Lister Brochure - Service Schools Mobility Toolkit

Lister School 

Herford 

PROSPECTUS

LISTER SCHOOL – STAFF 

LISTER SCHOOL 

The staff currently comprises 14 full time teachers. In addition to this, the school employs 2 secretaries, 

4 special needs teaching assistants, 13 teaching assistants and a full time caretaker. There is a curriculum 

development teacher for German language. 

Listed below is a Who’s Who of the Teaching Staff 

Headteacher 

Acting Headteacher 

Acting Deputy Headteacher 

Foundation Stage 1 Manager 

Foundation Stage 2 

Phase Leader KS1 

Year 1 

Year 2 

PPA Teacher 

- Mr A Atkin 

- Miss M Fairhurst 

- Mrs C Atkin 

- Mrs C Atkin 

- Miss C Pickering 

- Mrs S Provost 

- Mrs L Gill 

- Mrs T Churchill 

- Mrs S Churchward 

- Mr T Trevitt 

Year 3/4 

Year 5/6 

- Miss L Watson 

SENCO 

- Miss A Dhany 

- Miss C Russel 

- Mrs N Hird-Shaw 

Advanced Skills Teacher 

- Mr J Gill 

Key Stage 2 Co-ordinator 

- Mrs L Humphries 

Advanced Skills Teacher 

Official Address: 

German Address: 

Email: 

Website: 

Lister School 

BFPO 15 

Britische Schule 

Wentworth Kaserne 

Vloether Strasse 

32049 Herford 

sce.lister@sceschools.com 

www.listerschool.com 

Fax: From UK: 0049 5221 995 3678 

Civil: 05221 995 3678 

Telephone: Military: Herford (82) Ext 3305 

Civil: 05221 995 3305 

From UK: 0049 5221 995 3305 

Headteacher: 

Acting Headteacher 

Mr A J Atkin 

Miss M Fairhurst 

School Hours: 0845 to 1200 

1300 to 1500 

Please note that the school assumes legal 

responsibility for the children only from 

0835 hours when the playground is supervised 

by the Duty Teacher. 

School Transport: 

School buses, with escorts are 

provided by the Station and are 

the responsibility of the Station 

Staff Officer. Timetables are 

published by the Station Staff 

Officer. 


All queries regarding transport, should be directed 

through the Housing and Community Support Office. 

They can be contacted on Ext 3001. 

www.listerschool.com

The Aims Of Lister School 

THE CHILD GUIDANCE SERVICE 

The following are the aimsof the School and are based 

on the broad aims agreed by SCE. 

What is it? 

Who refers the child to the Child Guidance Centre? 

Our School is: 

Welcoming and Friendly 

Encouraging and supportive 

Informative and stimulating 

Our community makes the most of: 

Local links 

Partnerships 

Networks 

Teams 

Our Learning and Teaching has: 

1st hand experiences 

A varied, challenging and exciting curriculum 

Knowledge of the next steps in learning 

Excellent teaching 

Ways to celebrate success 

Parental commitment 

At Lister School our aim is to promote the following values: 

Build Self Esteem 

We value ourselves as unique human beings. 

Respect one another 

We value others for themselves. 

Learn for life 

We strive for knowledge wisdom and understanding. 

Develop Potential 

We take responsibility for our learning. 

The Child Guidance Service consists of a team of staff 

with various professional skills. They work and advise on 

children having a wide range of difficulties. There are 

four teams in Germany each based at the Child 

Guidance Centres. The address of the Centre serving 

Lister School is Child Guidance Centre, Osnabruck, BFPO 

36 

Who are the staff? 

The staff of the Child Guidance Centres offer help 

andadvice to children, parents and teacher. The types of 

difficulties mainly dealt with include: 

• Learning difficulties 

• Special Educational Needs 

• Behavioural and adjustment difficulties at home 

or school 

• Emotional difficulties 

• Speech and language difficulties 

Children are referred to the Child Guidance 

Centre mainly by: 

Schools, SSAFA, Parents, Unit Medical Officers When 

schools, medical personnel or SSAFA 

refer a child they will have first discussed the child’s difficulties 

with parents, suggested referral 

and gained the parent’s agreement for referral to be 

made. 

