King's Hawford Parents' Handbook 2011-2012 - The King's School

King’s Hawford Parents’ Handbook 

2011-2012

PARENTS‟ HANDBOOK 2011-2012 

Communication with Pupils: 

September 2011 

The Pupils‟ Information Board carries non-urgent messages for Junior School pupils. 

All telephone messages coming into the office for pupils will be passed on in one of two ways 

depending on their urgency: 

Urgent messages for pupils: 

Office staff will deliver by hand ASAP 

Other messages for Pupils in Years 3 to 6: will be put on an electronic Pupils‟ Information Board 

and advised to form teachers. 

Other messages for Pupils in Reception to Year 2: will be put into form teachers‟ pigeon holes 

or passed on to teachers via internal telephone or e-mail. 

Children are requested to check the Pupils‟ Information Board. Children in classes from Year 1 to 

Year 6 will pass the board at morning break and at lunch break. 

Office Hours: 8:00am – 5.00pm 

Answer Phone: from 5.00pm – 8:00am 

Duty teacher available until 5:30pm 

Senior Teacher on duty available until 6.00pm 

E-Mails 

E-mails are dealt with as we receive them but immediate responses are not always possible. 

Schoolcomms 

Schoolcomms is the messaging service that enables the school to contact parents with information 

about changes to the day‟s schedule. The system has proved to be a useful tool, for example; 

informing parents of match cancellations or late returns from day trips. The system requires 

parents to advise the school of mobile phone numbers and to update the office when 

contact numbers change. 



Contents 

Section A 

Routines - Prep Department: 

1. Arrival: 

i. Arrivals – on time; 

ii. Arrivals – late; 

iii. During the School day: 

iv. The locker room. 

2. Collection: 

i. During the school day; 

ii. At the end of the school day; 

iii. After clubs and activities; 

iv. After prep and late club; 

v. After home and away matches; 

vi. Visitors and school security. 

3. Traffic Management: 

i. Driving within Hawford; 

ii. Parking; 

iii. Joining the A449; 

iv. Rules governing the official transport of pupils. 

4. Illness: 

i. When to keep pupils at home; 

ii. Control of infectious conditions; 

iii. Illness at school; 

iv. Medicines at School. 

5. Accidents: 

i. Accidents resulting in minor injury; 

ii. Accidents resulting in serious injury; 

iii. Hospital treatment. 

6. Food: 

i. School meals; 

ii. Break time snacks; 

iii. After school snacks; 

iv. Special provision; 

v. bringing food to School. 

7. Possessions: 

i. Electronic games and communications devices; 

ii. Computer software; 

iii. watches and expensive items; 

iv. clothing and School uniform; 

v. Lost property. 



8. Restrictions: 

i. Classrooms: 

ii. Changing rooms: 

iii. Bounds: 

iv. Use of play areas; 

v. Parental supervision of pupils a Hawford after collection 

vi. Casual use of facilities out of school hours. 

9. Appearance: 

i. Hair 

ii. Jewellery 

iii. Shoes 

iv. Wearing of uniform. 

Section B 

Additional Pre-Prep Routines 

1. Times of the School day; 

2. Useful notes for parents; 

3. Reading; 

4. Spelling; 

5. Homework; 

6. Games; 

7. Swimming; 

8. Clothing; 

9. Timetable. 

Section C 

Parent Contact with the School – Prep Department 

1. Pastoral concerns; appropriate channels of communication: 

Bullying; 

Unhappiness; 

Friendship problems; 

Other personal or family difficulties. 

2. Academic concerns: 

3. Parents‟ curriculum support evenings: 

4. Reporting: 

5. parent – teacher consultations: 

6. Written reports: 

7. Absence from school and requests for leave of absence: 

8. Out of hour contact provision: 

9. The Bulletin and Hawford Newsletter: 

10. The Hawford website: 

11. Complaints procedure 

Section D 

King‟s Hawford Parents‟ Association 

1. Structure and function of the King‟s Hawford Parents‟ Association: 

2. Parents‟ Association events: 

3. How you can support the Parents‟ Association: 

4. Parents Association names and contact details: 



Section E 

Extra-curricular Clubs and Activities: Prep Department 

1. Activities and hobbies after school: 

2. Inter-school matches: including cancellations: 

3. Parental support at matches including etiquette: 

4. King‟s Hawford Outdoor Education Programme: 

5. Costs additional to school fees: 

Section F 

Curriculum: 

1. Curriculum Information: 

2. Pupil assessment at Hawford: 

3. Marking Pupils‟ Work 

4. Reporting and parents‟ evenings: 

5. Homework: 

6. homework Diaries and “Study Mates” 

7. Reading with your child: 

8. Mathematics at home: 

9. Prep at School: 

10. Equipment needed at School: 

11. Special educational needs and provision for able pupils: 

12. Holiday work: 

13. Entry to The King‟s School at 11: 

Section G 

Rewards and Sanctions: 

1. Rewards 

2. Sanctions 

3. Positive behaviour management 

4. Time out (pre-prep aged children) 

5. Activity badges 

Section H 

School Rules: 

1. The Hawford Charter: 

2. School rules: 

Section I 

Ethos: 

1. The King‟s School Worcester Foundation: 

2. Values: 

3. From a child‟s perspective: 

4. Teaching and learning: 

5. Independent learners: 

6. Staff-parent relationship: 

7. Open Days 

8. Governors. 

Section J 

School Policies 

**************************** 



SECTION A 

ROUTINES – PREP DEPARTMENT 

1. Arrival 

i. Arrivals on Time: 

Pupils should arrive in time for registration at 8.35a.m. A smooth start to the school day is 

important for both the child and the teachers. 

Parents may accompany pupils to the Locker Room if they wish, but pupils must not go 

there unattended before registration. 

7:45am The Mini-bus leaves for King‟s from King‟s Hawford. Please note that 

parents are responsible for children not travelling to King‟s as there will be no 

supervision at Hawford for children until 8.00am. 

8.00–8:30am Pupils arriving between 8.00am and 8:30am should go directly to the 

playground where the Teacher on duty will assume responsibility for the pupils. 

Kindergarten and Reception children meet before school in Kindergarten. Pupils should 

not normally go to the classrooms or wait for friends at the front of the school. If it is raining 

heavily Years 1 to 6 should go to their classrooms. 

8.30-8.35 Pupils arriving between these times should go directly to their classroom for 

registration. Their Form Tutor will receive them. 

ii. 

Late Arrivals: 

Parents and pupils should not become anxious if they will be late for the start of 

school; we would rather you arrive safely and unruffled than risk an accident by 

rushing. A Pupil is not scolded for being late, nor is attention drawn to the fact. 

8:35 – 9:15 Pupils arriving during this period who miss registration should go directly to 

the School Office to register. 

iii. 

Late Arrivals During the School Day: 

When teaching has started it is not appropriate for parents to take pupils directly to their 

lesson. 

Pupils should be taken to the School Office where they will be registered and then sent to 

their next lesson. This is very important. We must have an accurate record of those 

present in School at all times. 

iv. 

The Locker Room: 

All pupils from Years 3 to 6 are given a locker in the Locker Room. They may keep their 

books and kit in this locker so that it will be readily accessible during the school day 

Parents are very welcome to help their child keep their locker organised, but should try to 

encourage self-reliance where possible. 

Concerns over lost property can be addressed through the lost property system (See 

Section A / 7). 



2. Collection: 

i. During the School Day: 

If parents need to collect their child from School during the course of the school day, a 

letter should be sent to the Form Tutor requesting leave of absence. The child will then be 

sent to the School Office at the appropriate time and parents should collect their child from 

there. Parents are then asked to sign the pupil out in the book located in the School Office. 

It is important that children do not leave school directly from classrooms as we must have 

an accurate record of all children and adults on site. 

ii. At the End of the School Day: 

Prep Department pupils may wait for parents in the garden and on the hard surface until 

4:00p.m. 

Prep pupils should not play on the upper field or in front of The Cobb after lessons finish. 

They may stay in these areas until 4:00pm when they will be required to go into prep. 

PUPILS MUST NOT WAIT FOR PARENTS AFTER 4:00pm AT THE SCHOOL 

ENTRANCE. THEY MUST BE SUPERVISED IN PREP, LATE CLUB OR AT A CLUB. 

After 4:00pm parents should collect pupils from Prep or after-school care; usually in the 

New Block for Years 3 to 6 until 4:45pm, on the play area until 5:00pm if fine, thereafter in 

Late Club (in the Reception classrooms or on the hard surface). If Preps have been relocated 

there will be a notice on the notice board. 

iii. After School Clubs and Activities: 

When an after-school Club or Activity ends, pupils may be collected directly. If parents 

have not arrived at the time the activity finishes, pupils should report to the Teacher on 

Duty in the Late Club and wait there until their parents collect them. 

Pupils should not wait at the front of the School, nor should they linger in the 

Changing/Locker Room areas. 

iv. After Prep and Late Club: 

Parents should collect their child from either the New Block, Late Club, Hard Surface or 

Play Area if they have stayed to Prep or After-School Care. 

Parents are urged to collect their children by 5:50pm. If parents are delayed the Teacher 

on Duty will stay with the child for 10 minutes or so before taking the child to the 

Headmaster‟s house, from where the child may be collected. 

Parents who cannot make the 5:50pm collection time on a regular basis should consider 

making other child care arrangements. 

v. After Home and Away Matches: 

After home matches, pupils are expected to share a match tea with the opposition and 

then to say goodbye as they leave. If a match starts at 2:30pm, it is unlikely that pupils will 

be ready for collection much before 4:30pm. 



