1. Blewbury C of E Endowed Primary School 2013/14 Prospectus “Pupils have positive attitudes to learning, are respectful and polite to staff and friendly towards each other.” Ofsted 2012

2. WELCOME MESSAGE Dear Prospective Parent, Welcome to Blewbury School! Perhaps you have already talked to friends, looked at the website or visited our school; the purpose of this prospectus then is to outline to you the most important aspects that make Blewbury School distinctive, while also telling you about more general aspects of the education we offer. It is fundamental to the aims of our school that we educate children to equip them for the needs of a society and workforce that has yet to develop. Our education is very thematically based and interactive; children are involved in learning skills to enable them to make decisions and to gain knowledge. We emphasise the close tracking of pupil progress so that learning can be well matched to individual pupil ability, allowing us to offer support for those children with specific or generalised needs, as well as recognising particular gifts or talents. In recognising talents, it is important that we give opportunities for development across all areas of learning. At Blewbury, therefore, we place a great deal of importance on both creative and performing arts, linking with theatre and music groups, artists and writing groups. We encourage our children to take part in art activities in situ including creating water colours. We also offer a full range of competitive sport, and encourage pupils from 7–11 to take part in a range of activities from sports hall athletics to football and rugby. In the last year we have had particular success in cricket, swimming and sports hall athletics. We encourage our younger pupils to take part in after school sports clubs. Most of our classes benefit from the services of highly trained sport’s coaches. In this 21st century, it is vital that an international dimension features in the life of a school, so not only do we embed international awareness into our daily curriculum, but we also have close links with three other European schools and a school in Uganda. We are one of only 4 or 5 schools nationally to have gained their fifth International School Award., we are very proud of this achievement. To summarise, our teaching is active and designed to accommodate children with different learning styles. It embraces technology and aims to start a pattern of life-long learning. We encourage all of our children to develop independence and self-discipline, which helps both their self-confidence and self-esteem. We are really embracing the ‘Learning to Learn ‘ culture and encouraging the 5Rs – Responsibility, Resourcefulness, Resilience, Reasoning and Reflection. If you haven’t already visited, do please make an appointment to come and have a look for yourself and see why we are so proud of our school. Yours sincerely, Marion Mills Head Teacher September 2013

3. ABOUT US Blewbury is now a Voluntary Controlled School. Recognising its historic foundation, the school will continue to preserve and develop its religious character in accordance with the principles of the Church of England and in partnership with the Church at parish and diocesan level. The school aims to serve its whole community by providing an education of the highest quality within the context of Christian belief and practice. It encourages an understanding of the meaning and significance of faith, and promotes Christian values through the broad range of experience it offers to all its pupils. Class Contracts Agreed class contracts form a major part of our behaviour strategy. These are formulated each year with every new class and are age relevant whilst relating to general expectations of: kindness and helpfulness, trying your best, looking after our school and each other, listening, respecting differences and being honest. Blewbury Charity School opened on 25 th March 1707 for 50 children following an endowment by William Malthus, a rich merchant who had been born in the village. The school was to provide clothing and an apprenticeship scheme for local trades. Provision was also made for a school house which was built in 1709. Only poor children were admitted and they received £1 a year for clothing at the rate of 1d a day, 6 days a week, for 40 weeks a year. The present school was built in 1963 and 1970. “I like the class contracts approach from reception onwards – it’s very good”. Parent Survey 2013

4. MISSION STATEMENT have self-esteem which enables continuous development as responsible members of society, with the knowledge that their actions and reactions impact on the lives of others reach their potential as individuals be self-reflective, highly motivated, independent, life-long learners who reach their potential academically accept and understand people with different beliefs, needs and circumstances care for and respect each other, our school and the wider environment be recognised for their individual talents and achievements and be able to recognise those of others have an understanding of the fabric and structure of our community develop spiritually and have a growing knowledge of the Christian faith and values be able to work, communicate and express opinions together as part of a team To fulfill these aims we incorporate the following missions into our daily practice:- Be an inclusive school community. Provide a broad and balanced curriculum and ensure an enriching programme of extra-curricular activities and visits. Enable success through the provision of well-matched learning targets, giving opportunity for the development of diverse learning skills, including an ability to use ICT. Provide opportunities for children to develop self-esteem, self-discipline and responsibility. Provide opportunities to use and nurture talents within the school, enabling both self and peer recognition. Provide regular opportunities for individual, class and whole school discussions and for children to develop relationships within school, in the local partnership and globally. Ensure that parents, friends, staff and governors work together to give support, a unity of purpose, a work–life balance and to provide resources within the classroom. Ensure enhanced staff development and opportunities, including partnership initiatives and training. Ensure that each child is given opportunities for interaction within the community and the ability to value its unique situation. Ensure that each member of the school community has an active involvement with St Michael’s Church and the opportunity to take part in collective worship. We aim that our pupils should:

5. HIGHLIGHTS FROM 2012/13 School Christmas Lunch Sport Inspiration Day –Tag Rugby Class 2 on the Bouldering Wall Class 4 – Blewbury Quilt Dragon’s Den – Healthy Snack Demonstration Where’s Wally – World Book Day

6. HIGHLIGHTS FROM 2012/13 PLANNED HIGHLIGHTS FOR 2013/14: KS1 visit to Warwick Castle Life Education Bus KS2 Adventure Weekend on the Isle of Wight Inspiration Days and Weeks throughout the year Teachers and pupils visiting Italy and Germany focus on food and games Teachers and pupils visiting from Germany, Poland and Italy Year 3 residential visit to Stow-on-the-Wold, Year 4/5 visit to Shropshire and Year 6 activity visit to Shropshire Foundation and KS1 Nativity Play Vikings Sail into Class 6 Vikings Everywhere ! Winners of Didcot Year 4/5 Cricket Competition Year 6 Production, ‘Chaos Theory’- Written by themselves

7. CLASSES FOUNDATION STAGE CLASS “Pupils make particularly good progress in reading. This is because the school has an effective system for teaching pupils to read unfamiliar words through blending sounds.” Ofsted 2012 Teaching Assistant: Ms Jo Latto (bottom left) Teaching Assistant: Miss Holly Winterbourne (bottom right) Teacher : Mrs Nicky Galbraith (main) This year the class has 22 children and we are looking forward to getting to know everyone. I take the lead in the Foundation Stage, Science and D&T. From strong foundations the children will flourish and develop independently, both academically and socially. The Foundation Stage team endeavours to provide a safe, friendly, play-based activity curriculum, with an emphasis on the teaching of skills that encourage independent learning. We have a variety of trips and visits during the year, including within Blewbury Village. Foundation Stage is the beginning of a child’s school career and the cornerstone their development. It is very important for both children and parents to feel confident and safe in the Foundation environment.

