School Blog

Letter to Parents re Co-operative Academy

Dear Parents and Carers,

As you will be aware, following extensive research and consultation the governors decided at the end of last term that Colston’s Primary School should convert to being an academy.

Whilst it is important to recognise that conversion to academy status brings change, including vital financial benefits, it is also essential to ensure that the special characteristics of the school are fostered and encouraged. Therefore the governors have agreed that the best academy model to follow is the  'Co-operative' one. This uniquely offers the general financial advantages whilst enshrining various safeguards for the school and its ethos, and provides a way of strengthening links with the community and beyond.

Part of the ongoing process of conversion (which we hope will culminate in Colston's becoming a Co-operative academy for September 2012) will be to provide the school community with information and to encourage participation in the future of the school through the new governance bodies. Therefore we are sure that this will be the first of a number of newsletters to tell you how things are going.

Colston’s after converting to be a co-operative academy trust.

There are a number of important characteristic of being a Co-operative academy. These include

• signing up to the Co-operative society values and principles,
• encouraging all parents, staff, pupils and members of the local community to become Members, sharing the ‘ownership’ of the school, and
• introducing a consultative Forum, a regular meeting of elected stakeholders to give voice to their views and opinions.

As a Co-operative academy, Colston’s will be signed up to the Co-operative society values and principles (see attached). These will become our guiding principles.

As you can see they are very similar to our current school values. In addition to these the school intends to create a 'Charter' or statement of intent, which will outline our ethos and aims, to current and future stakeholders and community members. Together these two elements will strengthen what it is about Colston’s that makes it so special.

It is important to stress that Colston’s will in no way be owned or controlled by 'The Co-op'. Their education college will provide guidance and assistance, whilst offering an alternative to the market led forces which are shaping education in the post academy world. They will have no control over how we choose the school to be run other than ensuring that we stick to the values and principles. The Co-operative college developed this academy model in conjunction with the union Unison and it is increasingly being viewed by schools across the country as a way of accessing the advantages of academy conversion whilst mitigating some of the potential pitfalls through pooling of knowledge and experience.  In recent months Cotham School has converted to become an academy in this way and there are many other schools within our area proceeding along similar lines. Bristol is at the heart of this movement and we hope to be able to be a strong member of any future co-operative schools group within the city. This type of grouping should also provide a forum for sharing good practice, combining purchasing power and co-ordinating cross-school initiatives and could help as a body to help in such things as the resolution of complaints after all other avenues have been exhausted.

The Governing Body of all academies monitor and where necessary challenge all areas of the school's responsibilities, provision and performance. It also manages the school’s finances and assets and all Governors act as Directors of the academy Limited Company, with associated responsibilities. In our Co-operative academy representative governors will continue to be elected by parents and staff, and the local community. All governors will be expected to abide by the Co-operative values and principles.

The governors will report annually to the Members. Anyone who is a parent, a staff member, or lives in the local community can become a Member by paying a £10. The Members are the only group able to amend the name of the school or to change the rules which govern the school. In sponsored academies there can be as few as 3 Members. In non-Co-operative academies there might typically be 15 Members, made up by the Governing Body. We hope that we will encourage hundreds of members of our school and neighbourhood community to become members of our Co-operative academy. All Members will be expected to abide by the Co-operative values and principles.

We will also form a body called the Forum. This will be made up of about forty elected representatives from our school community, including parents, staff, learners and the local community. It will meet three times a year with Governors and will enable elected stakeholders to give voice to their views and opinions. The Forum will decide on many of its own issues such as how the meetings are to be operated, which other community organisations to work with, and how to publicise its work. All Forum representatives will be expected to abide by the Co-operative values and principles.

These three governing elements of Members, Governors and Forum will be a strong check to any future changes in the nature of the Colston's Co-operative Academy and will, where possible, keep its 'ethos' at the centre of future decision making.

As more information becomes available we will draw your attention to it. In the meantime you might like to consider becoming a member of one of the new governing groups? If you have previously felt that being a Governor was too time consuming, it might be that the Forum is a more useful option (with its 3 meeting a year)? Or perhaps you would be happy to attend the annual Members’ meeting and express your views there? Or you might prefer to put yourself up for election to the Governing Body as a parent/carer or community constituent?

The consultation process that led the Governing Body to its decision to become a Co-operative academy was an enlightening one, made productive by the contributions of many parents and other members of the school community. We hope that you will continue to support the school as we strengthen further what makes it a success, and that you will actively participate in managing its exciting future as a Co-operative academy.