During the Cricket season, time of pick-up depends on the type of game being played: 

games for the Under 11‟s are often timed to finish at about 6.00pm; younger children may 

finish their games at around 5.00pm 

Return times for away matches are sometimes difficult to predict due to potential traffic 

congestion. Details of expected times of return are published on the notice board near the 

school office, but parents might add between 30 minutes and 1 hour to the collection times 

above those for home fixtures, depending on the location of the game. Late return will be 

advised on the Notice Board. 

We will endeavour to notify parents by text if children are likely to return considerably late 

from a fixture. 

vi. Visitor Security during the School Day 

Between the hours of 8:45am and 3:30pm, all visitors to the school should visit the school 

office to record their presence. Badges will be issued where appropriate. 

New signs have been placed at strategic locations to remind visitors to go to the School 

Office if they wish to proceed into the school. Non-badge wearers will be challenged. 

3. Traffic Management: 

i. Driving within Hawford: 

Extreme care should be taken when driving within the School estate. Cars should proceed 

at a crawl and assume that they may have to stop suddenly. Young children should not be 

allowed to run across the Car Park to the main School building. Pupils should observe 

good road sense at all times. 

ii. Parking: 

Cars entering King‟s Hawford should keep to the left as they turn onto the Car Park. A 

“One Way” system is in place to ensure trouble free parking. Children are encouraged to 

use the central pavement when moving to and from their cars. 

Some parking is available to the front of the school. This is intended for “quick” collections 

and for visitors. 

Cars are not allowed along the drive adjacent to the Kindergarten. This area, and the 

driveway down to the lower part of the school site, should be kept free of traffic. 

iii. Joining the A449 

All drivers are asked to be patient when queuing to join the A449. 

Parents are urged wherever possible to turn left when leaving the Lock Lane. 

Drivers turning right are advised to form a queue on the right side of the junction so 

allowing room for cars turning left to pass where possible. 

Please DO NOT DOUBLE BANK in the centre reservation: It is dangerous and unnerving. 

Although this is not an illegal action it is discourteous and can lead to great difficulties for 

those waiting to complete a right turn at this point. 

iv. Rules Governing the Official Transport of Pupils: 

No vehicle leaving Hawford with pupils on School business is allowed to turn right and 

cross the A449 towards Worcester. All such vehicles must turn left and, if they wish, use 

the Ombersley interchange in order to return towards Worcester. 



Pupils are required to wear seat belts whenever on official School transport and to abide 

by the “special rules” that apply (section H). 

All mini-bus drivers have passed the local authority test for school mini-bus drivers and 

hold a current local authority mini-bus licence. All persons transporting children on school 

business will carry appropriate insurances. 

4. Illness 

King‟s Hawford employs a Matron who organises and monitors the health and welfare of 

all pupils. She works closely with the Senior Sister at King‟s Worcester and under the 

direction of the Head of King‟s Hawford. Matron is based in the main building of the school 

and is always available to both parents and pupils between the hours of 8-15 a.m. and 5- 

00 p.m. 

i. When to Keep Pupils at Home: 

Pupils who might need individual care should be kept at home. Children who are not fully 

recovered are more vulnerable in a school environment and should remain at home until 

fit. Children should not be sent to school if clearly unwell, as indicated by the presence of a 

high temperature, fever, loss of colour, pain, or when other obvious symptoms are present. 

If a child is sent to school and is clearly unfit, we will make contact with you and ask you to 

collect your child. 

Sometimes fatigue can be a factor with younger pupils. If you feel that the child‟s needs 

are better served by resting at home please follow your instinct and keep your child at 

home. 

ii. Control of Infectious Conditions: 

We follow the „Infectious Control Guidelines for Schools‟ as published by the Hereford and 

Worcester Health Authority Communicable Disease Team. Matron keeps a copy of this 

guidance. 

Children who have been diagnosed with an infectious illness by their Doctor will be 

required to remain off school until they cease to be infectious and feel well enough to 

return to their studies. Your family Doctor will advise regarding the duration of exclusion, 

but it will be in line with the Health Authority guidelines. 

The Headmaster reserves the right to require pupils to be absent for a period consistent 

with Health Authority Guidelines. 

If in any doubt Matron will be pleased to advise parents in this respect. 

It is unlikely that your child will go through school (any school!) without coming into contact 

with Head Lice. We always inform parents when these pests are present and outbreaks 

are usually short lived. 

iii. Illness at School: 

Pupils who feel unwell during the course of the day might be removed from the class 

environment and transferred to “Sick Bay” to enable close observation and assessment. 

The pupil will either recover sufficiently to rejoin the class, or parents will be contacted and 

asked to collect the child. 



It is normal practice to administer paracetamol for headaches and similar pain: 500mg of 

paracetamol to Children over the age of 7, and 240 mg of paracetamol to children under 

the age of 7. 

This medicine is administered in tablet form, in solution, or in a suspension such as Calpol. 

Parents are notified in writing regarding such treatment. Consent forms should be 

completed and returned to Matron at the start of term. Parents should make it clear on this 

form if they wish such medication to be withheld. 

iv. Medicines at School: 

All medicines brought into School should be given to Matron who will keep the medicines 

safely in Sick Bay. Matron will administer the medication under the direction of the 

Headmaster. 

Medicines should be presented together with a letter to explain the necessity for treatment 

or parents may complete a Medicine Administration Form at school. 

Teachers are not „expected‟ to carry out such duties, but may be requested to do so during 

school trips. If parents indicate a medical condition on an expedition medical consent form, 

the child must have that medication for the expedition or trip. If they do not have the 

medication they will not be allowed to go with the party. For example, a child who is 

recorded as asthmatic and who needs an inhaler would not be allowed to go if they did not 

have their inhaler with them before departure. 

Children may not administer their own medication at school. The exception to this rule is 

with the use of potentially life saving treatments where speed is of the essence and pupils 

are encouraged to self-medicate. Children would are diabetic may also need to administer 

their own medication under the direction of Matron. It is acceptable for children to keep 

medications for asthma on their person for self-medication. 

The school‟s Medication Policy is available on the website. 

5. Accidents: 

i. Accidents Resulting in Minor Injury: 

Pupils who receive minor injuries such as cuts and scrapes will be given attention by 

Matron or by an Appointed Person at School. The treatment will follow guidelines as laid 

down for first aid treatment, and will typically involve an initial evaluation followed by 

simple cleaning and covering of the wound. 

A view will be taken by the School as to whether parents should be contacted immediately. 

Pupils who have received treatment will be given a note, where appropriate, to take home 

so that parents are informed about the treatment. 

ii. Accidents Resulting in Serious injury: 

Pupils who receive injuries that are assessed by the School to be serious will be stabilised 

by Matron or an Appointed Person and either: 

 

 

 

an ambulance will be requested if the injury is severe ; or; 

parents will be called in to take the pupil to hospital; or; 

in certain circumstances the pupil might be taken to hospital by a teacher. 

A teacher will accompany pupils to hospital in the absence of the parents. Parents will be 

contacted as soon as possible in all cases. 



Appointed Persons are Qualified in Basic First Aid. 

iii. Hospital Treatment 

Parents are always contacted when hospital treatment of any kind is required by a pupil. In 

circumstances where a medical procedure is required, consent is sought from parents. If 

parents cannot be contacted the supervising teacher will exercise their power to authorise 

any medical treatment for the child which is advised by a qualified medical practitioner. 

With Outdoor Education Expeditions and some other trips, the following advice is given to 

parents before their acceptance of a place: 

Should the need at any time arise, teachers supervising this school journey will, having 

made reasonable efforts to contact parents, exercise their power to authorise any medical 

treatment for your child which is advised by a qualified medical practitioner. Any parent 

who for any reason may be unwilling to accept this should consider whether or not to allow 

his or her child to participate. A parent who allows his or her child to participate will be 

considered to have accepted the teacher‟s right. Acceptance by one of two parents will be 

considered to be acceptance by both.‟ 

6. Food: 

i. School Meals: 

All pupils take lunch at School. The menu is carefully prepared to appeal to most tastes 

and to provide a good nutritional balance. Each week‟s menu is displayed in the Pupil‟s 

Entrance Lobby. Water is always available at the table. 

Fresh produce is sourced locally where possible with daily deliveries to the school. 

Processed foods are of good quality and used to provide a variety of choices to pupils. Our 

caterers are aware of the desirability to reduce unnecessary additives and colouring. 

Fresh fruit is always available. 

School menus are published on the school‟s website. 

ii. Break Time Snacks: 

Pupils are provided with a drink and piece of fruit at morning break at 10.25am or 11.00am 

(10.15am Pre-Prep) 

iii After-school Snacks: 

There is a snack and a drink available at 3:50pm for pupils staying on for after-school 

clubs and activities. 

iv Special Provision: 

Requests for special dietary provision should be made by letter to the Headmaster. 

Arrangements can be made for a vegetarian option and children‟s diets can be closely 

monitored, if required, by parents. 

v Bringing Food to School: 

Pupils are not allowed, under normal circumstances, to bring additional food or sweets to 

School. Chewing gum is forbidden at all times. Water is allowed but must be in non-spill 

containers. 



7. Possessions: 

i Electronic games and Communications Devices: 

Pupils should not bring electronic games or recording devices to School. 

We do not feel that younger children should carry mobile phones. For some older children, 

parents may wish to supply them with a mobile phone, especially if children are frequently 

involved in school fixtures. These phones should be switched off during the school day 

and only used after school. 

