ALWAY PRIMARY SCHOOL

Transcription

1 Alway Primary School ALWAY PRIMARY SCHOOL PROSPECTUS 4 ALWAYS FEEL PROUD WELCOME Richard Hughes Headteacher Dear Parents, This handbook is designed to convey most of the information about our school for the benefit of all parents, governors and others. We hope that it will be helpful and informative, particularly to new parents. Pages 3-1 give general information about the school, facilities and staff; all other details are dealt with in alphabetical order on pages 11 onwards. Our aim is to provide a caring, secure environment in which your child is provided with a range of balanced learning opportunities to help them develop their full potential. We encourage direct personal contact between school and parents and hope that this handbook will reinforce the relationship. The information contained is intended to reflect the organisation for academic year however, some information will of course change during your child s time with us. We will update such information as situations change. You will be kept up-to-date with school activities and events through newsletters. Our school s most recent Estyn Inspection took place in November 23. The school was described has having many good aspects to it s work. Copies of the report are available on request from the school office. The latest teacher assessments are shown on page 34 We hope that your family s association with our school will be a long and happy one. 1

2 This is our school The school is situated on the east side of Newport, some two and a half miles from Newport City centre. Alway Junior and Infant schools were amalgamated in September 22 to become Alway Primary School. The school was built in 1951 on the site of old golf links. It has extensive grounds with plenty of open grassed areas as well as many trees and shrubs, new play equipment was installed in the summer 28 for the use of all pupils. New seating areas were also put in at this time in various parts of the grounds. There are 355 pupils on roll with a 3 place support unit for children with a variety of special educational needs. The school caters for children of Nursery age through to year 6. Most children transfer to Hartridge High School although a small percentage also access St Julians and Lliswerry Comprehensives. Also on site is the Flying Start Nursery which caters for three year olds which is situated at the front of the site and the demountable building at the rear of school is used by Mums for Mums, Computer Classes, Mums to Be, Parent Craft, Bewehl and Flying Start. 2

3 Staff Headteacher Deputy Headteacher Leader for Learning Support Unit Leader for Learning Foundation Phase Leader for Learning KS2 SENCO Mainstream Leader for Transition and Key Skills Class teacher Child Protection Officer Class teacher Class teacher Class teacher Class teacher Class teacher Class teacher Class teacher Class teacher Class teacher Class teacher Support Staff Mr Richard Hughes Mrs Mary Jones Mrs Gill Barnard Mrs Liz Heslop Acting Mr Will Lewis Mrs Jane Hobbs Mrs Sherrie Davies Mrs Liz Graham White Mrs Sue Kilsby Mrs Carol Morrison Mrs Alison Jones Mrs Kath Boycott Mrs Julie MacTaggart Mrs Claire Aspinal Mrs Shelley Brown Miss Amy Williams Mrs Jo Davies Mr Tim Kane Mrs Sharon Burgess Mrs Linda Batt Mrs Helen Waters Mrs Rose Vaughan Mrs Mel Dunn Mrs Elaine Welch Mrs Deana Adams Miss Nicola Best Mrs Jo Blair Mrs Tanya Welland Mrs Nicola Kendall Miss Rachel Hancock Ms. Becci Codd Mrs Kay Speight Mrs Danielle Mitchell Mrs Julie Laverick Mrs Vanessa Gerrell Mrs Rachel Hart 3

4 School Administration Caretaker Cleaning Staff Mrs Pam Nicholls Mrs Jan Lambert Mr Mike Sullivan Mrs Lyn Higgs Mrs Gail Haviland Mrs Diane Williams Mrs Debbie Vaughan Mrs Lynne Taylor Mrs Laura Harvey Ms. Michelle Simpson Cook Kitchen Staff Lunchtime Supervisors Crossing Patrol Mrs Sue Robson Mrs Val Jones Mrs Lynette Sims Mrs Susan Moore Mrs Emma Dicks Mrs Gail Haviland Mrs Catherine Walshe Miss Sian Williams Mrs Jackie Bastuba Mrs Ellen Spencer Mrs Jo Jarvis Mrs Toni Waters Mrs Chris Bennett Mrs Claire Dixon Mrs Debbie Vaughan 4

