Historically there has been a school in Silkstone since the 1740s. The oldest part of the current school was built in 1929 and is now used to house classes 5 and 6. In June 1970 the present kitchen and dining room were brought into use and in 1981 the school was further extended by the addition of two new classrooms and an administrative wing.

In 1985 there were 85 children in school. Since then, the village has seen considerable development and we expect to have 210 children on roll during the current academic year. To cope with this increase, we had a new classroom that opened in the spring of 2000 for year 1 children, and a second was added during the spring term of 2002 to accommodate children in the reception year. We have a mobile classroom that has been in operation since November 1994.

School now has seven class bases including the mobile; each with its own carpeted reading corner and two with a shared reading/research area. Each pair of classrooms shares a utility area and has its own entrance with toilets and cloakroom facilities.

There is a central dining area/teaching area and a separate hall equipped with physical education apparatus. The school has a well stocked library and a computer suite which houses our ICT equipment - this is a superb resource for children and staff, although it cannot accommodate a whole class at a time - some children work in the dining area during ICT sessions.

Outside there is a large tarmac playground divided by a fence. There are grassed areas on three sides of the school, two of which are used as playing fields.

Our Distinctive Qualities should be:

• A school where everyone feels valued and respected
• A place with a warm, happy, calm, safe atmosphere where everyone enjoys learning and working together
• An ethos which celebrates achievement and recognises success
• A place which has consistent high expectations for all and where academic achievement is not the only measure of success
• A school, which has learning and teaching at the heart of everything that it does

The Outcomes for our Children should be:

• Children that are confident and highly motivated with a good self iimage who are fully involved in the life of the school
• Children who think positively, who say, “I can…”
• Children who behave well and who tolerate, care and support each other
• Children who can think for themselves, who are open minded and have a love of learning and show initiative
• Lessons which take account of individual learning styles
• Children who achieve to the best of their ability and fulfil their own potential
• Children’s views represented in the organisation of the school

Our Ethos, Curriculum, Working Practices and Environment should achieve these aims because:

• Our ethos will value all children as individuals, raising self esteem whenever we can and creating a positive atmosphere through our interactions with the children and each other
• Our curriculum will be broad, balanced and creative and will promote contextual learning. Teaching will take account of learning styles and include all abilities. SATS will be important but so will the development of the whole child through the arts, and subjects such as PSHE, and being a healthy school. We will try to teach the children skills for life.
• We will be a performing and effective team who support each other and work for the positive development of our children. We will be open, honest and supportive of each other, setting positive examples to the children.
• Our environment will be attractive, calm, ordered, safe and stimulating. It will celebrate the achievements of the children and stimulate and support their learning. It will look good.
• We will develop positive relationships with the parents and wider community.

 

Infant Sessions:

• Morning 9.00am - 11.45am
• Mid-morning break: 10.25 - 10.40am
• Afternoon 1.00pm - 3.30pm
• Mid-afternoon break: 2.30 - 2.45pm

Junior Sessions:

• Morning 9.00am - 12.00pm
• Mid-morning break: 10.40 - 10.55am
• Afternoon 1.00pm - 3.30pm
• Mid-afternoon break 2.15 - 2.30pm

We open the doors to school from 8.50am. If your child is in Class R, 1, or 2 we encourage parents to come in to school at this time and work with their child on activities set out by the class teacher.

 

Silkstone Primary School is a co-educational (mixed sex) school that is part of Barnsley Metropolitan Borough Council catering for children from 4 to 11 years of age.
The children are arranged as follows:

Key Stage 2

• Class 6 Mr S Frith
• Class 5 Mr A Simon
• Class 4 Mrs N Simon
• Class 3 Mrs P Waller

Key Stage 1

• Class 2 Ms J Felton
• Class 1 Mrs A Parsons

Foundation Stage

• Class R Mrs V Murray

Children are therefore mainly taught in their year groups. They will have their own desk and chair but will be expected to move around the class and eventually the school and use all of the rooms. Fostering independence is one of the prime aims of school.

The school's curriculum takes into account the legal demands of the National Curriculum and we have organised a comprehensive system of planning, delivery and recording. This academic curriculum exists in both Infant Key Stage 1 and Junior Key Stage 2 and takes place in a philosophy that supports and develops children emotionally, socially and culturally.

Our ethos reflects our belief in the individual and the need to cater for each of our children. The work undertaken in school is usually class based but is supported by the use of curriculum support assistants and adult volunteers.

Foundation

The foundation stage begins when children reach the age of three and many children first attend some form of pre-school or nursery. Children are admitted to school at the beginning of the term in which they are five. They attend the reception class, which is the last year of the foundation stage.

