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Contents Page Number

Description

Head and Head of Pre-Prep’s Welcome

Communication

Staff Information

Nursery Information

Academic Information

Pastoral Care and Behaviour Information

Reporting and Assessment Information

General Parent Information

MOWDEN HALL SCHOOL Dear Parents and Carers, I am delighted to share this handbook with you, which I hope will be useful. Our website is also a useful reference point; it can be accessed here. At Mowden, we pride ourselves on our strong relationships, and hope that you and your family will always feel welcome. We would far rather know about a problem, so please do not hesitate to get in touch if you ever have any concerns or queries. Whilst making your way through the information enclosed, you will begin to understand the incredible opportunities that are available to your child. The challenge we put to them is to take those opportunities and run; see what they can achieve, make the most of each day and not be afraid to jump with both feet out of their comfort zone. Mowden’s aim is to provide a first class education, in which every child is given the opportunity to achieve his or her potential within a broad range of academic, cultural and sporting pursuits. Above all, we believe that our high expectations, excellent pastoral care and traditional family values help Mowdenians to grow up happily and honourably, with self-respect, confidence and a strong sense of responsibility and consideration for others and the wider community. Our values shape who we are - not only has the community chosen them, but they live them on a daily basis. We are Honest, Resilient, Independent Thinkers, who are Community-focused through our Communication and Kindness. These values permeate through every aspect of life at Mowden and will continue to shape your child, whilst they determine their own, personal values. We guide them, but want them to develop into their own person, proud of who they are and confident to show the world what they can achieve. We are committed to providing your child with an excellent, all round education and aim to do this by: ● Providing a safe, secure environment ● Developing a sense of community in which staff and children respect one another ● Creating, through example, an atmosphere where not only excellence is valued, but also commitment and effort are considered vital too ● Working to give children a love of learning and an enquiring mind ● Constantly evaluating what we do ● Helping children to understand that they have a part to play in the community and the wider environment, including their impact upon it ● Preparing children for the next stage in their education, and for a successful and happy life in the wider world ● Striving to consider the whole child and make provision for intellectual, physical, emotional, social and moral development I am delighted to welcome you to Mowden and sincerely look forward to working with both you and your child. Communication is key in my opinion and so I would urge you to get in touch if you are in any doubt or simply want to have a discussion - my door, our door is always open. With my best wishes,

Mr Phil Sturt Head

MOWDEN HALL SCHOOL Dear Parents and Carers, We are delighted to welcome you and your child to Mowden Hall Pre-Prep, set in the heart of the beautiful Northumberland countryside. Our school offers a warm, nurturing, and stimulating environment where children are encouraged to explore, grow, and begin their lifelong love of learning. At Mowden Hall, we believe that education is about developing the whole child. While we are proud of our strong academic foundations, it is our commitment to character development that truly sets us apart. Our core values—Kindness, Honesty, Communication, Independent Thinking, Resilience, and Community—are woven into every aspect of school life, helping our children to flourish both personally and socially. This handbook is designed to guide you through the day-to-day life at Mowden Hall Pre-Prep, providing practical information alongside an insight into what makes our school such a special place. We value the partnership between home and school and look forward to working closely with you to support your child’s journey. Together, we will help your child to feel confident, capable, and excited about all that lies ahead. With my best wishes,

Mrs Kirsten Knight Head of Pre-Prep

Communication If you have routine information to pass on it is always best to contact the School Office (Tel: 01661 842147) or a Form Tutor via email. The Office is open from 8.15am to 6.15pm during the week and until 1.15pm on Saturday. Please select the relevant number via the switchboard to direct you to the correct member of the Mowden team. The Boarding House number is active in the evenings should you wish to make contact. There is an answer phone for messages outside of these hours. Whilst we aim to answer your enquiries as quickly as possible, we politely remind you that when the school is in session all staff are very busy. Teaching staff are fully timetabled and will reply as and when possible. If your message is urgent please contact the School Office. We also politely ask that you refrain from emailing staff late at night, after 7.00pm, unless your enquiry is urgent. Staff email addresses are shown in brackets after their names in the Introduction to Staff section of this handbook. They are built with initial followed by surname@mowdenhall.org.uk Contact with the School can be made on:

info@mowdenhall.org.uk

Head’s email:

psturt@mowdenhall.org.uk

Deputy Head (Academic and Staff):

thillman@mowdenhall.org.uk

Deputy Head (Co-Curricular and Boarding):

sskew@mowdenhall.org.uk

Head of Pre-Prep:

kknight@mowdenhall.org.uk

Designated Safeguarding Lead and Assistant Head Pastoral:

gtownley@mowdenhall.org.uk

Operations Manager:

operations@mowdenhall.org.uk

Houseparent:

lserbrock@mowdenhall.org.uk

Marketing Manager:

jhall@mowdenhall.org.uk

Finance and Operations Assistant:

amiller@mowdenhall.org.uk

Office Manager:

sweir@mowdenhall.org.uk

Head of Admissions:

admissions@mowdenhall.org.uk

Head’s P.A:

head@mowdenhall.org.uk

Weekly Newsletter A weekly update is emailed to parents and carers each Friday. This highlights any changes or additions to the school calendar, provides a summary of the week at school, and includes any notices which may require action or attention.

The Mowden Hall Site Mowden Hall is set in 52 acres of beautiful Northumberland countryside. We have an extensive woodland area that is used both formally for educational purposes, and for allowing the imaginations of children to run free as they build dens, camp under the trees, toast marshmallows and learn about nature. Our playing fields and sporting facilities are exceptional; the Eco Garden is a place for children to explore and relax, and Tiddlers Corner offers climbing frames, an obstacle course and swings. A number of teachers and staff members live on site, in a number of flats, houses and cottages. Boarding duties are carried out by the staff members who live here, enabling the children to feel a sense of community. During the weekends, while the boarders enjoy the grounds, they will often come across families in their gardens or walking in the grounds with their dogs. This feeling of belonging is part of our ethos and enables us to build strong relationships with the pupils we care for.

Mowden Hall School Aim and Ethos Mowden’s aim is to provide a first class education, in which every child is given the opportunity to achieve their potential within a broad range of academic, cultural and sporting pursuits. We look to embed the development of character into everything we do, in order to prepare our children for future life and to excel academically, socially and morally. Above all, we believe that our high ideals, excellent pastoral care and traditional family values help Mowdenians to grow up happily and honourably, with self-respect, confidence and a strong sense of responsibility and consideration for others and the wider community. The mental health and wellbeing of all people in our community is of great importance to us, and influences all aspects of life at Mowden. Through the development of their character, we want our children to grow up feeling confident in themselves and safe in the knowledge that they have gained the tools necessary to support themselves through the complexities of life as young adults. Mowden Hall is committed to maintaining our reputation as a caring, happy and creative school wherein each child is valued and encouraged to maximise all opportunities on offer.

Safeguarding Children At Mowden Hall, safeguarding is our highest priority and everyone at our school has a responsibility to safeguard children. All staff receive safeguarding training. The whole school Safeguarding Policy can be found here. Should you have any concerns about safeguarding you should contact Mr. Gareth Townley (Assistant Head Pastoral and DSL) by email at gtownley@mowdenhall.org.uk or by telephone on 01661 842147.

Pre-Prep and Nursery Staff List Mr. P. Sturt Head, SLT (psturt) (head@) As the Head of Mowden Hall, I have the great honour of not only supporting your child to reach their potential, but I am supported by the incredible staff that work here. Whilst ensuring the children achieve the best possible academic education, I am keenly aware that children learn when they are happy. Fostering a strong community culture, where children also have opportunities to develop on the sports field, in the woods and on stage is what I hope to bring. My two children (Isabelle and William) attend Mowden, whilst my wife out-shines us all as a Consultant Obstetrician in Gateshead. We live close to Mowden and spend as much time outside as we can on the hills, fields or in the garden. Mrs. K. Knight (kknight) Head of Pre-Prep, Year 2 Class Teacher, SLT and DDSL Working at Mowden Hall is an absolute pleasure. The Pre-Prep has a fun, happy and vibrant atmosphere where our children thrive in a supportive and collaborative environment. Children who leave Mowden Pre-Prep are rounded individuals who are well prepared for an exciting future on the next stage of their educational journey. Mrs. A. Mackie (amackie) Head of Early Years and Reception Class Teacher. Every day in Early Years is a thrilling adventure and teaching in Reception is an absolute joy. Here at Mowden, I feel passionate about fostering creativity and sparking curiosity in our youngest children, helping them to learn and grow. Outside of school, I can often be found on a netball court or out enjoying the great outdoors with my family and our dog, Milo. I also love to cook! Miss L. Pemberton (lpemberton) Year 1 Class Teacher Teaching Year 1 is brilliant as the children make such amazing progress over the course of the year. It is a pleasure to teach in the Pre-Prep and support children at the start of their educational journey. When I am not in school, I enjoy going for walks and spending time with my six nieces and nephews! I also love a bit of shopping, cooking and baking.