8. CLASSES CLASS 2 / YEAR 1 Teacher: Ms Becky Sheppard (main) Teacher: Mr Dan Smith (inset right) Teaching Assistant: Miss Jodie Costello “Pupils who may be disabled or have special educational needs also make good progress because they are regularly assessed and tasks are planned to meet their needs. They are also effectively supported in their learning by teaching assistants.” Ofsted 2012 The Class 2 team this year consists of 24 children and three adults. We enjoy a practical curriculum and regularly go on class trips, making the most of our local environment and the wider area. This year we have trips to Warwick Castle, Pizza Express and Bournemouth in the pipeline. Literacy is Ms Sheppard’s area of specialism and she has responsibilities for this across the school. She loves story time and enjoys sharing favourite books (hers and the children’s) with the class. Last year this led to many child-initiated drama performances and books made for the book corner. Mr Smith teaches in class one day per week whilst Ms Sheppard has non-contact time to undertake her school SENCO role. Miss Costello provides support throughout the week. Mr Smith also teaches Modern Foreign languages throughout the school, as well as taking a lead on Learning to learn and International work.

9. CLASSES CLASS 3 / YEAR 2 Teacher: Mr Tom Buddingh (left) Teaching Assistant: Mrs Kerry Law (bottom right) Teaching Assistant: Mrs Leanne Parry (bottom left) Mrs Sue Macdonald – support teacher Yr1-4 Hi, I'm Tom Buddingh and I teach Class 3. On Monday afternoons the children are involved in Ignite Sports, as well as drama in terms 1, 3 and 5. During the alternate terms the children are taught drumming at this time. On Thursday afternoons Mr Smith teaches the Class German and Miss Batin teaches Science. I am particularly interested in a child centred approach to learning and I am looking forward to our learning adventure. Classes 2 and 3 share the same themes. So the teachers plan together and then develop programmes of work to suit the needs of the individual classes. They share joint trips which include Warwick Castle, Bournemouth and Pizza Express, as well as using the village which offers many opportunities for hands-on learning.

10. CLASSES Teacher: Mrs Kerry White (top) Teacher: Mrs Alex Jacob (middle) CLASS 4 / YEAR 3 & 4 Teaching Assistant: Heather Lambourne (bottom right) Teaching Assistant: Mrs Tracy Gregory (bottom left) There are two exciting residential trips planned. In the autumn term there is an activity weekend at the Kingswood Centre in the Isle of Wight, where children will participate in outdoor and adventurous activities, while learning to work together as a team. In the summer term, the Year 3 children will stay in Stow-on-the-Wold and the Year 4 children will go to Shropshire. Class 4 this year will be taught by two teachers. Mrs Jacob is in her second year at Blewbury and brings varied skills having taught in India for several years. She enjoys the creative arts and has extensive cultural knowledge. Mrs White is a member of the Senior Leadership Team and has Teaching and Learning Responsibility for Curriculum Development. She takes a lead on PE, Geography and History, and leads the team responsible for Creative and Physical development (PE, Art, Design & Both teachers believe that children learn best when they are having fun and are actively involved. Mrs White will continue to have a leading role coaching and organising the school sports teams. Technology, Music and Foundation Stage). This year there are 24 Year 3 and 4 pupils in the class and they are looking forward to their first theme ‘Bread’ where they will look at the innovation of Bread making both through time and across cultures. They will visit a farm and a mill and will find out about a bakery as well making bread.

11. CLASSES CLASS 5 / YEAR 4 & 5 Teacher: Miss Sophie Batin (main) Teaching Assistant: Mrs Tracy Murphy (inset right) Teaching Assistant: Mrs Debbie Ritson (bottom) Teaching Assistant: Mrs Catherine Lawrence “The curriculum is broad and balanced with subjects linked together well through the different themes.” Ofsted 2012 This year, the 23 Year 4 and 5 children in Class 5 have four adults working with them. Miss Batin teaches for four and a half days a week, with the help of Mrs Murphy, Mrs Lawrence and Mrs Ritson. The children also have Mr Smith, who specialises in languages, teaching them Italian for part of an afternoon. Miss Batin’s degree specialism is science and so she is pleased to be sharing the role of science coordinator with Mrs Galbraith, and ICT coordinator with Ms Mills. She is also excited to be running an after school science club. This gives an opportunity to share her love of science and get to know some children from other classes in the school. She is also passionate about the environment, so is eco- coordinator this year. Miss Batin is delighted to be part of such an enthusiastic class team who are determined to take responsibility for their learning, increase their independence and enjoy their time at school! Mrs Fliss Davda – KS2 Support teacher

12. CLASSES Teacher: Miss Becky Costello (main)Teaching Assistant: Ms Jo Latto (bottom middle) Teaching Assistant: Mrs Gemma Woollard (bottom right) Teaching Assistant: Mrs Leanne Parry (bottom left) CLASS 6 / YEAR 5 & 6 This year Ms Costello will be teaching in Class 6, supported by an experienced teacher, Mr Smith, and three experienced TAs: Mrs Woollard, Ms Latto and Mrs Parry. The whole team is very enthusiastic about providing work that is exciting, challenging, and personalised to meet the individual needs of the children. In addition to class-based learning, children in Class 6 will have the opportunity to participate in a variety of trips and residential visits throughout the year; all of which are designed to reinforce concepts and bring learning to life. The Class 6 team work hard to ensure that the children in Class 6 act as positive role models for the younger children in school. The team also understands how important it is that all children reach their full potential, both academically and socially, ready for their transition to secondary school. The team will work hard to ensure that all children are equipped and ready for this next phase of their education. Ms Costello holds a teaching and learning responsibility for inclusive education. She takes a lead within the school on Mathematics and PSHE (Personal, Social and Health Education) and she is also a member of the senior leadership team.

