Prospectus
Dear
Parents/Guardians,
On behalf of the
Governors and staff may I welcome both you and your child into our family. I
believe that I have been richly blessed to be given this opportunity to serve
the needs of our local community.
The Board of
Governors and staff will do all in their power to make your child’s stay at
our school as happy as possible. We will endeavour to provide high quality
learning at all times. I set very high standards for leadership, learning and
teaching.
Good discipline is the key to a happy
school therefore I do not accept any behaviour or language which will lower
standards in school. Your child will be treated with respect at all times and,
if required, disciplined in accordance with our discipline policy.
Self-discipline will be highly valued and rewarded within school.
The prospectus has
been designed to give you some basic information about our school. It is hoped
that we have covered all the relevant aspects of school life. During the year a
review of all policies and procedures will be carried out and the information
contained within the prospectus will change to reflect the changing needs of the
school.
These changes are required to meet the
challenges of the Human Rights Legislation and the Freedom Of Information Act,
as it applies to children. You will be kept up-to-date with any changes, which
are relevant to you or your child. The Governors and staff will be committed to
the rights principles set out in the European Convention on Human Rights and the
United Nations Convention on the Rights of the Child.
It will be my
intention to have an open door policy at school where parents and staff work
together to enhance the quality of learning for all pupils. Parents, children
and staff will have an opportunity to comment on the quality of learning and
leadership in school. This will be carried out using a questionnaire whenever
you child reaches primary 3 and repeated in primary six.
The following
quote from Professor John West-Burnham encapsulates my philosophy of education.
“If culture is
the personality of an organisation then a quality school is restless, constantly
questioning, never satisfied, challenging norms and believing that things can
always be better.”
·
Leadership.
·
Shared
vision and goals.
·
A
learning environment.
·
Concentration
on teaching and learning.
·
Purposeful
teaching.
·
High
expectations.
·
Positive
reinforcement.
·
Monitoring
progress.
·
Pupil
rights and responsibilities.
·
Home
school partnership.
·
Learning
organisation.
The
choice of your child’s school is a big responsibility and I encourage you to
pray for the right decision to be made on their behalf. If you wish to find out
more information please feel free to make an appointment to see me during
school.
Mr. W. M. Tate (Cert. Ed., B. Ed., Dip. Ed. L., MBA, MCMI,
FRSA)
Principal
Prospectus
PRINCIPAL: Mr.W.M.Tate (Cert. Ed., B. Ed., Dip. Ed. L., MBA,
MCMI, FRSA)
CHAIRPERSON:
Rev. Dr. R. Crooks
Our
Learning Promise
Our mission statement is
expressed as a promise to help promote a common language and understanding of
learning. It will guide both our future learning in school and in the community.
We promise that we will:
Our promise is based on
the work of Professor Howard Gardner in the area of "Multiple
Intelligences". He believes that there are a number of areas that can be
called "Intelligences or Talents" that need to be developed in
everyone. Intelligence is not fixed and the latest advances in technology has
shown that it can be developed and increased throughout our lives.
Gardner defines
intelligence as, the capacity to solve problems or to fashion products that are
valued in one or more cultural settings. All cultures value different types of
intelligences our society has had too much dependence on a very narrow view of
fixed intelligence. We believe that all our children have a range of
intelligences and we will develop these during their time at school.
Pupil's Learning Charter
“Learning to live our dreams”
How we will keep our
promises to you.
We will both love and
care for you within our school family.
We will help you to be
happy both with yourself and others.
We will always have time
for you if you want to talk.
We will spend time
listening to your ideas.
We will help you to love
learning.
We will help you in your
search for wisdom.
We will help you improve
your learning everyday.
We will learn together
and you will help me live my dreams.
We will help you to live
your dreams.
GENERAL
INFORMATION
The school was established in 1965 and accommodation
includes bright spacious classrooms, music, science and mathematics resource
rooms, a comprehensively stocked and re-furbished library and a staff resource
area which houses a full range of reprographic equipment.