Where are children seen? 

Different places are used by different members of the 

staff. The educational psychologist will 

usually see the children at school or within the home. If 

seen at school then parents are invited 

to school or seen at home, for discussion with him/her 

and often a joint discussion takes place 

between parents, teacher and educational psychologist. 

The social worker sees parents 

and children mainly at home or school. 

BRITISH FORCES GERMANY YOUTH SERVICE 

The BFG Youth Service provides for the social, educational and recreational needs of young people who are dependants of Service personnel and attached 

civilians. The service currently has a membership of over 7000 with over 80 youth clubs run either by full-time professionally qualified Youth Workers or 

staffed by trainee Youth Workers and volunteers. All clubs are supported by granted aid and professional assistance from the BFG Youth Service. SCE 

Secondary Schools also have attached to their office staff Youth Tutors, with particular responsibility for youth work within the school and its catchment 

area. 

The BFG Youth Service offers a wide range of activities, games and competitions. Voluntary helpers are always welcome. For further information contact 

the Chief Youth Service Officer, Education Branch, HQ UKSC(G) BFPO 140 (JHQ 3176) or the Youth Tutor at Prince Rupert School. 

Herford Garrison has a full-time Youth Worker who can be contacted at 45 AEC. The Youth Club is located at 

Harewood Barracks. Timings for clubs are advertised in the Herford Herald. 



SCHOOL GOVENOURS COMMITTEE 

This is a formal body whose purpose is to facilitate 

the partnership approach between school, parents 

and the military units on station in the education of 

service children. 

The SGC is composed as follows: 

Chairman (Station Commander) 

Secretary 

Headteacher + Deputy Headteacher 

Teacher Representative 

SHCSO 

Foundation Stage Representatives 

AEO 

Families Officer 

AFF Representative 

Parent Representatives 

Community Representatives 

Sub Committees Include 

Finance Committee 

Complaints Committee 

The names of the SGC are published annually in the 

Herford Herald and by a letter to parents. 

LISTER SCHOOL ASSOCIATION 

The LSA has been formed with the following main aims: 

• To foster close links between parents 

and teachers 

• To help parents gain a greater understanding 

of the work and philosophy of the school 

• To organise social and educational functions 

for parents 

• To help raise money for school 

All teachers and parents are automatically members of 

the LSA. The LSA Committee is formed from 

volunteers, co-opted by the Committee or by the 

Headteacher. 

The LSA Committee is made up as follows: 

Chairperson 

Headteacher 

Deputy Head 

Teacher Representatives 

Parent Representatives 

The names of the LSA Committee are published in the 

Herford Herald and sent by letter to parents. 

LISTER SCHOOL CURRICULUM 

The curriculum is established on the general principles laid down in the Education Reform Act 1988. This entitles every 

pupil to a curriculum which is balanced and broadly based and which: 

a. “Promotes the spiritual, moral, cultural, mental and physical development of pupils at the school 

and of society” 

b. “Prepares such pupils for the opportunities, responsibilities and experiences of adult life” 

THE WHOLE CURRICULUM 

The whole curriculum is composed of that which is taught directly together 

with that which is taught indirectly, sometimes called the “ethos” of the 

school or the “hidden curriculum”. That which is taught is: 

THE BASIC CURRICULUM 

This is made up of The National Curriculum and Religious Education 

Plus Cross Curricular Dimensions: Personal and Social Education (PSE), 

Environmental Education, Gender and Multiracial Issues, Road Safety. 

NATIONAL 

Four Core Subjects: 

Mathematics, English, Science, 

Information Technology. 

Six Foundation Subjects: 

Technology, History, Geography, 

Art, Music, PE. 

and in addition RE 

SPECIAL EDUCATIONAL NEEDS PROVISION 

At Lister School we place an important emphasis on Special Educational 

Needs as we recognise that pupils learn at different rates and that there 

are many factors affecting achievement, including ability, emotional state, 

age and maturity. 

We have a highly motivated and supportive team of SEN TAs who work closely with the SENCO. We welcome the partnership 

of parents, pupils and teachers in our learning support work. 