Mrs. V. Bulman (vbulman) Treetops Class Teacher I am delighted to be teaching Treetops in the Pre-Prep. I am passionate about creating a happy, nurturing environment where children feel curious, confident and excited to explore, challenge themselves and develop resilience. No two days are ever the same in Treetops, which is one of the things I love most—each day brings new adventures, discoveries and the sense that anything is possible. Outside of school, I love reading, travelling both at home and abroad, and spending time with my family, friends and many pets. Mrs Monica Leybourne (nee Wilson) (mwilson) The Nest Nursery Manager I feel privileged to be Manager of the Nest and to be part of the Mowden Hall team. Giving children a high quality, nurturing and warm start to education is my passion. It is so rewarding to watch them grow and thrive. In my spare time I enjoy trips to the Lake district and spending time with family and friends. Miss Bethany Crabbe (bcrabbe) The Nest Nursery Assistant Manager I feel privileged to be The Nest Assistant Manager at Mowden Hall. At this stage, children are beginning their very first steps in education and it is so rewarding to guide them through this important journey. In my spare time, I enjoy spending time with family, friends and walks with my dog.

Miss. S.Willis (swillis) (Maternity leave) Teaching Assistant It is an honour to be part of the Mowden family. Watching the children learn, grow and develop is just magical! Their imagination is so creative and free flowing and their attitude towards school life is incredible. In my spare time, I enjoy hiking and spending quality time with family and friends.

Miss K.Jeffrey (kjeffrey) Teaching Assistant Being part of the Mowden family is always great fun. It’s so rewarding watching the children's characters blossom throughout their time in Pre-Prep. I’m currently completing special educational needs training. In my spare time I enjoy catching up with family and friends.

Miss L. Anson (lanson) Teaching Assistant I’m passionate about Early Years and developing children’s interests, skills and knowledge through play. This being in a fun and stimulating environment indoors and outdoors. In my free time, I enjoy walking and spending quality time with my family and friends.

Mrs. H. Alder (halder) Teaching Assistant I’ve dedicated most of my life to working in Early Years and feel it is a privilege to be part of their journey in this first step into school life. At home I’m mum to my own two children and enjoy time spent at the coast.

Mrs. J.Hawkesford Teaching Assistant (jhawkesford) A career change has brought me to Mowden where I have been met with such warmth from both staff and pupils. In my spare time I enjoy art and photography and spending time with my three young children.

Mrs . L. Johnson Early Years Practitioner (ljohnson) It is an absolute pleasure to be part of Mowden Hall, where I am based within The Nest. I create a safe, nurturing, and stimulating environment. This allows the children in my care to build confidence, curiosity, and essential life skills through play-based learning. In my spare time I enjoy spending time helping my dad on our family farm, spending time with my partner and his daughter and socialising with friends. Miss.K. Forster Early Years Practitioner (kforster) To follow

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Mrs. L.Holyoak Teaching Assistant (lholyoak) I absolutely love working with young children and will find any opportunity to sing, act, and bring learning to life through creativity and fun. Outside of work, family is at the heart of everything I do. Much of my time is spent supporting my sport-mad son and cheering him on from the sidelines with my husband. But when I get the chance, I enjoy trips to the theatre, listening to live music and woodland walks with our energetic spaniel. Miss. M. Carr Apprentice Teaching Assistant (mcarr) I am a teacher assistant in the Pre‑Prep department. I love supporting the children as they learn and grow. Outside of school I enjoy going on walks and spending time with friends and family (and shopping of course).

Mrs. J. Belton Swimming Teacher (jbelton) I am passionate about swimming and believe that it is an essential life-skill. My goal is to deliver a fully inclusive Learn to Swim Programme that teaches the core aquatic skills so the children are confident, competent and safe in the water. I aim to provide a positive experience that will build a life-long love of swimming.

Mrs. J. Atkinson PE/Games Teacher (jatkinson) It’s usual to hear me before you see me; my passion for teaching sport is a very vocal one! I teach and coach games and athletics, and aim to pass my enthusiasm and enjoyment for sport, and life in general, on to the children. There is something for everyone in sport and it’s my job to make sure they all find their ‘something’. Mrs. K. Buchanan Pre-Prep General Teacher (kbuchanan) My time in the Pre-Prep is always a highlight of my week. I feel that it is important to prepare our pupils for life outside of Mowden Hall. The aim is to make them resilient and aware of life's challenges - but also encourage them to be caring and empathetic people. In my spare time, I enjoy creative photography, cycling (especially in France), reading, politics, and walking our dogs.

Mrs. T. Fairclough Pre-Prep French (tfairclough) I am delighted to teach a specialist subject in Pre-Prep, building strong foundations in French that will carry them through to the Prep school. I believe that happy children are successful learners, and I aim to inspire a love of learning through a touch of fun, a passion for books, and plenty of encouragement. One of my daughters currently attends the school, and I live off-site with my family and our two lovely dogs, Jinks and Wicket. Mrs. S. Thompson-Halsey (Maternity leave) Head of Art and PSHEE (sthompson) I am a passionate advocate for the power of creativity in inspiring young minds. My aim is to encourage a life-long interest in Art through the exploration of artists, historical styles, and mediums with a good deal of fun thrown into the mix! I am also proud to lead our effective PSHEE framework at Mowden to ensure our students are equipped with the knowledge, skills, and connections to keep them healthy and safe for life.

Mr. I. Hartley Head of IT (ihartley) I am Head of IT at Mowden, which, in addition to delivering lessons to pupils, involves ensuring the smooth running of the digital infrastructure across the School. I am enormously proud to help our pupils not only learn how to digitally code, design and construct, but also to prepare themselves for a world filled with technology. Mr. W. Smith Director of Music (wsmith) As Head of Music, I have the privilege of teaching one of the most visible and shared aspects of school life. I firmly believe that every child is a musician, and my goal is to help each pupil flourish through music and discover the instrument or musical pathway that inspires them most. Outside school, I direct, accompany, and sing with a variety of choirs across the North East, and have performed, recorded, and appeared on live radio and television broadcasts. One of my proudest musical moments was directing the North East Children's Choir live on BBC Children in Need.

Ms L. Danby, RGN School Nurse and Mental Health Lead, DDSL (ldanby) I am very proud to be the School Nurse and Mental Health Lead here at Mowden Hall. I support the health and well-being of our pupils with care tailored to their individual needs. I provide all medical care, advice and first aid for pupils and staff. I recently bought a puppy and she has been spending time with me in school enjoying cuddles from the children. Outside of school, I enjoy yoga!

Miss S.Milburn Head of Learning Support(smilburn) I am the Head of Learning Support at Mowden Hall. I am responsible for the day to day operation of the SEND department and ensuring that we are following our SEND policy. I work across the school and am a firm believer in early intervention, having worked with children of all ages, during my career. My aim is to ensure all children can reach their potential, with the right support

Mr L. Gray Operations Manager, SLT (lgray) As Operations Manager at Mowden Hall School, I oversee the day-to-day running of the school site, ensuring smooth and efficient operations across all departments. A key member of the Senior Leadership Team (SLT), I play a strategic role in supporting the school’s vision and delivering a safe, well-managed environment where staff and pupils can thrive. Outside of work, I enjoy the great outdoors and have found a deep fondness for the Northumberland countryside, which offers the perfect escape.

Mr J. Hall Head of Marketing, SLT (jhall) With almost 15 years of experience in working in education, I’m delighted to be helping to shape the marketing of Mowden Hall School. I love working in schools, and with young people and families, and I am passionate about everything social media, digital and visual. I am Northumberland born-and-bred and live by the coast with my wife and two young children. Most of my time outside of school is spent either at the beach or in the Lake District walking along the fells!

Miss A. Miller Finance and Operations Assistant (amiller) I am a proud grandma and enjoy spending time with my grand daughter and family. I’ve been part of the Mowden family for over 25 years!

Mrs S.Weir Office Manager (sweir) I am delighted to be part of the Mowden team. My main role is Office Manager but I also teach Games. In my spare time, I enjoy being outdoors whether it be walking or cycling. I’m also a keen swimmer.

Mrs. S. Marshall Head of Admissions, Head’s PA and SLT (smarshall) I’ve been part of the Mowden team for a few years now and am passionate about this very special school. I support our Head day to day and also have autonomy for our admissions. Outside of work you would find me in the garden, spending quality time with my family, or at yoga.

Key Workers In The Nest, the Key Worker is Mrs Monica Leybourne In Treetops the class teacher and Key Worker is Mrs Victoria Bulman. In Reception the Class Teacher and Key Worker is Mrs Ali Mackie.

The Nest and Treetops The Nest is situated in the cottage adjacent to Pre-Prep and shares access to the playground and outside facilities. Both The Nest and Treetops, our 3-4 year old nursery, are open 50 weeks a year from 7.30am - 6.00pm weekdays. It is our hope that families join Mowden and enjoy our school from age 2 until 13. The Nest and Treetops will be closed for 2 weeks a year, one week in July and the week between Christmas and New Year and bank holidays. You will be notified of the closure dates in advance. What the day will look like in:

The Nest

Treetops

7.30am - 8:00am

Breakfast is served

7.30am

Breakfast in Prep School

8:00am - 9.30am

Continuous provision

8.00am

Morning session

9.30am

Mid morning snack

8.30am

Registration

10:00am - 11:30am

Outdoor adventures

10.15am

Snack time & outdoor playtime

11.30am

Cooked lunch

11.50am

Lunch and playtime

12.30pm

End of morning session

2.15pm

Snack time

1.00pm-2.30pm

Sleep time

4.00pm

High tea

2:30pm - 4:00pm

Outdoor adventures

6.00pm

Closing time

4.00pm

High tea

6.00pm

Nest closes

Facilities All nursery aged children have access to our incredible grounds, including an extensive Pre-Prep playground as well as OWL (Outdoor Wild Learning). Children in The Nest will follow the Early Years Framework, alongside a skills-based curriculum, focussed on integrating the seven areas of learning, with the option of a weekly swimming lesson on a Tuesday and Friday morning supported in the water by a parent or carer. The timings of these lessons will be published a term in advance. Families are asked to commit to a term at a time with lessons being booked through Class4Kids. Families who attend The Nest are given a discount code when booking swimming lessons on this platform, which allows for all lessons to be free of charge.