We will call parents if a child needs to make contact. If a parent needs to make contact 

with a child they can do so via the School Office. 

ii Computer Software: 

In order to ensure the security and reliable operation of the network and free-standing 

computers, pupils may not bring their own software into School. This includes files and 

programmes created at home. 

Pupils using the network must respect the rules governing use of the network. They must 

not attempt to enter restricted areas of the network, or alter the configuration of the 

computers or server. 

If a pupil wishes to transfer work from a remote computer to their files at School, they 

should first consult the Head of ICT, Mr Cook. 

Internet access, when available, will be closely monitored. The school‟s provision is 

filtered. 

iii Watches and Expensive Items: 

Pupils may wear inexpensive watches to school. Such items should be clearly marked with 

the pupil‟s name. Such items are worn to school at the owner‟s risk. 

Expensive watches and other items of significant value should not be brought to School. 

iv Clothing and School uniform: 

All clothing brought to School should be clearly named. Children should be encouraged to 

keep all items of clothing that are not being worn in their bag or in their locker. 

School uniform should be worn to and from School unless directed otherwise by a teacher; 

for example, following an after-school games practice. In some cases children will be 

asked to come to school in sports uniform. 

v Lost Property: 

Matron deals with all lost property. Parents should contact her if their child has lost an 

item. All clothing and possessions should be named. 

Items not claimed are then liable to be sent to a charity shop or otherwise disposed of. 

There are no facilities at King‟s Hawford for the long-term storage of lost property. 



8. Restrictions 

i. Classrooms: 

Pupils should not enter classrooms before registration in the morning unless it is raining 

heavily and they are directed to classrooms. Classrooms are not to be used during wet 

breaks unless permission has been given by a member of staff. 

Parents are asked not to take pupils directly to classrooms if they are late arriving at 

School. Late arrivals should go to the School Office. Similarly, collection of children during 

the School day should be from the School Office and not the classrooms. 

ii. Changing Rooms: 

It is an important child protection policy that no unauthorised adult should have access to 

these areas. All adults who come into contact with children at Hawford have been vetted. 

Please refer to a teacher if you have a need to enter a Changing Area. 

Toilets for adults are available in the toilet block. 

iii. Bounds: 

Pupils in Years 3 to 6 are allowed to play in the Lower School grounds under supervision 

during breaks. Pupils are shown the areas where they must not go, which include: 

 

 

 

 

 

 

 

beyond the School gates to Lock Lane; 

top fields – without a teacher‟s supervision 

through any perimeter fence or hedging; 

near the tractor and service sheds; 

to the front and rear of the main House; 

the kitchen areas; 

the shrubbery without a teacher‟s supervision 

Special additional rules apply at certain times of the year: 

iv. Use of Play Areas: 

The Play Area can be used by all pupils, but they must always be under the direct 

supervision of an authorised adult during school time, and by a responsible adult out of 

school hours. 

Parents must supervise their children if they wish their children to play in the area after 

collection. Children may not play unsupervised in this area after school. Children may use 

the Play Area at weekends and holidays when directly supervised by a responsible adult. 

The same restriction applies during weekends and holidays. 

Under no circumstances should children below Year 2 be allowed to use the Climbing Hat. 

v. Parent Supervision of Pupils at Hawford: 

Prep pupils may be collected after lessons between 3:40pm and 4.00pm from the garden 

area. Once collected, pupils are the responsibility of the collecting adult, but must still 

observe School Rules. 

After this time children should be collected from the New Block, Late Club or the Play 

Area. 



vi. Casual use of Facilities out of School hours: 

Parents and pupils are welcome to use the sports and play facilities at Hawford out of 

School hours, but do so at their own risk. The School cannot accept responsibility for 

accidents however caused. Separate rules apply to use of the swimming pool. These rules 

are available on the website, where the pool opening hours are also displayed. 

The School Rules apply to pupils whenever on the premises, and this is a pre-condition for 

out of hours use. Parents should refer to 8/iv above for closer guidance. 

9. Appearance: 

i. Hair 

Girls with long hair should keep it tied back/up with a band, which should be blue or red in 

colour. This is of particular importance in respect of Science and Technology and during 

P.E. and Games lessons. 

Boys‟ hair should not be beyond collar length. We expect our children to keep their hair 

tidy – fringes should not impede vision. 

Styles should be conservative and closely graded hair cuts are discouraged. Hair care 

products such as wax and gel should not be worn. 

ii. Jewellery 

Jewellery should not be worn at School unless for religious purposes. Sleepers should be 

worn if necessary, but these need to be removed for PE and Games lessons. 

Watches should be inexpensive and clearly named. 

iii. Shoes 

Parents should consult the School Uniform Guide when buying school shoes. The guide 

gives details of acceptable shoes currently available in Worcester. 

Platforms and raised heels are not really suitable for the surfaces and style of play at 

King‟s Hawford; parents are advised to choose shoes that will allow their child free and 

safe movement. 

iv. Wearing of Uniform 

Pupils should take pride in their appearance and in the wearing of the School Uniform. 

They will be reminded by teachers to tuck in shirts and blouses, fasten top buttons, wear 

ties correctly, fasten shoe laces and wear clean shoes. 

During warm weather “Shirt Sleeve Order” might be declared and pupils are then able to 

wear their shirts open necked, remove their ties and roll their sleeves to above their 

elbows. Pupils may alternatively continue to wear their full uniform. 

It is important that children bring the appropriate uniform for sport into school. Kit still 

needs to be brought into school and changed into when children are „off P.E. or Games‟. 

Pupils will still accompany those playing games outside and therefore need their sports 

uniform. 

Play is a significant part of a pupil‟s life at King‟s Hawford and is undertaken with youthful 

exuberance and abandon - something we value greatly! This does mean that uniforms - 

and pupils - might look a little dishevelled by collection time. We do take measures to 

reduce undue wear and tear and require pupils to change for certain activities. 



A full Uniform List is available on the website. 

SECTION B 

ROUTINES - PRE-PREP DEPARTMENT 

This information is to help parents of children entering the Pre Prep department at King‟s 

Hawford. Some children will have attended our Kindergarten and will therefore be familiar 

with the school and members of staff. For others it will be a new experience. Your child‟s 

teacher is always available before or after school should you need to speak to them. 

1. Times of the School Day 

Children may be brought to school from 8.00am. The mini-bus link to King‟s leaves at 

7:45am. Between 8.00-8.30am the children should be taken to the Kindergarten 

(Reception and Kindergarten children) or the playground (Years 1 and 2), where they will 

be supervised. If children arrive after 8:40a.m. they should be taken to the School Office 

to register. 

The Reception day finishes at 3:20pm. Reception classes may be collected from the 

Reception classrooms. The school day finishes at 3.30pm for Years 1 and 2, who are 

dismissed from the Dining Room. 

If required, a Late Club runs daily until 5.50pm and is situated in the Reception 

classrooms. After school clubs and activities are also organised on a termly basis for 

children in Years 1 and 2. Children in Year 2 who stay will be involved in a school activity 

until 5.00pm, and then transfer to after-school care. 

2. Useful Notes for Parents 

On entering the Reception class your child should use a schoolbook bag for carrying their 

books and school items between home and school. Children also have a home/school 

liaison diary, which enables communication between parents and teacher concerning 

reading and other school matters which is kept in this bag. 

3. Reading 

Reading bags will be sent home each day of the week. Please try to hear your child read 

each evening. You do not need to read a great deal; a few pages read on a regular basis 

is fine. 

4. Spellings 

These will be given out each week for the spelling test the following week. The children 

should practise the words at home during the week using the LOOK, COVER, WRITE, and 

CHECK method. 

5. Homework 

We feel that reading and spelling is enough for the children to deal with early in the school 

year. There may be occasional homework of the “can you find out about….” type. 

Homework may be set later or if children need extra practice with a particular area of the 

curriculum. 

6. Games 

These lessons take place on Thursday (Y1) and Friday (Y2) afternoons. The children will 

normally wear the following kit: navy shorts, navy polo neck, tracksuit, navy socks and 

trainers, or pumps, should the weather force them indoors. For indoor games black 



pumps should be worn. As the weather becomes colder rugby tops will be worn with 

tracksuits as an extra layer. Football boots are advised for outdoor sessions in the Winter 

terms. 

7. Swimming 

Swimming will take place throughout the school year. It will take place in the school pool. 

Your child‟s teacher will give you precise details at the start of the Autumn term. As well as 

swimming costumes and towels children should wear a swimming cap. Many children, 

particularly those who dislike water in their faces, swim better with goggles. If your child 

swims with armbands it would be most helpful if they could be sent to school partly 

inflated, this saves a great deal of time at the pool. 

8. Clothing 

During the week the children should have daily access to tracksuits, wellingtons and coats. 

P.E. kit including trainers should also be kept in school and returned home at weekends 

for washing. Please ensure that all clothing is named and loops sewn onto tracksuits and 

coats to enable us to hang them on pegs with ease. 

9. Timetable 

A copy of the timetable will be sent home in your child‟s reading bag at the beginning of 

each new term. It is also available on the school‟s website. This timetable may be subject 

to change on occasions. 

If you have any queries, which are not dealt with above, please do not hesitate to ask your 

child‟s form teacher. The Headmaster is always available to talk to Parents. 

SECTION C 

PARENTAL CONTACT WITH THE SCHOOL 

PREP DEPARTMENT: 

1. Pastoral Concerns: Appropriate Channels of Communication: 

i. Bullying – A Policy for Good Relationships 

The expectation at King‟s Hawford is that people will at all times behave in an appropriate, 

fair and friendly manner towards each other. Indeed these are the tenets of The King‟s 

School Worcester Foundation. 