THE ORGANISATION AND DELIVERY OF THE CURRICULUM 

REPORTING TO PARENTS 

The following are the five principles on which delivery of our curriculum is based. 

BREADTH 

Our curriculum should introduce each pupil to a wide 

range of concepts, experience, knowledge and skills. 

BALANCE 

Each area of the broad curriculum should be given sufficient 

time for its contribution to be effective. 

RELEVANCE 

In Lister School the subjects within the National 

Curriculum are taught primarily through integrated 

Topics or specific Modules giving children the maximum 

opportunities to learn through practical 

real situations using activity based learning where 

appropriate. 

As children progress through Years 1 to 6 the subjects 

become more clearly identified and some subjects 

or sections of them will be taught distinctly e.g. PE, 

Music, RE. 

Reporting to parents on the progress and development 

of their children is considered to be a matter of great 

importance and is part of the regular dialogue which 

should exist between home and school. 

The school has a clear programme for this, the most 

important points of which are listed below. 


In the term prior to starting full time schooling both parents 

and children will be invited to meet their 

teacher and complete the Initial School Profile. During 

the first term follow up interviews are arranged to view 

the child’s progress. 

Curriculum Statement highlighting the work covered that 

academic year. 

Additional 

Interviews can be arranged at other times either by contacting 

the class teacher or the School Secretary. 

Please remember that we are always willing to discuss 

children’s welfare and education and we would rather 

you come to see us if you have a concern rather than 

sitting at home worrying. 

TRANSFER TO SECONDARY 

SCHOOL 

All subjects of the curriculum should contribute to a 

sound general education. 

DIFFERENTIATION 

What is taught and how it is taught should be matched 

to and develop individual pupils’ abilities, aptitudes and 

interests. 

CONTINUITY AND COHERENCE 

The curriculum should be designed so as to achieve an 

acceptable degree of coherence and continuity in 

teaching style, curriculum organisation and content. 

In their primary school years children pass through 

many stages of development and the organization of the 

curriculum must reflect this. 

There will be times when the class will be taught as a 

whole, when children will be in ability groups, when children 

will be in mixed groups or when they will be taught 

individually. 

However the general approach throughout the school is 

to plan the day so that children can work at the correct 

pace through a broad, balanced and relevant curriculum 

in an environment that is supportive yet intellectually 

and personally challenging. 

The implementation and delivery of the terms of the 

1988 Education Reform Act and the National Curriculum 

is an ongoing process over a number of years. It is also 

subject to review and change by Her Majesty’s 

Government. Therefore the school is at any time 

responding to changes to the curriculum 

made by outside agencies or through its own process of 

self-review. 

New Entrants 

All parents of children arriving at Lister School will meet 

the Head before their child begins school. 

An interview is then arranged with the class teacher 

approximately three weeks after commencing so that 

progress on future educational development can be discussed. 

This interview is considered most 

important. 

Parent/Teacher Interviews 

During both the Autumn and Spring Term, we set 

aside three afternoons for parents to come in and have 

individual interviews with their child’s class teacher. 

Summer Term 

Towards the end of the Summer Term the school will 

issue a written report on each child together with a 

Curriculum Statement highlighting the work covered that 

academic year. 

At the end of the school year in which a child has 

their eleventh birthday (Year 6) they transfer to 

secondary school. Normally this will be Prince Rupert 

School, Rinteln. 

In the term before the children are due to transfer, 

the Head of the Lower School, or his representative, will 

visit Herford to speak to parents and the children will 

visit Prince Rupert School (PRS) to familiarise themselves 

with their new surroundings. This is a 

most important time for your child and you are 

requested to attend these meetings wherever possible, 

even if you already have a child attending 

PRS. Each individual member of the family will need 

parental support in helping them prepare for transfer 

and to make their transfer successful. 

Primary/Secondary liaison is an important part of 

work and much of the teacher’s time is given to 

maintaining close links between the two schools in 

order for your child’s transfer to be personally and 

academically successful. 



FOUNDATION STAGE CHILDREN 


When a parent arrives with a new child for the unit, they are asked to spend some time with the unit leader 

or deputy completing an initial profile sheet, sharing information about their child, to allow the practitioner to help the 

child to settle in. 

