to learn. Handwriting is taught systematically, with all children learning to write a joined script from the start, as well as being encouraged to take pride in the careful and attractive presentation of their work. Older children write with ink and usually buy their own fountain pen (if parents buy cartridges for a particular type of pen, they should ensure that the ink is washable).
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The importance of maths

It is important that children understand that maths is a practical subject reflecting everyday activities. We believe that a sound grasp of mathematical skills is an essential tool for life as well as for further study, so we give the subject high priority at Harlands.

Teaching and Learning

We encourage children to use practical equipment at every stage throughout the school so that they can explore and thoroughly understand each new concept.  Our methods of teaching calculations can be found at http://www.harlandsprimaryschool.org/parents/links/ where you can download useful information to support your children. Teachers use a variety of learning styles so that all children can access the curriculum.

From Reception children are taught to use mental strategies, as well as using written methods.  Times Tables and mental arithmetic are an important part of the maths curriculum and children are encouraged to learn these from KS1.  This is an area in which we are grateful for the support of parents/carers in helping the children to consolidate their knowledge.
The maths curriculum requires children to use and apply maths, so they are given problems and investigations to solve using real life contexts.

In addition, children are taught using the primary framework where new concepts are introduced, and previous knowledge is consolidated and extended.   The mathematical areas of this framework are number; shape and space; using and applying; and data handling.  They are assessed each term using either teacher assessment (Reception and year 1), or suitable tests for the rest of the school.  Children will also undergo the national curriculum teacher assessments and/or tests (SATs) in years 2 and 6.

How you can help

Some parents worry about maths, particularly if they did not enjoy the subject when they were at school. (If this applies to you, try not to communicate your anxiety to your child!)
Here are some ways you can help your child to be a confident mathematician.

 *           Encourage and praise them at every stage, especially using mental strategies.
 *           Give them opportunities to use and develop their skills outside school (for example by 
              playing cards or board games, when shopping or even getting them to help when you
              are assembling flat packs!)
 *           Check out the methods for calculations used by the school - see
 *           Try also to attend our occasional maths curriculum events.
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Personal, Social, Health and Citizenship Education

This broad title encompasses a range of life skills. Although not part of the statutory National Curriculum, these are important enough to be given a high priority in the school week. Children learn to understand themselves, their own needs and the needs of others. They learn, through discussion and activity, about the importance of team work, the wider society and people in different situations to their own.  Basic hygiene and safety are also covered from the outset, with sex and relationship education being a key focus in years 2, 4 and 6.  Parents will be advised in advance when these lessons will take place.  In Citizenship Education they learn about caring for others, commitment to responsibilities and the rights that each of us has. The school holds elections for School Council and we have a scheme that encourages all our children, even the youngest, to be active citizens.
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At Harlands we believe that the science curriculum should be based on a strong understanding of experimental method that can be applied to all areas of science. As the children progress through the school they are taught first to observe, explore and ask questions. They begin to work together to collect evidence to help them answer questions and to link these to simple scientific ideas. As their understanding progresses, they then start to evaluate evidence and consider whether tests or comparisons are fair. They learn how they can share their ideas and communicate them using scientific language, drawings, charts and tables.

During KS2, this learning is extended so that the children begin to make links between ideas and explain their observations using simple models and theories based on their own experiences. We encourage them to consider the many ways in which we can measure and quantify our surroundings using a variety of scientific instruments; our aim is to quantify our scientific observations wherever possible. Towards the end of the key stage, we aim to teach the children to be independent scientific investigators - capable of conceiving the aim of a scientific investigation and of controlling the variables as necessary to ensure that they then carry out a fair test. We develop their understanding to a level where they are capable of communicating their findings, drawing conclusions from their results and can also look back and critically appraise their methodology.

At each stage of their school career, the children learn science through a variety of topics that are grounded in physics, biology and chemistry. These topics are then repeated and developed as the children grow, building on previous knowledge and understanding to form a comprehensive general knowledge of scientific subjects.

Although children are not always tested at the end of KS2 with a formal exam, we believe that science is of great importance, with many links to the other STEM (Science, Technology, Engineering and Maths) subjects. For this reason, we carefully monitor the children's achievement as they work and plan the curriculum to address their needs.

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Information and Communication Technology

Today, computers are an integral part of everyday life and it is essential that children are confident, competent and responsible in their use. At Harlands they will enjoy regular access to computer equipment, both in the classroom and in the computer suite. The suite is equipped for whole class teaching, with one computer per child. We also have a full class set of netbooks and Learnpads. All computers in the school are fully networked and children have access both to their own and to commonly held files. 