It is of course the case that despite these best intentions, things will sometimes go wrong 

for particular pupils. The purpose of a policy for good relationships is to explain what 

should happen when things demonstrably go wrong. 

It is expected that any adult observing inappropriate behaviour will take action of some 

kind. This may be direct intervention or it may involve consulting other people or indeed 

handing the problem on to others. In most circumstances it will be appropriate to inform 

the class teacher of anyone involved. 

Much the same applies to pupils. There is no reason why a pupil, seeing difficulties 

created for one by another, should not intervene and try and improve the situation. 

Children observing such behaviour are encouraged to bring this to the attention of an adult 

in order that it can be dealt with effectively. 



It is vitally important that children do not take matters into their own hands. They should 

see adults in the school as being willing to help and should always advise such adults of 

concerns. 

Where an adult is involved with children involved in suspected bullying, the matter is 

generally dealt with through both individual and group counselling. We aim to resolve any 

areas of conflict and to ensure that the suspected bullying does not continue. If this initial 

work fails to resolve the problem, others adults and indeed parents may be involved in 

order to improve the situation. 

Parents should be aware that, while our aim is to resolve conflicts, this does not mean that 

we will tolerate bullying of any kind. Indeed, this is far from the case. 

In the final analysis, suspension or exclusion may be used if bullying behaviour persists. 

ii. Unhappiness: 

We believe that happiness is a fundamental right of children and we strive to achieve a 

happy and safe environment for all of our pupils. We do recognise however, that there will 

be times when children are not happy or even unhappy. While it is true that life involves 

highs and lows, we will do all we can to seek out the reason or reasons for unhappiness 

and work hard to ensure that your child is supported fully. 

If your child is feeling low or unhappy please let the form tutor or class teacher know. If 

there is a specific cause of the unhappiness we can often resolve it quickly and discreetly. 

Please do not sit on a problem. Although you may regard it as being trivial, it might be 

very significant to the child: it is often a question of perception. 

iii. Friendship Problems 

Enjoying and understanding relationships is an important part of a child‟s development - 

and one which is often the source of anxiety. Children learn to become social beings within 

the school environment and as with all learning, they will make mistakes and possibly fall 

out of friendships as a consequence. 

Some children find it hard to make initial contact socially, so run the risk of not integrating 

into their peer group. Others might lack in self-confidence fearing rejection. 

We emphasise the importance of friendships at Hawford, and work hard to ensure that we 

support children within their peer group. Working closely with parents is important. If your 

child has friendship problems please let us know as we can offer very effective support 

and advice. 

iv. Other Personal Problems or Family Difficulties: 

It is very rare that we are presented with an unfamiliar or unique circumstance. 

Consequently we can often give advice and support from a position of experience. If you 

feel that our knowledge of your situation might help your child please share it with us. 

There are varying levels of confidentiality that you can request: Headmaster only; senior 

managers; your child‟s teachers; and so on. Discretion and confidentiality are assured. 



2. Academic Concerns: 

If you have a concern regarding the academic progress of your child, you should voice 

your concern with the Form Tutor in the first instance. The Form Tutor will research the 

concern and meet with you to discuss the findings. 

In the unlikely event that the matter is not resolved satisfactorily you should contact Mr 

Peters, Deputy Head, or Mrs Bradley, Head of Pre-Prep, who will be able to help you. 

You are always welcome to discuss concerns with the Headmaster, but are encouraged to 

have explored the other avenues first. 

3. Meet the Teacher Evenings: 

These meetings are held at the start of each Autumn term and are an opportunity for staff 

to explain what the children are going to cover during the course of the year, the approach 

that they take to the subject and how best you might support your child from home. 

The meetings take the form of several presentations with an open forum to conclude. 

There will be opportunities later in the school year to discuss your child‟s academic and 

social progress. 

A full curriculum outline is available on the school‟s website. 

4. Grade Cards and Reports: 

Full reports will be issued in December and June. The June report will contain end of year 

exam results. 

Please note: 

grades show effort and achievement as relevant to your child‟s year group. They are 

for internal comparison. It is worth remembering that average grades for Hawford pupils 

will be above those for the national cohort. 

marks given for exams in English and Maths in Years 2 to 6 are based on national 

standards. In other subjects we set internal tests. All Pupils from reception will also 

undertake assessments related to the Early Years Foundation Stage; these also grade 

pupils against national criteria. 

5. Parent – Teacher Consultations: 

There is an opportunity to discuss your child‟s progress at a parents‟ evening which will 

take place shortly after the Autumn term half term break. These will be led by your child‟s 

form tutor. This is a particularly important meeting for Year 6 children as they will be 

working towards their King‟s Entrance tests in January. 

A further parent-teacher meeting takes place during the Spring term when academic 

progress in all subjects can be discussed. 

The final meeting of the year takes place in the Summer term, following the assessments 

that have taken place at the end of the year. This meeting will focus on the assessment 

results and the final report of the year. 

Parents are welcome to make contact with teachers during the normal course of events, 

and meetings can always be arranged to discuss specific issues. Please do not dwell on a 

concern; we can help in the vast majority of cases. 



Parents of pupils who are subject to an Individual Education Plan will take part in a series 

of structured meetings in order to support their child. A child might have an Individual 

Education Plan (IEP) if they: 

 

 

have a particular ability; or; 

have a specific learning difficulty. 

6. Written Reports – Years 3 to 6: 

Written school reports are compiled in December and June. Included in the report is a 

reply slip to enable parents to comment on any aspect of the report, or on a child‟s 

progress – these will be passed onto the child‟s Form Tutor and then to the Head, who will 

read all parental returns. Reports are sent by post. 

Individual Education Plans are agreed between the school and home, with both parties in 

receipt of a copy. These are normally reviewed twice annually. 

In some circumstances the School may advise a report from another professional agent, 

such as an educational psychologist or speech therapist. These reports are funded by 

parents with testing normally taking place away from School. Findings of such reports are 

considered carefully by the school and have a direct bearing on the educational provision 

for the child. 

The school provides support for children identified as requiring additional teaching in small 

group or individual lessons. There is no charge for such support lessons. 

7. Absence from School and Requests for Leave of Absence 

A note should be provided by parents to explain all absences from School. Detailed 

records of attendance are kept as a statutory requirement, and all non-authorised 

absences reported in the numbers that we submit each year to the DofE. 

The School discourages family holidays during term time. Such absences can be very 

unsettling for a child and result in anxiety and a burden to catch up with their peers. 

Requests for work to cover such periods will do little to offset work that has been missed. 

Should parents wish their children to be absent from school, they should request a leave 

of absence, in writing, at least 3 days prior to the trip. Consent for such absence is at the 

discretion of the Headmaster. 

8. Out of Hour Contact Provision 

The School Office is unmanned from 4:45 pm each day, with an answer phone operating 

to record messages. These messages will not be heard until the following morning. 

Parents who wish to contact their child after 4:45 pm should consult the King‟s Hawford 

calendar where contact numbers are published. 

Separate arrangements are made for pupils during trips and expeditions. 

9. The Bulletin and Weekly Newsletter 

The King‟s Bulletin appears twice termly and contains news about events taking place 

shortly, and a review of the previous couple of months. It is distributed with the Hawford 

Newsletter for pupils to bring home. It is a good source of information and a way of 

keeping abreast of developments throughout the Foundation. 

The King‟s Hawford Weekly Newsletter keeps King‟s Hawford parents up to date with life 

at School. It is used to pass on information that might assist parents in the day-to-day 



organisation of their children and to keep you informed regarding developments that might 

be taking place. 

The newsletter appears on the Hawford section of the King‟s website and is updated 

weekly. 

The newsletter lists all letters that have been uploaded onto the website during that week. 

We will not be routinely distributing paper copies of these letters unless parents make a 

request for such a copy. It is advisable to check the „Letters to Parents‟ page for new 

letters of communications. 

A copy of the newsletter is displayed in the Cobb notice cabinet. 

10. The King‟s School Worcester Internet Web Site 

The King‟s School web site is a valuable source of information regarding most aspects of 

King‟s. There is a link to the Hawford Web site which contains an information page for 

current parents: 

www.ksw.org.uk 

The site contains up to date information on all aspects of the school‟s activities. 

11. Complaints Procedure 

A detailed complaints procedure that complies with DofE requirements is available upon 

request from the School Office. 

The Complaints Policy is on the website. 

SECTION D 

KING‟S HAWFORD PARENTS‟ ASSOCIATION: 

1. Structure and Function of the King‟s Hawford Parents‟ Association: 

The King‟s Hawford Parents‟ Association performs two roles: 

it provides a means of raising funds for projects at Hawford and at The King‟s 

School; 

it brings parents of the School together by running social functions at the School; 

The constitution states that the aims are: 

“to encourage liaison between parents, headmaster and School staff for the benefit and 

welfare of the children of the School, but at no time to interfere with the discipline of the 

School or the work of the Headmaster or staff.” 

The association shall be governed by a committee comprising: 

a. the Chairman; 

b. the Headmaster of the School; 

c. the Honorary Secretary; 

d. the Honorary Treasurer; 

e. six members of the association, with power to co-opt; 

f. two members of the School staff. 

All of the above are ex-officio members of the committee, excluding e. and f. A copy of the 

constitution of the King‟s Hawford Parents‟ Association is kept in the School Office. 