13. CURRICULUM Within schools the curriculum taught can be considered ‘explicit’ – tangible subjects connected with the National Curriculum and beyond – and ‘implicit’ – which seeks to develop the whole child and is a reflection of the ethos of a school. At Blewbury School we ensure that our curriculum provides opportunities for all pupils to learn and succeed: providing success through the provision of well-matched teaching, and individual learning targets ensuring provision of opportunities for technological development providing opportunities for the development of diverse learning skills to enable the children to reach their potential as individuals; providing a broad and balanced curriculum ensuring continuing staff development and training to help them achieve high academic standards; ensuring an engaging curriculum and programme of extra-curricular activities and visits to create self-critical, highly motivated, independent, life-long learners. We know that to achieve their potential, children need to be enabled not only to develop knowledge, skills and understanding, but also to think creatively and critically. We need to promote innovation and enterprise so that children can develop leadership and team skills which will equip them as citizens and workers in the future. We achieve this by: seeking to make learning enjoyable; appreciating that children learn in different ways and ensuring that lessons incorporate a range of styles, facilitating aural, visual and physical learning; enabling children to work with staff to assess their own progress; knowing that knowledge, understanding and skill development are all-important, and developing a thematic approach to learning that actively involves children; promoting interactive experiences with visitors and visits, which provide not only expertise but also opportunities to learn in different ways; searching out opportunities and taking part in events locally, across the county and nationally, encompassing sports, arts and music; greatly valuing the residential experience and providing opportunities for the children in each of their four Key Stage 2 years; offering a wide range of extra-curricular opportunities to meet the diverse needs of our children. Essential to the learning of this ‘explicit’ curriculum is the development of enduring values, preparing children for the opportunities, responsibilities and experiences of life: promoting participation through class discussions and school councils ensuring that parents, friends, staff and governors work together to support and enhance the school to learn to care for and respect each other, our school and the wider environment; enabling the development of relationships with schools in the local partnership and globally being an inclusive school community to accept and understand people with different beliefs, needs and circumstances; ensuring that each child participates in community activities and that the local area is used as a resource for learning to have an understanding of the fabric and structure of our community; providing opportunities for children to be actively involved in collective worship and develop an understanding of worth in their daily lives to develop spiritually and have a growing knowledge of the Christian faith; providing opportunities for children to develop self-esteem, self-discipline and responsibility. to enable continuous development as responsible members of society, with the knowledge that their actions and reactions impact on the lives of others.

14. CURRICULUM “Since the previous inspection, the school has maintained the good quality of teaching, increased the rate at which pupils develop their writing skills and improved the role of the governing body in monitoring standards and challenging senior leaders. These developments show that the school has good capacity to improve further.” Ofsted 2012 “The school works well with other local schools to provide an extensive range of extracurricular and sporting activities that parents, carers and pupils really appreciate.” Ofsted 2012 What makes our curriculum different? Our curriculum is exciting because we work to a theme and link our work together in cohesive units, not as individual subjects. The children are excited and engaged, they are active learners, using skills which help them to transfer their learning and equip them for life in the 21st century. They become experts in their study. Life isn’t divided into subjects and neither is our learning. Children are taught how to gain knowledge and skills rather than concentrating on chunks of facts that can be forgotten. Come and see.… We have fun learning. Themes for 2013/14: Class 6 – Explaining their healthy snack to the ‘Dragons’! Foundation Stage investigating ‘ice’ Key Stage 2 ‘Innovation’ is the overriding theme for the year Bread – from grain to loaf Structures - how the Romans changed our lives. Inventions – past, present and future Key Stage 1 Houses and Homes Light and Dark Seasons Toys Dish of the Day Seaside Foundation Stage Nursery Rhymes, Autumn, Light and Dark, Bears, Christmas Winter /penguins, Once upon a time, Family/Friends, Spring/ Easter Food and farming Water Summer

15. CURRICULUM ENGLISH (Literacy) The children’s learning centres around developing the following: Speaking and listening skills These are used extensively across all curriculum areas to aid discussion, and help children to work collaboratively and express thoughts. Reading There is a strong emphasis on the use of phonics to start reading skills, as well as using picture and context clues. Further skills involve inference, deduction and prediction – all skills which are advanced through the thematic approach. There is a wide variety of books available for the children to experience the joy of reading. Children are encouraged to bring a book home every evening and share it with a parent. Skills are reinforced through guided reading. Writing – composition, style, punctuation and grammar (including developing motor skills such as handwriting and spelling) MATHS (Numeracy) Children start by building up their understanding of numbers and then when they have developed some understanding of pattern, place value and the number system, they start to calculate. Children start to use algebraic conventions from an early stage. All the way through school the learning of number bonds to 10 then 20 and 100 are vitally important, followed closely by the need to learn and know tables both as multiplication and division facts. Pupils write across a range of genres/styles. ‘Talk for Writing’ is used to develop both confidence and ideas. Children learn to formulate stories, create reports, write instructions, describe events and use many more fiction and non-fiction formats. Active involvement in a theme, reading for research and drama, as well as other first-hand experiences, all enable writing for real effect. Literacy is a vital skill because it enables all children to build their self-esteem through experiencing success as readers and writers. Well-developed literacy skills help children succeed in many other curriculum areas. Reading allows children to access new thoughts and new worlds. It develops imagination and empathy, and provides rich models for the children’s own writing. Guided reading and writing supports the sharing of ideas and the development of skills. Children are encouraged to learn doubles, halves and near doubles and to use deductive reasoning. The children explore 2D and 3D shapes, spatial awareness, measures, probability and data handling, which involves graphical representation. The children are expected from the start to use mental maths and consider strategies for solving problems. They learn to make notes/jottings to aid their mental calculations and only when the numbers become too large will they be encouraged to work out their calculations on paper

16. CURRICULUM SCIENCE The science work covered at both Key Stages 1 and 2 is based very much on scientific enquiry, exploration and investigation, and the skills of observation, asking questions, obtaining and presenting evidence through fair testing and evaluation. All of these areas follow on from the grounding already developed in the Foundation Stage. The areas of focus follow those closely associated with Biology, Chemistry and Physics. They are: Life processes in plants and animals Habitats Healthy living Material properties/material changes Sound and light Electricity Forces Earth and beyond Once again, these are taught through the themes if relevant and viable; otherwise they are taught discretely. ICT (Information Communication Technology) ICT is used within lessons and taught as a discrete subject. Each classroom has an interactive whiteboard which is an integral part of the presentation of work. The school currently has a computer room with sixteen computers but this will soon be replaced by trolleys with laptops and iPads, as well as having at least two computers in each classroom. We also have a set of 30 mini notebooks for use in Key Stage 2. The children learn to communicate using pictures and words, databases and spreadsheets, as well as developing musical scores, creating storyboards and mind maps. Children are encouraged to use digital cameras and movie cameras and to view their own pictures and films on the interactive boards or incorporate them into multi-media presentations and there are also opportunities to create animations. GEOGRAPHY Geography is covered mostly through our thematic work, incorporating rivers, coasts, mapping, climates, mountains and environmental issues, among other areas. Children find out about their own locality as well as contrasting it with others. This is done by visiting other local areas such as Wantage and the Ridgeway. Our Year 4 and 5 residential visits also emphasise this with their locations in contrasting localities such as Shropshire or Cheddar. HISTORY At Key Stage 1, history teaching focuses on children’s own living memory, and beyond this to their grandparents and distant past. They learn the importance of placing events and objects chronologically and begin to ask questions to find out more about places. They start to build up an empathy with people from the past and realise that there can be more than one interpretation of any situation or series of events. The younger children sometimes focus on familiar situations to find out more about the past, such as houses and homes in Blewbury, old toys, and the local Iron Age hill forts. The older children also make local studies but might focus on the school or the church as well as the village in general. They study aspects of Ancient Egypt and Ancient Greece, Invaders and Settlers, as well as Tudors, Victorians and Britain since the 1930s. We may focus, for example, on being an archaeologist, creating a Greek city, children in the war, or Victorian holidays; once again, focusing on gaining historic skills rather than trying to learn a multitude of facts. KS2 Viking Day