What to bring Each day, we ask that a child attending The Nest brings a small rucksack containing the following, it is essential that all items are clearly labelled. Spare change of clothes

Sleeping bag and comforter if needed Coat Please put a daily allowance of nappies and wipes in your child’s bag along with nappy cream and suncream if needed. Please could Wellies, Winter Hat/Sun Hat, All-in-One Waterproof boilersuit be kept at school.

Sleeping Each child is offered a daily sleep in the afternoon. Please discuss any sleep habits or cues that should be observed for your child with Mrs Leybourne. We will do our best to encourage sleep, however, we will notify you at the end of the day if this has not been successful.

Uniform Parents are given the option of purchasing the green Mowden Hall sweatshirt through our uniform supplier Stevensons.

Settling Sessions Before being formally offered a place at The Nest, a child will be offered 2 settling in sessions, free of charge. These tasters work best if used at different times of the day, such as morning snack one day, playtime another. We require parents to remain on-site at all times during the settling-in sessions, perhaps to sit with a coffee in our staff room in case your child becomes distressed.

Transition to Treetops As your children approach their third birthday and begin to show signs that they are ready for the next stage in their learning journey, we will begin planning their transition from The Nest to Treetops. To help your child feel confident and comfortable with this change, we will arrange several taster sessions in Treetops ahead of their official move. These visits will give them the chance to explore their new environment, meet the staff, and begin to get familiar with the new routines and expectations - all at their own pace. One of the key areas we focus on as part of this transition is Toilet training. Children should be potty trained before starting in Treetops. If your child is not quite there yet but is developmentally ready, we will work in partnership with you to support this important step. We’re here to make sure this transition is as smooth and positive as possible - for both you and your child. If you have any questions or would like to discuss anything further, please don’t hesitate to speak to a member of the team.

Curriculum Within our EYFS provision, our curriculum intent “Roots to Grow and Wings to Fly” reflects our commitment to nurturing confident, resilient, and happy learners. We aim to provide a strong foundation of core values and support each child in building positive, meaningful relationships within our Mowden family. Through an aspirational and enriching provision, we empower our pupils to become independent thinkers and lifelong learners, ready to embrace the world with curiosity, courage, and care. For 2-year-olds, the Early Years Foundation Stage (EYFS) framework provides a play-based and developmentally appropriate approach that supports learning across the seven areas of learning and development, with a particular focus on the three prime areas: Communication, and Language, Physical Development, and Personal, Social and Emotional Development. These areas are crucial for building strong foundations in early childhood. Guided by the Development Matters non-statutory guidance, practitioners carefully observe, assess, and plan next steps based on each child’s unique developmental journey. The curriculum is designed to be flexible, child-led, and responsive, promoting curiosity, independence, and a love of learning through rich, meaningful experiences. For 2-year-olds, particular attention is given to developing early language skills, building secure attachments, and supporting emerging physical coordination and self-care skills.

Reception - Year 2 Starting School Children will move from Treetops into Reception after their 4th birthday in September. Treetops children have a gradual induction to school, which is managed on an individual basis to suit your child. Reception, Years 1 and 2 children joining at other points in the school year will be offered the chance to join their new class for a day before starting.

Wrap Around Care We know that the traditional school day doesn’t always fit in with a parent’s busy life, in fact, we often hear that finding good, reliable childcare is one of the biggest challenges for parents. Therefore, we provide wrap-around care for children from 7.30am until 6.00pm. Many working parents or families with older children at Mowden Hall find our Breakfast and After-school clubs helpful, and children enjoy the fun and interactive activities on offer. In the morning we serve breakfast to prepare children for the busy day ahead, and in the afternoon we provide a high tea, meeting any dietary requirements. Children participate in a range of games and activities in a relaxed and happy atmosphere. Pre-Prep children enjoy a gloriously rich school day, with a generous allocation of time and specialist staff in the arts and sports. However, the school day is not limited to 8.00am to 3.45pm. Breakfast Club is charged per session and After School Club is charged per hour. 18

Children with siblings in the Prep School are welcome to take advantage of free after-school care in Pre-Prep until their sibling finishes their school day, should they wish. Details of activities for the term, will be issued before the beginning of each term. Parents will be emailed a Google Form to submit their request. We also have outside providers for some clubs and these activities carry an additional charge. A selection of just some of the clubs we have run in the Pre-Prep are listed below:

Football Tennis Yoga/pilates Multi-sports Painting Art club STEAM Club (Science, Technology, Engineering, Arts and Maths) Music Drama Dance Eco Warriors Book Club Nature Gardening

Teaching Assistants, Apprentices and Gap Students We employ Teaching Assistants, Apprentices and Gap Students at Mowden Hall Pre-Prep, who work to support the Class Teachers in the children’s learning. Under the direction of the teaching staff, they assist individual pupils and groups in the classroom and at playtime.

The EYFS Curriculum The Nest, Treetops and Reception Class staff work and plan together to ensure a broad, balanced and appropriate curriculum is delivered and that there is a continuity and unity between the three classes. Work is differentiated so that it is of an appropriate level for the individual child and the curriculum is accessible to all children. The Foundation Stage Curriculum is split into seven areas of learning and development – 3 prime areas and 4 specific areas. All the areas of learning and development are important and inter-connected, however, the Prime areas are considered to be particularly important for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. There is, therefore, a greater emphasis on these when children are younger, but as children progress through the Foundation Stage the focus becomes more evenly split.

The Prime Areas are: Communication and Language Involves giving children opportunities to speak and listen in a range of situations and to develop their confidence and skills in expressing themselves. The development of children’s spoken language underpins all seven areas of learning and development. Children’s back-and-forth interactions from an early age form the foundations for language and cognitive development. The number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial. By commenting on what children are interested in or doing, and echoing back what they say with new vocabulary added, practitioners will build children's language effectively. Reading frequently to children, and engaging them actively in stories, non-fiction, rhymes and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive. Through conversation, story-telling and role play, where children share their ideas with support and modelling from their teacher, and sensitive questioning that invites them to elaborate, children become comfortable using a rich range of vocabulary and language structures.

Physical Development Involves providing opportunities for young children to be active and interactive, and to develop their co-ordination, control and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food. Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives. Gross and fine motor experiences develop incrementally throughout early childhood, starting with sensory explorations and the development of a child’s strength, co-ordination and positional awareness through tummy time, crawling and play movement with both objects and adults. By creating games and providing opportunities for play both indoors and outdoors, adults can support children to develop their core strength, stability, balance, spatial awareness, co-ordination and agility. Gross motor skills provide the foundation for developing healthy bodies and social and emotional well-being. Fine motor control and precision helps with hand-eye co-ordination, which is later linked to early literacy. Repeated and varied opportunities to explore and play with small world activities, puzzles, arts and crafts and the practice of using small tools, with feedback and support from adults, allow children to develop proficiency, control and confidence.

Personal, Social & Emotional Development Involves helping children to develop a positive sense of themselves and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities. Children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives, and is fundamental to their cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others. Children should be supported to manage emotions, develop a 20

positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. Through adult modelling and guidance, they will learn how to look after their bodies, including healthy eating, and manage personal needs independently. Through supported interaction with other children, they learn how to make good friendships, co-operate and resolve conflicts peaceably. These attributes will provide a secure platform from which children can achieve at school and in later life.

The Specific Areas are: Literacy Involves encouraging children to read and write, both through listening to others reading, and being encouraged to begin to read and write for themselves. Children must be given access to a wider range of reading materials – books, poems and other written materials, to ignite that interest. It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading, taught later, involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing).

Mathematics Involves providing children with opportunities to practise and improve their skills in counting numbers, calculating simple addition and subtraction problems, and to describe shapes, space and measures. Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and tens frames for organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.

Understanding the World Involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.

Understanding the World involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension.

Expressive Arts and Design Involves supporting children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology. The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe.

Introduction to Prep School Subjects In Treetops, the children are taught Music, French, PE, Games and Swimming as part of our enhanced curriculum. These subjects are taught by Prep School teachers.

PRIVACY NOTICE for children in Early Years Settings For children under 12, their parents will act on their behalf. Privacy Notice - Data Protection Act 2018 We, Mowden Hall Pre-Prep, are the Data Controller for the purposes of the Data Protection Act. We collect information from you and may receive information about your child from a previous setting. We hold this data and use it to: ●

Support your child’s teaching and learning;

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Monitor and report on your child’s progress;

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Provide appropriate pastoral care, and

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Assess our own performance.

This information includes your contact details, attendance information, Early Years Foundation Stage learning journey/profile and personal characteristics such as ethnic group, special educational needs and any relevant medical information. We will not give information about your child to anyone outside the setting without your consent unless the law and our rules allow us to.