2. Parents‟ Association Events. 

The Parents‟ Association run a series of events throughout the year that are publicised 

through the School mailings and newsletter. They tend to include the following events: 

 

 

 

 

 

 

 

New Parents‟ Social Evening 

Camp Out 

Bonfire Night Party 

Christmas Fayre 

Quiz Night 

May Fete 

Summer Ball 

3. How you can support the Parents‟ Association: 

offers of help for any of the above are always appreciated: contact the school office 

and we will put you in touch. 

your attendance and support for the above events is important if they are to be a 

success. 

If you would like to join the Parents‟ Association simply mention it to a current member, or 

through the School office. 

4. Parents‟ Association names and contacts: 

Current details of Association officers can be obtained from the School office or the school 

website. 

SECTION E 

EXTRA-CURRICULAR CLUBS AND ACTIVITIES: 

Prep Department: 

1 Activities and hobbies likely to be offered after school during the course of 

the year: 

Animal Care Club; Art; Athletics Club; Ballet; Chess; Cookery Club; Craft Club; Cricket; 

Cross-country; Country Dancing; Drama; Dance; Football; French; Gymnastics; History; 

Hockey; Horse Riding; ICT; Netball; Orchestra; Outward Bound Club; Chamber Groups; 

Riding; Rugby; Rugby 7‟s; Rounders; Science Club; Swimming Club; Technology Club; 

Tennis coaching; Wind Band. 

Every attempt is made to offer a wide range of activities and the list above is for guidance 

only. Details of activities on offer each term are distributed before the first week of each 

new term and are placed on the website. Activities normally start in the first week of the 

Autumn term. 

2. Inter-school matches: 

King‟s Hawford plays regular competitive games against other schools as part of our 

educational programme. 

Matches start in Year 3 with just a couple each term, and gradually build to a full fixture list 

of up to 12 matches in Year 6. 



The main games are as follows: 

Boys 

Girls 

Winter term Rugby Hockey 

Spring term Football Netball 

Summer term Cricket Rounders 

Athletics 

Athletics 

3. Parental Support at Matches: 

Parents are encouraged to come along to support our teams for both home and away 

matches. We ask all spectators to observe the following guidelines: 

be generous in your support of both teams; 

be positive in your encouragement; 

be supportive of officials in charge of games; 

 

 

remember that the players are not professionals but school children; 

consider that despite being well prepared for matches, children will often forget tactics, 

positioning and skills. 

4. King‟s Hawford Outdoor Education Programme 2011-2012 

The following is an outline of Outdoor Education planned by Mrs Redman for 2011-2012 

Parents will be notified of finalised plans for each term. 

OB 

2011-22012 

Year 6 

Autumn Term 

OB Club 

Geography Field Trip 

Summer Term 

Carsington – 2 nights 

residential and Water Sports. 

Year 5 

OB Club 

Dukes Barn residential 

Course – 3 nights in 

The Peak District 

Geography Field Work Trip 

with 1 night camping 

(Malvern) 

Year 4 School Camps Cross Curricular residential 

course, 3 nights (Wales). 

Year 3 

2 nights residential 

and activities (Malvern). 

Year 2 

1 night residential at 

The Old Chapel. 

Every attempt is made to ensure the accuracy of this information, but there might 

be occasional changes. 



5. Costs additional to School fees: 

The School goes to great lengths to ensure that additional financial demands made upon 

parents take account of the following criteria: 

 

 

 

 

that the trip is an integral part of the curriculum; 

that trips offer parents value for money; 

that where costs are incurred, every attempt is made to keep costs down without 

putting safety at risk, or compromising the value of the event; 

that all outings have the approval of the Headmaster. 

There are certain trips that might need to be planned for by parents. These are indicated in 

the table above. Whilst not compulsory, they offer a most valuable opportunity for personal 

growth and discovery. 

Parents should contact Mr Turner if they are concerned about their child‟s participation in 

any of the events. Mrs Redman can give greater detail on the nature of these outings. 

SECTION F 

SCHOOL CURRICULUM 

1. Curriculum Information: 

King‟s Hawford is one of the two King‟s Worcester Junior Schools and provides a parallel 

route to St. Alban‟s into King‟s School at 11. 

Almost all leavers go on to King‟s Senior School, having passed a qualifying examination. 

The school has high academic standards and aims to provide a challenging, exciting and 

secure environment for children. Most importantly, staff place an emphasis on 

encouragement, praise and reward. The Upper Years (Years 5 and 6) are taught largely 

by subject specialists, whereas a class-teacher approach is used with the younger pupils. 

It is part of the School‟s philosophy that children are happiest if they are busy and so a 

wide variety of clubs and activities are always available to them. Each member of staff is 

asked to make a contribution. 

i 

The Curriculum: 

The educational course offered allows for a thorough grounding in Literacy and Numeracy 

and gives access to a wide and challenging curriculum. Included in this curriculum are 

competitive games, outdoor education and an extensive activities programme. 

Class teachers are used in the Pre-Prep department, with specialist teaching in music, 

French and P.E. In the Prep Department specialist teachers are used for a greater number 

of subjects with dedicated rooms in many cases. In Years 3 and 4 there is a balance 

between class teacher and specialist teacher. 

King‟s Hawford divides its educational course into three main stages: 

Early Years Foundation Stage in Kindergarten and Reception; 

Key Stage One in Years 1 and 2; (Pre-Prep) 

Key Stage Two in Years 3-6. (Prep) 

 



ii 

Early Years Education: 

Children enter the Kindergarten from the age of 2 following an assessment of their 

understanding of basic concepts and of their ability to integrate socially. They follow a 

carefully designed curriculum that is based upon the six areas of learning: 

Personal, Social and Emotional Development; 

Communication, Language and Literacy; 

Problem Solving, Reasoning and Numeracy; 

Knowledge and Understanding of the world; 

Physical Development; 

Creative Development. 

Additional to the Early Years areas of learning, the Kindergarten children have specialist 

music teaching and can start dance lessons with our visiting Ballet teacher. Play forms an 

important part in social learning at this age and there is a well-equipped play area for the 

younger children. 

Kindergarten children enter Reception without further assessment and complete their 

Early Years curriculum before moving onto Key Stage One (Pre-Prep) work. 

Reception is full time at Hawford and children take a little time to adjust to the change of 

pace. Literacy and Numeracy are central to morning activities, whilst the afternoons tend 

to be topic based. The children have games and physical education lessons each week 

and swimming lessons during the Summer term. 

iii 

Key Stage One – The Pre-Prep Department: 

Literacy and Numeracy are the foundations upon which much later learning is dependent; 

consequently much emphasis is placed on developing competencies in these areas. 

Classes are mixed ability but children work at a pace suited to their ability or 

understanding. Children learn French from Kindergarten with a specialist French teacher. 

Children who find aspects of the work difficult are supported by either a classroom 

assistant, or by the Special Needs Department. Equally, “Gifted and Talented” children are 

monitored very closely to ensure their appropriate development. Setting is used in Years 

One and Two for some aspects of phonics, spelling and number. Teaching is otherwise 

carefully differentiated to take account of individual differences. 

Classroom teachers are used in the Pre-Prep Department with specialist teachers taking 

Music, Physical Education, French and Games. Children are introduced to swimming in 

Kindergarten. 

Year 2 take part in the programme of outdoor education. Outings form an important part of 

the curriculum and it is usual for classes to go on outings several times each term. 

Homework is introduced in Year 1 with differentiated spellings and tables. Reading is 

required each night and parents are guided in how to read successfully with their child. 

iv 

Key Stage Two – The Prep Department: 

Subject specialists teach throughout the Prep Department. In Years 3 and 4 children have 

regular contact with their form teachers, who take them for a range of subjects. There is a 

focus on Literacy and Numeracy within the curriculum and these important areas are 

reinforced throughout the broad and balanced curriculum. In Years 3 and 4 pupils spend 

much of their time in their form rooms, moving only to use specialist facilities. 

Setting is used in English and Mathematics in Years 4, 5 and 6; work being carefully 

differentiated to take account of individual differences. There is an exciting practical 



approach to Science at Hawford, and all classes are taught by a specialist Science 

teacher in our laboratory. Art and Design, and Design Technology share a well-equipped 

purpose-built room. French is taught by a specialist teacher from Kindergarten. There is a 

purpose built Music Room and P.E. is delivered in the Cobb. 

King‟s Hawford has an 18 station PC networked computer room and all pupils in Years 1 

to 3 have at least one ICT lesson a week taken by a specialist. ICT in Years 4, 5 and 6 will 

be increasingly delivered through curriculum subjects. There is a set of laptops available 

for use in all classrooms. The school has a wireless network. 

Personal, Social and Health Education is delivered formally through the curriculum and 

informally through daily contact with the children. Religious Education is taught via 

assemblies and a weekly lesson. 

Homework is set each day and children are asked to read each night. The amount of 

homework set is proportional to the age of the pupil. 

There is a wide programme of visits to enhance learning, and a biennial Arts and Science 

Week each year. All pupils take part in our extensive Outdoor Education Programme. 

v 

Wider School Life: 

Activities: 

King‟s Hawford offers a wide a varied range of activities that include: 

Animal Care Club; Art; Athletics Club; Ballet; Cookery Club; Craft Club; Cricket; Crosscountry; 

Country Dancing; Drama; Dance; Football; French; Gymnastics; Hockey; Horse 

Riding; ICT; Karate; Netball; Orchestra; Riding; Rugby; Rugby 7‟s; Rounders; Science 

Club; Snorkelling Club; Swimming Club; Swimming Team; Tennis coaching; Wind Band; 

Music: 

Approximately 85% of pupils in the Prep Department have individual music lessons. There 

is an Orchestra and Ensemble groups. All pupils at Hawford take part in singing lessons, 

building up a wide repertoire of hymns and songs for assemblies and school concerts. 