Making the most of today’s technology
We aim to ensure your child can harness the power of computers to fulfil their own potential. 

They will do this by learning to:

*  use a computer to communicate, handle information, control and monitor events
*  use a keyboard and become skilful with a mouse
*  investigate patterns and relationships by using computer models and spreadsheets that 
    simulate real or imaginary events
*  be  familiar with Windows and learn to use word processors, databases and a simple
    programming language
*  learn to use email
*  manage their data files
*  use the Internet to enhance their study skills,
*  they will do this by learning to use technology to communicate safely and responsibly.

Children are supervised when they use the Internet and the system is filtered to protect children from inappropriate sites.  An Acceptable Use Policy is is place, and parents and children are reminded about this annually.

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Children develop historical skills and learn about life and events in the recent and more distant past through the study of British and world history. In so doing, they acquire an understanding of change, cause and effect, and the way in which events are viewed by different observers. Wherever possible, we introduce children to history through the study of historical sites, artefacts and primary sources. These provide opportunities for the children to recreate the past in an objective, well-informed and imaginative way. They also learn how society changes through time and how historians use evidence to reconstruct the past.

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At Harlands, geography is taught to stimulate pupils’ interest in their surroundings, and in the variety of physical and human conditions that can be found both in their locality and the wider world. We introduce children to the necessary skills for effective geographic enquiry and the information to help them develop geographical knowledge and understanding. Whenever possible they undertake geographical research through first-hand experience on visits to various localities within easy reach of the school. Through the use of secondary sources, including the Internet, their studies extend to other parts of the world.

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Most children love art because it is a natural way for them to communicate and essential for their intellectual growth. It provides visual, tactile and sensory experiences and a unique way of understanding and responding to the world.

At Harlands, we encourage children to use colour, form, texture, pattern and different materials and processes to communicate what they see, feel and think. We teach them to use a variety of media to develop their skills and confidence in this vital area of expression.

As well as helping them to develop observational skills and an aesthetic response to the environment in which they live, we also give children the opportunity to look carefully at the work of important artists, and learn about their achievements and techniques.

Every year when come together as a school in the Summer term to participate in the National Gallery's "Take One Picture" competition.  This involves the children in looking at one picture, chosen by the National Gallery, in a very focussed way, and completing art work around a theme picked by the children and teacher.  All our work is then displayed in a special exhibition as part of our Summer Open Day.

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Design and Technology

During KS1,  pupils at Harlands learn how to think imaginatively and talk about what they like and dislike when designing and making. They build on their early childhood experiences of investigating objects around them as they explore how familiar things work. The children learn to talk about, draw and model their ideas from this point, using a variety of different materials and joining techniques. The children learn how to design and make safely (including considerations when handling food) and may start to use ICT as part of their designing and making in some projects.

During KS2 ,pupils work on their own and as part of a team on a range of designing and making activities. They think about what products are used for and the needs of the people who use them. Before starting work, they plan what has to be done and identify what works well and what could be improved in their own and other people’s designs. During their work, the children use their understanding of other subjects (such as science and ICT) to help them research, test and evaluate their products in a ‘design cycle’.

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Music plays an important role at Harlands School. The children can participate in a variety of activities both within class and in extra curricular clubs. They learn to control sound through singing and playing instruments, develop composing skills and listen attentively and perceptively. Children listen to and discuss the work of many different composers, and enjoy making and playing instruments and music of their own. Classroom singing is enhanced by regular opportunities for children to sing as part of a larger group.

Opportunities to learn a variety of instruments are available with teachers from the WSCC Music Service;  however, children will normally need to be in year 3 or above before they can learn a woodwind instrument (this is because of the sizing of the instruments). Musical children are encouraged to join the school orchestra.

The music curriculum in the school is supported by the enthusiasm of parents who encourage the children (and their teachers!) by providing appreciative audiences for performances. 

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French at Harlands is taught to Years 3, 4, 5 and 6 and the children benefit from the expertise of a language teacher.  Our aim is to encourage the children's confidence in speaking and listening to another language.

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Physical Education

At Harlands we aim to involve all children in physical education in a safe, supportive environment. Our PE programme encourages children’s self confidence and physical ability through the provision of appropriate, stimulating and challenging learning situations in athletics, dance, games, gymnastics, swimming and outdoor activities.