In the morning, parents are encouraged to come in and help their child choose a first activity or to have an 

informal chat with their child’s practitioner if they have a concern. Parents may also meet with the practitioner by 

appointment. There is an open door policy in the unit and parents are positively encouraged to be involved with 

their child’s development. There are a variety of occasions during the year when the parents participate in morning sessions, 

e.g. big brew, coffee mornings. At the end of the summer term, before the children move to FS2 in the main building, 

there is an open afternoon/interview when parents have time to discuss their child’s profile. 


For the first three weeks of the autumn term, the children attend in mornings only. In the afternoon parents are 

invited to be involved in their child’s baseline assessment with the class teacher. There will be an end of year Baseline 

assessment during the summer term. Open mornings will be held throughout the year. Again, parents are encouraged to 

meet with the teacher if they have a query or if they want further information on any area of learning. 

During the Spring and Summer terms, reporting to parents is the same as for the rest of the school. 

National Curriculum Attainment Targets 

These are specified up to 10 levels of attainment, 

setting objectives for learning, covering the ages 

5 – 16. All children develop differently, therefore 

a range of achievement is to be expected within a 

teaching group at any stage. However the following may 

be useful as a general guide. 

Key Stage 1 

Key Stage 2 

- Most children should be 

achieving levels 1 to 3. 

- Most children should be 

achieving levels 3 to 5. 

National Curriculum Programmes of Study 

These are the essential content, skills and processes 

which need to be covered by pupils at each stage of 

their education. These are laid down in the National 

Curriculum Subject Folders and are available for parents 

to read at the school. 

Assessment, Recording and Reporting 

These are related to the 10 levels of attainment 

indicated by performance in standards assessment tasks 

(SATs) to be taken at the end of each Key Stage. 

We believe that assessment is an integral part of the 

learning process and that it assists us in evaluating our 

curriculum. All children at Lister School will have 

as part of their assessment and records the following: 

• Record of Achievement (National Curriculum 

Portfolio) containing significant examples of work. 

• General records of work covered. 

• National Curriculum Matrix – showing the level of 

attainment we believe a pupil to have achieved. 

• Annual Written report – this is sent to parents and 

is also the transfer report for the next school. 

It is the property of both the pupil and the parent, 

however we ask that it be held in the school until 

the child leaves. 

During the foundation stage years, we would expect the children to learn to: 

• Dress themselves, manage 

buttons, buckles and 

perhaps laces 

• Go to the toilet alone 

• Tidy up and put things away 

• Listen to and follow 

simple instructions 

• Play co-operatively 



MATHEMATICS POLICY STATEMENT 

CHILDREN’S BEHAVIOUR AND DISCIPLINE 

The school scheme of work is based on the National Curriculum programmes of study. 

The National Numeracy Framework is used as the basis for medium and short term 

planning, and is supported by a variety of published schemes. 

The aims of mathematics in Lister School are: 

The actions of pupils should show that they know what constitutes 

appropriate behaviour and that they understand what is expected 

of them and they should respond accordingly. 

Pupils should: 

• to promote enjoyment and enthusiasm for learning through practical activity, 

exploration and discussion 

• to promote confidence and competence with numbers and the number system 

• to develop the ability to solve problems through decision making and reasoning 

in a range of contexts 

• be considerate and courteous and relate well 

to each other and adults 

• take responsibility for their own actions, appropriate 

to age and maturity 

• develop self esteem, self discipline and should adhere to high 

standards of behaviour which contribute to effective learning 

• to develop a practical understanding of the ways in which information is gathered 

and presented 

• to explore features of shape and space, and develop measuring skills 

in a range of contexts 

• to understand the importance of mathematics in everyday life 

SCHOOL RULES (incorporating Golden Rules) 

Children should: 

• be sensible at all times 

• keep to the right when walking along corridors and on stairs 

• not run within school - offenders should be made 

to ‘go back and walk’ 

• be quiet / silent when moving around in school lines 

• hold doors for adults and wait to allow adults to pass 

ahead of them when appropriate 

• wait quietly when lining up for school lunch 

• not talk before / during / at the end of assembly 

Miss R M Fairhurst 

Mathematics Co-ordinator 

PLAYTIME 

• No kicking / punching / fighting / play fighting allowed 

• No ‘verbal’ fighting allowed 



SCHOOL UNIFORM 

ENGLISH POLICY STATEMENT 

The maintenance of a high standard of appearance at 

school is considered most important. 

