The school is maintained by Hampshire County Council.

The school comprises 12 classrooms organised into 3 wings - Bramshott, Chiltley and Foley. Each wing has a shared practical area. We also have a large hall, a Food Technology area and a Study/Learning Centre, which currently incorporates the library, resources and Learning Support Centre for the school. During the autumn term it is planned to resite the Special Needs area and to develop the space into a computer suite.

We have extensive grounds of about 4 acres, providing a pleasant environment for games, general recreation and a learning resource. With the help of our Friends Association we are currently improving our school grounds.

Home and School Links

We strongly believe in building a close relationship between home and school. By working closely together, we can develop each child's abilities and aptitudes. As a parent, you are always welcome to come to school and discuss your child with the class teacher. Should you need to contact the Head Teacher please contact her through the school office to make an appointment.

We offer at least termly opportunity for parents to discuss their child's progress, both academic and social:

In the Autumn Term we hold a Parents' Evening to discuss pastoral matters regarding each child - to discuss how well they have settled into their new class.

In the Spring Term there is a Parents' Evening to discuss academic progress. This is linked closely to our monitoring cycle, so that we are able to give you the results from our mid-year tests.

In the Summer Term a report is written on each child's social and academic progress. You are welcome to discuss this report with the class teacher if you so wish.

There is also an Open Evening when parents and friends can walk round the school to view the children's achievements.

There are many other occasions when parents and friends are invited to the school to celebrate with us. Class assemblies, STEP and Merit assemblies, Christmas and Harvest, amongst many others.

We also welcome any help in our classrooms that you may be able to offer. Please let us know if you have an interest or skill that you would like to share with the children. We are always very grateful for the assistance we receive. Amongst the many skills that parents offer at the moment are helping in the classroom, listening to readers, cookery, music, accompanying trips, computer groups, running clubs and working in our library.

School Organisation

The school is organised into twelve mixed ability classes. Within the classroom, groupings will depend upon the work being undertaken, on abilities, friendships, or for specific reasons decided by the teacher. In particular, children in Years 5 and 6 are grouped for Mathematics and English skills work.

Each wing is arranged in family groupings, with one class from each year group.

Behaviour

Each class teacher is responsible for the social and intellectual development of the children in their care. However, any adult who comes into contact expects a high standard of self discipline, courtesy and behaviour.

The whole school has worked together on its behaviour policy and anti-bullying policy and we are keen that home and school should work together to promote them - a copy may be obtained from the school office.

School Curriculum

The National Curriculum is the same for the continuous curriculum followed by all children between the ages of 5 and 16 years. At Liphook Junior School children follow the curriculum for Key Stage 2. This means that they follow a curriculum in the following subjects:

Core Subjects:
English, Mathematics, Science, Religious Education, Information and Communication Technology.

Foundation Subjects
Art, Geography, Music, History, Physical Education, Design and Technology.

Religious Education is now part of the core curriculum. Being a Controlled Church of England School, we follow the guidelines "Vision and Insights", laid down by Hampshire County Council, but are still within the control of the Diocese of Portsmouth.

Religious Education is taught as part of a topic within the class, where possible, reflecting the fact that religion is an intrinsic part of the world around us. Where it does not naturally fit in with the topic, it will be taught as a separate subject.

Parents have the right to withdraw their child from RE and Worship, and any wishing to do so should discuss this with the Head Teacher.

Learning and Teaching Policy

We at Liphook C of E Junior School believe that children learn best when:

- They feel confident and secure in the knowledge that school and home are working in partnership
- Each child is given an equal access to the curriculum.
- They feel valued and motivated. We believe that learning should be a positive experience, where each child's achievement is valued.
- The environment in which they learn is well organised and stimulating.
- They feel secure and have their own personal work space.
- They are given clear objectives (that are differentiated when necessary), understand the point of what they are doing and are given the opportunity to apply what they have learnt.
- They are independent in their learning. Through directed research and investigation, children should be able to access and use a variety of resources, building their own interests and previously acquired skills.
- They share an co-operate. They should be given the opportunity to plan, discuss and evaluate their own work and the work of others.
- Through first hand experience (whenever possible) they develop skills of observation, listening, investigation, experimentation, emulation and, where appropriate, recording.