Sport for all
At school, children have the opportunity to develop skills in a broad spectrum of team games including netball, football, basketball, cricket, rounders and softball, gymnastics, athletics, cross-country running and swimming. They are encouraged to value personal fitness, fair-play, competitiveness and team spirit.

Harlands participates widely in local sporting activities. Our teams compete in Mid-Sussex Primary School Tournaments in football, rugby, basketball, netball, cricket, cross-country, athletics and swimming and have been very successful in local, county and national events. We encourage both boys and girls to participate fully in all sports. We would not be able to participate in so many sporting fixtures without the valuable assistance of parents and the school administrative staff.

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Special Educational Needs and Disabilities

At times in their educational career, children may have learning needs which are different from the majority of their age group. At Harlands each child is treated as an individual. The emphasis is on the identification of any learning difficulties at the earliest age so that appropriate help can be given. For those who need extra support, we have qualified specialist teachers and assistants who work with individuals and small groups. Parents are welcome to discuss their child's needs with the specialist teachers.  If appropriate an ILP will be written and reviewed on a regular basis. In some cases we call in further specialised help in assessing a child’s needs. If you have concerns about your child’s progress you can talk with the special needs co-ordinator or the class teacher.

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Religious Education and Collective Worship

RE is taught throughout the school. Children learn about the beliefs, worship and customs of Christianity and other major world religions.  We follow the West Sussex agreed syllabus.

Our daily assemblies contain a short act of collective worship that is broadly Christian in character.  They are based on weekly themes which will cover major Christian and other religious festivals, as well as current events like the Olympics, British Values, national charity events and issues relevant to children's safety and wellbeing.  At the end of each term we hold special assemblies for Christmas, Easter and Leavers.  Parents have the right to withdraw their child from collective worship by putting the request in writing to the Headteacher.

The patterns and purposes of assemblies change from day to day.  Each week there is a whole school community assembly when achievement is celebrated.  Children are welcome to tell everyone about significant events such as musical or sporting success.  On other days children are divided into age related groups for assemblies with a spiritual, moral or cultural theme.  Regularly there are sharing assemblies where children present their work to the rest of the school and to their parents.

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Teachers assess children’s achievement and progress continuously. The grades in their school reports will be based on these assessments. Sometimes we use additional tests with individuals for diagnostic purposes.

Children in Year 2 and Year 6 take externally set tests (SATS). These are used to measure the progress of individuals and to ensure that schools maintain and improve the quality of their provision.  Children in Year 1 will take the national phonics test in June. (However, parents should remember that these results, much loved by newspapers, provide a very narrow guide to the quality of a school.) At Harlands we take action to prevent children from feeling anxious about either taking these tests or about the results.

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Keeping in Touch

How will you know what your child is doing?
We have prepared a range of booklets explaining our approach to the curriculum.  In addition, we often invite outside speakers to talk to parents in curriculum meetings related to developments in the school. Things change quickly in education and information can rapidly become out of date. Please tell us if you would like us to organise a meeting on any particular aspect and we will do our best to respond. 

We aim to keep parents well informed about your child’s progress by:
*  providing detailed reports for each child annually and for children with special needs, an
    individual education plan (ILP) at least twice a year;
*  providing tests results for your child and the year group at the end of Year 2 and Year 6;
*  providing a curriculum forecast for parents so you can support your child’s enquiries;
*  arranging an early evening briefing in September by teachers for all the parents of the year 
*  arranging additional meetings with parents for any child as appropriate, even at short notice.

Through our newsletters, we also aim to keep parents fully informed about school news, events, policies and educational initiatives.

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Supporting Working Parents

For many parents, regular visits to school during the day are impossible. The majority of our parents have jobs and there are many with other regular commitments. We know that it is even more important for you to have good quality information as it is harder for you to “pick things up” at the school gate. Here is a list of some of the strategies - informal and formal - that we use to make sure all parents know what is going on.

*  Teachers will arrange individual meetings with parents when the need arises. 
*  Parents should contact the school to ask for a meeting or call from a teacher whenever they 
    have a concern or problem. Teachers will usually respond within the day.
*  Office staff are always on hand to answer any queries and offer support.
*  The headteacher will always see parents with a concern or query. If the headteacher is not 
    available another senior member of staff will be on hand.
*  You will receive a weekly newsletter electronically from the school by ParentMail. 
*  Weekly newsletters and diary dates will be posted on the school’s website.
*  Letters from the teacher with information about the curriculum, sport and other school
   events are sent periodically. 
*  You will receive regular letters from the PTA, telling you about fundraising and
    social events.