Girls 

Boys 

Skirt or pinafore dress (Black or Grey) 

White Polo Shirt* 

White Socks or tights 

Black or brown shoes 

Burgundy Sweatshirt* 

Gingham Dress (any colour) – Summer only 

Girls may wear suitable school trousers 

in the Winter months. 

Trousers (Black or Grey) 

White Polo Shirt 

Burgundy Sweatshirt 

Dark Socks 

Black or brown shoes 

Shorts may be worn in the Summer 

Sports and Leisurewear is not allowed 

outside of PE Lessons. 

In addition children will require: 

1. PE shoes (plimsolls). 

2. Cotton T-shirt/shorts in a labelled bag.* 

* All of these items can be purchased from the PRI 

Shop, Hammersmith Barracks. 

Please remember that for PE all children remove shirts, 

dresses, pullovers, socks and shoes and these 

items can easily become muddled. 

In KS2 (Years 3 – 6) the children go swimming on alternate 

Thursdays. 

For this they will need: 

1. Swimming costume (named) 

2. Towel (named) 

The above items need to be placed 

in a waterproof bag. 

JEWELLERY 

Many Education Authorities have banned all jewellery 

from being worn at school in order to protect children 

from the injuries that they cause and from the distress 

that occurs when items are lost. No jewellery is 

suitable for school and you are politely requested 

not to send children to school wearing any. 

WINTER CLOTHING 

For those of you who have not been in Germany 

before, it can get very cold, with plenty of snow and 

rain!! Children will need warm coats, hats and gloves, 

together with a pair of Winter boots. To avoid children 

sitting with their feet inside wet, humid footwear, please 

• The National Curriculum for English unites the important skills of reading, writing , 

speaking, listening and performing. Literacy focuses on the crucial areas of reading 

and composing texts. Through the National Literacy Strategy’s “Framework for 

Teaching” we are encouraged to use a variety of strategies to explore: 

• word sentence and text level work 

• a wide range of fiction and non-fiction 

• a selection of text types and their identifiable features 

• Additionally, we have guidance on teaching and learning styles delivered through 

a structured daily hour designed to improve standards in Literacy. At Lister we value 

the place of speaking, listening and drama too. We seek any learning opportunity 

contained within the curriculum to enable our children to develop as confident 

articulate speakers and attentive listeners. We aim to provide experiences which 

will feed the imaginations of our children through performance and improvisation. 

• We teach English in order to develop the vital skills of reading, writing, speaking 

and listening as well as encourage interest and enjoyment in discovering how our 

language works and how speakers and writers (including our own pupils) can shape 

and manipulate the messages they give us. 

• To support children who have learning difficulties we provide Literacy support 

programs throughout the key stages which provide small group learning experiences 

structured to increase confidence and understanding so that enjoyment and success 

is accessible to all. 

Mrs N Hird-Shaw 

Literacy Co-ordinator 



SCIENCE POLICY STATEMENT 

MEDICINES AT SCHOOL 

Science teaches an understanding of natural phenomena. It aims to stimulate a child’s curiosity in finding 

out why things happen in the way they do. It teaches methods of enquiry and investigation to stimulate 

creative thought. Children learn to ask scientific questions and begin to appreciate the way science will 

affect their future on a personal, national and global level. 

The aims of the science curriculum at Lister school are to enable children to: 

• ask and answer scientific questions; 

• plan and carry out scientific investigations, using equipment, including computers, correctly; 

• know and understand the life processes of living things; 

• know and understand the physical processes of materials, electricity, light, sound and natural forces; 

• know about the nature of the solar system, including the earth; 

• evaluate evidence and present their conclusions clearly and accurately. 

The school uses the QCA scheme of work for science as the basis of its curriculum planning. The QCA 

scheme has been adapted to the local circumstances of the school in that we make use of the local 

environment in our fieldwork and we choose a locality where the physical environment differs from that 

which predominates in our immediate surroundings. 