A 12 PC computer Suite adds to the facility of three – five
computers in each classroom allowing access, not only to other rooms within the
school but also to the world beyond via the Internet. T.V. Rooms and a large
P.E. Hall complete the attractive layout of the main school.
An integral modern two unit nursery ensures that pre-school
pupils benefit from a structured programme before they transfer into the main
school. School meals are prepared and served in the adjoining kitchen and dining
room.
At present the staffing of the school consists of Principal,
twelve assistant teachers, one part-time Special Needs’ teacher, three Speech
and Language Therapists, two nursery teachers, three nursery assistants and a
further six classroom assistants. A dedicated team of clerical staff, caretaker,
cleaners and supervisory assistants ensure that the highest standards are upheld
at Belvoir.
The general aim of the school is to provide pupils with
a curriculum which enables everyone to reach his or her full potential
intellectually, morally, socially, physically and aesthetically within a caring
and happy environment. The importance of Science, Mathematics and English is
stressed as a vital foundation to a broad and balanced curriculum, which enables
staff to use their wide range of experience and expertise in a creative manner.
Out-of-school gymnastics and swimming are offered as an
integral part of the P.E. curriculum. Emphasis is placed upon pupils developing
confidence and self-respect and at all times they are encouraged to display
consideration for others. An integrated programme of residential and
non-residential educational visits are organised to broaden further the
curriculum and extend the learning experience of the pupils. All pupils are
expected to wear the school uniform. Extra-curricular activities are varied.
They include soccer, netball, hockey, mini-rugby, cricket, drama, recorder
groups, brass band, choir and scripture union.
An active Parent/Teacher Association plays an important
part in fostering cordial relations within the community. These relations are
reinforced by close contact with local churches. Parents are encouraged to be
active collaborators in their child’s education through formal and informal
discussions. The Board of Governors is most supportive of the work of the
Principal and staff, actively encouraging new initiatives and maintaining a
healthy interest in the affairs of the school.
Application forms may be obtained from the school. The
Board of Governors will be involved in the application of the criteria for
admission.
We an Integrated Department for children with speech
and language difficulties. Staffed by 3 teachers, three classroom assistants and
2 Speech Therapist, this caters for children with speech and language
difficulties within the SEELB area in an integrated mainstream setting.
Parents' Charter
We
can achieve great heights by working together.
·
Children will receive an Education that caters for their Physical,
Intellectual, Social and Spiritual Needs.
·
The interactions within school will be subject to Human Right's
Legislation.
·
The school will be an
inclusive school meeting the requirements within the SENDA, Special Educational
Needs Disability Act, legislation.
·
Pupils will be treated with respect and courtesy within a well
disciplined school.
·
Whenever required pupils will be disciplined as defined in the Discipline
Policy.
·
Parents will receive one written progress report per year.
·
Parental interviews with the class teacher will be offered tafter the
report is issued.
·
All parents seeking an interview with the principal, or his
representative, will receive one within two school days.
·
All complaints will be dealt with on the day that they are reported to
the school and you will be informed of the outcome.
·
Parents, governors, staff
and children will be held accountable for quality work standards.
·
All children will have the opportunity to sit external exams.
·
All children will receive consistent high quality learning and teaching.
·
Every child will have equal access to the curriculum.
·
The same curriculum will be
offered to both boys and girls.
·
Schemes of work and policy documents may be inspected by appointment or
viewed on the internet.
·
An Annual General Meeting will be held each year.
·
All school finances will be published annually and an explanation may be
sought from the Principal.
·
A monthly news sheet or letter will inform parents of important
information.
Parents are an integral part of a child’s education. At
This is done in a variety of ways:
Preparation
for School:
·
Parents
are invited to attend the school in June to discuss and receive information on
how they can help prepare their child for P.1. Many of our children are already
well prepared having come through our Nursery Unit (so are the parents!).