This period is a distinct stage with its own ‘early learning goals’. Most children reach these goals by the end of the foundation stage. The goals are a series of aims within the six areas of young children’s development and learning, which are:

• Personal, Social and Emotional
• Communication, Language and Literacy
• Mathematical Development
• Knowledge and Understanding of the World
• Physical Development
• Creative Development

The reception class is light, airy and well resourced with access to a secure outside play area. Opportunities are provided for all children to succeed in an atmosphere of care and feeling valued. These early experiences create the basis for later learning in school and beyond.

Key Stage 1

Children progress from the Foundation Stage to Key Stage 1, which consists of two classes, Year 1 and Year 2. The national curriculum is the starting point for the curriculum, which meets the specific needs of individuals and groups of pupils.

Teachers create a stimulating learning environment in which the contribution of all pupils is valued. The subjects taught are: English, Mathematics, Science, Design and Technology, Information and Communication Technology, History, Geography, Art and Design, Music and Physical Education. Religious Education is also taught according to the locally agreed syllabus.

Key Stage 2

The next stage in a child’s education is Key Stage 2, which consists of four classes in our school: Year 3, Year 4, Year 5 and Year 6. Our aim is to build upon previous successes in Key Stage 1 and prepare children for Key Stage 3 (the first stage of Secondary Education), concentrating especially on developing self-discipline.

Curriculum areas taught in Key Stage 1 are continued and further developed, catering for a range of abilities. Wherever possible, half-termly modules are based on first-hand experiences, including a number of out-of-school visits.

Homework is set on a weekly basis for English and Mathematics, with most emphasis being placed on nightly reading.

We provide opportunities for all pupils to learn and to achieve whilst developing their confidence in their capacity to learn and work independently and collaboratively.

Children are taught as a class with the differing needs of children being catered for during the lesson.

All children receive a daily literacy lesson and the teachers plan this carefully from the 'Literacy Strategy' framework. The language skills of speaking, listening, reading and writing form the basis of all listening.

(a) Speaking and Listening

The children’s own language is developed and extended to form a link between the other areas of learning. The children are encouraged to talk about their own experiences, both at home and at school. They are given additional language experience through the use of stories, rhymes, TV, drama, radio and taped material. External visits and visitors to the school add to the experiences provided. Circle Time is used to discuss personal and social issues and to reinforce the Golden Rules.

The children are encouraged to listen at all times. They are also provided with a programme of activities and games, which will help them to identify similarities and differences between sounds, both in the environment and within spoken words. Listening is one of the essential skills required for reading to develop. The children are encouraged to speak with confidence in front of a variety of audiences, in the classroom, on visits, in assembly and in school performances.

(b) Reading

Learning to read is a prolonged and complicated process, which continues through to adult life. We encourage every pupil to develop a 'love of books' and literature.

Time is allocated every day for a class reading session. During this time the children are involved with reading activities while the teacher works closely with a group of children.

Pre-reading, reading and phonic skills are taught in the context of a reading situation ie through the use of books. A wide range of reading material is available. This is organised in order of difficulty to give sequence, so that every stage can be catered for. In addition, supplementary material is available to give practice where this is necessary to consolidate the skills taught.

The children are encouraged to take reading books home and parents are valued for the contribution they can make in this area. The school also operates a lending library, and the children can take a library book home each week.

(c) Writing

The children’s own experiences form the basis for early writing. They are taught the correct way of using writing materials and making the letter shapes. Structure is built into the writing programme so that the children’s progress through the stages of tracing on top, copying underneath, copying from the white board and a separate paper to using a dictionary, word book or word bank to construct their own written work. All children are regularly given the opportunity to write independently. This writing is assessed so that teachers can measure progress. The school also has computers in every classroom. These are often used as a tool for writing and language development.

The stage reached by any child will depend on individual maturity and ability. The processes of reading and writing are developed side by side and form the link between speech and print.

A wide range of written work is done each week and as the children mature they are expected to plan, draft and present their work to a high standard.

A daily mathematics lesson is taught throughout the school and the teachers plan from the Numeracy Strategy. A large emphasis is placed on mental calculation and much of the work is of a practical nature. A large proportion of the lesson involves whole class teaching but time is also given for practise and consolidation appropriate to the child's individual level.

Number concepts are developed by providing concrete experiences of counting, sorting, matching and making sets. This is extended to involve recording and further understanding of the number system. These concepts form the basis for time, money, shape, area and elementary table work.

Science is a regular part of the school curriculum and provides a stimulating vehicle for developing basic skills. We encourage the children to develop their natural curiosity, ask questions, devise suitable investigations, collect and observe, check and solve problems, record their findings and draw conclusions.