Games: 

Competitive games form an important part of School life, with Rugby, Football, Hockey, 

Netball, Athletics, Swimming, Rounders and Cricket being coached from year 1. 

2. Pupil Assessment at King‟s Hawford: 

i. Continuous Teacher Assessment: 

Teachers keep a record of pupils‟ progress in their subject together with a record of topics 

covered. Some of this assessment might use objective criteria such as the number of 

correct spelling or sums. At other times assessment might be subjective and reflect a 

teacher‟s professional judgement as to how a pupil has performed relative to the targets 

set. 

ii. Age Standardised Tests: 

King‟s Hawford has a policy of using regular age standardised tests in English, 

Mathematics and Verbal reasoning. These scores are used to monitor trends in individual 

and cohort progress over a period of time. 

These results are reported to parents at designated Parents‟ Evenings. 



iii. Foundation Stage Profile: 

At the end of the reception year all children are assessed against the profile element in the 

Early Years Foundation Stage documentation. Results are communicated to parents. 

iv Additional age-related testing: 

If the testing above throws up questions about the learning of a child, a number of 

additional norm-referenced tests may be used to determine: 

Spelling age; 

Comprehension skills 

Reading age; 

Presence of a specific learning difficulty. 

v Screening for a Specific Learning Difficulty: 

It is the policy at King‟s Hawford to screen all pupils for Specific Learning Difficulties if 

teachers express concern about a child‟s learning. This will be done using either the 

Dyslexic Screening Test (DST), or the Cognitive Profiling System (C0PS). 

Parents will be notified of the outcome of an assessment, but should understand that 

100% accuracy cannot be guaranteed. 

The following provision will then be available to those who might require additional 

support: 

Support lessons in small groups; 

Individual lessons; 

Teachers will take account of individual needs, where possible, within the context of 

their lessons 

Marking Pupils‟ Work 

As a general rule, we believe that it is better to give children clear written feedback when 

marking their work. Marks are rarely used as children tend to focus on these as opposed 

to the written targets. Marking should offer children areas for improvement and highlight 

those areas in which they are making most progress. 

4. Reporting and Parents‟ Meetings: 

i. „Meet the Teacher‟ Evenings: 

These meetings are held at the start of each Autumn term and are an opportunity for staff 

to explain what the children are going to cover during the course of the year, the approach 

that they take to the subject and how best you might support your child from home. 

The meetings take the form of several presentations with an open forum to conclude. It is 

important on this occasion that issues are restricted to curriculum support and not 

broadened to include other matters. 

ii. Grades and End of Term Reporting: 

Grades will be issued (Years 3 to 6) at the half term of the Autumn term to inform parents 

of effort made in the first half term. Targets will be highlighted on this grade form. A further 

set of grades will be issued at the end of the Spring term. 

Reports will follow in February (December for Year 5 and 6) and June, with grades issued 

in February (Years 3 and 4) and grades and exam marks issued in June (Years 2 to 6). 

iii. Parent – Teacher Consultations: 

There is a meeting between parents and form teachers in the second half of the Autumn 

term. Your child‟s form teacher will report on pastoral matters and give you an indication of 



the early progress made by your child. Other teachers will be available to discuss 

academic progress in all the curricular areas. 

A further parent-teacher meeting takes place during the Spring term when academic 

progress can be discussed in greater detail. 

A final meeting takes place at the end of the summer term in order to focus on the 

assessment results of the tests undertaken in May. 

Parents are welcome to make contact with teachers during the normal course of events, 

and meetings can always be arranged to discuss specific issues. Please do not dwell on a 

concern; we can help in the vast majority of cases. 

Parents of pupils who are subject to an Individual Education Plan will take part in a series 

of structured meetings in order to support their child. A child might have an Individual 

Education Plan (IEP) if they are: 

Gifted or Talented; or; 

have a specific learning difficulty. 

vi. Written Reports – Years 3 to 6: 

Written school reports are compiled in February (December for Years 5 and 6) and June. 

Included in the report is a reply slip to enable parents to comment on any aspect of the 

report, or on a child‟s progress. These are sent by post. 

v. Individual Education Plans are agreed between the school and home, with 

both parties in receipt of a copy. 

In some circumstances the School may advise a report from another professional agent, 

such as an educational psychologist or speech therapist. These reports are funded by 

parents with testing normally taking place away from School. Findings of such reports are 

considered carefully by the school and have a direct bearing on the educational provision 

for the child. 

5. Homework 

Year 1 Learn spellings and tables once week. Reading is encouraged each night. 

Year 2 

Learn spellings and tables once week. Reading is expected each night. 

Year 3 In the first term one 25 minute English, Maths, Science/Humanities 

homework is given each week. Reading is expected each night for 15 minutes. Through 

the course of the year children will build up to one 25 homework each night. 

Years 4-6 One 30 minute homework each night plus at least 15 minutes reading. On 

match days, especially when away fixtures are scheduled, children will be given additional 

time to complete work. 

6. Homework Diaries and Home/School Diaries: 

Pupils in Years 3 to 6 are given “Home/School Diaries”. These fulfil the role of a homework 

diary and also provide very useful study skills information. 

Parents are asked to check and sign these books on a weekly basis. Pupils should have 

them in every academic lesson. The books act as a way of maintaining close liaisons 

between parents and school 

Pre-Prep pupils use liaison books that provide parents and teachers with a daily vehicle for 

communication. 



7. Reading with your child: 

Daily reading is very important in the development of reading and spelling skills and in the 

general development of language. A child who has access to reading has opened up the 

exciting world of imagination and has access to limitless information. 

Parents should be guided by teachers in respect of the suitability of reading materials for 

their child. Reading should be fun for the child and therefore a balance needs to be struck 

between the level of the book and the benefit of an “easy read”. We use several reading 

schemes at Hawford in the early years to ensure breadth and balance and have a variety 

of styles available to the older pupils. 

The pupils are taught how to approach new words and parents should encourage the child 

to sound new words out, offering support where necessary. Parents should then require 

the child to explore possible meanings of the new word using contextual clues. There will 

be occasions however, when parents would wish to speak the word in order to maintain 

the continuity of the story. 

Younger pupils should read with a helper at their side. At natural pauses in the story, the 

helper should ask questions about the story; its plots, characters and possible outcomes. 

Older pupils should read on their own for at least 10 minutes each night. The five 

remaining minutes should be spent with a helper who should ask questions about the 

story; its plots, characters and possible outcomes. Please try to spend these five minutes 

with your child - it will pay dividends! 

8. Mathematics at home: 

Confidence plays a huge part in a person‟s success in Mathematics. Helpers at home 

should try to make support a positive experience and not allow the situation to become 

anxious. It is better to leave work incomplete than have a tearful child on your hands: 

simply write a brief (confidential) note to the teacher explaining the circumstances. 

A little maths each day will help enormously. Involve your child in the shopping, weighing 

and measuring, route planning and other similar activities at home. A „times-table‟ tape 

playing in the car on the way to school is another useful device. Combining the use of a 

calculator with mental maths is another useful activity and children need to be able to mix 

the two skills. 

Remember that Mathematics has changed since most parents were in school. The 

subject‟s content now includes areas other than number, such as: 

Algebra ( Year 6) 

Geometry 

Measures, shape and space 

Calculations 

Problem solving 

Data handling 

Time 

Factors 

Money 

Graphs 

Fractions 

Decimals 

Percentage 



A guide to the Maths curriculum for Years 3 to 6 is available for download from the 

Hawford section of the school‟s website. 

9. Prep at School: 

Pupils may stay to do their Homework at School during the prep session that runs from 

4:00pm until 4:45pm. The session is supervised by a teacher who can assist pupils with 

any difficulties. 

At 4:45pm, prep is ended and the pupils join after school care. 

10. Equipment needed at School: (None in Pre-Prep) 

Children should have a pencil case in school. 

It should contain: 

an ink pen; 

replacement ink cartridges; 

a pencil; 

a pencil sharpener; 

a ruler; 

an eraser; 

pencil crayons; 

11. Special Educational Needs, including provision for very able pupils: 

All pupils are screened during the course of their time at King‟s Hawford for specific 

learning difficulties. Parents will be contacted if this screening provides evidence of areas 

in which pupils may benefit from additional support. 

Some parents might, during the course of this process, be advised to seek the view of an 

Educational Psychologist. In such cases, we strongly advise parents to ensure that the 

appointed Educational Psychologist approaches the School for information. Reports are of 

limited practical use to the School if written without input from the child‟s teachers. 

Children who need additional educational support can receive help in two ways: 

Individual support with a Special Needs Teacher; or 

Group support. 

Mrs Fowler, the Special Educational Needs Co-ordinator or SENCo, should be contacted 

in the first instance with any concerns. 

Very Able Children 

It is our policy to support all of our pupils, and in keeping with this aim we have introduced 

a scheme of support for our brightest pupils to ensure their continued progress in areas of 

exceptional ability and to encourage the wider development of their skills, abilities, 

interests and attitudes. 

Current good practice is to ensure such children are extended during lessons by using 

differentiated work and by questioning in greater depth. Teachers therefore pitch their 

questioning according to pupils‟ needs. Skilled questioning provides a structured process 

for developing able children. 

12. Holiday Work 

Holiday learning loss is a significant problem for many pupils, especially those who have to 

work really hard during the term to keep on top of their work. 