Children take the national tests in science at the end of Key Stage 2. Teachers make an assessment of the 

children’s work in science at the end of Key Stage 1. We report the results of these tests to parents along 

with the teacher assessments which we make whilst observing the work of children throughout the year . 

We use practice science tests in Key Stage 2 to assess children’s progress on an annual basis. 

Under exceptional circumstances the school 

secretaries will administer medicines in school on behalf 

of the parents. 

PROCEDURES 

Parents must have the permission of the Headteacher 

before medicines or tablets can be administered 

at school. Headteachers have the right to refuse to 

accept any form of medicines being administered 

in their school. When permission has been obtained 

then the PARENT must bring the medicines to school, 

dosage should only be enough for that day, and the 

school must have clear written instructions as to 

the dosage. 

No medicines can be administered unless the correct 

indemnity form is completed and held by the school. 

This form is issued to you on registration and held at 

school. 

THE SCHOOL MEALS SERVICE 

SCE takes great pride in its school meal service 

which has a full time advisor monitoring menus and 

standards in schools. It is most conscious of the importance 

of providing a healthy, balanced meal at 

midday in order to give children the energy required 

for the afternoons activities. 

Our school meals are of the highest quality. The menus 

are published monthly, (a vegetarian option is included 

daily) and parents have the following options: 

1 Your child has a school lunch every day 

2 You choose which days you know they would like a 

meal and provide a packed lunch on the other days 

3 Your child brings a packed lunch every day 

School meals are paid for in advance. During the first 

week of the month, you will receive a bill, showing the 

amount of money owed. If for any reason, your child is 

absent from School and you have paid for a lunch, you 

will be given a credit at the end of the month. 

MID MORNING BREAK 

Children can bring a snack and a drink if they wish for 

mid morning break. However we do advise that this 

should be a piece of fruit or a packet of crisps as we 

cannot provide the opportunity for children to brush 

their teeth. We have found that children who eat a large 

snack at 10.30 often do not eat much of either 

their school meal or their packed lunch. 

RESEDENTIAL TRIPS 

The school is committed in providing all resedential trips 

in Key Stage 2. these have been praised very highly in 

the two Ofstead reports. HMI have declaired them to be 

a strength of the school. For years 5 & 6 there is a two 

year rolling programme in the summer term with the children 

visiting Denmark and Bavaria. Years 3 & 4 in the 

summer term have an annual visit to a local German 

Youth Hostel. In addition there is an opportunity for 

years 5 & 6 to go skiing. 

HOST NATION 

Once again HMI identified the Host Nation policy as a 

strength. We have partnerships with three local German 

Schools. The teaching of German and 

inparticular the culture is promoted throughout the 

school. 



HOMEWORK 

The habit of study at home for a given period each 

day is a good one and one that children need to 

cultivate. In Primary School homework involves 

sharing of time and activity between parents and 

children. Sharing reading activities, talking about 

their day, building and making things together and going 

on visits to widen their experience is the most important 

“homework” our children can receive. 

As they progress through the school this remains 

true, but in Key Stage 2 children will receive a more 

structured homework programme, when necessary, 

to suit individual needs. This will include spelling, 

Numeracy and Literacy and on occasions related 

topic work. 

PARENTAL ASSISTANCE IN SCHOOL 

Voluntary help in school is most welcome and 

valued by staff. There are many ways that you can 

be of help to the school, not necessarily working with 

the children. If you are interested in offering your 

services do please get in touch with the Headteacher. 

ABSENCE FROM SCHOOL 

Please send a note or telephone message to explain 

your child’s absence from school. We appreciate this 

courtesy and also feel it is a sensible safeguard against 

a child absenting himself from school without 

the knowledge of either the school or the parents. 

We would also be grateful if you would inform us 

verbally or in writing if you intend to collect your child 

during school hours in order to attend dental or 

medical appointments. For obvious safety reasons we 

are unable to release a child from school unless they 

are accompanied by an adult. 

MEDICAL EXAMINATIONS 

All children will have a full medical by the Health Visitor 

on entry to full-time education. It is important 

that a parent is present during this examination. 

A further full medical is held during your child’s 

last year in Primary School. 