 

Martin Packman and Tom Burgess (Co-Chairs of Governors)

 

Statement on the Co-operative Identity

Definition

A co-operative is an autonomous association of persons united voluntarily to meet their common economic, social, and cultural needs and aspirations through a jointly-owned and democratically-controlled enterprise.

Values

Co-operatives are based on the values of self-help, self-responsibility, democracy, equality, equity and solidarity. In the tradition of their founders, co-operative members believe in the ethical values of honesty, openness, social responsibility and caring for others.

Principles

The co-operative principles are guidelines by which co-operatives put their values into practice.

1st Principle: Voluntary and Open Membership

Co-operatives are voluntary organisations, open to all persons able to use their services and willing to accept the responsibilities of membership, without gender, social, racial, political or religious discrimination.

2nd Principle: Democratic Member Control

Co-operatives are democratic organisations controlled by their members, who actively participate in setting their policies and making decisions. Men and women serving as elected representatives are accountable to the membership. In primary co-operatives members have equal voting rights (one member, one vote) and co-operatives at other levels are also organised in a democratic manner.

3rd Principle: Member Economic Participation

Members contribute equitably to, and democratically control, the capital of their co-operative. At least part of that capital is usually the common property of the co-operative. Members usually receive limited compensation, if any, on capital subscribed as a condition of membership. Members allocate surpluses for any or all of the following purposes: developing their co-operative, possibly by setting up reserves, part of which at least would be indivisible; benefiting members in proportion to their transactions with the co-operative; and supporting other activities approved by the membership.

4th Principle: Autonomy and Independence

Co-operatives are autonomous, self-help organisations controlled by their members. If they enter to agreements with other organisations, including governments, or raise capital from external sources, they do so on terms that ensure democratic control by their members and maintain their co-operative autonomy.

5th Principle: Education, Training and Information

Co-operatives provide education and training for their members, elected representatives, managers, and employees so they can contribute effectively to the development of their co-operatives. They inform the general public - particularly young people and opinion leaders - about the nature and benefits of co-operation.

6th Principle: Co-operation among Co-operatives

Co-operatives serve their members most effectively and strengthen the co-operative movement by working together through local, national, regional and international structures.

7th Principle: Concern for Community

Co-operatives work for the sustainable development of their communities through policies approved by their members.

Bobby spends the summer in Clifton Down Shopping Centre

A fantastic Year 2 trip to Weston - Super - Mare

As part of their geography and history topic ' Seaside holidays and holidays in the past',  Year 2 and many of their parents, spent a fantastic day in Weston- Super- Mare. The main part of the trip was spent in the North Somerset Museum which had an excellent display of seaside holidays in the past as well as lots of other interesting exhibits......

..........but there was just time to have a little fun on the beach! Thanks Mr Jarman and Ms McMahon for organising such a fun and interesting day!

Staffing for 2011/12 - Letter to parents from Ms. Kent

Dear Parents and carers,

 

There are a number of staff leaving us at the end of this academic year and several new appointments have been made. I am now in a position to write to you with information regarding staff changes and arrangements for September.

Three members of staff are leaving us and will be sadly missed. Robert Sapsford is retiring after 22 years at Colston’s. We wish him well and hope he has a much deserved rest! Jane Moss, our bursar, is leaving us to move on to new things and we wonder how we will manage without her calm command of so many management tasks. Dolsie Clarke, who has supported our SEN children so ably, will also be retiring.

Helen Wood is reducing her working commitment to two days a week in preparation for her retirement later in the year.

We also congratulate Ann and Michael Payne who are expecting their first child at Christmas.

Two new teachers, Alan Thomson and Andrea Krudde, have been appointed to replace Mr Sapsford and Mrs Wood. Alan is a Newly Qualified Teacher who is an ex pupil of Colston’s. He has a degree in commercial music and has worked as a music producer and played in a rock band before going into teaching. Andrea has taught for one year at a school in Bath, she has an English degree and speaks three languages fluently as well as having experience as a jazz singer. Both were very impressive at interview and got the thumbs up from the school council.

We made the decision to replace the role of Bursar with that of School Business Manger to reflect the national trend towards school’s becoming fully responsible for their own management. Following a rigorous recruitment process which involving the local authority and drew a strong field of applicants, Rob Davies was the outstanding candidate and was offered the post. Many of you will know Rob and the commitment and passion he shows for Colston’s as a parent and Governor and I know this will continue as he joins our Leadership Team in this very important role which is new to the school.

We have appointed two additional Learning Support Assistants: Jennifer Davies will join the Y2 team and Claire Edwards has been appointed to support Y1 as Jacqui Bunny has moved over to the SEN team. Jennifer currently is an LSA at Oasis Westbury (formerly St Ursula’s) and Claire is at St Michael’s Primary in Stoke Gifford.