5 ALWAY PRIMARY SCHOOL ABERTHAW ROAD NEWPORT NP19 9QP TEL FAX E Mail always.primary@newport.gov.uk. Website LOCAL EDUCATION AUTHORITY: Newport Education Authority Civic Centre Newport South Wales NP2 4UR Telephone: Chief Education Officer: Brett Pugh 5

6 School Governing Body: (meetings half-termly) Headteacher Richard Hughes Chairman of Governors Councillor Ken Powell 13 Oakley Street, Newport Vice Chairman Graham Thompson 171 Conway Road, Newport Parent Representatives: Mrs Lydia Bailey 13 Vaughan Williams Drive, Newport Mr Arlo Jenkins 2 Walford Davis Drive, Newport Mrs.Alison Ashford 11 Henry Wood Walk, Newport Miss Sian Williams 59 Aberthaw Drive, Newport Mrs.Sonya Bundy 9 Henry Wood Walk, Newport 6

7 LEA appointed Representatives: Cllr. Ray Truman 154 Ringland Circle, Newport Mrs Deborah Harvey 9 Mount Bax Newport Mr Steve Chandler 14 Heather Road, Newport Community Representatives: Mr Ron Tucker 163 Lliswerry Road, Newport Mrs Karen Channing 126 Lliswerry Road Newport Mr Goff Davies Headteacher Hartridge High School Teacher/ Staff Representatives: Mary Jones Sharon Burgess 7

8 Catchment Area Aberthaw Avenue Aberthaw Circle Aberthaw Close Aberthaw Drive Aberthaw Road nos. 3 to 12 Aberthaw Road nos. 12 to 164 Aberthaw Road nos. 166 to 212 Adrian Boult Green Alway Close Alway Crescent Alway Parade Arthur Bliss Road Balfe Road Barbiriolli Green Beatty Road Beecham Street Britten Close Byrde Close Delius Close East Grove Road Elgar Avenue Elgar Circle Elgar Close Elgar Road Gibbons Close Gilbert close Henry Wood Close Henry Wood Walk John Ireland Close Ladyhill Green Ladyhill Road Lliswerry Park Dr Lliswerry Road Mount Bax Parry Drive Penkin Hill Penkin Close Purcell Square Sims Square The Redlands Walford Davis Drive Walton Close Vaughan Williams Dr. 8

9 TERM DATES AND SESSION TIMES TERM TERM BEGINS HALF TERM TERM ENDS Autumn Wednesday 2nd September Monday 26 th October 3 th Tuesday 22 nd December Spring Monday 4 th January Monday 15 th February 19th Friday 26 th March Summer Monday 12 th April Monday 31 st May Friday 4 th June Monday 19th July In addition the staff will take up to seven training days during which pupils will be absent. In general these days will be added to the beginning or the ends of holidays for the ease of parents and continuity of education. Bank Holiday 3rd May 29. Session 1 Lunch Session 2 Finish Nursery Rec / KS1 KS

10 Mission Statement ALWAYS FEEL PROUD Our Aims To provide a caring, supportive and stimulating environment in which pupils can learn and become responsible, confident and independent members of the community; To have high expectations of each child, to work with them in order to fulfil their potential and ensure inclusion for all; To help pupils develop lively enquiring minds, the ability to question and argue rationally and to apply themselves to tasks and physical skills; To help pupils to acquire knowledge and skills relevant to adult life employment and a fast changing world; To instil respect, moral values, tolerance of other cultures and ways of life; To help pupils understand the world in which they live, the interdependence of individuals, groups and nations; To help pupils take pride in their own and others achievements and aspirations; To help your child take ownership and find pleasure in learning; To be committed to Equality of opportunities. To care for the environment and to be concerned about the wider world; To help each child to develop an inquiring mind; the ability to question and offer rational alternatives; and to use that ability in the application of the basic skills in mathematics, language and ICT that they have acquired; To hear the voice of our pupils and respond accordingly. 1