Teachers will always do their best to meet you or phone you at a mutually convenient time. They can usually arrange early morning meetings if necessary. We try not to arrange meetings after 5.30pm as we want our teachers to be fresh for the following day’s teaching and many of them live quite a distance from the school.

We do our best to give you all the information you need. If there is something else you would like to know about  -  PLEASE ASK
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The School Day

Start of the Day
The school gate opens at 8.30am.  The playgrounds are supervised from 8.30am.  Teaching staff are on duty in their classrooms from 8.40am.  School registers are taken at 8.50am.

We ask parents or carers of infants to stay in the playground with their children until the doors are opened at 8.40am. For the first couple of weeks parents of Early Years children may wish to come into school for a while to settle them. However, children very quickly prefer to be independent and show that they can manage their own coat, book bag or sandwich box. Once they reach this stage we request that you say goodbye at the door. Junior children will make their own way to the junior playground where the whistle is blown for "lining up" at 8.40am.

First thing in the morning is a particularly busy time, so if you want a quick word with the teacher, after school is better. 

Collecting children
Parents of children in Early Years go through the garden gate to collect their children. Please let the teacher know if someone else is collecting or phone the office if you have been delayed.

School Times
MORNING                            INFANTS (KS1)                        8.50AM – 12.00NOON
                                               JUNIORS (KS2)                       8.50AM – 12.00NOON
AFTERNOON                       INFANTS (KS1)                        1.00PM – 3.05PM
                                               JUNIORS (KS2)                        1.00PM – 3.10PM

CHILDREN  SHOULD NOT ARRIVE BEFORE 8.30AM as teachers are busy preparing for the day ahead and cannot be responsible for pupils before 8.40am.

Playtime is from 10.30 to 10.45am, although the Reception children often go out separately. Infants also have a short playtime in the afternoon. There are three playgrounds; one for the Reception/Infant children, the other two for the older children. There are teachers and teaching assistants on duty at playtime to supervise activities, with teaching assistants supervising at lunchtime. Only sponge footballs are allowed on the playground, and play fighting is not permitted (children whose play is rough will be reprimanded).

The children have a varied environment of hard, artificial and natural grassed areas with large and small play equipment, including climbing frames, play houses, a fort, outdoor classroom, chess board, picnic seating areas and quiet corners.

The school participates in the Free School Fruit and Vegetable Scheme for those in Reception, Years 1 and 2. Children in KS2 are permitted to bring a snack to school for morning break. As part of our healthy eating policy we ask the children to bring fruit, vegetables or buns and not crisps or sweets

Children should have hats and sun cream in the event of sunny weather, and will also need a water bottle.  We are grateful to the PTA who supply a water bottle for each child when they start school.

Lunch Time

Packed lunches (please note: we do not currently have kitchen facilities).Children in Reception, Years 1 and 2 are entitled to a free school meal (UFSM). This is optional and some parents prefer to supply their child with a package lunch, which should be kept in a box labelled with the child's name and class.  Please wrap sandwiches to avoid accidents occurring when the box is opened and ensure that drinks are contained in cartons or plastic bottles.  If you prefer to give your child a drink in a flask (not glass), make sure they can manage the screw top.  Also, please remember that water is always available, and that the mid-day assistants will give the children any help they require.

Some children are entitled to free school meals (if you receive any form of state benefit you may be eligible for them).  Details are available from the School Office.
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Extra Curricular Activities

Harlands has a long tradition of offering a wide range of extra-curricular activities to pupils, and at any time these will include a broad spectrum of sports, indoor/outdoor activities and music.  Activities vary from term to term, and full details can be found on the website.  Most of our activities are run by teachers, but we also have parents and coaches who give their time in this way.  There is usually a cost to cover these activities.  If you would like to run or help with an activity, we would be pleased to hear from you.

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Children are not permitted to wear jewellery to school. If your child has pierced ears, small stud ear-rings are the only safe type. Watches are the child's responsibility. Children should not wear transfers, make-up or nail varnish. We do not allow children to bring in mobile phones except in exceptional circumstances and with special permission. 

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Lost Property

This is collected in boxes in the infant and junior corridors. There are regular displays of lost property, usually on Friday afternoons in the infant playground, with any remaining items sold in the school second-hand shop or donated to local charities.

Managing lost property is a real difficulty for us. We will do our best to return named items to the owner, but please do not be surprised if we dispose of it within a week or two if it is not claimed. 