We are required by law to pass some of your information to the Local Authority and the Department for Education (DfE). If you want to see a copy of the information they hold and share about you or your child then please contact the School Office. For further information about how the Local Authority (LA) and/or DfE store and use your information, then please go to this website. www.northumberland.gov.uk If you would like to get in touch with the Department for Education, please contact: Public Communications Unit Department for Education Sanctuary Buildings Great Smith Street London SW1P 3BT Telephone: 0870 000 2288 Email: https://www.gov.uk/data-protection

Attendance Whilst attendance is not mandatory for pupils under 5 years of age at Early Years Settings or Maintained Schools, we do register children twice each day for record keeping purposes.

Timetable - Reception, Year 1 and Year 2

Subjects Taught in Key Stage 1 English/Drama

Art/Craft

Mathematics

Computing

Science

Religion, Philosophy and Ethics (RPE)

Humanities

Personal Social Health and Economic Education (PSHEE)

French

Swimming

Games/P.E.

OWL -Outdoor Wild Learning

Music

Special Educational Needs and Disabilities (SEND) This area includes both extending those who show talent in an area of learning and helping others who have difficulties with learning. We strive to get the best out of each individual pupil and will present extended opportunities to those who need it. The teaching assistants are there to help all pupils, working with individuals or in small groups to maximise learning across the ability range. Children with potential learning difficulties are pinpointed at a very early stage. They are carefully monitored and may, with parental agreement, be referred to Educational Specialists outside the School. The SEN department helps children with dyslexia and other learning difficulties. If members of staff have any cause for concern over a child they will initially refer to Mrs. Knight. If she considers that there needs to be an assessment, she will discuss the matter with Miss Milburn (Special Educational Needs Co-ordinator) and other relevant staff. Parents will then be asked whether they would like us to arrange this assessment. No further action will be taken without parental consent. The School will make reasonable adjustments to make sure disabled students are not discriminated against. If a child has an Educational Health and Care Plan this will be reviewed with the parents termly. There is one annual review where the EHC plan is rewritten for the next year and amendments are included. This is a multi-agency review and involves everyone involved in the care of the child and also an officer from the local authority.

A, G & T The School has clear provision for able, gifted and talented pupils. We will aim to create a curriculum of opportunity within the most appropriate learning environment so that all our pupils will progress as rapidly as possible. We aim to create the widest possible variety of learning opportunities which recognise the different individual learning needs of all our pupils, in terms of speed, style, interests and abilities. We aim to ensure the provision for A G & T pupils in our care through: ● ● ● ●

Access to a range of learning opportunities appropriate to their needs Opportunities to work at higher cognitive levels Opportunities to develop specific skills, talents or abilities A concern for the development of the whole child: social, emotional, moral, physical, creative and spiritual as well as intellectual.

Able pupils ‘Able pupils’ refers to students who achieve, or have the ability to achieve, above average (compared with the attainment of other students in their year group at Mowden Hall) in one or more subject areas.

Gifted pupils Gifted refers to students who achieve, or have the ability to achieve, significantly above average (compared with the attainment of other students in their year group at Mowden Hall) in one or more of the subjects other than art, performing arts or physical education.

Talented pupils Talented refers to those students who achieve, or have the ability to achieve, significantly above average in art, performing arts, physical education or in areas requiring visio-spatial skills or practical abilities (these could include a range of non-traditional areas). According to Renzulli (1986) giftedness not only involves above average ability but also involves task commitment and creativity. Task commitment and creativity have been included for the following reasons: To identify those who are working within this range, we consider a wide range of evidence. Do pupils show: ● the capacity for high levels of interest, enthusiasm, fascination and involvement in a particular problem, area of study, or form of human expression ● the capacity for perseverance, endurance, determination, hard work, and dedicated practice. Setting high standards for their work; maintaining openness to self and external criticism; developing an aesthetic sense of taste, quality, and excellence about their own work and the work of others ● fluency, flexibility, and originality of thought ● openness to experience; are they receptive to that which is new and different (even irrational) in thought, action, and product of themselves and others ● curious, speculative, adventurous, and "mentally playful" ideas; they are willing to take risks in thought and action ● sensitivity to detail and aesthetic characteristics of ideas and things ● willingness to act on and react to external stimulation and their own ideas and feelings. Gifted/Able/Talented pupils … ● ● ● ● ● ● ● ●

question readily persevere when motivated think divergently synthesise communicate fluently analyse show creativity engage with complexity

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perceive patterns grasp new ideas rapidly take risks spot logicalities or inconsistencies ● make links ● may underachieve

Bright versus Gifted/Able Learner Able Child

Gifted Learner

Knows the answers

Asks the questions

Is interested

Is highly curious

Has good ideas

Has a wild, silly idea

Works hard

Plays around yet tests well

Answers the questions

Discusses in details, elaborates

Is in top group

Is beyond the group

Listens with interest

Shows strong feelings/opinions

Learns with ease

Already knows

Enjoys peers

Prefers adults

Grasps the meaning

Draws inferences

Completes assignments

Initiates projects

Is receptive

Is intense

Copies accurately

Creates a new design

Enjoys school

Enjoys learning

Absorbs information

Manipulates information

Technician

Is an Inventor

Good at memorising

Good at guessing

Enjoys straightforward sequential presentation

Thrives on complexity

Is alert

Is keenly observant

Is pleased with own learning

Is highly self-critical

Provision for A, G & T Pupils We provide for our A, G & T pupils using a wide variety of methods. At all times, classroom teachers ensure that all children are given work that is suitably challenging, enabling each one to achieve his or her potential. Subject leaders develop schemes of work that outline provision for the most able pupils. We also look to build explicit enrichment into the day to day life of the school. The purpose of enrichment/extra-curricular provision is to provide opportunities for able pupils to use their skills in areas outside of the national curriculum. Such activities may include: Maths challenges, specific clubs, school productions, theatre visits, creative workshops, inter-house general knowledge quizzes, visiting speakers/authors, lectures and visits to senior schools/universities. We also enter local and national competitions aimed specifically at able students. The options are many and varied. 28

Within the classroom, subject teachers will develop differentiated tasks, including homework, to include activities that will develop the higher order thinking skills of analysis, hypothesis, synthesis and evaluation. They may deliver tasks that offer choice and negotiation, ensuring that pupils are able to work according to their strengths, interests and abilities. There are ample opportunities for small groups of similar ability children to work together and there is targeted intervention and feedback that offers challenge and extension, and initiates a meaningful dialogue. Throughout the curriculum, we provide opportunities for children to tackle abstract tasks and transitional tasks, involving manipulation and transformation of information. Multi-faceted and divergent tasks, which allow pupils to make connections and move in a range of directions are often highly effective in meeting needs. Open-ended tasks provide opportunities for pupils to gain greater independence and to make significant mental leaps. The key is that in all instances planning and delivery is bespoke to the child's needs and we are flexibly reflective in our classroom provision for pupils of all abilities.

Sharing Learning at Home Each afternoon all children in Reception up to Year 2 will bring a reading book, game or activity to enjoy at home. Please use the reading diary as a form of daily communication with the class teacher. In Year 2 spellings and times table homework may be set. Playing board games, counting games and visiting places of interests or sharing books based on the topics currently being studied in school is always of benefit. You can help by supporting and helping your child at home by listening and talking and encouraging a positive attitude towards school and ensuring that children come to school punctually, with appropriate uniform and equipment.

Reading Reading is a vital skill and parental help at home is greatly appreciated. You will be guided by your child’s teacher and books will be sent home every day. Please use the reading diary to record and communicate your reading time at home.

Hearing your Child Read - Some Tips Make time to listen to your child read. ●

Sit comfortably together and make sure you limit distractions such as the television.

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Before reading, look at the cover or illustrations together and discuss what the book might be about. If your child struggles with unknown difficult words, you might look through the book and point out and give any words which you anticipate may be a problem. This will help your child to read more fluently.

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When listening to actual reading, don’t rush to correct mistakes unless it significantly alters the meaning. If your child falters over a difficult passage, you can help by reading aloud alongside them until a simpler section is reached.

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Help your child to anticipate words by focusing on the initial sound of the word and using context as a cue.

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Offer to read character parts yourself. Encourage your child to put expression into the reading, to attempt ‘voice’ characterisation to bring them to life.

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After reading, encourage your child to tell you about what they have read. Ask questions about what they say and try to get them to express what they think and what opinions they have formed about characters and the story.

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Whilst hearing your child read is extremely important, remember that children benefit enormously from also hearing you read. A child who may be struggling with a story can have it brought to life by an adult reading fluently and with expression.

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Always praise and comment on progress, however small. Encouragement is the key to success. Communicate your enjoyment at listening to your child read.

Educational Visits There will be a number of trips out of school during the Academic year, planned to enrich the children’s classroom experiences. Dates for trips are entered on the Termly Calendar. You will be required to complete and return a Consent Form at the start of each Academic year. Sometimes, trips are arranged at the ‘last minute’ and you will be notified as soon as possible. We make every effort to monitor the cost of trips and supplement where we are able to. The school has an Educational Visits Policy. Staff are required to carry out a risk assessment prior to each trip and to ensure sufficient adults accompany the children.

Sport in School Each year group has two lessons of P.E./Games each week and should have the regulatory PE kit and trainers in school for these lessons.

Swimming All the children in the Pre-Prep have a weekly swimming lesson in our school swimming pool.