11 POLICY FOR CHARGES, VOLUNTARY CONTRIBUTIONS AND REMISSIONS STATEMENT OF PRINCIPLE The Governing Body recognises the valuable contribution that a wide range of experiences, including educational visits and visits from theatre and music groups, can make towards pupils personal and social education. AIM The Governing Body aims to promote and provide such activities both as part of a broad and balanced curriculum for the pupils of the school and as additional activities. It is the school policy to follow LEA guidelines on Charging for school activities - See policy in appendix. PRACTICE Many activities, which takes place mainly during school hours, or is an essential part of the curriculum, will be provided free of charge. VOLUNTARY CONTRIBUTIONS Parents will be invited to make a voluntary contribution towards the cost of some activities. All pupils in the designated classes or groups will participate in such activities. No pupil will be excluded or treated in any way differently if his/her parents are unable or unwilling to make a contribution. If insufficient contributions are pledged then the activity might not take place. The school fund may subsidise an activity if there is a shortfall occasioned by insufficient income from voluntary contribution. 11

12 CHARGES FOR MATERIALS USED No pupil or parent is required to pay for, or supply, any materials, books, instruments or other equipment in connection with a school activity unless it is an optional extra. However parents are expected to make a contribution of 2. towards the cost of replacing lost, misplaced or damaged school home readers. SCHOOL UNIFORM Governors require pupils to wear the approved school uniform when attending school. Parents will be expected to provide the clothing at their own expense. Parents are not expected to provide any other item of equipment or clothing other than footwear and clothing appropriate for games activities e.g. trainers. EQUALITY STATEMENT The School, Headteacher and Governing Body to promote equal opportunities and do not discriminate (either directly or indirectly) against anyone on the grounds of their gender, race, colour, ethnic origin, religion, ability, disability or any aspect of their social/cultural background. Children are not discriminated against because of their parent s inability to make voluntary donations. A full copy of the school s Equality Policy can be obtained from the main office. Racist incidents Racist attitudes towards any member of the school community will not be tolerated. All racist incidents are reported to the LEA. 12

13 The School Day Morning Arrangements From 8.5 a.m. the junior yard will be supervised and children are encouraged to arrive for 8.5 a.m. and in by 9. a.m. when the children will make their way into school. It is important that children are not on the yard before 8.5a.m. as they are unsupervised and vulnerable. Infant pupils will go to the patio outside of the classrooms at 8.5 a.m. and will be greeted at their classroom doors at 9. a.m. In inclement weather the children will be allowed straight into school on arrival. No cars should enter the school grounds at the beginning or the end of the day. Lunchtime Arrangements School meals are cooked on the premises; there is an option to have a packed lunch, freshly made sandwiches, with fruit, yoghurt and a drink. Menus are available on request. Lunchtimes are staggered with infants having lunch between 12. and 1. p.m. and juniors from 12.3 p.m. until 1.2 p.m. The canteen run a till system, children are given their money or free meal cards just prior to lunchtime. Children paying for meals must bring in the exact money daily as no change can be given at the till. Arrangements can be made for those children with special dietary requirements. Children may of course bring in their own packed lunch from home. We always encourage all meals to be healthy whether prepared at home or school as we are a Healthy Eating School. School meals are currently 1.8 for juniors and 1.7 for infants. Lunchtime supervisors are employed and a good standard of behaviour is expected from all of our pupils. Access to the playground will be withdrawn should in the event of poor behaviour. If this poor behaviour continues then you will be asked to have your child at home for the duration of lunchtime. 13

14 Hometime Arrangements It is the responsibility of parents or guardians to ensure that children arrive at school and leave school safely. Please ensure your child is aware of the arrangements made for them to get home. If for any reason you are going to be delayed collecting your child from school please telephone so that we are able to reassure your child and ensure they do not leave the building. In this event please ensure that a member of staff is aware when your child is collected and leaving the premises. Absences It is inevitable that at some time your child/children will be absent from school, through illness, holidays or a visit to the doctor or dentist. Please inform the school whenever your child will not be attending. If you cannot telephone school that day then phone the following day or please send in a note explaining the absence. A record of each child s attendance will be included on the end of year report. There are 19 days in each academic year when children are expected to attend school. Children are marked for attendance each morning and afternoon giving a possible attendance of 38. Occasionally a child may be taken ill or have an accident in school. If possible several contact numbers should be available in the event of such an emergency in case we have difficulty contacting a parent at home. Parents work numbers are particularly useful as are numbers for grandparents or responsible friends or relatives who have agreed to take care of your child in your absence. 14