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Please go to http://www.harlandsprimaryschool.org/news/index.php  to see the full details about our uniform.

Children should wear well-fitting, dark-coloured leather (or leather substitute) shoes to school. High heels, platform soles or sandals with thin straps are not permitted for safety reasons. They should only wear trainers during PE sessions. Children should always wear socks, even in warm weather.

Children are expected to wear their uniform tidily. Hair should be off the face and shoulder length hair or longer should be tied up at all times to allow children to see their work properly and keep safe in moving around the school. The wearing of elaborate hair accessories is not encouraged.

Space on pegs is very limited. Children should not bring bulky bags to school. If they have a lot to bring to school, please provide a bag that collapses when empty.

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Head Lice

Please tell us if you notice head lice on your child’s head. In order to lessen the likelihood of re infestation, we will then inform all parents of children in that class so that they can check their own child’s head. In some circumstances, we may ask parents to collect their child for treatment. The school nurse is always willing to provide the most up to date advice on dealing with head lice.

Plaiting or tying back children’s hair helps to minimise the chance of infestation.

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In accordance with our first aid policy, it is expected that parents will come into school personally to give any medicine to their child.  It is only in exceptional circumstances or in the case of chronic conditions that the school will administer medicine.  No medicines should be in school other than for these specific medical needs.

Children who use asthma inhalers may keep them in the classroom. Each child should be familiar with the use of the inhaler and the class teacher will keep it in a readily accessible place.

If your child suffers from severe allergic reactions, and has been prescribed an Epipen and/or Piriton, the school will be able to hold these medicines, once the School Nurse has completed the necessary formalities.  Information about these children is displayed in school, with parents’ consent, to ensure that knowledge of their condition and treatment is widely known amongst both teaching and support staff.

Please also make certain that the school is aware of any significant medical condition affecting your child, and that both the teacher and the members of the office staff are informed of any changes that occur in symptoms, medication or treatment.

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First Aid

Children who need first aid can be treated in school for minor cuts and bruises. In the event of more serious injury, we will advise parents so that they can arrange the necessary treatment. If a child requires urgent treatment we will contact the emergency services immediately and inform parents as soon as we can.

If your child is sick, we will contact you and ask you to collect them. Please do not send your child to school if he or she has been sick within the last 48 hours.

We will also ask you to leave written details of where you can be contacted during the day, as well as for the name of a contact who can take responsibility for your child if necessary (eg grandparent,  neighbour, close friend). Please ensure that the contact details held in the school office are up-to-date.  Ideally, we like to have at least three named contacts for each child.

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Absences and Holidays

Please notify us in advance of any planned absences (including medical appointments). A form is available from the office. Please inform us by telephone by 9.30 am on the first day if your child is unable to attend school due to ill health. 

The school will be following West Sussex County Council policy in no longer authorising holidays during term time. We appreciate that some parents will continue to take their holidays during term time for a variety of reasons but in future these will be marked on the register as an unauthorised absence. By law, each school must keep a detailed record of authorised and unauthorised absences. If you have not completed a planned absence form, please notify us in writing of the reason for your child’s absence on return to school.

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Emergency School Closure

In the event of the school needing to close because of adverse weather or other emergencies, the local radio stations (Southern FM, BBC Southern Counties, Bright FM) are informed.  They will transmit this information, usually with their regular news bulletins, and also on their websites.

Regular updates on the closure situation will be posted on the home page of this website.  This will include information on activities that the school would like children to complete at home.

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School Outings and Journeys

Classes of children make regular trips from school to visit places of interest. These visits are closely linked to their studies. Recent visits have included Pizza Express, Brighton, the Bluebell Railway, Fishborne Roman Palace, Seven Sisters County Park and South Road in Haywards Heath. In the Summer Term the older children are able to go on a residential trip, accompanied by teachers. Destinations may vary from year to year, but the Isle of Wight is a firm favourite with children and staff alike.

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Staff arrange some very important educational experiences for pupils which, by their nature, take place outside regular school hours. These include sporting events and matches, musical performances and entertainments for parents or other audiences. When a child has been asked and has agreed to participate, we expect them to make the commitment to come to any rehearsals or practices and make every effort to be at the event itself. In this way they can learn the value of communal effort and the importance of not letting down other members of the team.

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Annual Events for the School Community

The school year follows the traditional pattern of the community. In addition, the PTA organise events annually so there is a definite yearly ‘cycle’ familiar to parents whose children have been at school for a while. However, as the school is a lively community, new ideas are welcomed and things change. For these reasons, please take this as no more than a guide.