The programmes of study include plants and animals, the human body, human influences on the earth, types and uses of materials, seasonal changes, forces, magnetism, sound, music and energy.

Children are given the opportunity to design and make using a variety of materials - giving a sense of pride in their ability to create. Sewing and woodwork equipment is used regularly and the children are provided with opportunities to make pictures using a wide variety of creative materials such as paint, ink, crayons, scissors, paper, material etc.

Art is a valued subject in our school and great emphasis is given to the presentation of children's work. The children are introduced to different ways of recording and interpreting ideas and experiences through practical activities. They also develop observational skills.

The basic materials of sand, water and clay are also available. Constructional kits are plentiful as are table toys such as jigsaws and games.

The materials provided are selected according to their suitability for each particular age group as well as their educational value.

The musical experiences provided include both singing and using composition. In addition the children’s musical appreciation is developed through the use of recorded music and live music from visiting musicians.

The junior children have the opportunity to learn to play the recorder and the school choir rehearses weekly. There is also the opportunity for children to learn to play the violin, a brass instrument, a woodwind instrument, drums, keyboards or guitar.

We have a school orchestra to maximise the children’s instrumental learning.

Our music co-ordinator works alongside class teachers regularly to assist in the delivery of the music curriculum.

The children are guided towards accurate and systematic observation and are helped to develop attitudes and ideas about people and places through the use of topics.

The physical and natural environment is used to stimulate their natural curiosity. Geography and History are integrated into other areas of the curriculum through topic work.

Physical Education helps to develop co-ordination, strength, stamina and skilfulness. We try to build upon our children's enjoyment of, and need for physical activity. We provide the children with a variety of physical activities including movement, dance, drama, large apparatus work, athletics and games.

The school hall is used for indoor PE and either the playground or field are used for games lessons.

We regularly invite specialist sports men or women into school to enhance our PE curriculum. The school has developed links with a school sports co-ordinator who works alongside teachers delivering PE lessons and organises inter-school competitions and tournaments.

Parents are asked to provide a pair of blue shorts and a plain white T-shirt or a black leotard for PE lessons and a plain grey, black or navy jogging suit and trainers for winter games lessons.

It is the policy of the LEA that jewellery should not be worn in PE because of the risks involved.

This is catered for during school assemblies and as part of the curriculum.

The daily acts of collective worship are non-denominational and the emphasis is placed upon religion as a motivation for personal conduct and social behaviour based upon Christian assumptions.

The curriculum endeavours to involve the children in an understanding of Christianity and other major world religions.

Our aim is to enable pupils to use ICT confidently, effectively and independently. We hope to develop a culture where the use of ICT becomes a natural choice for children. There are computers in every classroom, which enables individuals or small groups to have access during any lesson. All classes are timetabled to have access to the computer suite every week, where there is 16 PC’s spread out between two rooms. These sessions enable specific skills to be taught to the whole class as well as developing curriculum work.

The school also has several portable computers and five interactive whiteboards.

The school has a code of conduct for using the Internet, which parents should read and give their approval.

We do not deal with this as a separate issue in school, but as part of our Health Education. At primary level the teaching aims to help pupils cope with the physical and emotional changes of growing up. After consultation with parents, arrangements are made for films to be shown, or talks to be given to the children, dealing with various aspects of Health Education.

In Year 6, the pupils have sex education lessons with the teachers and the school nurse.

School has two special SEN co-ordinators - Mrs Graham who is our lead SEN co-ordinator and is responsible for Key Stage 2, and Mrs Parsons who is responsible for Key Stage 1 and the Foundation Year. Their role is to support staff in identifying children who are experiencing problems with the curriculum. In accordance with the government policy, they will follow the legal demands of the appropriate acts in keeping parents informed and involved if there is a need.

Children who are identified as having special needs are assigned an individual programme and offered the support where it is felt necessary. This process is always undertaken after consultation with parents or guardians. Further details of school’s policy for providing for children with special educational needs are available from school or from one of our two special needs co-ordinators.

Home/School relationships are regarded as very important to the school. Parents are welcome to visit at any time and are kept informed of the children's progress or problems continually.

If parents wish to see the teacher or the Headteacher at any other time an appointment can be arranged. Where possible we try to involve parents in our visits out of school to help provide adequate supervision and support for each group. So please do offer to join us if you are available. Parents are often called upon to help in other ways when they have a particular skill to offer.

There are two parents’ evenings per year: one in the Autumn Term so that parents can meet their child’s new teacher and one in the Spring Term to discuss the year’s work so far and their child’s progress. Additional meetings are held to inform parents about the different curriculum areas and about new initiatives in school.

