Please contact the school office (01530 503214) for further details. Breakfast and After-School clubs can be booked on a regular basis or 'on the day' if required.
Breakfast and After-School Club Policy
Vision: Achieving success by working together
These aims were developed through consultation with staff parents, pupils and governors.
In partnership with parents we aim to help all our children to:
- Make or exceed their expected progress.
- Develop a sense of honesty and self-discipline.
- Develop a positive view of themselves and others.
- Develop all of their abilities happily and in so doing, gain an understanding of themselves as learners.
- Develop an appreciation and respect for other people and cultures.
- Develop the confidence to work and think, both independently and with others.
- Develop a love of learning with a desire to become lifelong learners.
Children’s rights and entitlements
Safeguarding children and child protection
Our setting will work with children, parents and the community to ensure the rights and safety of children and to give them the very best start in life. Our safeguarding policy is based on the key commitments of Thornton Safeguarding Children Policy. Use of cameras is guided by the Images of Children policy. Use of mobile phones, by children and adults is guided by policy within school.
Maintaining children’s safety and security on premises
We maintain the highest possible security of our premises to ensure that each child is safely cared for during their time with us. Entry and exit is controlled by a member of staff managing parent and pupils’ entrance and exit to the Hall. Children are released to their classrooms at the end of the morning session. Children attending Afterschool Club are expected to arrive at the room by themselves (reception and year 1 children are escorted). Children other than those in reception and year 1 are expected to take responsibility for ensuring they get to and from their classrooms. If an expected child does not arrive at Afterschool Club a check is first made in the child’s class, then at the office for any message. If the child has been in school and has still not appeared, parents will be contacted. Parents are expected to ensure their child knows when they will be attending Breakfast and Afterschool Club so that confusion can be avoided at the end of the day.
In the event that a child is not collected by an authorised adult at the end of an afternoon session, the setting puts into practice agreed procedures. These ensure the child is cared for safely by an experienced and qualified practitioner who is known to the child. We will ensure that the child receives a high standard of care in order to cause as little distress as possible.
We inform parents/carers of our procedures so that, if they are unavoidably delayed, they will be reassured that their children will be properly cared for.
0116 3050005 (LA duty desk)
Children’s safety is maintained as the highest priority at all times both on and off premises. Every attempt is made through carrying out the exit/entrance procedure to ensure the security of children is maintained at all times. In the unlikely event of a child going missing, our missing child procedure is followed.
Child going missing on the premises
§ As soon as it is noticed that a child is missing the key person/staff alerts the setting leader.
§ The setting leader calls the police and reports the child as missing and then calls the parent.
§ The setting leader will carry out a thorough search of the building and garden.
§ The register is checked to make sure no other child has also gone astray.
§ Doors and gates are checked to see if there has been a breach of security whereby a child could wander out.
§ The setting leader talks to the staff to find out when and where the child was last seen and records this.
§ The setting leader contacts the headteacher and reports the incident. The headteacher comes to the setting immediately to carry out an investigation, with the management committee where applicable.
Achieving positive behaviour
Thornton believes that children flourish best when their personal, social and emotional needs are met and where there are clear and developmentally appropriate expectations for their behaviour.
Children need to learn to consider the views and feelings, needs and rights, of others and the impact that their behaviour has on people, places and objects. This is a developmental task that requires support, encouragement, teaching and setting the correct example. The principles that underpin how we achieve positive and considerate behaviour exist within the programme for promoting personal, social and emotional development.
This provision works within the guidelines of the Behaviour Policy for Thornton Primary School.
Supporting children with special educational needs
Thornton provides an environment in which all children, including those with special educational needs, are supported to reach their full potential.
The nominated person for inclusion is Alison Cumiskay. This provision fully supports the SEN policy used within school.
Toileting and Intimate Care
Our expectation is that young children should have achieved continence when they are admitted to Thornton; however, we recognise that young children vary widely in their levels of maturity and in achieving continence. No child of any age is excluded from participating in our setting who may, for any reason, not yet be toilet trained and who may still be wearing nappies or equivalent. We work with parents towards toilet training, unless there are medical or other developmental reasons why this may not be appropriate at the time. We also recognise that children of any age may have a lapse in their continence because of trauma, onset of sudden disability, emotional upset or health problems. We make necessary adjustments to our bathroom provision and hygiene practice in order to accommodate children who are not yet toilet trained or who may need special provision.
Health and Safety
In our setting staff are able to take action to apply first aid treatment in the event of an accident involving a child or adult. At least one member of staff with current first aid training is on the premises at any time. The first aid qualification includes first aid training for infants and young children. Additional training has been undertaken to allow access for children with particular conditions.
The nominated person for First Aid is Helen Durham. First Aid provision complies with guidelines within school.
Food and drink
Thornton regards snack and meal times as an important part of the setting's day. Eating represents a social time for children and adults and helps children to learn about healthy eating. We promote healthy eating using resources and materials from the Healthy Schools Policy. At meal times, we aim to provide nutritious food, which meets the dietary requirements of children and complies with our Healthy Schools Policy. Thornton endeavours to be a nut-free school.
Thornton catering complies with all relevant guidelines.
We recognise children’s right to play as contained in Article 31 of the UN Convention on the Rights of the Child 1991.
We advocate playing as integral to children’s enjoyment of their lives, their health and their development. Children – disabled and non-disabled – whatever their age, culture, ethnicity or social and economic background, need and want to play, indoors and out, in whatever way they can. Through playing, children are creating their own culture, developing their abilities, exploring their creativity and learning about themselves, other people and the world around them. We recognise the importance of all children playing together, whatever their age or circumstances.
We aim to create a varied and interesting environment that stimulates social, physical, creative, emotional and intellectual play. The setting includes the provision of open space, music and a range of objects and materials that children can select to develop their own play.
Staff will plan activities and provide resources that are based on children’s interests and supports individual children’s needs to ensure all children enjoy themselves. Staff recognise the importance of free play with minimal intervention whilst keeping children safe from harm.
Children are given the opportunity to use communication, creativity, imagination, exploration, role play, rough and tumble and socialisation.
By following play objectives the setting aims to:
The setting will consult with children and parents about the provision in a variety of ways on a regular basis. Consultation methods include discussions, suggestions and observations of children.
The setting will regularly evaluate practice and resources and will keep an inventory which is updated when required.
Employment and staffing
Our staff are appropriately qualified and we carry out checks for criminal and other records through the Disclosure and Barring Service in accordance with statutory requirements. Staff recruitment follows guidelines laid out in the school policy. Staff have regular performance management reviews.
Complaints about the setting should be made in writing to the Head of School.
Associated Policies used within the School Setting:
Accident, Medical and First Aid policy
e-safety acceptable use of internet Policy
Child Protection and Safeguarding Policy
Equal Opportunities Policy
Gender Equality Policy
Health and Safety Policy
Images of Children and Young People Policy
Safer Recruiting Guidelines
Sun Protection Policy
Toileting/Intimate Care Policy
Use of mobile phones Policy
At Thornton Primary School, we actively seek to encourage equity and equality through our teaching. As such, we seek to advance the equality of opportunity between people who share any of the following characteristics:
The use of stereotypes under any of the above headings will always be challenged.
Our school is an inclusive school. We aim to make all pupils feel included in all our activities. We try to make all our teaching fully inclusive. We recognise the entitlement of all pupils to a balanced, broadly-based curriculum. We have systems in place for early identification of barriers to their learning and participation so that they can engage in school activities with all other pupils. We acknowledge the need for high expectations and suitable targets for all children.