17. CURRICULUM DESIGN TECHNOLOGY The children follow a cycle which involves planning to a brief, making prototypes, building the finished product, and then reviewing their work. They need to work to create structures as well as making malleable materials; some of these should have mechanical parts. The children also need to focus on food technology. Briefs are grounded in the theme and can be an important part of problem-solving. ART Art involves drawing, painting, modelling, sculpture and printing. Children should gain the experience of working with different media and understand the techniques needed to use these different materials. They look at the work of other artists from this country and around the world. Sometimes work might start with a concept, looking at an artefact, or from observations. The children are encouraged to use good quality materials, and again the context will be relevant to the year’s themes. MUSIC Children are encouraged to sing within their curriculum lessons as well as composing and producing graphic scores. They listen to the work of a variety of composers. Sometimes music- making will be linked with art and/or dance. The three KS2 classes take part in whole class drumming sessions, learning both African drumming and Samba rhythms. There are also opportunities to learn the violin, guitar and wind instruments. This year all of Year 3 will learn violin or cello as a whole class. The children have the opportunity to perform by producing class assemblies as well as Christmas celebrations, and the Year 5 and 6 production tends to be a musical. The Year 1 children sing with other schools in the Federation, as do the Year 3 children. The oldest children perform in the Didcot Music Festival, and the School Choir enjoys performing. a week during school time. This covers games skills, dance and gymnastics at Key Stage 1 and in addition, includes swimming, athletics and outdoor activities at Key Stage 2. Several classes receive specialist teaching through Ignite Sports Group. We plan the timing of lessons in order to support the importance of exercise, fresh air and the need to exercise various parts of the brain in order to aid concentration and achievement. We also use ‘10 out’, which means ten minutes of quick exercise outside between more intense studying periods. We also take part in a great number of inter-school sports activities, as well as challenging children to PHYSICAL EDUCATION As a school, we emphasise sports, ensuring that all children are scheduled for 2 hours of PE compete within school.

18. R.E. (Religious Education) At Blewbury School we follow the Oxfordshire Agreed Syllabus: this means that we learn both about religion and from religions. Our work is mostly Christian-based, but at Key Stage 1 we also learn about Judaism. In addition, at Key Stage 2, we also learn about Islam and Hinduism. It is particularly important that the children in our school, where there is little cultural diversity, learn about the way that other people live their lives, and try to understand more about their beliefs, as well as deepening their understanding of Christianity. The school is linked closely with the church and the associated Rector, Father Jason, who leads acts of worship in school and is willing to be interviewed by the children about his job. The areas studied include the major festivals, buildings of worship, religious artefacts and beliefs. CURRICULUM PHCSE (Personal, Health, Citizenship and Social Education) We place real importance on emotional intelligence and the understanding of our actions, helping children to develop personally and socially in order to become good citizens. Pupils are encouraged to be able to express opinions and contribute during ‘circle time’ as well as developing their class contracts. This helps with decision-making during class meetings. Our school holds ‘Sparkes’ Club which meets weekly, and helps to organise ideas around the school. Our oldest children entertain the local senior citizens when they come for Harvest Tea, which all the children in the school help to make and bake. These older friends are also welcomed to lunches throughout the year and in particular at Christmas. We create links throughout the school when we have book buddies, or classes which walk together to Church. Our Year 6 children follow an Injury Minimisation Programme for Schools (IMPS) based at Abingdon Hospital and a Junior Citizens course. At Blewbury School it is very important to us that children succeed in all aspects of their lives. In order to do this, it is essential that we both respect and encourage the varying intelligences that our children possess. We give certificates of recognition each Friday which celebrate work and actions. Our Year 6 children act as peer mediators to help resolve friendship issues for the other children within school. They do this using a format which is called peaceful problem solving. Our ‘Learning to Learn’ programme will also promote skills of responsibility and resilience. HOMEWORK POLICY The link between home and school is vitally important; as such, the regular completion of work at home forms a crucial element of this mutually supportive process. It is important that children understand the necessity for a regular commitment to extra study without it becoming a burdensome activity which is counterproductive to the active learning in school. So we do expect: the regular sharing and reading of books, the learning of phonics or spellings, the learning of number bonds and tables; but we try to make the rest a little more interactive for parents as well. You may become involved in maths investigations or games and you will be expected to help your child with projects connected to the theme. Some recent examples include: studying and making models of an area of Ancient Egyptian society; such as pyramids, gods, burials, etc. making models of volcanoes creating a new Greek God. By giving parents notice of the themes, it is also hoped that family visits may support study. We also encourage families to use the websites and programmes that we have purchased for home and school use, such as www.gridclub.com (username: blewbury/password: endowed)