We value parental support or help in school. Please contact us if you could give us a little of your time. If you have any concerns or questions please do not hesitate to ask us.

We are fortunate to have an active and enthusiastic parent teachers association group under the direction of a committee that is elected annually in September.

All parents are automatically members of the group that offers a wide-ranging programme of activities. Meetings are held regularly in school and you will be invited by school letter to attend these lively meetings to help organise events.

Please come along. You will be assured of a warm welcome and your contribution will be appreciated. Any support you can give us will inevitably benefit our children. The meetings are relaxed, warm and friendly.

If you have issues that you think can be resolved by the committee, they are always ready to listen and help. Details of the committee can be obtained from school.

Children are offered a choice of meals, a main meal (a traditional hot main course with a pudding), a jacket potato with a choice of filling with a pudding, or a grab a bag (sandwich, pudding, a packet of crisps and a drink). Menus are displayed in the parents’ area, as well as in many of the classrooms.

Meals are mainly prepared and cooked in our own kitchens, with only a few items centrally prepared and delivered to the kitchens.

Children who may require a vegetarian meal can be catered for.

There is a tray plate system where children collect their meals on a single tray and take it to a table to eat. There is always a choice at lunchtime.

Class R is always first into the dining hall followed by Classes 1 and 2 but the other classes take turns.

Children who bring a packed lunch eat with the rest of the children.

Once a child has finished their meal they will clear away and go into the playground where there will be lunchtime supervisors and playground organisers who take responsibility for the children over the lunchtime period.

School has a compulsory school uniform which was introduced in September 1998 and we ask that our children conform not only to wearing the school uniform but to wear it in a manner which allows them to take a pride in themselves and school by appearing smart at all times.

We would like our children to maintain a school identity and give them a pride in their appearance.

The uniform is as follows:

• navy sweatshirt/cardigan/jumper - plain or with school logo
• white/light blue/polo shirt/blouse/shirt
• grey/navy trousers/navy skirt/navy pinafore dress
• no jeans
• black shoes - no trainers
• alternative wear for summer:
  • dresses: blue checked/striped
  • shorts: plain navy blue or grey. No cycling shorts

Children do need PE and games kit, which they need to bring every day:

P.E.

• Boys - Plain T-shirt, blue shorts and pumps
• Girls - Plain T-shirt, blue shorts and pumps or plain blue leotard

Both boys and girls need a bag for putting their equipment in.

Football

• Football boots, pumps or trainers, plain blue shorts and shirt, socks and a warm top, preferably a tracksuit for wearing in poor weather.

Netball/Rounders

• Plain blue shorts or sports skirt, plain T-shirt, pumps, trainers, and a warm top.

Cricket

• “Whites” or as netball

The following articles are not recommended either as school wear or sports wear:

• cycling shorts
• long fashion shorts
• oversize clothes and shell suits in workshops where there may be a source of heat.

Jewellery or make up must not be worn except for watches or a single plain stud in pierced ears.

All clothes should be clearly identified with your child's name. Children must not bring mobile telephones to school.

If you have any concerns regarding school dress we will be happy to discuss them with you.

Our school has a deliberate outgoing policy and a belief that it is necessary to build on first-hand experience. There is rarely a month that passes by without a class making an educational visit. Often the visits are around the village and at the beginning of the year we ask for your consent for your child to take part in all of these visits. At least 2 weeks before any visit you will receive another form, giving you an opportunity to provide your most up-to-date contact numbers applicable for the visit.

Visits that involve children travelling, and expense, still take place, but we ask for voluntary contributions towards the cost on the understanding that the visit will not take place if there are insufficient funds. Transport costs are subsidised by 50% by the Parent Teachers Association.

Every effort is made to provide out of school activities suitable for the needs and demands of our children. At present we are able to offer:

• Football
• Cricket
• Running club
• Recorders
• Choir
• Orchestra
• ICT groups
• Art group for KS1 children
• Wildlife Club

Children wishing to take part in activities outside normal school hours should ensure that they have your permission and that you know the arrangements for that evening.

Details will follow shortly.

At present school have thirteen governors. They meet for formal meetings six times each year when they receive a full report from the Headteacher. Other meetings are arranged as and when necessary with the Governing Body. There are two sub-committees - the Finance and General Purposes Committee and the Curriculum and Personnel Committee.

If there are issues you would like to discuss with the governors their names, addresses and telephone numbers are displayed on the parents’ notice board situated just inside Class 6 doorway.

A list of governors can be found on the About Us page