Music Lessons As well as our Music Teacher, peripatetic music teachers come into the Pre-Prep to provide individual music lessons to children in Year 2. Individual music lessons are in great demand and, in certain circumstances children may have to be on a waiting list. Lessons are charged weekly and will be added to your fee account in arrears. You are invited to sign up for lessons at the beginning of the academic year. If you wish your child to have individual music lessons, please talk to the Class Teacher before the beginning of term. It may be possible to hire instruments, either from the School or from a local shop. If your child uses a private instrument, please make sure it is fully insured. It is important that each child makes the right choice when embarking on their instrumental studies. If, at the end of their first term of study, they decide not to continue with the lessons there is no financial obligation beyond that term. Please note, however, once lessons continue into a second term and beyond, a term’s notice will be required in lieu of notice to cancel. Music lessons take place throughout the day and are delivered by our team of specialist peripatetic teachers. If they are timetabled during normal class time this will be on a rotation so that the same lesson is not missed each week.

The Safety of your Child We have a number of policies and procedures in place to ensure the safety of your child whilst they are attending the setting: The school is locked and open by keypad only throughout the day. It is very important that the door code is not shared with anyone not connected to the school. ●

Visitors are required to sign in and wear an identification badge

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The statutory requirements regarding the safer recruitment of new staff and volunteers are adhered to, including the use of enhanced DBS checks

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We have a Missing Child Policy which details the procedure to be followed in the event of a child going missing. This policy is on the website

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We have an agreed procedure to be followed in the event of a parent or nominated carer failing to collect a child at the appointed time, which is detailed below

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All external doors are coded

Procedure followed by Staff in the event of Non-Collection of a Pupil If a child is not collected within half an hour of the agreed collection time, we will call the contact numbers for the parent or carers. During this time, the child will be safely looked after. If there is no response from the parent or carer contact numbers by 6.30pm then the child will remain with a member of the Senior Leadership Team. If there is still no response by 7.00pm then the emergency numbers will be contacted; if there is no response by 8.00pm then a member of SLT will contact the Duty Social School Worker. Social Care will make emergency arrangements for the child and will arrange for a visit to be made to the child’s house and will check with the Police. We will make a full written report of the incident. We undertake to look after the child safely throughout the time that he or she remains under our care.

Equality of Opportunity We are committed to providing an education which gives every pupil equal access to learning opportunities regardless of race, culture, disability or social class. We have an Equality, Diversity and Inclusion Policy and, unless there is a sound organisational reason to do so, no differentiation is made between boys and girls. We aim to prepare our children for life in a multicultural society by creating and maintaining a nurturing and caring environment for all members of our school community. We pay due regard to the Equality Act 2010.

Communication with home During your child’s time at Mowden there may be some family problems which could cause your child to become upset. These can range from apparently minor issues, such as the death of a pet, to more distressing situations, such as divorce, separation or close family bereavement. It is very helpful to us if we can be made aware; also, if we know why a child is behaving out of character it helps us to support your child.

Rewards and Sanctions Pupils are valued as individuals and their talents, interests and developing personalities recognised, acknowledged and appreciated. Recognition is identified and celebrated in a variety of ways. The whole ethos of behaviour management at Mowden is a positive one and should remain as positive as possible at all times. However, there are times when sanctions and punishments are appropriate. Sanctions and punishments are proportionate to the offence and

provide an opportunity for pupils to make reparation where possible. These are outlined in our School Behaviour Policy.

Behaviour At Mowden Hall Pre-Prep we follow the Whole School Behaviour Policy. This is available on the website. We aim to develop children’s self-discipline and self-esteem. We set high standards of behaviour, which support teaching and learning and we endeavour to do this through a firm, yet gentle, approach in a mutually respectful environment; one where the children can develop a sense of responsibility towards themselves, their peers and adults. Emphasis is placed on manners and good behaviour, and we take instances of bad behaviour that affect the happiness and security of other pupils very seriously. We promote diligence, acceptance of responsibility, regard for proper authority, honesty, courtesy, trustworthiness and sensitivity to the needs and viewpoints of others. We aim to promote self-discipline and to help children to understand the benefits of behaving well and encourage intrinsic motivation to do so. We deal with any behaviour which does not allow constructive teaching and learning. In the event of any problems, staff adhere to an agreed Behaviour Policy and, should the matter be serious, we always keep parents informed and will explain the steps we are taking to encourage good behaviour. Likewise, we appreciate being told of any problems at home which may affect a child’s conduct within school. We may ask parents to help in working out a combined school / home strategy to improve behaviour and a record may be passed between home and school on a daily basis to keep everyone informed of problems and progress. The behaviour policy is explained to the children in Assembly and in individual lessons.

The Structure of Golden Time ●

Golden Time is a timetabled time at the end of every week where children are able to choose what they would like to do in class.

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Teachers make an effort to let children mix across classes and within year groups at Golden Time.

● Golden Time is a positive way of rewarding well-behaved pupils. For most children the threat of losing Golden Time is enough. However, for some children a further sanction is needed.

Excellent Work Throughout the week when the children have produced excellent work, a piece of work is selected for the Superstar board which is displayed in the corridor and celebrated at our Superstar Assembly. This is an academic piece of work which reflects effort and progress of the individual.

Castles Each child belongs to a Castle: Aydon, Warkworth or Dilston. Children earn Castle Points for good academic work and effort. Children can also earn Castle points for good behaviour and generally helping around the School. These points go into an overall Castle competition. Teachers may award a Castle certificate to children who may have met targets set for them, explaining the reason for their choice. These targets may range from academic achievements, behavioural or social achievements. The emphasis is always on effort and all children are given the opportunity to earn their award.

Character Champions Each half term we highlight a particular Mowden Character. Each week the class teacher highlights a Character Champion, who has demonstrated this value particularly well.

Rewards The following is a list and explanation of the kinds of rewards that are given to children in our school. Informal positive comments. “Well Done!” (‘Pat on the back’)

No formal structure. Staff should be as positive as possible with children and praise them wherever possible/ appropriate

Informal Stickers

No formal structure. Children are given stickers by staff where appropriate on an ad hoc basis

Castle Points

Each child has a record of their Castle Points. Certificates are awarded when 10, 20 and 30 points are achieved

Superstar of the Week

Each class has a Superstar of the Week displayed on the Superstar board

Castle Certificate

For targets met

Character Champion

For demonstrating school values particularly well

Sanctions The following is a list and explanation of the kinds of sanctions that are given to children in our school.

Matter discussed with child

All staff remain as positive as possible and appropriate. Whenever possible children have a chance to prove themselves in a positive, encouraging environment and staff try to explain and discuss misbehaviour

Golden Time Minutes Removed

Children may lose minutes of Golden Time after a warning has been given

Minutes of playtime may be lost (in classroom)

This is particularly suitable for older children who have not completed work, at the discretion of the teacher. This should be under supervision of the teacher who keeps them in. A child should never lose ALL of their playtime and should always receive the last five minutes

Minutes of playtime may be lost (in playground)

A child who misbehaves during playtime may sit out for some of their playtime under the supervision of the teacher on duty.

Letters of apology

At times, it may be appropriate for a child to write a letter of apology to a child or children. Staff can make sure that these are of a certain, suitable quality and may go home for parents to sign.

These sanctions may involve the Head of Pre-Prep and the child’s parents. All major sanctions are recorded through the school IT system.

Bullying As part of our Anti-Bullying Policy, Mowden Hall aims to involve and inform parents by ensuring they are clear that the School does not tolerate bullying, and are aware of the procedures to follow if they believe that their child is being bullied. Accordingly, the purpose of this leaflet is to share relevant information with parents. Much of this information is regularly discussed with the children. Bullying is not tolerated in our School, but we would be foolish to pretend it doesn’t happen here. It can happen in any school and national studies show that bullying occurs more than anyone might think. Bullying affects everyone, not just the bullies and the victims. It also affects those other children who watch, and who can get drawn in by group pressure. Bullying is not an inevitable part of growing up; but neither does it usually sort itself out. We hope you will agree with us that we all need to be active and work together to make school life happy and secure for all children. Mowden Hall acknowledges that prevention is better than intervention. The issue of bullying is covered in Form Period and PSHEE lessons and also through whole-school assemblies. We will use various methods for helping children to be aware of and to prevent bullying. The reasons for bullying will vary from case to case; it would not be appropriate to use the same strategies on every occasion. Our aim is for the bully to recognise and stop his/her behaviour. We all need to be active and work together to make school life happy and secure for everyone. The NSPCC defines bullying as: Bullying is behaviour that hurts someone else. It includes name calling, hitting, pushing, spreading rumours, threatening or undermining someone. It can happen anywhere – at school, at home or online. It's usually repeated over a long period of time and can hurt a child both physically and emotionally. Cyberbullying is bullying that takes place online. Unlike bullying offline, online bullying can follow the child wherever they go, via social networks, gaming and mobile phone.

What does bullying look like in a school? 1. Bullying goes on for a while… or happens regularly 2. Bullying is deliberate. The other person wants to hurt, humiliate or harm the target 3. Bullying involves someone (or several people) who are stronger in some way than the person being bullied – older, stronger, more of them, know a secret about them. THESE THREE THINGS HAVE TO HAPPEN TOGETHER FOR SOMETHING TO BE CALLED ‘BULLYING’. The following is NOT bullying: ● A one-off fight or argument ● A friend sometimes being nasty ● An argument with a friend.