19. EXTENDED SCHOOLS Under the previous government there was a strong emphasis on extending the school day and providing activities during holiday time as well as maximizing the use of the school facilities, often through external clubs and providers. This has been found to be very beneficial to schools and has enhanced many community links, as well as addressing the issues of the working day for many parents. Much of the money to support these activities has now been cut, but we hope to continue with established good practice. Blewbury School works closely with the other schools in the Didcot Partnership, which includes the two secondary schools, as well as six town schools and six village schools, plus a standalone nursery school. This gives us strength by being able to pool expertise, provide a wider range of opportunities for both children and parents, and also gives us some coordinated buying power in order to receive the best possible value from both services and facilities. Childcare – the school directs parents and carers to local facilities such as child-minders and nurseries. For example, Little Acorns day nursery in West Hagbourne is open from 08.00 till 18.00, takes children up to the age of 7 and we can offer a drop off service at the end of the school day using our minibus. Early Morning Club – we provide this facility from 08.00, with children needing to arrive by 08.15. The cost is a minimal £1 a day, with different activities being offered, such as: wake and shake, orchestra, ICT, puzzles and games, cycling proficiency, construction and karate (which is organized externally). (For the end of the day, see ‘Varied Menu of Activities’ below). Holiday Clubs – most holidays there are either clubs running at school (such as Ignite Sports or Karate/Judo Camps) or we make the children aware of the vast number of opportunities locally. Activities usually run from 09.00–15.00 with the possibility of extension until 17.00. Community Access – the school is used by local drama groups, the VPA and sports facilitators. We have hosted the WI and launches of books published in Blewbury. We have also held Blewbury Festival of Art, which is a community activity. Parenting Support – we currently have a trained Parent Group Facilitator on the staff. The Didcot Partnership of Schools has two Home School Link workers who are able to offer support and guidance, and as a school, we can request their time. If needs arise we can offer courses for parents on understanding that the way you talk to your child can make a fundamental difference to the end results. Our staff also offer curriculum support evenings throughout the year; these include Maths, Literacy, ICT, Science, SEN and PHSCE issues such as bullying, drugs education or peaceful problem solving. Early Intervention and Integrated Services – in Didcot we have an established network between Health, Social Services, Education and other family and child professionals. If your child or family needs help we operate a ‘Common Assessment Form’ (CAF), used by whichever service takes the first referral. This ensures a common understanding of needs, and once assessments are made, the most appropriate profession will take a lead. Our school also works closely with the Early Intervention Hub in Didcot and has access to the local Children’s Centres. Varied Menu of Activities – we offer sports activities across all ages; these may include the following at different times of the year: ball skills, football, netball, rugby, hockey, rounders, athletics, cricket, and multi sports. We also offer choir, drama, art, science, construction, ICT, needlework and cooking. These vary each year and depend on teacher choice. We always offer karate (three times a week), and have at times accessed tennis coaching and archery. Our curriculum is also extended to include: Key Stage 2 outdoor activities trip in November each year Year 3 residential visits – typically to Stow-on-the-Wold and the Ridgeway Youth Hostel. Year 4 and 5 residential visits – typically to Shropshire or Cheddar Year 6 - to an activity-based centre Year 5 and 6 children may also have the opportunity to travel abroad as part of our European Comenius Project. (There is some funding set aside to help support these activities)

20. INTERNATIONAL LINKS At Blewbury School it is fundamental to our approach that we enable our pupils to be citizens of the world and to develop an understanding of similarities and differences across nations and peoples. We wish to give our children contact with people from other countries and to use the knowledge that we gain from these encounters directly in our curriculum, so that, for example, when we have to compare villages or communities in a contrasting country, we can do this from real knowledge and experience. Although the work forms part of the curriculum, we are fortunate that the British Council funds all of our European links. We have also been fortunate that there has been a funding stream for our Ugandan links; this has enabled our teachers to visit Butagaya school in Uganda and also has enabled reciprocal visits to be made. We are currently seeking other grants to enable us to continue with these active links. There are several strands to our international dimension. INTERNATIONAL SCHOOL AWARD This is the highest level award for schools that can demonstrate that the international dimension is embedded in their curriculum. We are proud of the fact that we have now received this five times. LIFE-LONG LEARNING COMENIUS PROJECT This opportunity to link with other European Schools is advocated as a vehicle for promoting future cohesion across Europe and helping pupils to understand the rich diversity of our continent. Blewbury has been privileged to have co-ordinated several projects. We have now undertaken two three-year projects; firstly with schools in Italy and Greece, and then our project ‘Fit for the Future’ with Sweden, Poland, the Czech Republic and France, plus, for the first year, Spain. The project was extremely dynamic and has been acclaimed around Europe for both its subject content and its pupil involvement. The three-year project was developed to help pupils in all schools to become ‘Fit for the Future’ and culminated in an International Eco Charter. We have since completed another two year project. This time we were linked with the Czech Republic school from our previous project, and also joined by a school from Sieburg in Germany and one from Martina Franca in Italy. Our project was called the ‘Active Arts Arena’ – its main aim was to develop various creative arts forms and to share and present these on a specially designed website – www.activeartsarena.eu. Teachers and pupils from each country visited each other and we participated in workshops, animations, sculpture, dance, drama and music. We finalised this project with a festival in the town square of Martina Franca, Italy. Ten of our children took part.www.activeartsarena.eu Our latest project is ‘My way, your way, Euro way’ and compares traditions, festivals, food, crafts and art, then puts these ideas together at project meeting workshops to create some joint ideas. In England we had an art workshop and created a joint picture showing the skyline of three countries plus their architecture. “A wide range of international links, for example with a school in Uganda, not only helps pupils appreciate other cultures but develops their moral empathy and social understanding of other communities around the world.” Ofsted 2012 Each award is credited for three years, and we are one of only a handful of schools in the UK to have achieved this award five consecutive times. We have also received a special 10-year award for active participation between 1999 and 2009. In our latest portfolio, we were to include major events such as Didcot Partnership International Day, a visit from an African ‘Angels’ choir, and our theme looking at contrasting localities and living with extremes of weather, as well as our Comenius work,

21. RESIDENTIAL VISITS Residential visits are a real strength of Blewbury School and we are quite exceptional in the variety and extent of the experiences that we offer our pupils. The staff at the school understand the value of these trips and support them as a vehicle for developing self-confidence, independence, self- esteem as well as ‘Responsibility’, ‘Resilience’ and ‘Resourcefulness’. It also supports the spiritual, moral, social and cultural development of our pupils. Our inclusive ethos is a strong part of our residential visits strategy and pupils are not excluded for health, special needs or financial reasons. We prepare our children for these experiences by ensuring that they are able to access well organised day visits during Foundation and Key Stage 1. Each year all of the Year 3 – 6 children are offered the opportunity to attend an adventure long weekend at one of the Kingswood Centres that we use around the country. We travel in November when the centres are quieter and cheaper, in November 2013 we will take 65 children to the Isle of Wight. The children will get opportunity to take part in climbing, abseiling, zip wire, archery, fencing, go- karting, caving, team challenge, problem solving and orienteering. This year we will also have a session on the beach. The pupils will work in 6 teams each with adults from school as well as instructors. Our Year 3 children have an opportunity to attend a trip, reasonably locally, in the summer term. In 2013 the visit was based at the Ridgeway Youth Hostel, Wantage. In 2014 it will be at Stow-on-the- Wold Youth Hostel. Last summer, on their four day trip, the pupils visited Wantage including the museum, walked to the Hostel, had an art day, walked to Lattin Kiln Down for an Environmental Day and finally explored White Horse Hill and Wayland Smithy. Quite an action packed four days! Our Year 4 and 5 children go further afield. In 2013 this trip was to Cheddar Youth Hostel, for four nights and next year it will be to Stokes Barn, Much Wenlock, Shropshire. Last summer we visited Clifton Suspension Bridge and @Bristol on route, we travelled on the West Somerset Railway and explored Watchet and Minehead beaches. We visited the caves in Cheddar Gorge and walked around the gorge. We had a day at Wells Cathedral which included watercolour painting and then visited Farleigh Hungerford Castle on the return home. Our Year 6 children have a more adventurous slant, this year completing Water Sports at South Cerney, Cheltenham and in 2014 they will go to Shropshire where we work with a private accredited provider.