What Do We Teach?

The children's progress in mathematics, reading and spelling is tested annually and carefully monitored. End of Key Stage Assessments are made by the Year 6 staff and are reported to parents alongside the results of the SATS which children complete in May. We also assess children mid Key Stage, in Year 4.

In addition, children will be given SATs assessment at the end of Year 4. These tests are optional for schools but we believe that they give a clear indication of progress and provide invaluable information for setting targets as children enter the Upper School.

Literacy

Reading

The ability to read fluently, enriches the life of the child, in and out of school. It is, therefore, our responsibility in partnership with parents, to develop this ability fully in every child. We shall help them to read accurately and make efficient use of reference books and libraries. Children have the opportunity to read regularly in school and are expected to bring their books home to share with their parents as a regular part of homework.

Writing

Writing allows children to express their ideas imaginatively, share information and helps them to form concepts. It also helps the reading process and provides a permanent and personal record of work. Children are taught to write fluently and grammatically and are encouraged to use an ever growing vocabulary and an accuracy in their spelling. Spelling forms a regular part of the children's homework. We use the multi-sensory approach. Look and say/Cover/Write/Check.

By the time the children leave us at the end of Kay Stage 2, we aim to develop a full cursive handwriting style, teaching the skills of presentation so that work can be presented to the best of their ability.

Mathematics

From September, we shall be following the National Numeracy Framework.

Children need to be equipped with the ability to handle mathematics in the four rules of number and in their practical application with an emphasis on mental strategies, proceeding on to written recording when appropriate. Other work covered will include shape, space, data handling and measurement, according to the programmes of study, for the National Curriculum. Mathematics work is taught through a variety of stimuli carefully differentiated according to ability. Children need to work confidently and efficiently in both their written and mental work and, very importantly, in their mathematical investigations.

Science

To learn with understanding, the primary aged child requires work of a practical nature. Science is concerned with children asking questions about the real world and finding answers by first hand experience, alongside knowledge and skills supplied by the teacher. Most science work will be planned through a knowledge base, around which scientific skills and understanding will be taught through experimentation and investigation. We follow the QCA (Qualification and Curriculum Authority) scheme of work, which is produced for the DfEE.

Learning Support

If a child experiences difficulty in learning, in line with the Special Educational Needs Code of Practice, the class teacher will carry out an analysis of the problems, assisted by the SEN Co-ordinator. If it is felt that the problem cannot be solved within the resources of the school, the child will be referred to the Educational Psychologist responsible for the school. A similar procedure is applied if the the child is considered to have educational behavioral difficulties. In all cases, the parents are involved at an early stage in order to ensure that the best solution can be found to suit the child's individual needs.

The Able Child

Children who are identified through the Annual Monitoring Cycle, and by their class teacher, as being exceptionally able in a particular area will be offered differentiated work, provided in class. Identified groups will be provided with additional activities, provided by the Head Teacher, when appropriate.

Homework

In the Lower School it takes the form of regular reading, spelling and table work.

In the Upper School, in addition to the above, tasks linked to Literacy, mathematics will be included. In Year 6 the work may increase in frequency and formality, towards the end of the academic year, prior to transfer.

Many children have interests outside of school - these should be encouraged. We encourage families to share in a variety of activities, linked to school work, such as discussion or board games, enriching vocabulary and knowledge. A copy of the full Homework Policy is available from the school office. Parents are asked to sign the agreement on joining the school and to ensure that the tasks are completed by the children.

Visits Out of School

The school is committed to broadening children's experiences by providing educational, socially challenging and rewarding out-of-school and residential opportunities for all children. These will be carried out within a safe environment and using secure and reliable systems and procedures.

Each year children will be offered the opportunity to partake in visits linked to their curriculum work or to experience the world of arts.

In the Upper School, classes are offered the opportunity of a residential trip each year. We hope that all children will be able to attend, Costs are kept as low as possible and, as with the day trips, parental voluntary contributions to cover the costs are the only way in which these can take place. Financial support is available in certain circumstances.

Worship

Music

P/E.