What does Mowden Hall do about bullying? ● Make sure we all mean the same thing when we talk about bullying ● Help pupils understand how bullying feels for the person being bullied ● Makes sure pupils feel ok about telling an adult when they know bullying is going on ● Make sure all pupils know what to do if they are being bullied ● Mowden Hall takes bullying very seriously and imposes proportionate sanctions ● Mowden Hall record all instances of Bullying in both the Pre-Prep and Prep School ● For more information, please see the Mowden Hall Behaviour Policy.

Why do witnesses not tell? Nine times out of ten bullying involves witnesses, so why don’t they stop it, or tell? ● They worry they will become targets themselves ● They do not want to be seen as a “snitch” ● It is hard to go against the crowd ● And yet evidence shows that the more people tell about any bullying they see going on, the less it happens.

Why do people bully others? ● They want to fit in with others ● It feels like fun – they don’t realise how much it hurts ● They dislike or are jealous of someone ● It makes them feel powerful ● It gets them something they want (money, sweets)

● They are bullied themselves and want to take out their hurt and anger on someone who won’t fight back ● They have problems in their life that make them feel bad.

INFORMATION FOR CHILDREN: What to do if you are being bullied, or are a witness to someone being bullied: ● Tell a friend ● Tell a family member ● Tell a senior pupil ● Tell a member of staff ● Tell a trusted adult ● Complete the anonymous “Report Bullying” form on the Pupil Homepage ● Send an email to a member of staff.

Cyber-Bullying – Top Tips: ● Always ask before you send a picture or information that could be shared with other people. Remember you don’t know what will happen to any pictures or information you let people have. What you think of a joke may be really upsetting to someone else ● Think before you send a message about yourself or other people. It doesn’t take long for it to be shared with every single person you know ● Never give out personal information when it can be shared with others – you may trust your friends, but you don’t know their friends ● Treat your password like your toothbrush – don’t let anybody else use it ● If you receive nasty messages, texts, comments etc., block the person sending them and always report it to an adult (parent, teacher) ● Don’t reply to a bullying message but do keep it – whether it is a picture, message or online communication.

INFORMATION FOR PARENTS: How do I know if my child is being bullied? Look out for the following: ● Behaviour changes ● Withdrawal ● Be unwilling to go to school ● Lots of stomach-aches, headaches or non-specific illness ● Belongings missing or torn clothes

● Frequent bruises or other signs of physical harm ● Refuse to say what is wrong ● Begin to do poorly in school work

My child is being bullied! What can I do? ● If your son and daughter tells you they are being bullied, keep calm. Getting angry and threatening to visit the school or the parent of the other pupil will terrify them further. ● Praise them for telling you and reassure them that they have done the right thing. ● Listen and reassure – they will feel vulnerable and their self-esteem will be low. ● Talk to school and raise your concerns. ● Talk to your child about the reasons why people become bullies. ● Look at our Anti-Bullying Policy – this will explain how Mowden, as a school, deals with incidents of bullying.

Good advice to give your son/ daughter if they are being bullied: ● Avoid the people doing the bullying (not always easy) ● Stay with friends ● Ignore the bully and try to stay calm ● Encourage them to talk to an adult they trust, fill in the Pupil Homepage “Report Bullying” form (parents, you can do this with them), or email an adult they trust.

My child is a bully! What can I do? ● In a survey of about 1000 parents, about a third of parents suspected their child may be a bully ● Stay calm and ask the School to provide all the details about what has transpired. Ensure the School knows you want to work together to achieve a positive outcome ● Speak to your child, and ask in a calm, firm tone what has happened, and why they have behaved in that way. Listen, and avoid blame ● Help your child understand how their behaviour has affected another person – use questions like, ‘Is what you did respectful?’, ‘did it hurt someone?’, ‘Would you want someone to behave that way to you?’ ● Help your child understand they are accountable for their actions. Ensure that consequences are followed through ● Don’t be afraid to ask School for help.

Extra Information

https://www.nspcc.o rg.uk/what-is-child-a buse/types-of-abuse /bullying-and-cyberb ullying/

https://www.childlin e.org.uk/info-advice/ bullying-abuse-safety /#explore

https://www.familyli ves.org.uk/browse/3 1065

http://www.kidscap e.org.uk/

Attendance We take attendance very seriously at Mowden Hall - excellent attendance removes barriers to success and ensures that children can make the most of their time in school. Our Attendance Champion, Mr Townley, monitors attendance on a half-termly basis and will investigate any pupils whose attendance has decreased. We aim to work with families where there are barriers to excellent attendance, and if necessary will report poor attendance to the Local Authority as required. In line with the latest Government requirements, all term time absences where the reason is not deemed acceptable e.g medical/educational visit, will be marked on our registration system as unauthorised. We monitor attendance on a half termly basis. Where a pupil’s attendance is becoming a cause for concern, our first point of call is to discuss any potential barriers to attendance with the family, so that we can provide the relevant support and work together to improve attendance. In the circumstances that attendance does not improve, and if a pupil’s attendance is consistently below 90%, we are required to inform the local authority. If parents are going to be away from home for any length of time, please inform your child's Form Tutor or the School Office and advise where you will be and who should be contacted in case of emergency. In the event that you are requesting an absence from the School for your children for a reason other than illness, please request permission from the Head in writing giving good notice via head@mowdenhall.org.uk.

Holidays School holidays are generous and it is hoped that parents will ensure that they book their family holidays during these breaks so that pupils do not miss important lesson time. Should absence be unavoidable during term time, permission from the Head of Pre-Prep must be sought in advance of booking, in writing or by email. Please note all term time absences due to family holidays will be marked as unauthorised. It is the School’s policy NOT to set work for holidays in term time.

Operation Encompass and Endeavour These are innovative projects in which schools and colleges in Northumberland are participating, and are run in partnership with Northumberland County Council and Northumbria Police. Operation Endeavour aims to support children and young people who go missing from home. Children who go missing from home are at risk of significant harm and they may be vulnerable to sexual exploitation, violent crime, gang exploitation, or to drug and alcohol misuse. As a result, following any report of a child going missing to the Police, the Police will make contact with Children’s Social Care who will then communicate relevant and necessary information to the nominated school staff. Mowden Hall has members of staff (key adults) who have been fully trained in liaising with the Police and Children’s Social Care when required and will ensure that the necessary support is made available to the child or young person following their return. Operation Encompass aims to support children and young people who are affected by domestic abuse. Experiencing domestic abuse is really distressing for a child or young person, who often see the abuse, hear it from another room, see a parent’s injuries or distress afterwards or can be physically hurt by trying to stop the abuse. As a result, following any domestic abuse incident being reported to the Police, the Police will make contact with Children’s Social Care who will then communicate relevant and necessary information to nominated school staff. This will ensure that the school is made aware at the earliest possible opportunity and can subsequently provide support to children in a way that means they feel safe and listened to. Again, Mowden Hall has members of staff (key adults) who have been fully trained in liaising with police and Children’s Social Care when required, and will ensure that the necessary support is made available to the child or young person following the disclosure of a domestic abuse incident. You can also find out more information regarding support that is available for adults and children here and here. We believe that these projects demonstrate our school’s commitment to working in partnership to safeguard and protect children, and in providing the best possible care and support for our pupils. If you have any questions please do not hesitate to contact Mr Townley directly gtownley@mowdenhall.org.uk

Emotional Health and Wellbeing at Mowden Hall At Mowden Hall School, we take the emotional health and wellbeing of our pupils and staff very seriously. Our ethos is a caring one which develops respect and self-esteem, and aims to give a voice for all. We are committed to developing a caring and supportive environment which is conducive to the welfare of all children, and enables them to develop and achieve their full potential. We promote an inclusive ethos, which values parental involvement and their contributions.

School Council Each class from Reception upwards elects members of their class on to the School Council. The School Council has regular meetings to discuss ideas, suggestions and improvements to the School. The council is re-elected each half term.

Assessment Parents will receive reports at the end of the Christmas and Summer Terms relating to your child’s progress and achievements in school. Parents’ Consultation Evenings are held during the Christmas and Easter terms (dates will be in the Calendar issued at the beginning of each term) to discuss your child’s progress throughout the term. If you require further time to discuss any issues you are requested to make another appointment with the teacher. The progress of the children is carefully monitored, ensuring we provide a curriculum that is tailored to individual requirements. Assessment informs planning , teaching and learning. It measures progress and success, as well as highlights areas for development. At the end of the Reception year children are assessed against the Early Learning Goals. The assessment is carried out via observation and teacher knowledge of the child. In Years 1 and 2, we assess all children on an ongoing basis and we make formative judgements in Science, Maths and English regularly. In the Autumn and Summer term Year 2 sit standardised tests.