15 Attendance It is widely recognised that regular good attendance has a strong bearing on academic achievement and social wellbeing. Applications for absence during term time will be at the discretion of the Headteacher. The Education Welfare Officer will be employed as soon as attendance drops below acceptable levels or lateness becomes a regular occurrence. The attendance for each year group for the year was as follows:- Year Groups Possible Attendances No. Unauthorised Absences Reception Year Year Year Year Year Year School (These figures include Support Centre Classes) Attendance % Admission of Children Nursery Children aged 3+ are admitted to our Nursery in the September of the academic year that they attain the age of four. Children commence school in small groups over a few days. We hope that by joining in these formative years we lay good educational foundations. Taster mornings are held for new as well as current parents. We keep a waiting list of children and we encourage parents to place their child s name on this list after their second birthday as this helps with forward planning. Please ask for a copy of our nursery booklet. 15

16 Reception The LEA is the admitting authority for all children in the City of Newport. Each child about to commence full time education will be offered a place in a school maintained by the LEA. Children in our Nursery Class who live in catchment will automatically be offered a place in our reception class. All children living in our area are guaranteed a place at our school. Admission for older classes can be arranged at any time and parents are asked to consult the Headteacher. Children outside our catchment will need to request a preferred placement with the Admissions Department of the LEA. Curriculum Statement; teaching methods and organisation The curriculum is all the planned activities that we organise at Alway Primary School and Nursery in order to promote learning, personal growth and development. It includes not only the formal requirements of the Foundation Phase and Curriculum 28, but also the range of extra-curricula activities that the school organises to enrich the experience of the children. We aim to teach children how to grow into valued citizens who can work and co-operate with others while developing knowledge and skills, so that they can achieve their true potential. 16

17 Organisation Our curriculum is organised in 3 phases. In nursery and reception the curriculum is based on the Foundation Phase which is now in place. The fundamental ethos is to develop children intellectually, physically, socially and creatively through structured play. The accommodation and outdoor facilities are continually developing in these areas in order to promote the Foundation Phase approach. Years 1 and 2 will be incorporated into the Foundation Phase as planned by the Welsh Assembly Government. Currently morning sessions focus on literacy and Numeracy skills whilst afternoon sessions follow a themed approach for other curriculum areas. In Key Stage 2 the school follows Curriculum 28. Lessons largely focus on literacy and Numeracy skills during the morning sessions, which are then incorporated into the foundation subjects during the afternoon sessions. The National Curriculum Subjects of English, Mathematics, Science, History, Geography, ICT, Welsh, Music, Art, Personal and Social Education and Cwrricwlwm Cymreig. The Key Skills of thinking, communication, ICT and number are threaded through the whole curriculum and are developed whenever appropriate. Cwrricwlwm Cymreig permeates all aspects of the curriculum. We are developing a more integrated curriculum through topics where relevant and appropriate. Teaching Styles are varied depending on subjects taught, pupil needs, resources used and space available. Whole class teaching, group work, paired and individual teaching are all employed at various times. In Key Stage 2 pupils are set into ability groups for English and Mathematics in order to maximise potential and create a more comfortable working environment for the less able and provide opportunities for our more able to thrive. 17

18 We value the way in which all children are unique and the provision of an enriched curriculum helps us to develop confident, independent, creative, rounded individuals. School trips are run mainly to support the work done in school. We always endeavour to keep costs as low as possible. Newport Wetlands, St Fagan s Folk Museum, Local Shopping Centres and Bristol Zoo are just a few examples. Our school curriculum is underpinned by the values that we hold dear at our school, values such as honesty, good manners, effort, respect for others and property and self respect. Spiritual, social as well as moral and cultural development is catered for through the curriculum and other activities. Minimum Teaching Time each week is as follows:- Age 5-7 is 21 hours per week Age 8-11 is 23.5 hours per week. This is in line with the recommended minima as outlined in the Welsh Office Circular 43/9 Management of the School Day. 18