Term                                               School Events                                          PTA Events
Autumn         First half                     Meet the Teachers
                                                        Harvest Festival                                        PTA AGM
                     Second half                Parent Consultation Appointments
                                                        Mid Sussex Cross Country 
                                                        Christmas Performances                         Craft Fair
                                                        Carol Service at St Wilfrid’s Church        Children's Discos

Spring            First half                  Parent Consultation Appointments             Pancake Race
                      Second half                                                                                 Quiz Night

Summer        First half                   National Curriculum Assessment
                                                      Year 6 residential visit                                Spring/Summer Fair
                      Second half              District Sports 
                                                       Open Day                                                   Summer Evening event
                                                       Sports Day                                                 Leavers  Disco
The academic year starts in September. A range of sporting fixtures is held during the Spring and Summer terms.

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Pupils will not generally be charged for materials used in the course of their studies. To fund activities such as school outings and swimming, we have to ask parents to make a voluntary financial contribution. However, without the willing support of nearly all parents, outings would not be viable. It is sometimes difficult for individual families to pay for every trip. As the trips provide an important curriculum opportunity, we do our best to support families experiencing financial difficulties from our own funds. Please contact your child's teacher or the headteacher if you wish to discuss this in confidence. We do not subsidise children from other families’ contributions. Trips are usually self-financing and we do not make a profit from them.

Any money or cheques should come to school in an envelope, clearly marked with the child’s name and purpose of payment.  However, wherever possible, we would prefer parents to pay using the secure +Pay system which is much easier for both parents and school staff.

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Behaviour Expectations

This is a guide for adults about the quality of behaviour expected from pupils.  Sometimes staff will overlook minor infringements but must not compromise on isses of safety or behaviour distressing to others.  A child has the right to a fair hearing when found doing something against the rules, but staff must not be deterred by excuses from dealing with the issue.  The action taken by adults should be in proportion to the seriousness of the infringement.  It is recognised that behaviour expectations should be consistent everywhere within the school.

*  Children should not bully, intimidate or undermine other children.
*  Children should be well mannered to everyone (each other and all adults).
*  Children should not use offensive language.
*  Children are expected to respond to the reasonable requests of adults without dispute.
*  Children are expected to show respect for the work and property of others.
*  Fighting and play fighting are not allowed.
*  Throwing stones is not allowed.
*  Children should walk in corridors and move around the school safely and quietly.
*  Children are expected to take care of their working environment.
*  Children are expected to show respect for the natural environment of the school.
*  Children must stay on the school premises and stay away from the car park.
*  Children are expected to settle quickly to their work.
*  They are expected to be responsible for classroom resources and tidiness and should be encouraged to develop independence.
*  Children should work at an appropriate noise level.
*  Children should act with courtesy towards others and respect their work and property.
*  Children should do their best and show pride in their work.
*  Children should line up quietly and sensibly.

Children will learn to follow these codes through the consistent example shown by adults.  The environment in which the children live and work is the responsibility of the teacher and the school.  It is, therefore, our role to make sure that we create an atmosphere that encourages positive attitudes.

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Rights and Responsibilities

Our school rules are to be referred to as our Code of Conduct.  With the one simple rule of "Respect", Rights and Responsiblities are used to break down and explain how we do this.  They aim to:

*  Improve pupil self-esteem.
*  Enhance pupil's more development.
*  Improve behaviour and relationships (reduce bullying, exclusion and improve attendance).
*  Nurture more positive attitudes towards diversity in society and reduce prejudice.
*  Develop pupils as global citizens.
*  Effect overall school improvement (including learning environment and academic standards).
*  Enhance job satisfaction for teachers.

Everyone in the school community is to be involved in the discussion and decision of these Rights and Responsibilities.

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Year Groups

We generally put children in two classes of the same age group. This pattern is likely to be maintained as long as Harlands has an intake equivalent to two classes. The infant classes are located in paired classrooms, with the teachers of each year group working very closely together in lesson planning, assessment and organisation. Because of careful joint planning the children in each age group can expect a similar curriculum. The teachers co-operate to plan for times of activity and quiet in each school day.