Curriculum
Evening:
·
Also
at the start of each year you are invited into school to meet your child’s new
class teacher, and find out a little about plans, targets and expectations for
that year.
Communication:
·
Parents
are informed daily about the progress of their child in class through the
Homework Dairy. This is a two-way means of communication, and is used by parents
who wish to pass on information regarding a child.
Reporting:
·
Consultations
are held twice a year when parents are invited to come and discuss their
child’s progress with the class teacher. A written report is sent home in
June.
Parent Teacher Association
We are fortunate to have an active PTA. The Association
are not just responsible for raising money for the school through fund-raising
events, but also provide the opportunity for parents, teachers and children to
come together on social occasions and information sessions. Work is done through
the endeavour of an enthusiastic committee. Parents are encouraged to support
all PTA events. We in
Belvoir believe in utilising any skills that particular
parents may have. We ask for assistance in costume making, supervision on school
trips etc. etc. If you feel you have a particular skill to offer, please let us
know!
COMING
TO SCHOOL
·
Pupils
must use either the small gate in the infant playground or the gate in the
senior playground.
·
In
the interests of safety no-one is allowed to walk through the car park.
·
If
children are permitted by their parents to come to school by bicycle. The
bicycle must be wheeled in and the school will accept no responsibility for
bicycles left on the premises.
Parents bringing children to school by car must leave them
off at the appropriate gate.
IN
SCHOOL
·
P.1
- P.3 - Pupils will remain in the playground until the bell rings at
·
P.4
- P.7 - Pupils will remain in the playground until the bell rings at
·
On
wet days all children will be admitted by a member of staff at
·
With
the exception of wet days, no-one is allowed in the school building at break and
lunch times.
·
No
running is allowed in the corridors.
·
No
fighting or rough play will be permitted.
·
In
the winter-time, no playing on the grass.
Nursery and infant children must be collected promptly from
the school premises.
OTHER
POINTS
Punctuality
& Attendance
·
Good
punctuality and attendance are essential ingredients for a good educational
progress. Pupils, therefore, should not be absent from school unless they are
ill.
·
Medical
appointments, where possible, should be arranged for times outside the
school day.
·
Any
other absences are recorded as “Unauthorised Absences”.
·
In
the case of illness etc. we must insist that parents send an absence note to
their child’s teacher, so that we may accurately complete our new computerised
attendance records.
Special
Needs
We have a teacher responsible for organising the provision of
Special Needs throughout the school. Children with special educational needs are
catered for, as far as possible, within the classroom environment. Those
children who require additional help are given individual assistance by a
part-time Special Needs’ Teacher.
School
Uniform
·
Pupils
should present a neat and tidy appearance - to this end school sweatshirts,
poloshirts and waterproof fleeces may be ordered from the school.
·
All
children should wear the
·
Suitable
clothing - shorts, t-shirt, gym shoes - should be brought for PE lessons.
The
School Day
·
The
first bell rings at
·
Break
is from
·
Lunch
is from
·
School
finishes at
Religious
Education
Religious Education is provided for all classes. Weekly whole
school Assemblies, hymn singing, in-class provision, weekly visits from local
clergy, visits to local churches, special Assemblies, and our Christmas Nativity
reflect the ethos of the school.
Any parent who wishes to withdraw their child from R.E. is at
liberty to do so, after consultation with the Principal.
Pastoral
Care
Our pastoral care policy aims to create a supportive
atmosphere in the school for the pupils and their teachers. Parents are
encouraged to join with the teachers in showing a caring commitment to every
aspect of school life. Parents are invited at regular intervals to discuss their
child’s progress and welfare with the teachers. The wealth of information from
the parents, teachers and supporting services (school nurse, doctor, dentist) is
invaluable in helping the school promote the learning and development of each
pupil.
Pastoral Care Includes Circle-Time
For All Classes.