19 Children with additional needs The curriculum in our schools is designed to provide an opportunity for all children who attend our school. If we think it necessary to adapt the curriculum to meet the needs of individual children, we do so only after the parents of the child have been consulted. If a child has a special need, our school does all it can to meet these individual needs. The Nursery provision that we have enables early identification of children s needs. We comply with all the requirements set out in the SEN Code of Practice in providing for children with special needs. If a child displays signs of having special needs, his/her teacher makes an assessment of this need and they are put on the SEN register. In most instances the teacher is able to provide resources and educational opportunities, which meet the child s needs within the normal class organisation. If a child s need is more acute, we consider the child for a statement of special needs, and we involve the appropriate external agencies when making this assessment. We always provide additional resources and support for children with special needs. The school provides an Individual Educational Plan (IEP) and or Individual Behaviour Plan (IBP) for each of the children who are on the special needs register. This sets out the nature of the special need, and outlines how the school will aim to address the need. It also sets out targets for improvement, so that we can review and monitor the progress of each child at regular intervals. In addition the schools provides for more able and talented children as well as those with English as an additional language. Alway Primary has a primary resource base for a small number of children identified by the LEA as having specific educational needs. We recognise and review the needs of all our pupils and seek to ensure that we more than meet the statutory requirements related to matters of inclusion. Copies of the school s SEN Policy can be viewed or obtained from the main office. 19

20 Complaints Procedures Procedures are in place should a parent have a complaint about the curriculum or the way in which it is delivered in school. They do not apply to complaints about an individual teacher. Our aim is to promote good practice in the handling in the complaints by ensuring that they are dealt with quickly, fully and fairly. Concerns about the curriculum and related matters can usually be resolved through informal discussions with the class teacher or Headteacher. However, if the concerns cannot be resolved the stages of the procedure are as follows: Informal discussions Formal complaint to the Governing Body in writing Formal complaint in writing to the Chief Education Officer of the Local Education Authority. Sex Education At Alway Primary School we value the importance of sex and relationship education to help and support young people through their physical emotional and moral development. The programme is linked closely to the school s policies for Personal and Social Education and Science. We recognise the partnership of home and school, of parents and teachers, in the important area of personal development. Sex education is a continuing, developmental process, which includes the exploration of attitudes and values and the development of skills as well as the presentation of factual knowledge. As with all other learning it is gradual and matched to the child s maturity and stage of development. 2

21 Religious Education and Collective Worship Religious Education is taught through the agreed syllabus as formulated by the authority s Standing Advisory Council for Religious Education (S.A.C.R.E.) and is taught as a discrete subject as well as through a themed approach. The agreed syllabus reflects the religious traditions in Great Britain which are in the main Christian, whilst taking account of the teaching and practices of the other principal religions represented in Great Britain. Against this background, the aims of the syllabus are: To introduce the children to the challenging nature of religion; To help pupils in their personal search for the purpose and meaning of life through an exploration of spiritual and religious benefits and concepts. To give pupils opportunities to consider and express their personal beliefs and to appreciate those others have a right to hold beliefs which may differ from their own. To discover and experience the wealth and variety that exists in religious traditions and the way they are expressed through practices and customs such as worship, literature, drama, dance, music and art. To develop a knowledge and understanding of different religious beliefs and practices and the influences that these have on the lives of believers that are present in our society. To encourage respect, tolerance and empathy for the beliefs and practices of other people. New Schemes of work have been introduced by S.A.C.R.E. for curriculum 28 and these will be implemented accordingly. At Alway we find enormous value in bringing together the whole school in order to develop our school identity. Collective worship is broadly Christian although we respect all faiths and religions and recognise cultural diversity. Moral and social issues are also included in our daily school assemblies. 21

22 Welsh Education Cwricwlwm Cymreig Teaching at school, particularly in history, already reflects Welsh culture and heritage, and the Curriculum 2 history document ensures that elements of Welsh History and cultural life are taught. Every area of the school curriculum has some element of Cwricwlwm Cymreig as an integral part of the syllabus. This reflects the contribution that Welsh Culture and heritage make to everyday life. Welsh as a second language The school is very committed to developing and enhancing Welsh language and Welsh culture through the school. Welsh is taught throughout the school and incidental Welsh is used in all sorts of contexts during the school day. Children at Alway Primary are not assessed at the end of the Key Stages in Welsh. Extra Curricular Activities The school offers many extra-curricular activities including: Soccer Netball Hockey Tennis Rugby Dodgeball Eco Guitar Brass Violin Drums Cricket Country Dance Safe Cycling 22