Year Name                  Age of Pupils               Key Stage                             Statutory Testing

E Y / Rec                       4/5                                 Infant                                      Foundation Stage
Year 1                            5/6                                 Infant      Key Stage 1 
Year 2                            6/7                                 Infant      Key Stage 1           Key Stage 1 Tests
Year 3                            7/8                                Junior      Key Stage 2 
Year 4                            8/9                                Junior      Key Stage 2 
Year 5                            9/10                              Junior      Key Stage 2 
Year 6                            10/11                            Junior      Key Stage 2          Key Stage 2 Tests

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The teachers in the school each have responsibility for a group of children, and plan the curriculum for the year with other members of staff. Each teacher will also have charge of a particular area of the curriculum and be expected on occasions to support colleagues. Staff development is very important. Teachers need to go on courses from time to time to keep up to date with the changes in the curriculum.  They are also required to have a certain amount of non-contact time each week;  this will be covered either by other teachers or Higher Level Teaching Assistants. We are fortunate that we have several “floating teachers” and can call on the services of other regular supply teachers who are well known to the school.

We also employ teaching assistants who work with the children in classrooms, or take them in small groups for some extra assistance in literacy or numeracy skills. 

During the lunch period, teaching assistants supervise the children. There is always a senior member of staff on duty during this time.

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The Governing Body is the group of people with strategic responsibility for the school. It comprises local government appointees, elected parents, elected staff governors the headteacher and community members. The Governors hold many committee/working group meetings throughout the year and the full Governing Body meets at least four times each year. They are responsible for major policy decisions and, if necessary, will deal with parents’ complaints. 

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Other Local Schools and Nurseries

Most of the children who join our school in the reception class have attended nursery schools and playgroups. We invite nurseries and playgroups to visit us to foster professional links so that children have a smooth transition to school. 

Harlands works within a net of all the other local primary schools that come together to provide mutual professional support. The staff of all these schools work to provide cultural, sporting and educational opportunities for all local children. Joint staff training sessions are also arranged frequently. We also meet with Warden Park Academy and Oathall Community College to discuss curriculum and organisational matters and support the transition of our pupils to secondary school. The majority of our pupils transfer to either of these two schools. 

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With its conversion to an Academy, Harlands is now financed directly by the Department for Education; the amount of money the school receives being largely determined by the number of children on the school’s roll. 

The school sets its budget annually. The most costly part of the school expenditure is salaries, but the budget must also cover rates, maintenance, all services and heating. In addition, these funds are used to buy the equipment and books needed for the classroom. 

The budget is usually very tight and school managers are very conscious of considering good value. Money raised by the PTA provides a welcome addition and is used to buy items that improve the environment the school offers the children.

The limited amount of Pupil Premium that the school now receives has been spent on a Forest Schools project.  However, the project has not yet been running long enough for the school to be able to assess its impact on educational attainment.

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Many services used by the school are now supplied by independent contractors or free standing departments of the local authority. From our delegated funding we are able to purchase services such as the grounds and property maintenance, financial and personnel advice as well as professional courses to support teaching staff.

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Transfer to the Juniors

Children tend to be more independent when they reach the juniors and this is reflected in aspects of school organisation. Unfortunately, this can also result in fewer opportunities for informal discussion between parents and teachers in the junior classes. Please visit after school if you wish to see a teacher about anything, or call at the office to arrange a meeting.

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Transfer to Secondary School

Our local secondary schools hold open days in September or October. This gives parents and children a chance to visit schools before making a decision about which one to apply to. Children are designated a school depending on their home address, but parents are free to apply to another school if they wish. There is an appeals process for any unsuccessful applications.

The majority of children transfer to either Warden Park School or Oathall Community College. We have an excellent programme of liaison with both schools. Teachers visit Harlands to meet the children and their teachers. Children are invited to spend a day at their new school in the Summer Term. Additional visits are arranged for children who may have extra anxiety about the transfer. 

The choice of a pupil's secondary school is entirely a matter for parental decision; our role is to offer parents information and support.

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Expressing your Concerns

Most problems that arise in school can be resolved by discussion between the parent and class teacher. The headteacher is also available to listen to parents’ concerns and consider possible solutions. Please do not delay contacting the school if your child is distressed about work or other children. Parents and teachers working together can solve most problems and provide each child with the support that they need. Many concerns can and should be dealt with at school level, particularly as problems chiefly arise out of misunderstandings about the school’s aims and the methods used to achieve them.

If you have a concern please approach your child's class teacher in the first instance, then the headteacher. The governing body is also there to assist you and will enquire into any complaint from parents. They may be contacted through the school office. A parent wishing to make a formal complaint can write to the Pupil Services Manager at the Area Education Office (the address can be found at the front of this book). The procedure for formal complaints is detailed in a guide for parents available through the school office.