CIRCLE-TIME: A
DESCRIPTION
Circle-time is a way of supporting children and enhancing
self-esteem, of making a safe environment in which to take risks, to explore
feelings, to discuss conflicts in a non-blaming, non-punitive way and a process
that encourages children to believe that they are worthwhile people.
It is a time to foster a caring group feeling where each
member is valued and valuable, where each child gets a chance to speak and more
importantly a chance to be listened to. Circle-time is a time for children to
discover more about themselves, their strengths, feelings, preferences, as well
as discovering more about their peers. It is accomplished by affirming the
positive attributes of self and others. It is a time when children find out more
about themselves, what they are capable of and how they relate to one another.
There are lots of serious, lively discussions where feelings
are discovered, explored and accepted. Children come to realise that if they
understand themselves, it will help them to understand others better. The value
of co-operation and friendship is examined and emphasised using practical
activities so that children (and the teacher) are involved in experiential
learning.
Bullying.
The
school operates an anti-bullying policy and promotes positive discipline.
It will be defined a any
behaviour that makes another pupil in school feel unhappy, threatened or
frightened.
Reporting
procedure in school:
1. Pupil/pupils to class
teacher or support staff
2. Pastoral Care Teacher
3. Principal – Mr Tate
4. Chairperson – Dr.
Crooks
5. Statutory Agencies or
Police, as required
Mr. Tate is the senior
person responsible for Pastoral Care both he and the Pastoral Care Teacher, Mrs
Stewart, have been trained to cope with all reports of a pastoral nature. The
Assistant Principal and Chairperson are also closely involved in the process.
Where an adult in school
is involved, statutory legislation will be followed.
DISCIPLINE
At
We have two main rules:
·
Try
not to hurt anyone by what we say or what we do.
·
Don’t
do anything to anyone, you wouldn’t like done to yourself.
The success of our discipline policy will be judged by:
Children behaving properly on their way to and from school;
Children moving in an orderly manner about the school;
An orderly atmosphere conducive to good learning/teaching
being apparent within each classroom;
Children showing at all times, courtesy and consideration for
each other.
Children relating to one another in a supportive manner
within class and also during the time spent in the playground or classrooms
during mid-morning and lunch-time breaks;
Children showing respect for adults and displaying good
manners;
The care taken by children of books and materials supplied by
the school as well as their own property;
How the children treat the school buildings and surroundings,
and the wider environment;
The children’s pride in their own appearance and
cleanliness;
The children having a positive self-image;
The attitude the children display towards their teachers and
work given;
The progressive development of self-discipline, initiative
and self-reliance in our children;
The degree to which the school is respected by the local
community;
Where there are good relationships within the classroom,
where the curriculum is sufficiently challenging, then good behaviour is the
norm. A child-centred approach to teaching and an effective pastoral system help
maintain good discipline.
The co-operation of the parents is vital for the maintenance
of high standards in pupil behaviour; punctuality, personal appearance, having
the proper equipment for learning and adequate preparation of homework.
When a child demonstrates poor behaviour, it often stems from
personal problems or difficulties. It is important to look for the reasons for
the behaviour in order to provide a lasting solution to the problem. The school
also has a range of sanctions which will be used, where necessary, to encourage
good behaviour. If problems continue to arise parental consultation is sought.
Please remember too, that an upset at home can cause your child to behave
differently at school just as worry over school work can cause you problems at
home. Please let us know of any situation that may affect your child’s
behaviour.
Drugs
School’s Policy on education in relation to drugs.
There are two focuses: Prevention and Protection.
·
Prevention: Drugs education is integrated within the existing cross-curricular theme
of health education. It provides opportunities for pupils to develop their
knowledge and understanding of the use, misuse, risks and effects of tobacco and
alcohol and their effects on health and lifestyle. Senior pupils have used the
Smokebusters Programme.
·
Protection: Teachers are made aware of their roles and action to be taken in the
unlikely event of a suspected incident of drug misuse of suspected possession of
drugs on school premises. The response of the school will reflect both sanctions
and counselling.