Parents and School We aim to keep parents fully informed, both about the general life of the School and the progress and well-being of their children. Weekly newsletters are our main form of communication, and these are sent by email on a Friday. We also use an app called Tapestry for all Nest, Treetops and Reception children to document your child’s learning journey. This medium is used daily by teachers to communicate key events, notices and most importantly to celebrate your child’s progress. Tapestry joining instructions are sent by your child’s Class Teacher via email. The education of children does not take place in isolation; it is a partnership between home and school. Indeed, you, as parents, are your child’s first teachers. At Mowden we welcome your support and encourage an open dialogue on all matters concerning your child. What to do if you have anything you need to discuss: ●

Your child's class teacher will usually be your first 'port of call'. If the issue is minor and can be discussed very briefly then this can be done during 'drop off' when your child's teacher will always be available

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If you expect the conversation to take longer then please make an appointment with your child's teacher. They will always endeavour to do this at the earliest convenient opportunity

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If you feel that the issue is of greater importance then you may wish to make an appointment to speak to Mrs Knight. Please contact her either directly or by email kknight@mowdenhall.org.uk

Discovery Mornings At the beginning of the Academic year, we invite all parents to a discovery morning. This is an opportunity for you to informally meet other parents and staff and ask any questions. At the beginning of each term you will receive information from your child’s class teacher, detailing the work planned and weekly timetables.

Class Assemblies and Celebrations of Work All parents are invited to their child’s Class Assembly and Celebration of Work which takes place between 8.00am and 9.30am on a specified day in the term. These dates are listed on the termly calendar available on the schools website. These events will begin with time in the classroom and an opportunity to see your child’s work followed by refreshments in the dining room. Once the children are ready we will make our way to The Harrison Theatre where the children will perform a short Assembly.

Daily Information The Pre-Prep Notice Boards display day to day notices such as the daily menu and after school clubs. Every now and then, a club has to be cancelled at the last minute, but we will let parents know by email.

Registration Registration takes place in both the morning and afternoon sessions. We use a computerised registration system with members of staff registering their classes at all times.

Break Times During our morning break, the children have the choice of water or milk and fruit and in the afternoons a snack is also offered. Water is available in all classrooms for the children to access independently.

School Lunches Our school meals are freshly cooked daily on the school premises, and this service is outsourced to Thomas Franks catering company. Children sit and eat lunch with all staff from the Pre-Prep each day, supervised throughout. We celebrate eating together, enjoying conversation and instilling good table manners. Children who stay for lunch and the cost is included in the fee account (there is no discount if a child is not present in school). Menus follow a weekly rota and are displayed on a daily basis on the notice boards as you come into school. We cater for vegetarian, special diets and allergies. Children are encouraged to try everything on their plate, but if they do not wish to eat any part of lunch, we accept this. Parents would be informed if their child was regularly not eating school lunch. Please note, where possible the School is nut free. We do not use or store nuts (ground nuts and peanuts). However, some ingredients may contain traces of allergens due to manufacturing processes. We do not permit any food from home being brought into school. This is for the safety of all staff and children. Each day a sticker award is given to a child on each dining table who has shown improved manners, and this is celebrated with the children.

Leaving an Upset Child In the case of a child being upset and having to be physically removed from a parent when the parent leaves the child at the setting, the physical intervention procedures will be followed as the parent has been party to the physical intervention. Parents are welcome to ring school to ensure that their child has settled happily within a short time, which is generally the case. Staff will telephone you if your child continues to be upset and cannot be consoled. Staff are very experienced in dealing with such situations and with a concerted approach from parents and staff, we generally find that even very sensitive or anxious children quickly adapt to coming to School and are soon saying goodbye without a second thought.

Delivery and Collection of Children Parents should ensure that the School is aware if their child is to be regularly collected by an adult other than themselves. Any temporary collection arrangements by someone other than the regular adult should be notified to the class teacher. No child should be collected by an older sibling without prior notification.

Car Park, Dropping and Picking Up Pre-Prep Children Parents are asked to observe the one-way system, entering the school via the South drive (off the A69) and leaving via the North drive observing a 5mph speed limit. Please park in the woodland car park and walk with your child into the School building. This applies to all children. At home time, please collect your child from the Pre-Prep building, or The Nest. We ask you not to allow the children to play around the Pre-Prep building or in the car park. The traffic is busy at this time; children need to be supervised to avoid accidents. Please help us to ensure that safety is maintained. There are two designated disabled parking bays. We have and continue to receive a number of complaints from local residents about the speed at which vehicles leave the North drive. Please help us respect our neighbours and avoid accidents.

Liaison with the Prep School Whilst the Pre-Prep enjoys considerable autonomy in decision-making about day-to-day activities, organisational issues and the curriculum, we appreciate and value our close links with the Prep School. The Senior Leadership Team meets on a weekly basis. We also welcome pupils from the Prep School who assist our pupils on occasion. We are invited to music and drama performances in other parts of the School and are pleased to reciprocate invitations. Such links ensure continuity as pupils move on from one part of the School to the next.

Outdoor and Additional Facilities In the Pre-Prep we have four outdoor areas linked to our building. We have a variety of age appropriate equipment and toys (bikes, scooters, tractors, prams, pushchairs and play cars and a wide variety of outdoor toys and sports equipment) for the children to enjoy. We have an outdoor EYFS classroom which is accessible from all EYFS classrooms and an Outdoor Wild Learning classroom ‘OWL’ which is used by all classes. Mowden Hall has always believed in the benefits of learning beyond the classroom, and we recognise that outdoor education offers children unique opportunities and experiences that cannot be taught within the constraints of their everyday learning and surroundings. Where better to experience the great outdoors than in the Northumberland's fresh air and beautiful scenery? The outdoor sessions have been designed to give children exciting and practical experiences that enable them to gain a deeper understanding of theoretical concepts they have learned in the

classroom. Learning outdoors encourages our children to think of learning as an ongoing process and that it is not limited to when they are indoors. In addition to weekly visits to our outdoor learning site, children enjoy trips to the beach and countryside, where their imaginations and creativity are stimulated by the landscape around them. Children come out of their shells and become more social as they feel less inhibited by all the space around them. We take great delight in watching them have fun making new friends and becoming more confident in taking part in games and activities. Activities that children enjoy throughout the year as part of the OWL programme, keeping them healthy, alert and active include:

Woodland walks and nature trails Making nature crowns Hunting for minibeasts Shelter building Making teddy homes Storytelling Making minibeast hotels, wooden snakes, tree cookies, leaf presses Building and preparing the campfire

We are fortunate to be part of a larger educational establishment and so we are able to use the facilities of the Prep School. We use the Gym, IT rooms, Art room and Swimming Pool, together with Tiddlers Corner. In addition, we are able to draw on the educational expertise of a large staff body. In addition to this, Years 1 and 2 have an opportunity to go on their first residential one night adventure trip during the Summer Term.

Website and Social Media The School website is an important part of the School’s communication and contains information that is useful for current parents including the latest school news. The website has up to date information including term dates and calendar of events. You will also find photographs and news on current happenings on the schools social media accounts. We are also open to suggestions as to what information you might find useful, so please do not hesitate to contact us.

Mobile phones and E-safety As stated in our Safeguarding Policy, children must not bring mobile phones or other devices to school that can take photographs or access the internet. E-safety is very important to us. We teach children about staying safe online throughout our PSHEE and IT curriculum. We use a clear set of rules and ensure supervision when children are using technology at school. The school uses filters to ensure safety. Use of personal mobile phones, cameras and technological devices by non staff ●

If it is necessary for non-staff to have their mobile phones to implement their role effectively then they are to be supervised at all times

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Mobile phones and technological devices must only be used away from the children and where possible, off site

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Photos of children must not be taken without prior discussion with the Head of EYFS and in accordance with the Data Protection Act and the use of images consent form

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In circumstances where there is a suspicion that the material on a mobile phone or technological device may be unsuitable and provide evidence relating to a criminal offence, the ‘Allegations of Abuse’ process will be followed (please refer to the Safeguarding Policy on the School website)

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Visitors remain responsible for their own property and will bear the responsibility of any losses.

Productions/Outings Photographs may be taken during productions/outings. If permission is granted then photographs are only for parental/carers personal use and must not be placed on any social network sites. School productions are recorded and shared with parents shortly after. We appreciate your support with e-safety and encourage parents to be aware of e-safety. The school will send an annual outing permission form in advance of the start of the academic year. This form must be completed in order for your child to attend school excursions. The school will seek permission separately for any residential trips as these incur additional charges.

Personal Belongings Children should not bring toys or other ‘valuable’ possessions to school. Their safety cannot be guaranteed and the loss of such precious belongings can cause distress to their owners.

Visitors to School In addition to trips out of school, staff also arrange for visitors with special knowledge to visit school to speak to the children. Travelling theatres, storytellers and artists also visit from time to time. Parents are encouraged to come into school if they have something to contribute to a topic being undertaken.

Charity Collections We have several sponsored events during the academic year when we raise money for our selected charity. All contributions are, of course, voluntary but we encourage children to participate in raising money. Details of all charity events are notified on the termly Calendar.

Lost Property If any named item is misplaced, then found, it will be returned to the owner. Anything unnamed and left unclaimed at the end of term will be given to charity.

School Holiday Clubs We offer paid holiday clubs (non-residential) across a variety of points throughout the year. Sign up forms will be shared through weekly newsletters and notices throughout the year.

First Aid All teaching staff in the Pre-Prep hold a paediatric full first aid qualification and there is always a paediatric full first aider on duty at playtime on each playground.