The School provides appropriate holiday work for pupils who request it and for those for 

whom we feel the need to „keep the kettle boiling‟. The concept is that a little, 15 minutes 

or so, is done regularly. This encourages the development of long term memory and 

reinforces the child‟s learning from the previous year. 

Parents should not allow such work to become a negative focus during the holiday - 

perhaps make a game of it! Some children will require little more than regular reading of 

course. We do not supply work for children to undertake when the holiday is one that is 

being taken in term time. 

13. Entry to King‟s at 11 

Entry to King‟s Worcester is by examination in February of the year of entry. Pupils at 

King‟s Hawford, as with those at St. Alban‟s, sit a qualifying examination where they must 

demonstrate that they have reached the required standards. The strongest performers in 

the qualification exam are invited for Scholarship interviews at King‟s. 

Standards are high. A candidate with scores roughly equivalent to the old 11 plus entrance 

standard would be safe. Pupils are tested in Mathematics, English and Verbal Reasoning. 

These are the same family of tests used in the Prep department at King‟s Hawford. 

Parents should not be anxious about the entrance test. The Head will advise parents in 

February of Year 5 (at the very latest) if there is a concern about a pupil‟s performance in 

these examinations. Ability in music, sport or the Arts, are just some of the many factors 

that might mitigate in favour of a pupil who is borderline academically. 

Pupils from outside of the Foundation sit a competitive entrance test for the limited number 

of places available for external candidates. 

Both Music and Academic Scholarships are available at 11. 

SECTION G 

REWARDS AND SANCTIONS: 

1. Rewards 

The above values are reinforced by the application of rewards and, where necessary, 

disciplinary measures. 

Positive rewards to be applied are as follow: 

Verbal praise or comments in exercise books 

Verbal praise for good behaviour, courtesy and consideration 

House Points for good work, effort or behaviour. 

Green Cards for good behaviour, courtesy and consideration 

Incentive stickers for work or behaviour awarded in Pre-Prep assembly 

Headteacher‟s Awards, Commendations and Gold Standards for good work or good 

behaviour, awarded in assembly 

Notification to parents of good work or behaviour 

Green Cards can be given to children by teachers or other staff for good behaviour, 

courtesy, consideration or a helpful attitude. They are taken to the Head, who keeps a 

record of all cards awarded. As cards are given in, the Head will take the opportunity to 

praise the child for the actions which led to the award of the card. After five green cards 



have been recorded, the child is given a Commendation certificate in assembly. Green 

cards carry an additional award of five House Points. 

House points are awarded for good work, effort or behaviour. These are normally given 

during lessons in multiples of up to 4. They are recorded in pupils‟ Study Mates or as 

House Point slips which are deposited in the relevant House Point Box and added to the 

House total weekly. 

Head Teacher‟s Awards are given for good work or effort during lessons. They relate to a 

pupils‟ ability and not to a set of criteria. (Green Cards, being principally for good 

behaviour, provide for similar recognition in relation to conduct). Once a HTA has been 

awarded the pupil should take their award together with their work to the Headmaster at 

Lunch Break. They will receive a sticker and a certificate. The certificate will be presented 

in assembly. 

Commendations are awarded for work of outstanding quality or for a particularly large 

effort. They are also awarded to children who have been given five Green Cards. They 

relate to a child‟s ability and not to a particular set of criteria. Once a Commendation has 

been awarded the pupil should take their award together with their work to the 

Headmaster at Lunch Break. They will receive a sticker, and a certificate. The certificate 

will be awarded in assembly. 

When a child has visited the Headmaster and gained five Commendations, a Gold 

Standard is awarded in Assembly. 

The Pre-prep have a “Sticker Assembly” on Tuesdays when good behaviour, work and 

effort are rewarded. Additionally, pre-prep children are encouraged to bring their work to 

the Head and they receive Head Teacher‟s Awards or Commendations. 

2. Sanctions 

The aim should always be to achieve a positive outcome and to help children to appreciate 

that “actions” have “consequences”. 

There will be other occasions where a more detailed investigation might be needed or a 

detailed record might be required and the formal system of sanctions will need to be used, 

again within the spirit of the School‟s approach. 

The following sanctions apply for matters relating to discipline: 

Reprimand by class teacher or member of staff concerned with incident/class 

Use of Yellow Card 

Referral to the pastoral leader or Deputy Head for reprimand if appropriate 

Loss of privilege for specific periods e.g. break time. 

An appropriate positive task or punishment (examples below) 

Referral to Deputy Head 

Referral to Headteacher 

Parental involvement (formally) 

Report card or daily report sheet (with clear reference to behaviour target) 

Use of Red Card 

Head‟s Report 

Detention after school, in extreme cases 

Specific short-term exclusion (for the remainder of a day or a lunchtime) 

Fixed term exclusion 

Suspension, pending a decision by the Governing Body. 



Where there is a clear need to improve a pupils‟ standard of behaviour, parents will be 

kept fully involved and informed. The school believes in forming a partnership with 

parents as a vital part of the process of maintaining good standards of behaviour. 

Although the above sanctions are graded, they would not need to be applied strictly in this 

order. In some cases, it is appropriate to contact parents instantly to discuss matters 

relating to behaviour. 

Yellow Cards are given to children on occasions when behaviour does not meet the 

expectations set out by the school. They may be issued for failure to comply with 

instructions relating to behaviour in lessons, inconsiderate behaviour around the 

school or a failure to comply with school rules. Children will always be advised 

prior to the award of a Yellow Card of the need to comply. Children should 

recognise that the card has been given as a result of a failure to rectify 

inappropriate behaviour. Yellow Cards are taken to Head. Children will be asked to 

explain the reasons for the card being given and they will be made aware that the 

yellow card has been recorded. A Yellow Card also carries a deduction of five 

House Points from the House total. Yellow Cards are recorded and should a total of 

five be accrued a sanction will be applied. It may be applied earlier if felt necessary. 

The Head will advise children of the timescale relevant – for example, cards may be 

removed from the record at the half year point in the academic year. 

Red Cards are given for serious disciplinary offences. They lead to automatic loss of 

privileges. Parents will always be advised a card being given. Red Cards may be given for 

a failure to comply with a further instruction following an earlier award of a Yellow Card. A 

red card also carries a deduction of ten House Points from the House total. 

Children whose behaviour has given continued cause for concern might be placed 

on Head‟s Report. Pupils will have been seen by the Deputy Head, but their 

behaviour will not have improved. The Head will take appropriate action to ensure 

that the pupil‟s difficulties are resolved. Targets will be set that will be reviewed by 

the Head on a daily or weekly basis. 

Punishments are likely to be given by the Head and might include: 

Detention 

Withdrawal from a School event 

Community Service 

A Pastoral Support Programme 

It is stressed that being on Head‟s Report is unusual and most difficulties will be overcome 

before this stage is reached. Parents will receive notification by hand that their child is on 

Head‟s Report and it is usual for a consultation to take place. 

3. Positive Behaviour Management 

Where pupils have exhibited challenging behaviour, it will be expected that they will have a 

positive behaviour management programme in place. The programme will identify: 

The purpose of the challenging behaviour. 

The early warning signs of challenging behaviours. 

The triggers leading to / causing the challenging behaviour. 

Teaching targets for more effective behaviours. 

How to adapt the environment to optimise the probability of effective behaviour. 

A programme of positive reinforcement and appropriate sanctions. 

Defusing and calming strategies to employ when the early warning signs are exhibited. 



Pupils requiring such a programme should be listed on the Support List and parents 

consulted. 

4. Time Out (Pre-Prep Aged Children) 

On occasions, younger children may need a period of time to reflect on their behaviour. 

They may be removed from the main class activity for a period of time, but remain within 

the classroom. Alternatively, children may need to be removed to a calm environment. 

This should normally be preceded by clear instructions, outlining expectations to the child 

as follows: 

The child is asked to comply; 

A warning is issued, explaining what will occur if the instruction is ignored; 

Time out takes place (Time being determined by the teacher, approximately 3 to 4 

minutes). An egg timer may be used to show the time set. 

Notes 

When a sanction would be appropriate for restitution, teachers might: 

keep the pupil in during a break time; 

prohibit play on the climbing frame, or restrict them in their type of play; 

ask the child to perform a simple, but non-demeaning, community service; 

refer the child to the Deputy Head for an after-school detention; 

require the child to write a letter of apology. 

This is not a definitive list restricting teachers to one of the above courses of action. 

The formal procedures above must operate alongside a system, which assumes that 

parents are kept fully informed and involved in the disciplinary process. 

Where a child is involved in regular misbehaviour, this should be recorded by the child‟s 

class teacher in order that this information can be available to assist in parental 

discussions or be available for the relevant co-ordinators. 

Children may occasionally need a time out from a lesson to reflect on poor behaviour. This 

should be kept to the minimum time and be part of a strategy to teach all children to 

behave appropriately. It should not be seen as a punishment. 

5 Activities Badges: 

Pupils in Years 5 and 6 can work towards achieving the following Activities Badges: 

Outward Bound, Chess, Animal Care, Citizenship, Drama, Music, Singing, Science, 

English, Maths, Humanities, Languages, Rugby, Cricket, Football, Rounders, Hockey, 

Netball, Swimming, Design Technology, Art, Gardening, Eco Warrior, Athletics, Service to 

the School. 

To qualify for a badge they must: 

volunteer to serve as a monitor for a minimum of two terms; 

excel in terms of effort or achievement in the particular subject or activity; 

consistently offer their services to the school, for example on Open Mornings. 