We have appointed Nick Pepper as our new caretaker to fill the gap left by the sad loss of Link Walker. Nick is currently caretaker at Gateway Special School and I’m sure he will be a fantastic addition to our support staff team.

On 5th July we will be interviewing for the last new member of staff, a new post of part-time administrator to join our expanding office team and to support Jill Garland. We are also currently readvertising for a Learning Support Assistant to join our SEN team.

The leadership team and teaching staff have reviewed the school policy for Transition Between Year Groups and some changes have been made. Children will stay in the same classes throughout KS1 to ensure stability and continuity for our younger children.  There may very occasionally be a need to make some changes at the end of Foundation Stage because although we do our best to plan for two evenly balanced classes our knowledge of the children on entry is limited. At the end of Y2, Y3, Y4 and Y5 class groups will be reviewed in line with the policy. The reason behind this is that this will encourage all children to mix with a wide range of their peer group and avoid dependence on specific friends. All year groups plan closely together and in Years 4, 5 and 6 are set for maths. Children can meet up with their friends at morning break, lunchtimes and outside of school. We hope these arrangements will encourage the development of social skills and independence and also prepare children well for secondary school when being separated from their friends can cause problems. Our aim will always be to meet individual needs and ensure the security and happiness of all our children.

 We will shortly decide on class groups for September and you will be informed on Friday 1^st July.  This will allow plenty of time for children to familiarise themselves with their new classes and Lucy Welsford will begin to prepare our children with Special Educational Needs for their transition to new classes. The Reception staff have a more structured transition programme for children moving from the end of their Foundation Stage into Year 1. There will be a moving on morning on 19^th July when children will informally meet their new teacher and find out about the organisation of their new classroom.

 

Please contact me if you wish to discuss any of these arrangements further.

 

With kind regards

Maddy Kent

 

Management Staff September 2011

School Business Manager	Rob Davies
Senior Administrator	Gill Garland
Administrator	To be appointed
Administration of School meals	Michael Payne
Caretaker	Nick Pepper

 

Staffing arrangements for September 2011

	Teacher	Learning Support Assistant
EYFS	Emily Doul	Charlotte Price
EYFS	Claire McAllister EYFS phase leader	Sam  Martin
Year 1	Jo Heppinstall	Claire Edwards       Sue Hill Jennifer Davies to support in Y2
Year 1	Emily Henderson
Year 2	Andrea Krudde
Year 2	Steve Higgins Y1/Y2 phase leader
Year 3	Jacqueline Randall	Lisa Harris
Year 3	Seth Insall
Year 4	Belinda Wallace
Year 4	Amanda Davies Y3/Y4 phase leader
Year 5	Paul Wilson	Penny Smith to support in Year 5   Debbie Thomas
Year 5	Alan Thomson
Year 6	Dawn Arbery
Year 6	Alex Jarman Y5/Y6 phase leader
PPA	Ann Payne	2H, 2K, 4W, 4D, 5W, 5T, 6A, 6J
PPA	Helen Wood	3S , 3R
PPA	Julie McMahon	1H, 1E, 1:1 tuition
SEN LSA	Jacqui Bunny	KS1/KS2
SEN LSA	Dylan Balgobin	KS1/KS2
SEN LSA	To be appointed	KS1/KS2

 

Gorilla Day

Thank you everyone who made a mask or helped face-paint children's faces for Gorilla Day- the day was a huge success with everyone learning new things about gorillas and how we can help them in the wild.

Bobby is coming back to school a changed gorilla!

Thanks to everyone at school for contributing to the gorilla project- Bobby will be in school after Easter for everyone to see and then at the flower shop in Clifton Down Shopping Centre from July 5th to September

Our gorilla has arrived!

Letter to Parents from Ms. Kent, 4th Jan 2011

Tuesday 4^th January 2011

 

Dear Parents and Carers,

I would like to being by wishing you all a very happy and peaceful 2011 and welcoming you to Term 3 at Colston’s Primary School.

Although I plan to meet as many of you as I can on the playground before and after school I appreciate it may take some time to meet you all so I thought a brief letter of introduction may be useful!

I live locally in Bishopston with my son Tom who is training to be a teacher at UWE and my stepdaughters Lucy and Eleanor who attend local secondary schools. I have two other children, Charlotte who is a primary school teacher in Thailand and Joe who is studying for a degree in architecture at an international university in Bangkok. Before moving to Bristol in 2005 I lived in Devon and I regularly go back there to visit my parents who live by the coast and to walk on Dartmoor with friends

In my spare time I enjoy walking my lurcher Alfie…he enjoys this too! I like to go to the cinema, to hear live music and I read when I have a quiet moment. I really enjoy travelling and visit my children in Thailand whenever I can. A highlight of 2010 was a jungle trek in Laos and staying in a mountain village where we taught the children to dance the Macarena!