Health and Medical Care Health forms should be completed and returned to school prior to commencement in September. These forms are reviewed by our school nurse, it is essential that the School knows of all medical conditions, allergies, dietary requirements and any other specific health needs so that we can fully support your child. Health information is passed on to their class teacher and those responsible for taking your child in their various activities. Any dietary requirements are also shared with the catering team. If you have any questions or concerns please contact the School nurse directly, Mrs Laura Danby ldanby@mowdenhall.org.uk

Illness and Contact with Infectious Diseases We ask that parents be considerate to other pupils and staff in the School by keeping their child at home if they are ill. Sickness bugs are especially virulent within a school environment – if a child has either vomited or experienced diarrhoea, it is essential that they stay away from school for 48 hours following the last episode. This complies with Health for England’s Guidance on Infection Control in Schools. You must inform the School by email in the morning to let us know that they are unwell and will be absent. If we have not heard about a child’s absence, the Office staff will contact parents – this is a regulatory requirement. On occasion we may have incidence of head lice, worms etc. You will be informed by a general email that we have an occurrence of such in school (no child is individually named), however, please check your child for symptoms following these letters, it is the only way we can eradicate these episodes. If your child is ill during the school day we will contact you to take your child home. Please ensure that we have current contact numbers on file. Prescription medicines can be administered by a Class Teacher once the child has commenced the course at home. This is to ensure that the child is well enough to attend school and to ensure that the medication is tolerated by your child. Medication should be brought to the Class Teacher in the original container with the dispensing instructions by the parent at the beginning of the School day and a consent form should be signed before the medicine can be administered – it is the parent’s responsibility to collect the medicine at the end of the School day. Any medication administered will be recorded within an administration of medications in school documents, this is witnessed and needs to have a parent signature at collection time.

Non Prescription Medicines We do not usually administer non-prescription medicines in school. However, if we feel that your child would benefit from a non-prescription medication such as paracetamol we will administer it providing we have had your consent on your child's admissions form.

Controlled Medication All prescription medications required by children kept in school are locked in the first aid cupboard or fridge. We would be grateful if parents would keep us informed of any changes of medical health immediately by informing either the Class Teacher or our School Nurse so that medical records can be kept up to date. Should your child have asthma or allergies requiring regular or emergency medication this will need to be prescribed by a doctor and consent forms completed by parents. This medication will be accessible to your child and will accompany them on trips/ sporting activities etc. This will be the responsibility of your child's teacher. Our School Nurse will develop individual health care plans where required. If your child becomes unwell during the school day we will contact you so that you can collect your child to return home, please ensure that we have a current contact number to use in the event of your child becoming unwell.

Accidents If your child has an accident which we feel needs prompt treatment you will be contacted and asked to collect your child from school. In an emergency, the child will be taken to hospital by a member of staff or ambulance and you will be contacted straight away. Any accidents that occur in school will be documented via an online form and a copy sent to parents as soon as possible after the incident. In order that the School is fully informed, parents are requested to ensure a Pre-Incident Form is completed for accidents that have happened at home. Please ask a Class Teacher during morning drop off for a form.

Consent to Treatment If urgent medical treatment is required, every effort will be made to contact the parent/ guardian, but in exceptional circumstances, it may be necessary for a member of staff to act in loco parentis, to consent to treatment in an emergency.

Dental and Medical Appointments Preferably, these appointments should be made outside of school hours. If this is not possible, an email in advance addressed to your child’s teacher, with all necessary details, is required.

Day to Day Injuries Minor scrapes & bruises,more severe injuries – i.e. those requiring treatment from the first aid box

Treatment will be provided and an online accident form will be completed with a copy sent to parents via email.

Head injuries

Your child will be assessed and closely monitored by either our school nurse or a staff member with appropriate first aid training. An online accident form will be completed and sent to parents via email.

More serious injuries which Parents/carers will be informed immediately. RIDDOR requires a child to be taken home or forms will be issued for those injuries that require it receive further treatment at A&E

Personal Accident Insurance The school takes out personal accident insurance on behalf of all its pupils.

Fire and Lockdown Drills These are carried out termly and pupils are made aware of what is required of them. Full details of the drills including time, weather conditions and the efficiency of the practice will be kept. Lockdown events are statistically very rare, but it is important for staff and pupils to be prepared, and to know how to stay safe so that any lockdown is effective. A whole school lockdown could be triggered by an intruder, an animal on the loose, or poor air quality.

Health and Safety of Visitors We are required by law to bring to the attention of all visitors to the School our arrangements in the event of a fire or other emergency.

Uniform A detailed list of the boys and girls uniforms is available on the School website, www.mowdenhallpst.org. Please note Summer uniform begins after the Easter holidays and continues to be worn until October half term. The School uniform is stocked by a specialist uniform supplier, Stevensons. Uniform should be bought directly from Stevensons. This can be done via their website at www.stevensons.co.uk or by telephone on 01865 554559. Samples of uniform in different sizes are kept at School if parents would like their children to try uniform on, before ordering it. It is possible to have your Stevenson purchases delivered to school for collection. Please note this service pauses during the summer break. They also hold an annual sale at Mowden Hall during the Summer Term.

We have a supply of second hand uniform at school in our Second Chance Shop. Our shop aims to raise the awareness of landfill and reduce unnecessary waste. The Parents’ Association run monthly second hand shop sales and with proceeds going towards the Parents’ Association nominated charity or school project. If you require uniform out with of these sales please contact the School Office on amiller@mowdenhall.org.uk or kioannides@mowdenhall.org.uk on 01661 842147 with your requirements. If you have any questions please do not hesitate to get in touch.

Jewellery, Watches and Nail Varnish For reasons of safety and to prevent accidental loss, children are only allowed to wear stud earrings, they are not allowed to wear watches or jewellery for school, unless this is for religious reasons. Nail varnish and tattoo transfers are not to be worn during school hours.

Hair All hair (if below shoulder-length) should be tied back with green/brown/black accessories. The appearance of our pupils is important and we actively seek to maintain these high standards. We would ask parents to support us in this.

Dogs Dogs are welcome outside at Mowden, but please keep them on a lead and do not let them foul the grounds as this presents a serious health hazard for the children. Any dog mess should be either taken off site or put in a plastic bag and placed in the skip in the Woodland car park, NOT in the school bins.

Church Parents and children are very welcome to join the Prep School at church. The services are held at St James’ Church, Newton and are listed in the School calendar.

Policies and Procedures The Mowden Hall website has details of policies and procedures.

Finance and Fees Radley Schools Group handles all enquiries regarding fees and charges. They can be contacted on 01865 390720 or via fees@radleyschoolsgroup.org.uk. At Mowden Hall, 15 hours of Early Years Entitlement per week can be claimed (for up to 38 weeks per year in Nursery) from the Local Education Authority (Northumberland County Council) on a termly basis. Further information on Early Years Funding can be found on the Northumberland County Council website and on the Childcare Choices website

Complaints Procedure We have a Parental Complaints and Procedures Policy available on our website. If you have a complaint about any aspect of your child’s life at school, please contact an appropriate member of staff as soon as possible. We take complaints seriously and follow them up promptly, following the procedure set in our Parental Complaints and Procedures Policy. We know that things can go wrong, and we want to be able to resolve them. Two things tend to make parents and pupils reluctant to express concerns: ●

A fear that the School won’t see the issue as important; if it is important to you, it is important to us.

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A concern there may be repercussions for the pupil; this should not be a factor.

Under no circumstances will the School discriminate against a pupil because of expressions of concern or complaint. We are also very experienced in ensuring that, if other pupils are involved, there are no repercussions from other quarters. For us to deal with problems, we need to know about them. The earlier we know about problems, the more likely we are to be able to resolve them satisfactorily. In dealing with these matters, we recognise the importance of confidentiality, fairness and ensuring that no-one suffers unjustly. Complaints will be resolved either to the complainant’s satisfaction, or with an otherwise appropriate outcome which balances the rights and duties of pupils.

Who should you contact? This depends on the nature and seriousness of the concern, but the following is a guide: ●

For a minor day-to-day matter, the right person is likely to be your child’s Class Teacher. They will either resolve the matter themselves or contact/seek advice from the Head of the Pre-Prep. ● For a more serious concern, please contact the Head of the Pre-Prep, who may liaise with other members of staff. ● If you still remain dissatisfied, then contact the Head of Mowden Hall School, in writing, at Mowden Hall School, Newton, Stocksfield, Northumberland NE43 7TP or by email to head@mowdenhall.org.uk.

EYFS Complaints If you feel the Mowden Hall Early Years Department is not fulfilling the EYFS requirements, you are able to contact OFSTED and /or the Independent Schools Inspectorate. You can submit a complaint via email to enquiries@ofsted.gov.uk. Alternatively you can write to Ofsted at; Enquiries, National Business Unit, Ofsted, Royal Exchange Building, St Anne’s square, Manchester, M2 7LA or Independent Schools’ Inspectorate; CAP house, 9-12 Long Lane, London, EC1A 9HA.

Radley Schools Group Mowden Hall School is a member of Radley Schools Group. The Trust includes the following schools and/or institutions: ● ● ● ● ● ● ● ● ●

Radley College, a boys full-boarding senior school near Abingdon, Oxfordshire Cothill House, near Abingdon, Oxfordshire Barfield School, a co-educational day school in Surrey Chandlings, a co-educational day school near Abingdon, Oxfordshire Kitebrook Ho use, a co-educational day and boarding school in Gloucestershire Beeston Hall, a co-educational day and boarding school in Norfolk Westhill Park, a co-educational day and boarding school in Hampshire Mowden Hall School.

Mowden’s membership of the Radley Schools Group allows us to draw upon the broad professional educational knowledge of the other Trust Schools.