23 Behaviour and Discipline Policy At Alway Primary School we aim to create a very positive ethos in which children are able to learn effectively and enjoy school. There is an emphasis on praising children s effort and achievements, ensuring that we are continually helping to develop their self-esteem. Anti- bullying strategies are regularly covered during assemblies and PSE sessions. Step 1 The child is told by the member of staff that his/her behaviour is not acceptable and is reminded of the expected standard of behaviour or correct choice to make. Step 2 If the poor behaviour continues, a consequence will be put in place. This may include removal to another classroom, missed playtimes etc. At lunchtime this will be noted on incident sheets by lunchtime supervisors. A detention book is also kept by teaching staff. If the incident is of a more serious nature then the Head of Key Stage, Deputy or the Headteacher will be involved immediately. Step 3 Should poor behaviour continue then one or more of the following actions will occur, depending on the nature or circumstances involved in the incidents: Increase of sanctions e.g. further missed breaktimes Report book sent home daily Individual Behaviour Plan (IBP) actioned Meeting or meetings arranged with parents Involvement of outside agencies e.g. Behaviour Support Creation of a Pastoral Support Plan Fixed term exclusion. 23

24 Exclusions Fixed term exclusions and permanent exclusions will only be used as a very last resort or when children have displayed excessive violence towards others in the school community, have used foul or abusive language direct towards a member of staff or have left the school premises after one previous warning. Special Educational Needs The cornerstones of our approach to Special Educational Needs are nurture, care and commitment. The school has a designated Special Needs Co-ordinator (SENCO) for mainstream pupils, as well as Leader of the Support Unit who is responsible for the special needs of pupils in her section. Children who are identified as having needs in these areas will fall into the following three areas:- Those who need extra help and reinforcement are placed on their own individual programme designed to improve their situation. Those children who need an outside assessment to identify a particular area of learning difficulty. A support programme for these children is constructed with the help of the School Psychological Service and one or more aspects of the child s learning process are treated as a priority. Those children who have a particular disability or severe learning difficulty and for whom a statement of educational needs is required. This statement is drawn up by the school, the Educational Psychologist and an input from home. The statement legally entitles such a child to extra provision to meet the needs of the particular handicap or learning difficulty. For those children who have an IEP which is behavioural based, there will be some flexibility regarding the approach taken by staff in relation to the steps above. The SENCO and Leader of the Support Unit work closely with all who are involved ensuring consistency of approach for individual children. 24

25 Pupils with Disabilities Admission arrangements for pupils with disabilities or those with Special Educational Needs will be dealt with by the SENCO for mainstream. Each admission for pupils with disabilities will be dealt with on an individual basis. The school does not discriminate against any member of the school community with any disability. Every effort will be made to include all members of the school community in all school activities. The School s Equal Opportunities Policy ensures nobody is disadvantaged. Ramps for easy access are situated at either end of the school building to provide access for those with disabilities. Disabled toilet facilities are also situated on bottom and middle corridors. Disability Access Plan Issue Action Required Personnel Responsible Main reception steps no handrail Top Corridor no Disabled Toilet No wheelchair access to main reception. No disabled parking Poor access to upper and middle corridor from lower corridor. Completion Date Target Install handrail LEA Sept 21 Install Disabled Toilet LEA Sept 211 Install ramp to main reception Provide allocated parking spaces Ramp or stairlift required. LEA Sept 212 Headteacher April 21 LEA Sept

26 Our Support Centre Our Support Centre caters for 3 pupils with a wide range of special educational needs including social communication difficulties, Autistic Spectrum Disorder and emotional and behavioural difficulties. The Support Centre is split into one Key Stage 1 class (infants) and two Key Stage 2 classes (juniors). There are good transitional links between these classes and the mainstream classes. We aim for inclusion into all mainstream lessons and activities where appropriate and work closely with mainstream teachers to ensure maximum opportunities. We offer a positive nurturing and caring environment and display a strong sense of commitment towards our pupils wellbeing. We offer a broad and balanced curriculum with the starting point being the child. We constantly seek stimulating ways to help pupils who may have experienced disaffections in the past to be motivated and engaged in activities. We have an honest and transparent approach and greatly value communication, trust and meaningful partnership with parents on a regular basis. We aim to work as a team with parents so that together we can ensure the success, well being, academic, and social and emotional progress of all pupils. Where external agencies are involved, we encourage and support communication to help ensure the pupil s progress. We adopt a firm, fair and consistent approach. We operate a system of positive rewards and a clear system of sanctions so that children have sound understanding of how to succeed within our setting. This approach provides security and safety, safeguards the necessary conditions for learning and helps pupils to reach their full potential in terms of life and learning. 26