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Open Door

We hope that parents will feel welcome to come to us with any problems or worries. Sometimes dealing with an issue at an early stage prevents problems later on. If you are concerned about aspects of your child's learning or behaviour, please see their class teacher or the headteacher as soon as possible.

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Parent Governors

The school governors are responsible to the community for the strategic management of the school. Five of them are parents of pupils at the school and have been elected by the rest of the parents. By coincidence, several others are also parents of pupils or ex-pupils at Harlands.

All governors, but particularly parent governors, are willing to advise and support parents. If you are interested in becoming a parent governor yourself, please ask for information from other governors or the school office. Each position is filled by election once every four years. A complete list of current governors can be found at   http://www.harlandsprimaryschool.org/parents/governors/    

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Parents Helping

Classroom help
Many parents (and some grandparents) come into school regularly to help in the classroom. Their activities include listening to reading and sharing books with children, art and craft work, support with computers and cooking. If you would like to offer your assistance, please talk to one of the teachers or ask at the office.  All helpers will need to complete a CRB check, which are now completed on-line.  Please book an appointment with the School Office to start the process off.

Help on visits
When we go on trips for safety reasons we need a much higher adult-pupil ratio than when in school. Please ask your child's class teacher if help is needed.

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Harlands PTA

The Harlands PTA has charitable status as a fund raising organisation. The money is used entirely for the benefit of children in the school. All parents and teachers are members. The committee is elected at the AGM in September. They hold many events that help the school financially and provide the opportunity for parents and teachers to meet each other informally. These include discos, quiz nights, bazaars, fetes and sales. The school is very grateful for the support of the Friends of Harlands, the hard work of the committee and the parents who give their support.

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Joining in with School Events

Performances In the course of the year many pupils will be involved in performances for parents. Hall space is limited so priority will be given to the parents of children taking part in the entertainment. We also ask that young children come only to daytime events.

We expect that parents of pre-school children or babies will take them out if they become noisy or restless. Failure to do so spoils the efforts of the children and is very irritating to other parents.

Harvest Festivals 
We hold traditional harvest festivals in the Autumn Term. In recent years, we have invited children to make cash donations to support charities like “Kids for Kids” and “WaterAid”.

Sports Events
There are many of these during the school year featuring sports that include football, netball, cricket, gymnastics and athletics. We are grateful for all parental support, particularly for transport to and from away fixtures. In the Summer Term we hold sports activities for all the pupils where the emphasis is on fitness, team spirit and physical confidence.

FundraisingWe believe it is important for children to learn about the needs of others, often less fortunate that themselves. We encourage them to arrange several fundraising events in the course of the year.

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Car Parking

Unfortunately, space for car parking outside the school is very limited. Despite road markings and frequent reminders some people still park illegally, causing danger to children and frustration to others. Residents of Penland Road (and other nearby roads) obviously prefer not to have their drives blocked!

Parents are not permitted to use the staff car park when leaving or collecting children. (An exception is made for people with a registered disability. Please inform the school office.)This is to minimise the danger to children from cars using the school drive. In the interest of safety the school sometimes runs a “name and shame” scheme, publishing the numbers of careless parkers in the school newsletter in order to deter thoughtless drivers. We pass the registration numbers of persistent offenders to the police.

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Health and Social Services and the Police

Pupils are entitled to a medical check that takes place at school – in most cases with the school nurse. Parents are always invited and have the opportunity to discuss their child with the nurse. The school works closely with the Health Authority and the Social Services on behalf of individual children or their families when the need arises.

The West Sussex Police Force has a designated Community Police Officer for schools. We welcome this liaison, believing it is important that pupils have the opportunity to meet the police occasionally and listen to their advice in the familiar environment of their school.

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The Town Council

We have been pleased to participate in local community events organised by the Town Council. These include the Remembrance Service, Citizenship Week and other municipal events.

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Latest News
  School Governors
Please look at the Governors tab under "Parents" to find updated information on the governing body for this academic year.
  Parents Guide to the National Curriculum
This useful guide can be found on the Parents/Curriculum Forecast page. In addition, the Spring term curriculum forecasts have been added. (Updated 12/01/2017)
Please note that for events for parents held during the day time, there is NO PARKING available on the school site. Visitors need to be aware that there are parking restrictions around the immediate school vicinity between 9.00-10.00am and 1.00-2.00pm, so please allow sufficient time to park elsewhere and walk to the school.
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Site updated 17/04/2018

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