22. ECO SCHOOLS We work hard to foster the desire to be eco-friendly as part of caring for our school and environment: children drinking water more regularly; boxes for recycling in each classroom; a large recycling bin for much of the school waste; a regime of turning off lights and computers when they are not needed; composting our waste from fruit eaten at school; a school travel plan which has resulted in bike shelters, a new path within the village and a walking bus. The latter is fully insured and supervised by volunteer parents, meeting and leaving the green on Bridus Mead daily at 8.20am; the provision of cycle training each year, encouraging parents and children to ride to school; using our school minibus to transport pupils from Upton; developing our wildlife area; introducing more environmental science. Our next initiatives are to consider how to handle food waste from school. The children have regular input from the Wild Waste Show and we make links with the village’s ‘Sustainability’ group. We aim to link our Eco work to wider and more global perspectives. We monitor the use of the smokeless kitchen we supported in our link school in Uganda and following on from our ‘Fit For the Future’ International Eco Charter, we wish to continue these pledged actions. Apple Juicing Walking Bus International Eco Charter Two pupils to monitor lights and water, outside and inside, and turn off switches and taps. Put up reminder signs and turn off all equipment when not in use. Challenge each class to recycle more waste and use less unnecessary paper. Gather rainwater in the school and around to water plants. Throw away less food in the cafeteria. Wear warmer clothes before turning up the heating. Daily bus service from Upton village

23. INCLUSION EQUAL OPPORTUNITIES At Blewbury School equality of opportunities is an inherent part of our ethos. We treat everyone fairly and all activities and opportunities are open to all pupils. Our curriculum has the flexibility to be inclusive whilst still supporting the needs of children who require support, or offering challenges to the most able. Children are valued for their varied intelligences and the different teaching styles used throughout the curriculum by all teachers are carefully matched to enhance pupil learning, whichever their preferred learning style. Children respected in this way grow to respect both similarities and differences between themselves and visitors. SEN (Special Educational Needs) In all schools there are some children who arrive at school already having been identified as having some delay in the development of language, movement, or the following of instructions. Sometimes this improves in the school environment, but for others they will need extra support in order to assist them through school. Other children will make slower progress than their peers, taking longer to learn to read or write or calculate in maths. Teachers will differentiate the work to support these children but if they fall outside of the target group for support it will be recognised that they have Special Educational Needs. These children will be provided with extra support and activities to target their area of need. Sometimes these will be achieved in a group work situation and sometimes with one-to-one support. Progress is formally reviewed with parents and children at meetings three times a year. For some children these interventions may prove insufficient to improve their rate of progress and further advice will be sought from outside agencies. Some children may need support to manage their behaviour and these children will be provided with an Individual Behaviour Plan (IBP), outlining targets agreed between teacher, parents and pupils. In order for a child to be put on the Special Needs Register, their difficulties need to match with objective criteria which are the same for all children at their age. This ensures entitlement for children whatever school situation they are being educated in. Sometimes children are given a Statement of Educational Needs by the Local Authority. This may provide some extra funding and will specify exactly the type of support the school must provide for the child. All teachers aim to make education inclusive within their classrooms and the wider teaching environment. Children always have areas of success and we make every effort to celebrate these. GIFTED AND TALENTED Within a school there will be a number of children that show talents which are very noticeably more highly developed than those of their peers. These may be in literacy or maths but could equally be in art, music or PE. They can also be inter-personal, when a child shows exceptional understanding of others or intra-personal, when they have an unusually mature understanding of themselves. Every effort is made to provide for and encourage children to explore this talent further. This will often involve working with pupils from other schools. Within the classroom, more in-depth questioning and enhanced expectations can serve to challenge the child appropriately. At Blewbury we pride ourselves on including all children and enabling them to make significant progress. “Every pupil is respected and valued enabling them to show well developed personal skills, good behaviour and keen moral awareness.” Church Inspection 2012 “Pupils feel safe in school and respond well to the good teaching they receive, with behaviour being typically good both in classes and around the school.” Ofsted 2012

24. RESULTS Key Stage 1 – Aged 7 – Year 2 The National Curriculum KS1 levels range from ‘Working towards’ (W) to the highest level, which is 3. Teachers make assessments and then use standardised tests to confirm their own decisions. The average child is expected to reach level 2b in reading, writing and mathematics, and level 2 in speaking and listening, and science. The graphs compare the Blewbury 2013 results with the 2012 national results. A total of 16 students were assessed this year; therefore each child represents 6 percentage points. This can lead to some volatility in the year-on-year results. Key Stage 2 – Aged 11 – Year 6 Well done to everyone for their hard work in Year 6. A total of 23 students were eligible to sit the tests this year, which can lead to the same statistical volatility noted above. Also note that Science was dropped from the SATS tests after 2009. Percentage of students achieving the expected standard in each subject. Percentage of students exceeding the expected standard in each subject. Percentage of students achieving the expected standard in each subject.