I have enjoyed a long involvement with primary schools and have always found the close contact with children and their families particularly rewarding. Colston’s will be my fourth Headship. My first in 1996 was of a very small rural school in Devon, then I moved to a larger school within Dartmoor National Park. When I moved to Bristol I became head of a school in Yate which had just gone into special measures and was thrilled when four years later Ofsted recognised the school as ‘Good with many outstanding features’. However it has always been my intention to work within the Bristol community close to home so the move to Colston’s is perfect for me.

I consider myself to be respectful of all individuals, fair, honest, approachable and I hope you will find this so too! As a parent of three very different children, one who has dyslexia, I feel that I am in tune with the needs and concerns of parents and know how important it is to keep you fully informed about your children. Children come first and in all that I do I ask myself and others: ‘What positive impact will this have on our children?’

I am very excited about my new post at Colston’s. It is clearly quite a unique school and I will be very keen not to lose this important aspect of the school’s ethos. I am very much a team person and I aim to improve on the schools existing strengths and will not make changes just for the sake of it. I intend to spend the first term getting to know the school, it’s children, staff and families. The Ofsted inspection has highlighted some areas for development and I will address these as well as some other areas identified by staff, Governors and parents. As a headteacher I have always taken the views of the school community very seriously and I will be looking at ways to improve the communication systems and provide you with regular opportunities to meet with me and the leadership team.

I look forward to a happy and productive relationship with the whole school community over the coming years and am confident that we will work together well to provide the best educational opportunities possible for the children at Colston’s Primary School.

 

With kind regards

 

Maddy Kent

Thank you to everyone from Mr. Gavaghan

Thank you to everybody in the school community for a wonderful farewell, it was far more than I could have ever imagined. Thank you to parents and carers (led by Sarah Cuthill) for your gift, “ The Gavaghan Years” I have already turned the pages many, many times and it brings back so many fantastic memories and also the odd tear. Thank you for your many cards and best wishes for the future, thank you for the many gifts and thank you for knowing that Stanfords was my favourite shop. Mr & Mrs Gavaghan will enjoy their few days away in an isolated hotel somewhere near a mountain and hopefully a good pub. When we return I will experience the Land Rover Discovery gift and no doubt in a few months time will become a real man off roading on the Clifton Downs. 

 

Our “Pirate Friday” was one of the best days of my life and I still can’t believe that 420 children managed to keep it a secret from me. Wednesday morning assembly was very moving, so thank you very much to all children in the school, both past and present. Best wishes to everybody for Christmas and the New Year.

 

I already feel the loss of not being your head teacher.

 

John Gavaghan

Special Educational Needs Support at Colston's

Colston’s SEN support team works with children of all abilities at all stages throughout their time at school providing targeted opportunities that may include learning enhancement opportunities for the more able, extra reading for small groups, individual education planning for those whose needs are not ordinarily met in routine classroom planning and practical advice and support for children of all abilities at all stages.  Headed by the special education coordinator, Mrs Sara Goldhawk, the team works with parents, teachers and outside professionals to help each child achieve their full potential.

 

What should you do if you think your child may be having difficulties at school?

• Talk to the teacher first, you may find that the problem can be addressed relatively easily within the classroom.
• Talk to the SEN coordinator (SENCO) for more detailed and specialist advice.
• Talk to your GP as well as school staff in case there is an underlying medical problem that needs addressing.

What will happen next?

Many problems can be addressed within normal class activities and most difficulties are managed within the school using existing resources and expertise.  Advice and guidance are readily available and you should always feel free to ask any questions you may have about your child.

Sometimes however more specialist assessment may be useful.  School may refer your child to the local authority for statutory assessment or, if not, parents are entitled to request assessment themselves.  For advice on how to do so, or if you need further advice about the statementing and assessment procedures visit www.supportiveparents.org.uk

Finding out more

If you are worried that your child may have a specific disability you may find that there is a parents advice and support network that will be of use to you. 

National organisations

ADHD    www.livingwithadhd.co.uk

Autism    www.autism.org.uk

Dyslexia  www.bdadyslexia.co.uk

Learning disability  www.mencap.co.uk

Mental Health support charity – www.youngminds.org.uk

Condition specific parent support networks – www.cafamily.org.uk

General parenting support and advice - www.parentlineplus.org.uk/

 

Local advice

Bristol Council SEN team www.bristol-cyps.org.uk

 

School

Mrs Goldhawk - SEN Co-ordinator can be reached via the school office

Colston’s parent governors can also be reached via the school office

Colston’s governor with SEN responsibility is Sylvia Townsend

Colston’s parent PTAF rep (SEN)  is Sara Stocks (link to email)

Art Week- a parent's view

Year Four's trip to sketch at the zoo

Year 5 Camp - A Parent's View

Last week, year 5 went to camp, for many it was the longest they’d ever been away from home.   