Clubs and After School Activities

We also run a "Positive Playtimes" scheme, where on a rotational basis, children are offered alternative activities to those in the playground. Upper School children are encouraged to lead and organise these activities. Lunchtime clubs such as video, stories, indoor games, art, drama and miniatures have been running in the past year.

Equal Opportunities

F.O.L.J.S.

FOLJS also assist by providing refreshments at various school events including Open Evenings, New Parents Evenings and Sports Day.

Anyone who is interested in becoming involved either by joining the committee or by helping at events, can contact any one of the Committee Members (details available from the school office).

What the Children Say

'Great Clubs'

'Yummy school dinners'

'Everyone is friendly'

'Loads of books especially for hobbies'

'Helpful befrienders'

What we believe in

Our Principles and Values

At Liphook Junior School we believe it is the right of all people to work in a pleasant, calm environment
We are a community, working together with the benefit of all, caring for one another
We promote fairness and consideration for others
We respect the beliefs cultures and lifestyles of others as well as show concern for the learning and emotional difficulties that may be displayed by others
We value the qualities of honesty, good manners, endeavour and punctuality
We respect our own property and the property of others
We aim to develop understanding of ourselves and the way in which our actions may affect others

How We Develop These Principles and Values

Children are best able to maintain good behaviour and working relationships in a calm, stimulating and encouraging environment, within a well disciplined, well structured and well managed framework. Children find security in a clear routine. We aim to achieve this by:

Promoting and rewarding positive behaviour
Providing clear boundaries of behaviour
Consistently expecting a high standard of behaviour from all children
Clear schemes of work in Personal, Social and Health Education, Religious Education and Collective Worship
Building a clear understanding of our expectations between home and school
Valuing hard work through display and encouraging children to share in the development of their surroundings
Providing a moral framework, within which children can learn to set their own boundaries
Developing a sense of right and wrong
Enabling children to see the consequences of their own actions, both in the long and short term

Celebrating the Positive

S.T.E.P.Awards

This is what S.T.E.P. award stands for:

Sorry

Thank you

Excuse me

Please

This is what the S.T.E.P. badge stands for:

Children who display a consistently high level of behaviour, politeness and hard work can be nominated for this badge by any adult working in the school. The names are discussed and agreed. A letter is sent home and parents and friends are invited to a special half-term assembly, where children will receive their badges and certificates.

Children who join us from other schools will normally wait a term before they are nominated for this award.

Merit Certificates

On entry into the school, every child receives a merit card with 10 spaces on it. Merits can be awarded for individual examples of good work or behaviour. When the card is full, the child's name is entered in the Merit Book which is circulated on a Thursday afternoon. They then receive their Merit Certificate during the Friday Merit Assembly and are given a red Merit Badge to wear for a week. Parents can also be invited by the child to attend this assembly and are very welcome.

Merits are carried from year to year and on completion of 5, 10 and 20 Merit Cards, further certificates will be awarded.

5 Merit cards completed - Bronze Certificate
10 Merit cards completed - Silver Certificate
20 Merit cards completed - Gold Certificate

The Code of Conduct

Our basic code of conduct is very simple.

"Respect other people and treat them as you would hope to be treated yourself"

We want to behave in such a way that anyone who is part of the school or who visits it, feels welcomed and valued. We all share in each other's successes and are there to support each others failures.

Our school buildings and grounds are attractive and provide a pleasant environment for both work and play. By respecting our own property and the property of others, all can enjoy it.

We are all members of the school community. There are ways in which we can identify ourselves as part of the school community:

Joining together for worship and assemblies
Wearing a school uniform
Forming individual class codes of conduct

Older children are automatically looked up to by younger children. They, therefore, need to lead by good example and to help wherever there is a need. Wings are arranged in family groupings to help promote this liaison. Children in Year 6 are chosen to befriend new children who join the school in September.

Class Codes

Each child belongs to a class of similarly aged children. This provides a secure environment in which they can explore and investigate, safe in the knowledge that their efforts will be supported and valued.

Each class will work together with their Class Teacher to draw up their own class Code of Conduct.

They will identify five rules for the classroom behaviour and the sanctions that will be introduced if they are broken.

They will be discussed by the whole class, shared with the rest of the school, and displayed clearly in the classroom.