25. PTA Blewbury School PTA would like to extend a warm welcome to new families joining the school. Over the years, the association has been very active, both in a traditional fundraising role, and in creating opportunities for parents, staff and friends to get together and enjoy themselves at informal events (just as important as fundraising!) 2012/13 was a very good year, with over £11,000 raised in total. The association consists of all those who have children at the school, and we hope that everyone will come to some of the social events and meet other parents and staff in a more relaxed setting than is usually possible during school time. Come along and try our children’s bingo evenings, school discos, Christmas Fair, Summer Fair and other exciting events. We hold class cake stalls each term which we combine with a second hand uniform sale. Each year parents volunteer to be on the committee which organises these events. This is hard work but very enjoyable. ATTENDANCE Our pupils enjoy Blewbury Primary School and we often have difficulty encouraging them to leave at the end of the day! Our attendance is very good and we have a very low incidence of absence through illness. Our attendance has only usually been interrupted for holidays. The government have changed the regulations as there are strong links between attendance and achievement. Parents need to be aware that holidays if taken will now be recorded as unauthorised absence, the head teacher only having the discretion to authorise an absence in exceptional circumstances. Parents are required to fill in an ‘application for holiday’ form but should anticipate that permission will not be given. Each school is set a target by the county. Our target for 201/13 was to achieve 96.5 % attendance; i.e. a 3.5% absence rate. PARENTS AND SCHOOL We welcome parents into school to help in the classroom. Often they help with reading and giving extended individual time to pupils, but they might equally work with a cooking, art or sewing group. Please do not be afraid to share your skills. Parents also enjoy helping with visits, whether it is into the village for the day or on a residential trip. Parent helpers will be asked to complete a CRB check whether they help in school or drive a car for trips. This forms part of our risk assessment process for Health and Safety. We will ask you as parents to pay towards visits and visitors for your children, but we try to subsidise some of these events and we are often helped by the PTA. Contributions are voluntary but events can only run if sufficient funds are received. It is possible to confidentially approach the Head Teacher for a grant towards costs; this is allocated according to need. No charge is made in order to subsidise other families. Parents may bring children into school in the morning provided they leave before register time and wait outside the classroom at the end of the day. Concerns can be raised with the teacher but it will be easier for them to give you time at the end of the day. You will receive a regular newsletter and parent interviews are held in November and February. For the Foundation Stage children there is an additional meeting in June. You will also receive a written report at the beginning of July. Parents also make a strong link every day by supporting pupils with homework, especially reading in the earlier years. Both teachers and parents can communicate through the reading record books or homework diaries. PARENT AND SCHOOL PARTNERSHIP “Every pupil is respected and valued enabling them to show well developed personal skills, good behaviour and keen moral awareness.” Church Inspection 2012 AttendanceAuthorised AbsenceUnauthorised Absence 96.6%3.3%0.1%

26. PARENT AND SCHOOL PARTNERSHIP Blewbury Church Endowed Primary School Home School Agreement Student As a parent I will… see that my child goes to school regularly, on time and properly equipped inform the school as soon as possible if my child is absent encourage my child with homework and other opportunities support the school in its ethos and encourage high standards of social behaviour by reinforcing my child’s contract inform the school, in a timely manner, about any concerns or problems that might affect any aspect of my child’s education attend parents’ evenings and respond to letters and reports welcome teacher support Signed by Parent The head teacher, staff and governors will… maintain a school which is a caring, healthy and safe environment celebrate achievements and progress and provide opportunities to develop self- esteem provide a broad and balanced curriculum, with clear aims and learning objectives, meeting individual needs always encourage high standards of social behaviour communicate regularly on curriculum issues and the daily life of the school be available, by prior appointment, to discuss any issue relating to your child provide regular formal parent interviews and an annual written report. welcome the opportunity to work in partnership with parents and the wider community Signed by Teacher As a pupil I will… help to create a class contract which sets out the expectations for learning and behaviour in my class always follow the agreed contract whether in my class, learning elsewhere in school, or representing my school at other events, activities or trips, etc have the correct attitude to learning, knowing that - I must: keep trying; use all the resources available to me; take responsibility for my own learning; take risks by trying new ideas and if I don’t succeed, think things through and learn from my mistakes Signed by Headteacher Governor

27. HEALTHY SCHOOLS DINNERS We run our own catering services and employ our own catering staff who provide a personalised service. The choice and quality of the meals is excellent and adheres to the ‘Food Standards for Schools’. Dinners are charged at £2.20 per day and can be paid weekly or preferably termly. We also have the facility to accept payment by card in person or over the phone, via our website, with cash, cheque or payment by standing order. We do try and encourage all children to have a hot lunch during the day. Refunds or credits will be given if your child is absent from school and you have already paid for a school lunch. The menu below is one of four used on alternate weeks. PACKED LUNCH If children bring a packed lunch to school, it should be well balanced and healthy in line with our Healthy School Award. Sweets are not permitted; neither are fizzy drinks. FREE DINNERS If you are on income support, Job Seekers’ Allowance or some Child Tax Credits you are entitled to free dinners. Many free meals go unclaimed each year because parents do not claim their entitlement. We urge you to take up the free school meal option as this has a direct effect upon school funding. The school office can help with this matter. HEALTHY SNACKS Fruit and/or vegetable snacks may be eaten in the playground during the mid-morning break but not biscuits or crisps. Foundation and Key Stage 1 children also receive free fruit and vegetables in the afternoon. On Friday School runs a healthy tuck shop. Milk is also available in school; this is free to 4-year-olds and approximately £2 a week for all other pupils. We actively encourage the drinking of water, and to this end, a water bottle is given to each child by the school at the start of their first term. Week BMondayTuesdayWednesdayThursdayFriday Main Course Homemade Smokey sausage casserole Homemade country mince Roast pork, Yorkshire pudding & gravy Homemade Italian ham shells Pork sausages or fish fingers Vegetarian alternative Cheese & tomato pizza Homemade Verity’s vegan shepherd’s pie Homemade Cheese & potato pie Homemade macaroni cheese Vegetarian sausages AccompanimentNew potatoes Garlic bread & spaghettiRoast potatoesBaguetteOven chips VegetablesSweetcornBroccoliGreen beansSweetcorn Peas, baked beans Green beansSweetcornCarrots Mixed vegetables & spaghetti hoops Salad & Bread Salad sticks, coleslaw & bread roll Tomato salad, coleslaw & bread roll Green salad, coleslaw & bread roll Mixed salad, coleslaw & bread roll Green salad, coleslaw & bread roll Dessert Homemade golden crisp and fruit juice Homemade peasants pudding Homemade berry and ice cream smoothie Chocolate mousse Choc ice Additional dessert optionsFresh fruit, fruit yoghurt and cheese & crackers every day

28. KEY DATES THE SCHOOL DAY All children in England and Wales have to be at school for a minimum amount of time each day. For the younger children this is slightly less time, but mindful of the inconvenience of different pick-up times, we facilitate this by having an extra playtime in the afternoon. Foundation Stage children do not legally have to attend full time until the term after their fifth birthday; e.g. after Christmas for September to December birthdays. We offer pupils the flexibility of attending all day, leaving at the end of the morning session, or staying for lunch and then going home. We are happy for pupils to build up their time, but not to backtrack. 08.30 Gate open 08.45 Register 08.45 –12.10Classroom time 15 minutes Break is taken during the morning, at a time appropriate for each class 12.10 – 13.10Lunch time 13.10 – 15.15Classroom time Foundation / Key Stage 1 may choose to take a playtime 15.15 End of school There are clubs every day after school running until 16.00/16.15. Early morning clubs start at 08.00. THE SCHOOL YEAR Children are required to be in school for 190 days a year. Teachers have an additional 5 days, called INSET days. These are in-service training days and help teachers to work together on new skills or plan new activities. Our school year is split into 6 terms – 2 in each of the autumn, spring and summer. There is always a two-week break at the beginning of April; this doesn’t always align with Easter. If this is the case then pupils will have Good Friday and Easter Monday off from school in addition. 2013/2014 Term 1:4th September – 25th October Term 2:4th November– 20th December Term 3:7th January – 14th February Term 4:24th February – 4 th April Term 5:22th April – 23rd May Term 6:2nd June –18 th July Maths Puzzle Day – Working together