THE
NEW STAGES OF THE PRIMARY CURRICULUM
The
primary phase comprises:
The
Foundation Stage: Years 1 and 2 of primary education.
Key
Stage 1: Years 3 and 4.
Key
Stage 2: Years 5, 6 and 7.
STRUCTURE
OF THE PROGRAMME FOR KEY STAGES 1 AND 2
The curriculum for Key Stages 1 and 2 is set out in six areas of learning
comprising:
1
The Arts (including art and design, music and opportunities to incorporate
drama);
2
Language and
Literacy (including talking and listening, reading and writing and
opportunities to incorporate drama);
3
Mathematics and
Numeracy (focusing on the development of mathematical concepts and
numeracy across the curriculum);
4
Personal
Development (focusing on the development of emotional development,
learning to learn, health, relationships and sexuality education, understanding
in the local and global community);
5
Physical Education
(focusing on the development of knowledge, skills and understanding in a range
of physical activities);
6
The World Around Us (focusing on the development of skills and knowledge in
geography, history and science and technology).
Homework
Why do we give homework?
It gives a child an opportunity to practice or extend what
he/she has learned in class. He/she is given a chance to find out things for
himself/herself. It may be preparation for new work in school the next day.
Homework gives parents the opportunity to see what their child is doing in
school.
From the very early days at school, encourage your
child by taking an interest in his/her work and talking about it. Early in the
P.1 year, children will be bringing home books for you to read together and
discuss under the guidance of the teacher. He/she will build up a vocabulary and
progress to a reading book. Praise is important and the child should be
encouraged to enjoy reading.
In P.2 homework, spellings and tables will begin in the
second term. This is the start of more formal homeworks set at the discretion of
the class teacher.
In P.3 homework may consist of written work, either English
or mathematics, reading or project research and spellings normally set on four
evenings per week.
In P.4/P.5 your child will have reading, spellings and tables
every night and a written homework from Monday – Friday.
By P.6/P.7 your child will be working on practice materials
in preparation for the Transfer Procedure (11+). This will mean spending longer
on homework than had hitherto been the case.
Please do not do the homework for him/her, but any assistance
you can give is invaluable. You may supplement the set homework by encouraging
your child to read. In this regard there is usually no lack of reading material,
both in class and in the local library. Allow the child to talk about what
he/she reads. Don’t let him/her be a compulsive T.V. watcher. Teachers are
always willing to advise on reading materials for their particular groups or
classes.
SPORT
Sporting
Aims
To develop sports skills.
To create the personal qualities of self confidence,
leadership and self control.
To be aware of the benefits of sport and sports activities in
terms of healthy life-styles and physical well-being.
To learn to work with and against others, developing a sense
of team spirit, co-operation and respect of rules.
To provide opportunities for social interaction between other
pupils and teachers.
To encourage communication and self expression and develop
thinking and decision making skills.
To give enjoyment and encourage leisure activities.
To provide an opportunity for children to develop a sense of
confidence and safety in water and to learn to swim.
To provide a wide range of sports and sporting activities for
all children.
Key Stage 1 classes have 2 x 20 minute periods in the school
Physical Education Hall or playground per week.
Key Stage 2 classes have 1 hour in the school Physical
Education Hall or playground per week.
In addition to this, each class attends Belvoir Activity
Centre for a series of gymnastics lessons with a qualified coach.
P.5 children go swimming at Queen’s P.E. Centre. P.6 &
P.7 children go to the Robinson Centre for swimming.
Sports
available to pupils
·
Basketball
(mixed) Cricket Hockey (mixed)
·
Rounders
Soccer (mixed) Netball (girls) Swimming Mini
·
Timetabled
physical education includes:
·
Dance
·
Educational
Gymnastics
·
Games
·
Hockey,
Netball and Soccer teams from our school regularly compete in tournaments with
other schools with great success.
Children
look upon it as an honour to represent the school and they do so with pride.