Badges will be awarded at the end of each term and will be sewn onto the left sleeve of 

the School jumper. 

If a pupil has achieved 8 or more badges they will be awarded the King‟s Hawford Crest to 

wear on their right sleeve. 



SECTION H 

SCHOOL RULES: 

1. The Hawford Charter: 

The Hawford Charter 

As teachers we promise to: 

teach you to the best of our ability; 

listen to what you have to say; 

respect you as young people; 

encourage your abilities to develop; 

remind you of the School Rules; 

create a happy school for you; 

look for good in you. 

As a pupil I promise to: 

make the most of my ability; 

listen to other people‟s points of view; 

show respect for adults and children alike; 

encourage abilities in other people; 

remember and abide by the School Rules; 

let happiness be seen in me; 

see the good in other people. 

2. School Rules: 

The School Rules 

Please do: 

be kind to one another; 

always tell the truth; 

look after pupils younger than yourself; 

walk everywhere; 

stand aside for grown-ups; 

open doors; 

not play indoors at break unless asked to do so; 

talk politely; 

make eye contact and smile when passing an adult; 

remember to say please and thank you; 

wear your uniform tidily; 

use good sense at all times; 

be polite and considerate. 

Please do not: 

use language that upsets others; 

fight or play-fight; 

cause upset to others by word or deed; 

Special School Rules 

Out of Bounds: do not go into the following places: 

the car parks at the front and side of the school; 

the top games fields – without a supervising adult; 

through the front door; 

the canal or lock on the lower field; 

beyond the gates at the bottom of the lower field; 

the driveway and gate areas; 



Lock Lane; 

the tractor sheds and equipment; 

the science, art/design/technology rooms and ICT room; 

the cellar, staff room, kitchen and offices; 

The Dining Room: 

be silent and stop eating when grace is said; 

use good table manners at the lunch table; 

keep your elbows off the table; 

always offer to others before helping yourself; 

talk in quiet tones to people immediately by you; 

keep your mouth closed when eating. 

The Locker Room: 

keep your kit and other belongings neatly in your locker 

never go into someone else‟s locker; 

take your boots off before entering the Locker Room; 

do not play in the Locker Room. 

Coaches and mini-buses: 

always wear your seat belt correctly; 

never put any part of your body out of a window; 

know how to evacuate the mini-bus quickly and safely; 

give a good impression to other road users; 

do not allow your possessions to roll about; 

leave the bus in a clean state. 

School Matches: 

show good sportsmanship at all times; 

accept all decisions made by the adults; 

play within the rules and spirit of the game; 

wear your school kit smartly and with pride; 

be friendly towards your opponents; 

be positive with your team mates. 

School Trips: 

act in a polite and considerate way at all times; 

do not approach strangers; 

always stay with the group; 

follow any special rules that might be given on an outing 

Property at School: 

do not bring expensive items or money to school; 

all belongings should be clearly named; 

do not use mobile phones during the school day; 

do not bring electronic games machines to school; 

do not bring any sharp or pointed item to school other than a compass; 

do not sell items at school; 

do not bring card games to school. 

The Swimming Pool: 

do not enter the swmming pool enclosure without an adult; 

do not wear shoes within the enclosure. 

These rules are not exhaustive, and additional guidance will be given from time to time. 



SECTION I 

ETHOS: 

1. The King‟s Worcester Foundation: 

The King‟s Foundation offers continuous education from age 2½ to 18. A common ethos 

extends across the Foundation‟s three schools. 

King‟s Hawford is part of the King‟s School Worcester Foundation and shares common 

aims and values. The AIMS might be expressed as follows: 

1.1 To help every child to fulfil his or her academic potential. 

1.2 To provide first rate pastoral care within an ethos of tolerance and mutual respect 

rooted in Christian values. 

1.3 To provide a range of interesting and challenging activities in order 

(a) to help all pupils to discover and develop skills and interests 

(b) to help their social integration within the School 

(c) to build their confidence and readiness for the next stages in their lives by the 

experience of challenge, success and helping others. 

1.4 To provide a safe community that encourages enjoyment, achievement and a 

positive contribution in a purposeful, healthy and happy environment. 

We recognise that children can show intelligence in many different ways and therefore 

strive to provide a broad and challenging experience for pupils. We value visits and 

expeditions as being an essential part of School life. 

There is regular contact between staff from all three Foundation Schools to ensure that the 

high standards expected of all three schools are met. 

It is our wish that all pupils entering King‟s Hawford will reach the qualifying standard for 

entry into King‟s at age 11. 

2. Values: 

We believe that education prepares children to make a positive contribution to the world 

around them. It instils a sense of respect for the values of truth, justice, honesty, trust and 

loyalty. 

Our school promotes an ethos of tolerance and mutual respect which is rooted in Christian 

values. We aspire to see children valuing themselves, their families, the wider groups in 

which they belong, the diversity of their society and the environment in which they live. 

As educators, we strive to work in partnership with parents towards a common goal of 

developing each child as an individual – physically, intellectually, emotionally and socially. 

We want all children to show initiative in their own learning and we aim to ensure that each 

child is fully included, secure and valued. 



3. From a child‟s perspective: 

Viewed from the perspective of the child, we have developed the following as a „childfriendly‟ 

set of aims: 

 

 

 

 

 

 

 

 

King‟s Hawford encourages me to: 

Be fully involved and enjoy school life; 

Find out as much as I can about the world in which I live; 

Explore my personal skills and talents, and discover new ones; 

Ensure that all of our school, children and adults, feel part of a community; 

Feel proud of my successes and take on new challenges; 

Value the achievements of others as well as my own; 

Treat others fairly and honestly. 

4. Teaching and Learning: 

A number of principles underpin our teaching and learning. These can be summarised as 

being our desire to: 

 

 

 

 

 

 

 

Set high expectations and give every child confidence that they can succeed; 

Establish what children already know and build on this; 

Structure and pace the learning experience to make it challenging and enjoyable; 

Inspire learning through passion for the subject; 

Make individuals active partners in their learning; 

Develop learning skills and personal qualities; 

Develop teaching skills that respond to a rapidly changing world. 

5. Independent learners: 

Young pupils are necessarily very reliant upon their teachers for initiating and supporting 

their learning. It is the policy at King‟s Hawford to help children achieve greater 

independence in their learning as they move through the School. 

To this end, it is our policy to encourage children to strive for explanation and 

understanding and not to „spoon feed‟ answers. This might typically mean that children 

would progressively be given pieces of the jigsaw until they reached a conclusion. 

6. Staff-parent relationship: 

Educating children is a shared responsibility between school and home. It is therefore 

important that the links between school and home are strong and built upon trust, 

understanding and a common goal. 

We believe that the most effective schools are those in which the teacher-parent 

partnership is fully developed with a common aim being shared. We value this partnership 

and aim to meet with all parents early in the school year to outline the programme of study 

and seek to build upon the existing parent-teacher relationship. 

7. Open Days 

Pupils in Years 3 to 6 will be asked to help out with at least one Open Morning during the 

course of each academic year. Mr Peters will make the necessary arrangements in the 

week leading up to each Open Day, when pupils can indicate which activities they would 

like to do on the day. Pupils are welcome to come to all three if they so wish. 



8. The Governors 

There is a single Governing Body for all schools within the King‟s Foundation. The 

Chairman of Governors is Mr Hugh Carslake, who can be contacted through the Clerk to 

the Governors at The King‟s School. 

School Policies 

SECTION J 

SCHOOL POLICIES 

The school has a number of policies relating to all aspects of the running of the school. All 

can be viewed on request. A list of school policies follows below. Those available for 

download from the website are clearly marked. 

Administration of Medicines Policy 

Accessibility Plan 

Anti-Bullying Policy 

Arts Policy 

Assessment, Recording & Reporting Policy 

Behaviour Management Policy 

Complaints Policy 

Confidentiality Policy 

Curriculum Statement 

Disability Discrimination Accessibility Plan 

Drama Policy 

Drugs Education Policy 

Early Years Complaints Policy 

Environmental Policy 

Equal Opportunities Policy 

Fire Safety Policy 

First Aid and Emergencies Policy 

Gifted & Talented Policy 

Homework Policy 

Inclusion Policy 

Mobile Telephone 

Off Site Activities & Excursion Policy 

Peripatetic Instrumental Lessons Policy 

Physical Activity Policy 

Physical Force Policy 

Presentation Policy 

Recruitment and Selection Policy 

Safeguarding (Child Protection) Policy 

Sex & Relationship Education Policy 

Support Policy 

Teaching & Learning Policy 

Whole School Food Policy 

Working with External Partners 

On Website 

On Website 

On Website 

On Website 

On Website 

On Website 

On Website 

On Website 

On Website 

On Website 

On Website 

On Website 

On Website 

On Website 

On Website 

On Website 

On Website 

On Website 



Mr Garrad’s House 

The Head’s 

Cottage 

Kindergarten 

and the Loft 

G1, G2, 

G3, G4 

Play area 

and bottom 

field 

The Cobb 

P1 

Swimming Pool 

and 

Conservatory 

R1, R2 and 

Reception 

Courtyard 

Head’s Office 

and School 

Office 

Top Field 

The Main House 

Ground Floor: Dining Room and Kitchen, 

H1, Matron’s Room, H2 

First Floor: H3, H5, H6, Staff Room, 

Andrew Hymer’s Office 

Second Floor: H9, H10, H7, H8 

Staff 

workroom 

N1, N2 

Workmen’s 

sheds 

Garden and 

Hard Surface 

Music Room

King's Hawford Parents' Handbook 2011-2012 - The King's School

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