We signed up for camp in September, without too much thought – June was ages away, wouldn’t he practically be grown up by then?   But as we passed Easter, we realised that camp was almost upon us.   

My own experience of camping is confined to 1970s girl guide camp – a week of whittling branches and knotting string to create strange mug trees and shoe racks.   My son had never slept under canvas at all.   

The Fairthorne Manor facilities looked fantastic – not a mug tree or shoe rack in sight.  Instead, there were great activities like the zip wire, climbing wall, kayaking and orienteering.

Over half term, we watched the weather forecasts nervously; we planned and packed for an unpredictable June week.   Already a seasoned user of his wheeled suitcase, our boy now had to get to grips with a laundry bag, sleeping bag, torches and spreading his £8 spending money over 5 days.   Not to mention a bunch of exciting activities. 

Monday morning saw a crowd of children bundled onto the coach, and a gang of parents looking a little lost as it disappeared towards the M32.  

As the week went on, I had split-second moments when I couldn’t work out why the house was so quiet or tidy, then I remembered why.   It was very strange to be totally out of contact.   When he’s been away before, we’ve always spoken to him on the phone. 

We loved getting a postcard, and every night at 9.30 thought about “hot chocolate and biscuits time” (at camp, not for us).   We also had the guilty pleasure of going out with no need for a babysitter. 

I’m not sure what I expected as I waited for the children to get off the coach on Friday.   Dishevelled, grubby, tired, perhaps a little more grown up.   They all looked remarkably well, and the adults even more so.   

Our son seemed happy and calm; he rated the week ten out of ten.   He returned with all his possessions, an extra pair of shorts and a few more freckles.  He still had 50p (budgetary genius) and an unopened bottle of shampoo; he assured us that his hair had got wet in the shower.  

Small stories have come out over the weekend and we’re waiting for more:

“I didn’t like the bump at the end of the zip wire, so I only went on four times” ….

“I knew the raft we’d built was going to collapse, so I got ready to jump off before we left the shore”…. 

“Why do girls scream when their hair gets wet?” 

Overall, what a fantastic achievement for all the children.  Well done to them and thanks to all the adults who looked after them at camp. 

Happy, respectful, co-operative, and motivated learners

One of the joys of being a school governor at Colston’s is hearing the opinions of so many children about the school. The governors recently met with over 30 children, from Reception to Year 6, to ask them questions about aspects of school life, in order to check that the published School Aims are being reflected in our pupils.

I am happy to report that they are, and I thought you might like to hear some of the things said. We asked a group of Reception children if they were happy coming to school. One girl replied ‘I am happy because I have many friends and lots of things to do’. When asked what they did if someone wasn’t happy another added ‘I would give them a hug’. A third said he liked school because ‘we have lots of certificates, even for things like athletics and being good’.

The Year 1 and 2 children were asked about ways they could make a  difference to their community: they talked about being kind and helpful, listening to others, being kind in the playground, being kind to people who've hurt themselves, owning up to mistakes and that 'differences don't matter'.  One child said 'school is special because of all the different languages and different coloured skin'.  Another talked about how it was good that everyone looked different as it would be very boring and very confusing if we all looked the same.  

We asked children in Years 3 and 4 about their approach to work, and trying new things; ‘I’d have a go’, ‘I’d see what it’s like’ and ‘Yes, if it’s a change from numeracy and literacy’ all showed a positive attitude. They liked working in groups because ‘I like helping and if I get stuck people will help me’, and they seem to enjoy their spelling tests, although one noted that ‘I’m excited when I’ve learnt them properly but not when I haven’t’.

Years 5 and 6 were asked about challenging ideas and challenging what their teacher and classmates said. They thought you get “more variety of answers” if you challenge ideas and they felt they could say if they thought something was not quite right. They felt encouraged to try things out. Children said they sometimes wanted to do it in a different way to that being taught. One said that “sometimes it’s good to challenge things – either you learn or they learn”.

All of the Governors remarked that the groups interviewed were polite and respectful of each others opinions, and seemed really pleased to be asked their opinion. Although it only provides a snapshot of school life, we concluded that the picture we saw was one of happy, respectful, co-operative, and motivated learners.

Rob Davies - Parent Governor