Charging
and Remissions Policy
The following policy has been drawn up in response to
Articles 127-138 of the Education Reform Order (N.I.) 1989 and taking into
consideration the Related Guidance contained in DENI Circular 1989/91.
The valuable contribution that a wide range of
additional activities, trips and residential experiences can make towards
providing a broad and balanced curriculum for pupils is recognised by the Board
of Governors.
The continued provision of these activities is viewed by the
Governors as optional and they reserve the right to cancel activities if
voluntary contributions do not cover the main costs.
The Board of Governors shall seek voluntary contributions in
support of school activities both during and outside school hours, residential
or non-residential. Parents will be informed that the activity is dependent on
voluntary contribution and cannot be funded without them.
The Board of Governors also reserve the right to use a third
party to charge parents for activities, in so doing they will not in any way
contravene the school’s responsibility to provide the statutory curriculum or
a safe environment for all the pupils.
The Board of Governors reserves the right to charge in
the following:
Educational visits in school hours
The board and lodging elements of educational visits deemed
to take place within school hours. Such charges will not exceed the actual costs
of board and lodgings for that actual pupil.
Activities outside school hours
The Board of Governors will charge the full cost to
each pupil of any activity deemed to take place outside school. Such visits
might include:
·
Visits
to sport and leisure facilities.
·
Theatre,
cinema or concert visits.
·
Visits
to competitions or sporting fixtures.
·
Visits
to museums and other places of educational interest.
Charging
in kind
The Board of Governors may charge for ingredients and
materials if parents have indicated that they wish to own the finished product.
(e.g. Cookery Club)
Other information regarding the School can be found on
our website at www.belvoirparkprimary.org
THE
AREA BOARD
The school is under the control of the
South Eastern Education and Library Board
TELEPHONE NUMBER: 028 90566200
The area board publishes information about education in its
area, and a copy of this can be obtained from the above address.
The SCHOOL ADDRESS:
TELEPHONE NUMBER: 028 90491810, FAX NUMBER: 028 90492356.
E-MAIL info@belvoirps.belfast.ni.sch.uk,
Website: www.belvoirprimaryschool.org
THE STAFF
·
Principal: Mr.W.M.Tate
· Assistant -Principal: Mrs Russell
·
Head
of Key Stage 1: Mrs.R.Russell (SENCO)
KEY STAGE 1 TEACHING STAFF
·
Mrs.A.Hazley
·
Mrs.J
Stewart
· Mrs. Russell
·
Mrs.H.Coates
· Mrs.J Price
· Mrs. K McKnight
KEY STAGE 2 TEACHING STAFF
·
Mrs.
J. McVeigh
·
Mr.R
Smith
· Mr.B Tate
· Mrs.C Brown
·
Miss
R.McAuley
· Mrs C. Fleming
·
Mrs.
K Mcknight
·
Special
Needs Teacher: Mrs.
K Martin
·
Classroom
Assistants: Mrs. O. Moore, Mrs. D. Lennon, Mrs.K. Paul, Mrs. G. Hamilton, Mrs M
McCracken.
·
School
Secretary: Mrs.A.Cobbe
·
School
Caretaker: Mr.E.Menice
In addition to this, cleaners, supervisory assistants
and kitchen staff make up the staff team, dedicated to the education and
well-being of the children.
THE
BOARD OF GOVERNORS
The Board of Governors for
BOARD REPRESENTATIVES (2)
· Cllr. Mr C. Tosh
·
Mr.
J. Beattie
PARENTS’ REPRESENTATIVES (2)
· Mrs. S. Allen
TRANSFERORS’ REPRESENTATIVES (4)
·
Rev.
Dr. R. Crooks
·
Canon.
T. Keightley
·
Mr.
C. Scott
· Mr.G Anderson
TEACHERS’ REPRESENTATIVE (1)
· Mrs McVeigh
The Chairperson is Rev. Dr. R. Crooks.
The Principal, Mr W.M.Tate acts as Secretary to the Board.
The Board serves a four year term of office.