HEAD INFESTATION 

The problem of headlice amongst school children 

is a known fact and we would be most grateful 

if parents could inform us confidentially if this occurs. 

Whilst it can be distressing for a parent to learn that 

a child’s head has become infested, it is realised that 

all children are susceptible and it is by no means 

a reflection on the parents standard of hygiene. 

We recommend that parents check their child’s head 

at least once a week. 

SICK CHILDREN 

If your child shows signs of being unwell please keep 

them at home as we have no facilities to look after 

sick children. If a child becomes unwell at school then 

parents will be contacted and asked to come and 

collect them. 

ACCIDENTS IN SCHOOL 

Children do have accidents in school, as they do at 

home, even though we are particularly watchful. 

If your child has an accident which warrants treatment 

you will be contacted about it. In an emergency, they 

will be taken to the Medical Centre. If it is not an emergency 

then you will be contacted to collect your 

child and take them for treatment. 

Information and Communication Technology 

(ICT) POLICY STATEMENT 

ICT is changing the lives of everyone. Through teaching ICT we equip children to participate 

in a rapidlychanging world where work and leisure activities are increasingly transformed by 

technology. We enable them to find, explore, analyse, exchange and present information. 

We also focus on developing the skills necessary for children to be able to use information in 

a discriminating and effective way. ICT skills are a major factor in enabling children to be confident, 

creative and independent learners. 

The aims of ICT at Lister school are to enable children to: 

• develop ICT capability in finding, selecting and using information; 

• use ICT for effective and appropriate communication; 

• monitor and control events both real and imaginary; 

• apply hardware and software to creative and appropriate uses of information; 

• apply their ICT skills and knowledge to their learning in other areas; 

• use their ICT skills to develop their language and communication skills; 

• explore their attitudes towards ICT and its value to them and society in general. 

For example, to learn about issues of security, confidentiality and accuracy. 

The school uses the national scheme of work for ICT as the basis of its curriculum planning. 

We have adapted the scheme to the local circumstances of the school. 

Our school is working towards a position where there will be a computer available in every 

classroom in addition to a computer room with a network of computers for groups of children. 

The school has internet access for computers but, as yet, not for every computer. We keep 

resources for ICT, including software, in a central store where there is a box of equipment 

for each unit of work . 

Mr J Gill 

ICT Co-ordinator 



NATIONAL STANDARD ASSESSMENT TESTS 2004 -2006 

OFSTED INSPECTION 

OFSTED Inspections normally take place every five years and are conducted by the Officer for Standards 

in Education and are an important event in the life of the school. 

KS1 % ACHIEVING LEVEL 2 AND ABOVE 

2002 2003 2004 

National SCE Lister National SCE Lister National SCE Lister 

Reading 84 88 82 95 95 82 84 88 94 

Writing 86 92 90 92 94 90 86 92 92 

Spelling 75 81 87 72 79 86 75 81 96 

Maths 91 95 87 95 90 87 91 95 97 

Lister School underwent an OFSTED Inspection in March 1998. The inspection’s findings were very positive, 

and confirmed the high quality of education provided by the School. In particular the inspectors made 

the following points. 

“The School is effectively managed by an 

experienced and enthusiastic Headteacher whose 

high profile presence inspires confidence among 

all members of the school community and 

contributes to the positive ethos that prevails. 

The Senior Management Team gives purposeful 

leadership and educational direction to the School” 

KS2 % ACHIEVING LEVEL 4 AND ABOVE 

2002 2003 2004 

National SCE Lister National SCE Lister National SCE Lister 

English 87 75 73 75 77 75 77 82 87 

Writing 73 56 50 65 65 60 63 66 83 

Maths 86 78 81 72 73 73 74 74 76 

Science 96 91 96 85 87 87 86 91 100 

“The good level and quality of staffing, 

accommodation and learning resources have 

a positive effect on the quality of education and 

the standards achieved. The teaching is effective 

because lessons are carefully planned and 

classrooms well organised. The support given 

by teaching assistants is good and classrooms 

well organised.” 

“The behaviour of pupils is good; they are 

trustworthy, mature and well motivated to learn. 

Links with the host community are well developed.” 

A copy of the full Report is available from the School Office or website. 

extract from Forces Weekly Echo

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