29. SUPPORT STAFF Finance Officer: Mrs Rosie Goldby Administrator: Mrs Tracy Silverthorne Assistant Administrator: Mrs Alison Garraway Lunchtime Supervisors: Mrs Margaret Lamble, Mrs Trina Upston, Mrs Lisa Haynes, and Mrs Carina Jezzard Catering Staff: Mrs Margaret Pritchard Mrs Carol Blackett Cleaning Staff: Mrs Trina Upston Mrs Morwena Mercer Mrs Lisa Haynes Caretaker: Mr Andrew Mills Carol Blackett Margaret Pritchard Alison Garraway Tracy Silverthorne Trina Upston Margaret Lamble Rosie Goldby

30. GOVERNING BODY Foundation governors Mrs Jane Crickmore Father Jason St. John Nicolle Mrs Karen Marsden Staff governors Miss Becky Costello Ms Marion Mills Parent governors Mr Paul Finnon Mrs Katherine Marcham Mr James Wanstall Mr Rob Southwell-Sander Mrs Heather Richards Local Authority governor Mrs Rachel Kingston Community governors Ms Jill Ingoldby Mr Andrew Hewson Clerk to governors Mrs Katie Paxton-Doggett Dear Parents, Blewbury School has a very strong enthusiastic governing body, which works in partnership with the staff and community to ensure that our school is a happy environment in which children, parents and staff can work and play effectively. The governing body is currently made up of three foundation (church) governors, one Local Authority governor, five parent governors, two community governors, one staff governor and the head teacher. We promote the school ethos of “Providing Opportunity for All”. We aim for the highest achievements in social, personal, academic, sporting and artistic achievement to give our pupils a solid preparation for a fulfilling and useful adult life. We monitor school activities, and both hold to account and support the head teacher and staff of Blewbury School in achieving these aims. There are already many very good or outstanding aspects of Blewbury School. We want to ensure that our school reaches the highest level in all areas. Pupils, parents, teachers and governors working positively together will achieve this. Yours sincerely, Mrs Karen Marsden Chair of Governors Marion Mills Father Jason St. John Nicolle

31. HOW TO REGISTER YOUR CHILD Blewbury School is a popular choice and we welcome you as prospective parents to come and have a look before you formally register your choice. This can be done on line at the County Council site for admissions. Alternatively, the school has a few copies of the ‘Starting School‘ Book to loan out with a photocopy of the application form. This should be done by mid-January. You will hear if your child has been allocated a place on a designated date in late spring. Older children must also register through the county, but you are also welcome to make contact with the school. Parents of Foundation Stage children will be invited into school during May and details of the school’s expectations and procedures will be explained to you. You will meet the head teacher and class teacher at this meeting. During June and July, your child will make three visits to the foundation class. From the initial visits, the children will be helped to become independent. On arrival in school in September, they will be shown where to put their coats on a named peg, as well as where to place book bags, water bottles and packed lunch boxes if they have chosen this option. You will be able to come into school to drop off your child but please allow them to organise themselves. The children, staff and governors of Blewbury School work as a team. We believe that the educational opportunities we offer are among the best in the area. If you wish to come and join us in our thriving village school we will be delighted to welcome you. ALLOCATION OF PLACES Each school has a catchment area and for our school this is Blewbury and Upton. However, the county offers parental choice, so parents may apply to the school of their choice, having given due consideration to transporting children to school, integrating them into the school community and other individual factors. We acknowledge that parents living in Didcot may wish to send their child to a village church school but are not able to live in the village. Everyone has the freedom to apply and we welcome all children. Our admissions number is currently 25. If more pupils apply than this then the county apply the following criteria to aid allocation: catchment, siblings, then distance. If you are not allocated a place at the school of your choice you can then apply to go to appeal. It is always more useful if you have made yourself known to the school before this process. ADMISSIONS UNIFORM POLICY We expect children to wear our school uniform and we have made it both distinctive and comfortable. Both boys and girls wear a white polo shirt and a red sweatshirt. Each of these with the school logo are available through the school office. Boys wear black trousers or shorts in the summer. Girls may also wear black trousers, or they are encouraged to wear a black tartan skirt, available to buy in Didcot. In the summer, girls may wear a red and white checked dress. Children are expected to wear proper black school shoes all day at school. Children should change into trainers at playtime if it is wet and should also walk to school in these or wellingtons if they are likely to get muddy. We do not advocate the wearing of plimsolls at school. For PE, children must wear red shorts and a plain white t-shirt. Although they do indoor PE in bare feet, they need trainers for outside games.

32. CONTACT US USEFUL ADDRESSES / TELEPHONE NUMBERS Blewbury C of E Primary School Westbrook Street Blewbury Didcot Oxfordshire OX11 9QB Website: www.blewbury.oxon.sch.ukwww.blewbury.oxon.sch.uk Tel: 01235 850411 Fax: 01235 851976 Email: office.3248@blewbury.oxon.sch.ukoffice.3248@blewbury.oxon.sch.uk Head Teacher: Ms Marion Mills Email: head.3248@blewbury.oxon.sch.ukhead.3248@blewbury.oxon.sch.uk Phone: 01235 850411 Chair of Governors: Mrs Karen Marsden Email: karen.marsden@gmail.comkaren.marsden@gmail.com Phone: 01235 850404 Father Jason St. John Nicolle Email: office@churnchurches.co.ukoffice@churnchurches.co.uk Phone: 01235 850267 VISITING THE SCHOOL You are welcome to contact the school to arrange a visit if you are moving to the area, need to transfer your child or have a preschool child. The school administrator or head teacher will arrange a time for a tour of the school and an opportunity more fully to expand on our varied and wide curriculum, and the opportunities that your child can be offered at Blewbury. We welcome questions and are happy to talk through concerns or apprehensions, particularly for first time parents. You will have the chance to see the classrooms that your child would work in and the people who will be teaching and caring for them. Special thanks to: Gus Mills for the drawing of the school on the front cover Bernard Mattimore and Marion Mills for their photographic contributions throughout this prospectus